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THUNDER BAY CATHOL IC DISTR ICT SC HO OL BOAR D CATHOLIC EDUCATION CENTRE – 459 VICTORIA AVENUE WEST – THUNDER BAY, ON P7C 0A4 – PHONE (807) 625-1555 ...
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THUNDER BAY CATHOL IC DISTR ICT SC HO OL BOAR D CATHOLIC EDUCATION CENTRE – 459 VICTORIA AVENUE WEST – THUNDER BAY, ON P7C 0A4 – PHONE (807) 625-1555 – FAX (807) 623-0431 JOHN DE FAVERI Director of Education, Secretary & Treasurer

NOTICE OF BOARD MEETING TO:

CHAIRPERSON AND MEMBERS OF THE BOARD OF TRUSTEES OF THE THUNDER BAY CATHOLIC DISTRICT SCHOOL BOARD

NOTICE IS HEREBY GIVEN THAT THE NINTH REGULAR BOARD MEETING WILL BE HELD ON THE DAY AND AT THE TIME STATED BELOW:

DATE:

MONDAY, JUNE 1, 2009

TIME: IN-CAMERA (CLOSED) SESSION:

6:30 P.M.

OPEN SESSION:

7:15 P.M.

If you are unable to attend, please contact Dawn Sebesta at 625-1568. Yours sincerely,

John De Faveri Director of Education JD/dms

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THUNDER BAY CATHOLIC DISTRICT SCHOOL BOARD

NINTH REGULAR BOARD MEETING MONDAY, JUNE 1, 2009 6:30 P.M.

AGENDA 1.

CALL TO ORDER AND OPENING PRAYER – Trustee Kathy O’Brien

2.

APPROVAL OF AGENDA

3.

DECLARATION OF PECUNIARY INTEREST

4.

I N - C A M E R A (C L O S E D) S E S S I O N 4.1 4.2 4.3 4.4

-

Personnel Matter – Garry Grgurich Negotiation Matter – Garry Grgurich Property Matter – Tom Mustapic Negotiation Matter – John De Faveri

INQUIRIES RISE AND REPORT PROGRESS O P E N S E S S I O N - 7 : 1 5 P. M. 5.

CONFIRMATION OF MINUTES (BOARD) 5.1 - Eighth Regular Board Meeting – May 11, 2009

6.

DELEGATIONS AND STAFF PRESENTATIONS 6.1 - System-Level Competitions Summary – Frances Garofalo 6.2 - English Language Learners (ELL) Project Update – Frances Garofalo

7.

COMMITTEE REPORTS 7.1 - Committee of the Whole Board Meeting Minutes - May 25, 2009

.....2

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NINTH REGULAR BOARD MEETING MONDAY, JUNE 1, 2009

8.

REPORT OF THE IN-CAMERA SESSION

9.

ITEMS FOR CONSIDERATION 9.1 9.2 9.3 9.4 9.5

10.

-

Page 2

Proposed 2009-10 Budget – Tom Mustapic Fort William Stadium Partnership – Tom Mustapic 2009/10 Board Meeting – Schedule – John De Faveri Policy Review – Policy #1005 – Administration of Oral Medication – Joan Powell 2010 OCSTA AGM – John De Faveri

ITEMS OF INFORMATION 10.1 - Police In The Schools Protocol – Rob Kruse 10.2 - Education Centre Summer Hours 2009 – Garry Grgurich 10.3 - Special Education Advisory Committee Minutes – February 18, 2009 – Joan Powell

11.

INQUIRIES

12.

NOTICES OF MOTION

13.

RECESS

14.

IN-CAMERA (CLOSED) SESSION

15.

REPORT OF THE IN-CAMERA SESSION

16.

ADJOURNMENT AND CLOSING PRAYER

5/29/09

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THUNDER BAY CATHOLIC DISTRICT SCHOOL BOARD

EIGHTH REGULAR BOARD MEETING MONDAY, MAY 11, 2009 6:30 P.M.

Present:

Trustees:

Eleanor Ashe, Doug Demeo, Bob Hupka, Kathy O’Brien, Phillip Pelletier, Tony Romeo, Jennifer Frattolin, Jill Skube

Regret:

Philip Colosimo

Administration:

John De Faveri, Dave Bragnalo, Frances Garofalo, Garry Grgurich, Tom Mustapic, Joan Powell

Recorder:

D. Sebesta

Presenters:

John Ianni, JoJo Guillet, Ann Magiskan

1.

CALL TO ORDER AND OPENING PRAYER Chairperson Bob Hupka called the meeting to order and led the opening prayer.

2.

APPROVAL OF AGENDA Moved by Trustee Pelletier Seconded by Trustee Ashe THAT THE AGENDA FOR THE EIGHTH REGULAR BOARD MEETING OF MONDAY, MAY 11, 2009, BE APPROVED. RES. #B1903 CARRIED

3.

DECLARATION OF PECUNIARY INTEREST “Pursuant to the Municipal Conflict of Interest Act, 1983, the following Trustee who disclosed her interest and stated the general nature of her interest:” Item 4.4 – Negotiation Matter Trustee O’Brien – due to her husband’s employment with the Board

4.

IN-CAMERA (CLOSED) SESSION Moved by Trustee Ashe Seconded by Trustee Pelletier THAT THE BOARD NOW RESOLVE INTO IN-CAMERA (CLOSED) SESSION WITH TRUSTEE ROMEO IN THE CHAIR TO CONSIDER THE FOLLOWING:

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EIGHTH REGULAR BOARD MEETING MONDAY, MAY 11, 2009

4.

PAGE 2

IN-CAMERA (CLOSED) SESSION (continued) Resolution continued: 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8

-

Property Matter Financial Matter Personnel Matter Negotiation Matter Personnel Matter 2009-10 Enrolment Projections Financial Matter Personnel Matter

AND THAT THIS MEETING SHALL NOT BE OPEN TO THE PUBLIC PURSUANT TO SECTION 207(2) OF THE EDUCATION ACT. RES. #B1904 CARRIED Superintendents Rob Kruse, Frances Garofalo and Joan Powell left the meeting during Item 4.3 – Personnel Matter. PURSUANT to the Municipal Conflict of Interest Act, 1983, Trustee O’Brien who disclosed her interest in Item 4.4 – Negotiation Matter, left the meeting and abstained from the discussion and vote while this matter was under consideration. 5.

CONFIRMATION OF MINUTES 5.1 - Seventh Regular Board Meeting – April 20, 2009 Moved by Trustee Demeo Seconded by Trustee Pelletier THAT THE BOARD APPROVE THE MINUTES OF THE SEVENTH REGULAR BOARD MEETING OF MONDAY, APRIL 20, 2009. RES. #B1905 CARRIED

6.

DELEGATIONS AND STAFF PRESENTATIONS 6.1 - Peer-Assisted Learning Strategies (PALS) Through a PowerPoint presentation, Joan Powell, Superintendent of Education, provided an overview of the plan to implement Peer-Assisted Learning Strategies (PALS) in JKGrade 3 classes beginning in September 2009. PALS is a classroom-based peer tutoring program, which has been shown to significantly increase the reading performance of low, middle and high achieving students as well as students with special needs. Questions from Trustees were answered. 6.2 - Honouring the Spirit – Aboriginal Education Initiatives in the Thunder Bay Catholic District School Board Frances Garofalo, Superintendent of Education provided a short introduction of the Aboriginal Education Initiatives in the Thunder Bay Catholic District School Board. JoJo Guillet, Aboriginal Education Resource Teacher, and Ann Magiskan, Aboriginal Outreach Coordinator, through a PowerPoint presentation highlighted some of the innovative programming that is occurring in our Board. Questions from Trustees were answered. Chairperson Hupka thanked Ms. Guillet and Ms. Magiskan, on behalf of the Board of Trustees, for their presentation.

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EIGHTH REGULAR BOARD MEETING MONDAY, MAY 11, 2009

6.

PAGE 3

DELEGATIONS AND STAFF PRESENTATIONS (continued) 6.3 - Ontario Learn and Work Program David Bragnalo, Education Officer, introduced Mr. John Ianni, teacher involved in the Ontario Learn and Work Program. Mr. Ianni provided an overview of this innovative Cooperative Education Program. Dale Lachinette, Myles Atlookan, Rena Maxwell and Jasmarie Provost, students involved in this program spoke about their experiences in the program and their jobs. Questions from Trustees were answered. Chair Hupka, on behalf of the Board of Trustees, congratulated the students and wished them well.

7.

COMMITTEE REPORTS – Nil.

8.

REPORT OF THE IN-CAMERA SESSION Trustee Romeo: “The Board has directed me to report the following recommendations:” Moved by Trustee Pelletier/Seconded by Trustee Ashe THAT the Board approves the bid submitted by Whitehall Contractors Inc. for renovations and construction at Corpus Christi school in the amount of $1,317,020. Res. #BIC1993 Moved by Trustee Demeo/Seconded by Trustee Hupka THAT the Board approve a 3% increase to the hourly rate of Lunch Room Supervisor and Bus Supervisor effective September 1, 2008. Res. #BIC1994 Moved by Trustee Demeo/Seconded by Trustee Hupka THAT the Board approve the Framework as set out above in preparation for salary discussions with Catholic Principals Council of Thunder Bay. Res. #BIC1995 Moved by Trustee Ashe/Seconded by Trustee Demeo THAT the Board approve the Principal/Vice-Principal placements for the 2009-2010 school year as presented; and further THAT the decision of the approval of placements be embargoed until midnight Wednesday, May 13, 2009. Res. #BIC1996 Moved by Trustee Pelletier/Seconded by Trustee Ashe THAT the Board approve the appointment of DON GRANT to a one session term appointment as Summer School Principal, effective July 1, 2009 to August 31, 2009. Res. #BIC1997 Moved by Trustee Pelletier/Seconded by Trustee Ashe THAT we rise and report progress and ask leave to sit in public session.

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Res. #BIC1998

EIGHTH REGULAR BOARD MEETING MONDAY, MAY 11, 2009

8.

PAGE 4

REPORT OF THE IN-CAMERA SESSION (continued) Moved by Trustee Demeo Seconded by Trustee Pelletier THAT THE REPORT OF THE IN-CAMERA SESSION BE APPROVED.

9.

RES. #B1906 CARRIED

ITEMS FOR CONSIDERATION 9.1 - 2009-10 Budget Process – Proposed Meeting Dates Tom Mustapic, Superintendent of Business & Corporate Services, presented the proposed dates for consideration of the 2009-10 operating and capital budgets. Moved by Trustee Pelletier Seconded by Trustee Demeo THAT THE BOARD APPROVE THE FOLLOWING DATES FOR CONSIDERATION OF THE 2009-10 OPERATING AND CAPITAL BUDGETS. MONDAY, MAY 25

COMMITTEE OF THE WHOLE BOARD MEETING – 5:00 P.M.

WEDNESDAY, MAY 27

COMMITTEE OF THE WHOLE BOARD MEETING – 5:00 P.M. (IF NECESSARY)

MONDAY, JUNE 1

COMMITTEE OF THE WHOLE BOARD MEETING – 5:00 P.M. (IF NECESSARY) RES. #B1907 CARRIED

9.2 - Lease – Before & After School Program – Holy Family School Tom Mustapic, Superintendent of Business & Corporate Services, introduced Dave Fulton, Manager of Financial Services. Mr. Fulton provided information regarding the Lease for the Before & After School Program at Holy Family School. Questions from Trustees were answered. Moved by Trustee Demeo Seconded by Trustee Pelletier THAT THE BOARD APPROVE ENTERING INTO A FIVE YEAR LEASE WITH RURAL ROOTS CHILDREN’S CENTRE FOR SPACE AT HOLY FAMILY SCHOOL FOR A BEFORE AND AFTER SCHOOL CHILD CARE PROGRAM EFFECTIVE MAY 2009 TO AUGUST 31, 2014. RES. #B1908 CARRIED 10.

ITEMS OF INFORMATION 10.1 - Balanced Day Update Joan Powell, Superintendent of Education, provided a Balanced Day update. Three new schools, St. Ann, St. Jude and St. Pius X, will be moving to the Balanced Day. All seven schools currently on balanced day are remaining so we have ten schools now on balanced day for the 2009/10 school year. 10.2 - Energy Efficient Schools Funding Announcement Tom Mustapic, Superintendent of Business & Corporate Services, provided an overview of the Energy Efficient Schools Funding Announcement.

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EIGHTH REGULAR BOARD MEETING MONDAY, MAY 11, 2009

10.

PAGE 5

ITEMS OF INFORMATION (continued) 10.3 - Natural Gas and Electricity Purchases Dave Fulton, Manager of Financial Services, provided a brief overview of what the Board is doing with respect to natural gas and electricity purchases.

11.

INQUIRIES Trustee Ashe:

Clarification on Ontario Learn and Work Program and how SALEP students could get involved. David Bragnalo provided the information.

12.

NOTICES OF MOTION – Nil.

13.

ADJOURNMENT AND CLOSING PRAYER Moved by Trustee Pelletier Seconded by Trustee Ashe THAT THE EIGHTH REGULAR BOARD MEETING OF MONDAY, MAY 11, 2009, ADJOURN AT 8:40 P.M. RES. #B1909 CARRIED

CHAIRPERSON OF THE BOARD

SECRETARY OF THE BOARD

DATE

5/29/09

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THUNDER BAY CATHOLIC DISTRICT SCHOOL BOARD OFFICE OF THE DIRECTOR BOARD MEETING: MONDAY, JUNE 1, 2009

SUBJECT:

AGENDA ITEM:

6.1

REPORT DATE:

June 1, 2009

SYSTEM-LEVEL COMPETITIONS SUMMARY

INTRODUCTION Each year students from the Thunder Bay Catholic District School Board have the opportunity to participate in a number of school and community activities which include Oral Communication Festivals and Math Olympics. These events afford our students the opportunity to strengthen their literacy and numeracy skills. This year, the CanWest Spelling Bee also included many participants from our schools. A summary of these events is included below. ORAL COMMUNICATIONS FESTIVAL 2008 This year students from grade 4 to grade 8 had the opportunity to develop and reinforce their writing and speaking skills by participating in both a school level and an inter-school public speaking competition. These events allow teachers to incorporate public speaking as part of their classroom language arts program, and as a tool for addressing the oral language expectations in the Ontario Curriculum. System level winners will be presenting their speeches to the Board. MATH OLYMPICS On April 26, 2008 students in the Thunder Bay Catholic District School Board participated in the North Western Ontario Math Olympics. In this competition students from our Board met with success, reflecting the high quality of work and academic excellence evident in our schools. CAN WEST SPELLING BEE Students from many of our schools participated school spelling bees, and winners went on to participate in the Regional Spelling Bee, sponsored by the Chronicle Journal. Emilio Lachaine Robertson, from Bishop Gallagher School, who spelled palindromic, was the regional winner. Emilio also represented us on Team Canada at the 2009 Scripps National Spelling Bee, May 26-28 in Washington DC. Attached is a summary on each competition. FOR THE INFORMATION OF THE BOARD Charlene Cavanagh Coordinator of Elementary Programs Frances Garofalo Superintendent of Education

John DeFaveri Director Education

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ORAL COMMUNICATIONS FESTIVAL 2009 System Wide Oral Communications Committee: Charlene Cavanagh Marie-Claire Lacey Tracey Rabachuk Laura Scimeca Steve Scimeca

Coordinator of Elementary Programs Principal, St. Vincent School Teacher, St. Paul School Teacher, St. Margaret / St. Paul Teachers, Bishop Gallagher School

Summary of Competition Results: I.

PARTICIPATION Number of Schools Number of Contestants Number of Adjudicators Master of Ceremonies

15 20 9 3

II. PARTICIPANTS, SCHOOLS & TOPICS of SPEECH (Note: asterisk denotes the winner of each division) 1. Junior Northward Division (Gr. 4-6) Topic

Contestant

School

Lauren Bresele Michael Coccimiglio Sydney Cocks Hilary MacDougall Aila Drazenovich

Corpus Christi Holy Cross St. Bernard St. Margaret St. Paul

Master of Ceremonies: Adjudicators:

Tracey Rabachuk Joel Godecki, Stacey Purdon, JoJo Guillet

Monkey Italian Traditions My Soccer Dream Popsicles Puppy Mills

2. Junior Southward Division (Gr. 4-6) Topic

Contestant

School

Brett Caccamo Jenna Gelmich Xenia Ulock Megan Clarke Nicholas Pizzi Neil Anderson Kyle Auger

Holy Family St. Ann St. Elizabeth St. Francis St. Jude St. Martin St. Vincent

Master of Ceremonies: Adjudicators:

M.C. Lacey Eleanor Ashe, Mary Gastmeier, Pat Lang

10

The Robin Grandparents Barbie Global Warming The Last Supper Pigs Grandfather

3. Senior Elementary Division (Gr. 7 & 8) Contestant

School

Topic

Marissa Otto Katelyn Andrea Hayley Krowsoski Emily Hirslund

Bishop E. Q. Jennings Bishop E. Q. Jennings Bishop Gallagher Bishop Gallagher

Victoria Eckenweiler Jenna Simpson Nate McGuire Adam Whitney

Pope John Paul II Pope John Paul II Pope John Paul II Pope John Paul II

Redheads Humour Subliminal Advertising Why Did the Chicken Cross the Road? Running AIDS The Bald Eagle Video Games Addiction

Masters of Ceremonies: Adjudicators:

Laura and Steve Scimeca Pat Rose, Tom Walters, Kevin Anderson

MATH OLYMPICS 2008 Summary of Competition Results: The 2009 Northwestern Ontario Math Olympics was held at Bishop E.Q. Jennings School on Saturday, April 18, 2009. It was a great success, with the gathering of approximately one hundred and forty students from 15 different schools between the two boards. Almost half the students registered in the competition were from our board. Our schools produced medal winners in each category of the competition. An impressive list of TBCDSB students who placed within the top ten students in each category follows: Grade 7 Girls: Rielle Winters, Bishop E.Q.Jennings School, third place Michaela Beach, Pope John Paul II School Samantha Rogowski, Pope John Paul II School Emma Anderson, Bishop E.Q.Jennings School Grade 7 Boys: Shawn Gong, Bishop E.Q. Jennings School, first place Carter Maresh, Pope John Paul II School David Evans, Bishop E.Q.Jennings School Allen Chen, Bishop E.Q.Jennings School Grade 8 Girls: Nicole Dumonski, Bishop E.Q. Jennings School, second place Fionna Fenlon, Bishop Gallagher School, third place Taylor Goods, Pope John Paul II School Alannah Dzijacky, Pope John Paul II School Caitlin Pascoe, Pope John Paul II School Grade 8 Boys: Peter Smylie, Bishop Gallagher School, first place David Marchese, Pope John Paul 11 School, second place Chris Rudnicki, Pope John Paul II School Sean Arseneau, Bishop Gallagher School Mehran Massom, Bishop Gallagher School

11

CANWEST SPELLING BEE Thunder Bay Catholic schools enjoyed successful participation in the CANWEST SPELLING BEE. Nine of the thirty regional finalists came from our schools. The regional finalists were: Mario Scarcello, Bishop E.Q. Jennings School Emilio Lachaine-Roberston, Bishop Gallagher School Milan DiGiuseppe, Corpus Christi School Ashtyn Skobar, Holy Family School Madeline Colosimo, Pope John Paul 11 School Aliexis Viens, St. Bernard School Drew Safronuk, St. Elizabeth School Alison Shaw, St. Francis School Caroline Ironside, St. John

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THUNDER BAY CATHOLIC DISTRICT SCHOOL BOARD OFFICE OF THE DIRECTOR BOARD MEETING: MONDAY, JUNE 1, 2009

SUBJECT:

AGENDA ITEM:

6.2

REPORT DATE:

June 1, 2009

English Language Learners (ELL) Project Update

The Thunder Bay Catholic District School Board welcomes newcomers into our school communities. TBCDSB staff is committed to assist students, who come from all over the world, to reach their full potential with us. Newcomers help us to become an increasingly diverse and varied community and in return, we can provide respect and a sense of belonging to help students and their families make the transition to their new home. A committee was created to develop procedures and practices for welcoming English Language Learners and their families to our schools and to provide them with appropriate orientation to the Ontario School system. At present, we have approximately fifty ELL students registered in our system. To assist schools with the initial reception of newcomer families, we have developed a handbook to serve as a guide. The handbook integrates Catholic values, faith based education and English language learning. It contains an orientation guide, a profile of the ELL student, curriculum needs of ELL students, best practice for teachers and teacher and parent resources. The guide also identifies community organizations that may support families. A Welcome Kit, in the form of a backpack, has also been developed for families. Carmel Robinson, Amy Romito, Francine Olson will present the handbook and the welcome kit. FOR THE INFORMATION OF THE BOARD Charlene Cavanagh Coordinator-Elementary Programs Frances Garofalo Superintendent of Education John De Faveri Director of Education FG/sk M11 2009

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THUNDER BAY CATHOLIC DISTRICT SCHOOL BOARD

Welcoming English Language Learners To Our School: An Elementary Resource Handbook

June 2009

14



Acknowledgements Welcoming English Language Learners to Our School: An Elementary Resource Handbook was prepared by the following team:

Frances Garofalo, Superintendent of Education Charlene Cavanagh, Coordinator of Elementary Schools Carmel Robinson, ESL Itinerant Teacher Amy Romito, Junior Teacher Francine Olson, Primary Teacher

A great debt of thanks is owed to Maria Ruberto for her time and effort in formatting all of the text and support materials. Special acknowledgement is given to Lois Yuan (ESL Student, Grade 7, Bishop E. Q. Jennings School) for designing our ESL Logo.

ELL Elementary Handbook 2009

15

TABLE OF CONTENTS SECTION # 1 – INTRODUCTION a. b. c. d.

Board Mission statement Preface Policy on Ethno-Cultural Equity Reflections

SECTION # 2 – ORIENTATION GUIDE a. School Reception Process b. ELL Student Profile c. ESL Referral Procedures i. Definition of an ELL student ii. ESL Referral Forms iii. The Role of the ESL Teacher SECTION # 3 – PROFILE OF THE ELL STUDENT a. Aspects of Socio-Cultural Adjustments b. Stages of Second Language Acquisition c. Refugees and Immigrants i. Definition of a Refugee ii. Common Myths About Refugees iii. Classroom Interventions iv. Foreign School Systems and the Ontario School System v. Languages of Countries of Origin SECTION # 4 – REPORTING a. The Elementary Provincial Report Card SECTION # 5 – INTEGRATING THE ELL STUDENTS IN YOUR CLASSROOM a. Importance of Maintaining First Language b. Cultural Characteristics c. Challenges and Cultural Adjustments d. Survival Tips for the First Few Days e. Daily Activities for ELL Students SECTION # 6 – TEACHER RESOURCES a. Ministry Documents b. Book Lists c. Cultural Profiles Project SECTION # 7 – COMMUNITY RESOURCES SECTION # 8 – THE NEWCOMERS’ GUIDE TO ELEMENTARY SCHOOL IN ONTARIO

ELL Elementary Handbook 2009

16

SECTION 1 INTRODUCTION a. Board Mission Statement b. Preface c. Policy on Ethno-Cultural Equity d. Reflections

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ELL Elementary Handbook 2009 17

Mission Statement Christian Living Through Learning The Thunder Bay Catholic District School Board is committed to providing quality education which combines academic excellence with a concern for the spiritual, moral, social, emotional, cultural and physical growth of the student. This education is provided in a Christ-centered environment where Catholic faith and life are integrated into the total curriculum and school day. Through the ministry of teaching, the Board fulfills its mandate from parents, from the Ministry of Education and Training, and from the Church.

