Terry Fox Secondary Staff Handbook 2014_2015
December 22, 2016 | Author: Ryan Cho | Category: N/A
Short Description
Terry Fox Secondary Staff Handbook...
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DRAFT September 19, 2014
Terry Fox Secondary School
STAFF HANDBOOK 2014 – 2015 1|P age
Terry Fox Secondary Staff Handbook
MISSION Terry Fox Secondary strives to create a challenging environment which fosters respect, courtesy, and enthusiasm for learning. Terry Fox Secondary strives to encourage students to show determination, commitment, and perseverance in the pursuit of their fullest academic and personal potential.
“WE PURSUE EXCELLENCE” “I just wish people would realize that anything’s possible if they try, that dreams are made if people try.” Terry Fox
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Terry Fox Secondary Staff Handbook
TABLE OF CONTENTS Staff Handbook ............................................................................................................................................ 1
MISSION ......................................................................................................................... 2 PRINCIPAL’S MESSAGE ............................................................................................... 3 REPORTING TIMELINE 2013 – 2014 ............................................................................ 7 Introduction ................................................................................................................................................. 8 School Goals & APL (Action Plan For Learning) ..................................................................................... 8
TERRY FOX SECONDARY ADMINISTRATIVE RESPONSIBILITIES 2013 – 2014 ....... 9 TEACHING STAFF LIST .................................... ERROR! BOOKMARK NOT DEFINED. SUPPORT STAFF LIST................................................................................................ 13 DEPARTMENT HEADS ................................................................................................ 14 SCHOOL HOURS/CLASS SCHEDULE ....................................................................... 15 School Day ................................................................................................................................................. 15 Announcements ........................................................................................................................................ 15 Inclement Weather (Policy #Ap132) ........................................................................................................ 15 School Opening Procedures .................................................................................................................... 16 Homeroom Procedures ............................................................................................................................ 16 School Assemblies and Presentations ................................................................................................... 16 Counsellors ............................................................................................................................................... 18 Department Heads .................................................................................................................................... 18 General Duties and Responsibilities of All Department Heads Include: ............................................. 18 Application and Selection Procedures for Secondary Department Heads ......................................... 20
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Fiscal Responsibilities of Department Heads ........................................................................................ 20 Department Head Review of Student Evaluation ................................................................................... 21
COMMITTEES AND REPONSIBILITIES ...................................................................... 24 CDMC.......................................................................................................................................................... 24 Professional Development ....................................................................................................................... 25 Technology ................................................................................................................................................ 25 Occupational Health and Safety Committee .......................................................................................... 25
BEAR AWARE PROCEDURES ................................................................................... 31 Emergency Actions ................................................................................................................................... 31 Pro-active Measures ................................................................................................................................. 32
EMERGENCY MAP ...................................................................................................... 36 RESPONSIBILITIES OF TEACHING STAFF ............................................................... 34 Teacher Attendance .................................................................................................................................. 35 Absenteeism – Teacher on Call ............................................................................................................... 35 Attendance at Meetings ............................................................................................................................ 36 Communication ......................................................................................................................................... 36 Do’s............................................................................................................................................................. 36 Don’ts ......................................................................................................................................................... 36 E-mail may be: ........................................................................................................................................... 36 Assessment and Evaluation .................................................................................................................... 37 Late And Missed Assignments ................................................................................................................ 39
REPORTING PROGRESS TO PARENTS AND STUDENTS ....................................... 41 Method of Reporting ................................................................................................................................. 41 Student Late Assignment Policy ............................................................................................................. 41
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Meaning of Symbols Used on Report Cards .......................................................................................... 41 Work Habits ............................................................................................................................................... 43 A Sample Rubric For Determining Student Work Habits ...................................................................... 44 Absence ..................................................................................................................................................... 45 Frequency of Reporting ............................................................................................................................ 45 Appeal Procedures ................................................................................................................................... 46 Student Reports ........................................................................................................................................ 47 Intermediate Reports (Grades 8 to 10) .................................................................................................... 48 Graduation Reports (Grades 11 and 12) ................................................................................................. 48 Promotion and Retention ......................................................................................................................... 48 Students with Special Needs ................................................................................................................... 49 English As A Second Language Students ............................................................................................. 49
STUDENT ATTENDANCE ............................................................................................ 50 Terry Fox Secondary School Attendance Policy (revised September 2008) ...................................... 50 Responsibilities ......................................................................................................................................... 51 Truancy ...................................................................................................................................................... 52 Attendance Procedures ............................................................................................................................ 52
THE THREE LEVEL ATTENDANCE INTERVENTION PLAN FOR UNEXCUSED ABSENCES .................................................................................................................. 53 Level 1 – The Three Step Teacher Intervention ..................................................................................... 53 Level 2 – Counsellor Intervention ........................................................................................................... 53 Level 3 – Administrative Intervention ..................................................................................................... 53 Student Attendance – Roles and Responsibilities ................................................................................ 54
STUDENT DISCIPLINE AND SUSPENSION ............................................................... 56 Key Principles ........................................................................................................................................... 56
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General Discipline Guidelines: ................................................................................................................ 56 Dealing with Violent Students.................................................................................................................. 57 Student Smoking ....................................................................................................................................... 58 Weapons .................................................................................................................................................... 58 Drug or Alcohol Use ................................................................................................................................. 58 Commencement Ceremonies .................................................................................................................. 59 Procedure................................................................................................................................................... 59 Criteria For Valedictorian ......................................................................................................................... 59
STUDENT SERVICES .................................................................................................. 60 Learning Centre ......................................................................................................................................... 60 Skill Development ..................................................................................................................................... 60 Referral Procedure .................................................................................................................................... 60 Learning Assessment Policy ................................................................................................................... 61
SCHOOL-BASED TEAM .............................................................................................. 62 Medical Alert List ...................................................................................................................................... 63
SCHOOL SECURITY .................................................................................................... 63 Personal Property of Students and Teachers ........................................................................................ 63 Building Security ....................................................................................................................................... 63 School Keys ............................................................................................................................................... 63
ACCIDENTS – STUDENT/STAFF ................................................................................ 64 Student Accident ....................................................................................................................................... 64 Staff Accident ............................................................................................................................................ 64
SUNSHINE FUND ........................................................................................................ 65 SCHOOL MAP ............................................................................................................. 66 6|P age
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SCHOOL CALENDAR 2014-2015 ................................................................................ 69 APPENDIX “A” Code of Ethics ....................................................................................... 69 APPENDIX “B” Teacher Evaluation Procedures ............................................................... 70 APPENDIX “C” Inter-Ministerial Child Abuse Protocol ...................................................... 72 APPENDIX “D” Course Previews .................................................................................... 74 APPENDIX “E” District Code of Conduct ......................................................................... 76 APPENDIX “F” Field Trips and Special Activities .............................................................. 78 APPENDIX “G” Field Trip Approval Form ....................................................................... 80 APPENDIX H Terry Fox Bus Request Form ..................................................................... 81 APPENDIX “I” Terry Fox Large And Small School Bus Cost ............................................... 82 APPENDIX “J” Extra-Curricular Students at Terry Fox ...................................................... 83 APPENDIX “K” Medical Alert Students ............................................................................ 84 APPENDIX “L” Policy For Scheduling Students ............................................................... 94 APPENDIX “M” Graduation Program .............................................................................. 96 APPENDIX “N” Tech Support ......................................................................................... 98 APPENDIX “O” Code of Conduct.................................................................................... 99
APPENDIX “P” Reporting Timeline 2014 - 2015 ....................................................................... 106
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PRINCIPAL’S MESSAGE Welcome to another great year here at Terry Fox Secondary. I am excited to start a year filled with new experiences. Whether you are a relatively new teacher, seasoned master teacher or somewhere in between, make the most out of the 2014-2015 school year. Throughout the year, please come down and talk to one of us if you have any concerns. You are on the front-line with our students and parents, and positive, open, two-way communication with the administration benefits everyone. New ideas and suggestions are welcomed as we are always looking for ways to improve and grow. The guidelines set out in this handbook are here to help you and make things run effectively and efficiently. If you have any questions regarding this handbook and its contents over the year, please bring them to one of the administrators. The handbook is a dynamic document that will grow and change as needed. Therefore, throughout the year we may add new or updated pages to the handbook. Please take time to read the staff handbook as it contains district policy and school practices that need to be followed. We are privileged to be able to work at Terry Fox Secondary. We have approximately 1400 students whose parents trust us to teach and care for them as individuals. Make the most of every moment – the year will go by so fast! Heather
INTRODUCTION This school has been re-named and dedicated to the memory of Terry Fox. The students and staff of Terry Fox Secondary are honored to be identified with the ideals and concern for others, which Terry Fox exemplified. Terry was an ordinary teenager; he was proud of his school and shared the same joys and sorrows, the same hopes and uncertainties, as did his friends at “PoCo”. Terry never presumed to set standards for others, but he always did his best. He was dedicated to the goal of raising money and awareness to defeat cancer.
SCHOOL GOALS & APL (ACTION PLAN FOR LEARNING) We support the Ministry, District and School Goals. Terry Fox School Goals as outlined in our APL (Action Plan For Learning) 1. To encourage and develop positive character traits at Terry Fox Secondary School through the continuation of the “Character in Action Program.” 2. To foster student engagement through increased school and community activities.
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TEACHING STAFF LIST ( CTA) ADMINISTRATION Ms. Heather Murphy Principal Ms. Lisa Dubé Vice-Principal Mr. J.J. Hyde Vice-Principal
COUNSELLORS(4) Mr. Rich Chambers Ms. Tammy Ough Ms. Rhonda Trunkfield Ms. Nina Norlin
TEACHERS Ms. Therese Baker Mr. Dave Bifolchi Mr. Grant Bohlen Mr. Graham Bowers Ms. Robin Charboneau Mr. Steve Charboneau Mr. Ryan Cho Ms. Alissa Chojnacki Ms. Lesley Chung Mr. Chris Corrado Ms. Rubi Corsi Mr. Ed Csuka Ms. Franca D’Alfonso Ms. Jennifer Dalrymple
Ms. Caz Davidson Ms. Layla D’Emanuele Ms. Rosie Dhesi Ms. Olga Dodic Mr. Vern Fedorak Ms. Jennifer Fort Ms. Kelly Fridge Mr. Doug Friend Mr. Steve Fukui Ms. Monica Gallo Mr. Craig Geddes Mr. Pietro Grossi Ms. Nicole Hadden Mr. Peter Haerdi Ms. Amanda Herdman Ms. Kathy Hess Mr. Ian Hurst Mr. Mike Jones Ms. Melinda Kinder Mr. Jorge Knizek Mr. Doug Kong Mr. Tom Kudaba Ms. Dona Lawson Mr. Jeff Leitch Mr. Peter Maddrell Ms. Anne Malo Mr. Brett Malo (L) Mr. R. Mazzucco Ms. Susan Marino Ms. Sheila Marshall Ms. Renee Mazzucco (L)
Ms. Cheryl McCargar Mr. Dave McCristall Mr. Martin McDonnell Mr. Brett McLean Ms. Laura Menard Ms. Veronica Miranda Ms. Cristina Mohammed Mr. John Murphy Ms. Kyla Murphy Mr. Andrew O’Neill Ms. Brenda Pasichnyk Mr. Craig Percevault Mr. Brad Peterson Mr. Mark Prinster Mr. Dejan Radic Ms. Jeanette Reynolds Mr. Adam Rigetti Mr. Steve Sainas Mr. Antonio Santarossa Mr. Steve Snyder Mr. Dan Tilsley Mr. Tom Turnbull Ms. Leah Ueda Mr. Don Van Os Mr. Richard Vickers Mr. Dean Whitson Mr. Derek Wintermans Mr. Ron Williams Mr. Dennis Wong Mr. Len Wyatt
* Bold – Admin, Department Heads
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TERRY FOX SECONDARY ADMINISTRATIVE RESPONSIBILITIES 2014 – 2015 X – Responsible Ross – – Involved
Heather
Departments Career Prep/Transition Ed Counseling English Tech Ed/Drama/Art/Theatre/Music Home Economics/Planning Library/Business Ed/Info Tech Math Modern Languages E.A.L./International Students Physical Education Science Social Studies Student Leadership Student Services/SEAS/IBS
Lisa
Patti
Chambers/Norlin
X X
Marino
X X
Murphy
Haerdi
X
McCristall Bowers
X
D’Alfonso
X X
Malo/Chambers
Fedorak
X
X
X
After Grad Announcements/Raven/Enews/Communication/ PR
Other
Haerdi
X
Skill Development Dept. Head Meetings OTHER RESPONSIBILITIES Aboriginal Education (Youth Worker)
X X X X -
X
Bohlen
X
Chambers
Corsi Kinder/Kudaba/Reynolds Kinder
X
Youth Worker
X
Leslie/ Prinster
X
APL Action Plan for Learning Articulation Assemblies (Grade Assemblies) Athletics Attendance Monitoring / Auto dialer Awards BCeSIS Breakfast Club Bus Coordination
X
X
X X
X
X X X X
CADS Authorization Cafeteria/Healthy School Initiatives/Vending Calendar Caretakers CDMC Commencement 10 | P a g e
J.J.
Counsellors/Kinder
X X X
X X
X
X
X X
X X X
X
Vern/Rich/Tammy
X X X X
Counselling/Vern
Rhonda
X
Laura Menard Site Contacts
Leslie/Maureen and Kathryn
X X X X
X X Marty/Deb Chambers Counsellors/Kelly
Terry Fox Secondary Staff Handbook
– – Involved Counseling A-E Counseling F-K Counseling L-P Counseling Q-Z Community Bookings Course Handbook Crisis Response Team Discipline Referrals
Heather
Health and Safety Committee/WCB Home room Immunization Inventory (Year End & Ongoing) Legacy Project L.I.F. Link Crew ISS Lockers Maintenance, Physical Plant, Work Orders Mentorship Ministry Forms – Special Education/1701 Ministry Forms – Course x Course Ministry Surveys Newsletters (to be emailed) New Staff Orientation Office Operations Parent/Community Involvement Active Youth Meetings Parents Advisory Council (PAC) Passport to Education (GPA/Honor Roll) Peer Tutoring Photography Professional Development Committee Purchasing RCMP Liason Reporting/Assessment 11 | P a g e
Lisa
Patti
Nina Rich Tammy
Rhonda
X X X
X L-Z X
X
X X X
A-K Rich
X
X
TRAX/Patti
X X
-
Judy
X
Rich /Dean
Judy Lesley Chung Franca/Monica/Rich
Counselors Franca
X X Via DH
X X
X
X X X
X X X
Franca/Lesley/Rich/ Robin/Tammy Tammy/Robin/Jen F
X X X
X X
X
Maureen/Leslie Franca Kathryn
X X
Kathryn
X X
X X
-
X
X X X X X X X
Leslie Jen Fort
X
Dept Heads Maureen
X -
Counsellors Counsellors
X X X X
Other Rhonda
X X X X
Emergency Preparedness – Fire/Earthquake
EPIC Exams – Provincial Family of Schools Field Trips Finances/Budget First Aid Fundraising Gifted Graduation Dinner Dance Grad Program GTP/DPA
J.J.
RCMP Liason
Kathryn/Tammy
X
X X X
Norlin MJM Chairperson/Hess Patti
X -
X -
Const Lovell Kathryn
Terry Fox Secondary Staff Handbook
– – Involved
Heather
Scholars’ Dinner/Luncheon (alternating) School Closure (June) Procedures School Opening (Sept) Procedures School Planning Council (SPC) Social Committee/Sunshine Staff Handbook Staff/Department Head Meetings Student Agenda Student Council/District Student Leadership Student Teachers Summer eNews (Students & Staff) Supervision of Instruction Supervision of Students Teacher Evaluation (Refer to Curriculum Dept. Liaison) Teachers On Call Technology Implementation Terry Fox Assembly Textbooks Theatre Timetabling Valedictorian Video Security Web Form Yearbook Youth Worker
-
J.J. X X X
Lisa X X X
Patti
Other Franca/Monica
X X PAC
X X X X
-
X X
X X X
DH DH Robin/Dean/Rich
X X X
X X X
X X X X
X
X
X
X X X X X
X
Leslie
X X
Committee
X
Leslie
Rich
X X
Sylvia Russell
X
-
Kathryn/Counsellors
X X
X
Kathryn McCristall Maarit
UPDATED J ANUARY 2014
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SUPPORT STAFF LIST ( CUPE )
Ms. Patti Webb Ms. Judy Gwynn Ms. Leslie Lunoch Ms. Kathryn Newcombe Ms. Maureen Viney
Ms. Carrie Kline Ms. Lisheanna Lakovic Ms. Autume Nicolle (T) Ms. Lisa Nicholls (T) Mr. Richard Olejniczak Mr. Vic Pillay (L) Ms. Michelle Trembath
CUSTODIANS
CAREER RESOURCE FACILITATOR
MAIN OFFICE
Ms. Deb Cowan Mr. Jun Francisco Mr. John Gorman Ms. Jolanta Kantor Mr. Bayani Hintay Mr. Marty Petersen Ms. Joselito Poblete Ms. Debbie Sarsfield Ms. Deborah Ticehurst (L) Ms. Laurie Vnuk Mr. Rex Wong
SPECIAL EDUCATION ASSISTANTS Ms. Lelia Ang Ms. Rita Anderson Ms. Deborah Birza Ms. Kristin Charyna Ms. Sam Coutino (IBS Relief) Ms. Marian Desmet Ms. Rebecca Downes Ms. Lynda Dunster Ms. Joan Elliott (L) Ms. Angela Hunter
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Ms. Carmen Moorhouse
RCMP LIAISON OFFICER Constable Annelise Lovell
LIBRARY ASSISTANT Ms. Pat Holmgren
CAFETERIA Mr. Yoshi Cho Ms. Lara Couto Ms. Anita Hake (T) Ms. Stephanie Leadbeater Ms. Darshan Mann (L) Ms. Joanne Martin Ms. Nancy Thurston Ms. Kim Weltz
YOUTH WORKER Ms. Maarit Kell
Terry Fox Secondary Staff Handbook
DEPARTMENT HEADS/SCHOOL LEADERS 2014/2015 Counseling
Rich Chambers
English
Sue Marino
Home Economics/Planning
Nicole Hadden
Athletics Director/Athletic Leadership
Rhonda Trunkfield
Info Tech/Library/Business/Pro D
Dave McCristall
Mathematics
Graham Bowers
Modern Languages/ESL
Franca D’Alfonso
Physical Education
Vern Fedorak
IB Implementation
Mark Prinster
Science
Grant Bohlen
Social Studies
Rubi Corsi
Student Services
Melinda Kinder
Technology Education/Visual & Performing Arts
Pete Haerdi
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SCHOOL HOURS/CLASS SCHEDULE This school operates on a semester system with a few courses being offered on an all year basis (linear). The school operates on a 5-day weekly schedule with its blocks or periods from A to E. Classes will begin at 8:00 a.m. for Block A and will normally run through to Block E which ends at 3:29 p.m. Tutorials will run on alternating Wednesday mornings from 8:00 – 8:45 a.m. beginning September 17, 2014. Collaborative time will run on Wednesday mornings when Tutorials are not scheduled. Lunch is 40 minutes long. Normally it begins at 12:05 noon – 12:45pm.
SCHOOL DAY Students select their courses at the end of February and then timetables are generated by the student information system (BCeSIS). Class size limits are in accordance with SD43 requirements.
ANNOUNCEMENTS Announcements are prepared daily (by 9:00am) and are to be read aloud during block B over the P.A. Highlights of the Raven will be read over the P.A. at the end of Block B.
