SECTION 1 – AIMS AND INTRODUCTION
1.1
1.2
1.3
System planning for student success
School mission, vision, values
School success plan
SECTION 2 – QUICK REFERENCE FOR BOARD POLICIES AND
OPERATING PROCEDURES
2.1
2.2
2.3
Accessing Peel board policies and operating procedures online
Board and school policies and procedures – quick reference
Key policies and procedures for annual review
SECTION 3 – PROVINCIAL, BOARD AND SCHOOL POLICIES AND
PRACTICES
3.1 Safe Schools policy
3.2 Code of Conduct
3.3 Academic honesty
3.4 Homework policy
3.5 Bicycles, cars and student transportation
3.6 Visitors in the school
3.7 Trespassers
3.8 No smoking policy
3.9 Dress code for students
3.10 Personal electronic devices
3.11 Student use of Internet and computers
3.12.1 Assessment and Evaluation Policy
3.12.2 Assessment and Evaluation Policy at HB
3.13 Reporting to parents
3.14 Provincial testing - EQAO
3.15 OSR (Ontario Student Record)
3.16 Custody
3.17 Child in need of protection
3.18 School year calendar – 2013-2014
SECTION 4 – SCHOOL PROCEDURES
4.1
4.2
4.3
4.4
4.5
4.6
Admin Duties and Responsibilities
Announcements
Attendance procedures
Extended absence/vacation
Excursion and field trips
Supervision
4.7
4.8
4.9
4.10
4.11
4.12
4.13
4.14
4.15
4.16
4.17
4.18
4.19
4.20
4.21
4.22
4.23
4.24
4.25
4.26
4.27
4.28
4.29
4.30
4.31
Supervision schedules
Photocopying
Communications within the school
Keys
Telephones
Audio-visual equipment
Video/DVD use in the classroom
Assemblies
Awards
Commencement
Special events
Media coverage for school events
After hours use of school by staff
Special programs
ISRC (In-school Review Committee)
IPRC (Identification, Placement and Review Committee)
IEP (Individual Education Plan)
Financial
Personal property
Lost and found
Library/resource centre
Locks and lockers
Custodial services
Secretarial assignments and Office procedures
School council
SECTION 5 – STAFF
5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8
5.9
5.10
5.11
5.12
5.13
5.14
5.15
5.16
5.17
Absence
EAP (Employee Assistance Program)
Leaves of absence
STPDL (Short-term professional development leave)
TIC (Teacher-in-charge)
Security – valuables and money
Dress code for staff
Mailboxes
Staff meetings
Staff list (directory)
Support (resources) staff
Volunteers – Criminal Record Check)
Offence declaration
E-mail guidelines for staff
Borrowing school equipment
Staff Assignment Advisory Committee
NTIP/TPA – Teacher Performance Appraisal
5.18 School calendar
5.19 Timetable
SECTION 6 – EMERGENCY, HEALTH AND SAFETY
6.1
6.2
6.3
6.4
6.5
6.6
6.7
First aid
Medication
Accident reports/injuries
Allergies/anaphylactic shock
Animals in the building
Communicable diseases
Emergency procedures
6.7.A Fire safety and drill procedures
6.7.B Lockdown procedure
6.7.C Bomb threat
6.7.D Evacuation plan
6.8 Closure of school due to inclement weather
6.9 Floor Plan of school
6.10 Safe classroom use
SECTION 7 - APPENDICES
A.
B.
C.
D.
E.
F.
G
H
I
PDSB Policies and Procedures – quick reference guide
Reporting a child in need of protection
Excursions
Money submission form
E-mail guidelines for staff
Borrowing school equipment
School Calendar
Daily class schedule
Floor plan of school
SECTION 1 – AIMS AND INTRODUCTION
1.1 System planning for student success
System planning for student success 2013-2014
Everything we do is designed to help students learn and do well in school. If we want
all students to achieve, we need to plan how to make it happen, focus our efforts where the
impact is greatest and measure our progress. The Peel District School Board does this
through our system planning for student success process.
With our report card for student success, each goal has data indicators to show our
progress in reaching that goal and key projects that are intended to have a direct impact on
the indicators. The bottom line remains improved student achievement, with our goals at
the centre of the process. The report card for student success helps us to turn our goals
into action and to focus and co-ordinate our time and resources.
We want our students to achieve to the best of their ability. The system planning for
student success shares with staff, parents, students and community how we will fulfil our
mission of "lifelong learning: striving to be the best."
Set high expectations for achievement of students and staff, and measure the outcomes
Our highly effective staff ensure that all students achieve to the best of their ability. High
expectations are set through the analysis of data to guide success planning, instructional
practice and resource allocation.
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Implement First Steps literacy framework (K-8)
Implement the Stepping Out literacy resources (9-12)
Implement the Alphakids reading assessment (K-2)
Expand instructional strategies and develop new programs for grades 7 – 12 at-risk
students
 Use a needs index for each school to help determine the allocation of resources
Encourage positive board/staff and school/community relationships
We promote open, honest, two-way communication among students, staff, parents and the
community. We listen and respond to needs, so that everyone is included, recognized and
valued.
 Develop and implement strategies to support site-based staff wellness, using effective
practices
 Implement the staff recognition plan
 Conduct and respond to an annual satisfaction survey for internal audiences
Use resources effectively
We acquire, align and deploy resources to support our goals and key strategies in an
efficient and effective manner.