Policy: Mission Statement #101-A1

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ELL Elementary Handbook 2009 18

Preface The Thunder Bay Catholic District School Board (TBCDSB) continues to welcome newcomers, thus becoming a school community of increasingly diverse cultures and languages. As we celebrate the differences that make us unique, we all share the common needs for home, community, love, faith, respect and a sense of belonging. This common thread connects us all as brothers and sisters in Christ. Trustees, Senior Administrators and staff of the TBCDSB are committed to assist students who come to our schools from other parts of the world, to reach their full potential. In support of this commitment, a proposal was submitted to the Council of Ontario Directors of Education in response to their request to district school boards for projects that would support English Language Learners. As a result, a proposal for the development of a Welcoming English Language Learners To Our School: An Elementary Resource Handbook for use by school-based personnel was submitted. This proposal was approved in June 2008 and a working committee was subsequently created to develop this ELL Handbook. The ELL Elementary Resource Handbook for Teachers and Administrators serves as a guide for school personnel working directly with English Language Learners. It contains a variety of information including: an orientation guide, a profile template of the ELL student, curriculum needs and strategies, and Teacher and Parent resources. The development and implementation of this ELL Handbook further demonstrates the TBCDSB’s commitment to English Language Learners in support of the Ontario Ministry of Education Ministry document which has been… “ designed to develop protocols to define procedures and practices for welcoming English Language Learners and their families and providing them with appropriate orientation to the Ontario school system.” ( English Language Learners ESL and ELD Programs and Services document, pg 15, Ontario Ministry of Education, 2007, p 15)

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ELL Elementary Handbook 2009 19

Antiracism and Ethno-Cultural Equity Policy Statement The Thunder Bay Catholic District School Board is fully committed to the elimination of racism and discrimination as outlined in the Ontario Government Policy on Race Relations. The Board recognizes that all people are created in the image and likeness of God and, as such, deserve to be treated with dignity, respect and fairness. (Furthermore, the Board recognizes that its school system gives pre-eminence to the tenets of the Catholic faith, consistent with the protection afforded in the Ontario Human Rights Code, the Constitution and confirmed in the Canadian Charter of Rights and Freedoms.)

Policy: Antiracism and Ethno-Cultural Equity # 906-A: 1

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ELL Elementary Handbook 2009 20

IT’S HARD TO FEEL WE BELONG Voice of a newly arrived migrant

It’s hard to feel we belong, we’ve been uprooted and replanted in foreign soil. Our roots are shallow and sometimes it feels like a strong and gusty wind will blow us away. In a borrowed language it is hard to share the pain and hope or whisper our fears and prayers. It’s hard to find our way It’s hard to feel we can have a say in the way things are done around here. We learn your language. You don’t know ours. If you take the trouble to sit with us, long enough, we will open our hearts to you, then we may belong to you and this church that has accepted us, but not yet opened its heart to us. Response: God may Your Church have, ears to listen and hearts to feel, that together we might find ways to cross the divide that lies between us, that bridges of justice, understanding and love can be built. Written by: Rev. Helen Richmond

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ELL Elementary Handbook 2009 21

ALL GOD’S CHILDREN

We come in many shapes and sizes And different colours too. Our languages are many, Our cultures quite a few, But for all our variations, There’s one thing we all share. We’re molded in His image And protected in His care. A Father to all children, His arms are open wide To welcome every one of us; He is always by our side. And when our troubles daunt us, On His loving grace we call, For whatever colour, race or creed, Our Lord loves us all. Author Unknown

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ELL Elementary Handbook 2009 22

SECTION 2 ORIENTATION GUIDE a. School Reception Process b. ELL Student Profile c. ESL Referral Procedures i.

Definition of an ELL student

ii.

ESL Referral Forms

iii.

The Role of the ESL Teacher

7

ELL Elementary Handbook 2009 23

School Reception Process It is important for schools to have procedures in place to support and reassure students who are entering unfamiliar surroundings and to promote their smooth and successful integration into the school and the Ontario school system. The Ontario Curriculum Grades 1-8, English As a Second Language and English Literacy

Create a Welcoming Environment for the Family and Student 1. The reception process may include the school secretary, principal, vice-principal, or the classroom teacher. 2. Creating a welcoming environment allows the school to make a good first impression. Providing necessary supports and being sensitive to the needs of the ELL student helps him/her to adjust and feel at ease in his/her new school. A welcoming environment may include:  Information about the school and school system  „Welcome‟ signs in other languages  Bilingual volunteers  A tour of the school  Photocopies of pertinent information from The Newcomers‟ Guide to Elementary School in Ontario (see Section 8 - Resources available in various languages at www.settlement.org) 3. Collect information about the ELL Student‟s personal history and educational background using the ELL Student Profile form found following this page. 4. Provide a copy of your school handbook highlighting important school information. Suggestions: Absence Procedures Bus Schedule Code of Conduct Community Support Services Dress Code

Map of School Parish Information School Hours School Year Calendar Lunchtime Routines

5. Ensure that parents/guardians are given the “Newcomers Family Backpack” (one per family). These backpacks are available at each school.

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ELL Elementary Handbook 2009 24

ELL STUDENT PROFILE English Language Learner

Date: _____________________________

*Can be completed with interpreter at time of registration

A. Student Information Surname: Age:

M/F Gender

First Name: Date of Birth (yyyy/mm/dd)

Grade:

Country of Birth:

Last Country of Residence:

Address: City/Town:

Postal Code:

Phone Number:

Arrival Date in Canada:

Languages: (First)

(Other)

Immigration Status: Canadian Citizen ( ) Refugee ( ) Permanent Resident ( ) Student Visa ( )

B. Family Background Living with Parents:

YES / NO

If “NO”, Living with:

Countries of Residence: Parent‟s Language(s): Parental Occupations:

Mother

Work Phone No.

Father

Work Phone No.

Who in the home speaks English? Student‟s Health (include any significant medical information)

C. Previous Education Country:

Language:

Reads in which language(s):

Writes in which language(s):

Previous exposure to English Language: At what age did he/she start school? Completed Grade:

Academic reports presented by parents: YES / NO

Parent Comments: Any known learning exceptionalities: Any known physical exceptionalities: Previous educational services received (e.g. Speech Therapy)

ELL Elementary Handbook 2009

25

9

ESL REFERRAL PROCEDURES Admission Procedure 1.

Definition of English Language Learners “English Language Learners are students in provincially funded English language schools whose first language is a language other than English, or is a variety of English that is significantly different from the variety used for instruction in Ontario‟s schools, and who may require focused educational supports to assist them in attaining proficiency in English." These students may be Canadian born or recently arrived from other countries.

They come from

diverse

backgrounds and

school

experiences, and have a wide variety of strengths and needs. 1

2.

ELL foreign students may require ESL support. Once you have determined that there may be a need for ESL support, please refer to CODE: CURR-17, September 2, 2008 and complete the necessary forms. (Attached is a copy of the code and the referral forms.)

1

p.8 English Language Learners / ESL and ELD Programs and Services: Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12 (2007)

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ELL Elementary Handbook 2009 26

CODE:

CURR-17

EFFECTIVE: Until Revoked or Modified

Thunder Bay Catholic District School Board

To:

All Principals

From:

Frances Garofalo, Superintendent of Education

Date:

September 2, 2008

Subject:

ESL Programs

Reference:

Replaces Memorandum CURR-17 dated September 12, 2006

English as a Second Language (ESL) Program continues to be offered this year as a support to students whose first language is not English. The program is not, however, a replacement for the regular classroom language program. Attached is a statement outlining the intent of the program and a guide to the procedures for referring students to the program and discharging them from the program. Additionally, the ESL Program Referral Form is included for your use. The procedures established in the attachment are effective September, 2008. Questions regarding any aspect of the ESL Program should be directed to Frances Garofalo or Charlene Cavanagh.

FG/sk – 2008 Coded Memos

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ELL Elementary Handbook 2009 27

ENGLISH AS A SECOND LANGUAGE PROGRAM

REFERRAL AND DISCHARGE PROCEDURES

1.

Student Referral The Referral for ESL Program is forwarded to Frances Garofalo, Superintendent of Education.

2.

a.

A copy of the student's Ontario Report Card should be attached.

b.

The referring school principal must sign the referral.

c.

Frances Garofalo will review the referral and determine if the student should be assigned to an appropriate ESL caseload.

Discharge from Program At the end of each school year the classroom teacher and ESL teacher will re-asses the student's language skill development. a.

Should the assessments indicate that the student would benefit from continuing in the program, a re-referral will be forwarded to the Superintendent of Education.

b.

Should the assessment indicate that the student's language skills development are within the acceptable range of achievement for the student's grade level, the Superintendent of Education and the ESL teacher will discharge the student from the ESL Program. NOTE

Upon the recommendation of the classroom teacher, the school principal and the ESL teacher, students may be discharged from the ESL Program at any time during the school year.

Due to funding students will be allowed a maximum of 3 years of ESL Programming.

Students who continue to need language remediation

following this term should be assessed by the School Team to determine other programming supports.

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ENGLISH AS A SECOND LANGUAGE PROGRAM

Language skills are best acquired in a social setting. The ideal situation for this is the regular classroom learning environment. The classroom teacher‟s modeling of oral and written language appropriate to a social environment is the platform upon which the student acquires a functional use of language. Additionally, the student‟s interaction with peers in a rich learning environment provides a context for the practice of language skills.

The junior and senior kindergarten programs and the grade one curricula are designed to provide opportunity for language skill development. The intent of these programs is to provide young learners with time to develop and practise their English skills in social and classroom contexts prior to Program intervention.

“ESL students are apprentice learners of English… They need to be given time to develop their skills in English before their achievement can be assessed by the criteria used for other students….Teachers in all grades will need to work out ways in which they can adjust their programs and assessment methods to provide the appropriate combination of support and challenge for these students.” (The Ontario Curriculum: Grades 1-8 Language)

Intervention by a teacher of ESL is appropriate when the classroom teacher determines that a student‟s oral language skills are not meeting the age appropriate grade level expectations outlined in the Ontario Curriculum: Grades 1-8 Language to such an extent that an ESL program is necessary.

Revised Sept 1, 2008 Carmel Robinson

13

ELL Elementary Handbook 2009 29

Thunder Bay Catholic District School Board

REFERRAL FOR ESL REMEDIAL PROGRAMS Student Name:

School:

Date of Birth:

Grade:

Classroom Teacher:

Country of Birth:

Arrival in Canada:

Language(s) spoken at home Parent/Guardian Signature

Date:

Principal’s Signature: (Referring School) Report Card Attached

IPRC

IEP

ESL

ELL students include: a) b)

those who have recently come to Ontario from non-English speaking countries, or have lived in Canadian communities where English is not prevalent those who have recently come to Ontario from English speaking countries but whose educational background makes participation in the regular school program difficult

Referral approved

yes

no

ESL Teacher

Date to Start Approved by:

Date: Frances Garofalo, Superintendent of Education

Discharged from Program Approved by:

Date:

09/07-ea

14

ELL Elementary Handbook 2009 30

Classroom Teacher Observation

Teacher: ___________________________

Student Name: _______________________________

Grade: ___________ Listening(Understands) Vocabulary Directions Questions Conversation Stories Idioms Speaking Repeats sentences Uses known vocabulary Answers questions Makes statements Phrases questions in conversation inininconversconversation Participates in conversation conversation Gives explanation Tells a story Retells a story in sequence Reading Recognizes alphabet Uses decoding skills Recognizes sight vocabulary Retells a story in sequence Recalls facts Makes predictions Infers meaning Writing Copies accurately Writes simple sentences Writes complex sentences Writes compositions Uses structures appropriately Spells at grade level Punctuates correctly Capitalizes correctly

ESL REFERRAL FORM

School: _______________________________ Yes

No

Sometimes

Anecdotal Comments (point form)

Yes

No

Sometimes

Anecdotal Comments (point form)

Yes

No

Sometimes

Anecdotal Comments (point form)

Yes

No

Sometimes

Anecdotal Comments (point form)

ADDITIONAL COMMENTS:

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15

ESL TEACHER

Role of the Elementary ESL Teacher

Leadership 

Providing leadership in schools by acting as a resource to classroom teachers and other school staff

Accommodations 

Assisting classroom teachers with program accommodations in all areas of the curriculum, as needed



Tracking student progress in the regular classroom as well as the ESL program



Assisting Special Education staff in identifying, assessing and accommodating programs for ELL Special Education Learners

Reporting 

Performing informal/formal assessments of the ELL student, after an initial settlement period, and sharing data with the teacher

16

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SECTION 3 PROFILE OF THE ELL STUDENT a. Aspects of Socio-Cultural Adjustments b. Stages of Second Language Acquisition c. Refugees and Immigrants i.

Definition of a Refugee

ii.

Common Myths About Refugees

iii.

Classroom Interventions

iv.

Foreign School Systems and the Ontario School System

v.

Languages of Countries of Origin

17

ELL Elementary Handbook 2009 33

Aspects of Socio-Cultural Adjustment ELL students come from widely divergent backgrounds. Some come from countries in chaos; some have spent years in refugee camps; some are from areas that possess very little technology; some are from large, industrialized urban centres. Even among students from the same culture, there may be great differences in background and ability. For this reason, it is impossible to generalize about immigrants from a particular country, or to predict which immigrant students will adjust most readily to Canadian society. It is acknowledged, however, that all or most newcomers experience a period of cultural adjustment. As individuals move and change from one situation to another, many different adjustments are required. As educators within a Catholic school community, we need to consider ways to facilitate these adjustments. Four stages have been identified in this period of cultural adjustment: initial enthusiasm, culture shock, recovery and integration. The characteristics of each stage are outlined below.

Stages in the Acculturation Process* First Stage: Initial Enthusiasm

 Feel excitement, idealism and eagerness  Have some anxiety about the future  Feel optimistic about the new country and new opportunities

Second Stage: Culture Shock

    

Experience confusion, misunderstandings and anxiety See themselves as “observers” Feel depressed and isolated Demonstrate withdrawal, alienation, and in some cases, aggressive behaviour Avoid contact with the mainstream culture or community

Third Stage: Recovery

 Have more constructive attitudes and feel less anxious  Speak better English and understand more  Try new behaviours and test limits

Fourth Stage: Integration

  

Feel that their emotional equilibrium is restored Show humour and trust Be able to value both old and new cultures

* “The Acculturation Process”, The Ontario Curriculum, Grades 1-8, English as a Second Language and English Literacy Development (2001.13)

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ELL Elementary Handbook 2009 34

Stages of Second-Language Acquisition for ELL Students Stage 1

Using English for Survival Purposes

Stage 2

Using English in Supported and Familiar Activities and Contexts

Stage 3

Using English Independently

Stage 4

Using English with a Proficiency Approaching That of First-Language speakers

Ministry of Education, The Ontario Curriculum, Grades 1-8, English as a Second Language and English Literacy Development, 2001, p.13.

Factors Influencing Second Language Acquisition The acquisition of language can be influenced by many factors. The development of proficiency in English can be affected by some of the following:         

The age of the student on arrival The effects of possible personal trauma Length of time in Canada Stage of acculturation or orientation to Canada Previous educational experiences The student‟s level of first-language literacy Previous exposure to English Language spoken at home Presence of learning exceptionalities

Silent Period 

In the early stages of acculturation and language acquisition, there are periods of rapid growth as well as times when the student may experience a “silent period”, or plateau. During the ”silent period”, the student is absorbing large amounts of linguistic and cultural information, but is not yet ready to produce oral language, especially in front of the class.

“How long does it take for ELL Students to catch up?” 

Many ELL students are able to use English to communicate in social situations and dayto-day classroom interactions within one or two years. However, students may require from five to seven years to develop the ability to understand the academic language used in text books, and to use English to express the increasingly complex and abstract concepts encountered in the higher grades. (Cummins 2006) 19

ELL Elementary Handbook 2009 35

REFUGEES AND IMMIGRANTS: WHAT’S THE DIFFERENCE?

REFUGEES 





IMMIGRANTS

Take the quickest way out of their country, often not knowing where they will end up Leave hastily, often to escape from midnight raids and soldiers with guns Leave secretly, often not daring to advertise their intention of leaving by arranging travel documents



Leave with whatever they can carry, often no more than the clothes on their backs



Often cannot tell anyone that they are leaving, for fear that friends or family will be tortured to reveal the information



Often dare not get in touch with anyone in their home country, in case they are suspected of having same beliefs and tortured or held for ransom



Will probably never be able to go home



Choose their new country carefully and find out all they can about it before they leave



Plan their move carefully in advance



Take time to get their passport and visas ready



Pack all their belongings up and organize for everything to be sent to their new home



Say goodbye to their friends and family



Leave a forwarding address



Can go home if things don‟t work out in their new country

20

ELL Elementary Handbook 2009 36

UNHCR DEFINITION OF REFUGEE The U.N. High Commissioner for Refugees (UNHCR) defines a refugee as someone who, owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of his nationality and is unable or, owing to such fear, is unwilling to avail himself of the protection of that country; or who, not having a nationality and being outside the country of his former habitual residence as a result of such events, is unable or, owing to such fear, is unwilling to return to it.

LOSSES EXPERIENCED BY REFUGEE FAMILIES      



Family/extended family Economic and /or social status Culture (including Language) Possessions, family lands Community support system Geography, climate of home

    

Social, cultural, and political structures of home Economic security Health Faith, spiritual beliefs Shared traditional values Familiarity, stability, trust, control

STRESS ON REFUGEE FAMILIES    

 Psychological and physical effects of trauma  Conflict: marital, generational, family and community  Role reversal/ Ambiguity  Family reunification and reconfiguration

Bad news from home Racial or ethnic discrimination High crime residential areas Language, service, transportation barriers  Inadequate educational preparation  Economic stress

REFUGEE CHILDREN AND ADOLESCENTS COMMON EXPERIENCES PRIOR TO ARRIVAL  Physical injury, assault, illness, malnutrition  Subjected to chaos, instability, unpredictability  Witnessing death, dead bodies, injury to others  Separation from parents, other family members

 Awareness of parents‟ fears, anxiety and inability to protect and provide for them  Forced prematurely into adult roles  Deprived of school, health care, social services  Adult silence on what‟s happening and why  Losses

Developed by The Center for Victims of Torture, Mpls. MN, 1998

21

ELL Elementary Handbook 2009 37

COMMON MYTHS ABOUT REFUGEE YOUTH 

Time heals all wounds



They will eventually forget about the past if only.....they are allowed to forget; we don‟t talk about it; etc.



They are not affected by traumas they did not directly witness or experience



Bringing up the past only makes it worse



They will “bounce back” to their normal, pre-war selves once they are removed from war OR they will “bounce back” within 6 months to a year



If they look fine on the outside they are fine on the inside



Young children are not affected by war trauma because they are too young to understand what‟s happening

COMMON TRAUMA REACTIONS BY AGE Preschool

School Age

Adolescents

1

Fears, worries

X

X

X

2

Physical complaints

X

X

X

3

Attention, memory problems

X

X

X

4

Nightmares, sleep problems

X

X

X

5

Post-traumatic play

X

X

6

Regression, separation anxiety

X

X

7

Anger, hostility, aggression

X

X

8

Apathy, withdrawal, avoidance

X

X

9

Sadness, depression

X

X

10

Sense of foreshortened future

X

X

11

Survivor guilt

X

12

Risky, dangerous behaviour

X 22

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CLASSROOM INTERVENTIONS

“Children must make sense of the world as they live it. Their “interpretations” of the events in their lives quickly become part of their lives. Subsequent experiences are then understood in terms of preceding experiences.” Healing the Hurt Child: Denis M. Donovan & Deborah McIntyre



Address the experience of being different



Use creative productions (art, essays, etc. as vehicles for expression, understanding, healing)



Provide structure, consistency, safety, nurturing



Prepare students for change; facilitate transitions



Address trauma as a potential factor in learning and behaviour problems



Normalize trauma reactions



Recognize and honour students‟ strengths as survivors



Provide opportunities for refugee students to teach others about themselves and their experiences



Provide opportunities to do important tasks for their family and community (especially important for adolescents).



Link students with school “buddies” or mentors who can provide support and learning about how the school works

Developed by The Center for Victims of Torture, Mpls., MN, 1998

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23

Foreign School Systems & the Ontario School System Country

Age-Grade 1

Last Grade

6 6

12 12

5--6 7 7 6--7 6--7 6 7 6 6 6 6 6 6 6 5

12 12 11 12 12 11 12 12 12 12 12 12 12 11 12

Albania Argentina Bahrain Bosnia-Herzegovina Brazil Chile China Colombia Croatia Cuba Egypt Ghana Guyana India Indonesia Iran Iraq Jamaica Jordan Korea Kuwait Lebanon Mexico Nigeria Ontario Pakistan Peru Philippines Poland Romania Russia Saudi Arabia Serbia, Kosovo, Montenegro Singapore Somalia Sri Lanka Trinidad Ukraine

6 6 6 6 6 6

12 12 12 12 12 12 12 12 12 10 12 12 11 12

7 6 6 5--6 6 7

12 12 12 13 12 11 12

Pass = 5 /10

Pass = 2 /5 Pass = 5 /10 Pass = 60% Pass = 6 /10 Pass = 2/5

Pass = 30/33% Pass = 10/20 Pass = 50%

Sept. - Aug. (190)

Pass = 4/E 1=A

Sept. - Jun. Mar. - Feb. Mar. - Apr. Sept. - Jun. Sept. - Jun. (Varies) Apr. - Mar. Sept. - Jun. Sept. - Jun. (194) Sept. - Jun. Mar. - Dec. Jun. - Mar. (200) Sept. - Jun. Oct. - Jun. Sept. - May Sept. - Jun.

Pass = 60%

Pass = 6 /10

Pass = 50% Pass = 33% Pass = 75% Pass = 5 /10 Pass = 5 /10 Pass = 3 /5 Pass = 50%

Sept. - Jun.

Pass = 2 /5

Jan. - Nov. Oct. - Jun. Jan. - Nov. Sept. - Jun. Sept. - Jun.

United Arab Emirates

6

(O) Levels =Gr. 11. (A) Levels = Gr. 12.

Vietnam

6

12

ELL Elementary Handbook 2009

Grading Scale

Sept. - Jun. Mar. - Dec. (Varies) Mar. - Feb. Sept. - Jun. Sept. - Jun. Mar. - Dec. Mar. - Dec. Sept. - Jul. Feb. - Nov. (190) Sept. - Jun. Sept. - Jun. Sept. - Jun. Sept. - Jun. Sept. - Jun. Jul. - Apr. (200) Jul. - Jun. Sept. - Jun. Sept. - Jun.

(Voc. 10) 11-13

6 6 5 6 7 7 6--7 7 6

School Year (# of days)

(Varies)

Sept. - Jun. Jul. - Apr. Sept. - Jun.

40

Pass = 50% Pass = 35/40% Pass = 3 /5 or Pass = 5 /10

24

LANGUAGES OF COUNTRIES OF ORIGIN Country Afghanistan Argentina Austria Bolivia Brazil Cambodia Chile China Colombia Croatia Cuba

Official Language Persian (Farsi) Pashto Spanish German Spanish Portuguese Khmer Spanish Chinese-Mandarin Hong Kong-Cantonese Spanish Croatian Spanish

Cyprus

Greek, Turkish

Czech Republic Ecuador Egypt El Salvador Germany Ghana Greece Grenada Guatemala Haiti

Czech Spanish Arabic Spanish German English Greek English Spanish French

Hungary

India

Country Japan Kenya Korea Lebanon Libya Malta Mauritius

Hungarian

Iran Iraq Italy Jamaica

ELL Elementary Handbook 2009

Mexico

Spanish

Nicaragua Pakistan Peru

Spanish Urdu Spanish

Philippines

Filipino/Tagalog Hiligaynon/Cebuano/Bikol/ Samaran/Ilocano/Pampangan/ Pangasinan/Maranao/Igorot/ English

Poland Portugal Romania Saudi Arabia Seychelles Slovak Republic Spain Sri Lanka Syria Thailand Trinidad & Tobago

Hindi/English Urdu, Bengali, Gujarati, Assemese, Kannada, Kashmiri, Marathi, Malayalm, Origa, Punjabi, Rafasthani Bhili, Sindhi, Sanskrit Telugu, Tamil.