INCLEMENT WEATHER (POLICY #AP132) On occasion, it is necessary to temporarily close a school facility when extreme weather conditions might endanger the health and safety of students. The decision to close may also involve a discussion with the Medical Health Office, the police, or transportation personnel. In the case of extreme weather conditions, the Superintendent or designate has authority, on behalf of the Board, to temporarily close a school. 1. As a general expectation, parents are to be advised that schools are open. If parents believe the local conditions are unsafe, they may keep their child at home or arrange his/her early dismissal. If schools are to be closed before morning classes begin, an announcement will be made on local radio stations CKNW (980), CKWX (1130) and CBC (690) by 7:30 a.m. if possible. Wherever possible, the decision will be announced the previous day to enable parents more time to make alternate arrangements for their children. 2. When schools are closed for extreme weather conditions, they are closed for students. If the closure is communicated prior to school opening (7:30am), schools are also closed for staff. All staff will be paid for this day. 3. If school is in session when the closure is announced, staff members are expected to stay and assist with the dismissal of students. Unless the situation is unsafe for staff (as determined by the principal in consultation with the assistant superintendent) they would be expected to work the remainder of the school day. 4. The cancellation of a bus run does not mean that schools are closed. 15 | P a g e
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5. Authorization for early dismissal shall be obtained from the Superintendent or designate. 6. The Principal's Agenda Committee shall establish a 24-hour telephone "fan out" network to distribute priority information affecting school operation which has been initiated by the Superintendent.
SCHOOL OPENING PROCEDURES First Day and First Week handouts will be sent by email prior to the morning Staff Meeting on September 2nd. Printed copies will also be distributed at the start of the meeting.
HOMEROOM PROCEDURES Homerooms at Terry Fox are provided to support the Grad Transition Program (GTP) for grades 10 -12. Health and Career Education 9 is the focus for the grade 9 homerooms and all levels will also be working on the Daily Physical Activity (DPA) mandated by the Ministry of Education. Departments may choose to work cross-curricularly to create Homeroom activities reflective of our school goals and the DPA (as mandated by the Ministry of Education). Teachers will be assigned a division and are responsible for assisting students with the learning outcomes. Primary Homeroom responsibilities: • Creating lesson activities that teach students the knowledge, skills and attitudes as outlined in the PLOs and reflective of our school goals • Supporting student record keeping for assessment purposes • Remediating students when required Secondary responsibilities: • Collating and disseminating school information (report cards, newsletters, etc.) This year’s homerooms are: • September 3, 2014 • September 4, 2014 • October 23, 2014
• • •
December 4, 2014 January 29, 2015 March 26, 2015
• •
May 14, 2015 June 25, 2015
SCHOOL ASSEMBLIES AND PRESENTATIONS This year’s assemblies and presentations are: • September 9 & 10, 2014 - Grade Assemblies • September 12, 2014 - Terry Fox Assembly • September 25, 2014 Terry Fox School Wide Run • November 5, 2014 – Gr. 9 Take Your Kid to Work Day • November 6, 2014 – Grade 12 Grad Assembly, Block B • November 7, 2014 - Remembrance Day Assembly • January 23, 2015 – Grade 8 Tour de Fox • February 19-27, 2015 – Programming Assemblies • April 16, 2014 – Grade 12 Grad Assembly, Block C ** Additional seasonal assemblies (approximately 1 or 2 a semester) may be scheduled by Student Leadership and/or for administration. Prior to the assembly classroom teachers will remind students what appropriate assembly behaviour looks like. We expect and would appreciate it if teachers accompany students to the assembly and then remain with them. If there is a presentation in the theatre the teacher in
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charge must ensure there is appropriate and adequate supervision. There are to be no hats, electronics or backpacks Mon, Tues, Thurs, Fri
Warning 7:55 Bell Block A 8:00 9:17 Block B 9:22 - 10:43 Block C 10:48 - 12:05 Lunch 12:05 - 12:45 Block D 12:50 2:07 Block E 2:12 3:29
Early Dismissal Schedule Warning 7:55 Bell Block A 8:00 9:07 Block B 9:12 - 10:24 Block C 10:29 - 11:36 Lunch 11:36 - 12:16 Block D 12:21 1:28 Block E 1:33 2:40
Wed Team Meeting/Tutorials Warning Bell Block A Block B Block C Lunch Block D Block E
8:00 -
8:45
8:45 8:50 10:02 11:18 12:25 1:10 2:22
9:57 - 11:13 - 12:25 1:05 2:17 3:29
Homeroom Schedule Warning Bell 7:55 Block A Block B Homeroom Block C Lunch Block D Block E
8:00 9:14 10:32 11:12 12:21 1:06 2:20
9:09 - 10:27 - 11:07 - 12:21 1:01 2:15 3:29
*Assembly Schedule Will be published prior to each event. *Announcements: Will take place at the end of Block B
.
TERRY FOX BELL SCHEDULE 2014 – 2015
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TEACHER RESPONSIBILITIES / PROCEDURES COUNSELLORS Students are assigned to counselors for course programming as follows: Ms. Trunkfield Ms. Norlin Mr. Chambers Ms. Ough
A-E F-K L-P R-Z
(Athletic Director) (Scholarships, TF Alliance, Peer Tutors ) (Dept. Head, International Students, EAL) (Awards)
Students are free at any time, except during a scheduled class, to see any counselor regarding general information, programs, or personal problems. In addition to the above, students may seek help from any teacher, or see their vice-principal. Some of the counseling services provided are: 1. Career information and CHOICES (in the Career Resource Centre) 2. Employment information (in the Career Resource Centre) 3. Scholarship information 4. Study skills assistance for students 5. Support to teachers and students in dealing with student problems 6. Support to staff in monitoring student attendance 7. Arranging for District Services in testing, speech therapy, hearing services, gifted services and visiting teacher services 8. Peer-counseling services
DEPARTMENT HEADS/SCHOOL LEADERS Department Heads carry out their duties in accordance with provision of the School Act, its Regulations, and District and School policies. They are responsible to the Principal for the performance of their school-based responsibilities and work closely with other district personnel in carrying out those functions related to system-wide education. Each department head will bring to the position his/her own individual strengths and perspective of the role. Within this organizational framework they may be called upon to:
GENERAL DUTIES AND RESPONSIBILITIES OF ALL DEPARTMENT HEADS INCLUDE: School-Based Duties: 1. Provide leadership in curriculum refinement and development activities 2. Demonstrate an appropriate balance between advocating for one’s departmental needs, and understanding and supporting school-wide needs. 3. Attend and participate in discussion at School Leader/Department Head meetings. 4. Facilitate bi-weekly department initiatives during Wednesday collaborative time, communicate meeting minutes to administration. 5. Communicate issues of potential interest/concern to administrator liaison 6. Facilitate program implementation and evaluation 7. Encourage professional growth of staff and communicate with Pro-D Committee
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8. Keep current with the latest in technological support for the curriculum and in assessment/evaluation practices 9. Provide consultative services and assistance on instructional methods and teaching strategies 10. Assist with pupil evaluation, grading requirements and reporting practices – monitor student achievement results 11. Co-ordinate learning resources, materials and equipment 12. Plan or implement changes in curriculum and instruction 13. Ensure appropriate use of department budgets, gathering input from department members where appropriate 14. Prepare necessary supply orders, textbook requests, items for maintenance, and a list of ongoing replacement items. 15. Complete yearly inventory of equipment belonging to the department. 16. Support the teachers in your department, i.e. with technology, reporting procedures, new initiatives, share resources, classroom management etc. 17. Provide contact and communication with feeder schools, counselors, learning assistance and other staff 18. Orient and assist new staff, teachers-on-call and student teachers 19. Perform administrative routines, maintain records and assist with school procedures 20. Provide information for school e-news as requested by the principal 21. After consultation the entire department – department heads will submit the departments’ award recipients for the year-end award ceremonies 22. Exhibits a balanced, positive view of school programs. District Duties: 1. Shows evidence of continuing professional growth and leadership (workshops, district committees, etc.) 2. Has demonstrated ability to provide leadership, to plan, to organize and to work effectively with others 3. Exhibits a balanced, positive view of district programs 4. Possesses curriculum knowledge and expertise 5. Has a record as a highly successful teacher, with unless otherwise approved, a full time continuing school assignment and professional certification 6. Facilitates articulation among schools through participation in district-wide department head meetings 7. Assist, as required, with the planning and implementation of district professional development and curricula activities 8. Assist, as required, in the interpretation of district assessment and examination results
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APPLICATION AND SELECTION PROCEDURES FOR SECONDARY DEPARTMENT HEADS It is suggested that the following procedures be used by school for application and selection of secondary school department heads: 1. All teachers will be made aware of department head position vacancies and interested teachers invited to apply. 2. Teachers are to be made aware of the responsibilities of the position and qualifications criteria. 3. Teachers are to be given the opportunity to provide input regarding school-based needs for the position and the selection process. 4. Interviews are to be conducted and the successful candidate(s) informed that the Principal will be recommending their appointment(s) to the Human Resources Department. 5. All unsuccessful applicants are to be informed and given the opportunity to discuss the reasons why they are not the successful applicant(s).
FISCAL RESPONSIBILITIES OF DEPARTMENT HEADS Department heads assist the school administration in the requisitioning and allocation of supplies and equipment, in the maintenance of the school plant, and in the collection, distribution and control of school and student fees. Department head authorization is necessary before the administration will approve expenditures or requisitions in any area. School Board Budget Items Each year the school submits requests for building maintenance, for repair and replacement of equipment and for teaching supplies to the School Board Office for inclusion in the school district budget for the coming year. Tentative dollar allocations are provided for equipment and supplies each fall and are subject to final budget approval by the School Board each spring. Maintenance allocations are determined after requests from schools have been submitted to the School Board Office. Maintenance Maintenance items provide for school repair and upkeep and must be restricted to this. Capital development of the building or site and renovations may not be included in the maintenance section. Such requests are submitted for possible inclusion in a future Capital Expense Proposal. Maintenance includes all repairs, carpentry, plumbing, painting, electrical and grounds personnel. Requests should be given to the vice-principal throughout the year as requirements become evident. Emergency repairs, particularly those involving building or personal safety should be requested when recognized. Generally, the district budget includes a sum for emergency and/or vandalism repairs. If the cost of such repairs becomes excessive in any one year, then certain non-essential items must be deleted from the annual maintenance list to provide funds. Repair and Replacement of Equipment School Board policy provides for the repair and replacement of school equipment according to a formula based upon the value of equipment in the school and the age of the equipment. All equipment, including office, kitchen and custodial equipment is included. Repairs must be provided for first, then replacement. 20 | P a g e
Terry Fox Secondary Staff Handbook
Items of $25.00 unit cost and over are included. Classroom furniture, drapes, teaching hardware and laboratory, shop and gym equipment are examples. Department heads and school administration review the equipment budget annually. School orders for the current year are identified through collaboration and priority setting. Emergency equipment needs, during the school year, are considered by the department head committee and the administration. School Supplies This section includes all items of generally less than $25.00 unit cost, as well as consumable supplies of higher cost. Some variation in unit cost is permitted depending on the nature of the item. Supply budget requests are due in May. Allocations to the school are based on enrolment and then cost of specific subject materials. Each department has a budget and will need a blue sheet to request supplies from Maria. Certain emergency items and live specimens for science may be purchased from funds provided to the school for this purpose. Internal Department Accounts Many departments have supply accounts kept in the school. Access to these accounts is by approval of the administration before a purchase is made. A school purchase order will be issued before the order is placed. (Some departments do have charge accounts or standing purchase orders, e.g. Automotive, Construction and Foods). 1. Tech Education makes out bills for enhanced student projects and all the money is collected at the general office. 2. T-shirts, etc. for Athletics, Grad, Drama, etc. are priced and the money collected before the order is placed. 3. The school store purchases some items for stock and sale to students. 4. Course manuals and workbooks should be paid for upfront and the money collected and replaced in the appropriate account.
DEPARTMENT HEAD REVIEW OF STUDENT EVALUATION Department heads will review with department members course outlines. Course outlines containing information about course and behaviour expectations as well as evaluation and assessment should be kept by Department Heads. Possible Areas of Review 1. Discuss marks analysis for consistency within the department, validity and accuracy. 2. Review term marks relative to evaluation during the term on tests, assignments, projects, etc. 3. Discuss evaluation methods, including policies set for “zeros” and late work. 4. Review mark distributions by course and by teacher. 5. Review strategies used to improve student performance. 6. Review final course marks relative to the two term marks. 7. Implement the review of provincial exam results as required by school board policy. 8. The adjudication of final failures and discuss with the appropriate admin liaison.
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Adjudication 1. The vice-principal will set a deadline for marks to be submitted on the marks gathering form. 2. Teachers should finalize their student marks early enough to allow time for a review of their marks with the department head in the two or three days prior to marks gathering day.
SCHOOL LEADER POSITIONS 2014-2015 1. ATHLETIC DIRECTOR/ATHLETIC LEADERSHIP Duties as per Coach's Handbook 2013 UPDATE.doc Pg 13
2. TECHNOLOGY/ LIBRARY AND BUSINESS ED 1. Assist if required with the maintenance of the school website 2. Provide leadership in instructional technology 3. Contribute to the school tech plan, in conjunction with tech steering committee and the principal, for new initiatives, resource acquisition, etc. 4. Participate with an administrator monthly technology steering committee meetings 5. Provide leadership in BCESIS along with site contacts
3. ENGLISH 1. All of the above General Duties 2. Assist with AP English literature program (registration, exams, etc.) 3. Assist with organization of school based Speech Meet and Spoken Word if it is decided by the department to run such activities
4. COUNSELLING/STUDENT LEADERSHIP 1. Provide leadership, in conjunction with school administration, for school-based Leadership for example: LINK, Student Council, Grade 12 Legacy programs 2. Work in conjunction with staff involved in other student leadership initiatives to schedule, plan, and implement student leadership activities including fundraising 3. Assist with school wide assemblies, spirit, Terry Fox Assembly, etc. 4. Provide leadership, in conjunction with school administration and other involved staff in coordinating the following activities related to Grade 9 Transition: Orientation activities for grade eight students in late spring and late summer Welcoming activities throughout the school year for grade nine students Communicate pertinent procedures and upcoming events with grade nine students and their parents Assist with the support of volunteers for special and on-going events EAL/International Education// AP 1. All of the above 2. Coordinate Grad Transitions Program 3. Peer Tutoring 4. Coordinate scholarships 5. Assist if required or necessary with awards and commencement committees
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5. LANGUAGES 1. All of the above General Duties
6. MATHEMATICS 1. All of the above General Duties 2. Plan, organize math contests if it is decided by the department that those are to occur.
8. PE 1. All of the above General Duties
9. SCIENCE 1. All of the above General Duties 2. Assist with the Science Co-op program if required
10. SOCIAL STUDIES 1. All of the above General Duties 2. Assist with any SS contests for example: Begbie if the department decides to run such contests 3. Assist with AP Psych registration and exams
11. STUDENT SERVICES 1. 2. 3. 4.
All of the above General Duties Coordination of SEA allocations/timetable with liaison Vice-Principal Chair school based team meetings Responsible for ISS program
12. TECH ED/ART/ DRAMA/THEATRE 1. All of the above General Duties
13. HOME EC/PLANNING 1. All of the above General Duties 2. Senior’s Tea 3. Staff Meeting Food
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COMMITTEES AND RESPONSIBILITIES CDMC The Terry Fox Collaborative Decision-Making Committee (CDMC) Mandate is as follows: 1. The CDMC shall consist of 5 teachers, 1 administrator, 2 CUPE representatives, and the CTA Staff Rep. 2. Meetings are open to any staff member in the school. 3. A meeting requires a quorum of six members, including the chairperson, the administrator, the CTA representative, a CUPE representative, and two teachers. 4. Parents would be welcome to attend CDMC meetings when invited, but would have advisory status only. 5. Nominations for the CDMC will be taken prior to the June staff meeting. Elections, if needed, will be held at the June staff meeting. 6. The administrator will call the first CDMC meeting in September. A chairperson will be elected at that meeting. 7. All CDMC members will receive a copy of the CDMC Mandate at the first meeting of the school year. Operating Principles of the Collaborative Decision-Making Committee: 1. The CDMC is a vehicle that ensures that all staff voices are heard. 2. The role of the CDMC role is to make recommendations to the staff and administration with regard to any issues it investigates as per the provisions of Article D7 of the Collective Agreement. 3. The CDMC chairperson in collaboration with the principal will be responsible for preparing the agenda for each CDMC meeting. 4. It is the responsibility of the CDMC chairperson to ensure that, before items are accepted for inclusion on the agenda, any staff member directly involved in that issue has been consulted. This procedure reflects policy enshrined in The BCTF Code of Ethics (Article 5) and the School District Appeals Process (Pg. 32 Terry Fox Planner) 5. Most of the work of the CDMC will be directed towards enhancing the teaching and learning environment at Terry Fox Secondary. 6. The CDMC chairperson may, on occasion, suggest that another school committee or staff person might more appropriately handle an issue submitted to the agenda. If the staff member who submitted the item accepts the suggestion, it will be noted as a referral on the agenda. 7. Before issues progress to discussion, the CDMC will clearly identify what the issue is. The CDMC may request more information before embarking on discussion or making recommendations. 8. The CDMC recognizes that time and resources are limited and that the CDMC may not be able to address all issues that are brought to its attention. The CDMC will prioritize issues as deemed necessary.
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9. As the school year progresses, the CDMC chairperson will document any deficiencies and/or lack of clarity in this mandate. This documentation will be reviewed at the May CDMC meeting and revisions may be made to the mandate at that time. For additional information regarding the CDMC, refer to Articles D2.1b and D7 of the Collective Agreement.
PROFESSIONAL DEVELOPMENT There is a professional expectation and responsibility for all teaching staff to attend and participate actively in professional development activities. There is a Professional Development Committee which meets and coordinates Pro-D Activities periodically throughout the year. Teachers are expected to attend Professional Development events scheduled on the dates found in the school calendar. Permission to be absent may be realized through direct conversation with the Principal. Educators involved with District supported Learning Teams, or school funded training / instructional sessions are expected to share their learning with the staff.
TECHNOLOGY Site Contact – Dave McCristall SharePoint Contact – Dennis Wong Calendar – Patti Webb, Dennis Wong & Lisa Dubé Electronic Sign – Patti Webb * See Appendix L for more information
OCCUPATIONAL HEALTH AND SAFETY COMMITTEE The Occupational Health and Safety Committee will consist of at least four staff members: one administration rep, one CUPE rep and two CTA reps, as well as a designated first aid attendant. The School Safety Committee will meet monthly to review district committee minutes & school injuries & violent incidences, to consider items referred by any member of staff, and to do site inspections. WCB Occupational Health and Safety manuals are in the appropriate viceprincipal’s office. Members are: Lisa Dubé, CTA Rep TBA, and CUPE Rep Marty Peterson Safety Committee Recommendations 1. Hazardous materials and spray bombs are not to be put in wastebaskets. Please let the admin liaison know if such materials are present, so that he can arrange appropriate pick up. 2. Approaches to and from all exit doors must remain clear and free from equipment or stored items. 3. Students must not be left without staff supervision in those special areas where safety hazards exits, e.g. labs, gym, weight room, shops, etc. Fire Alarms 1. In the event of a fire alarm, the building will be evacuated of all staff and students, according to Emergency Procedures.