 Effectively deploy the $100 million initiative to renew school facilities
 Standardize the processes and procedures for new school construction
Maximize student achievement through school success planning
We develop professional learning communities to support a school success planning
framework that is inclusive, collaborative, data-driven and results oriented. School success
plans are aligned with system goals and key strategies to maximize student success.
 Develop and implement in all schools the School Success Planning website
 Train all school leadership teams in School Success Planning
Ensure students and staff have safe and appropriate places to learn and work
We work to provide and maintain safe and healthy environments conducive to learning
and working for all. The right spaces in the right places are necessary to ensure the success
of our students and our staff.
 Review the design of new schools and identify & implement design efficiencies to
address program needs
 Analyze, interpret and respond to school-by-school suspension data
Achieve equity for students and staff
We provide equity of access and opportunity for students and staff to learn, work and
develop in an environment that is encouraging, respectful and inclusive.
 Expand integrated system implementation of The Future We Want and the human
rights policy for staff and students
 Provide training to principals, vice-principals and managers in the fundamentals for
addressing conflict with a focus on human rights and equity
 Act on the plan to meet the requirements of the Ontarians with Disabilities Act
Use technology effectively with students and staff
We provide students and staff with technological learning opportunities to prepare them
for a successful future. Our integrated, reliable, accessible and evolving electronic tools
enhance learning, teaching and staff productivity.
 Implement the strategic learning technology plan which includes a new, integrated
system for the inter/intra net and electronic communication
 Develop and implement an organization-wide strategy to share effective practices for
school electronic communications
Attract, develop, and retain a diverse staff of committed, dedicated and caring people
We will attract, develop and retain well-qualified, results-oriented individuals of diverse
backgrounds who are committed to lifelong learning. The collective efforts of these
individuals will maximize our capacity to meet system needs and achieve student success.
 Provide additional training and support to specific staff groups based on identified
needs
 Develop and implement orientation, induction and mentoring programs for all staff in
new assignments
Find out more at www.peelschools.org
1.2 Harold M. Brathwaite Secondary School
Our Mission, Our Vision, Our Values
OUR MISSION
Our mission is to be a community of active learners and engaged citizens in which all
members are intellectually curious, environmentally responsible and socially active.
OUR VISION
Harold M. Brathwaite will be a model school for learning where:
 Individuals are engaged in a variety of opportunities for growth and fulfilment both
inside and outside of the school.
 A collaborative interconnection exists between staff, students and the community.
 We foster a positive inclusive community where all members are empowered and
diversity is valued.
 We are open to change.
OUR VALUES
To realize our mission and vision, we value:
 Diversity and acceptance of each member of the learning community.
 The development of the mind, body and heart of all learners
 academic knowledge and skills
 health and fitness
 strong moral character
 Positive interdependence among stakeholders through communication, collaboration
and cooperation.
 Innovation and continuous improvement.
THE HB WAY
 We attend all classes, on time, every day.
 We behave in ways that respect everyone.
 We complete all homework and assignments.
 We ask for help and help each other.
 We keep ourselves healthy and safe.
SCHOOL MOTTO
Dream … Believe …Succeed
1.3 School success plan
Our School Success Goal:
Literacy
By September 2014, we aim to increase the number of Level 3 (passing) applied grade 10
students on the OSSLT test by 2% in alignment with the board goal. Our goal supports the
understanding that literacy is a cross-curricular responsibility.
Numeracy
By September 2014, we aim to increase the number of students enrolled in MFM1P0
achieving Level 2 on EQAO to Level 3 by 5% in alignment with the board goal.
Pathways
By 2014 we aim to educate staff, students ( grades 8-12), and parents, about the various
pathways so that they make informed decisions about course selections and its impact on
their future, in alignment with the board's goal.
Community, Culture and Caring
During the 2013-2014 school year, our staff and students will complete the Secondary
School Climate Survey. We will continue to integrate culturally responsive teaching and
learning practices to promote a positive learning environment.
Bullying Prevention & Intervention
By June 2014, we will improve the collective sense of a safe, positive school climate by
increasing positive student behaviours through a variety of proactive and responsive
character and bullying prevention and intervention strategies.
Assessment & Evaluation
By September 2014 our goal is to better align Harold M. Brathwaite ‘s school wide and
department based Assessment and Evaluation policies with Policy 14.
SECTION 2 – QUICK REFERENCE FOR BOARD
POLICIES AND OPERATING PROCEDURES
2.1 Accessing Peel board policies and Operating procedures
online
Peel District School Board policies and procedures may be accessed online by
following these steps:
1.
2.
3.
4.
Open your browser
Find General Data (located above the blue Peel District School Board line)
Click on Board Policies and Procedures Quick Reference
Click on the appropriate letter and look up the policy or procedure in
question
2.2 Board and school policies and practices – quick
reference
Quick reference for board policies and operating procedures
NOTE: Policies and procedures are organized alphabetically, from A to Z. Please check
the Peel District School Board website for updates.