Uganda

Persian (Farsi) Arabic Italian English

Uruguay Venezuela Vietnam

41

Official Language Japanese Swahili Korean Arabic Arabic Maltese English

Polish Portuguese Romanian Arabic English Slovak Spanish Sinhala, Tamil Arabic Thai English

English

Spanish Spanish Vietnamese

25

SECTION 4

REPORTING The Elementary Provincial Report Card

26

ELL Elementary Handbook 2009 42

Reporting Achievement on the Provincial Report Card ESL BOX  Check the ESL box for any student receiving ESL support in any subject area from an ESL teacher, a classroom teacher or any other school staff  Checking the ESL box indicates that the student is receiving accommodations or modifications of curriculum expectations

IF ACCOMMODATIONS ARE USED  No ESL statement is required  ESL box is checked (Note: monitoring is part of an ESL program and can be considered an accommodation.  Student‟s mark is based on regular curriculum expectations

IF EXPECTATIONS ARE MODIFIED If the curriculum expectations for the ELL student have been modified, then the student‟s mark or grade reflects the student‟s mark or achievement on the modified expectation. In such cases the following statement must be included in the “comments section”.

NO ACCOMMODATIONS  ESL box is not checked  Student‟s mark is based on regular curriculum expectations  No ESL statement is required

The (grade/mark) for (strand/subject) is based on achievement of the expectations in the ESL program, which vary from the Grade __ expectations.1

Accommodations:  Tools designed to foster improved teaching and learning for an individual learner so the he/she may achieve the regular grade level expectations  Use of assistive devices, tools or strategies to enhance learning opportunities: graphic organizers, more time, dictionaries (monolingual and bilingual) calculators, computers, etc.

Modifications:  Significant changes to the grade level expectations in one or more subject areas in the Ontario Curriculum  The revised specific expectations differ from the grade level expectations

1

Ministry of Education, Ontario, Guide to the Provincial Report Card, Grades 1-8 (Toronto: Ministry of Education, Ontario, 1998, p. 8) 2 Ministry of Education, Ontario, The Ontario Curriculum Grades 1-8, Revised Language Document (Toronto: Ministry of Education, Ontario, 2006, p. 27-29) 3 Ministry of Education, Ontario, The Ontario Curriculum Grades 1-8, English As a Second Language and English Literacy Development, A Resource Guide (Toronto: Ministry of Education, Ontario, 2001, pp. 22-23) ELL Elementary Handbook 2009

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Reporting Achievement on the Provincial Report Card What is an Individual Education Plan?  An I.E.P. is a working document that is developed and incorporated into the process of planning, evaluation and reporting  The I.E.P. can include information about the strengths and needs of the learner, the learning expectations, the teaching learning strategies, program resources, assessment and evaluation methods and a transition plan if required  The I.E.P. box is checked when an ELL student also has an Individual Education Plan (only students identified exceptional or pending identification through the IPRC process.)  The following statement should be used instead of the ESL statement 

The (grade/mark) for (strand/subject) is based on achievement of the expectations in the IEP, which vary from the Grade __ expectations. 2

 In addition, it is important to note in the comment box, that this student is a Second Language Learner.

Assess Using Anecdotal Comments Only:  If insufficient evidence of achievement is available at the time of reporting e.g. new arrival  “ELL students require time to develop their skills in English before their achievement is assessed by the criteria used for other students. In some cases it may be appropriate to avoid giving a mark in a particular subject, or even in all subjects, on the report card.” 2  Teachers should use the space on the report card to write anecdotal comments about the student‟s progress beginning with the following suggested statement: As....has just arrived and is beginning to learn English, an evaluation mark for (strand/subject) will not be provided for this term.

“R” on Report Card  An ELL student would rarely receive an “R”  A student with an I.E.P. would rarely receive an “R”

The Meaning of “R”:  “R” is used for reporting purposes to communicate the need for remediation and parent involvement  “R” signals additional learning is required before the student will begin to achieve success with expectation at grade level  Ensure that appropriate interventions are developed to address student needs in advance of the reporting period

1

Ministry of Education, Ontario, Guide to the Provincial Report Card, Grades 1-8 (Toronto: Ministry of Education, Ontario, 198., p. 8 2 Ministry of Education, Ontario, The Ontario Curriculum Grades 1-8, English As a Second Language and English Literacy Development, A Resource Guide (Toronto: Ministry of Education, Ontario, 2001, pp. 22-23)

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SECTION 5

INTEGRATING THE ELL STUDENT IN YOUR CLASSROOM a. Importance of Maintaining First Language b. Cultural Characteristics c. Challenges and Cultural Adjustments d. Survival Tips for the First Few Days e. Daily Activities for ELL Students

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Importance Of Maintaining First Language As stated in the Ministry ESL/ELD Resource Guide, students should be encouraged to speak, read and write in their first language as well as in English. When parents continue to support the development of the first language, the child‟s underlying knowledge, conceptual base and language ability are improved. This cognitive and linguistic knowledge is transferable and helps the student with learning English. Benefits to students are:

 Maintain a link with the student‟s family and

    

cultural background  Communicate with family members  Experience a sense of cultural stability and continuity

Developmental flexibility Develop problem-solving skills Understand cultural and family values Develop awareness of global issues Expand their career opportunities

 Transfer skills from one language to another

Cultural Characteristics Listed below are some cultural filters, which vary from culture to culture and may affect student behaviour and achievement in the classroom. In some cultures:  Talking and moving around the classroom may not be acceptable, unless teacher directed  Talking is seen as friendly and an indicator of a high level of language development  Talking is seen as rude  Privacy and personal space are valued  Emphasis is placed on the importance of extended family and sharing of their living space  Demonstrative and informal behaviour, especially between children and adults in a position of authority, is not acceptable  Demonstrative and informal behaviour, is acceptable and common between children and adults

      



Acceptable personal space varies It is a sign of respect to look people in the eye when speaking to them It is a sign of disrespect to look people of authority in the eye when speaking to them Punctuality and using time constructively is valued A more relaxed view of time is valued There are varying expectations for boys and girls Competition and achievement, i.e. „doing better than others‟ may be valued more than „doing your best‟ Place higher emphasis on the family reputation over the individual

Implications for the Classroom  If a child nods or smiles, this does not necessarily mean he/she understands  Certain behaviour may be interpreted as disrespectful  Punctuality may be an issue for some students (e.g., attendance, due dates for assignments and timelines for tests.)  Students may not accept responsibility for their actions according to our expectations ELL Elementary Handbook 2009

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Challenges and Cultural Adjustments Facing the New ELL Student  Communication is very difficult and the ELL student is unable to make his/her needs understood.  Learning a new language along with the introduction of new concepts.  Sometimes students need to learn a new alphabet system.  The student needs to adapt to the changes in the educational system; new expectations and teaching methods. Many students come from a very structured school system.  The climate in Canada may be very different and the student has to adjust to the seasonal changes.  There may be a change in the family structure.  Sometimes the student is living with extended family or perhaps only part of the family has been able to immigrate at this time.  They may be excited and curious about their new home and ready to engage in new experiences.  They may be unhappy and resentful of their new environment.  They will experience mental fatigue; information overload.  Everyday routines will be stressful.  They may find the school system and the school environment confusing.  They may withdraw emotionally or physically.  They may go through a „silent period‟.

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Survival Tips for the First Few Days Suggestions for Creating a Welcoming Environment 

 

  



Use the information from the registration form to learn as much about your student as possible  Learn basic words/phrases in the newcomer‟s language  Use body/sign language  Consider seating options  Help your new student get involved  Introduce new student to the class Make sure you know how to pronounce his/her name Share some student background information with the class when you introduce the student  Use a map/globe to show the class the country where the student has come from  Access other resources about the ELL student‟s homeland Provide the new ELL student with a class photo with student names Give the student the opportunity to read and write in his/her first language. Familiarize yourself with The Newcomers Guide to Elementary School in Ontario, and the Ministry of Ontario, The Ontario Curriculum Grades 1-8, English as a Second Language and English Literacy Development, A Resource Guide, 2001 Team the student with a buddy, preferably someone who speaks the same language

The Buddy System 

Establish a group of „buddies‟ in your classroom. Teach the students how to be a good „buddy‟. Together establish expectations.

Suggestions for Buddy Roles    

Initially accompany the student at recess and lunch. Include the student when playing outside. Introduce him/her to other students in the schoolyard and/or classroom. Show the student around the school Assist the student with class assignments Advocate for the new student

Immediate Things for the Buddy to Do    



Locate the washrooms – identify girl and boy washrooms (Refer to the School Tour Activity Booklet found in this section) Walk around the school to locate the playground, office, gym, and library Identify the names of key people – principal, French teacher, librarian Reinforce school routines and expectations  School hours – beginning and end of day, recess and lunch times  Lunch time routine Reinforce classroom expectations and routines  Where are materials kept in the classroom?  Routine for dismissal and arrival, physical education class and library

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Teach Survival Language 



It is important that the student become independent in the classroom. To do this the student needs to learn survival language so that he can be understood and get his needs met. Survival phrases can be written on flip cards so that the student can carry them around with him. Have the student write important words in a personal dictionary

First Language Skills    

Encourage the student to continue to use his first language when speaking and writing Journal entries can be written using the first language Bilingual books are a great resource during this initial period Use bilingual language dictionaries

Making yourself understood            

Teach high frequency words. Use single words, patterned language, short phrases or simple sentences Enunciate clearly and slowly Pause to get student‟s attention before making an important point Use gestures for emphasis Raise pitch and volume slightly Repeat or rephrase instructions Use concrete objects or visuals when trying to explain a new word Use diagrams, charts, pictures, books, and films as part of your teaching strategies Pre-teach key words and subject vocabulary Print key words on the board Show samples and exemplars

Group Learning  

Provides opportunities for group learning Provides bilingual learners the chance to communicate with native speakers in a meaningful manner

Math 

ELL Elementary Handbook 2009

Provide charts in the classroom that outline mathematical procedures. For example:  Steps in division  Symbols such as , +, -, with their verbal meaning  Words for equivalents such as sum=add, difference=subtract

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Writing       

Engage in shared writing Dictate story to scribe Model writing with the class. Think out loud about the process. Emphasize word order, language patterns and conventions. Create charts of word families and theme words Model different forms of writing Model the revising/editing process Write for authentic reasons and for different audiences  Use patterned sentences and books to provide a framework for writing  Use a wordless picture book, comic strips or sequencing cards to tell a story and write his/her own captions  Have student write with a buddy  Provide monolingual and bilingual dictionaries

Language Experience Approach          

The language experience approach is a great way to expose ELL students to written language First „experience‟ something together as a class. This could be: reading a book with the whole class celebrating a special day, cooking, watching a movie, etc. Next, discuss the event together with the group Write the story on chart paper. Have different students contribute sentences for the story. Point out key words in the story Focus on sentence structure and punctuation Practice reading the story Students copy the story in their notebooks Students can illustrate the story Stories can be cut up and re-assembled

Reading        

The student should be exposed to a variety of quality children‟s literature. This includes books in first language and dual language books. The student should be regularly involved in shared reading. Use reading buddies. Model good reading practices Read pattern books and discuss sentence order and word usage Emphasize rhyming words and sound/letter correlations Have the student match words to pictures Write „family of words‟ on charts and post around the room Have the student read his own writing to you and to others

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E

Vice-Principal’s Name:

T

Principal’s Name:

SCHOOL TOUR

OFFICE

K B

O

SCHOOL TOUR

Secretary’s Name:

SCHOOL TOUR

L

OFFICE

O

LIBRARY

Librarian’s Name:

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T E

Classroom Teacher’s Name:

SCHOOL TOUR

CLASSROOM

K B

O

SCHOOL TOUR

French Teacher’s Name:

SCHOOL TOUR

L

CLASSROOM

O

LEARNING CENTRE

Learning Centre Teacher’s Name:

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T E

Physical Education Teacher’s Name:

SCHOOL TOUR

GYMNASIUM

K B

O

SCHOOL TOUR

Computer Teacher’s Name:

SCHOOL TOUR

L

COMPUTER ROOM

O

CUSTODIAN

Custodian’s Name:

Custodian’s Name:

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T E

Lunchroom Supervisor’s Name:

SCHOOL TOUR

LUNCHROOM

K B

O

SCHOOL TOUR

Bus Driver’s Name:

SCHOOL TOUR

L

BUS

O

WASHROOM

WOMEN (Girls)

MEN (Boys)

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DAILY ACTIVITIES FOR ELL STUDENTS It is very important that the ELL student be included in all class activities, whenever possible. This encourages interaction with other students in the classroom and helps the student to acquire language. Have simple books with lots of pictures available. Pattern books are a good way to start. Students can follow along and then begin to label some items represented in the pictures.



.  There is software available for ELL students that will keep him/her engaged and learning new vocabulary.

 ELL students may continue to write in their own language until they have sufficient English to begin writing in English.  Some journal entries can be scribed.  Encourage students to use picture dictionaries and bilingual dictionaries.

Select a simple story with pictures. The reading buddy can reinforce the names of common objects in the pictures  The ELL student can try to answer simple comprehension questions based on the pictures and story content. This may simply mean that he/she is pointing to the answer.  The ELL student can later draw a picture of something that happened in the story and either label it or write simple patterned sentences to go with the picture.  Use chants and rhymes. Practise reading the chant or rhyme. Match the pictures to the words. Cut up the chant and re-assemble it in the correct sequence. Copy the chant or rhyme into their notebook and illustrate it. Students can add verses to the chant or create their own chant. 

 Use games such as Guess Who, Snakes and Ladders, Simon Says, I Spy, Sorry, Candyland, Operation, Clue, Risk, Scrabble, Win Lose or Draw, Go Fish, Old Maid, Twenty Questions, Memory, and Bingo.  Prepare your own memory and bingo games to reinforce basic vocabulary.

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ESL ACTIVITY CARDS  These activity cards are for classroom use.  Teachers, buddies, and peers can use these cards to review vocabulary with the ELL student.  These cards can be set up in folders so that they are readily available.  Work can be completed in a notebook or scrapbook so that the ELL student is creating his/her own dictionary.  Use picture dictionaries and/or bilingual dictionaries.

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First Day Buddy Check List  Show the new student the washrooms.  Walk around the school and show the new student important places in the school: the playground, office, gym, and library.  Identify the names of key people. The classroom teacher’s name is __________________. The principal’s name is __________________________. The librarian’s name is __________________________. The French teacher’s name is _____________________. The ESL teacher’s name is _______________________.  Explain the school hours: School starts at _______________. Morning recess is at ___________. Lunch is at ___________________. Afternoon recess is at __________.  Explain what happens during lunch: when we eat and when we go outside to play.  Explain what happens during recess. Where do we line up to go outside and come back inside?  Where are materials kept in the classroom? Pencils ~ textbooks ~ glue ~ scissors ~ coats ~ boots ~ paper  Explain where we line up when it is time to go home and where we line up to board the bus.  Gym is on _____________________. Explain that we wear running shoes to the gym.

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The Classroom  Walk around the room and label important items in the classroom.  Draw a map of the classroom and label it This is a ___________________________________.  Look at the items in/on your desk. Identify and label each of the items.  Draw a map of your desk. Label each item.  Write about the things you have in and on your desk.  I have a __________________________________.

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My Family  Read a book about a family or families.  Look at the pictures and identify the members of the family.  Draw a picture of your family. Write a story about your family. This is my family. My mother’s name is _______________. My father’s name is ________________. I have ___ sisters. Her name is ____. She is ___ years old. I have ___ brothers. His name is ____. He is ___ years old.

My House/Apartment  Draw a picture of your house/apartment. Label it. Use a picture dictionary to help you. My house/apartment has a ____________________.  Draw a picture of your bedroom. Label things in your room. Write about them. I have a ______________________.  Write about where you live. My address is ____________________. My telephone number is ____________.

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Alphabet Skills  Read an alphabet book to the student.  Teach upper and lower case letters of the alphabet.  Practise writing the alphabet.  Teach the sounds each letter makes and identify words beginning with each sound.  Write each letter of the alphabet and draw a picture of something that begins with that sound.

Food  Use pictures from flyers to identify common foods. Label  each food item.  What are your favourite foods? I like to eat ____________________.  Create meals for breakfast, lunch, dinner and snacks. Use pictures from flyers or draw your own. Label each food item. For breakfast I like to eat ____________________. For lunch I like to eat ____________________. For dinner I like to eat ____________________. For a snack I like to eat ____________________.

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Calendar  Use a blank calendar to enter: Days of the week Months of the year Special days and holidays Gym days, library days, etc.  Fill in the calendar on a daily basis. Draw a picture of today‟s weather. Write: Today it is ___________________. Write in any special activities for the day. Today we are going to ______________.  Write the days of the week with the short form beside them.  Write the months of the year with the short form beside them.

Weather Words  Use pictures to identify basic weather words: sunny, cloudy, snowy, windy, rainy, cold, hot, foggy.  Draw a picture of today‟s weather. Label it. Today it is ________________.

   

Seasons Identify the seasons of the year. Cut and paste clothing pictures from catalogues for each season. Draw a picture of things you like to do during each season. Write about it. In the summer I like to ___________________. In the fall I like to _______________________. In the winter I like to _____________________. In the spring I like to _____________________.

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Numbers  Use a number chart to teach the names of the numbers.  Write number words for 1-20, 30-100.  Play a game of Snakes and Ladders.

Time Use a clock to learn about time.  Identify the hour. It is ________________ o’clock.  Identify the half hour. It is _______________ thirty.  Identify the quarter hour. It is a quarter to _______________. It is a quarter past _____________.

My Day  Draw pictures of things you do throughout the day.  Write sentences to go with your pictures. I get up at ______________________ o’clock. I leave for school at ______________ o’clock. School starts at _________________ o’clock. Lunch is at _____________________ o’clock. I go home at ____________________ o’clock. I eat dinner at ___________________ o’clock. I go to bed at ____________________ o’clock.

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Money

$$$$$$

You will need: Canadian „play‟ money, grocery flyers and catalogues.  Using the grocery flyers make up a shopping list of foods you would like to buy. Cut out pictures of foods and glue them in your book. How much does the ___________ cost? It costs __________ dollars and _________ cents. Write how much each food costs beside the picture. Use money to show the cost of each food item. I would like to buy ________________. It costs __________dollars and _________cents.

 Use catalogues to make a list of toys or other things you would like to buy. Cut out pictures and glue them in your book and label them. How much does the _____________cost? It costs ______________dollars and __________ cents. Write how much each item costs. Use money to show the cost of each item. I would like to buy ________________. It costs __________dollars and _________cents.

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Colours  Use the colour chart to teach the names of colour words.  Write the names of the colour words on the chart.  Read a book about colours. Identify the colours in the book. The sky is blue.  Draw at least 10 pictures of objects using the following colours: Red, yellow, green, blue, purple, black, brown, white Yellow (picture). The _____________ is yellow.  Play a game of I spy. I spy with my little eye something that is ________.

Shapes You will need different geometric shapes.  Use manipulatives to identify two and three-dimensional shapes. Draw each shape and label it. This is a triangle. This is a rectangle. This is a circle. This is a square.  Cut out pictures from catalogues and magazines that have different shapes. Label the shapes.  Draw or cut and paste a shape picture. Label each shape. Count each shape and identify it. I have ____ triangles. I have ____ circles. I have ____ rectangles. I have ____ squares.

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Clothes  Use magazines to cut out common articles of clothing. Label the clothes.  Draw a picture of the clothes you are wearing today. Label the clothing.  Write about your clothes. I am wearing ____________________.  Look at 5 other students in the class and describe what they are wearing. __________________ is wearing _______________.

Action Words  Walk around the school and identify the different actions that you see people doing.  Write down each action word in your personal dictionary.

 Draw pictures of the things you like to do in the gym and outside in the playground. In the gym I like to _____________________________. In the playground I like to _______________________.

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All About Me  

What is your name? My name is ________________________.

 Are you a boy or a girl?  I am a ____________.  

How old are you? I am ______ years old.

 When is your birthday?  My birthday is _____________________.   

What colour hair do you have? Is your hair blond, black, red or brown? I have ___________________ hair.

 How much do you weigh? Use a scale to weigh yourself.  I weigh ____________ kilograms.   

How tall are you? Use a measuring tape to measure your height. I am _____________ centimetres tall.

 What do you like to do?  I like to _________________________.  

What do you not like to do? I do not like to ___________________.

 What country do you come from?  I come from ______________________.  

What language do you speak? I speak _________________________.

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Parts of the Body  Draw a picture of your body. Label it. My Face  Draw a picture of your face. Label it. Write a story about your face. Write at least 5 sentences. This is my face. I have a ____________. My Hands  Trace your hand. Label it. Write a story about your hands. Write at least 5 sentences. This is my hand. I have _______ fingers.  What can you do with your hands?  Write at least six sentences of things you can do with your hands. Examples: I can snap my fingers. I can wave goodbye.

My Feet  What can you do with your feet?  Write at least five sentences of things you can do with your feet. Examples: I can hop with my feet. I can kick a ball with my foot.

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Prepositions  Use an object such as a book and place it: on the desk under the desk in the desk beside the desk in front of the desk in between two desks

over the desk into the desk around the desk off the desk through the desk out of the desk

 Review prepositions using other objects in the room. Some examples: A ball in your pocket A book on the shelf

Read a Book  Read a simple book with pictures to your buddy. Point to the words while you read

 Point out some objects in the pictures and identify them.  Match some of the words you are reading to the picture.  Ask the student simple questions about the pictures or about what happened in the story.  Draw a picture of something that happened in the story.  Write a simple story about the picture.

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Everyday Language Write these sentences on cards or create a personal dictionary so that the student can refer to them when needed. It would be a great idea to have these phrases translated into his/her first language.

May I go to the washroom?

May I get a drink, please?

Yes, please.

I need to sharpen my pencil.

Hello. How are you?

I don’t understand.

Could you help me, please?

I’m sorry!

I like ____________ .

I do not like _______________ .

How do I _______________ ?

May I play with you?

Where is the _______________ ?

May I have the _______________ ?

Goodbye.

No, thank you.

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My School

1.

My school starts at

a.m.

2.

We go outside for recess from

3.

We have lunch at outside to play.

4.

We start school again at

.

5.

Afternoon recess is from

to

6.

I go home at

7.

My teacher‟s name is

.

8.

The principal‟s name is

.

9.

The secretary‟s name is

.

10.

Two students I know are

11.

Other people I know are

a.m. to

a.m.

. When we are finished, we go

.

p.m.

and

.

.

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All About Me! Note: Access free on-line translator to translate the italicized word in student’s first language.

1.

My name is

.

2.

I am

years old.

3.

There are

people in my family.

4.

I am a

5.

My brother is a

6.

I used to live in the

.

Now I live in

.

.

name=

age=

family=

girl/boy=

. country=

.address=

7.

My address is

8.

My telephone number is

9.

My teacher‟s name is

.

telephone=

. teacher= . elementary school=

10.

My school is

11.

I am in grade

12.

Some of my new friends are

. grade= ,

,

. friends=

The National Flag of my home country

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SECTION 6

TEACHER RESOURCES a. Ministry Documents b. Book Lists c. Cultural Profiles Project

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MINISTRY DOCUMENTS AND RESOURCE GUIDES

Many Roots, Many Voices---Supporting English language learners in every classroom: A practical guide for Ontario educators. Ontario Education, 2005 http://www.edu.gov.on.ca/eng/document/manyroots/manyroots.pdf

The Newcomers‟ Guides to Elementary and Secondary Schools, at: http://www.settlement.org/site/ED/home.asp These booklets, which describe the elementary and secondary Ontario public school systems, are available to download and print (free of charge) in a variety of languages.