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2. Teachers are to lead their classes out by the nearest designated exit. A specific student is to be designated to see that all students leave the room and the building, to close classroom doors, and to report to the teacher when the class is assembled outside. 3. Windows and doors of the classroom are to be closed. 4. Teachers are to take their attendance records with them and make an attendance check when all students are clear of the building. Students are to be cleared well away from the building. 5. No one is to re-enter the building until the all clear sounds. 6. “Province of British Columbia – Guidelines – Fire Exit Drills for Schools” is to be posted throughout the school. Each fire exit and emergency evacuation route will be posted in each classroom. Earthquake Preparedness Earthquakes happen with no warning: therefore life-protecting actions must be taken at the first indication of ground shaking. Even in the most severe earthquakes, buildings rarely collapse completely. Injury and death are most often caused by shattering and falling of non-structural elements such as window glass, ceiling plaster, lighting fixtures, etc. There will be no time to think what to do; therefore, of all earthquake preparedness measures, Earthquake drills are the most important. Drills should simulate emergencies such as jammed doors, and blocked hallways and stairways. The following are recommended drill procedures for a teacher and a class of students. When the earthquake begins: 1. TAKE COVER under desks and tables. 2. FACE AWAY from windows. 3. ASSUME “CRASH POSITION” on knees, head down, hands clasped on back of neck, or head covered with book or jacket. 4. COUNT ALOUD TO 60; earthquakes rarely last longer than 60 seconds and counting is calming. The teacher should: 1. Issue the TAKE COVER order. 2. Also take cover for 60 seconds. 3. Review evacuation procedures. If the teacher is injured, two student monitors (preferably with some emergency training) should have designated authority to give instructions. If tremors are not felt by all, evacuate on sound of fire bell, announcement or air horn as per instructions below. All staff are to familiarize themselves with the emergency evacuation and emergency preparation plans in this staff handbook. Evacuation for Fire and Earthquake (once the above procedure has been followed) 26 | P a g e
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Evacuate the building as per the plan. (see map on following page) 1. Lock doors behind you. Keep class together. 2. Reconvene on the football field oval, in the general areas designated for your part of the building. (see attached map) 3. Students are to line up at edge of field, or on oval, in groups of two, with no talking or wandering about. 4. Teacher will take attendance on sheet (see attached), and send it to Command Centre (centre of field) 5. Teachers will be at front of class, on the field, facing the command centre. 6. All teachers not teaching and students with an off block will report to South End Zone to receive instructions from J.J. Hyde. 7. All other extra staff will report to command centre. 8. For students with special needs, refer to the emergency evacuation plan for that student. Lockdown Procedures When you move to a lockdown you move to a heightened state of safety and security. Always keep in mind that “lockdown” is a scary word for parents, students and teachers. You move to a lockdown whenever it is not safe to evacuate. The intention is to minimize the threat to the school and/or to isolate the threat. A lockdown means it has been deemed safer for students to remain in rooms behind locked doors. A lockdown means no one enters or leaves the building without permission. A lockdown will create fear but maybe the fear of the threat will save lives. It creates a manageable level of anxiety. Lockdowns may be required within classrooms or in the main gym. Listen carefully to the announcement and act immediately. Possible Reasons to Move to Lockdown 1. bomb threat (not safe to evacuate until exits and pathways to exits are ‘cleared’ by police) 2. armed intruder 3. shooter outside 4. wild animal outside 5. chemical spill nearby 6. violent incident in neighborhood There are two types/levels of lockdowns:
CODE YELLOW LOCKDOWN Code YELLOW – Lockdown School District 43 Coquitlam / Port Moody Police / R C M P
This is a procedure which allows the school to continue with the normal school day, but forbids outside activity and unnecessary room-to-room transit. No unauthorized personnel are to enter the building. Code YELLOW is most commonly used when an incident is occurring outside the school building, on or 27 | P a g e
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off school property, and there is no immediate or active threat. A Code YELLOW may be initiated by the Police or by School Administrators. Steps to implement Lockdown after possible threats have been identified: 1. Lockout signal is given via PA speakers: “This is a Code Yellow Lockdown …” (repeated 3 xs): Code Yellow Lockdown … Code Yellow Lockdown … Code Yellow Lockdown.
2. Office staff may call 911 and then call or email the School Board Office and their Assistant Superintendent.
3. Staff / Students go directly to their respective classrooms. Have students who are outside immediately return to school building by bell tone or bullhorn signal.
4. Administrators and / or assigned staff – check that all exterior doors and entrances are locked and secure. Non-enrolling teachers / staff go to nearest classroom or staffroom or office.
5. Teachers / Staff secure classrooms: Close windows and blinds Lock the door Take and submit attendance Record any additional staff / students that are in the room
6. Teachers log onto their district email for situation updates. Updates may also come over the P.A. Teachers can inform students of situation updates.
7. Teachers may have students do quiet seatwork. This ensures no new announcements are missed. Do not open doors (NO bathroom / drinks). Ignore fire alarms unless FIRST hand knowledge of fire or emailed information to respond. If exiting, go to rally point – not grounds.
8. Monitor main entrance and allow only AUTHORIZED personnel into building through this point.
NOTE: Code YELLOW may move to Code RED should threat become immediate and active. 9. “Code GREEN – All Clear x 3” on PA called only after threat has been resolved and/or an e-mail sent to all staff via district e-mail.
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CODE RED LOCKDOWN Code RED – Lockdown School District 43 Coquitlam / Port Moody Police / R C M P This is a procedure is used when there is an immediate and imminent threat to the school building population. School staff and students are secured in the rooms they are currently in and no one is allowed to leave until the situation has been safely resolved or evacuated safely. Most commonly implemented when the building has an intruder. A Code RED can be initiated by Police or School Administrators. Steps to implement Lockdown after a threat has been identified: 10. Lockdown signal is given via PA speakers; “This is a Code Red Lockdown …” (repeated 3 xs): Code Red Lockdown … Code Red Lockdown … Code Red Lockdown.
11. Office staff call 911 – remain on the line with the Police (Port Moody or RCMP).
12. Call / e-mail the Superintendent’s office as soon as safely possible.
13. All persons report to the nearest securable classroom immediately.
14. Teachers / Staff check hallways for students. Once students are in the classroom: Secure and barricade doors Turn out lights Cover windows Pull shades Move students out of line of sight of doors and windows Hide No talking
15. Teachers/Staff are not allowed to open doors for ANYONE under ANY circumstances.
16. Teachers/Staff take attendance and record staff/students that are in the room, missing and extra students from the hall and await further instructions.
17. Teachers/Staff log onto their district e-mail and monitor for updates.
18. All activities cease. Ignore fire alarms unless FIRST hand knowledge of fire or emailed information to respond. If exiting, go to rally point – predetermined site or to where directed by police.
19. Students/Staff outside building must evacuate to a predetermined, off-campus location. Rally point may change under direction of police.
20. In the event of an Active Shooter / Homicide in Progress: Follow instructions above. Stay secure/barricaded and hidden! Proximity = Jeopardy. In the presence of deadly threat, discretion to remain in lockdown, confront the intruder or to evacuate immediately by means other than hallways may have to be exercised.
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Go to the rally point
NOTE: WHEN EVACUATING, LEAVE WITH HANDS UP UNTIL CLEAR OF POLICE PERIMETER 21. “Code GREEN – All Clear x 3” on PA and/or using district e-mail. Called only after building is secured and most have been evacuated by police. Only open doors / come out of hiding for identified police officers.
Lockdown Check List 1. Lock all classroom doors. 2. Lock all exterior doors (custodians & admin) 3. Keep one telephone line open so that Police, Board office can contact the school. (Admin have cell phones) 4. Take attendance in each room. Note those who are absent (especially note those who were present at the beginning of the class and now they are not in class.) You may be required to email it or submit it after the “all clear”. 5. Open email (Outlook) in case it is used as a form of communication. 6. Keep everyone facing away from the glass and doors where possible. 7. Pull shades or drapes and turn off lights if appropriate (Level II). 8. Release no one except by the direction of the principal or designate or the police. 9. Do not release students or staff for restrooms or lockers. 10. Do not use radio, TV, or cell phones in classrooms. 11. Everyone should lie on the floor if gunshots are heard. 12. Call the school office with vital information. (E.g. I see a person in the NW Hallway, etc.) 13. Only open the doors when an “all clear” or “Release” is given. 14. Have a consistent message for parents who are calling the school during the lockdown. 15. Call other schools in immediate vicinity, which may be affected by the circumstances that created the need for the lockdown. WHMIS (Workplace Hazardous Materials Information System) It is the responsibility of each staff member to familiarize themselves with the use and location of the two sets of WHMIS manuals. Present locations are: 1. medical room 2. science preparation room Bomb Threats While the police are involved in searching the building, the following procedure will be followed during a bomb threat: 1. No student will leave the class without permission of the teacher or administrator and no students will be dismissed early. 2. Evacuate as per the Emergency Evacuation Plan if required. 3. The teacher will take attendance and proceed with evacuating the building in an orderly manner.
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*INDIVIDUAL STUDENT SAFETY PLANS WILL BE CREATED AND SHARED IN SEPTEMBER.
BEAR AWARE PROCEDURES A. Daily Procedures: 1. Hallway Exterior Doors unlocked between 6:00am to 10-30pm to allow for students or parents to enter the building if bear is sighted. 2. Exterior garbage cans emptied. 3. Administration visually checks playfield prior to students being dismissed at recess and lunch 4. Staff on supervision wear safety vests and carry whistles.
EMERGENCY ACTIONS B. Bear Sighting off of school grounds: 1. Phone call from neighbor or parent received. Time and location of bear sighting are noted. 2. Announcement made to notify school if sighting is near a dismissal time. 3. Students kept indoors if time of bear sighting is near a break time (recess, lunch) 4. Students and parents advised of bear sighting in neighborhood if sighted near 1:45pm. Students must be under direct supervision of their parent or daycare provider when released. Students walking home alone will be kept at school and provided with further instructions from Principal. 5. Coquitlam RCMP and Conservation Officers are contacted immediately for assistance or further instructions. C. Sighting of bear on school grounds during instruction time: 1. 2. 3. 4. 5.
Staff report bear sighting to office. Announcement made to notify school that a bear is on school grounds. Students kept in at recess and lunch (Indoor Day) Daycare notified. 778-285-8535 (Offsite & “BRIGHTSTART”) Coquitlam RCMP and Conservation Officers are contacted immediately for assistance or further instructions
D. Sighting of bear on school grounds if students or staff are outdoors (Morning; Recess; Lunch or Afterschool) 1. If sighted by supervising staff, a whistle is blown. 2. Announcement made asking everyone to proceed indoors. 3. Students enter the school via the nearest unlocked exterior door. Move calmly towards entrances. Students then proceed to the gymnasium or commons once they are in the school. 4. Daycare is notified. 778-285-8535 (Offsite & “BRIGHTSTART”) 5. Coquitlam RCMP and Conservation Officers are contacted immediately for assistance or further instructions.
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E. If You See a Bear:
Remain calm; don’t panic. Often the bear is simply looking for food and will move on if it finds nothing to eat. Keep away from the bear and go inside – bring all students inside. Never approach the bear and do not run from the bear. Do not act submissively by crouching down or whispering. Warn others of the bear’s presence, but don’t do it by yelling If the bear climbs a tree, keep people and pets away. Eventually when things quiet down, the bear will come down and leave. This usually happens after dark when the bear feels safe. Once the bear is safely out of the area, check the area to ensure there are no attractants available. Staff, students and parents are instructed to not approach the bear or cubs.
For any bear announcements, use #00 on intercom (Inside and Outside Speakers)
PRO-ACTIVE MEASURES BEAR AWARENESS FOR: Teachers or EAs: Wear safety vests; bring whistle; cell phone or walkie talkie or other audible alarm when outdoors with students. Administration: Notify staff member when proceeding outdoors to conduct a bear sweep. Check in with staff member upon return. Bring cell phone, walkie talkies, whistle or other audible alarm. Caretaker: Caretakers should remove garbage during daylight. Whistles are issued to caretakers. Caretakers should secure garbage bins. If possible, move vehicle close to exit door. Casual Employees, Trades/Shops Personnel, Maintenance or Grounds Crew: Notify visiting employees if a bear has been sighted in the area. Moving Safely: Look out window before going out exterior door. Be careful when going around a corner. This will minimize the chances of startling a bear if it is outside your door. Recent School Actions:
Removal of Blackberry bushes. Communication with Bear Aware, RCMP and Conservation Officers Communication with River Springs community regarding outdoor garbage Newsletters, PA announcements and Assemblies Staff Meeting Discussion/ Emergency Prep
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Who Are You Going To Call? Conservation: 1-877-952-7277
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Coquitlam RCMP: 604-945-1550 or 911
Off-Site Daycare: 778-285-8535
Terry Fox Secondary Staff Handbook
EMERGENCY MAP North
Riverwood Gate
Parent Reception
First Aid
Upper Floor East Wing Rooms 229238
Upper Floor West Rooms 201 - 221
Languages Rooms 222228
Bus.Edu Theatre
Command Centre
Art Tech Ed Home Ed
Lower Floor West Rooms 101 - 118
Terry Fox Secondary
Band
Portables 1-8 9, 9A, 9B
Gyms Library Non-Scheduled Students South End Zone 34 | P a g e
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RESPONSIBILITIES OF TEACHING STAFF B.C. Public school teachers in the province are required to perform their duties as outlined in the School Act Regulations and School District No. 43 (Coquitlam) Policy. Every teacher should be familiar with the Public School Act, Regulations and Ministerial orders. A School Board Policy Book is kept in the main office and is available to staff.
TEACHER ATTENDANCE Teachers are expected to be in the school during their regular instruction hours. Teachers are expected to be in the school at least 15 minutes before their first class and 15 minutes after their last class. If a circumstance arises that may cause a teacher to be late, please telephone the school to advise and arrange for your class to be covered. Teachers may leave the building during their scheduled lunch break. Please advise the office in such a case so telephone messages can be taken. Teachers will normally be expected to do their preparation and marking in school during their preparation period. Should it be necessary to leave the building during a preparation period, please let the office know. Teachers are responsible to be present for all regular and altered schedules including: 1. Wednesday Morning Department Meetings / Tutorials (8:00 am) 2. Monthly Staff Meetings (2:45 pm) 3. Scheduled Homerooms; 4. Scheduled Parent Orientation Meetings and Parent Teacher Conferences; Altered schedules will be listed on the school calendar, updated at monthly staff meetings and listed in the Raven daily announcements whenever possible.
ABSENTEEISM – TEACHER ON CALL A CADS form will be made available at the beginning of the school year to each teacher. All staff are required to use the CADS system whenever they are going to be absent regardless of whether a TOC is required. A TOC folder must be kept current and organized so that in addition to lesson plans the replacing employee has readily available information on the school organization, emergency procedures and personnel to contact. This must be done by individual teachers. At minimum, the folder should include: 1. Paper copy of up to date class rosters and attendance instructions. 2. Seating plan if applicable. 3. Bell schedule 4. School map 5. Emergency Information 6. Department head’s name, room number and extension number 7. Outline of behaviour/attendance expectations in your class. 8. Lesson plans with associated handouts. 9. A list of helpful student volunteers. 10. End of class / day summary sheet to be filled in by the TOC 35 | P a g e
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ATTENDANCE AT MEETINGS There are meetings throughout the year that staff are required to attend. Staff Meetings are generally scheduled for the first Monday of every month. They will be held in the theatre or the library (depending on availability) and will start at 2:45. Please see the School Calendar and emails that precede these meetings. Permission to be absent may be realized through direct conversation with the Principal. Teacher attendance at all Department Meetings (in addition to the scheduled Collaborative Time) is a part of the professional expectations for the sharing of organizational implementation and dissemination of information.
COMMUNICATION Teachers are reminded that communication in any school is difficult but more difficult in large schools such as Terry Fox. Staff are expected to make sure that e-mail is read and noted at least once a day; voice mail is listened to at least once a day and calls replied to or returned in a timely manner. Mail is dealt with daily by the secretarial staff. Staff have a professional responsibility to keep up to date, keep their mail slots clean and respond to or deal with notes from colleagues, admin or parents. The surest and most effective way to communicate with people is face to face. Email & SharePoint Goals: 1. to reduce paper consumption 2. to increase efficiency in communication 3. maintain professionalism at all times Everyone will have an e-mail address and access to a computer in his or her classroom or office. In addition, directories have been set up for departments and various groups (eg. Athletics); messages can be sent, therefore, to everyone, to individuals or to groups. Keeping our goals in mind, there are a few rules that need to be established. DO’S 1. 2. 3. 4. 5.
check your e-mail and school website daily keep messages concise and to the point organize your mail-box regularly, once or twice a month save time by replying to messages rather than starting a new message be polite and positive, as you would in any written communication
DON’TS 1. print out your messages, thereby defeating goal #1 2. send jokes, chain letters, advertisements, junk mail or down-load huge information packages 3. send attachments that consume large amounts of memory and time to load and read 4. use e-mail to expound philosophically, attack policy, or simply vent – the better venue for these acts is face-to-face conversation 5. overuse exclamation points or uppercase letters (the equivalent to shouting in someone’s ear) 6. send personal or private e-mail (remember: there is no such thing as private email) E-MAIL MAY BE: 1. read by the system administrator 2. forwarded to someone else 36 | P a g e
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3. sent in error to someone 4. saved on the central hard-drive as the system is backed up Always use discretion in your e-mail content and pay special attention to the tone of your messages. The recipient can’t see your smiling face and recognize when you’re joking! Course Outlines: Preview outlines and Assessment/Evaluation outlines must be provided to students during the first two weeks of each semester. See Appendix D. Accurate and Up to Date Attendance: Please ensure attendance is accurate and up to date. Remember the Autodialer phones the students’ home at the end of the day on the BCesis attendance information. It is imperative that attendance is taken and a paper copy is submitted to the office before the departure of a field trip.
ASSESSMENT AND EVALUATION Teaching staff have a professional responsibility to assess students’ work in a timely manner. Students cannot be expected to improve if we have not marked and returned student essays, projects, assignments and tests with meaningful and comprehensive feedback. We have a professional responsibility to provide students with feedback so that time to practice and improve is available. Judging vs Coaching However, not every piece of student work necessarily needs to be graded. The key is feedback whether it be verbal or written. Students will rarely take the time to practice if a grade is on every assessment that is returned to them. Assessment should always be about learning outcomes and not about things like neatness or timeliness. Whenever possible, homework that is considered “practice” should not be included in a students’ overall grade. Last, criterion – referenced assessment with examples of previous student should be used to help students better understand how you will judge their work. Not everything that can be counted counts and not everything that counts can be counted Einstein
“Make it about the learning and not necessarily about the marks.” 5 Formative Assessment Strategies: • Provide learners with clarity about, and understanding of, the learning intentions for the work at hand and the criteria for success. • Design thoughtful classroom discussions and questions that generate evidence of learning. • Provide immediate feedback that moves learners forward. • Put learners to work as learning/ teaching resources for each other. • Do everything you can think of to make sure that learners are the owners of their own learning. 2 Big Ideas: • Use evidence about learning to adapt instruction to meet learner needs.
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•
Make sure that we focus on learner metacognition so the learner figures out how to self coach.