2.3 Key policies and procedures for annual review
At a staff meeting early in the school year, the following policies and procedures will be
reviewed with staff:
 Critical Incident Response – Special Education Program Services 14
 Reporting a Child in Need of Protection–Special Education Program Services 5
 Reporting Board Employee Suspected of Conduct which Places a Child in Need of
Protection (found on Special Education website)
 Assault of a Staff Member – Staff Development and School Support 6
 Safe and Caring Schools Document (found on Staff Development and School Support
Intranet page)
 Suspension/Expulsion of Pupil - Staff Development and School Support 4
 Bloodborne Communicable Diseases – Human Resources Services 33
 Indoor Air Quality Protocol – Environmental Health and Safety Operating Procedures
2.14.11
 Notification of Personal Injury to Students and Non-Staff – Finance and
Administration 5
 Procedures for Administration of Prescribed Medication to Pupils in Schools – Special
Education Program Services 8
 Trespassers in Schools – Staff Development and School Support 7
 Emergency Closing of Schools Due to Inclement Weather – Facilities and
Transportation Support Services 8
 Excursions – Staff Development and School Support 3
 Guidelines – Days of Commemoration and Celebration – Staff Development and School
Support 10, Communications Intranet page—under "Faith Forward" resources
 Hate-Based Graffiti, Activities and Electronic Harassment – Human Resources Services
40
 Human Rights Complaints made by Staff, Parents or Visitors – Human Resources
Services 38
 Human Rights Complaints made by Students – Human Resources Services 39
 Human Rights Policy – Policy #51
 Ontario College of Teachers Professional Advisory: Professional Misconduct Related
to Sexual Abuse and Sexual Misconduct
 Non-Board Funds – Finance and Administration 1
 Professional Growth and Evaluation of Teachers – Human Resources Services 35
 Student Assessment, Evaluation and Grade Placement (Elementary) – Program
Services 7
 Student Use of the Internet – Program Services 6
 The Ontario Student Record (OSR) – Program Services 11
 Teacher-In-Charge – Human Resources Services 27
 Fifth Disease Protocol (found on Staff Development and School Support,
Communications and Human Resources Intranet pages)
SECTION 3 – PROVINCIAL, BOARD AND SCHOOL
POLICIES AND PRACTICES
3.1 Safe schools
Peel District School Board Code of Conduct
The Education Amendment Act (Progressive Discipline and School Safety), 2007 repeals
sections 306 to 311 of the Education Act and replaces them with new provisions that
substantially alter Part XIII of the Act with respect to the suspension and expulsion of
pupils. The amendments support the progressive discipline approach to choosing the
appropriate course of action to address inappropriate behaviour. The amendments combine
discipline with provisions for pupils to continue their education.
Guiding principles
 The Peel District School Board is committed to developing a culture of non-violence in
all schools and work locations. Every effort will be made to:
 eliminate the incidence of violence;
 prepare students to manage their lives and relationships in constructive and
respectful ways;
 provide a prompt and appropriate response to violent and other inappropriate
actions that threaten the safety and security of the school community; and
 ensure that there are serious consequences for any student who commits a violent
act.
 All members of the school community (including people in positions of authority), are
to be treated with respect and dignity.
 Responsible citizenship involves appropriate participation in the civic life of the school
community. Active and engaged citizens are aware of their rights but, more
importantly, they accept responsibility for protecting their rights and the rights of
others.
 Members of the school community are expected to encourage the use of constructive
and respectful means to resolve conflict. Physically aggressive behaviour is not a
responsible way to interact with others.
 Members of the school community are not to be in possession of, or are not to use or
threaten the use of any object to injure another person as this endangers the safety of
oneself and others.
 Schools will work cooperatively with police and community agencies to promote
prevention strategies. The school will respond to school members who are in
possession of, or under the influence of, alcohol or restricted drugs.
 Insults, disrespect and other hurtful acts disrupt learning and teaching in a school
community. Members of the school community have a responsibility to maintain an





environment where conflict and differences can be addressed in a manner characterized
by respect and civility.
Schools have a responsibility to promote and enhance positive self-esteem in students
through their programs and practices.
Each behavioural situation that requires disciplinary action has its own unique and
varying set of extenuating circumstances. These situations must be handled in a fair and
dignified manner that takes into consideration the individual student, the nature and
severity of the behaviour, the safety and dignity of all students, the impact on school
climate, any mitigating and other factors, and is sensitive to the diversity, cultural and
special needs of the individuals involved.
The Peel District School Board promotes student success by providing all students,
including suspended and expelled students, access to continuous learning opportunities
and, where appropriate, to the support they need to meet their learning objectives.
The Peel District School Board is committed to recruiting and retaining staff members
who are willing and able to operate within Board policy and within the authority of the
Education Act.
The Peel District School Board is committed to staff development and training to
achieve the goals of this policy.
Standards of behaviour
Respect, civility and responsible citizenship. All school members must:
 respect and comply with all applicable federal, provincial and municipal laws
 demonstrate honesty and integrity
 respect differences in people, their ideas and opinions
 treat one another with dignity and respect at all times, and especially when there is
disagreement
 respect and treat others fairly, regardless of, for example, their race, ancestry, place of
origin, colour, ethnicity, citizenship, religion, gender, gender identity, sexual
orientation, age or ability
 respect the rights of others
 show proper care and regard for school property and the property of others
 take appropriate measures to help those in need
 seek staff assistance, if necessary, to resolve conflict constructively and respectfully
 respect all members of the school community, especially people in positions of
authority
 respect the need of others to work in an environment conducive to teaching and
learning and working
 not use abusive or inappropriate language or swear at a teacher or another
person in
a position of authority
Safety
All school members must not:
 engage in bullying behaviours
 commit sexual misconduct, including assault
 commit robbery
 inflict or encourage others to inflict bodily harm on another person
 engage in hate propaganda and other forms of behaviour motivated by hate or bias
 commit an act of vandalism that causes extensive damage to school property or to
property located on school premises
Weapons
All school members must not:
 be in possession of, or traffic in, any weapon, including, but not limited to, firearms,
pepper spray, or other gas or devices designed to injure, incapacitate or immobilize
 use any object to threaten or intimidate another person
 cause injury to any person with an object
Alcohol and drugs
All school members must not:
 be in possession of, or under the influence of, or provide others with, or traffic in
alcohol or restricted drugs
 give alcohol or restricted drugs to a minor
Bullying prevention and intervention
We are teaching students to identify bullying behaviour and giving them strategies to deal
with, and stop it from happening.