The Ontario Curriculum Grades 1-8: English as a Second Language and English Literacy Development – A Resource Guide. Ontario Ministry of Education, 2001. http://www.edu.gov.on.ca/eng/document/curricul/esl18.pdf

“ESL/ELD Companion”, Ontario Curriculum Unit Planner website http://www.ocup.org/resources/documents/companions/esleld2002.pdf

English Language Learners / ESL and ELD Programs and Services: Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12. Ontario Education, 2007 http://www.edu.gov.on.ca/eng/document/esleldprograms/index.html The Ontario Curriculum - Exemplars - English as a Second Language and English Literacy Development (Level 1); 2000 (Samples of Student Work; A Resource Guide for Teachers) http://www.edu.gov.on.ca/eng/curriculum/secondary/esl9ex/esleldall.pdf

Supporting English language learners: A practical guide for Ontario educators Grades 1 to 8. Ontario Education, 2008 http://www.edu.gov.on.ca/eng/document/esleldprograms/guide.html

Supporting English Language Learners with Limited Prior Schooling: A practical guide for Ontario educators Grades 3 to 12. Ontario Education, 2008 http://www.edu.gov.on.ca/eng/document/manyroots/schooling.html

Supporting English Language Learners in Kindergarten: A practical guide for Ontario Educators. Ontario Education, 2007 http://www.edu.gov.on.ca/eng/document/kindergarten/kindergartenELL.pdf

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Books Ada, Alma Flor. My Name Is Maria Isabel. Atheneum, 1993. (Latino) ISBN-0590489801 Maria, a third grader who's newly moved from Puerto Rico, is devastated when her teacher decides to call her "Mary" in order to distinguish from the other two Marias in the class. Proud of her name and heritage, Maria finds a way to make her teacher understand.

Amanka, Sheila. All the Colors of the Earth. Harper Collins Publishers,1994. ISBN-0439202213 Reveals in verse that despite outward differences children everywhere are essentially the same and all are lovable.

English, Karen. Speak English for Us, Marisol! Albert Whitman, 2002. ISBN-0807575542 Marisol, who is bilingual, acts as a translator for her Spanish-speaking family members.

Fitch, Sheree. No Two Snowflakes. Orca Book Publishers, October 2002. ISBN - 10:1551432277, ISBN-13:9781551432274 “What is snow?" Araba, a Ghanaian child, asks her Canadian pen pal. The response unfolds as a letter in poetry, rich in lyricism and in what author Sheree Fitch would call 'lipslipperiness.' Janet Wilson's glowing pastel illustrations revel in all the sensory experiences associated with the cold white stuff. Through the asking and the telling, two children reach halfway around the world and touch one another.

Havill, Juanita. Treasure Nap. Houghton Mifflin, 1992. (Latino) ISBN-0395578175 Rita travels to say good-bye to her grandfather in Mexico and receives treasures she brings to the United States that are passed down to Alicia, her great-granddaughter. Wonderful story relating the importance of cultural heritage.

Karen Katz, Can You Say Peace? Henry Holt and Co. BYR Paperbacks, 2006. ISBN-10: 0805078932 | ISBN-13: 9780805078930 Every September 21 on the International Day of Peace, children around the world wish in many different languages for peace.

Karen Katz, The Colors of Us. Henry Holt and Co. BYR Paperbacks, 2007. ISBN-10: 0805081186 | ISBN-13: 9780805081183 “My name is Lena and I am seven. I am the color of cinnamon. Mom says she could eat me up." Lena is going to paint a picture of herself. She wants to use brown paint for her skin. But when Lena and her mother take a walk through their neighborhood, Lena sees that there are many different shades and tones of brown. Seen from an artist's point of view, skin colors are subtle, varied--and cause for celebration! Karen Katz created this book for her daughter, Lena, whom she and her husband adopted from Guatemala six years ago.

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Books Kindersley, Dorling. A Life Like Mine: How Children Live Around the World. Dorling Kindersley Ltd., December 2005. ISBN-10:0756618037, ISBN-13:9780756618032 A Life Like Mine profiles children from all over the globe leading their lives in different and fascinating ways. The challenges of nations both developed and developing are revealed in the stories and photographs in this special volume. DK and UNICEF have combined their inspirational forces to provide remarkable insight into children's lives.

Kindersley, Dorling. Children Just Like Me. Dorling Kindersley Ltd., August 2007. ISBN - 10:0789402017 ISBN-13:9780789402011 A photographer and a teacher traveled the world meeting and talking to children for two years. Readers will enjoy learning about the dreams, beliefs, hopes, fears, and day-to-day lives of other children. Over 500 color photos.

Kuklin, Susan. How My Family Lives in America. Simon & Schuster, 1992. (Multi-ethnic) ISBN-0027512398 Three children-an African American, a Hispanic American, and an Asian-American describe their families and how they've adapted to life in America. Photographs and first-person accounts detail the importance of each unique ethnic tradition.

Mak, Kam. My Chinatown. Harper Collins Publishers, 2001. ISBN-9780060291914 A boy adjusts to city life away from his home in Hong Kong, in the Chinatown of his new American city.

Martinez, Floyd. Spirits of the High Mesa. Arte Publico, 1997. (Latino) ISBN-1558851984 In a small village in Northern New Mexico, a young Hispanic boy is torn between the cultural values held by his grandfather and the lure of modern life in America. The text is often humorous and is rich in cultural detail and adventure.

Sis, Peter. Madlenka’s Dog. Farrar, Straus and Giroux, April 2002. ISBN-0374346992 Madlenka, an imaginative young girl, travels throughout her New York City neighborhood greeting her many neighbors including the French baker, the Indian news vendor, the Italian ice-cream man, the South American grocer, and the Chinese shopkeeper.

Williams, Vera B. "More More More," Said the Baby. Greenwillow, 1990. (Multi-ethnic) ISBN-0590451987 Three babies, from Multi-ethnic families, are showered with love, kisses, and attention from the people who care for them. A simple story affirming the close bond between a baby and those who love him or her. This book is an old favorite and is beautifully illustrated.

Wong, Janet S. Apple Pie 4th of July. Houghton Mifflin Harcourt, 2006. ISBN-9780152025434 A Chinese American child fears that the Chinese food her parents are preparing to sell on the Fourth of July will not be eaten.

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Cultural Profiles Project

Funded by:

AFGHANISTA N ALBANIA ALGERIA ARGENTINA AUSTRALIA BAHRAIN BANGLADESH BARBADOS BELARUS BOLIVIA BOSNIA BRAZIL BULGARIA BURUNDI CAMBODIA CANADA CHAD CHILE CHINA COLOMBIA CONGO (ZAIRE) CROATIA CUBA CZECH REPUBLIC DOMINICAN REPUBLIC ECUADOR EGYPT EL SALVADOR ENGLAND ERITREA ETHIOPIA FIJI FRANCE GERMANY

Each cultural profile provides an overview of life and customs in the profiled country. While the profile provides insight into some customs, it does not cover all facets of life, and the customs described may not apply in equal measure to all newcomers from the profiled country.

GHANA GREECE GRENADA GUATEMALA GUYANA HAITI HONDURAS HUNGARY INDIA INDONESIA IRAN IRAQ IRELAND ITALY JAMAICA JAPAN JORDAN KAZAKHSTAN KENYA KUWAIT LAOS LEBANON LIBYA LITHUANIA MALAYSIA MAURITIUS MEXICO MOROCCO MYANMAR NETHERLAND S NICARAGUA NIGERIA PAKISTAN

PERU PHILIPPINES POLAND PORTUGAL QATAR ROMANIA RUSSIA RWANDA SAINT VINCENT SAUDI ARABIA SCOTLAND SINGAPORE SLOVAKIA SOMALIA SOUTH AFRICA SOUTH KOREA SRI LANKA SUDAN SWEDEN SWITZERLAND SYRIA TAIWAN TANZANIA THAILAND TRINIDAD & TOBAGO TURKEY UKRAINE UAE URUGUAY USA VENEZUELA VIETNAM YUGOSLAVIA ZAMBIA

These cultural profiles were developed in association with the AMNI Centre at the Faculty of Social Work, University of Toronto.

GO TO: www.cp-p.c.a/english, to access cultural profiles, and download information.

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SECTION 7 Community Resources

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IMMIGRATION SERVICES Resource/Agency

Contact Information

Diocese of Thunder Bay Pastoral Centre

1222 Reaume Street Thunder Bay, ON Ph: 343-9313 www.dotb.ca

Catholic Family Development Centre

380 Dufferin Street Thunder Bay, ON Ph: 345-7323 www.catholicfamilycentre.ca

Doors to New Life Refugee Services

Thunder Bay Multicultural Association 17 North Court Street Thunder Bay, ON P7A 4T4 Ph: 343-9313 Ph: 345-0551 [email protected]

Provides information and referral services for refugees

Citizenship and Immigration Canada Immigration Centre in Thunder Bay Consulates, Immigrants, Refugees, Settlement Services For information on obtaining citizenship, applications, refugee status and employment

Northern Women United For Change Provides immigrant women an opportunity to find employment and get settled

Sleeping Giant Refugee Sponsoring Group Interfaith sponsorship group for refugees

Thunder Bay Multicultural Association Provides information on social services, schools, health care, housing and recreational facilities; assistance in completing forms; arranges for interpreters and translators; résumé preparation and employment counselling and information about English as a Second Language training.

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221 Archibald Street North Suite 108 Thunder Bay, ON P7C 3Y3 Ph: 1-888-242-2100 www.cic.gc.ca 511 Victoria Avenue East Thunder Bay, ON P7C 1EH Ph: 622-4666 639 Grey Street Thunder Bay, ON P7E 2E4 Ph: 623-0717 Email: [email protected] 17 North Court Street Thunder Bay, ON P7A 4T4 www.tbma.ca Ph: 345-0551 Email: [email protected]

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Community Resources

EDUCATION Resource/Agency

Contact Information

Thunder Bay Catholic District School Board Elementary and Secondary Education

Fair Start Screens children as young as 18 months, promotes healthy child development, screens child’s vision, hearing, large/small motor skills, speech and language and social development.

459 Victoria Avenue West Thunder Bay, ON P7C 0A4 Ph: 625-1555 www.tbcdsb.on.ca Ph: 625-8819 http://www.fairstart.ca/

1450 Nakina Drive Thunder Bay, ON P7C 4W1 Ph: 474-6110 www.confederationc.on.ca

Confederation College Adult Education

125 Lillie Street South Thunder Bay, ON P7E 2A3 Ph: 622-5145 www.lakeheadschools.ca/adult

Lakehead Adult Education Centre Offers ESL classes from levels 1 to 8

955 Oliver Road Thunder Bay, ON P7B 5E1 Ph: 343-8110 www.lakeheadu.ca

Lakehead University Adult Education

EMPLOYMENT SERVICES Resource/Agency

Contact Information

975 Alloy Drive Thunder Bay, ON P7B 6N5 Ph: 1-800 622-6232 www.servicecanada.gc.ca

Thunder Bay Service Canada Centre Provides: Employment Services/Programs Employment Insurance Services

Lakehead Employment Services Workers select employment opportunities from those listed in job banks

YES Employment Services Workers select employment opportunities from those listed in job banks

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280 Park Avenue Thunder Bay, ON P7B 1C6 Ph: 768-2700 1116 Waterford Street Thunder Bay, ON P7B 5R1 Ph: 623-0768 www.yesjobsnow.com

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Community Resources

HEALTHCARE Resource/Agency

Contact Information

Thunder Bay Regional Health Sciences Center Hospital and Emergency Services

980 Oliver Road Thunder Bay, ON P7B6V4 Ph: 684-6000 [email protected] 35 Algoma Street North Thunder Bay, ON P7B 5G7 Ph: 343-2431 www.sjcg.net

St. Joseph’s Care Group Long term care facility

Thunder Bay District Health Unit Immunizations, vaccines, free dental services, pregnancy information, healthy living, resources and information about infectious diseases

999 Balmoral Street Thunder Bay, ON P7B 6E7 PH: 625-5900 www.tbdhu.com

POLICE AND FIRE Resource/Agency

Contact Information

Thunder Bay Police

Thunder Bay Fire and Rescue Services

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Non Emergency: Emergency:

684-1200 911

Office (days): After Hours: Emergency:

625-2103 625-2649 911

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Community Resources

POLITICAL REPRESENTATIVES Resource/Agency

Contact Information

MUNICIPALITY OF THUNDER BAY City of Thunder Bay (City Hall) Office of the city clerk and mayor

500 Donald Street East P.O. Box 800 Thunder Bay, ON P7C 5K4 Ph: 625-2110 Mayor: 625-3600

FEDERAL REPRESENTATIVES 409 George Street Thunder Bay, ON P7E 5Y9 Ph: 623-6000 1-800-667-6186

John Rafferty M.P. for Thunder Bay Rainy River

69 N. Court Street Thunder Bay, ON P7A 4T7 Ph: 345-1818 1-888-266-8004

Bruce Hyer M.P. Thunder Bay Superior North

PROVINCIAL REPRESENTATIVES 240 Syndicate Avenue South Thunder Bay, ON P7E1C8 Ph: 625-5900

Bill Mauro MPP Thunder Bay-Atikokan

215 Van Norman Street Suite101 Thunder Bay, ON P7A 4B6 Ph: 345-3647

Michael Gravelle MPP Thunder Bay-Superior North

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Community Resources

FOOD BANKS Resource/Agency

Contact Information

St. Vincent DePaul Society Non denominational volunteer organization to help those in need by providing emergency food hampers. This branch services the North Ward via Corpus Christi Roman Catholic Church. Help will be given a maximum of four times per year to families with children only. The requests are phoned in and are given to the dispatcher and then delivered by volunteers to the recipient’s address.

North Ward Contact 664 Red River Road Thunder Bay, ON P7B 1H8 Ph: 345-6541

Settlement.Org for Newcomers

www.settlement.org Find Help Close to Home greater clarity of roles and procedures > improved forms > expanded information for parents

RECOMMENDATION: THAT the proposed revisions to Policy 1005 – Administration of Oral Medication be approved effective August 31, 2009.

Joan Powell Superintendent of Education John DeFaveri Director of Education

95

POLICY: SECTION:

ADMINISTRATION OF ORAL MEDICATION 1000

:

Safety

APPROVAL/REVISION DATE: June 1, 2009

# Page

EFFECTIVE DATE: August 31, 2009

REVIEW DATE:

1

of

1005 4

August 31, 2014

CROSS REFERENCE: A:

POLICY STATEMENT OF PHILOSOPHY 1.1

In order to enable children with medical problems to enjoy as normal an educational experience as possible, the Thunder Bay Catholic District School Board will provide assistance with the administration of prescribed oral medication at school upon request from the parent* and verification from a physician that such medication must be taken at school.

1.2

It is the policy of the Thunder Bay Catholic District School Board to support the voluntary participation of staff in the administration of prescribed oral medication at school in accordance with the accepted guidelines and procedures. However, where voluntary participation is not practical or forthcoming, the Board will require individuals employed as Student Support Persons to provide the assistance, regardless of the primary purpose for their assignment to the school.

B:

GUIDELINES

2.

“Administration” for the purpose of this policy is defined as: ❏ ❏ ❏ ❏

3.

actual administration of the oral medication if appropriate or necessary; visual supervision and observation of the taking of the medication; safe storage and handling of the medication; recording of the administration on the approved form.

2.1

The primary responsibility for the administration of medication rests with the parent and child.

2.2

No medication shall be stored, distributed or administered outside the confines of this policy by any member of the school staff.

2.3

If, according to the family physician, oral prescription medication must be administered during school hours, then every attempt shall be made to have the child self-administer OR to have a family member administer the medication at school.

2.4

When oral prescription medication must be administered during school hours and when self or family administration is not possible, the Board will provide assistance.

2.5

The Board recognizes that a designated staff member(s), appointed by the Principal, shall be entitled to administer prescription medication when necessary and on an ongoing basis according to the procedures described in this policy.

PROCEDURES 3.1

Non-prescription drugs shall not be administered to pupils. The Principal shall, at the beginning of each school year, inform all parents that the school will not administer nonprescription drugs to pupils. (See Appendix A)

*Parent is used in this policy to refer to parent(s), guardian(s), a student who is 18 years of age or older, or a student who is 16 or 17 years of ages and has withdrawn from parental control.

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:

Safety

APPROVAL/REVISION DATE: June 1, 2009

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CROSS REFERENCE: 3.2

Prescription drugs shall be administered to students under the following conditions: 3.2.1

The school has received a completed authorization form from the parent and attending physician. (See Appendix B – “Request and Authorization for the Administration of Oral Prescription Medication”), or written confirmation from the parent that an existing authorization form continues to be valid.

3.2.2

The prescription drugs are hand-delivered by the parent or another adult to the Principal or his/her designate who shall inform the Principal as soon as possible.

3.2.3

The medication is provided in its original pharmacy container bearing the original pharmacy label.

3.2.4

The school Principal has signed the “Request and Authorization for Administration of Oral Prescription Medication” form, Part 3, thereby indicating that the administration of oral prescription medication to the student by an employee of the Thunder Bay Catholic District School Board is permitted in accordance with the procedures established by the school. Where a parent submits written confirmation in a subsequent school year to confirm validity of an existing authorization form, the Principal will attach the written confirmation to the authorization form (Appendix B) and update and sign Part 3 for the new school year.

3.2.5

A completed and signed Appendix B form is maintained in the Documentation File of the student’s OSR and in the student’s tracking book (see #4 below).

Once the above steps have been completed and it has been determined that oral prescription medication will be administered by an employee of the Thunder Bay Catholic District School Board, the school must develop procedures for the administration of the medication. Procedures will include: 1. Identifying staff member(s) to be designated as the employee(s) who will administer the medication; such employees are hereinafter referred to as “designated staff member(s)”. 2. Making such designated staff member(s) aware of the administration procedures. 3. Identifying a locked central location to store the medication. 4. Establishing a student’s tracking book to house the “Authorization for Administration of Oral Prescription Medication” form (Appendix B) and the “Medication Administration Record” form (Appendix C). Tracking notes will include the name of the medication, the dosage given, the date, time, and name of the designated staff member(s) who will administer the medication. The designated staff member(s) will sign every time medication is administered. 3.2.6

The roles and responsibilities of all individuals involved in the Administration of Oral Medication are described as follows: A.

SCHOOL PRINCIPAL The Principal shall be responsible for ensuring that: ❏

Parents and students are advised of their responsibilities. The principal will provide the parent with a copy of Appendix D of this policy.

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CROSS REFERENCE: ❏ ❏



❏ ❏ ❏ ❏ ❏

B.

Sufficient staff member(s) are designated to administer the oral prescription medication in accordance with the school’s procedures, collective agreements and this policy. An up-to-date and duly completed “Request for Authorization for Administration and Administration of Oral Prescription Medication” form (Appendix B) is placed in the OSR Documentation File and in the student’s tracking book. Where the parent has submitted written confirmation that the authorization form continues to be valid for a subsequent school year, the written confirmation shall be placed with the authorization form in the OSR Documentation File and in the student’s tracking book. The “Medication Administration Record” form (Appendix C) is included in the student’s tracking book, that proper tracking notes are kept, and that the student’s tracking book is otherwise properly maintained and organized. All documentation required under this policy is retained in accordance with the requirements set out in paragraph 3.2.7 of this policy. Appropriate procedures are established for the transport and administration of prescription medication on those occasions when the student attends out-of-school excursions. Appropriate procedures are established in the school for the notification of the parent or emergency contact should the student have an adverse reaction to the medication. Appropriate procedures are established to contact the parent when fewer than 3 days of medication remain at the school. Any medication remaining at the end of the school year is returned to the parent or taken to a pharmacy for disposal.

STUDENT The student shall, wherever possible and contingent on his/her physical and mental capabilities: ❏ ❏

C.

Report to the location in the school for the administration of the oral prescription medication at the appropriate time. Advise the Principal or the designated staff member(s) of any concerns he/she may have.

DESIGNATED STAFF MEMBER The designated staff member(s) shall be responsible for: ❏ ❏ ❏

Administering the medication as indicated on the “Request and Authorization for Administration of Oral Prescription Medication” form (Appendix B). Properly completing the “Medication Administration Record” form (Appendix C) every time the medication is administered to a student. Ensuring the student’s tracking book containing the “Request and Authorization for Administration of Oral Prescription Medication” form (Appendix B) and “Medication Administration Record” form (Appendix C) is kept up to date and organized. 98

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CROSS REFERENCE: ❏ ❏ ❏

D.

Following the out-of-school excursion procedures for the administration of medication as established by the Principal. Communicating relevant information to any person who may supervise students requiring medication. Immediately reporting to the Principal and the student’s teacher any concerns the designated staff member(s) may have concerning adverse reactions by the student to the medication or other concerns pertaining to the administration of the medication.

PARENT The parent shall be responsible for: ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏



3.2.7

Providing to the school a “Request and Authorization for Administration of Oral Prescription Medication” form, Part 1 (Appendix B) duly completed and signed by the physician. Where applicable, providing to the school in the following school year, written confirmation that the authorization form continues to be valid. Duly completing and signing Part 2 of the “Request and Authorization for Administration of Oral Prescription Medication” form (Appendix B), and providing same to the school. Providing the original prescription container bearing the original pharmacy label. Providing pharmacy information about the medication. Providing the school with emergency contact information should the student have an adverse reaction to the medication. Hand delivering the medication to the school and ensuring the medication supply is kept up to date. Delivering no more than twenty (20) days of medication to the school at any one time. Providing whatever information and assistance to the school and designated staff member that may be requested in relation to the administration of the medication. Teaching the child the procedures for the administration of oral prescription medication at the school, including:  Identifying the designated staff member(s) responsible for administering the medication;  Identifying the location to which the student should report for administration of the medication;  Communicating clearly to the student’s teacher, the Principal and/or designated staff member(s) any concerns regarding the administration of the medication. Removing the medication from the school at the end of the school year. (Medication that is not removed will be taken by the school to a pharmacy for disposal.)

Once the need for the administration of medication at school concludes, the Principal shall ensure that Appendix B is removed from the student's OSR. The Principal will retain Appendix B and the student's tracking book (which includes Appendix C) for one full calendar year after the need for administration of medication at school concludes. After the one-year retention period, the Principal shall ensure that Appendix B and the student's tracking book are destroyed. 99

T HU ND E R BA Y C AT HOL IC DI ST R IC T S CHOO L B OA R D CATHOLIC EDUCATION CENTRE – 459 VICTORIA AVENUE WEST,– THUNDER BAY, ON P7C 0A4 – PHONE (807) 625-1555 – FAX (807) 623-0431

JOHN DE FAVERI

Director of Education & Secretary

Appendix A – Policy #1005

Explanatory Letter Regarding Administration of Medication The Thunder Bay Catholic District School Board has adopted a comprehensive policy for the administration of medication. The purpose of this policy is to ensure that prescription drugs are administered correctly to those pupils who, as a result of proper physician and parental authorization, are deemed to require such medication. The school will not administer non-prescription drugs to pupils at any time. The school will administer prescribed oral medication provided all requirements of the policy are met. This policy includes, in part, a demand that the medication be administered from the original pharmacy container bearing the original pharmacy label. In addition, written authorization from the parent and physician shall include: 1. 2. 3. 4. 5.

Name of medication Dosage Frequency and method of administration Possible side effects, if any Dates for which the authorization applies.