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LATE AND MISSED ASSIGNMENTS It must be made clear to students early in the school year that they are responsible not only for their behavior in the classroom and the school but also for providing evidence of their achievement of the overall expectations within the time frame specified by the teacher, and in the form approved by the teacher. Students must understand that there will be consequences for not completing assignments for evaluation or for submitting those assignments late. Where in the teacher’s professional judgment it is appropriate to do so, a number of strategies may be used to help PREVENT and/or address late and missed assignments. They include but are not limited to: Asking the student to clarify the reason for not completing the assignment; Helping students develop better time-management skills; Collaborating with other staff to prepare and part-time or full-year calendar of major assignment dates; Planning for major assignments to be completed in stages, so that students are less likely to be faced with an all-or-nothing situation at the last minute; Maintaining ongoing communication with students and/or parents about due dates and late assignments, and scheduling conferences with parents if the problem persists; Setting up a student contract; Using counselling or peer tutoring to try to deal positively with problems; Reviewing whether student require special education services; Providing alternate assignments or test/exams where, in the teacher’s professional judgment, it is reasonable and appropriate to do so; For Aboriginal students, involving the Aboriginal department and youth workers and members of the extended family; Understanding and taking into account the cultures, histories and context of Aboriginal students and parents and their previous experiences with the school system; Teacher Roles and Responsibilities o Recognize that classroom policies and procedures should be designed to motivate and facilitate completion of work and demonstration of learning outcomes and, where appropriate and possible, allow for additional and/or alternative opportunities to do so; o Recognize that it is the responsibility of the classroom teacher, preferably in collaboration with students, to establish deadlines for the submission of assignments for evaluation and to clearly communicate those deadlines to students and, where appropriate, to parents; o Ensure that mark deduction will not result in a percentage mark that, in the professional judgment of the teacher, misrepresents the students’ actual achievement; o Consider Process, Product and Progress criteria when determining a student’s percentage grade; o Provide clear procedures for determining a percentage mark for the report card for a student who has failed to submit one or more assignments for evaluation on time or at all; for example: alternative ways for students to ‘show what they know.’ o Late and missed assignments will be noted on the student’s report card as part of the evaluation of a student’s work habits. o
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In Context There are strong and often divergent opinions on the issue of how to deal with late and missed assignments. Many stakeholders, including many parents and students, believe that marks should be deducted when assignments are late and that a zero should be assigned when a student does not submit an assignment. These stakeholders are of the opinion that there should be clear boundaries on student behavior and known consequences for not submitting assignments for evaluation or for submitting them late. Proponents of this view believe that unless students face academic consequences for non-performance in school, they will not learn to be accountable to themselves and others will not be prepared to meet the requirements of employers or of post-secondary educational institutions. They also believe that a lack of consequences for non-performance is unfair to students who meet known requirement and constitutes an inequitable approach. On the other hand, many experts in the field of assessment and evaluation (Ken O’Connor & Tom Schimmer) discourage the deducting of marks or giving zeros for late and missed assignments, arguing that such measures do not make students change their behavior or help them succeed in the long run. They believe that success is the best way to breed more success (a winning streak), that punitive measures such as deducting marks only serve to discourage students and promote failure, and that it is more appropriate and more productive to focus on preventative measures. These experts are also concerned that, because every assignment – whether submitted on time or late – provides evidence of learning, deducting marks for late assignments could misrepresent the student’s true level of achievement. They believe that lateness and failure to submit assignments are most appropriately reported – and addressed – as issues relating to work habits. Supporting nonperforming students by helping them develop learning skills and work habits, rather than using punitive measures, are a matter of meeting individual students’ needs and should not be considered a form of unwarranted “special treatment”. The professional responsibilities of the teacher, acting within the policies and guidelines established by the BC Ministry of education (http://www.bced.gov.bc.ca/classroom_assessment/) and the Coquitlam School Board (http://my43.sd43.bc.ca/departments/superintendents/Board%20Policies%20and%20Admini strative%20Procedures/Administrative%20Procedures%20%20AP300/AP%20360%20Student%20Assessment%20and%20Evaluation.pdf), is critical in determining the strategy that will most benefit student learning.
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REPORTING PROGRESS TO PARENTS AND STUDENTS METHOD OF REPORTING Continuous daily assessment of student participation and progress provides for ongoing reports to students and parents. The following methods of reporting student progress are utilized: • Marks on projects, assignments, discussions, quizzes, tests and exams are given directly to the student as the activities are completed. Teachers will use their professional judgment to decide a students’ grade. • Avoid letting a computer decide what % or grade your student achieves. • Anecdotal and/or Interim Reports are sent home throughout the year. • Formal computer-produced report cards are sent home during and at the end of each semester. • Telephone contacts and dialogue with parents provide reports during the year as necessary. Please document. • As soon as a student begins to show signs of “not meeting expectations”, the teacher should clearly identify the problem and set out a plan of action that involves the student and parents. Direct contact with parents is essential when giving an “I” report. • Parent/counsellor/teacher conferences are held during the year as circumstances warrant.
STUDENT LATE ASSIGNMENT POLICY 1. The policy should include an incentive to complete all assigned work, preferably on time. 2. Work habits and attendance cannot directly impact a student’s mark on individual assignments. 3. The final mark on assignments should reflect the understanding the student has of the learning outcomes. Keep in mind you are assessing learning outcomes. The departmental policy should be in course previews provided to administration, students and parents. Teachers should clarify the policy to their students and parents. Departments should review the policy as needed, but at minimum should do so before the first formal report period of each semester. “I week” is part of our designated days of instruction and therefore must be incorporated in the department’s and individual teacher’s plan to remediate students. All students are entitled to utilize these days in an effort to further develop their skills and level of achievement in relation to the learning outcomes.
MEANING OF SYMBOLS USED ON REPORT CARDS The following are to be used: A
86% - 100% Excellent Achievement The student demonstrates excellent or outstanding performance in relation to the expected learning outcomes for the course or subject and grade.
B
73% - 85% Very Good Achievement The student demonstrates very good performance in relation to the expected learning outcomes for the course or subject and grade.
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C+
67% - 72% Good Achievement The student demonstrates good performance in relation to the expected learning outcomes for the course or subject and grade.
C
60% - 66% Satisfactory Achievement The student demonstrates satisfactory performance in relation to the expected learning outcomes for the course or subject and grade.
C-
50% - 59% Minimally Acceptable Achievement The student demonstrates minimally acceptable performance in relation to the expected learning outcomes for the course or subject and grade.
I
In Progress or Incomplete The student, for a variety of reasons, is not demonstrating minimally acceptable performance in relation to the expected learning outcomes. An "I" letter grade may only be assigned in accordance with section 3. Expectations and timelines must be attached for each assigned “I”. Where an "I" (In Progress or Incomplete) is assigned, the "I" letter grade must be converted to another final letter grade(teachers must have confirmation (verbal) that I written reports have been received by parents): (a) when letter grades are recorded on the permanent student record card, (b) before submission to the ministry for inclusion on that student's transcript of grades, and (c) before a student's records are transferred to another school unless there is agreement between the principals of the two schools to defer the conversion of the "I" letter grade.
F
0% - 49% Failed The student has not demonstrated the minimally acceptable performance in relation to the expected learning outcomes for the course or subject and grade. F (Failed) may only be used as a final letter grade if an "I" (In Progress) letter grade has been previously assigned or the "F" is assigned as a result of failing a provincially examinable course.
The following letter grades can only be assigned by an administrative officer: W
Withdrawal According to board policy, the administrative officer in charge of a school may grant permission to a student to withdraw from a course or subject. This may be done on the request of the parents or, when appropriate, the student.
SG
Standing Granted Although completion of normal requirements is not possible, a sufficient level of performance has been attained to warrant, consistent with the best interests of the student, the granting of standing for the course or subject and grade. This symbol can be used in such cases as serious illness, hospitalization, late entry or early leaving, but may only be granted as the result of an adjudication process authorized by the administrative officer in charge of the school.
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WORK HABITS The attitude, behaviour, effort, participation, preparation and work habits displayed by the student (as compared to the general standard of performance widely expected for that subject course): E G S N
= = = =
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Excellent Good Satisfactory Needs Improvement
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A SAMPLE RUBRIC FOR DETERMINING STUDENT WORK HABITS Departments should use this as a starting point for discussions regarding consistency of student work habits.
Criteria
N Arrives late
Punctuality
N/S
S/G
Arrives just on Arrives, has time but needs textbook, class time to get notebook, settled and equipment on organized desk Quiet, Works quietly on daydreaming; assignment, eventually may asking questions get to work on when necessary assignment
G
E
Arrives, has Always arrives on textbook and time, has textbook notebook open, and notebook ready to start open, ready to start Remains on task Responsible for without reminders; self as a learner; works quietly and makes efficient efficiently using use of time; notes and confident in textbooks abilities and problem solves before seeking assistance
Distracts others; talks to others instead of Works working; Independently teacher must remind student about getting to work Has difficulty Rarely Participates Volunteers to Actively works to starting to participates; starts when asked; answer and ask improve the work; doesn't work when begins to work questions; will classroom ask for help; reminded; seldom when help others; environment; doesn't get asks for help assignment knows what needs readily committed Initiative caught up given; works to be done and and engaged to after hard most of the does it class or group absence; time activities and doesn't goals; shows participate leadership Few Some Homework and Homework and Homework and assignments assignments and assignments assignments assignments and homework usually complete complete, completed Homework & homework complete; but answers are answers have consistently and Work Habits complete; answers checked not always been checked, conscientiously; answers not occasionally checked and corrections are takes risks as a checked corrected made learner Does not Does not have Notebook is Notebook is Takes the time to bring notes and work fairly complete organized and ensure notebooks notebook, up to date; notes but needs some complete; uses and materials are textbook, are not in order organization of the agenda to orderly, current Organization pencils, pages falling out; pages etc.; uses record all and readily paper... has agenda but the agenda most homework, accessible; rarely used of the time assignments and responsible and important dates disciplined Interrupts, Does little to Cooperative, Demonstrates Shows a strong distracts, or participate; lets participates and cooperation, sense of group Teamwork disrupts others do the follows the lead respect, and mindedness and others; work of others leadership accountability; can 44 | P a g e
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difficult to work with
describe and work toward an ideal
ABSENCE This is the number of class periods missed during this reporting period but should not include absenteeism (excused absence) when students are in attendance at school sanctioned events such as field trips, sporting events or music trips.
FREQUENCY OF REPORTING The Ministry states that three reports per year are required. The intent is that three reports per course be issued which means three per semester in this school.
TERRY FOX SECONDARY SCHOOL REPORTING TIMELINE 2014-2015 Semester 1
Dates 1st Term (Formal) Sept. 3 – Oct. 14
Number of In Class Days 28 days
Notes
Marks due Friday, October 17, 9:00 AM Report distributed Thursday, Oct. 23 Parent -Teacher Interviews Wednesday, Oct. 29
2nd Term (Formal) Oct. 15 – Nov. 27
29 days
Marks due Monday, Dec 1, 9:00 AM Report cards issued in Home Room Thursday, Dec. 4
3rd Term (Final) Nov. 28 – Jan. 22
29 days
3 days of Exams commences Monday, Jan. 19 to Thursday. Jan. 22 Marks due Monday, Jan. 26, @ 9:00 AM Report cards issued in Home Room on Thursday, Jan. 29
86 TOTAL
Semester 2 Dates 4th Term (Formal) Jan. 26– March 6
Number of In Class Days 28 days
Notes
Marks due Monday, March 23, 9:00 AM Report cards issued in Home Room Thursday, March 26 Parent -Teacher Interviews Tuesday, March 31
5th Term (Formal) Mar. 23 – May 5
29 days
Marks due Friday, May 8, 9:00 AM Report cards issued in Home Room Thursday, May 14
6th Term (Final) May 4 – June 17
29 days
Exam week & Principal’s adjudication Monday, June 22 Marks due Monday, June 22 Report cards issued in Home Room Thursday, June 25
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“I” reports may be sent home with students throughout the year. Students who are behind in their work and/or who have failing marks must receive an “I” Report at each report time. It is suggested that students with a mark below a “C” should receive anecdotals.
APPEAL PROCEDURES Appeal procedures exist in three areas: 1. School Mark 2. Provincial Exam Mark 3. Graduation 1. School Mark a. The student and/or parent should contact the teacher to discuss the concern. The school counsellors are available to assist. b. Should parent – teacher contact not resolve the concern, the parent should contact the principal. The principal will consider the appeal and consult with staff to ensure that all relevant factors receive due consideration. A final decision will then be made. c. If a special appeal is made by a parent, the superintendent and staff will meet to ensure that a final District Appeal is considered. 2. Provincial Exam Mark a. For a fee, any student may have a Provincial Examination re-read and remarked. This fee will be refunded if there is an increase of five percentage marks or more on the examination score, or if there is an improvement in the student’s final letter-grade standing. A student may request a re-read for any number of exams, but no examination may be re-read more than once. b. The deadlines, established by the Ministry of Education, for requests for re-reads must be observed. No late requests will be considered. 3. Graduation and Attendance at Grad Activities a. The student and/or parent should contact the principal at the earliest possible date to discuss the concern. b. If agreement cannot be reached, the appeal may be referred to the District Appeal Committee.
COMMUNICATING STUDENT LEARNING Relevant findings from District and Provincial surveys on student attitude and achievement, which may be taken from time to time, should be interpreted and incorporated into the annual goals and objectives established by schools and the District. The District will provide in-service in the following areas: 1. using criterion referencing 2. using structured written report cards 3. using standards/benchmarks 4. using letter grades (e.g. I) 46 | P a g e
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5. implementation of new Regulations (i.e. at the request of individual schools or groups of schools) Schools should review their Student Evaluation Policies annually, an up-to-date copy of which is to be filed at the District Office. Included in each school’s Student Evaluation Policy will be procedures used to promote consistency in practices used to evaluate and report student progress. Schools with Grade 12 enrolment will interpret their results annually from the Grade 12 Examination and Scholarship Program. 1. Principals will coordinate activities of departments in their interpretation of Grade 12 Examination results and development of follow-up plans for respective subject areas. 2. Principals will provide an annual update on interpretation and follow-up plans, based on Provincial Examination results, to their respective zone assistant superintendent. 3. A report will be prepared at the district level contain the following: a. pass rates by subject b. examinations means by subject c. scholarship results
STUDENT REPORTS Requirements for the content and format of report cards shall be as outlined in the School Act, its Regulations and related Minister’s Orders. At least five reports per school year, of which three or more are formal, are to be issued by all schools. A copy of the final formal report card must be kept in the student file. Interviews, telephone conferences and other means of communication are recognized as informal reports. A record of such procedures should be kept by the teacher; noting the dates, topic or focus of the informal report, a summary of the discussion and any follow-up action decided upon. A parent should be informed when contact is to be considered as an informal report and told that a record of the discussion is being kept. Formal reports must include structured written comments that clearly describe the student’s progress in relation to expected learning outcomes set out in the curriculum. Formal reports must address all subject areas taken by the student each term. This information may be presented in respect to individual subjects or a combination of subjects. Student’s progress must be reported, on formal report cards, in relation to the expected development of students in a similar age range. Formal reports must include written comments to describe student behaviour, including information on attitudes, work habits and effort.
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INTERMEDIATE REPORTS (GRADES 8 TO 10) Formal reports must provide letter grades for each course or subject on the provincial curriculum and locally developed courses approved by the board. Criterion-referenced letter grades should indicate the level of performance as they relate to the expected learning outcomes set out in the provincial curriculum guides. The Teacher should include written comments that relate to expected learning outcomes where appropriate. It is up to the teacher to determine what components of the structured written comments should be included on report cards at the secondary level. (Note: Schools may continue to use computer-generated comments at the secondary level. The Ministry recommends that computer-generated comments be thoughtful and as specific as possible). When an I is assigned it is a sign that a student is making progress, but it has been determined that additional time is required to meet the expected learning outcomes for the course or subject and grade. An F may only be used if an I has been previously assigned. Formal reports must include written comments to describe student behavior, including information on attitudes, work habits and effort.
GRADUATION REPORTS (GRADES 11 AND 12) Formal reports must provide letter grades for each course or subject on the provincial curriculum and locally developed courses approved by the board. Criterion-referenced letter grades should indicate the level of performance as they relate to the expected learning outcomes set out in the provincial curriculum guides. The teacher should include written comments that relate to expected learning outcomes where appropriate. It is up to the teacher to determine what components of the structured written comments should be included on report cards at the secondary level. (Note: Schools may continue to use computer-generated comments at the secondary level. The Ministry recommends that computer-generated comments be thoughtful and as specific as possible). When an “I” is assigned it is a sign that a student is making progress, but it has been determined that additional time is required to meet the expected learning outcomes for the course or subject and grade. An “F” may only be used if an “I” has been previously assigned. Formal reports must include written comments to describe student behavior, including information on attitudes, work habits and effort. Formal reports for students in Grades 11 and 12 must include percentages for courses numbered 11 and 12.
PROMOTION AND RETENTION Students in primary grades should not repeat a grade. However, there may be special circumstances where, in the judgment of both the parents and the teacher, retention or some other course of action is in the student’s best interest. In Grades 4 to 12, the decision to advance or repeat a grade or course will be made in the best interest of that student by the teachers, parents, and the school principal.
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STUDENTS WITH SPECIAL NEEDS Identified students with special needs, and students receiving more than 25 hours of Learning Assistance, are required to have an Individual Education Plan (IEP) that is developed by the teacher, case manager, student and parent. The document outlines a collaborative plan for the student that addresses individualized goals, adaptations and modifications, the services and resources that are to be provided, and the measures for tracking achievement. Adapted Program: with adaptations the student retains the learning outcomes of the prescribed curriculum. (Ex. scribe, reader, shortened assignments, notes provided, additional time for tests and exams) Modified Program: learning outcomes are significantly different from the prescribed curriculum and selected to meet the individual student’s needs. (Ex. self-care skills, communication skills, life skills, functional literacy/ math skills, work experience) For students with special needs the number of reports to parents is to be consistent with District guidelines for reporting. Where a student with special needs is expected to achieve the same learning outcomes (with adaptations) as set out in the provincial curriculum, regular letter grading practices and reporting procedures will be followed. The Ministry has established that teachers may provide letter grades and percentages for modified students. Letter grades should be based on the learning outcomes as outlined in the LD course or IEP. It is anticipated that it would be a rare circumstance in which a student would not receive letter grades. Progress of students should be reported with respect to all components of the program by the classroom teacher. Where a professional support person (e.g., Skill Dev. Teacher, Resource Teacher) other than the classroom teacher, is responsible for providing some portion of the student’s program, that person should provide a written report on the student’s progress in relation to the IEP for inclusion with the report of the classroom teacher. The permanent record card should indicate that there is an Individual Educational Plan (IEP.) in place for the student.
ENGLISH AS ADDITIONAL LANGUAGE STUDENTS A letter grade may only be assigned for a English as an Additional Language student where that student is able to demonstrate his or her learning in relation to the expected learning outcomes set out in the curriculum for the course or subject and grade. If adaptations to assessment or instructional methods are made, these adaptations should be reflected in the structured written comments. Formal reports for English as an Additional Language (E.A.L.) student should contain structured written comments in relation to the expectations for that student in his or her instructional plan. When that student is able to be assessed on the expected learning outcomes in the curriculum, then a letter grade can be assigned.
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STUDENT ATTENDANCE TERRY FOX SECONDARY SCHOOL ATTENDANCE POLICY (REVISED SEPTEMBER 2008) It is expected that students will attend scheduled classes regularly and be on time. Teachers will report attendance for each subject period using the automated system in BCESIS. Regular attendance is required of all students in all classes. Regular attendance results in better academic performance. A well planned class provides a learning opportunity for the students every day. If a student is absent, he/she is the one who is losing the educational benefits. Many times it is impossible to make up the missed experience – at least in its entirety – and to gain from this learning experience to the same degree that students would through the group involvement in regular class. Irregular attendance usually results in poor achievement. Absence for any reason in no way relieves a student of the responsibility for completing the work of a course to the satisfaction of the teacher. Students who are unavoidably absent due to illness or an excused absence are responsible for class work or assignments missed. Students who are going to be absent for an extended period of time (3 or more days) should advise the school (contact the counsellor). Parents are asked to notify the school by telephone or online of their son/daughter’s absence on a daily basis (preferably prior to 8:00 a.m.). Illness, a family emergency or a medical appointment are acceptable reasons for absence. In the case of an extended absence, if the family has not contacted the school, then the family should be contacted to see if homework can be provided (homework box in the office or emailed directly). Evaluation of a student’s learning is based on the work of the whole semester. Test, quizzes, and assignment scores are cumulative and contribute to the decision regarding grading at the end of the year. All work counts! Vacation plans for students should be made outside of the time that school is in session whenever possible. Staff at Terry Fox strongly caution families from taking vacations during school time. Students missing classes lose essential instruction. During the planning for an absence, parents and students should understand that teachers cannot possibly pre-teach or post-teach the lessons, nor provide makeup assignments to cover all the material that will be missed. Since a student presumably needs to attend the full course to earn full credit, it is reasonable to expect that extended absences will usually result in a lower grade. Occasions do arise where absences are necessary. When this is the case, the school will make every reasonable attempt to reduce the negative impact to the student’s educational program. The intent is to help students maintain high standing. In order that students and parents may not be misled and suffer possible disappointment, it must be clearly understood that for students missing more than 5 days: 1. A letter of request outlining the reasons for the absence, expected duration and departure date must be written to the school. 2. Students will obtain a “prior arrangement” form from their counsellor. 3. Students will have teachers complete the form and have the form signed by parents and their administrator and then returned to their counsellor.