Bullying is typically a form of repeated, persistent and aggressive behaviour directed at
another person that is intended to cause (or should be known to cause) fear, distress and/or
harm to that person’s body, feelings, self-esteem or reputation. Bullying occurs in a
context where there is a real or perceived power imbalance.
When someone experiences or observes bullying behaviour, he/she is expected to report it
to a teacher, teaching assistant or school administrator immediately. Bullying behaviour
will be dealt with using a progressive discipline approach.
Progressive discipline
The Provincial Code of Conduct, the Peel District School Board Code of Conduct and the
Education Act create expectations for behaviour for all persons on school property.
It is essential that all students have a safe, nurturing and accepting school environment in
order to maximize their learning potential and to ensure a positive school climate for all
members of the school community.
Pursuant to the Education Act, principals are required to maintain proper order and
discipline in schools, and students are responsible to the principal for their conduct and are
required to accept such discipline as would be exercised by a reasonable, kind, firm and
judicious parent.
To meet the goal of creating a safe, nurturing, and accepting school environment, the Peel
District School Board supports the use of early, ongoing and proactive positive and
restorative practices, as well as consequences for inappropriate behaviour, including
progressive discipline, which includes suspension and expulsion, where necessary.
The Peel District School Board does not support discipline measures that are punitive.
Schools are encouraged to implement early, ongoing and proactive positive and restorative
practices, and corrective supportive practices, when necessary.
In circumstances where a student will receive a consequence for his/her behaviour, it is the
expectation of the Peel board that progressive discipline practices, consistent with Ministry
of Education direction and PPM 145, will be applied, if appropriate.
Progressive discipline is an approach that makes use of a continuum of interventions,
supports and consequences, building upon strategies that promote positive behaviours.
The range of interventions, supports, and consequences used by the Peel board and all
schools must be clear and developmentally appropriate, and must include learning
opportunities for students in order to reinforce positive behaviours and help students
succeed. For students with special education and/or disability related needs, interventions,
supports and consequences must be consistent with the expectations in the student’s
Individualized Education Plan (IEP) and/or his/her demonstrated abilities.
The Peel board and school administrators must consider all mitigating and other factors, as
required by the Education Act and as set out in Ontario Regulation 472/07 before imposing
progressive discipline.
Progressive discipline practices may also include a range of interventions, supports and
consequences when inappropriate behaviours have occurred, with a focus on improving
behaviour, such as one or more of the following:
 withdrawal of privileges;
 detentions;
 withdrawal from class;
 meeting with the student, the student’s parent(s)/guardian(s) and the principal;
 restorative practices;
 restitution for damages;
 referral to a community agency for counselling, such as conflict resolution, anger
management or substance abuse; and/or
 the use of suspension and expulsion as outlined in Part XIII of the Education Act,
where a student has committed one or more of the infractions outlined below on school
property, school buses, during a school-related activity or event, and/or in
circumstances where the infraction will have a negative impact on the school climate.
When addressing inappropriate behaviour, school staff should consider the particular
student and circumstances, including any mitigating and other factors as set out Regulation
472/07, the nature and severity of the behaviour, and the impact on the school climate.
Suspension
The infractions for which a suspension may be considered by the principal include:
 uttering a threat to inflict serious bodily harm on another person;
 possessing alcohol or restricted drugs;
 being under the influence of alcohol;
 swearing at a teacher or at another person in a position of authority;
 committing an act of vandalism that causes extensive damage to school property at the
student’s school or to property located on the premises of the student’s school;
 bullying;
 any act considered by the principal to be detrimental to the moral tone of the school;
 any act considered by the principal to be detrimental to the physical or mental wellbeing of members of the school community; or
 any act considered by the principal to be contrary to Peel District School Board or
school Codes of Conduct.
A student may be suspended only once for each instance of an infraction and may be
suspended for a minimum of one (1) school day to a maximum of twenty (20) school days.
Suspensions between six (6) and twenty (20) days in length are deemed long-term
suspensions.
Mitigating and other factors
Before imposing a suspension, the principal, as required by the Education Act, must
consider any mitigating and other factors outlined in Regulation 472/07 and as set out in
the Safe Schools Procedures. For the purpose of the Safe Schools Procedures, the Peel
District School Board interprets the provisions of the Education Act and Regulations in a
broad and liberal manner consistent with the Human Rights Code.