Note: The authorization form is valid until the prescription expires or is altered by the physician, whichever comes first. If a prescription continues to be valid for the following school year, the school will require the parent* to provide written confirmation to the school that the authorization form continues to be valid and in effect. Written confirmation from the parent will be required at the start of every subsequent school year as long as the prescription is unchanged from the original authorization form. It is the responsibility of the parent to ensure that a new form is completed and returned to the school whenever a prescription is altered by the physician. Any cost associated with the completion of this authorization form is the sole responsibility of the parent. The Board assumes no liability as a result of the implementation of its policy on medication. Please note that a separate Board Policy (#1009) governs the administration of the EpiPen®. If you have any questions regarding our policy on medication, please contact your school Principal.

*Parent is used in this letter to refer to parent(s), guardian(s), a student who is 18 years or age or older, or a student who is 16 or 17 years of age and has withdrawn from parental control.

100

Appendix B Policy #1005

Thunder Bay Catholic District School Board

REQUEST AND AUTHORIZATION FOR ADMINISTRATION OF ORAL PRESCRIPTION MEDICATION This form must be completed to initiate the administration of medication at school. The authorization form is valid until the prescription expires or is altered by the physician, whichever comes first. If a prescription continues to be valid for the following school year, the school will require the parent* to provide written confirmation to the school that the authorization form continues to be valid and in effect. Written confirmation from the parent will be required at the start of every subsequent school year as long as the prescription is unchanged from the original authorization form. It is the responsibility of the parent to ensure that a new authorization form is completed and returned to the school whenever a prescription is altered by the physician. Any cost associated with the completion of this authorization form is the sole responsibility of the parent. *Parent is used in this form to refer to parent(s), guardian(s), a student who is 18 years or age or older, or a student who is 16 or 17 years of age and has withdrawn from parental control.

Student’s Name:

School:

Date of Birth:

Home Phone: Business Phone:

Emergency Contact: Relationship to Student:

Grade: Cell Phone:

PART 1: To be completed by Attending Physician This is to advise that I have prescribed the administration of the following oral medication, which must be taken during school hours. (K-6 schools: 9:00 a.m. – 3:15 p.m.; 7/8 and 9-12 schools: 8:45 a.m. – 2:30 p.m.)

Name of Medication:

Method of Administration:

Dosage:

Time(s)

How long is the child likely to need this medication: Possible hazards or side effects: Action to be taken should a reaction develop: Additional information if applicable (i.e. storage of meds, other allergies): Physician’s Name (Print)

Physician’s Address:

Physician’s Signature:

Physician’s Phone:

Date:

PART 2: To be completed by Parent  I understand that I am responsible for delivering to the school the medication in its original prescription container as supplied and labeled by the pharmacist with the student’s name and administration directions.  I request and authorize the principal or designated staff member(s) to administer the medication according to the Physician’s directions.  I understand that it is my responsibility to deliver the medication to the school, to ensure that the school has a sufficient supply of medication on hand, and to remove the medication at the end of the school year.

Signature of Parent:

Date:

PART 3: To be completed by Principal Staff Member to Supervise/administer medication:

Alternate #1: Alternate #2:

Location of Medication in the school: Signature of Principal:

Date:

NOTE TO SCHOOL: Once completed, this form is to be placed in the Student’s OSR Documentation File and tracking book. Once the need for the administration of medication at school concludes, this form shall be retained by the school in accordance with paragraph 3.2.7 of Policy 1005 – Administration of Oral Medication.

101

Page 2 To be copied on the reverse side of Appendix B ONLY IF a child has been prescribed two oral

medications, both of which must be taken during school hours.

PART 1: To be completed by Attending Physician This is to advise that I have prescribed the administration of the following oral medication, which must be taken during school hours. (K-6 schools: 9:00 a.m. – 3:15 p.m.; 7/8 and 9-12 schools: 8:45 a.m. – 2:30 p.m.)

Name of Medication:

Method of Administration:

Dosage:

Time(s)

How long is the child likely to need this medication: Possible hazards or side effects: Action to be taken should a reaction develop: Additional information if applicable (i.e. storage of meds, other allergies): Physician’s Name (Print)

Physician’s Address:

Physician’s Signature:

Physician’s Phone:

Date:

102

APPENDIX C – POLICY #1005

THUNDER BAY CATHOLIC DISTRICT SCHOOL BOARD MEDICATION ADMINISTRATION RECORD STUDENT’S NAME: SCHOOL:

GRADE:

TEACHER:

NAMES OF STAFF ASSIGNED TO ADMINISTER MEDS:

SIGNATURE:

1.

1.

2.

2.

Name of Medication to be Administered: DIRECTIONS: Date

STUDENT’S PICTURE

Prescribed Dosage: 1. 2. Time Given

Sign each time to indicate that the proper dosage of the prescribed medication has been administered. Record abnormal or unusual circumstances related to the administration of the medication. Signature of Staff Administering Medication

Comments/Observations/ Reactions

103

APPENDIX C – POLICY #1005

MEDICATION ADMINISTRATION RECORD Name of Medication to be Administered: DIRECTIONS: Date

Prescribed Dosage: 1. 2.

Sign each time to indicate that the proper dosage of the prescribed medication has been administered. Record abnormal or unusual circumstances related to the administration of the medication.

Name of Medication

Amount/ Dosage Given

Time Given

Signature of Staff Administering Medication

COPY THIS PAGE AS NECESSARY.

104

Comments/Observations/ Reactions

APPENDIX D – POLICY #1005

THUNDER BAY CATHOLIC DISTRICT SCHOOL BOARD

ADMINISTRATION OF ORAL MEDICATION AT SCHOOL

RESPONSIBILITIES OF THE PARENT

Regarding the administration of oral medication at school, the parent* is responsible for: 1.

Providing to the school a “Request and Authorization for Administration of Oral Prescription Medication” form, Part 1 (Appendix B) duly completed and signed by the physician. 2. Where applicable, providing to the school in the following school year, written confirmation that the authorization form continues to be valid. 3. Duly completing and signing Part 2 of the “Request and Authorization for Administration of Oral Prescription Medication” form (Appendix B), and providing same to the school. 4. Providing the original prescription container bearing the original pharmacy label. 5. Providing pharmacy information about the medication. 6. Providing the school with emergency contact information should the student have an adverse reaction to the medication. 7. Hand delivering the medication to the school and ensuring the medication supply is kept up to date. 8. Delivering no more than twenty (20) days of medication to the school at any one time. 9. Providing whatever information and assistance to the school and designated staff member that may be requested in relation to the administration of the medication. 10. Teaching the child the procedures for the administration of oral prescription medication at the school, including: o Identifying the designated staff member(s) responsible for administering the medication; o Identifying the location to which the student should report for administration of the medication; o Communicating clearly to the student’s teacher, the Principal and/or designated staff member(s) any concerns regarding the administration of the medication. 11. Removing the medication from the school at the end of the school year. (Medication that is not removed will be taken by the school to a pharmacy for disposal.)

*Parent is used in this document to refer to parent(s), guardian(s), a student who is 18 years of age or older, or a student who is 16 or 17 years of ages and has withdrawn from parental control.

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APPROVAL/REVISION DATE: March 30, 1992 CROSS REFERENCE:

A:

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REVIEW DATE: March 31, 1997

Parent Request Form, Physician Information, Medication Log

POLICY

OLD POLICY

STATEMENT OF PHILOSOPHY 1.1

In order to enable children with medical problems to enjoy as normal an educational experience as possible the Thunder Bay Catholic District School Board will provide assistance with respect to the administration of prescribed medication at school upon request from the parent and verification from a physician that such medication must of necessity be taken at school.

1.2

It is the policy of the Thunder Bay Catholic District School Board to support the voluntary participation of staff in the administration of prescribed medication at school in accordance with the accepted guidelines and procedures. However, in stances where voluntary participation is not practical or forthcoming, the Board may require individuals employed as Student Support Persons to provide the assistance, regardless of the primary purpose for their assignment to the school.

B:

GUIDELINES

2.

2.1

The primary responsibility for the administration of medication rests with the parent and child.

2.2

No medication shall be stored, distributed or administered outside the confines of the policy by any member of the school staff.

2.3

Where possible, the medication shall be administered at home rather than during school hours.

2.4

If, according to the family physician, the medication must be administered during school hours, then every attempt shall be made to have the child self administer OR another family member administer the medication at school.

2.5

When the medication is necessary during school hours in order to enable pupil's education to continue and when self or family administration is not possible, then the Board will provide assistance.

2.6

Board assistance will be through voluntary participation by its personnel.

2.7

The Board recognizes the rights of staff to choose not to be involved in the administration of medication.

3.

STANDARD PROCEDURE 3.1

The Parent or guardian is responsible for the completion and signing of the Parent Request Form.

3.2

The Parent or guardian is responsible for providing the School with a completed and signed Physician Authorization/Information Form.

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APPROVAL/REVISION DATE: March 30, 1992 CROSS REFERENCE:

4.

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REVIEW DATE: March 31, 1997

Parent Request Form, Physician Information, Medication Log

3.3

Parents or guardians shall be responsible for having the medication delivered to the school office.

3.4

The medication shall be delivered in sealed containers properly labeled with:

OLD POLICY

3.4.1

the student's name

3.4.2

name of medication

3.4.3

dosage

3.4.4

times to be given

3.5

Normally, no more than a five day supply of medication should be delivered to or stored at a school.

3.6

Care should be taken to store medication in a secure manner.

3.7

All medication whether self or staff administered at school should be recorded on a student medication log. This protects against both over and under administration. This is as important with self administered medication as it is with medication administered by staff to reduce the risk of over medicating.

EMERGENCY PROCEDURE 4.1

For the purpose of this policy, emergency is defined as those medical related problems that require an immediate response.

4.2

All standard procedures apply where appropriate.

4.3

All staff, teaching and non teaching, should be made aware of the condition.

4.4

Disclosure 4.4.1

Written parent consent is required to disclose information.

4.4.2

All staff who might be called upon to respond in an emergency.

4.4.3

Consideration should be given to disclosure of the information to the child's peers.

4.4.4

The principal shall arrange for professional training of staff on the proper administration of emergency procedures.

4.4.5

While participation is voluntary, all staff should be asked to participate in the training.

4.4.6

All staff need to be aware of the location of the medication and of the location of the names of those on staff who are trained to administer it.

107

Policy #1005

OLD POLICY

THUNDER BAY CATHOLIC DISTRICT SCHOOL BOARD ADMINISTRATION OF ORAL MEDICATION PARENT REQUEST ✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴

Name of Student

Birthdate

Address

Phone

School

Teacher

Parent's Name Business Address

Phone

Emergency Contact Person

Phone

✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴

Prescribing Physician's Name: Address: Phone Number: ✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴

Parental Request/Approval I hereby request and give my approval for the above named school to administer prescribed oral medication to my child in accordance with Board procedures. Parent's Signature: Date : ✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴

Revised June 16, 1999

108

Policy #1005

OLD POLICY THUNDER BAY CATHOLIC DISTRICT SCHOOL BOARD ADMINISTRATION OF ORAL MEDICATION PHYSICIAN: INFORMATION AND SIGNATURE Name of Pupil Birth Date:

Grade

Address

Phone

Parent's/Guardian's Name Business Address

Phone

✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴

Name of Medication(s): Instructions re administration of medication(s):

Medical condition requiring medication(s):

Duration of medication(s) to be given:

Anticipated reactions (if any):

✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴✴

Prescribing Physician's Name: Address: Phone Number: I certify that is essential for the above named child receive the prescribed medication(s) during school hours. Signature of Physician: Date:

Revised June 16, 1999 109

110

THUNDER BAY CATHOLIC DISTRICT SCHOOL BOARD OFFICE OF THE DIRECTOR BOARD MEETING: MONDAY, JUNE 1, 2009

SUBJECT:

AGENDA ITEM:

9.5

REPORT DATE:

May 28, 2009

2010 OCSTA AGM

Background Preliminary discussions have taken place with all involved with the planning of the 2010 OCSTA AGM scheduled for April 30th and May 1st, 2010 in Thunder Bay. With the 2009 OCSTA AGM behind us, detailed planning with the OCSTA staff can now take place without distraction.

Recommendation It would be advisable for the Board of Trustees to consider selecting a Vice-Chair for the 2010 OCSTA AGM Planning Committee.

John De Faveri Director of Education

5/29/09 111

THUNDER BAY CATHOLIC DISTRICT SCHOOL BOARD OFFICE OF THE DIRECTOR BOARD MEETING: MONDAY, JUNE 1, 2009 AGENDA ITEM:

10.1

REPORT DATE: June 1, 2009 SUBJECT:

Police In The Schools Protocol

Background Since 1997 the Thunder Bay Catholic District School Board has been party to a Memorandum of Agreement with respect to police involvement in our schools. The purpose of the protocol has been to provide school administrators, educators and police officers with a procedure that is consistent in all schools within Thunder Bay. Current Situation Trustees are aware, in February 2008 the Ministry of Education performed a significant overhaul of the Safe Schools Act. The changes in legislation have required us to review our current protocol. During this current school year, representatives from school boards and police services in Thunder Bay have developed a revised Police in the Schools Protocol. Significant new additions to the Protocol are in the areas of communication and threats to school safety. The new protocol is both compliant with current legislation and will serve to guide schools and administration in their dealings with police.

FOR THE INFORMATION OF THE BOARD

Rob Kruse Superintendent of Education John De Faveri Director of Education FG/sk M11 2009

112

POLICE/SCHOOL PROTOCOL DENNIS FRANKLIN CROMARTY HIGH SCHOOL

2009

ONTARIO PROVINCIAL POLICE

THUNDER BAY POLICE SERVICE

113

TABLE OF CONTENTS Required Elements for a Local Police/School Board Protocol 1.

Introduction

1

2.

Purpose

1-2

3.

Statement of Principles

2

4.

Role and Mandate of Police Services

2-3

5.

Role and Mandate of School Boards

3-4

6.

Definitions/Explanations of Terms

4-5

7.

Occurrences Requiring Police Involvement or Response

5

8.

Other Occurrences That May Require Police Involvement or Response

6

9.

Information Sharing and Disclosure

6-8

10.

Initial Police Contact

8

11.

Investigating School Incidents

9-11

12.

Police Interviews of Students

12-13

13.

Reporting of Children Suspected to be in Need of Protection

13

14.

Investigations Involving Students with Special Needs

13-14

15.

Occurrences Involving Children Under Age 12

14

16.

School Board Communication Strategy

14-15

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Protocol Evaluation Process

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Proactive Police Involvement

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Violence Prevention Programs

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Physical Safety Issues

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Risk Assessment Services

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Violent Incident Emergency Response Plan

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Summary

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1.

Introduction It is the policy direction of the Ministry of Education and the Ministry of Public Safety and Security that schools boards and police services establish a protocol for the investigation of school-related occurrences. This document will clarify the respective partners' roles, procedures, and decision-making authority of both police and school personnel. It is the practice of the co-terminus boards of education in Thunder Bay to co-operate with the police service signatories in maintaining safe and orderly environments in the schools. Police involvement is not restricted to investigations, but includes courtesy visits and educational visits. This mutually beneficial relationship will aid in maintaining the close liaison developed around school personnel, students, police officers and our communities. Neighborhood police in a community school(s) where available, reinforces and strengthens this beneficial relationship. Police officers, school administrators, educators and students shall work to support a co-operative and equal partnership aimed at reducing the number of incidents of anti-social behavior among youth while creating and maintaining safe and secure school environments. This partnership should be maintained as professionally as possible and be an exemplary model of collaboration and cooperation.

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Purpose The purpose of this document is to outline a protocol for responding to school related incidents, as directed by the Ministry of Public Safety and Security and the Ministry of Education between participating Police Services and School Boards who are signatories to this Protocol. A shared belief that schools must be safe places for learning, teaching, working and visiting is fundamental to this Protocol. Maintaining a safe school environment in which the best possible education for students can be provided is a shared responsibility. To promote and maintain a safe environment, the commitment to collaboration, cooperation, effective communication and partnership are key components of this Police/School Protocol (the “Protocol”).

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This Protocol: ? ? ? ? ? ? ?

Is intended to assist in providing greater safety and protection of students, staff, volunteers and visitors in the schools within the jurisdictions of the signatories; promotes a consistent approach across the areas served by the School Boards as to how police and schools respond to school related occurrences; encourages ongoing partnerships between police and the school community and contributes to the ongoing working relationship between police and School Boards; promotes joint consultation and partnership between the School Boards and the Police Services in maintaining a safe school environment; outlines appropriate responses to incidents where police involvement and intervention are required or requested; facilitates appropriate sharing and disclosure of information; and ensures that the obligations and requirements of both the education and law enforcement systems are met.

CAVEAT: While the intention of the protocol is for police and school officials to work in cooperation, they may have separate duties and responsibilities with respect to interviewing students involved in criminal activities. In these circumstances, police and school officials should review their respective policies and procedures (including this document) for guidance.

3.

Statement of Principles The guiding principles upon which the terms of this protocol are based are: ? ? ?

4.

the need to promote respect and civility in the school environment; the need to respect fundamental rights pertaining to racial, cultural, religious and other differences among students, teachers and staff; and the need to provide a balance between rights and responsibilities.

Role and Mandate of Police Services The primary role of the police is to prevent and solve problems related to both the safety and well being of persons and the protection of property. This includes intervening in crises or emergencies, conducting investigations relating to alleged breaches of federal and provincial statutes and performing other lawful duties as required. In the school context, this involves sharing with the school boards and their employees the responsibility for preserving the peace and preventing crime. It involves assisting in the preservation of a safe learning and working environment for the students, staff and others lawfully on school property. Additional roles and responsibilities of the police include: ? ?

enforcing federal and provincial legislation, including the Criminal Code, the Police Services Act and the Youth Criminal Justice Act; upholding the duties legislated under the Police Services Act;

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? ? ? ? ? ? ?

5.

assisting victims of crime; conducting law enforcement and criminal investigations; assisting in the development of young people's understanding of good citizenship; promoting and fostering a reduction of crime, both against and committed by young people; diverting young people away from crime and antisocial behavior; providing information on community safety issues; and, working in partnership with other government and community-based organizations to support positive youth development.

Role and Mandate of School Boards Under the Education Act, the principal of a school has an obligation to maintain order and discipline in the school. Under the Criminal Code and other legislation, the police have a duty to investigate criminal and quasi-criminal offences. Where offences are committed on school property or involve students of a school, it will be necessary for the principal and the police to work cooperatively in fulfilling their overlapping obligations and responsibilities. The school boards will endeavor to support their administration and staff with the implementation of the Student Crime Stoppers program and/or equivalent programs for students in secondary schools. The school board has a responsibility to develop and implement effective measures to deal with violence in schools. These measures include the establishment of safe schools and violence prevention policies and procedures, the incorporation of violence prevention in the curriculum, and the development of a code of conduct as required under the Safe Schools Act, 2000. It is the responsibility of the School Boards, including principals, teachers and school staff to: ? ? ? ? ? ? ?

abide by the legislated requirements under the Education Act and regulations to ensure a safe school environment; administer school related disciplinary actions (suspension and expulsion) when required; bring the provincial Code of Conduct to the attention of pupils, parents and guardians of pupils and others in the school as required under the Bill 212 and related Policy and Program Memoranda; ensure resources are accessible to assist school staff in promoting safe environments in schools; comply with the requirements legislated under the Child and Family Services Act, the Municipal Freedom of Information and Protection of Privacy Act and the Ontario Human Rights Code; develop policies on how to respond to crises, including a media relations plan; ensure that prevention and intervention strategies are available;

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? ?

provide opportunities for acquiring the skills necessary to promote safe school environments; and develop an effective consultation mechanism for soliciting input from staff, students, parents and school councils.

Should a conflict arise with respect to the Board's obligations under the Education Act and this protocol, the former will prevail.

6.

Definitions/Explanations of Terms It is recognized that principals and other school personnel are not judges or lawyers or police officers and that they cannot and should not be required to apply strict legal interpretations to incidents that occur in their schools. However, the following definitions are provided to serve as guidelines to assist principals and school personnel in assessing incidents and carrying out obligations pursuant to the Safe Schools Act, 2000, Bill 212, subsequent amendments and relevant Program /Policy Memorandums.

Police Response: direct police response immediately after or during an incident and at the scene of the incident. Police Involvement: police follow-up after an incident, including investigation and arrest. Police involvement also includes pro-active involvement with the school community. Physical Assault Causing Serious Injury: is the intentional application of force (in any degree at all) to a person without that person's consent. Bodily harm refers to any hurt or injury that is more than merely transient or trifling in nature which interferes with the health or comfort of the person, and includes (but is not limited to) injuries that receive medical attention. Any cut that requires stitches or any broken bone or fracture should be considered a serious injury. Serious injury could also include multiple minor injuries. Sexual Assault: a sexual assault occurs where a person, without consent, intentionally applies force, or intentionally threatens to apply force, to another person in circumstances of a sexual nature such as to violate the sexual integrity of the victim. Robbery: a robbery occurs where a person uses violence or threats of violence to steal money or other property from a victim. Extortion: using threats, accusations or violence or threats of violence to induce any person to do anything or cause anything to be done. Criminal Harassment: criminal harassment occurs where: (1) a person repeatedly follows an individual from place to place or repeatedly communicates with an individual or watches the home or place of work of an individual or engages in threatening conduct directed at a person or a member of that person's family; and (2) the victim of the criminal harassment is caused to reasonably, in the circumstances, fear for his or her safety.

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Possession of Drugs: occurs when a person has an illicit drug or narcotic, as set out in the Controlled Drugs and Substances Act, in his/her actual possession or jointly with others, Including knowingly possessing an illegal drug elsewhere. Trafficking Drugs: means to sell, administer, transfer, transport, send or deliver any illicit drug or narcotic as set out in the Controlled Drugs and Substances Act. Weapon: means anything used, designed to be used, or intended to for use in causing death or injury to any person or to threaten or intimidate any person. Weapon includes a firearm and any device that is designed or intended to exactly resemble or to resemble with near precision a firearm. Explosive Substance: includes anything used to create an explosive device or capable of causing an explosion. Hate and/or Bias Motivated Incidents: means any incident that is motivated by bias, prejudice or hate based on race, national or ethnic origin, language, colour, religion, sex, age, mental or physical disability, sexual orientation or any other similar factor. Uttering threats to inflict serious bodily harm: occurs where an individual knowingly conveys to another person a threat to cause death or bodily harm to another person. Trespass: a trespass occurs where an individual who is subject to a notice under the Trespass to Property Act enters on school property and may include instances where an individual is on school property in contravention of the Access to School Premises regulations. Gang-Related Incidents: are incidents in furtherance of gang intimidation and activity in a school community.

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Occurrences Requiring Police Involvement or Response The Model Provincial Protocol establishes occurrences that require police involvement or police response. While the Principal has the discretion to determine the appropriate level of police involvement or police response, incidents outlined in this section that involve violence or the imminent threat to the safety and security of the school community will require police response. Incidents outlined in this section, which are considered less serious or which do not involve an imminent threat to the safety and security of the school community may not require police involvement. Situations in a school where police response or involvement is required include the following: ? ? ? ? ? ?

physical assault causing bodily harm requiring professional medical attention; sexual assault; robbery; criminal harassment; weapons offences; and drug offences (e.g., trafficking)

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8.

Other Occurrences That May Require Police Involvement or Response Other occurrences where police shall be involved include hate- and/or bias-motivated incidents; ? gang related incidents; ? extortion; ? threats of serious physical injury; ? incidents involving vandalism; and ? trespassing incidents (provisions under the Access to School Premises Regulation ? (O. Reg. 474/.00), and the Trespass to Property Act). any other offence included as determined by school or board administration ? Police involvement in other incidents should continue to be assessed on a case-by-case basis.

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Information Sharing and Disclosure Information in the possession and custody of School Boards is governed by the following legislation: Education Act Under the Education Act and in accordance with the regulations and the guidelines issued by the Ministry of Education, a principal is responsible for collecting information for inclusion in a student's record. The Ontario Student Record (OSR) contains information such as transcripts, report cards, and photographs. The OSR will also include, where applicable, a Violent Incident Form. This form contains: ? ? ? ?

a description of the incident; a reference to the call to the police, if applicable; a reference to the school/board disciplinary response to the incident, if applicable; and/or a copy of the school board's letter(s) to the student and/or parent(s) or guardian(s) regarding the suspension or expulsion for violent behaviour.