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RESPONSIBILITIES Students: Regular attendance is a key component in the Pursuit of Excellence: 1. Arrive at school on time with all necessary materials. 2. Arrive on time to class after breaks and lunch. 3. Give notes to teacher and then to office excusing any absence or significant lates. 4. Take responsibility at the end of the class to remind teachers to change attendance record from an “Absent” to “Late” when arriving late to class. 5. Let teacher know in advance as much as possible regarding absences. 6. Responsible for completing missed work after an absence and obtaining class notes from a classmate. 7. Students wanting to sign out prior to the end of classes should report to the office. If the student does not have a note, their counsellor will contact the parent/guardian before the student is released. 8. Students who are absent from their scheduled classes on the day of an extra-curricular activity may not be allowed to participate in that activity. Exceptions will be made for verified doctor or dental appointments and for other absences where prior approval is obtained through an administrator. Athletes should refer to the detailed athletic policy regarding absences and participation. 9. For daily excuses, the P.E. department requires a note from the parent. The student will do a written assignment related to health or physical education, or will perform service duties for the P.E. department. To be excused over a long period, the student must submit a medical certificate from a doctor. In this case, the student will do service work, a project or be temporarily registered in another class. Parents: 1. Ensure student leaves home with sufficient time to arrive at school on time for their first class. 2. If driving, drop off students at the front or side of school at least 10 minutes before their class is scheduled to begin. 3. Book appointments for student outside of class time. 4. Provide written notes outlining reasons for absence and/or lates. Alternatively, call the school office (604-941-5401) prior to 8:00am or use the on-line attendance system found off the school website to inform the school of child’s absence. (Illness, a family emergency or a medical appointment are acceptable reasons for absence.) 5. Ensure the school has current phone contact, emergency contact and email information. 6. Initiate and maintain regular contact with the school through phone calls and email contact with the staff, attending parent/teacher interviews and school functions, and reviewing school’s website for calendar and general information: http://www.terryfox.sd43.bc.ca/. 7. Assist in ensuring their child has adequate sleep. 8. Plan holidays for scheduled school holidays. Teachers: High expectations, effective record keeping and early intervention will likely solve many of the minor, or developing attendance issues: 1. Records and submits attendance daily – will establish appropriate classroom routines around attendance.
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2. Will work collaboratively with students, parents, counsellors and administrators to support regular attendance and promptness, adhering to attendance and progressive discipline policies. 3. Will maintain regular communication with parents and will keep records of their interactions. 4. Will ensure students remain in class for the entirety of the class under all circumstances. 5. Will provide lists of students attending field trips, athletic events and/or other school functions to the office prior to the event. (Whenever possible provide notice to other teachers at least one week prior to the trip.) Teachers must submit final list of student participants to the office before the field trip departs. The office will phone home on that missing student at the time the final list is submitted. Counselors: A caring approach may lead to the development of a connection to school for previously disenfranchised students: 1. Counselors will work collaboratively (including regular communication) with teachers, students, parents and administrations to support regular attendance and promptness, adhering to attendance and programming discipline policies. 2. Will assist in the monitoring of student attendance and behavior /attendance plans of action Administrators Some students require a point of crisis before reality sets in: 1. Administrators will work collaboratively (including regular communication) with students, teachers, counselors and parents to assist students in attending regularly and arriving to classes on time as per attendance and progressive discipline policies. 2. Will assist in monitoring student behavior and attendance contracts. 3. Will run monthly attendance reports, consistently monitor cases where a student has high absenteeism. 4. Will send letters home scheduling parent attendance/participation in the parent/teacher interviews.
TRUANCY Truancy is defined as an absence without an acceptable reason. In general, reasons for absence should be sound and of an important nature (use discretion regarding family situations).
ATTENDANCE PROCEDURES If a student is absent from a class, either: 1. A phone call or online absence log is made from home to confirm the absence OR 2. A note from the parent is produced upon return to school If the phone call comes from the student, the office staff will decide as to whether or not a call to the parents is necessary. Daily attendance logs will be available to all staff thru BCESIS and it is expected that all staff will consult these logs when determining if a student should have been in their class. Record Keeping – Teachers are to keep a longitudinal record of each student’s attendance record as well as enter it on BCeSIS.
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Office Staff 1. Types call in sheet for student attendance and then distributes daily attendance lists to all staff via email. 2. Enters lates and absences (including field trips, sports absences) in BCeSIS. 3. Operates Autodialer for calls to parents re: absent students 4. Refers suspicious calls to the administration
THE THREE LEVEL ATTENDANCE INTERVENTION PLAN FOR UNEXCUSED ABSENCES LEVEL 1 – THE THREE STEP TEACHER INTERVENTION Role of the teacher: 1. The teacher records the daily attendance 2. The teacher determines if an absence is not legitimate (using BCESIS, note, phone) 3. The teacher initiates an intervention by meeting with the student and arranges a consequence of making up missed time/work with the student. 4. For a subsequent, unexcused absence the next intervention by the teacher is to make direct contact with a parent or guardian (phone or in person) 5. If the student misses another class without a legitimate reason the teacher will make direct parent contact and arrange for the student to make up missed time/work. Note – If a student misses the make-up time arranged by the teacher they will be referred to student’s respective counsellor.
LEVEL 2 – COUNSELLOR INTERVENTION Role of the Teacher: 1. The teacher records the daily attendance 2. The teacher determines if an absence is not legitimate (using BCESIS, note, phone) 3. Refer the student to their respective counselor. 4. Contact the counsellor if the student misses a subsequent class without a legitimate reason 5. Provide progress reports to the counsellor if they are requested Role of the Counsellor: 1. The counsellor meets with the student and implements 1 or more interventions. 2. The counsellor arranges a parent meeting and implements any of the interventions. 3. The counsellor will update the teacher(s) via email so that teachers can update the file.
LEVEL 3 – ADMINISTRATIVE INTERVENTION Role of the Teacher: 1. The teacher records the daily attendance 2. The teacher determines if an absence is not legitimate (using BCESIS, note, phone) contacts counsellor; counsellor intervention occurs if student continues to miss classes. 3. Contact the administrator if the student misses a subsequent class without a legitimate reason (unexcused). Provide progress reports to the administrator if they are requested. Role of the Counselor:
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1. 2. 3. 4.
Refer the student to their respective administrator by attaching the AMF to an email. Attend a meeting with the administrator and the student. Help facilitate any communication, or interventions that are initiated at the initial meeting. Refer any relevant information on that student to the administrator via email and c.c. teacher.
Role of the Administrator: 1. Attend a meeting with counselor and student. 2. Initiate interventions and monitor the student’s progress. 3. Arrange a parent meeting if the interventions do not address the truancy issue. 4. Implement a progressive and /or restorative practice approach of interventions. 5. Update the teacher(s) and counselor via email. It is expected that students will attend scheduled classes regularly and be on time. Teachers report attendance for each subject period on BCeSIS. Illness, a family emergency or a medical appointment are acceptable reasons for absence. In the case of an extended absence, if the family has not contacted the school, then the family should be contacted to see if homework can be provided (homework box in the office near receptionist) or if a visiting teacher is required.
STUDENT ATTENDANCE – ROLES AND RESPONSIBILITIES Student Regular attendance is a key component in the Pursuit of Excellence: 1. Students are expected to attend all classes on time and with all materials / work ready. 2. Students that miss class are expected to have been excused (phone call from parent/guardian, letter to teacher from parent/guardian, or school field trip). 3. Students with repeated lates or unexplained absences may be assigned make up time, referred to a school counselor or a school administrator. 4. Students are responsible for all missing work due to absenteeism. 5. Students (parents/guardians) should contact the school if an absence will be – has become extended in order to provide work at home. Teacher High expectations, effective record keeping and early intervention will likely solve many of the minor, or developing attendance issues: 1. Teachers will monitor and record all lates and absences on the school attendance sheets (for scanning in the office) and in their record books. 2. All unexplained absences scanned will be contacted by the autodialer – but please do not assume the call reached a parent. 3. Teachers will monitor student absences for explained / unexplained. Students with unexplained absences should be made accountable for their missed time with a phone call to parents, and assigning an appropriate consequence. 4. Teachers should contact parents when attendance concerns begin to develop (teachers who contact a few parents early in a semester often have fewer parents to call later). 5. When attendance issues begin to impact student achievement, teachers should notify the student’s counselor. 6. If attendance problems are resulting in direct defiance issues (ie: frequently missing tests, or presentations), teachers should notify the student’s vice principal. 7. All conversations with parents, counselors or administrators should be noted in a file or daybook (and/or keep emails in a file).
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Counselors A caring approach may lead to the development of a connection to school for previously disenfranchised students: 1. Develop and maintain a “Care and Concern List” including students with previous attendance issues. 2. Monitor daily attendance records from _____ for possible concerns. 3. Respond to teacher’s request for intervention by meeting with the student, contacting parents/guardians when appropriate and reporting back to the teacher. 4. Referring chronic problems to administrators. 5. Maintain accurate records on students and communication with students, teachers, administrators and parents. Administrator Some students require a point of crisis before reality sets in: 1. Assist in the creation of “Care and Concern List”. 2. Meet with students on Care and Concern List prior to, or during the first weeks of each semester. 3. Monitor daily attendance records from _____ for those students on the Care and Concern List. 4. Maintain accurate records on students and communication with students, teachers, counselors and parents. 5. Develop with students, teachers, counselors and parents plans for student attendance improvement. 6. Send letters documenting chronic problems to parents with possible consequences, cc those letters to counselor and all teachers of the student. 7. Monitor attendance statistics and trends. Report to individual teachers and whole staff.
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STUDENT DISCIPLINE AND SUSPENSION KEY PRINCIPLES 1. 2. 3. 4.
Always treat students with dignity. Responsibility is more important than obedience. Model and teach the behaviors you expect from students. Make sure your discipline strategies are practical.
One of the aims we have as educators is to encourage the development of a sense of social responsibility and social conscience within our students. This implies a respect for the needs, rights, and property of others. Each teacher at Terry Fox has the responsibility for seeing that students are made aware of these values in terms of student behavior. This responsibility applies to all school activities whether during class time, non-class time or when students are involved in extra-curricular activities. The individual teacher should be prepared to handle most situations in which student behavior does not meet acceptable standards. Most often a forthright, positive, yet respectful approach to the offending student(s) is effective. This sort of calm, rational and humane stance often is enough to avert further action. However, teachers may levy consequences when it appears such action is necessary and desirable. Students must be made to see the reason for the consequences as well as the fairness and appropriateness of it. Certainly, very serious or repeated misbehavior by a student warrants immediate referral to a vice principal.
GENERAL DISCIPLINE GUIDELINES: Discipline ordinarily goes through these phases: First phase: This is usually a classroom, hallway, or school grounds matter and is handled by the adult on the scene. As mentioned previously, verbal correction is usually sufficient. In most instances, it is suggested that this correction should occur away from the student's peers. Second phase: The teacher may determine that a situation is more serious and warrants a consequence more significant than a verbal reprimand. The student would be required to report to the teacher after school and either serve a detention or be spoken to by the teacher. For further reference, it is suggested that a record be maintained in the teacher's daybook of such consequences. Third phase: As a pattern develops in the classroom, teachers are urged to contact the student's parents by telephone and enlist their assistance in counseling the student. A student’s counselor may also be involved at this point. Fourth phase: This is handled by the vice principals who may wish to consult with the principal as to a course of action. The resulting decision and consequences will be communicated to the teacher concerned. Please note: 1. Misdemeanors such as talking, interrupting, forgetting materials, etc. can be handled quite adequately by the classroom teacher. The teacher can give a routine correction as 56 | P a g e
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easily as the vice principal and with more meaningful effect. Please do not send students to the office routinely as this has little effect on correcting behavior. Save most referrals to the office for cases of gross insolence or when you have gone through the three phases above. 2. Students should not be referred to counselors for discipline. However, they may provide insight and make suggestions. They also may facilitate referrals to support agencies, etc. 3. The general discipline of the school is the responsibility of EACH of us. Do not leave hall discipline to an administrator or a noon hour supervisor to do alone. If you see a problem, please ACT! If we all assume a share, the job becomes easier because we support one another and the general deportment of students improves. 4. Finally, each of us must ensure that our students do not disrupt the learning environment of the school. We must limit the number of students in the hallway during class time! Every attempt should be made to deal with students within the classroom. If a student is asked to step outside, this should be a temporary situation and should involve only one student at a time.
DEALING WITH VIOLENT STUDENTS Unpleasant as the prospect might be, there may come a time when you are forced with an incident involving a violent youth (either an unwelcomed visitor or one of your own students). Each incident is unique and will require some modification to the basic “response guidelines” that are outlined below. Similarly, the situation during an assaultive incident may change as the incident progresses (student becomes more hostile, a crowd gathers to watch, others enter into the “dispute”) and that change will require a quick decision on your part and probably a different approach to the situation. Some Basics: 1. Approach the situation calmly, but with confidence: Do not run! Your body language and your tone of voice should leave no doubt that you are in charge of the situation. 2. Work in pairs: If you are called to attend a violent situation, it is always in your best interest to take along another teacher or administrator to assist you. 3. As you approach, size up the situation: If there is a crowd, decide how you are going to disperse it. Onlookers can seriously escalate the conflict. Assign tasks such as, “Go and get another teacher!” In extreme circumstances, “Tell the secretary there is a fight involving weapons in progress and to call 911!” 4. Self-control: Always remain “in control” during an altercation. If you are not in control of yourself (e.g. temper) you could have difficulty defusing a situation from being a volatile one into a manageable one. 5. Communication: Choose your words carefully, listen intently, reflect the individual’s feelings, and be prepared to document everything verbatim once things “cool down”. Don’t make threats that you can’t back up. 6. Identification: Always be aware of visual and auditory signals (e.g. ‘cat calls’ from onlookers) that might signal an escalation of a violent situation. 7. Spontaneity: Be prepared to alter your technique. Things happen quickly during a crisis. 8. Be patient: Take as much time as is necessary to ensure the successful resolution of a violent situation.
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During the Incident: 1. Don’t take it personally: No matter how aggravating and rude the verbal abuse, remember it is aimed at what you represent in the mind of that student, not who you are as a person. 2. Remember that no one can go from boiling to cool immediately: It’s impossible. Aim to change the tone of the crisis from boiling to simmering to cooling. 3. Silence is a powerful tool: Allow the student to do most of the talking. 4. Be aware of body language: Watch out for your own aggressive movements, or those which can be perceived as such. 5. Never say “calm down” to someone who is upset: This implies that what the person is upset about is not worth the anger and that the person has no right to be upset. Instead say, “what’s the matter, how can I help you?” or try reflecting the feeling of the person(s) involved. 6. Greet the person in a neutral, businesslike, but friendly manner: Approaching in a hostile manner will only escalate the situation. 7. Don’t “corner” a student by forcing him/her to place their back to the wall with you facing them. Instead, put your back against the wall too. 8. It is not recommended that you use force: Students will often react more aggressively and negatively if physically forced to comply. 9. Follow your instincts: Be prepared to alter your techniques if the situation changes. 10. Keep a sense of humor. 11. Remain calm, cool, and collected throughout the “altercation”: Be sure to give the appearance that you are in control of the situation, but avoid complacency. Complacent people are the most vulnerable of all. 12. Allow the person a “graceful out”: Always allow the person to “save face” especially if his/her friends are watching. Isolating the person and then talking to him/her is much better than admonishing him/her in front of an audience. Taken in part from: “Youth in Crisis” by Jeremy Cato (EduServ. Inc.) References: Safe School Communities: A Practitioners’ Handbook for the Prevention of Violence
STUDENT SMOKING The school fully supports Bill 10 which bans all tobacco and smoking (including e-cigarettes) in public places and schools. Students, staff and visitors are not able to smoke on school property. We are also committed to assisting students who are looking for help to stop smoking. Progressive discipline will be invoked for violators.
WEAPONS The school recognizes and supports the district policy that weapons are defined as any instrument which can be used to injure, harm or intimidate another person. Students found in possession of, or using a weapon may be suspended.
DRUG OR ALCOHOL USE Students with drugs or alcohol, or assumed to have consumed drugs or alcohol during school hours or at a school event may be suspended.
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COMMENCEMENT CEREMONIES The June ceremonies will involve only those students who are eligible to graduate according to Ministry of Education requirements. All teaching staff members are required to know the graduation requirements. * See Appendix M for details Note: Parents and students must be advised about this policy early in the year, and be certain where their child stands in light of these requirements. Counselors will ensure students are aware of their current standing.
PROCEDURE As early as possible each student registered in Grade Twelve will be advised in writing that he/she qualifies (or fails to qualify) to take part in the Commencement Ceremonies as follows: Qualifies to participate if: 1. eligible to graduate in June Does not qualify to participate if: 2. Ineligible to graduate in June due to an insufficient number of courses 3. not likely to graduate due to low achievement 4. having taken part in a previous Commencement Ceremony 5. Ineligible due to behavioral concerns, and has not demonstrated ongoing trustworthiness
CRITERIA FOR VALEDICTORIAN The Valedictorian is the person who is elected by and represents all the Grade Twelve students in a speech at the Commencement Exercises, expressing appreciation to parents, teachers and fellow students. The qualifications for the Valedictorian are: A passing grade or higher in all courses necessary to secure graduation. All nominees must submit a form to Ms. Murphy that includes a projected final grade for all second semester courses necessary to secure graduation. This projection is to be completed prior to the Valedictory Election in late May. If it is decided that a student is in jeopardy of failing a course, the nominee will be required to withdraw. Get forms from counsellors. Speech Student Vote
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STUDENT SERVICES LEARNING CENTRE The centre provides support to students who have an identified learning need and are experiencing difficulty in any subject area. The learning centre is a regularly-scheduled class and is offered in A, B, C, D and E blocks. As well, students may write tests and complete assignments if they require a separate setting. Learning Centre teachers will contact classroom teachers at the beginning of the semester to provide relevant information to support students in their classes. IEPs are updated before October 30th each year and are available on-line in Staff Shared for each funded student. IN SCHOOL SUPPORT (ISS) The program provides students who are at school each day but are not attending one or more classes for a variety of reasons an opportunity to receive academic credits via an individualized learning program. This program benefits those students who need to form a one-to-one connection with an adult before they are comfortable regularly attending classes. The intent is to have students who are participating in the program to eventually be reintroduced back into regular classrooms. Students are eligible to participate via a referral from School Based Team.
SKILL DEVELOPMENT Skill Development promotes independence for special needs students academically, socially and physically. Instruction is based on individual education plans, which focus on each student’s unique requirements. Work experience may form a part of the skill development program.
** Learning Centre and EA schedules will be provided to staff in September
REFERRAL PROCEDURE 1. Subject teachers consult with the counsellor on students who experience significant difficulty in a course. 2. Counsellor will identify whether or not the student is registered in an approved special education program. (If not, any adjustment must be limited to that which will lead to credit in the course). 3. Counsellor will assist the teacher in preparation of a referral and make a recommendation for programming. 4. The School Based Team will meet to discuss the referral and make a recommendation for programming 5. The adjustment will be discussed with student and parents before final approval is given by the principal.