Expulsion
The infractions for which a principal may consider recommending to the Peel District
School Board that a student be expelled include:
 possessing a weapon, including possessing a firearm;
 using a weapon to cause or to threaten bodily harm to another person;
 committing physical assault on another person that causes bodily harm requiring
treatment by a medical practitioner;
 committing sexual assault;
 trafficking in weapons or restricted drugs;
 committing robbery;
 giving alcohol to a minor;
 an act considered by the principal to be significantly detrimental to the moral tone of
the school and/or to the physical or mental well-being of others;
 a pattern of behaviour that is so inappropriate that the student's continued presence is
detrimental to the effective learning and/or working environment of others;
 activities engaged in by the student on or off school property that cause the student's
continuing presence in the school to create an unacceptable risk to the physical or
mental well-being of other person(s) in the school or Peel District School Board;
 activities engaged in by the student on or off school property that have caused extensive
damage to the property of the Peel District School Board or to goods that are/were on
Board property;
 any act considered by the principal to be a serious violation of the Peel District School
Board or school Codes of Conduct.
Mitigating factors and other factors
Before imposing a suspension pending an investigation to determine whether to
recommend expulsion, the principal must consider any mitigating and other factors as set
out in Regulation 472/07 and the Safe Schools Procedures.
If the principal imposes a suspension pending an investigation to determine whether to
recommend expulsion, the principal must consider any mitigating and other factors as set
out in Regulation 472/07 and the Safe Schools Procedures, as required by the Education
Act. If the principal determines it is not appropriate to recommend an expulsion, the
principal must consider mitigating and other factors in deciding whether to shorten the
length of the suspension.
For the purpose of the Safe Schools Policy and Procedures, the Peel District School Board
interprets the provisions of the Education Act and Regulations in a broad and liberal
manner consistent with the Human Rights Code.
Access to school premises
The Safe Schools Act, 2000 requires that school boards are in compliance with the Act and
its regulations.
Statement of policy
The Peel board is committed to providing a safe learning and working environment and
preserving the integrity of the instructional day for students and staff members. The Peel
board recognizes that control of access to school premises under its jurisdiction shall be in
accordance with the provisions of s.212, s.265(1)(m) and s.305 of the Education Act and
Ontario Regulation 474/00 (revised 2007). The Peel board further authorizes principals or
their designate to exercise rights as occupiers under the provisions of the Trespass to
Property Act. Access to school premises during after school hours shall be governed by
Policy 42, Use of Facilities.
Requirements:
 The Peel board recognizes that the following persons are permitted to be on school
premises at any time authorized by the Board:
 a person enrolled as a student
 a parent or guardian of such a student
 a person employed or retained by the Peel District School Board
 a person who is otherwise on the premises for a lawful purpose (e.g. trustee, voting)
 a person who is invited to attend an event, a class or a meeting on school premises
provided the person is on the premises for that purpose

a person who is invited onto school premises for a particular purpose by the
principal, vice-principal, teacher or another person authorized by the Peel District
School Board policy, provided the person is on the premise for that purpose
 Persons authorized to be on school premises are not entitled to have access to all areas
of the school premises.
 The Peel District School Board has the right to lock the school premises when the
premises are not being used for a purpose authorized by the Board.
 An authorized person is not allowed to remain on school premises if, in the judgment of
the principal or designate, his or her presence is considered detrimental to the safety or
well being of a person on the premises.
 An authorized person is not permitted to remain on school premises if he or she fails to
report their presence on the premises in the manner specified in the school's Code of
Conduct.
 A student registered in a school, or attending a program for suspended or expelled
students cannot be denied access to the premises of that school, under the provisions of
Ontario Regulation 474/00 (revised 2007).
 The principal or designate shall exercise the rights of the Peel District School Board as
an occupier under the provisions of the Trespass to Property Act, the Education Act
s.212, s.265(1)(m),s.305(4)(5) and Regulation 474/00 (revised 2007) s.3, with respect
to an individual determined to be in non-compliance with provisions of the policy.
3.2 Code of conduct
Harold M. Brathwaite S.S.’s code of conduct was created by school staff, with input from
school council. It reflects provincial and Peel District School Board policies and
guidelines. It includes a list of acts, issues and reasons requiring mandatory suspension and
expulsion.
It is important to form realistic expectations and firm guidelines for students, while at the
same time respecting students' maturing individuality. Staff, students and
parents/guardians need to collaborate and accept responsibility for establishing and
upholding a positive school climate.
HB’s Code of Conduct is built around the HB Way and student success. It is included in
the Student Agenda. It is replicated here for your easy reference.
The Harold M. Brathwaite Secondary School Code of Conduct applies to all
members of the school community including students, parents, guardians, volunteers,
visitors and school staff, whether they are on school property, on school buses, at
school-authorized events or activities, or in any other situation that may impact the
school climate.
All members of the school community have a responsibility to respect and honour
the school Code of Conduct, to demonstrate age and developmentally appropriate
social behaviour and to take responsibility for their own actions.
COMMUNICATION WITH SCHOOL
The HB way says "We attend classes on time, every day." Attendance and punctuality
are important life skills and the school recognizes the commitment of students to school
with a variety of awards.
Attendance
There are occasions when a student is unable to attend class due to illness, doctor's
appointments or other reasons. Any absences need to be communicated to the
school by a voice message from parents or guardians to reception (905-793-2155
x400) or by providing a note to the main office on the student's return.
Unauthorized absences are subject to consequences from teachers and the
administration. The school has a call home system that informs the home of lates
and absences on a daily basis. Parents/guardians are encouraged to monitor the
attendance of their teen and may wish to register on Parent/Guardian Web.