Under the OSR statute, information in the OSR is privileged for the information and use of supervisory officers and the principal and teachers of a school for the improvement of instruction of a student. Disclosure of its contents to the police may be made in the following circumstances: ? ? ?

with the written permission of the parent or guardian of the student or, where the student is an adult, with the written permission of the student; through a warrant requiring the surrender of an OSR to the police; or through a subpoena or appropriate court order requiring production of an OSR.

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Municipal Freedom of Information and Protection of Privacy Act All records of personal information are subject to the provisions of the Municipal Freedom of Information and Protection of Privacy Act. The Municipal Freedom of Information and Protection of Privacy Act Sec. 32(g) permits a school board to disclose confidential information to the police to aid in an investigation undertaken with a view to a law enforcement proceeding or from which a law enforcement proceeding is likely to result. In non-urgent situations, police should provide a written statement that the Identified information is required by the police to aid in an investigation undertaken with a view to a law enforcement proceeding or from which a law enforcement proceeding is likely to result. Youth Criminal Justice Act The Youth Criminal Justice Act protects the privacy and identity of young persons. The provisions of the Youth Criminal Justice Act prohibit all persons, including police, youth courts and school board officials, from disclosing the identity of a young offender. Disclosure is allowed between police services and school authorities to ensure safety of Staff, students or other persons or when authorized by a court order. The act also includes provisions that deal with the disclosure, security, storage and destruction of information pertaining to young offenders. The sharing of information must take into account a balance between the need to share information in a timely fashion, particularly when safety is a concern, and the need for confidentiality. Legal authorities pertaining to disclosure are included in the following pieces of legislation: - s. 32(g) of the Municipal Freedom of Information and Protection of Privacy Act; - s. 42(g) of the Freedom of Information and Protection of Privacy Act; - s. 110(1) of the Youth Criminal Justice Act (identify of offender not to be published); - s. 125(6) of the Youth Criminal Justice Act (provides for access to records by a representative of a school board or school for specific purposes, as set out in the Act); and - binding case law. Judicial Proceedings Affecting Schools In prosecutions of students under the Youth Criminal Justice Act and the Criminal Code, courts frequently impose obligations upon the accused students that also affect the schools themselves; for example, a bail or probation order may require the student to attend school or prohibit the student from returning to school, or require that the student not comes closer than some minimal distance from the alleged victim. At the same time as the court action is proceeding, the school may be in the process of suspending or recommending the expulsion of a student pursuant to the authority in the Education Act. Unfortunately, the court often neglects to recognize this type of conflict, and that the school may not be in a position to honor the obligation thus imposed. Even if the school had the lawful authority and the facilities to observe the condition, most often, no provision is made for advising the school of any such restriction or obligation.

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Accordingly, whenever charges are laid against a student, the police officers involved in the case should consult with school administrators before recommending release and/or probation conditions. Correspondingly, school administrators are encouraged to initiate discussions with the police regarding such conditions. In addition, police officers will endeavor to alert the school and seek to assist the school in its efforts to accommodate the bail or probation order while at the same time continuing to exercise its powers and fulfill its obligations under the Education Act. School Personnel Notes It is recognized that events occurring at school in which the police are or may become involved sometimes give rise to a summons to the witness to appear in court, and with the passage of time, immediate recall of details of events becomes progressively more difficult. There is wisdom, therefore, in recording these details contemporaneously with the events themselves. Such details when maintained should be kept in a journal and available for reference when required; include dates, times, names of witnesses interviewed and any relevant observations; and, where appropriate, might also include a summary of any action taken by school administration.

Child and Family Services Act It is everyone's duty to report to the Children's Aid Society those children who are suspected to be in need of protection (section 72(1) of the Act). This requirement overrides the provisions of any other provincial statute that may prohibit disclosure. Information should be shared in a manner that respects the vulnerabilities of children who may be in need of protection. The Youth Criminal Justice Act (in s.35) also outlines the authority to refer a young person to a child welfare agency to determine whether the youth is in need of child welfare services.

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Initial Police Contact When conducting an investigation, police will make every effort to minimize disruption to school routines. In all instances of non-emergency police investigations and except in extraordinary circumstances, (e.g. fresh pursuit an officer chases a suspect into a school), details of which must be explained to the principal, police officers are expected to report to the main school office prior to commencing an investigation in the school. This will permit the principal (or appropriate vice-principal) to greet the officer, and facilitate the process. Police will also: ? ? ?

provide proper identification to the principal or designate; explain the purpose of the visit; and contact, or make arrangements with the principal or principal's designate to contact the parents of students under the age of 18.

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11.

Investigating School Incidents When conducting investigations in schools, police must comply with all relevant legislation Major criminal investigations (e.g., sexual assault) shall be undertaken in accordance with the local police service's criminal investigations plan and, where required, with the Ontario Major Case Management Manual. A)

Legal Rights

During a police investigation of a school incident, it is the responsibility of the police to explain to a young person his or her rights in a manner that enables him or her to understand them. The principal/designate will inform the police of any special circumstances which may impede the student in expressing or understanding written or oral communication. In the investigations of school-related incidents committed by young persons, particular attention should be given to procedures that are consistent with the following provisions: ? ? ? ?

parental notification upon arrest (section 26(1), Youth Criminal Justice Act); right to counsel (section 25(1), Youth Criminal Justice Act); protection of privacy (section 110(1), Youth Criminal Justice Act); and admissibility of statements (section 146(1), Youth Criminal Justice Act).

Consideration must also be given to the relevant provisions of the Charter of Rights and Freedoms, Child and Family Services Act, Municipal Freedom of Information and Protection of Privacy Act, Freedom of Information and Protection of Privacy Act, and Youth Criminal Justice Act. A principal has the duty to carry out an investigation to establish the nature and extent of an offence, but when it appears that an offence has been committed, requiring mandatory police involvement or response, the police shall be contacted. Despite police involvement, response, or investigation, recognition is accepted of the Duty of the Principal under the Education Act to investigate activities relating to behaviour, discipline, and safety. However, in the case of minor offences not listed as requiring mandatory police involvement, it will be left to the discretion of the principal as to whether or not the police are contacted. Principals should take detailed notes on their actions/conversations with any individuals involved in an investigation. B)

Search and Seizure

This protocol does not deal with searches and seizures carried out by principals and authorized school personnel in pursuance of their statutory duties under the Education Act. Such searches should be conducted in accordance with school board policies. Section 8 of the Canadian Charter of Rights and Freedoms (the “Charter”) provides that “Everyone has the right to be secure against unreasonable search and seizure.” In applying this provision in a school context, Canadian courts have held that in carrying out the duty to maintain order and discipline in a school, a school authority may search a student. However, the courts have ruled that the school authority must have 9 123

“reasonable grounds” to believe that there has been a breach of school regulations and that a search of a student would reveal evidence of that breach. The courts have also held that a warrant is not essential in order to conduct a search of a student by a school authority. The courts have recognized that school authorities are in the best position to assess information given to them and relate it to the situation existing in their school. The following may constitute reasonable grounds: ? ? ? ?

information received from one student considered to be credible; information received from more than one student; a teacher's or principal's own observations; and any combination of these pieces of information which the school authority considers to be credible.

In most circumstances, police seeking to conduct any searches, including locker searches or other property searches in a school, are required to first obtain a search warrant. Upon arriving at the school, the police shall serve the principal of the school, or the principal's designate, with the search warrant. The police shall also provide the principal with a reasonable opportunity to review the search warrant and, if necessary, obtain legal advice from the school board's lawyers. Where a principal is served with a search warrant under the Criminal Code requiring the surrender of the OSR, the principal is obliged to comply with the search warrant. As with arrests, the police shall, in the interest of school safety and morale, consult with the principal and consider alternatives to the extent possible, and effect any search of a student at a location other than a school. When it is necessary that a search of a student or of school property occur at school during school hours, to the extent possible, such a search will be made in such a manner that will minimize disruption of school routines. School personnel are advised that where police are required to arrest a student, the police may be required to conduct a search of that student arising out of that arrest. In such circumstances, the police are not required to obtain a search warrant. In urgent circumstances, the police may be required to conduct a search without notice and without a warrant. Following such a search, the police shall advise the principal or the principal's designate of the reasons for the search.

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C)

Arrest and Detention

Whether or not the incident giving rise to the necessity to arrest is school-related, the police shall, in the interest of school safety and morale, consult with the principal and consider alternatives to the extent possible, and effect the arrest at a location other than a school. 1.

2.

When it is necessary that a student be arrested at school during school hours, to the extent possible, such an arrest will be made in such a manner that will minimize disruption of school routines. Where a student is to be arrested on school premises during school hours, and so long as circumstances (when reasonably assessed) permit, police will contact the principal to arrange a suitable procedure by which police will access the student.

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Where a student is to be arrested, police shall not be denied access to the student.

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There may be circumstances in which physical restraints will be necessary. These will be employed with full regard for the safety of those involved in accordance with this protocol, police procedure and the arresting officer's discretionary powers.

The principal will notify the parents/guardians promptly that the student has been removed by the police from the school, except, -

where the advise would compromise the safety of the student or others (i.e. When an alleged child abuser is the parent or guardian), or for a relatively short period of time (say a couple of hours) where the police advise that it is necessary to attend at the home to preserve physical evidence (such as stolen goods).

In any event, however, contact should be made, if possible, by the end of the school day. Parties to this agreement recognize that on occasion exigent circumstances such as “fresh pursuit” or urgent circumstances will not permit police notification/consultation with the principal or designate prior to arrest. In such cases, the principal/designate shall be notified as soon as possible after the arrest, detention or search. D)

Victim Assistance

The principal/designate shall offer victim assistance in conjunction with appropriate board personnel, and /or local community support programs.

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12.

Police Interviews of Students Normally, interviews of students by police for investigation purposes shall not occur at school. On occasion, police may have to interview students who may be suspects or witnesses. The following procedure will be used when students are being interviewed on school property. If police wish to interview a student on school property, the police shall contact the principal or vice-principal to advise the nature of the visit and to request a meeting with the student. If the student who is being interviewed is under 18 years of age and is considered a suspect, it is the responsibility of the police to inform the student of his/her rights: specifically, the right to speak to a lawyer, the right to speak with his/her parents/guardians or any other adult relative or adult who may be of assistance to him/her. In consultation with the police, the school will attempt to contact the student's parents/guardians to inform them that their child is being interviewed by the police as a suspect, witness or charged person. The parents/guardian have the right to attend and be present during the interview, provided the student agrees to their attendance (as per the Youth Criminal Justice Act). If the school is unable to contact the parents/guardians, within a reasonable amount of time, the principal or vice-principal or another adult that the student chooses, must be present during any interview held at the school provided the student agrees to their attendance. If the student expresses his/her right not to have the principal or vice-principal present, the school administrator will request that the police conduct their investigation off school property. The principal and vice-principal and the police will document the details. The police may elect to take the student to the police station to obtain a statement. If the student is removed from school, the principal or vice-principal will notify the parents/guardians as soon as possible. If a student is a Crown ward or a ward of the Children's Aid Society or Dilico, the legal guardian is considered to be the Children's Aid Society or Dilico. There may be times of exceptional circumstances when the parents/guardians of a student being interviewed should not be contacted; for example, the parents/guardians are party to the offence and to contact them immediately may interfere with the police investigation. In such cases, it is the responsibility of the police to determine the proper course of action. In situations where the student is a child in need of protection and the Children's Aid Society or Dilico is involved, school and police officials should discuss and come to agreement with the Children's Aid Society on the timing and procedure for notifying the parent/legal guardian (e.g., cases of suspected abuse or neglect at the student's home). In child protection cases, it is often appropriate to conduct a joint interview involving the Children's Aid Society or Dilico and the police. If the student, who is being interviewed by the police is 18 years of age or older, and therefore an adult, the school shall not contact the parents/guardians without the permission of the student. If the adult student expresses the desire that he/she does not wish his/her parents/guardians be contacted, the principal or vice-principal shall be

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present during any interview of the student held at the school, provided the student agrees to his/her attendance. It is the responsibility of the school to communicate to the police where a student is known to have a behavioural, cognitive, physical or a learning disability that may impede the student from expressing or understanding written/oral communication. This may include any language barriers requiring the services of an interpreter. The principal or vice-principal shall remain with the student during any interview held at the school, involving a student with any of the above-described disabilities/conditions. School administrators should make every effort to assist the police by providing a private room for such interviews, to ensure confidentiality for police, students and/or Parents/guardians. If the principal or vice-principal is to be in attendance during an interview, the police shall explain in advance interview methodology, including a brief overview of the format of the interview. Where interviews with students are to be recorded in audio or video, the principal or vice-principal along with the interviewee is to be informed in advance. If the student is not in attendance at school, where the police require information to aid in an investigation undertaken with a view to a law enforcement proceeding, the school shall inform the police of the student's proper date of birth, address, phone number and the parents'/guardians' home and business phone numbers, in accordance with section 32(g) of the Municipal Freedom of Information and Protection of Privacy Act.

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Reporting of Children Suspected to be in Need of Protection Where child abuse and/or neglect is suspected, school personnel are required to follow the reporting procedures contained in the Board Policy on Reporting of Children in need of Protection.

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Investigations Involving Students with Special Needs School officials and police have a duty to ensure that all members of a school community are able to work and learn in a safe environment. Under the provincial Code of Conduct, police involvement or response is required for all incidents included under sections 7 and 8 of this Protocol. Where the alleged offender is an identified exceptional student, the student's parent/guardian will be contacted as soon as possible. Every attempt will be made to provide specialized supports/resources, if needed, for the student during an investigation (i.e., a hard-of-hearing student may require a signer during a school or police investigation). Where a student's disability is Deemed to have prompted the prohibited behaviour (i.e., student with pervasive

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developmental disorder who damages school property) modified consequences may be determined following consultation with the Superintendent of Schools. In all cases where modified consequences are applied, a review of the Individual Education Plan will occur in order to ensure that an appropriate behaviour management plan, which addresses the need to provide a safe environment for all members of the school community, is in place. The revised plan would include additional parental, board and community resources in order to prevent a recurrence of the behaviour.

15.

Occurrences Involving Children Under Age 12 Although there is no legal authority to charge a child under the age of 12 with an offence, police shall be called for any incidents listed in Sections 7 & 8 of this protocol (mandatory reporting to police). Police may apprehend a child under the age of 12 in certain circumstances, pursuant to the Child and Family Services Act. It is also recognized that the police may be involved in situations involving children under the age of 12 and may be required to interview children under the age of 12 in certain circumstances. The procedures for interviewing students under the age of 18 apply to interviews with students under the age of 12. However, any police contact with children under the age of 12 must be conducted with sensitivity to the age of the child. Police shall be involved for occurrences outlined in section 7 and 8 of the Protocol.

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School Board Communication Strategy Violence in our schools today is recognized as more than a school problem; it is a larger societal issue that necessitates a broader, holistic approach from all community partners. The design and development of successful safe schools protocols, policies and practices, which are acceptable to the broader school community, require a collaborative effort and input from all key constituents educators, police, parents/guardians, students and other members of the community. Similarly, the successful implementation of this Protocol will depend on a strong and comprehensive communication plan that ensures ongoing input is received from our school council members, parents/guardians, staff, students and other members of the broader school community. This Protocol supports and reinforces other safe school programs and curriculum currently offered throughout our schools. The communication strategy is designed to promote its content and principles will become part of the ongoing high profile provided to other safe school initiatives.

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Several measures will be taken to promote the principles and provide an understanding of the contents of the Protocol, as well as to ensure regular and meaningful input is obtained from the community. These include: ? ? ? ? ? ? ? ?

promoting the Protocol with local media and through internal communication vehicles within the Board and Police Services; encouraging parent/guardian support in prevention, intervention and follow-up programs for students; identifying the school principals as the primary contact for the Protocol; sharing of press releases and/or general communication between Police Services, School Boards and specific schools that relate to school occurrences; ongoing support for the collaborative and effective school community policing initiatives currently underway in the schools; liaising with other School Boards and Police Services to learn from other experiences and to promote best practices; and utilizing newsletters and other board and police service publications as vehicles for promoting safe school initiatives and the Protocol. See Appendix B School Board Communication Strategy Protocol

As new provincial regulations related to safe schools are released, or as other changes are required to this document, the Protocol will be revised. Any revisions to the Protocol will be also announced and shared with community partners as part of the ongoing commitment to communication.

17.

Protocol Evaluation Process Every three years, school and school board staff, police, school councils, students and community members will conduct a formal review of this Protocol and assess the effectiveness of the Protocol.

18.

Proactive Police Involvement Police provide a visible and positive image of law enforcement. They serve as a confidential source of counselling to students concerning problems they face. They bring expertise into schools that will help young people make more positive choices in their lives. They also work to protect the school environment and to maintain an atmosphere where teachers feel safe to teach and students feel safe to learn. The following programs/initiatives enrich school / police partnerships: -

School walk-throughs by Police Officers; School Resource Officers; anti-bullying education/programs; anti-gang education; career information programs; and other programs as identified. (e.g. related curricula).

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19.

Violence Prevention Programs This Protocol is one component of a broader partnership among schools, police and other community partners. A co-ordinated and multifaceted approach is required to prevent school violence. Police work in partnership with schools and other agencies to deliver programs relating to topics such as: substance abuse education, conflict resolution, mentoring, anti-violence, and student crime stoppers.

20.

Physical Safety Issues When requested, Police Services should work in cooperation with local schools to assess and advise with respect to physical safety of buildings and/or school premises. The police will make such support available to schools.

21.

Risk Assessment Services The Police Services recognize the need to assist schools in assessing students who may provide a threat to the school community. Risk and/or threat assessment services are available through the Ontario Provincial Police Behavioral Sciences Unit. Requests should be made through and in consultation with the local detachment/police service.

22.

Violent Incident Emergency Response Plan See Appendix A: LPS Lockdown Practice

23.

Summary It is the goal of this Protocol to support the promotion and maintenance of a safe school environment. By this enactment the needs and the rights of the total school community which includes, but is not limited to victims, witnesses and accused are recognized. Beliefs, procedures and expectations recognized and accepted through the partnership of the Boards and Police Services promote the following objectives: ? ? ?

enhanced safety of students, staff, other members of the school community, police and emergency services personnel; enhanced staff morale; and enhanced public confidence.

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POLICE/SCHOOL PROTOCOL This Protocol reflects the long-standing spirit of co-operation that has prevailed in service to students, staff, parents and other members of our school community.

Dated at Thunder Bay this 20th day of May, 2009.

CONSEIL SCOLAIRE DE DISTRICT CATHOLIQUE DES AURORES BOREALES Sylvianne Mauro, Directrice de l'education

THUNDER BAY CHRISTIAN SCHOOL Bea Hayen, Principal

DENNIS FRANKLIN CROMARTY HIGH SCHOOL Brad Battiston, Principal

THUNDER BAY CATHOLIC DISTRICT SCHOOL BOARD John De Faveri, Director of Education

LAKEHEAD PUBLIC SCHOOLS Terry Ellwood, Director of Education

ONTARIO PROVINCIAL POLICE NORTHWEST Ron van Straalen, Regional Commander

THUNDER BAY POLICE SERVICE Robert P. Herman, Chief of Police

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THREATS TO SCHOOL SAFETY

DENNIS FRANKLIN CROMARTY HIGH SCHOOL

APPENDIX A

POLICE/SCHOOL PROTOCOL 2009

ONTARIO PROVINCIAL POLICE

THUNDER BAY POLICE SERVICE

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Appendix A

Threats to School Safety Response Procedures

April 2009

Shelter in Place Possible Environmental Danger in the School Neighbourhood

Hold & Secure Possible Danger in the School Neighbourhood

Full Internal Lockdown Danger on the School Site

Concealed Weapons Presence of Weapons

Table of Contents 1.

Introduction

2

2.

Threats to School Safety

3-6

Important Considerations Initiating, Lifting and Follow-up Communication Plan Coordinating School Threat Response 3.

Shelter in Place Procedures

7 - 10

4.

Hold and Secure Procedures

11 - 13

5.

Lockdown Procedures

14 - 16

6.

Concealed Weapon Procedures

17 - 18

7.

Administrator Checklists

19 -21

8.

Staff Checklists

22 - 25

9.

Classroom Posters

26 - 18

10.

Letter to Parents

29

11.

Threats Response Event and Drill Chart

30

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1.

Introduction School Boards of Thunder Bay have a primary responsibility to ensure the safety of students and staff inside Board buildings and on Board property. Central administrative policies and procedures provide direct support to school principals and vice-principals in the management of a crisis situation. These supports have been developed through community consultation and through collaboration with the Thunder Bay Police Service and the Ontario Provincial Police. This reference is intended to assist you in the first hours when a threat to school safety Ooccurs in or near your school.

Shelter in Place Possible Environmental Danger in the School Neighbourhood

Hold & Secure Possible Danger in the School Neighbourhood

Full Internal Lockdown Danger on the School Site

Concealed Weapons Presence of Weapons

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Important Considerations When Responding to a Threat to School Safety 1.

Your response may be influenced by your proximity to the event. For example: · · ·

2.

Your ability to gauge the reliability of the information you receive about a threat can have a significant impact on the outcome. · · · · · ·

3.

whether you are personally involved in the incident whether you are near the incident scene, but not directly involved whether you are away from your school at another location

the initial information you receive about a crisis often contains erroneous assumptions and misinformation the process by which you investigate, interpret and respond to a crisis is critical to the outcome speculation and rumours will travel quickly and may obscure the facts your firsthand observations may be strongly affected by the nature of the incident your personal emotional and physical reactions may affect your decision making abilities it is often difficult to obtain accurate information from someone who has experienced a traumatic event

Be aware that a fire alarm may sound during a threat response. Ensure that an evacuation is actually necessary due to a fire. Active attackers may set a fire or activate the fire alarm as a ruse to access possible victims. Discretion must be used in each situation.

A true and accurate fact pattern takes time to emerge. It will be necessary to continually evaluate the situation and to revise your responses.

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Initiating, Lifting and Follow-up to Threat Responses Initiating a Threat Response Once the Principal has determined the nature of the threat, it is important to initiate the appropriate threat response procedure in accordance with the guidelines outlined herein. Due to the rapid progression of events, it is necessary to delegate responsibilities to all members of the community. This highlights the need for proactive planning and practice. It will be necessary for the Principal to delegate procedures outlined on the Administrator Checklists for an efficient and effective response. It is essential to document unfolding events once a threat response has been initiated. __________________________________________________________________________________

Lifting the Threat Response Once school officials receive word from Police or Emergency Services that the danger has passed, the threat response will be lifted. Staff must be aware that direction to lift a threat response will only be issued by school administration or emergency personnel. __________________________________________________________________________________

Follow-up to a Threat Response The Principal must communicate to Board officials and the school community both the details of the threat and the effectiveness of the school response. Specific recommendations are included in the outline of each procedure. The Crisis Response Team is available to assist the school community. __________________________________________________________________________________

Preparing your Response When confronted with a threat to school safety, there are some broad questions to consider that will inform the actions you will take. These will enable you to clarify needs and priorities, prepare a strategy and implement a response: 1. 2.

3. 4. 5.

4

What is the nature of the threat? What is the potential for escalation and/or heightened risk? Your first priority is to minimize the ongoing danger and to ensure the · health and safety of everyone in the school. · Maintaining a state of 'deliberate calm' within the school is paramount at this time. Are emergency services required? Is there need to ensure access/direction for emergency vehicles? Is there information about the crisis that requires further verification and assessment? · Your ability to listen carefully as information comes in is critical Your response will require decisiveness, flexibility and effective · communication Ensure that all of those directly involved have been interviewed · 136

Appendix A

Threats to School Safety Response Procedures 6.