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LEARNING ASSESSMENT POLICY Terry Fox Secondary School assesses student learning in three main areas: 1. Continuous daily assessment of student participation and achievement. 2. Formal testing throughout the course as well as final examinations. 3. Preparation for Provincial examinations in specific subjects. The entire system is designed to ensure fair and just treatment to the student. All efforts are made to maintain teacher autonomy to teach and evaluate within the appropriate guidelines as laid down by the School, Ministry or Board of School Trustees. Cooperation is to be maintained between students and staff to ensure recognition of individual differences and the rights of the student without compromising students or threatening individual initiative. Student learning is assessed through the application of the policies which follow: 1. Evaluation Procedures The school evaluation procedure reflect the following: a. The daily work of the student. b. Maintenance of course objectives, standards and specific learning outcomes. c. The maintenance and improvement of a positive self-image. 2. Course Expectations a. Students are to be informed at the beginning of the course of the expectations the teacher has concerning objectives, assignments, testing and evaluation. 3. Graduation Requirements a. As assessment policy must reflect graduation requirements, a brief review is offered. However, since these tend to fluctuate from year to year, a counsellor should be consulted to ensure that a proper program is being fulfilled. As graduation is based on achievement over a three-year period (Grade Ten to Twelve), it is difficult to determine at what time a student is “promoted” to Grade Twelve. b. In general, a student is registered in Grade Twelve when he is eligible to graduate in the current school year. c. All students are expected to complete 8 courses every year including English 11 or Communications 11, English 12 or Communications 12, Social Studies 11, a Science 11, a Math 11 and three additional “12” level courses. d. Since assessment policy is reflected in the course taken, it is essential that students are aware of the evaluation regulations for each particular subject. e. Only English 12 and Communication 12 provincial exams are required by students to graduate with a Dogwood. In these subjects the school based mark accounts for 60% and the provincial accounts for 40% of the evaluation. At present all other grade 12 courses with provincial exams are optional. Students should consult with their counsellor to discuss individual considerations for writing an optional exam. The Student Services Department at Terry Fox has implemented an alternate in-school program which began in September 2008. A description of and rationale for the program follows: 1. Terry Fox Secondary has a fundamental belief that given the appropriate setting most students should be able to graduate. 2. The program provides students who are at school each day but are not attending one or more classes for a variety of reasons (behavioural, emotional, drug/alcohol issues, huge learning gaps, etc.) an opportunity to receive academic credits via an individualized learning program. 61 | P a g e
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3. This allows Terry Fox to receive full funding for these students since they are in school and enrolled in up to four courses per day (both academics and electives). 4. Grades 9 – 12 students are eligible to participate via a referral from SBT which determines the number of blocks/day that the student participate in the program.
SCHOOL-BASED TEAM The School Based Team, for the assessment and placement of students in special education programs, consists of the principal, vice-principals, counselors, Learning Assistance teachers, E.A.L. teacher and Special Needs teachers. In the consideration of a referral, the referred student’s teachers and department head, where appropriate, may be included in the deliberations. The School Based Team will consider available background data on the pupil, the information provided on the referral, the goals of the student, the expectations of parents and the requirements of the curriculum. It will endorse a recommendation on programming made to it, or make an alternate recommendation. The case manager will coordinate discussion of the recommendation with the student and parents and complete the appropriate approval forms.
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Medical Alert List See Appendix K
Updated information will be included upon receipt of student verifica tion forms in September.
SCHOOL SECURITY PERSONAL PROPERTY OF STUDENTS AND TEACHERS 1. Terry Fox is a large site and is open for a variety of uses throughout the day and evening. Large numbers of students are out of class at any given time. Private property may go missing. 2. It is the responsibility of each person in the school to ensure they do not bring valuables to school and that they protect their own personal items. 3. Do not let students leave texts or personal belongings in any room. 4. Do not take student’s personal belongings (ie. Ipods/cell phones) and leave them unprotected. It is highly recommended that if you wish to confiscate a student’s personal property that you send them to the office with the item. 5. Lock all rooms when not in use.
BUILDING SECURITY 1. School Board Policy controls the number of outside keys available for the building. 2. Staff members involved are reminded that security monitoring is in effect and that procedures which have been made known to them must be followed.
SCHOOL KEYS 1. Keys are to be signed out at the office. 2. Keys are NOT to be loaned to students. 3. Keys are to be returned to the office each June and signed out again in September.
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ACCIDENTS – STUDENT/STAFF STUDENT ACCIDENT In the event of an accident involving a student, the teacher must first determine the nature and extent of the injury: 1. Minor Injury (student can be moved safely): Bring student to the medical room. 2. Major Injury (student should not be moved): Send a runner to the office to request assistance Yellow hand – assistance required – send student runner to office with the yellow hand, room #/location where assistance is needed and name of student(s). Red hand – immediate assistance + 911 call required – send student runner to the office with red hand, room #/location where assistance is needed and name of student(s) *Student runners are instructed to hold up yellow/red hand high and go directly to a member of the office staff. . In a non-crisis situation, first aid may be applied and the parent is contacted for further direction. In a crisis situation, telephone 911 for an ambulance and contact the parent. An Accident Report must be completed at the office on the day of the accident.
STAFF ACCIDENT Staff members who are involved in an accident or injury while at work MUST ADVISE THE DISTRICT PERSONNEL OFFICE IMMEDIATELY and see one of our 1st Aid Attendants. In addition, Workers’ Compensation Board Reports must be completed promptly by the staff member and by the employer. Please advise the principal promptly of any injury, regardless of how minor in nature it might be. The Industrial First Aid Attendant is available to provide assistance in the event of accident or injury. First Aid Attendant(s) 2014-2015:
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SUNSHINE FUND The principal offers to CDMC the following guidelines for the staff and Sunshine Committee of the Terry Fox Sunshine Fund: The CDMC offers to staff the following guidelines for the administration of the school’s Sunshine Fund: 1. The Sunshine Fund will be coordinated by the head secretary (Patti) and principal (Heather) and the Sunshine Committee often made up of Department Heads 2. The Sunshine Fund contributions from each staff member shall be set at $25 annually. (May need to be revised at a later date). If a staff member is unable to make a contribution, he/she will be encouraged to contribute the amount that he/she can afford. Any surplus at the end of the school year will be carried over to the next year. 3. Department Heads/staff members will inform Heather or Patti when they believe a member of their department qualifies for a gift from the sunshine fund. 4. The ordering and delivery of gifts will be done by Patti in the majority of circumstances. In some circumstances gifts will be provided in consultation with appropriate staff. 5. A year-end financial statement will be provided. 6. The staff will be notified through email when something has been sent on your behalf. 7. Recommended procedures to be followed in the majority of circumstances. Latitude will be exercised in some circumstances by the committee comprised of at least 1 teacher, head secretary and administration. o Illness: a phone call and card up to 10 school days o Longer Illness: a monthly card – perhaps flowers o Hospitalization: a card and fruit basket/flowers o Bereavement: death of a spouse, child or parent – a card and a fruit basket/flowers/donation if requested o Wedding: a card and a gift certificate or gift o Birth or adoption of a baby: flowers or gift o School leaving gift/retirement (permanent employees): a card and a gift depending on years of service. o School leaving gift (long term TOC – one semester or more) – a card and a gift
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SCHOOL MAP
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CALENDAR
AT
August 08/27 Wed. Link Leader Training 08/29 Thurs. Grade 9 Orientation #1 10-1130 a.m. September 09/02 Tues. School Opens/ staff meeting 8 a.m./ Homerooms, Grade 9 Orientation #2 09/03 Wed. Day #1 semester 1/Homeroom schedule 09/04 Thurs. Homeroom schedule 09/05 Fri. SCHOOL Photos/ staff photo at lunch 09/08 Mon. Staff Meeting 09/09 Tues. Grade assemblies 09/10 Wed. Collaborative Time Grade assemblies 09/12 Friday Terry Fox Assembly 09/15 Mon. Gr. 9 Immunizations 09/17 Wed. Tutorial 8:00 – 8:45/ Grade 9 parent night 09/19 Fri. Pro-D 09/22 Mon. Gr.9 Immunizations /DH Meeting 3:30 09/24 Wed .Collaborative Time 09/25 Thurs. TF National School Run October 10/01 Wed Tutorial 8:00 – 8:45 10/06 Mon. Staff Mtg 10/08 Wed. Collaborative Time School Retakes 10/13 Mon. Thanksgiving 10/14 – 18 GRAD PHOTOS 10/15 Wed. Tutorial 8:00 – 8:45 10/17 Fri. Marks due, 9 a.m 10/20 Mon. DH Mtg. 3:30 10/22 Wed. Tutorial 8:00 – 8:45 10/23 Thurs. Homeroom/report card distribution 10/24 Fri. Pro-D Day 10/29 Wed Collaborative Time Parent Teacher Interviews November 11/03 Mon. Staff Meeting 11/05 Wed. Collaborative Time/Gr. 9 Take your Kid to Work 11/06 Thurs. Grad Assembly 11/07 Thurs Remembrance Day Assembly 11/10 Mon. School Closure Day 11/11 Tues.. Remembrance Day
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A 11/12 11/17 11/19 11/26 11/28
(AS OF JULY 9, 2014)
GLANCE Wed. Tutorial 8:00 – 8:45 Mon. DH Mtg. 3:30 Wed. Collaborative Time Wed. Tutorial 8:00 – 8:45 Fri. Pro-D
03/25 Wed. Tutorial 8:00 – 8:45 03/26 Thurs. Homeroom/report card distribution 03/31 Tues. Parent Teacher Interviews
December 12/01 Mon. Marks due, 9 a.m./Staff Mtg 12/03 Wed.Collaborative Time 12/04 Thurs. Homeroom/report card distribution 12/10 Wed.Tutorial 8:00 – 8:45 12/15 Mon. DH Mtg. 3:30 12/17 Wed. Collaborative Time 12/19 Fri. Last Day before Winter Vacation
April 04/01 04/03 04/06 04/08 04/13 04/16 04/17 04/20 04/22 04/29
January 01/05 Mon. First Day back after Winter Vacation/Staff Mtg 01/07 Wed. Tutorial 8:00 – 8:45 01/12 Mon. DH Mtg. 3:30 01/14 Wed. Collaborative Time 01/19-22 Provincial Exams 01/20 Tues. Gr 8 Parent Night 01/22 Thurs. LAST Day of Sem. 1 01/23 Fri. Tour De Fox – 01/26 Mon. marks due 9 .m./ Sem 2 begins 01/28 Wed. Collaborative Time 01/29 Thurs. Homeroom/Report Card Distribution
May 05/04 Mon. Staff Mtg 05/06 Wed. Collaborative Time 05/08 Fri. Marks due, 9 a.m 05/11 Mon. DH mtg 330 pm 05/13 Wed. Tutorial 8:00 – 8:45 05/14 Thurs. Homeroom/report card distribution 05/18 Mon. Victoria Day 05/20 Wed. Collaborative Time 05/27 Wed. Tutorial 8:00 – 8:40 05/29 Fri. Pro-D, Grad Dinner Dance 05/30 Sat.….After-Grad
February 02/02 Mon. Staff Mtg 02/04 Wed. Tutorial 8:00 – 8:45 02/09 Mon. B.C. Family Day 02/11 Wed. Collaborative Time 02/16 Mon. DH Mtg. 3:30 02/18 Wed. Tutorial 8:00 – 8:45 Parent Programming Night 02/20 Fri Pro-D Day 02/19-27 cross grade programming 02/25 Wed. Collaborative Time March 03/02 Mon. Staff Mtg 03/04 Wed. Tutorial 8:00 – 8:45 03/06 Fri. Last Day before Spring Break 03/23 Mon. Marks due, 9 a.m /School opens after Spring Break/ DH mtg 330
Wed. Collaborative Time Fri. . Good Friday Mon. Easter Monday Wed. Collaborative Time Mon. Staff meeting Thurs Grad Assembly Fri. Pro-D Mon. DH Mtg. 3:30 Wed. Collaborative Time Wed. Tutorial 8:00 – 8:45
June 06/01 Mon. Staff Mtg 06/03 Wed. Collaborative Time Grad Breakfast/ Athletic Awards 06/10 Wed Tutorial 8:00 – 8:40/ Awards Night 06/11 Thurs. Commencement rehearsal in Block E/ Gown distribution 06/15 Mon. Homeroom/Locker Clean-Out Yearbook Distribution/ DH mtg 330 pm 06/16 Tues.Last Day Semester 2 06/17 Wed. Collaborative Time 06/18-24 Provincial Exams 06/22 Mon. Marks due 9 a.m. 06/25 Thurs. Homeroom/Report Card Dist. 06/26 Fri.Last Day before Summer Vacation Administrative Day
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APPENDIX “A” CODE OF ETHICS The Code of Ethics states general rules for all members of the BCTF for maintaining high standards of professional service and conduct toward students, colleagues, and the professional union. 1. The teacher speaks and acts toward students with respect and dignity and deals judiciously with them, always mindful of their individual rights and sensibilities. 2. The teacher respects the confidential nature of information concerning students and may give it only to authorized persons or agencies directly concerned with their welfare. 3. The teacher recognizes that a privileged relationship with students exists and refrains from exploiting that relationship for material, ideological, or other advantage. 4. The teacher is willing to review with colleagues, students, and their parents/guardians the quality of service rendered by the teacher and the practices employed in discharging professional duties. 5. The teacher directs any criticism of the teaching performance and related work of a colleague to that colleague in private, and only then, after informing the colleague in writing of the intent to do so, may direct in confidence the criticism to appropriate individuals who are able to offer advice and assistance. (See note following #10 and statement 31.B.12.) 6. The teacher acknowledges the authority and responsibilities of the BCTF and its locals and fulfills obligations arising from membership in his/her professional union. 7. The teacher adheres to the provisions of the collective agreement. 8. The teacher acts in a manner not prejudicial to job actions or other collective strategies of his/her professional union. 9. The teacher neither applies for nor accepts a position which is included in a Federation in-dispute declaration. 10. The teacher, as an individual or as a member of a group of teachers, does not make unauthorized representations to outside bodies in the name of the Federation or its locals. NOTE: It shall not be considered a breach of Clause 5 of the Code of Ethics for a member to follow legal requirements or official protocols in reporting child protection issues.
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APPENDIX “B” TEACHER EVALUATION PROCEDURES Evaluation procedures leading to a report on a teacher by the principal or vice-principal to the Superintendent of Schools shall involve three phases: • • •
Formative Supervision Teacher Self-Evaluation Summative Evaluation
Formative Supervision This involves formative observations, pre and post-observation conferences and clinical supervisory practices undertaken. The objectives are: 1. To enable the identification of teaching. 2. To enable the identification of areas in which the learning situation may be improved. 3. To develop methods of bringing about the improvement agreed upon. 4. To enable the principal to assist the teacher in the improvement. 5. To enable the principal to gather an overall view of the learning situation. Teacher Self-Evaluation This involves an analysis by the teacher of his/her personal qualities, qualifications, teaching and evaluation methods, professional development activities and general school involvement. The objectives are: 1. To enable the teacher to formulate an overall view of his/her own competence. 2. To assist the teacher in identifying possible areas of improvement and in his/her discussion of the learning situation with a view to formulating recommendations of improvement. 3. To assist the teacher in providing input to the principal relative to the evaluation report. Summative Evaluation This involves summative observations of the learning situation, the professional development and the general school involvement of the teacher. The objectives are: 1. To identify strengths and/or weaknesses in the learning situation. 2. To formulate recommendations for improvement of the learning situation. 3. To enable the preparation of an evaluation report to the superintendent. Procedures This involves summative observations of the learning situation, the professional development and the general school involvement of the teacher. The objectives are: 1. In pre-observation conferences, the principal and teacher will discuss objectives, goals and expectations of formative supervision. 2. The teacher may request a Self-Evaluation Guide to assist in this phase of the evaluation procedures. 3. An Observation Data Sheet will be completed as a record of each classroom observation. A copy will be provided to the teacher. 4. The principal will observe a number of lessons following each with a conference to discuss the data collected and formulate a consensus leading toward improved teaching. 70 | P a g e
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5. The following components of classroom teaching are subject matter for observation: a. Classroom Environment - includes general appearance, physical conditions, classroom climate and management. b. Teaching/Learning Situation - includes lesson preparation, instructional techniques, teaching aids and school routines. c. Pupil Results - includes basic knowledge, attitudes and notebooks. d. Qualities Beyond the Classroom - includes personal qualities, relationships with parents, professional and support staff, out-of-class activities and professional growth. 6. Following the formative supervision, the teacher will discuss his/her self-evaluation with the principal together with any relevant information he/she may wish to include in the evaluation. (This discussion may occur during the summative evaluation phase.) 7. The principal will commence the summative evaluation phase at an agreed upon time. Observation of consecutive lessons will be included in this phase. Summative observations will be followed by post-observation conference. 8. A draft evaluation will be prepared and submitted to the teacher. 9. Discussion of the draft evaluation, if necessary, will follow. 10. The final evaluation report will be prepared and submitted.
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APPENDIX “C” INTER-MINISTERIAL CHILD ABUSE PROTOCOL Everyone who has a reason to believe that a child has been or is likely to be physically harmed, sexually abused or sexually exploited, or needs protection due to the specific circumstances outlined in the Child, Family and Community Service Act, is legally responsible under the act to report the matter to a child protection social worker. In British Columbia, a child is anyone under the age of 19. The responsibility for investigating such reports rests with designated social workers of the Ministry for Children and Families and the police. Where it is suspected that a child may need protection, the procedures outlined below are to be followed: 1. All school employees alerted for signs of child abuse shall promptly report their suspicions to the Tri-Cities Child Protection Team (Screening Social Worker – and immediately inform the School Principal who will notify the Zone Assistant Superintendent. 2. In all cases of suspected physical or sexual abuse, the Ministry for Children and Families will notify the police. 3. Statements made to school employees should be recorded in the child’s own words. School employees, while offering support through active listening (see Appendix E “Handling Disclosures” – B.C. Handbook for Action on Child Abuse and Neglect), should refrain from interviewing the child after receiving the child’s first disclosure. Interviews will be conducted by police and/or Ministry for Children and Families personnel. 4. As the school is a safe, neutral environment in which to conduct interviews which are sensitive to the child’s needs, social workers or police officers may choose the school as an interview site. The investigating social worker will make arrangements for the interview prior to coming to the school. In all cases, the principal or designate is required to allow the investigating social worker and the police to interview the child in the school. It is expected that the principal shall advise the investigating social worker or police officer of pertinent information. 5. The investigating social worker will determine who is present during an interview of a child. Although an educator may be requested to be present during an interview to provide support to the child, an educator is not required to be present when the child is interviewed. 6. The responsibility for contacting the parents rests with the investigating social worker or police officer. School employees should refrain from contacting parents unless specifically asked to do so by the social worker or police officer. 7. The investigating social worker will report the results of the investigation unless reporting would cause emotional or physical harm to any person or endanger the child’s safety, or
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if a criminal investigation is underway or contemplated. 8. The confidentiality of the reporter will not be disclosed without prior consent. In those cases where it is suspected that a child has been subject to physical or sexual abuse by a school employee, the procedures outlined below are to be following: 1. The Zone Assistant Superintendent will receive the report of suspected abuse and immediately inform the Superintendent and the Ministry for Children and Families Supervisor of Child Protection. The Supervisor will inform the Protection Manager of all such reports. 2. Where it has been determined that further investigation is warranted, the Zone Assistant will consult with the Director of Personnel, School Principal, Ministry for Children and Families and the police, and a plan will be developed for the conduct of the investigation. The Director of Personnel will inform the Superintendent of this plan. 3. The Superintendent of Schools will be advised of the results of the investigation, and will inform the Board of School Trustees. a. If it is indicated that the report was unfounded, all persons involved in the investigation will be immediately informed. b. If it is indicated that abuse has taken place, The Superintendent and the Board of School Trustees will take appropriate remedial and/or disciplinary action, whether or not criminal charges also result. 4. Where it is suspected that a child has been subject to abuse by a school principal, the Zone Assistant Superintendent will conduct the review of information and the Superintendent of Schools will be directly involved in the investigation. When working with families known to be involved with Ministry for Children and Families Protection and Guardianship services, the following considerations apply: 1. Never assume the social worker already knows information about a child’s situation; report all new concerns. 2. Child Protection concerns in foster homes should be reported the same as in A. 3. Follow the principles of collaborative case planning as outlined in Part 4 of the B.C. Handbook for Action on Child Abuse and Neglect. Student Services Handbook (Revised November 2005)
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APPENDIX “D” COURSE PREVIEWS Expectations re: Previews & Student Outlines To provide necessary information expected by students and parents in reference to reporting to parents, we have suggested a standardized form of communication to be used to relay this information. This preview outlines the minimum requirements of the specific information that be provided to all parents/students. 1. During the first two weeks of each semester 2. and at least once a semester a. if once a semester is the scenario then that course information package include the year’s curricular intentions b. if monthly or quarterly updates are used these should include either a preview of what the intentions are and / or a review of what the areas studies were 3. Students / Parents are to be given, in hard copy, information regarding: a. what general areas of study (what are the curriculum areas to be studied, what skills will be taught) b. what are the intended learning outcomes (what are the curricular expectations for students at this stage of the course / grade) c. how is the course going to be taught (thematic, integrated, hands-on, lab.), d. in what order will the skill or concepts be taught, e. what are the intended time lines, f. are there supplementary resources, g. what assessment strategies will be used to gather information about the student’s learning (portfolio, observation, conferencing, tests, quizzes, projects, labs, homework exams and oral presentations, etc.?) h. how is the student going to be evaluated; - weighting, - types of methods used, - homework and value, - other items regarding evaluation i. how will this evaluation be communicated (interims, conferences, formal, graphs, letter grades, percentages) - when will it take place, - how it will proceed, - who will be involved, - final grades - special operational items: - lates, absenteeism, assignment incompletion, etc. - re-writes, additional work, extensions, make-ups j. how and can extra assistance be obtained? - time, - place, 74 | P a g e
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- tutorial time - appointments 4. Changes may be made throughout the year as the need arises. It is imperative that changes be reported as appropriate. 5. Should a department wish to use a different format the Dept Head should bring this to the attention of the Principal. 6. A copy of each preview should be on file in the office at the start of each semester.