Lates
When a student arrives late to first period they are to proceed directly to the
classroom. After 9:00 a.m., any students arriving at school needs to sign in at the
main office prior to going to class.
Signing Out
When a student becomes ill or has an appointment and must leave the school prior
to the end of the school day, they must report to the main office to sign out. In order
to leave, they will need a note from a parent or guardian or in case of illness; a
phone call will be made by the office to contact a parent or guardian.
Extended Absences/Vacations
As a school we do not authorize extended absences/vacations during the school year
because of the impact any absences have on student performance. All absences
should be scheduled outside the school year, in cases where is it absolutely
necessary to be absent for a period of up to 15 school days, students must complete
an Extended Absence Form and have each teacher sign the form. Additionally the
parent or guardian must sign the completed form and submit it to the student's VicePrincipal prior to the departure from school. Students planning absences of more
than 15 days may be withdrawn.
Change Of Personal Information
Each year, current information is collected about home, work and emergency phone
contacts for students at the school. It is important to have updated information so
that parents and guardians can be contacted during the day in case of an accident.
Please inform the office of any changes in address, or phone contacts (proper
documentation will be required).
Communication With Adult Students (age 18 and older)
Peel District School Board staff, including teachers and administrators,
will communicate with the parent(s)/guardian(s) of an adult student
(age 18 or older) regarding educational matters unless and until that adult
student provides direction in writing that all further communication by
school staff regarding education matters must be with the student only.
If you have questions regarding this practice of if you wish to provide
written direction to the school, please speak to your Vice-Principal or the
Principal.
School Closing - Weather Conditions
In case of poor weather conditions, announcements are made on major radio stations
that schools are closed. When school buses are cancelled, schools are open for
students and staff to attend.
Parents/Guardians Night
Each semester a parent/guardian night is scheduled to allow for teachers and
parents/guardians to discuss the progress of students within the school. These nights
are an opportunity to meet and share information.
Community Nights
Each semester the school organizes Community Nights that target topics of interest
within the school community. These nights are arranged to meet the needs of both
parents and students. Each session has a focus for the evening. Some of the
previous Community Night topics have included Wellness (Health and Sexuality),
Study Skills, Awareness of Youth Gangs, Stress Skills, and Career Paths after
secondary school.
School Council
The School Council is composed of parents, guardians, community members, staff
and student representatives. It meets four times during the year. Parents and
guardians are encouraged to attend School Council meetings and share information.
If interested please contact the school.
Prom
The Prom should be a positive and enjoyable experience for everyone, in order to
attend the Prom students must:
- demonstrate academic achievement and be in a position to graduate at
the end of the school year by having a minimum of 29 credits
- have completed their community involvement
- have attended the Party In The Right Spirit Session
- demonstrate appropriate attendance, punctuality, and behaviour
RESPECT
Respect allows our community and society to operate in a positive manner. The
school recognizes students for creating a positive climate with the Blizzard Awards.
Assemblies
Assemblies are planned to celebrate student achievement and showcase talents.
They are also used to share information about the school and our community. We
invite guests to share their perspectives and experiences. As an audience, students
should listen quietly during performances. Students should sit in the designated
areas, often in the cafetorium or the gym as arranged for the assembly. As a
respectful audience member you will also ensure that all cell phones and other
electronic devices are turned off and out of sight.
Cafetorium
The cafetorium is available for student use at lunch and for quiet study during other
periods of the day. Students may eat their lunch in the cafetorium, on the patio
outside the cafetorium, or leave the property at lunch providing they return on time
for their next class.
To have a positive climate, all students must::








Clean Up after Yourself
Put Garbage in Garbage Cans
Keep Food & Drinks in the Caf
Keep Servery Area Clear
Stay off the Stage
Keep the Stairways Clear
Recycle Cans & Bottles
Keep Aisles Clear
Cell Phones/Pagers
Many students have cell phones for personal use. To respect the learning
environment, cell phones may only be used when the student is outside of the school
building. Cell phones or pagers may not be used in the school.
Clothing
Students may express their personal style by what they wear. The choice of clothing
should be appropriate for secondary school and not offensive to others within the
community. Clothing should not contain logos, sayings or pictures referring to
sexual content, alcohol, substance abuse, violence, profanity, gangs, or inappropriate
items about nationality, race or gender. If your clothing shows a lack of respect, you
may be required to return home and change to more suitable attire.
Computers
There are many computers available in classrooms and labs for student use. Students
may use computers for course work, including Internet research as required.
Directions
Any adult within the building may direct students at the school. The adults within
the school include teachers, administrators, custodians, community workers,
servery, secretarial and support staff. Examples of adult directions include requests
to move within a classroom, to go to the office or to comply with a school rule.
Students should demonstrate respect and follow the directions given. This
contributes to a safe, orderly, and respectful environment.
Electronic devices
Students may use listening devices such as MP3 players or iPods, providing they
have earphones attached and control the volume within the main atrium and the
cafetorium of the school. They are not to be used in teaching areas or classrooms.
Environment
As part of our school and community, students need to respect their environment
within the school and the surrounding school grounds. This means students should
use garbage and recycling containers for waste materials. Food waste should be
placed in the garbage cans and school paper waste should be added to the re-cycling
boxes found in classrooms. There are also waste containers located outside of the
building.