7. assistance 8. 9. 10.

Is the area secured for purposes of safety and evidence-gathering? · Take measures to de-escalate the situation if possible · Assign personnel to supervise the secured area as needed What immediate legal or regulatory compliance issues should be addressed? Contact your Superintendent and Communications Department for information and What personnel need to be contacted immediately? Follow notification protocol See Appendix B · Has an alternate evacuation site been determined and communicate to the Board and the school community? Have parents been informed that a staging area may be established by Police in order to provide updates and direction?

Communication Plan During a threat to school safety, it is the Principal's responsibility to inform all relevant groups according to the Board's notification process. This task may need to be delegated. 1.

Superintendent or Designate a) This is the first contact after emergency services have been notified. b) The Superintendent/Designate will then inform: Director of Education · Communications Department · Transportation Department · Local trustee · Chair of the Board · Others as applicable ·

2.

Parents a) Post signs on doors and windows. This will not apply in a lockdown response. b) Prepare a message for the school answering system. The Communications Dept. will assist in developing this message. This assistance may not apply in a lockdown response. c) The Communications Dept. will endeavour to notify parents; however, certain situations may preclude this possibility. d) Remind parents that access to the school/students is not permitted during periods of threat to school safety. e) Suggest that parents keep informed through media reports. In certain situations, a parent staging area will be established in order to provide information updates and direction.

3.

Communications Department a) Provide the details of the threat to school safety. b) Include school name and address, number of staff and students, Principal's contact information. When the media request information: 1. Call Board Communication Department for direction. 2. Remind staff that only authorized personnel should speak to the media. Direct all calls from the media to Board Communications Dept. Do not allow the media to film or speak with students without parental permission.

5 137

Appendix A

Threats to School Safety Response Procedures

Coordinating School Threat Responses Among the Thunder Bay Police Service, Ontario Provincial Police and Thunder Bay Schools

SITUATION A When POLICE initiate the Threat Response

SITUATION B When a PRINCIPAL initiates the Threat Response

Police attend a school and advise the Principal of incident. Police will give suspect description(s) and updates wherever possible

School staff aware of a situation occurring in the school or neighbourhood

PRINCIPAL Determine type 1. Shelter in Place - possible environmental danger in

1

Be prepared to provide any of the following information if appropriate and available:

the vicinity

·

2. Hold and Secure - possible danger in school area 3. Lockdown - danger on school site Initiate School Threat Response

PRINCIPAL phones POLICE to advise of School Threat Response status Lockdown – 9 - 1 - 1 2a Hold and Secure – 9 - 1 - 1

· ·

If PRINCIPAL requires an update: COMMAND POST OIC (Officer in Charge) will provide a phone #

· · · · ·

PRINCIPAL contacts the necessary Board personnel as per Board Practices

3

NO COMMAND POST 684-1251 2b

· · · ·

PRINCIPAL may advise other schools in the immediate vicinity of the Threat Response if it is appropriate. (Principals in these schools will make their own decisions regarding threat response. If they decide to initiate a threat response, they will call the Board Communication Department and this school will be added to the text of the call.

Is an ambulance required? If so, the extent of the injuries Exact location of the subject(s) Description of the weapon, whether shots have been fired Whether there are any hostages or accomplices Description of the subject(s) including direction of travel Description of vehicle(s) if applicable, including direction of travel Description of hostage(s) and relationship to the subject(s) if any Safest approach route for emergency personnel and staging area Telephone number where the subject is located Your name, exact location and telephone number, provide cell phone number if available or provide method of continuous communication Location of students, any diverted students? Status of doors? Are they locked? Any other school specific information (cameras, 2-way Intercom, doors to use)

4

When the incident is over: · · · ·

Police Dispatcher assigns an officer to update each school that is on the call event as to the incident status and resolution. Whenever possible, the officer will attend the first school involved in person. Relevant procedure(s) and practices take effect, i.e. Crime Scene Management, Investigation, Police School Protocol, Debrief, Emergency Response/Crisis Team, etc. Schools will inform the appropriate Board personnel and follow up as is deemed appropriate School Board will send any system-wide or community communication if needed.

6 138

5

Appendix A

Threats to School Safety Response Procedures

Shelter in Place Possible Environmental Danger in the School Neighbourhood

______________________________________________________________ A Shelter in Place response is initiated in heightened risk situations. Heightened Risk is defined as an external environmental threat in the area of the school. Examples could include: ? ? ?

a chemical spill or gas leak in the neighbourhood the presence of smoke or fire in the vicinity extreme weather conditions

These incidents require prudent action but do not require the implementation of Hold and Secure or Lockdown Procedures.

______________________________________________________________ In most instances, the school will be contacted by the Thunder Bay Police, Ontario Provincial Police or other agencies, such as, Thunder Bay Fire Rescue Services, having jurisdiction over the incident. They are responsible for managing the crisis and will recommend that the school initiate a Shelter in Place response. In the event the school receives information of a serious nature from other sources, the Principal should call 684-1251 to determine whether the school falls within the parameters of the Shelter in Place response.

7 139

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Threats to School Safety Response Procedures

Shelter in Place Procedures When the Principal or designate determines that a Shelter in Place response is necessary, these procedures should be followed: Communication 1. 2.

3. 4. 5. 6. 7. 8.

Ring school bell 3 sets of 3 rings. Make a P.A. announcement stating: Our school is initiating a Shelter in Place response. Staff and students are to respond accordingly. Inform all occupants, tenants and visitors (permit holders, daycare centres, etc.) That a Shelter in Place response has been initiated. Call 911 if necessary. Typically, this will not be necessary, as the Shelter in Place response has been initiated by Police/Emergency Services. Ensure that both a telephone line and a cell phone connection are kept open for incoming communication from Police, Board personnel, etc. Contact your Superintendent and Board Communications Dept. Contact Board Transportation Dept. to advise of the Shelter in Place response Prepare a message for the school answering system indicating that a Shelter in Place response is in effect at the school.

Securing the School Buildings 1. 2. 3. 4. 5.

Ensure that air exchange systems (fans, exhausts and air conditioners, etc.) are turned off when applicable. Students / staff outside school buildings and portables should proceed indoors promptly. Exterior doors should be secured and monitored by staff to permit entry of persons and to prohibit anyone from leaving. Shelter in Place signs are posted on exterior doors. Windows and window coverings are closed.

Securing Persons 1. 2. 3.

4. 5. 6.

Attendance should be taken in each room, noting those who are absent. This includes all classrooms, cafeterias, gyms, hallways, libraries, offices, etc. Non-teaching staff should report to a previously designated location (Main Office, library, etc.). Adults should remain calm and reassure students that the emergency is under control. Students should be aware that the Shelter in Place response may be in effect for an extensive period of time. Cell phones and electronic devices should be turned off. No calls for information should be made to the office. Updates will be provided. Normal operations may continue inside the school; however, all outdoor activities are cancelled.

8 140

Appendix A

Threats to School Safety Response Procedures

Lifting the Shelter in Place Response When the Principal receives information from Police or other Emergency Services that the Shelter in Place response may be lifted (i.e., the danger has passed), these procedures should be followed: 1.

Ring the school bell - 3 sets of 3 rings.

2.

Make a P.A. announcement stating: The Shelter in Place response has been lifted.

3.

Communicate specific instructions as required, e. g., revised bus schedules, dismissal procedures, etc.

Please note: If the Principal has invoked the Shelter in Place response independent of Police or other Emergency Services, it is the responsibility of the Principal to confirm with the applicable Police Service that the Shelter in Place response may be lifted.

Follow-Up 1.

In consultation with the Board Communications Department: · Update the school answering system message. · Prepare a scripted response to be given to callers. · Amend auto-attendant message if needed. · Prepare a letter for the school community to communicate the details of the incident and response.

2.

Schedule a meeting with staff to debrief the incident and response.

5 9 141

Appendix A

Threats to School Safety Response Procedures

Shelter in Place Response School Bus Considerations Notify the Board Transportation Dept. that a Shelter in Place response has been initiated at your school. The Transportation Dept. will provide direction. School Bus Arrivals 1.

If buses are arriving at the school: designate the safest access to the building, i.e., entry furthest from the danger, · as the drop off point have staff escort students from the bus to the school / portables ·

2.

If buses are redirected to an alternate drop-off site: use Bus Lists to record the names of students who have been relocated · notify parents/caregivers to collect students at the alternate site ·

School Bus Departures 1.

If students can be safely dismissed from the school: have staff escort students to buses using the exit furthest from danger · use Bus Lists to record the names of students who are placed on buses · have staff remain on site until all students have departed by bus or have been · collected by parents

2.

If students cannot be safely dismissed from the school: retain students pending instructions from Police and Emergency Services, · Superintendent or Designate, Communications Dept. and Transportation Dept.

School Buses in Transit If a school bus approaches a designated drop-off site where: a)

Emergency Services are restricting access or

b)

Transportation Dispatcher has advised of an emergency situation, the driver will Follow established Board Transportation protocols.

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Appendix A

Threats to School Safety Response Procedures

Hold & Secure Possible Danger in the School Neighbourhood

_____________________________________________________________ A Hold and Secure response is initiated when the threat is proximate to, but not inside the building. It poses no immediate danger to students or staff unless they leave the building. Examples could include: police activity on the school grounds ? a crime in progress ? police searching for an offender in the neighbourhood ?

_____________________________________________________________ In most instances, the Board (See Appendix B) will be contacted by the Thunder Bay Police Service or Ontario Provincial Police. They are responsible for managing the crisis and will recommend that the school initiate a Hold and Secure response. In the event the school receives information of a serious nature from other reliable sources, the Principal will consider whether a Hold and Secure response is necessary and will: ? ?

Call 911 if the information received indicates the potential for immediate impact on the school Call the Board/Police Service 684-1251 to determine whether the school falls within the parameters of the Hold and Secure response.

Hold and Secure Procedures When the Principal / designate determines that a Hold and Secure response is necessary, these procedures should be followed: Communication 1. 2.

3. 4. 5. 6. 7.

Ring school bell - 3 sets of 3 rings. Make a P. A. announcement stating: Our school is initiating a Hold and Secure response. Staff and students are to respond accordingly. Inform all occupants, tenants, visitors and crossing guards (permit holders, daycares, etc.) that a Hold and Secure response has been initiated. Ensure that both a telephone line and a cell phone connection are kept open for incoming communication from Police, Board personnel, etc. Contact your Superintendent or Designate and Board Communications Dept. Contact Board Transportation Dept. to advise of the Hold and Secure response. Prepare a message for the school answering system indicating that a Hold and Secure response is in effect at the school.

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Threats to School Safety Response Procedures

Securing the School Buildings 8.

9. 10. 11. 12.

Persons outside school buildings and portables must proceed indoors promptly. Students and staff who are some distance from school buildings may assemble at the school's emergency evacuation location (as identified in the school's Crisis Response Plan), pending further instruction. Exterior doors should be locked and monitored by staff to permit entry of staff / students and to prohibit anyone from leaving. Hold and Secure signs are posted on exterior doors. Windows and window coverings should be closed. Lights may be left on unless otherwise advised.

Securing Persons 13. 14.

15.

16.

17. 18.

Students / staff should move as far as possible from doors and windows. Attendance should be taken in each room (including all classrooms, cafeterias, gyms, hallways, libraries, offices, etc.), noting those who are absent or unaccounted for. This information should be reported when requested. Unless otherwise advised, most school activities can continue during a Hold and Secure response. There should not, however, be any movement outside school buildings and portables. Adults should remain calm and reassure students that the emergency is under control. Students should be aware that the Hold and Secure response may be in effect for an extensive period of time. Cell phones and electronic devices should be turned off. No calls for information should be made to the office. Updates will be provided.

Lifting the Hold and Secure Response When the Principal receives information from Police or Emergency Services that the Hold and Secure response may be lifted (i.e., the danger has passed), these procedures should be followed: 1. 2. 3. 4.

Ring school bell - 3 sets of 3 rings. Make a P.A. announcement stating: The Hold and Secure response has been lifted. Unlock doors / windows and resume normal routines. Communicate specific instructions as required, e.g., revised bus schedules, dismissal procedures, etc.

Please note: If the Principal has invoked the Hold and Secure response independent of Police or Emergency Services, it is the responsibility of the Principal to consult with the applicable Police Service to ensure that the danger has passed.

Follow-Up 1.

2.

In consultation with the Board Communications Department: a. Update the school answering system message. b. Prepare a scripted response to be given to callers. c. Amend auto-attendant message if needed. d. Prepare a letter for the school community to communicate the details of the incident and response. Schedule a meeting with staff to debrief the incident and response.

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Appendix A

Threats to School Safety Response Procedures

Hold and Secure Response School Bus Considerations Notify the Board Transportation Dept. that a Hold and Secure response has been initiated at your school. The Transportation Dept. will provide direction.

School Bus Arrivals 1.

If buses are arriving at the school: ? ? ?

redirect to an alternate drop-off site use Bus Lists to record the names of students who have been relocated if necessary, notify parents/caregivers to collect students at the alternate site

School Bus Departures 1.

If students can be safely dismissed from the school: ? ? ?

2.

have staff escort students to buses using the most secure exit use Bus Lists to record the names of students who are placed on buses have staff remain on site until all students have departed by bus or have been collected by parents

If students cannot be safely dismissed from the school: ?

retain students pending instructions from Police and Emergency Services, Superintendent or Designate Communications Dept. and Transportation Dept.

School Buses in Transit If a school bus approaches a designated drop-off site where: a)

Emergency Services are restricting access, or

b)

Transportation Dispatch has advised of an emergency situation, the driver will follow established Board Transportation protocols.

13 145

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Threats to School Safety Response Procedures

Full Internal Lockdown Danger on the School Site _____________________________________________________________________________________ A Lockdown response is initiated when danger is present on the school site and the safety of students and staff is threatened. For example: ·

an active attacker is in the building or on school property/grounds

_____________________________________________________________________________________ When the school receives reliable information that danger is present at the school site, the Principal will determine whether a Lockdown response is necessary. If so, the following should occur as quickly as possible:

1.

Initiate Lockdown response.

2.

Call 911 to communicate: ?

Stay on the line to keep the line open

?

the nature of the incident that has made a Lockdown response necessary

?

school cell (Blackberry) phone number for police use, if requested

Initiating a Lockdown Response Communication 1. 2.

3. 4.

Ring school bell - 3 sets of 3 rings. Make a P.A. announcement stating: Our school is initiating a Lockdown response. Staff and students are to respond accordingly. Inform all occupants, tenants, visitors and crossing guards (permit holders, daycare centres, etc.) that a Lockdown response has been initiated. If the situation permits and it is safe to do so: Contact Area Superintendent or Designate and Board Communications Dept. ? Ensure that at least one telephone line and one cell phone connection are kept ? open for incoming communication from Police, Board office, etc. Prepare a message for the school answering system indicating that a ? Lockdown response is in effect at the school.

Once a Lockdown has been initiated, the school becomes an emergency site under the authority of the applicable Police Service. 6. 7.

Ensure that unlocked exterior door(s remain unlocked to allow access for Emergency personnel. Once Emergency Services arrive, Police personnel will create a Parent Staging Area Where communication will be provided to the school community.

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Appendix A

Threats to School Safety Response Procedures

Securing Occupants 8.

9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19.

20.

21. 22. 23.

24.

25.

Students and staff outside school buildings and portables should move away from the buildings as quickly as possible, assemble at the school's emergency evacuation location and remain there until further instructions are received. Students / staff in classrooms, offices, portables, cafeteria, library, gym, etc., should close doors and lock if possible. Students / staff in transition should enter the closest room, close the door and lock if possible. Windows and window coverings should be closed. Interior glass panes should be covered wherever possible. Lights must be turned off. Students / staff must move as far as possible from doors and windows. It may be necessary to use school furnishings to secure a room or to provide shelter. All cell phones, electronic devices, televisions, radios and computers must be turned off. Students / staff must remain silent. Students / staff should lie on the floor if gunshots are heard. Adults should remain calm and reassuring. Students should be aware that the Lockdown response may be in effect for an extensive period of time. Students / staff are to remain in secured rooms until further instructions are received. Under no circumstances should anyone leave a secured area to access washrooms, lockers, etc. Given the unique, and possibly rapid changing dynamic of a Lockdown situation, consideration must always be given to evacuating the site or to relocating to another area in the building if a space becomes unsafe. Individual discretion must be used to Determine the best course of action. Under no circumstances should anyone be allowed access once a space has been secured. No calls should be made to the office. Be aware that active attackers may use the P.A. system to access potential victims. In the event that an individual has information that may aid the Police response, e.g., The location of an active attacker, a direct call to 911 should be made using a cell phone. This must be done as quietly as possible. If the fire alarm is activated during a Lockdown response, individual discretion must be used to determine the actuality of a fire and the degree of risk associated with leaving a secured area. Attendance should be taken in each room, noting those who are absent or unaccounted for, once the Lockdown has been lifted. This information should only be reported to the office when requested.

Lifting the Lockdown Response Only applicable Police personnel determine when the incident is controlled and the danger has passed. No individuals or groups can be released from a secured area until authorized by an applicable Police officer, who will provide visual/badge identification. The principal and applicable Police personnel will determine any necessary instructions as required, e.g., revised bus schedules, dismissal procedures, etc. Please note: · ·

Only authorized Board personnel should speak to the media. Board students should not be interviewed or photographed without parental permission.

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Appendix A

Threats to School Safety Response Procedures

Follow-Up 1.

2. 3.

In consultation with the Board Communications Department: (See Appendix B) Update the school answering system message · Prepare a scripted response to be given to callers · Amend auto-attendant message if needed · Prepare a letter for the school community to communicate the details of · the incident and response Prepare a media information release · Schedule a meeting with staff to debrief the incident and response. Arrange for the Board Crisis Response Team to provide support as needed.

Lockdown Response School Bus Considerations Board Communications Dept. will inform the Transportation Dept. that a Lockdown response has been initiated at the school. The Transportation Dept. will provide direction to their drivers. If a school bus approaches a designated drop-off site where: a)

Emergency Services are restricting access or

b)

Transportation has advised the driver of an emergency situation, the driver will follow established Board Transportation protocols.

School Bus Departures 1.

When students can be safely dismissed from the school after a Lockdown response: ? ?

follow instructions from Police and Emergency Services, Superintendent or Designate, Communications Dept. and Transportation Dept. have staff remain on site until all students have departed by bus or have been collected by parents

16 148

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Threats to School Safety Response Procedures

Concealed Weapons Presence of Weapons The following guidelines refer to situations where school staff and police receive information about a student carrying a concealed weapon. The responses outlined would not be appropriate if a student is threatening or assaulting a person with a weapon. Situations involving a weapon are always dynamic and the safety of students and staff should be the first consideration. Following these steps may assist school staff and police with determining the best response to a report of a person carrying a concealed weapon in a school.

1.

Gather Information Determine the likelihood that the information is valid. ? Was the weapon displayed by the suspect or is the claim verbal? ? Is the information second/third hand? ? Is the source reliable? Obtain as much detail about the suspect and weapon as possible. ? What type of weapon was seen? Obtain a detailed description. ? Where is the weapon being concealed (locker, knapsack, jacket pocket, waistband etc.)? ? Did the suspect make any threats? What is the specific nature of the threat(s) and who/what was the target(s) of the threat(s)? ? What is the suspect's emotional state? ? What does the suspect look like? ? What is the suspect wearing? ? Exactly where is the suspect right now and where will he/she be when the police arrive? ? How many staff and students are near the suspect? ? What is the best location for police to confront the student?

2.

Contact Police When the Principal or designate is satisfied (based on the balance of probabilities and the reliability of the source) that the information is valid, the police should be contacted. Depending on the situation, the Principal will call the police emergency number (911), the Thunder Bay Police Service non-emergency number (807-684-1200), OPP non- emergency number (888-310-1122) the School Resource Officer, or other officer(s) assigned to the school.

3.

Determine Appropriate Response Police and the Principal should discuss the most appropriate method of dealing with a student carrying a concealed weapon. Depending on the situation, it is recommended that a staff member: ? approach the student ? ask the student to follow them to a hallway ? lead the student away from staff and students to a location where the police are waiting.

17 149

Appendix A

Threats to School Safety Response Procedures Police will quickly take control of the student and their property and conduct a search for the weapon. The search will be a “pat down” search rather than a strip search, so a totally private area is not required. For safety reasons, it is recommended that the location used be relatively empty of staff and students. Regardless of the outcome of the search of the student, a search of the student's locker should also be conducted. Factors to Consider: ? ? ? ? ?

type of weapon past conduct of the suspect emotional/developmental/behavioural issues related to the suspect location of the suspect location of the weapon

If possible, have a staff member who is familiar with and has a relationship with the student available when the police arrive. Determine if the staff member is comfortable assisting the police and approaching the student. Decide if the staff member or the Principal should approach the student. If a police officer, rather than a staff member, makes the initial approach the student may react by immediately attempting to flee or react violently (fight or flight response). It is vital that police confront the student in as controlled a situation as possible. It is always better to be prepared for the worst case scenario than to be taken off guard. It is always more difficult to respond when not properly prepared.

Non-Students If the suspect is not a student and is on school property, the suspect should be approached by the police. Police may discuss their response with the Principal, however, non-students often pose a significant threat to school safety and a fast and effective response will be the priority.

18 150

Appendix A

Threats to School Safety Response Procedures

Shelter in Place When a Shelter in Place response is necessary, the Principal or designate will ensure that the following Administrator procedures are implemented: CHECKLIST Communication 1. 2.

3. 4. 5. 6. 7.

8.

Ring the school bell - 3 sets of 3 rings. Announce: Our school is going into a Shelter in Place response. Staff and students are to respond accordingly. Inform all occupants, tenants and visitors (permit holders, daycare centres, etc.) That a Shelter in Place response has been initiated. Call 911, if necessary. Typically, this will not be necessary, as the Shelter in Place recommendation is usually initiated by Police/Emergency Services. Contact Superintendent or Designate and Board Communications Dept. Advise Transportation Dept. of the Shelter in Place response. Ensure that at least one telephone line and one cell phone (Blackberry) connection are kept open for incoming communication from Police/Emergency Services, Board personnel, etc. Prepare a message for the school answering system indicating that a Shelter in Place Response is in effect at the school.

Securing the School Buildings 9. 10. 11. 12. 13. 14.

Turn off air exchange systems (fans, exhausts and air conditioners, etc.) as required. Students / staff outside the building enter school buildings and portables promptly. Windows and window coverings are closed. Staff members are assigned to secure and monitor exterior doors to allow for entry of students / staff. Shelter in Place signs are posted on exterior doors. Normal operations inside school buildings continue, however, all outdoor activities are cancelled.

Securing Persons 15. 16. 17.

18. 19.

Attendance is taken in each room, noting those who are absent. Non-teaching staff report to a previously designated location (Main Office, Library, etc.). Adults remain calm and reassure students that the emergency is under control. Students are aware that the Shelter in Place response may be in effect for an extensive period of time. Cell phones and electronic devices are turned off. No calls are made to the office for information. Updates are provided as required.

_____________________________________________________________________________________ When the Principal or designate receives information from Police or Emergency Services that the Shelter in Place response may be lifted (i.e., the danger has passed), these procedures should be followed: 1. 2.

Ring the school bell to signify end of Shelter in Place response 3 sets of 3 rings. Announce: The Shelter in Place response has been lifted.

19 151

Appendix A

Hold and Secure Administrator CHECKLIST

Threats to School Safety Response Procedures When a Hold and Secure response is necessary, the Principal or designate will ensure that the following procedures are implemented:

Communication 1. 2.

3. 4. 5. 6. 7. 8.