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APPENDIX “E” DISTRICT CODE OF CONDUCT The Board of School Trustees believes that appropriate student conduct, based on respect for oneself, respect for others, and respect for property is essential to the development of responsible citizens. To this end students are expected to: 1. 2. 3. 4. 5. 6. 7. 8. 9.
be aware of and obey all school rules; attend classes punctually and regularly; work cooperatively and diligently at their studies and with home assignments; respect the rights of all persons within the school including peers, staff and parents; respect the legitimate authority of the school staff; respect and take pride in the school's physical school facilities; respect the ethnic diversity of our school community; behave in a safe and responsible manner at all times; and not threaten, harass, intimidate or assault, in any way, any person within the school community.
SCHOOL RULES 1. The principal, in consultation with staff, parents and, when appropriate, students will establish a code of conduct for the school that is consistent with the district code of conduct. 2. The school's code of conduct and a summary of the district's policies and regulations on "School Rules" (II-B-83), "Violence, Intimidation, and Possession of Weapons" (II-B-84), and "Suspension of Students" (II-B-85) will be sent home annually to be signed by the parents/guardians and, where appropriate, students. The school's code of conduct will be reviewed with students on an on-going basis throughout the school year. 3. Students, while attending school and school functions, and while travelling to and from school, shall be subject to the school's rules of conduct and deportment established by the school principal. (Ref.School Act, Section 6(1), Reg. 5(7)g). 4. Students registered in School District #43 (Coquitlam) engaged in unauthorized gatherings on school property may be subject to disciplinary action by the school. 5. Serious breaches of conduct that threaten the safety and welfare of students and staff will be referred directly to level three of the suspension process for resolution by the Student Suspension Review Committee (II-B-85). 6. Where a student 16 years of age or older repeatedly fails to comply with the code of conduct, rules and policies of the school, or has failed to apply him/herself to his/her studies as set out in the School Act, Section 103 (3), the principal is empowered to refuse further school service to the student. Such action will be reported to the superintendent, together with supporting documentation. 7. Students are prohibited from possessing weapons,* potentially dangerous articles, alcohol, or illegal drugs in all schools, at school functions, and while travelling to and from school.
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8. Students are prohibited from being under the influence of alcohol and/or drugs in all schools, at school functions and while travelling to and from school. * weapons are defined as any instrument which can be used to injure, harm or intimidate another person.
Guidelines for Homework: 1. The purpose of homework is three fold: Practice, Preview and Review. 2. Homework that is provided to students by teachers to finish in-class work should be refrained from unless the students were given adequate class time to complete the learning outcomes. 3. Homework will vary by subject. Math students may benefit from practice, while English students may benefit by previewing and reading in preparation for the next class. 4. Most experts agree that there is a direct cause and effect relationship between excessive homework and students’ motivation to cheat. We need to ask ourselves is this a task for completion or does it meet a specific learning outcome? 5. Homework completion marks (i.e. work that has only been scanned to see that it has been completed) should not be used to evaluate a student’s progress leading up to a reporting period.
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APPENDIX “F” FIELD TRIPS AND SPECIAL ACTIVITIES Field trips can be a valuable opportunity for supporting classroom learning and should be utilized to foster student development. Consideration must be given to the frequency and dates of such activities to ensure that the benefits obtained are not offset by other negative factors. All activities that remove students from classes should be reduced to a minimum during the period of final examination preparation. There should be no field trips in January or June except field trips one (1) class in duration and/or those designed for special groups. Please see the Principal for clarification and permission should you be unsure if your group falls into this exempt category. There are some fundamental procedures that must be followed by all staff members regarding the absence of students from classes for field trips and special activities. These are listed below: Field Trip Information Form Please fill in the form found in the office near the teacher letter boxes and receive approval from the principal two weeks prior to the trip for approval. Bus Lists The names of students who will be absent from class(es) because of a field trip or special activity must be prepared and distributed to all teachers and secretaries one week prior to the date of the activity. Corrected Lists As students board a bus, the bus list should be checked to determine students who are not going. This corrected and accurate list must be submitted to the office prior to bus departure so that staff may be informed of students who did not show up and subsequently should be in their regular classes. Parent Permission Staff should make parents aware of the Field Trip and its objectives, and ensure that students have a Parent Permission Form completed and turned in to the supervising teacher. An itinerary, including emergency contact numbers, and hotel information etc, should be forwarded to the parents, the office staff and the administration. Staff should have with them on the field trip a list of student names, phone numbers and emergency numbers and Care Card information. A copy of this information should be left in the main office prior to departure. Notifying Colleagues Once permission for a field trip has been received the supervising staff should make every effort to notify all staff via e-mail of the field trip, which course/classes, the dates and times and provide a list of participants. This notification should give colleagues as much lead time as possible (preferably two weeks notice). This e-mail should be sent to the office staff as well.
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There may be times when conflicts arise between colleagues as to whether or not a student should be permitted to attend a field trip. Teachers should communicate and work together to ensure the success of all students keeping the best interest of the student in mind. In making the decision regarding permission for a particular student to attend, the classroom teacher should consider their attendance, work habits, and general achievement. In general, if absenteeism has been high, work habits poor, and achievement low, disapproval might be in order but the subject teacher should contact the organizer of the field trip. If the student has had reasonable attendance, applies himself/herself to his/her studies with satisfactory achievement, approval should be given. Should a disagreement exist between the classroom teacher and the FT organizer the principal shall make the final determination. A student’s achievement cannot be downgraded by his attendance on a field trip. Recording Absence from Class Students are not considered absent from school when away on authorized school-sponsored functions. However, students are responsible for the material covered and may be responsible for the completion of labs or projects. Procedurally, classroom teachers are to mark the student as absent from their class on BCesis. It is the responsibility of the field trip teacher(s) to submit their attendance to the office prior to departure so that the office can make the necessary and accurate notations. Curricular Focus Field trips can be wonderful extensions to the classroom, however, there are many downsides - students missing other course materials, students who cannot participate and possible emergencies that can take place during the trip. To ensure an effective trip, staff must prepare extensively to incorporate a serious curricular focus. As well, expectations of and for students regarding the classroom-like environment should be clearly documented.
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APPENDIX G FIELD TRIP APPROVAL FORM
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APPENDIX H TERRY FOX BUS REQUEST FORM
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APPENDIX I TERRY FOX LARGE AND SMALL SCHOOL BUS COST
Port Coquitlam
$50.00
Port Moody/Coquitlam
$75.00
Town Centre Fields
$50.00
Lower Mainland & Maple Ridge
$150.00 + .50 km
Outside Lower Mainland
$200.00 + .50km (Please see Admin)
Toll Bridge
$6.65 per crossing
Driver
$22.00 per hour, driver comes ½ hour before & stays ½ hour later
Overnight Trips
Please see Admin
Outside School Users
$200.00 – Lower Mainland $200.00 + .50km outiside Lower Mainland
Please fill out Bus Request Form (on Leslie’s desk) and make sure the account number and Department Head signature are filled in. If you require a driver please give Leslie at least a week’s notice. A week’s notice is also needed to cancel a driver.
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APPENDIX “J” EXTRA-CURRICULAR STUDENTS AT TERRY FOX Rationale Terry Fox Secondary has a tradition of excellent extra-curricular programs. Extra-curricular activities are those that generally occur outside the classroom, generally occur outside instructional time, generally are supported by volunteer staff members, generally involve Terry Fox students representing Terry Fox Secondary and are understood to be school sponsored activities that are seen to be complementary to the educational process. Guidelines As students participating in extra-curricular activities are representing Terry Fox Secondary these students are expected to uphold the following guidelines: 1. Extra-curricular students should maintain satisfactory (s) work habits in all classes 2. Extra-curricular students should have good attendance in all classes. 3. Known unexcused truancy on the day of games and events will result in the student not participating that day. 4. Extra-curricular students should exhibit positive behavior and uphold all school rules in the classroom, in the school and while participating in any extra-curricular activity. 5. In general Terry Fox students are expected to demonstrate good citizenship at all times while representing Terry Fox Secondary as a participant or supporter/observer of extracurricular activities. Process Coaches / sponsors shall: 1. Communicate with all staff and administration which students are participating in extracurricular activities. 2. Periodically provide classroom teachers / counsellors / administration an opportunity to relay any information pertaining to issues or concerns regarding a student relative to this policy. 3. Classroom teachers, counsellors and administration may relay any information pertaining to issues or concerns regarding a student relative to this policy. Should written communication indicate that an extra-curricular student is struggling to meet one or more of the guidelines it is recommended that the coach or sponsor: 1. Review the expectations of this policy with the student and the parents. 2. Provide an opportunity for the student to meet these expectations in a reasonable period of time and make clear the expectations for that period of time. Coaches / sponsors should make this policy well known to all participants and parents, and provide an administrator the opportunity to address all participants at the first meeting of the team, club or group. Coaches / sponsors may have additional policies pertaining to student expectations.
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APPENDIX K LIFE THREATENING MEDICAL ALERT STUDENTS AT TERRY FOX Surname
Balazs
Bamford
First
Tyler
Cole
St#
886801
348206
Gr
Allergies
Allergic to cold. Will break out into hives & could go 9 into shock. Carries epipen
Beacock
Zachary
343846
Beaton
Cole
351263 348297
Allergic to Peanuts/Milk 11 Products
Trisha
Autism & Allergy - Seafood Seasonal allergies Epi Pen 12 and Benadryl
Black
Matthew
348841
Black
Stephanie
349002
Bogren Borovica
Matthew Brendan
343373 349516
Peanuts / Nuts /Beans 9 Fatal Nut Allergies Autism type 1 diabetes If below 4.0 give apple juice and snack test again in 10 minutes repeat Seasonal 12 allergies 9 Allergic to Penicillin
351266 540034
Possible Malignant 9 Hyperthermia 12 Ethromicin
Broten Brown
Brown
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Kyra Mitchel
Denzel
705869
Other
Allergy to nuts (has an epi pen) has asthma -uses an 10 inhaler.
Bee/Insect Conditions: Bee Stingssweet Pot 12 Insectbiteamoxill98 had blackout on apr. 28/12. If it happens at 9 school call 911
Bisquera
FOR 2013-2014
10 Allergies: Bee stings
Medical History: Anaphalactic-Call 911 If Difficulty Breathing Or SWELLING Also allertic to other insect bites sweet pot
For medical care prefer for Matt to go to Eagle Ridge first - if needs more serious care ER can not cope with send to Ro Medications: Epipen Benedryl-3 Tsp Medical History: Allergies&Asthma Benadryl - 15 ml adult strength
Medications: Benadryl NO MEDS at school CONTACT: mom gets colds when outside for long in cold or rainy weather
Terry Fox Secondary Staff Handbook
Bruton Chand Clapci
Paris Brittany Brianna
343531 349163
Allergy to pineapples. Reaction has increased 10 with each exposure. 11 Anemic
348133
Allergy Penicillin; Lactose 11 intolerant
Clerkson
Sydnie
351042
Cooper
Trent
403595
12
Diabetic - Type 1 Penicilln 9 Allergy Low blood sugar
Cross Cultess
Michelle Quincey
285055 314164
11 9
Davey Destro
Moriah Rebecca
343683 404015
11 12
Dua
Japmun
224929
Dumas
Nicholas
344116
Ellis
Samantha
350921
Ellison Fairbank
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Kelsey Sydney
343390 348115
Hirshsprung's Disease.
Additional Information: If she Vomits Please Alert Parent NO MEDS at school CONTACT: Dad 604-9313574w. 604-813-6347 sweaty pale weak, confused, shallow breathing, disoriented, Insulin given at home. Emergency sugar 3 tabs kept in office. Glucagon 1 vial kept in school office as directed on
Penicillin-skin rash/life threatening .bananas - skin rash Penicillin Penicillin Conditions: Allergy Parents are uncertain if allergy is life threatening. Allergic to Tylenol
Condition: Urea Cycle 11 Disorder Seizures Asthma Conditions: Nut 12 Allergy/Penenicillan Asthma. Allergies to 10 bananas
11 Ashtma carries inhaler 10 penicillin
Autism Spectrum Disorder Allergy: almonds Call 8752161Biochemical Doctor on call if no one is home. Call 875-2161Biochemical Doctor on call if no one is home. Medications: Epi Pen kiwi and pineapple. If meds do not work and she can't breathe and lips go blue call ambulance
Terry Fox Secondary Staff Handbook
Findlay
Finn
Jakob
Chloe
344249
Conditions: Asthma/Hayfever uses Advair twice daily ventolin only if having problems 10 breathing 1 sing tab a day
351132
SEVERE Allergy To Milk Products and Asthma - no taste or touch 11 Anaphylactic Sulfa Biaxin Conditions: Allergy: 12 Sulfa&Biaxin
Gallant
Andrew
349319
Gi
Nahyun
1266628
Gloch Gonce Grant
Grayson
Griffin Grist Hayden Ho
Jang
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Matthew Aidan Jonavan
Meagan
Luke Tanner Nicole Jonathan
Matteo
Experienced a cardiac 10 arrest at school Feb. 20
351261 348186 669025
Ventricular Septal Defect 9 Heart Defect 9 Penicillin Allergy 10 Allergic to Penicillin
549196
Possible Bee Allergy. Father has life threatening 9 bee allergy.
344123 343398 351197
12 Conditions: Asthma 12 Allergic to Penicillin 10 Penicillin Allergy
344537
Peanut Conditions: 10 Severe Peanut Allergy
344301
9 All nuts/ Asthma
Meds: Alvair Ventolin Singular MEDICATIONS: 1 Tsp Benedryl If contact with skin. EPIPEN If milk products Ingested Medical History: Severe Allergy Allergic also to wheat corn and corn products ( popcorn etc.) dairy products 2013. Has an implantable cardiac defilbrillator . If Aaron experiences dizziness or pounding heartbeats or feels ill he should rest. If he loses consciousness & does not NO MEDS at school CONTACT: Mom 604-4646943h 604-785-4500
Medications: Nova-Salmol Inhaler (please Use With Volumiser) Additional Information: See Request For Admin Form For NO MEDS at school Carries epi pen and there is one in the medical room. carries Epipen For Nut Allergy And Puffer For Asthma in backpack/on belt
Terry Fox Secondary Staff Handbook
Kam
Jordan
343455
Severe PEANUT Allergy. Use EPIPEN for severe life threatening reaction. Requires Benadryl for 11 minor symptoms
Karamanlis
Gregoris
419909
ALLERGY - Eggs pets dust 11 grass hay
Kehler
Carmen
343677
Anaphylactis to seafood 11 shellfish.
Kump Kutin Lafrance Lafreniere
Jessie Marcus Trevor Mercedes
349077 343636 225152 348131
12 12 10 10
Lambley
Lambley
LeClerc
Adam
Heather
Natalie
DM in cough syrup High functioning Autism. Allergy: Wasp/Bee Stings asthma
Medications: Benadryl Epipen
Carries Benadryl and Epi Pen. Cannot have DM in cough syrup
Medications: Inhaler (but Does Not Carry It With Him)
344136
12 Conditions: Asthma (mild)
344196
Conditions: Nose Bleeds/Hayfever Allergies: 11 Cats dust trees grass
344138
Conditions: Peanuts & Nuts & Salmon/Fish EPI-PEN IN 11 BACKPACK
Medications: Hay Fever Medicine Medications: Use Benedryl/Epi Pen&911 Required Due To Breathing (15 Ml Of Benedryl) Allergy To Salmon-Only Hives So Far Medications: Insulin Additional Information: Low Blood Sugar Causes Coma&Seizure. Monitor food and activity to insu
LeClerc
Sean
344299
Conditions: Diabetes Type 1 Dr. Metzger Children's Hosp Specialist 24 hr 6049 875-2161
Loverock Lucarino
Jade Michael
348446 513537
Febrile Seizures (with high 9 temperatures) 12 Condtion: nose bleeds
344142
Conditions: Asthma- selfmedicating (med alert 12 bracelet)
343742
Conditions: Allergic To Bug 10 Bites
Additional Information: Wants Us To Call An Ambulance If Bit By A Wasp
310313
ASTHMA ALLERGY Feathers ODD Emotional 9 Breakdowns (ODD)
Feathers causes scratching
Lung
Martell
McAloney
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Benjamin
Johnny
Matthew
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McCarthy
Myah
348731
McCready
Taylor
348994
McLean
Sarah
348411
Miller
Hailey
348176
Natanek
Piotr
343492
Severe allergy to all 9 shellfish. Allergy to pollen Allergy: Penicillin Cerebral 9 Palsy (falls frequently) Asthma - Emergency medication carried by 10 student
grass, cottonwood
Medication: Salbumatol/symbicort inhaler
Cerebral Palsy; allergy 9 amoxicillin; erythromycin Diagnosed Apr. 2012 with epilepsy. Takes Dival 10 Proex. Epipen Additional Information: Symptoms: Redness And Blotches On Face Hives Throat Feels Fat Hard To Swallow Rasp
Nelson Newton
Derek Abigail
349153 344639
Norlin
Hannah
676740
Nuts Conditions: Nut Allergy Headaches 11 migraines Has epi-pen. 10 Allergic To Penicillin Allergy to penicillin and 10 latex
348160
Penicillin can cause 9 Antonio to stop breathing.