Field Trips
Students frequently have the opportunity to extend their learning through fieldtrips,
excursions, guest speakers, presentations, assemblies or co-curricular activities.
These events are considered part of the school routine and students are expected to
maintain respectful and courteous behaviour for the duration of these activities.
Hats
Students may wear religious headgear in the school. All other forms of head
covering are not permitted, including bandanas, hoods, durags, kerchiefs and hats of
all types.
Identification
Any adult within the building may ask students at the school their name. Students
are expected to respect the adults and respond with their full name, first and last.
This contributes to a safe and orderly environment. The adults within the school
include teachers, administrators, custodians, servery, secretarial and support staff.
Lockers
All Students are provided with the use of a locker for their personal belongings.
School lockers are loaned for the school year. There are limited gym lockers
available through the Physical Education Department for students involved in
athletics. Personal items left unattended are not secure, and students are advised to
leave valuables at home. The school may revoke locker privileges and take
disciplinary action if the locker is misused. Locks, specific for use at HB, can be
purchased from the main office.
Lost and Found
Any items found within the school should be brought to the main office for the lost
and found container. If students lose items, they should check with the main office
to see if items have been located. Personal items left unattended are not secure, and
students are advised to leave valuables at home.
Parking
Senior students may park their cars in the South parking lot provided they have
registered their vehicle with the main office. At the beginning of the year, students
will have an opportunity to register for a Student Parking Permit. All vehicles on
school grounds must be operated in a safe manner.
Scent
The school board has a no scent policy to respect the needs of people who are
allergic to scented products. Please make personal choices to use un-scented
products.
Servery
Within the servery, students may purchase food for breakfast and lunch. Students
must leave any bags or jackets outside of the servery area. It is recommended that
these items be placed in a locker prior to using the servery, or left with a friend
within the cafetorium. For faster service the servery has one-way traffic entering
from the main hall. Only a few students may enter at a time to ensure efficient
service.
Spectators
Students are permitted at home games and, at times, students may be asked to
present their student card for admission to events. There is no food or drink allowed
within the gym. Spectators at away games are only allowed with appropriate
supervision. Students are expected to respect the athletes and cheer positively for
our teams. Spectators are expected to follow the school rules as outlined.
Textbooks
Textbooks and curriculum resources are loaned to students to assist their learning.
Students should use the materials in a manner that allows the continued use by
others. Students are responsible to pay for any lost or damaged materials.
The Future We Want
The Peel District School Board is one of Canada’s largest public school boards and
it continues to grow as the communities of Peel Region expand. The diversity that
is represented by students, staff and the community is rich. Much of the diversity is
represented at Brathwaite. To achieve a welcoming and safe learning environment,
each school in Peel is on a journey call The Future We Want – a welcoming future
that is symbolized by fairness, respect, and inclusiveness. The future starts now and
it starts with students. Students , play a critical role in shaping the climate of the
school. Help to keep your school safe and welcoming by being respectful of other
who may be different from you because of the religion, ability, age, class, faith,
gender, race or sexual orientation.
Visitors/ Trespassers
Parents/guardians and guests who arrive for educational purposes should report to
the main office to identify themselves and the nature of their visit. Students should
report any trespassers on the school property to the main office in order to ensure a
safe, orderly and uninterrupted learning environment.
Washrooms
Washrooms are available on each floor of the school and are available for student's
use when not in class. If students need to use the washroom during class, the
teacher's permission is required. Students are expected to use a washroom nearest to
their classroom and not travel to other areas of the school while on a washroom
break.
DISCIPLINE
There are a series of consequences for behaviour that is inappropriate.
Teachers
Teachers may ask students to make up for missed time in class through detentions. These
are served outside of class time before school, at lunch or after school. If behavioural
issues continue or become chronic, students may be referred by the teacher to the
administration. In serious situations students are directed to leave class and report to the
main office immediately.
Call home to parents
Phone contact may occur with any of the administrative or teacher actions. In more
complex situations a case leader is selected to coordinate the calls home. Depending on the
situation this may be a counsellor, special education teacher or administrator. Family
meetings and case conferences are arranged as needed through liaison with the
administrator of the student.
Office detentions or community service
Students may be required to spend time in the office under supervision or complete
community service in the school building as a consequence for their behaviour.
Alternative Program - Contact
There may be times when a student has repeatedly misbehaved despite various
interventions. When this occurs or when the behaviour is serious enough in the view of the
administration to warrant removing the student from the class s/he will be brought to the
office and asked to spend a day working in the ISS area. Teachers will be asked to provide
work for the day. Removal from class is meant to convey to the student that the
misbehaviour is serious and must change. Students are given assistance as necessary with
conflict resolution, planning strategies to avoid future misbehaviour or planning how to
make up for their actions.
Suspension
This is a formal suspension for more serious situations as outlined in the Education
Amendment Act (Progressive Discipline and School Safety), 2007.
3.3 Academic honesty
All secondary schools are committed to the development and the practice of academic
honesty and integrity. Behaviour from students that is found to seek to attain academic
advantage or help someone else obtain such advantage through cheating will be met with
consequences.
Academic dishonesty includes plagiarism, electronic theft and misrepresentation of
original work, theft of evaluation instruments, use of unauthorized aids, and false
representation of identity.
All instances of academic dishonesty must be reported to the administration. This will
result in appropriate consequences for the student. See our school’s Assessment and
Evaluation policy in Appendix G.