Ring the school bell - 3 sets of 3 rings. Announce: Our school is initiating a Hold and Secure response. Staff and students are to respond accordingly. Inform all occupants, tenants, visitors and crossing guards (permit holders, daycare centres, etc.) that a Hold and Secure response has been initiated. Call 911 to communicate the nature of the incident that has made a Hold and Secure response necessary. Contact Area Superintendent or Designate and Board Communications Dept. Advise Transportation Dept. of the Hold and Secure response. Ensure that at least one telephone line and one cell phone connection are kept open for incoming communication from Police, Board personnel, etc. Prepare a message for the school answering system indicating that a Hold and Secure response is in effect at the school.

Securing the School Buildings 9.

10. 11.

Students and staff outside the building return to the school / portables promptly. Students and staff who are far away from the building may assemble at the school's emergency evacuation location pending further instruction. Hold and Secure signs are posted on exterior doors. External doors are locked and monitored by staff members to allow for entry of staff / students.

Securing Persons 12. 13.

14. 15.

16. 17.

Windows and window coverings are closed. Students / staff remain in secured rooms until further instructions are received. Most school activities can continue during a Hold and Secure response, however, there should be no movement to locations outside the school buildings. Attendance is taken in each room, noting those who are absent or unaccounted for. This information should be reported when requested. Adults remain calm and reassure students that the emergency is under control. Students are aware that the Hold and Secure response may be in effect for an extensive period of time. Cell phones and electronic devices are turned off. No calls for information are made to the office. Updates are provided as required.

_____________________________________________________________________________________ When the Principal or designate receives information from Police or Emergency Services that the Shelter in Place response may be lifted (i.e., the danger has passed), these procedures should be followed: 1. 2. 3.

Ring the school bell to signify end of Shelter in Place response 3 sets of 3 rings. Announce: The Hold and Secure response has been lifted. Communicate specific instructions as required.

20 152

Appendix A

Threats to School Safety Response Procedures

Lockdown When a Lockdown response is necessary, the Principal or designate will ensure the following procedures Administrator are implemented: CHECKLIST Communication 1. 2.

3. 4.

5.

Ring the school bell - 3 sets of 3 rings. Announce: Our school is initiating a Lockdown response. Staff and students are to respond accordingly. Inform all occupants, tenants and visitors (permit holders, daycare centres, etc.) that a Lockdown response has been initiated. Call 911 to provide the following information: a) the nature of the incident that has made a Lockdown response necessary b) a school cell phone (Blackberry) number for police use If the situation permits and it is safe to do so: ? Contact Superintendent or Designate and Board Communications Dept. ? Ensure that at least one telephone line and one cell phone (Blackberry) connection are kept open for incoming communication from Police, Board personnel, etc. ? Prepare a message for the school answering system indicating that a Lockdown response is in effect at the school.

Once a lockdown has been initiated, the school becomes an emergency site under the authority of the applicable Police Service . Note: ? Only applicable Police personnel determine when the incident is controlled and the danger has passed. ? No individuals or groups can be released from a secured area until authorized by an applicable Police officer, who will provide visual/badge identification. ? Only authorized Board personnel should speak to the media. (Appendix B) ? No Board students should be interviewed or photographed without parental permission.

Securing Persons and School Buildings 1.

Students / staff (crossing guards) outside the building move away from the building as quickly as possible, assemble at the school's emergency evacuation site or another safe location and remain there until further instructions are received. 2. Close and lock doors to classrooms, offices, portables, cafeteria, library, gym, etc. 3. Students / staff in transition enter the nearest room, close the door and lock if possible. 4. Close windows and window coverings. 5. Cover interior glass panes wherever possible. 6. Turn off lights. 7. Move all persons as far as possible from doors and windows. 8 .Use school furnishings to further secure a room or to provide protection. 9. Turn off all cell phones, electronic devices, televisions, radios and computers. 10. Maintain silence. 11. Direct everyone to lie on the floor if gunshots are heard. 12. Remain calm and reassuring. 13. Remind others that the Lockdown response may be in effect for an extensive period of time. 14. Remain in secured rooms. Under no circumstances should anyone leave a secured area To access washrooms, lockers, etc. 15 .Consider evacuating the site or relocating to another area if a space becomes unsafe. 16. Prohibit anyone access once a space has been secured. 17. Follow directions of the applicable Police Service. 18. Take attendance in your area, noting those who are absent or unaccounted for, once the Lockdown has been lifted. 19. If the fire alarm is activated during a Lockdown response, individual discretion must be used to determine the actuality of a fire and the degree of risk associated with leaving a secured area. _____________________________________________________________________________________

21 153

Appendix A

Threats to School Safety Response Procedures

Shelter in Place Staff CHECKLIST

1.

Students / staff (crossing guards) outside school buildings must return indoors promptly.

2.

Monitor exterior doors to allow for entry of students / staff (crossing guards), if assigned.

3.

Close windows and window coverings.

4.

Post Shelter in Place signs on exterior doors.

5.

Turn off all cell phones and electronic devices.

6.

Take attendance, noting those who are absent or unaccounted for.

7.

Remain calm and reassure students that the emergency is under control.

8.

Remind students that the Shelter in Place response may be in effect for an extensive period of time.

9.

Continue with normal operations inside the school, however, all outdoor activities are Cancelled.

10.

Do not call the office for information - updates will be provided.

_____________________________________________________________________________________ The end of the Shelter in Place response is signified by the ringing of the school bell - 3 sets of 3 rings. 1.

The Principal will make a P.A. announcement stating: The Shelter in Place response has been lifted.

2.

Follow any specific instructions that are issued.

22 154

Appendix A

Hold and Secure Staff CHECKLIST

Threats to School Safety Response Procedures When a Hold and Secure response is necessary, the Principal or designate will ensure that the following 1.

Students / staff (crossing guards ) outside school buildings must return indoors promptly.

2.

Students / staff (crossing guards ) who are far away from the building should assemble at the school's emergency evacuation location pending further instruction.

3.

Lock exterior doors of the school / portables.

4.

Post Hold and Secure signs on exterior doors.

5.

Monitor exterior doors to allow for entry of staff (crossing guards )/ students, if assigned.

6.

Close windows and window coverings.

7.

Move everyone as far as possible from doors and windows.

8.

Turn off all cell phones and electronic devices.

9.

Take attendance, noting those who are absent or unaccounted for. Report this information when requested.

10.

Remain calm and reassure students that the emergency is under control.

11.

Remind students that the Hold and Secure response may be in effect fo an extensive period of time.

12.

Continue with normal operations inside the school. No movement to locations outside the school buildings is permitted.

13. Do not call the office for information - updates will be provided. _____________________________________________________________________________________ The end of the Hold and Secure response is signified by the ringing of the school bell - 3 sets of 3 rings. 1.

The Principal will make a P.A. announcement stating: The Hold and Secure response has been lifted.

2.

Follow specific instructions that are issued.

23 155

Appendix A

Lockdown Staff CHECKLIST

Threats to School Safety Response Procedures When a Lockdown response is necessary, the Principal or designate will ensure the following procedures are implemented: 1.

Students / staff (crossing guards) outside school buildings should move away as quickly as possible, assemble at the school's emergency evacuation site or another safe location and remain there until further instructions are received.

2.

Direct students / staff in transition to enter the nearest room, close the door and lock if possible.

3.

Close and lock doors to classrooms, offices, portables, cafeteria, library, gym, etc.

4.

Close windows and window coverings.

5.

Cover interior glass panes wherever possible.

6.

Turn off lights.

7.

Move everyone as far as possible from doors and windows.

8.

Use school furnishings to further secure a space or to provide protection.

9.

Turn off all cell phones, electronic devices, televisions, radios and computers.

10.

Ensure silence is maintained.

11.

Direct students / staff to lie on the floor if gunshots are heard.

12.

Remain calm and reassuring.

13.

Remind students that the Lockdown response may be in effect for an extensive period of time.

14.

Remain in secured rooms. Under no circumstances should anyone leave a secured area to access washrooms, lockers, etc.

15.

Do not allow anyone access once a space has been secured.

16.

Do not call the office for information - updates will be provided.

17.

Using a cell phone (Blackberry), call 911 directly if an individual has information that may aid the Police response, e.g., the location of an active attacker. This must be done as quietly as possible.

18.

Consider evacuating the school site or relocating to another area should a space become unsafe. Discretion must be used.

19.

If the fire alarm is activated during a Lockdown, individual discretion must be used to evaluate the actuality of a fire and the degree of risk associated with leaving a secured area.

20.

Take attendance in each room, noting those who are absent or unaccounted for, once the Lockdown has been lifted. Report this information to the office when requested.

24 156

Appendix A

Threats to School Safety Response Procedures

_____________________________________________________________________________________ Note: ?

Only applicable Police personnel determine when the incident is controlled and the danger has passed.

?

No individuals or groups can be released from a secured area until authorized by an applicable Police officer, who will provide visual / badge identification.

?

Only authorized Board personnel should speak to the media. No Board students should be interviewed or photographed without parental permission.

25 157

Appendix A

Threats to School Safety Response Procedures

Shelter in Place 1. Return indoors. 2. Close windows and window coverings. 3. Turn off cell phones and electronic devices. 4. Do not call office for general information. 5. Continue regular classroom routines. 6. Remain in place until the Shelter in Place is lifted.

26 158

Appendix A

Threats to School Safety Response Procedures

Hold and Secure 1. Return indoors. 2. Close and lock exterior doors. 3. Close windows and window coverings. 4. Turn off cell phones and electronic devices. 5. Stay away from doors and windows. 6. Do not call office for general information. 7. Continue regular indoor classroom routines 8. Remain in place until Hold and Secure is lifted.

27 159

Appendix A

Threats to School Safety Response Procedures

Lockdown 1. 2. 3. 4. 5. 6.

Enter nearest room. Lock doors. Close windows and window coverings. Cover inner glass panes. Turn off lights. Turn off cell phones and electronic devices. 7. Move away from doors and windows. 8. Maintain silence. Do not contact the office. 9. Lie on floor if gunshots are heard. 10. Call 911 with any helpful information. 11. Prepare to evacuate building or relocate to another space if your security is compromised. 12. Remain in place until released by applicable Police Services. 28 160

Appendix A

Message to Parents/Guaridans Re: Threat Response Procedures Keeping our Students and Staff Safe

Dear Parents/Guardians: The Toronto Catholic District School Board has a primary responsibility to ensure the safety of students and staff inside Board buildings and on Board property. In partnership with the Toronto Police Services and the Toronto District School Board, a city-wide Threats to School Safety Procedures plan has been developed.

Threats to School Safety Procedures are initiated when a high risk incident involving weapons, hazardous chemical spill, severe weather warning, student/stranger intrusion, etc., occur in the school or on school property, or there are circumstances in the vicinity of the school that could endanger the lives and/or the safety of students and/or staff.

In order for all students and staff to become familiar with expectations during a threat to school safety, our school will be practising threat response procedures as we have normally done with fire drills. During these drills, signs will be posted on the entrance doors indicating that the school is in Shelter in Place, Hold and Secure or Lockdown. The doors may be locked and no one will be allowed into the school. This is the same procedure that will be followed in a real situation.

Two lockdown practice drills will be held during the school year. The practice drills are scheduled for the following dates: _______________________ in the Fall and on ____________________ in the Spring. Insert date and time

Insert date and time

We invite you to attend the Catholic School Advisory meeting scheduled for (Insert date and time) to receive full details on the lockdown procedures. This will also provide you with the opportunity to ask any questions you may have. Please call me at the school should you have questions at this time. Sincerely,

29 161

Appendix A

Threat Response School Safety Event and Drill Log School Year ________________ MONTH

DATE TIME

OBSERVATIONS

STAFF BRIEFING NOTES

INITIALS

DATE TIME

OBSERVATIONS

STAFF BRIEFING NOTES

INITIALS

DATE TIME

OBSERVATIONS

STAFF BRIEFING NOTES

INITIALS

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

MONTH JANUARY

FEBRUARY

MARCH

APRIL

MONTH MAY

JUNE

30 162

THREATS TO SCHOOL SAFETY

DENNIS FRANKLIN CROMARTY HIGH SCHOOL

Major Incident School Notification Procedures APPENDIX B Thunder Bay Police Service

POLICE/SCHOOL PROTOCOL ONTARIO PROVINCIAL POLICE

2009

THUNDER BAY POLICE SERVICE

163

Appendix B

Major Incident Communication - Notification THUNDER BAY POLICE SERVICE Thunder Bay Area Schools The Thunder Bay Police Service responds to significant threats that effect public safety within the City of Thunder Bay and the Municipality of Oliver Paipoonge. These threats to safety can occur on or near school property. Threats: A threat to safety can take the form of, but is not limited to: ? ? ?

Act of violence Dangerous person Threat to property

Emergencies: The City of Thunder Bay has an Emergency Plan in place to deal with disasters. The City of Thunder Bay's Emergency Plan addresses the chain of command and the flow of critical information. The Major Incident Communications Policy is separate from what is deemed to be an Emergency as referred to in the City of Thunder Bay Emergency Plan. Threat to safety involving schools: The Thunder Bay Police Service is responsible for determining the immediate public safety assessment regarding incidents which occur outside of school property.

Notification & Communications School Initiated Response to a Threat: When a school principal initiates a threat response regarding a immediate internal incident as defined in the Joint School Safety Policy, the Principal (or their designate) of the school is responsible for the notification of all relevant groups according to the Board's notification process. Police Initiated Response to a Threat: If the Thunder Bay Police Service determines that an external threat could affect the safety of a nearby school(s), the Principal(s) of the school(s) will be contacted by the Watch Commander of the Thunder Bay Police Service. The Principal will be given information as to the potential threat that may exist to students and staff. The Watch Commander or Executive Officer of the Thunder Bay Police Service will contact the following School Board Communication Officers or designates to advise them of the nature and scope of the known threat.

1 164

Appendix B

Thunder Bay Area Schools - CONTACT INFORMATION Lakehead Public School Board - Primary Bruce Nugent Work 625-5212 - Alternate Kathryn Hantjis Work 625-5131

Communications Officer Cell 628-7459 Office of the Director of Education

Thunder Bay Catholic District School Board - Primary Mike Thompson Director of Communications Work 625-1587 Cell 624-6899 - Alternate TBA French Catholic School Board CONSEIL SCOLAIRE DE DISTRICT CATHOLIQUE DES AURORES BOREALES - Primary Jocelyne Bélange Board Office 344-2266 Home 475-4641 - Alternate Denis Malette School 344-8866 Home 344-9947

Thunder Bay Christian School - Primary Bea Hayen Work 939-1209

Communications Officer Direct Work Line 343-4074

Principal Office 343-4092 Cell 629-2138

Principal

Dennis Franklin Cromarty High School - Primary Brad Battiston Principal Cell 627-2613 Home 577-3958 - Alternate Jonathan Kakegamic Home 346-4656

Confederation College - Primary Security Cell 472-7200

623-0465

Lakehead University - Primary Security

343-8569

2 165

THREATS TO SCHOOL SAFETY

DENNIS FRANKLIN CROMARTY HIGH SCHOOL

Major Incident School Notification Procedures APPENDIX C Ontario Provincial Police

POLICE/SCHOOL PROTOCOL ONTARIO PROVINCIAL POLICE

2009

THUNDER BAY POLICE SERVICE

166

Appendix C

Major Incident Communication - Notification ONTARIO PROVINCIAL POLICE Thunder Bay Area Schools The Ontario Provincial Police responds to significant threats that effect public safety at Mackenzie public School, Gorham and Ware Public School and Whitefish Valley Public School. These threats to safety can occur on or near school property. Threats: A threat to safety can take the form of, but is not limited to: ? ? ?

Act of violence Dangerous person Threat to property

Emergencies: Mackenzie Public School is located within the Municipality of Shuniah. The Municipality of Shuniah has an Emergency Plan in place to deal with disasters. The Municipality of Shuniah Emergency Plan addresses the chain of command and the flow of critical information. Whitefish Valley School is located within the Organized Township of Gillies. The Township of Gillies has an Emergency Plan in place to deal with disasters. The Township of Gillies Emergency Plan addresses the Chain of Command and the flow of critical information Gorham and Ware Public School is located in the Unorganized Township of Gorham. The Lakehead Public School Board will ensure they Communicate with the lead Agency involved in the disaster to address chain of command and the flow of critical information Threat to safety involving schools: The Ontario Provincial Police is responsible for determining the immediate public safety assessment regarding incidents which occur outside of school property.

1 167

Appendix C

Notification & Communications School Initiated Response to a Threat: When a school principal initiates a threat response regarding a immediate internal incident as defined in the Joint School Safety Policy, the Principal (or their designate) of the school is responsible for the notification of all relevant groups according to the Board's notification process. Police Initiated Response to a Threat: If the Ontario Provincial Police determines that an external threat could affect the safety of a nearby school(s), the Principal(s) of the school(s) will be contacted by the Ontario Provincial Police. The Principle will be given information as to the potential threat that may exist to students and staff. The Detachment Commander or Officer in charge, Thunder Bay OPP detachment or the Sgt in Charge of the Provincial Communications Center, Thunder Bay will contact the following School Board Communication Officers or designates to advise them of the nature and scope of the known threat.

Thunder Bay Area Schools - CONTACT INFORMATION Lakehead Public School Board - Primary Bruce Nugent Work 625-5212 - Alternate Kathryn Hantjis Work 625-5131

Communications Officer Cell 628-7459 Office of the Director of Education

2 168

IN CAMERA

THUNDER BAY CATHOLIC DISTRICT SCHOOL BOARD OFFICE OF THE DIRECTOR BOARD MEETING: MONDAY, JUNE 1, 2009 AGENDA ITEM:

10.2

REPORT DATE:

May 27, 2009

SUBJECT: EDUCATION CENTRE SUMMER HOURS 2009 For the summer of 2009, the Education Centre will be closed to the public on Friday July 3rd, 10th, 17th, August 7th and 14th. This is in addition to the regular two-week closure period of July 20th to July 31st.

For information of Trustees.

Garry Grgurich Manager of Employee Services Tom Mustapic Associate Director John De Faveri Director of Education

169

T HU ND E R BA Y C AT HOL IC DI ST R IC T S CHOO L B OA R D CATHOLIC EDUCATION CENTRE – 459 VICTORIA AVENUE WEST – THUNDER BAY, ON P7C 0A4 – PHONE (807) 625-1555 – FAX (807) 623-0431 JOHN DE FAVERI Director of Education & Secretary

SPECIAL EDUCATION ADVISORY COMMITTEE MINUTES MEETING #5 Wednesday, February 18, 2009 – 7:00 p.m. Catholic Education Centre Present:

Eleanor Ashe, Frances Brunton, Cathy Cain, Valerie Cameron, Debbie Gignac, Maureen Parkes, Kathy Rozenuk, Amanda Zaporzan,

Regrets:

Denise Lyzun, David Morellato, Phillip Pelletier

Administration:

Pat Slivchak

Secretary:

Dawn Sebesta

1.

CALL TO ORDER

2.

OPENING PRAYER – Cathy Cain

3.

APPROVAL OF AGENDA Moved by Frances Brunton Seconded by Amanda Zaporzan THAT THE SPECIAL EDUCATION ADVISORY COMMITTEE APPROVE THE AGENDA OF THE WEDNESDAY, FEBRUARY 18, 2009 MEETING. RES. #S50/2009 CARRIED

4.

CONFIRMATION OF MINUTES 4.1

January 21, 2009 Moved by Cathy Cain Seconded by Amanda Zaporzan THAT THE SPECIAL EDUCATION ADVISORY COMMITTEE APPROVE THE MINUTES OF THE WEDNESDAY, JANUARY 21, 2009 MEETING. RES. #S51/2009 CARRIED

5.

DELEGATIONS AND STAFF PRESENTATIONS 5.1

Presentation by Jeff Howie, Confederation College Debbie Gignac welcomed and introduced Jeff Howie from Confederation College. Mr. Howie provided information on the Confederation College Learning Centre and services that are provided for students with disabilities. He also highlighted slides from a PowerPoint presentation entitled “Transition to Post-Secondary for Students with Disabilities: Information for Parents/Guardians”.

170

SPECIAL EDUCATION ADVISORY COMMITTEE WEDNESDAY, FEBRUARY 18, 2009

5.1

PAGE 2

Presentation by Jeff Howie, Confederation College (continued) Information was provided on a new program the College is considering entitled, the Community Integration Through Co-operative Education Program (CICE). This program is targeted at students that have an intellectual disability. Questions from SEAC were answered. Ms. Gignac thanked Jeff Howie, on behalf of the Special Education Advisory Committee, for his informative presentation.

6.

MOTIONS / RECOMMENDATIONS GOING TO / FROM THE BOARD / MINISTER’S ADVISORY COUNCIL 6.1

7.

Nil.

ITEMS FOR CONSIDERATION 7.1

Proposed Move of St. John Community Living Class Pat Slivchak provided SEAC with an update on the proposed move of the St. John Community Living Class. Parents and students were invited to view the classroom at St. Vincent School last week (both in the morning and the evening) and seemed very pleased. Some positive advantages are that the two classes can share resources and expertise and plan activities together at times. A lift will be installed and a portion of the yard will be fenced in. There will be significant renovations to the room: paint, accessible kitchen, washroom renovation, installation of two calming rooms and computer work stations. Questions from SEAC were answered. Moved by Cathy Cain Seconded by Kathy Rozenuk THAT THE SPECIAL EDUCATION ADVISORY COMMITTEE SUPPORT THE MOVE OF THE ST. JOHN COMMUNITY LIVING CLASS TO ST. VINCENT SCHOOL. RES. #S52/2009 CARRIED

7.2

SEAC Workshop Pat Slivchak confirmed that the LDAO in partnership with Lakehead Public Schools and the Thunder Bay Catholic District School Board Workshop with Lynn Ziraldo will be considered our SEAC Workshop for this year. SEAC members will confirm their attendance. Debbie Gignac will contact LDAO regarding the possibility of a SEAC member introducing the speaker at one of the sessions.

8.

ITEMS OF INFORMATION 8.1

School Services Report Pat Slivchak provided a School Services report as follows:

171

SPECIAL EDUCATION ADVISORY COMMITTEE WEDNESDAY, FEBRUARY 18, 2009

8.1

PAGE 3

School Services Report (continued) ➣BMST Training for teachers of the JETT Classes and recertification for some of our trainers took place. ➣JK Information Nights took place on January 27th and 29th. ➣A two hour presentation was done by Gayle Gregory at each of hour high schools. ➣Two more days of ADR Training are occurring on February 26th and 27th. ➣Shared Solutions Training for Learning Centre teachers, Guidance and VicePrincipals will take place on March 4.

9.

COMMITTEE / ASSOCIATION REPORTS – NIL

10.

INQUIRIES Debbie Gignac: JK Information nights – asked what information parents were given and Andrea Docherty explained about the Fairstart booklet and if direction was given as to who was to help parents fill out the booklet. Pat will get a copy of the letter that was sent out with the booklets. If anyone plans to attend the Shared Solutions training on - March 4th - Pastoral Centre 8:30 to 3:30 please let Dawn know. LDAO needs list of SEAC is on website.

11.

POSSIBLE FUTURE ITEMS 11.1 11.2 11.2

Safe Schools in Terms of Special Education Students Joint Meeting with Public Board (Workshop 2009) Karen Kemp to do presentation, Confederation College

12.

NEXT REGULAR MEETING DATE: March 11, 2009

13.

ADJOURNMENT Moved by Frances Brunton Seconded by Amanda Zaporzan THAT THE SPECIAL EDUCATION ADVISORY COMMITTEE MEETING OF WEDNESDAY, FEBRUARY 18, 2009, BE ADJOURNED AT 8:40 P.M. RES. #S53/2009 CARRIED

14.

CLOSING PRAYER – Cathy Cain

172

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