Seizures- Usually lasts 2 mins. If more than 5 mins. call 911
Benadryl 25 mg as needed for allergy symptoms. Call with any type of head injury.Call parents with any type of head injury. Home: (604) 468-0346 Dad’s cell: 778-288-7768 Mom’s cell: 778-237-1692 NO MEDS in school
Paniagua
Antonio
Pengelly
Franklin
344158
Petznek
Marissa
351206
Conditions: Sulpha Allergy asthma Bee Sting Allergy 12 Epi pen SEVERE Allergies - Milk Egg Peanuts Fish Nuts 10 Penicillin
343707 343757
Agenesis of the corpus callosum - the corpus callosum is missing void can fill up with fluid from 11 head contact 9 Allergic to Penicillin
Pierce Rakic
Rector
Justin Nicholas
Curtis
315809
Rogers
Brennan
303987
Ruditsch
Matthew
343525
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Limited lung function (due to chemo Allergy9 Amoxicillin & Penicillin Learning disability 12 possible hyperactiveness. Peanut Allergy; ADHD; 9 learning disabiliies
epi pen in backpack.
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Sagmoen
Sartin
Sayles Seekings
Sekhon
Shuen Simmons
Kyle
Blake
Matthew Austin
Armann
Matthew Tyler
314033
343429
Conditions: Asthma Medications: ventolin as required. Singulair 10 mg one tablet daily - in the 12 evening
348924 351292
Peanuts Other Nuts Bee/Wasp Milk Prod Conditions: Severe Allergies-Peanut allergy. 11 Asthma. Raw egg allergy. 9 Allergy to Penicillin
Epi pen in backpack. Puffer and Benadryl in packack as well. Eczema. Asthma. NO MEDS at school
348408
Allergies: Peanuts/Nuts Almonds Conditions: 10 Asthma
Asthma
351293
Asthma (related to air quality); under developed 9 lungs
354754
allergic to cats and has hay 10 fever
Stankovic
Marko
486086
Steele
Clayton
343556
Stolarski
Jamie
343689
Conditions: Diabetic Low blood sugar can cause 11 seizures
Sylvia
343754
Tam Thiara Tonkin
Cory Gurjot Travis
349731 351299 348371
Conditions: Asthma Dog 12 Allergy Has 2 inhalers. 9 Diabetic 12 Conditions: Asthma
344036
Seasonal Bronchial induced 11 Asthma
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Pedro
NO MEDS at school use ice for swelling (cats)
Allergy - Penicillin autism spectrum disorder (ASD) 10 Seizure Allergies: Asthma/Bee 9 Stings
Szilagyi
Vasquez
Call 911 and send to hospital by ambulance May have to administer Epi pen if the child will let you
Sever allergy to peanuts and all nuts/legumes 12 Ashtma Anaphlactic shock
9 Nuts
Unresponsive confused oppositional or sore stomach (low) contact office immediately. If student reports low sugar en Orange, crab, salmon, egg, fresh ruit, raw veges, trees, grass, shrimp
Ventalin Puffer
Terry Fox Secondary Staff Handbook
Williams
John
343745
Williams
Tavian
349014
Asthma; Allergic to 9 penicillin Allergy to penicillin & 9 ketchup
Wock Wong
Chantal Yue
646761 351117
ADD/ADHD see student 9 info sheet for meds 12 Peanuts
Wong
Ashley
351218
Wong
Alan
808120
Woochuk Woodward
Mason Rachel
Wotherspoon Alicia
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225084 479431
349184
10 Allergy to grass and pollen Alert: Asthma Medication: In backpack Allergies: 9 Pollen Brain AneurysmUnruptured left internal cartoid SEND TO CHILDREN'S HOSPITAL 12 ONLY 9 Allergy to Ibuprofren.
Peanut / tree nut Allergy. 10 Must carry an EpiPen.
Shortness of breath wheezing and uncontrollable cough. Administer Ventolin inhaler (2 puffs). If not better within 15
MEDICATION: Benadryl 1-2 capsules every 4-6 hours.
dust nuts eggs and grass
Cerebral Fusiform Left Carotid Aneurysm (behind left eye) Benadryl; Epi-Pen - History: Hives Blotches Severe Congestion Vomiting difficulty breathing
Terry Fox Secondary Staff Handbook
APPENDIX “L” POLICY FOR SCHEDULING OF STUDENTS The school schedule and school staffing is based upon the course selections of students. The ability of the school to vary student schedules is limited. Within the limitations of staffing and schedule flexibility, students may have restricted access to course changes, particularly in cases where the student has changed his/her area of study. Within these general guidelines and under the supervision of the principal, school procedures for responding to requests from students for a timetable change are: Class Size 1. Decisions in this area are guided by provincial guidelines and the needs of individual students. Change of Course 1. Requests for a change of course are considered if the student has changed his/her area of study and if there is room in the selected course. 2. Requests for a change of course within the same subject, (Math 11 to Math 11E for example) are made in consultation with the subject teachers/counselors/admin concerned. 3. Students are not permitted to audit courses. Change of Teacher 1. Students are normally expected to remain in the class into which they have been scheduled. 2. Student requests for a change of teacher are considered if the student is repeating the course and has been scheduled to the same teacher a second time. 3. A student request to change teacher for any other reason may be granted only by the Principal. Teacher Appeal Teachers have the right to question the transfer of a student through the counsellors and/or administration. Withdrawal From a Course 1. Once a student has registered for and has begun attending a course, no “dropping of the course” or withdrawing is allowed without a consultation with the teacher concerned and with the counselor. In all such cases, no action should be taken until the parent is involved. Such withdrawals will hopefully end as of the end of the second week in each semester. 2. After the second week, no withdrawal is allowed without the consent of the parent and the principal. 3. Teachers are asked NOT to “counsel” students to withdraw from courses. Discuss the matter with the counselor. Urge students to work hard, take advantage of teacher assistance and be successful.
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Course Change Information Due to district policy (expectations) all secondary schools are required to meet class size and composition limits. However, it also creates significant restrictions such that we are unable to make changes to students’ timetables. Timetable adjustments will be made for the following reasons only: 1. Course failure 2. Summer Learning completion 3. Incomplete timetables 4. Specific post-secondary admission requirements
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APPENDIX “M” GRADUATION PROGRAM – 80 CREDITS Student must complete 80 credits during grade 10, 11 and 12. A minimum of 16 credits must be completed in grade 12 courses (including Language Arts 12). A total of 5 provincial exams must be written in Math 10, Science 10, Language Arts 10 and Social Studies 11 worth 20% of the final mark. Students must also write a provincial exam in their Language Arts 12 course (English 12, AP Eng or Communications 12) worth 40% of their final mark. 1. Required courses Language Arts 10 (provincial exam, 20%) Language Arts 11 Language Arts 12 (provincial exam, 40%) Science 10 (provincial exam, 20%) Science 11 or 12 Social Studies 10 Socials 11, Civics 11 or First Nations 12 (provincial exam, 40%) Mathematics 10 (provincial exam, 20%) Mathematics 11 Physical Education 10 Planning 10 Fine Arts or Applied Skills 10, 11 or 12 course (refer to course index) 2. Graduation Transition Plan
4 credits 4 credits 4 credits 4 credits 4 credits 4 credits 4 credits 4 credits 4 credits 4 credits 4 credits 4 credits 4 credits
3. Electives (taken at the grade 10, 11 and 12 level) 28 credits Students must take one elective course in grade 10, or 11 or 12 that is either an applied skill or a fine arts course. __________ TOTAL 80 credits GRADUATION PROGRAM EXAMS Grade 10 Provincial Exams (exams are worth 20% of the final mark) Language Arts 10 and One Mathematics 10 and Science 10 Grade 11 or 12 Provincial Exams (exams are worth 20% of the final mark) Social Studies 11 or Canadian Civics 11 or BC First nations 12 Grade 12 Provincial Exams (exams are worth 40% of the final mark) Language Arts 12 (English 12, AP Eng 12 or Communications 12) Language Arts 12 is a required exam worth 40% all other Grade 12 exams are optional for graduation but may be required for program entry. 93 | P a g e
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PLANNING 10: 4 CREDITS This is a required course for all grade 10 students and it is an integral part of the new Graduation Program. In this course students will begin their graduation portfolio. GRADUATION TRANSITION PLAN: 4 Credits The Grad Transition Plan sets standards in key areas that are not measured by the graduation program exams. It will be started during the Planning 10 course and supported in Grade 11 and 12 with a teacher mentor. Students will complete the Grad Transition Plan in Grade 12. The three key areas include:
Healthy Living (document and report a minimum of 150 minutes per week of physical activity) Work Experience (30 hours of volunteer or paid work) Transition Plan (5 parts: post secondary or work transition plan, financial plan, resumé, cover letter and application)
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APPENDIX “N” TERRY FOX TECH SUPPORT
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APPENDIX “O” TERRY FOX CODE OF CONDUCT FOR 2014-2015
TERRY FOX SECONDARY SCHOOL SCHOOL MISSION: TERRY FOX SECONDARY SCHOOL STRIVES TO CREATE A challenging environment which fosters respect, courtesy and enthusiasm for learning. Terry Fox strives to encourage students to show determination, commitment, and perseverance in the pursuit of their fullest potential.
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TERRY FOX SECONDARY CODE OF CONDUCT I.
INTRODUCTION Terry Fox Secondary School’s Code of Conduct outlines school expectations and acceptable student behaviour as directed by the School Act 85(2)(c). The Code of Conduct is communicated to students, parents, staff, as well as to visitors and other district staff. The Code of Conduct is taught, reinforced and monitored. Each year the Code of Conduct is reviewed to reflect the school’s community needs, and to align with the district and provincial school safety initiatives.
THE PURPOSE OF THE CODE OF CONDUCT IS TO:
II.
Establish and maintain a safe, caring and orderly environment for a positive learning and teaching climate Establish an appropriate balance between individual and collective rights, freedoms, and responsibilities. Clarify and outline school expectations and acceptable student conduct at school, during school events, as representatives of the school in the community, and for any conduct that occurs off school property, where there is a connection to the school. Clarify and outline school expectations in relation to online postings, text messaging, and other electronic communications that negatively affect other members of the school community and student learning. Ensure a positive human rights environment that cherishes openness, diversity, fairness, and equity Encourage thoughtful and reflective citizenship
CODE OF CONDUCT: KEY ELEMENTS 1. Process: “All British Columbia schools include students, parents and staff in the development and review of codes of conduct.” The following was done for the Code of Conduct process:
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A School Leadership Team met to discuss the process for the revision of the school’s code of conduct according to the guidelines. A Focus Group of students met to review the Ministry Guidelines and the present Code of Conduct. Revisions were made. The SPC met to review the updated Code of Conduct. SPC and PAC members reviewed the school’s Code of Conduct. A School Leadership Team met with other levels in our community of school’s network to align across middle and secondary levels. The final version of the Code of Conduct is printed and communicated to all partner groups.
Terry Fox Secondary Staff Handbook
2. Communication: “Expectations regarding acceptable conduct are made known to all students, parents and school staff, as well as to temporary staff or visitors. Expectations while acting as representatives of the school also are made known to students, parents, coaches and involved members of the greater community.” Each year, student handbooks are distributed to all students and staff. The handbook contains pertinent information regarding the procedures followed in the school as well as the expectations for student conduct. Included in the handbook is the School Code of Conduct. Parents and students are advised of the school code of conduct through this handbook, school newsletters, assemblies, and at PAC meetings. Positive and proactive problem solving strategies are an ongoing attribute of the culture of our school. Temporary and new staff members are provided with an orientation package which includes the code of conduct. Students and families new to our school are similarly provided an orientation package upon registration through the counselling department. Our code of conduct is also accessible on our web page and available in the main office. 3. Implementation: On the first day of school and through grade-wide assemblies, and Homeroom, along with class-wide meetings throughout the school year, students are reminded about cooperation, safety, awareness of and respect for the rights of others and the School Code of Conduct in a positive manner. We believe this sharing provides each student a chance to reflect upon his or her personal responsibility to be a good citizen of Terry Fox Secondary School. Throughout the year students are reminded of their rights and responsibilities and are taught strategies to find peaceful solutions to resolve conflicts. Our school code of conduct has been, and continues to be, embedded in the daily teachings of our staff members. Every effort is made to teach and reinforce this to the students through our Character in Action Program which promotes and recognizes the four attributes: Integrity, Perseverance, Kindness and Leadership. Throughout the year the staff is involved in the development, implementation and ongoing review of our code of conduct. At our first staff meeting of the year and at our first school based professional development day, time is given to review the staff handbook which includes the code of conduct. Collaborative discussions and written input is collated and reflected for the remainder of the year in our revised handbook, our Character in Action program, and at staff meetings, department meetings and CDMC meetings. On a daily basis, all staff members contribute to helping students find ways to solve their problems and we continue to experience a high degree of success in this area. This is apparent from Student Focus Group feedback. We recognize the active involvement of our parent community is integral to the successful development and implementation of our code of conduct. To this end we discuss and request feedback from our SPC and PAC at the start of the school year. 4. Monitoring and Review: 98 | P a g e
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In addition to daily monitoring by teachers, the conduct of students is monitored at weekly Leadership Team meetings, weekly School Based Team meetings, and at regular counselors – administrators meetings. Attendance monitoring and communication home occurs weekly. At the summation of each of our six reporting periods staff reviews academic performance, and behavioral incidents. It is important to note that the intent is a pro-active problem-solving approach. The code of conduct is reviewed at the start of the school year and again at the end of the year by staff, PAC and SPC. 5. Alignment: Terry Fox Secondary’s Code of Conduct is compatible with those from other secondary schools in the district as well as the community of schools in our geographical area. It is also in alignment with the District Code of Conduct. Discussions with the members of our community of schools take place during regularly scheduled meetings throughout the year. 6. Standards: a.) Statement of Purpose: Terry Fox Secondary School promotes the values expressed in the BC Human Rights Code respecting the rights of individuals in accordance with the law – prohibiting discrimination based on race, color, ancestry, place of origin, religion, marital status, physical or mental disability, sex or sexual orientation – in respect of discriminatory publication and discrimination in accommodation, service and facility in the school environment. b.) Conduct Expectations: These expectations apply to behavior at school, during school-organized or sponsored activities, and behavior beyond these times (including online behavior) that negatively impacts the safe, caring and orderly environment of the school and/or student learning. Acceptable Conduct
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Respecting oneself, others and the school facility Engaging in responsible behavior in all learning and school activities (attending classes regularly, being prepared for class, completing all assignments in a timely manner, and using good manners and good common sense) Helping to ensure the school environment is a safe and caring place for all to learn Informing a “tellable” adult*, in a timely manner (in advance, if possible) of an unsafe individual or behavior Modeling respectful and responsible behavior at school, in the community and while acting as a representative for the school Practicing acceptable use of technology on or off campus Being accountable for any conduct that occurs off school property where there is a connection to the school.
Terry Fox Secondary Staff Handbook
*Examples of “tellable” adults include teacher, counselor, administrator, support staff; communication can take the form of person-to-person, phone, e-mail, or written.
Unacceptable Conduct
Interfere with the learning and teaching environment of students and staff. Create an unsafe, disorderly or dangerous learning environment. Demonstrate a lack of caring for oneself, others and the school community. Demonstrate bullying, harassment, intimidation or exclusion (physical or verbal bullying such as putdowns, name calling, gestures or actions; discriminatory behaviors such as verbal, written or gestured comments regarding a person’s race, color, ancestry, place of origin, political beliefs, religion, physical or mental abilities, gender, sexual orientation, physical appearance or health). Include acts of unkind words or hurtful behaviors towards others; bullying, harassment or intimidation; cyber bullying (harassing, insulting or intimidating others through the use of technology such as computers, the internet, e-mail, text messaging, cellular telephone, hurtful use of “Ask.fm”, chat rooms or the like); clothing choice; physical violence or assault; retribution towards someone who reported unsafe or violent incidents while at school at a school-related activity or in other circumstances where engaging in the activity will have an impact on the school environment. Include illegal acts, such as possession or use of a weapon; possession, use, or trafficking of illegal chemicals, drugs, alcohol, tobacco or restricted substances; gambling*; theft of school or other’s property; vandalism to school or other’s property Students are not to engage in inappropriate activity which include illegal, obscene, harassing, threatening or intimidating acts using mobile and wireless Internet information technologies, computers, cell phones, electronic devices that include camera and video capabilities, or other mobile/wireless technology which take place at school or off school premises that results in a disruption in the school community or the creation of a poisonous learning environment or represents conduct that is harmful to the moral tone of the school or to the physical or mental well being of others. In cases where, upon investigation, this is deemed to have occurred discipline will be imposed upon a student or students. *Gambling behaviour is an emerging issue in secondary schools; gambling is an illegal activity for school age students and will result in progressive corrective measures.
Rising Expectations: As students mature and progress through grades 9-12 behavioural expectations will rise so that students:
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Take increasing responsibility for their own actions; Exhibit more socially responsible behaviours; Understand that consequences for irresponsible or unsafe behaviour also escalate accordingly; Understand that levels of maturity, personal responsibility, self-discipline, modeling and leadership are expected to improve; Understand that consequences for unacceptable conduct in senior grades will likely result in more severe consequences and could include loss of Graduation and Commencement activities.
There are however unacceptable behaviours that will result in more severe consequences and may bypass any progressive disciplinary steps. Examples might include weapons, assault or drug trafficking. (Behaviours cited are only some examples and not an all-inclusive list) c.) Consequences Consequences will be applied to unacceptable student conduct. The consequence will be implemented based on the severity and the frequency of the behavior. Progressive discipline methods will be implemented to alter the inappropriate and/or unsafe behavior. Whenever possible, and appropriate, consequences will focus on being restorative and preventative in nature. Some of these methods could include one or more of the consequences below:
Students participating in meaningful consequences for the unacceptable behavior School or community counseling Conflict resolution strategies Alternative to suspension meetings and/or programs Small group mediations Informal suspension—at school or home Community service Partial day school programs Behaviour plans Formal suspension: District Code of Conduct: Suspension Process – Level I, II, or III (for serious or dangerous behaviours) Special Considerations may apply to students with special needs if these students are unable to comply with a code of conduct due to having a disability of an intellectual, physical, sensory, emotional or behavioral nature. Terry Fox Secondary will take all reasonable steps to prevent retaliation by a person against a student who has made a complaint of a breach of a code of conduct d.) Parent Notification Due to the nature of the unacceptable behaviour the school staff will contact the following people: 101 | P a g e
Parents of the student offender(s) will be contacted Terry Fox Secondary Staff Handbook
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Parents of the student victim(s) will be contacted as deemed appropriate by the school Coquitlam School Board officials will be contacted as required by school district policy, e.g. Level I, II, and III suspensions Police and other agencies as required by law School staff and school community as deemed appropriate by the school and/or district administration.
Terry Fox Secondary Staff Handbook
APPENDIX “P” TERRY FOX SECONDARY SCHOOL REPORTING TIMELINE 2014-2015 Semester 1
Dates
Number of In Class Days
1st Term (Formal) Sept. 23 – Oct. 31
27 days
2nd Term (Formal) Nov. 3 – Dec. 10
25 days
3rd Term (Final) Dec. 11 – Jan. 30
27 days 79 TOTAL
Notes
Marks due Monday, Nov. 3, 9:00 AM Report distributed Thursday, Nov. 6 Parent/Teacher Interviews Thursday, Nov. 13
Marks due Friday, Dec 12, 9:00 AM Report cards issued in Home Room Thursday, Dec. 18
Exams commence Monday, Feb. 2 Marks due Friday, Feb. 6 at 9 a.m.. Report cards issued in Home Room on Thursday, Feb. 12
Semester 2 Dates
Number of In Class Days
4th Term (Formal) Feb. 10 – April 2
27 days
5th Term (Formal) Apr 7 – May 13
26 days
6th Term (Final) May 14 – June 18
23 days
Notes
Marks due Tuesday, April 7, 9:00 AM Report cards issued in Home Room FRIDAY, April 10 Parent/Teacher Interviews Wed. April 15
Marks due Friday, May 15, 9:00 AM Report cards issued in Home Room Thursday, May 21
Exam week & Principal’s adjudication Monday, June 22 Marks due Monday, June 22 at 9 a.m. Report cards issued in Home Room Thursday, June 25
76 TOTAL
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