3.4 Homework policy
Communication and co-operation provide the basis for a partnership between home and
school. The partnership can result in significant learning outcomes for students.
Homework is one of the important ways through which these outcomes are fostered.
Homework is not necessarily a paper and pencil activity and may include a variety of
tasks.
Benefits of homework
 Helps develop good study habits
 Promotes academic learning
 Promotes the learning of personal responsibility
 Helps develop organizational skills and independent work habits
 Provides a communication link between home and school
 Promotes lifelong learning
Homework roles and responsibilities
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Teachers
Assign work that is
relevant and purposeful
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Provide clear guidelines,
expectations and
evaluation criteria
Ensure the students have 
the skills and the
understanding to do the
work
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Set timelines that are
reasonable and take into
account other
Parents
Establish a drop spot for
school correspondence and
expect their child to place
items, such as homework,
trip notes, newsletters and so
on, there

Students
Complete the assigned work
to the best of their ability
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Meet deadlines for
homework completion
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Develop a homework routine
Provide a quiet place and
designated time to do
homework
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Take home needed materials
and bring back what is
required
Show an interest in their
child’s academic progress by
reviewing their school work
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Ask for clarification or
assistance from the teacher,
as required
homework, as well as
scheduling requirements
of home life
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Monitor the student agenda
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Ensure homework is
returned
Let parents know what is
happening at school
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Teach students how to
set up and maintain their
student agenda
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Maintain a communication
book/homework
book/student agenda
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Communicate concerns
to parents as required
Respond to teacher
communications, when
requested, and/or initiate
communication, as necessary
3.5 Bicycles, cars and student transportation
The school is not responsible for theft or vandalism of these items. Scooters, skateboards
and roller blades must not be used on school property.
Bicycles should be locked on the stands available at the north side of the school.
Students who drive cars to school may park their vehicle in the south parking lot. They
must register their vehicle with the main office at the start of each school year and obtain a
Student Parking Permit.
The staff parking lot is on the north side of the school building.
3.6 Visitors in the school
Signs posted at each entrance/exit door direct visitors to report to the main office.
Visitors must register at the office. All authorized visitors (including maintenance
workers/resource personnel) in the school must have an identification badge.
Any person who does not comply with a request to identify him/herself must be directed to
the school office.
Teachers are requested to notify the office of special visits by presenters.
3.7 Trespassers
The Education Act RSO Section 265(m) states that: "it is the duty of a principal, subject to
an appeal to the Board, to refuse to admit to the school or classroom a person whose
presence in the school or classroom would, in the principal's judgment, be detrimental to
the physical or mental well-being of the students."
Approaching a stranger(s)
A courteous approach must be made to all strangers. When it is necessary to advise a
stranger to leave, staff members will identify themselves and their role and give the person
a clear and firm direction to report to the office or leave. Contact the office and provide the
location of the stranger(s) and a brief description.
Staff should not attempt to physically detain anyone.
3.8 No-smoking policy
Consistent with the Smoke Free Ontario Act, the Peel Board has a policy that prohibits
smoking in school buildings, board offices, board vehicles, school property and premises,
including walkways and parking lots.
Students found smoking on school property are to be referred to the VPs for follow-up and
may be reported to the City of Brampton. Tickets for smoking on school property may
cost in excess of $150.00.
3.9 Dress code for students
Student dress code
Bill 81 requires that each school establish policies and guidelines respecting appropriate
dress. It is expected that students will come to school, dressed in a neat and tidy manner at
all times and wearing clothing that is not offensive to generally accepted sensibilities of
hygiene and good taste.
Clothing with words, pictures or phrases that make reference to profanity, sex, drugs,
alcohol/cigarette advertising, racial slurs, violent or offensive images, or that is too
revealing is not allowed. Staff should use their professional judgement when making
decisions about appropriate student attire. If in doubt, staff should refer the student to the
administration. Clothing should cover all undergarments.
The wearing or display of bandannas is prohibited. As well at our school, students are not
permitted to wear any headwear that is not religious, i.e., hoods, durags, kerchiefs, and
hats of all types.
The request to wear a kirpan must be made directly to the school principal who will
explain the limitations under which this will be allowed. Parents or guardians must
accompany their students during this explanation and discussion.
Appropriate dress allows students to participate in a safe and healthy environment. At all
times, students must wear footwear to protect them from cold floors or injury. Exceptions
may be made at the discretion of the teacher.
3.10 Personal electronic devices
Laser pens/pointers are not allowed at school. Students in possession of these items must
be referred to the administration for disciplinary action.
Students may use listening devices such as walkmans, MP3 players or iPods, providing
they have earphones attached, within the atrium and the cafetorium of the school. They
are not to be used in the teaching areas or classrooms.
USE OF PEDs
Harold M Brathwaite SS recognizes the value of using Personal Electronic Devices
(PEDs) to enhance 21st Century learning to support curriculum delivery. As such, we
embrace the use of PEDs in a respectful and responsible manner, in keeping with the
school’s Code of Conduct and the Peel District School Board’s Digital Citizenship Policy
#78. The Code of Conduct and academic integrity apply to the use of technology whether
students are accessing information from school, home or from a PED.
Students are able to use Board technology and their PEDs for educational purposein
classrooms, libraries, cafeterias/lunchrooms and other areas students gather to do their
work, as long as students are following the expectations as per our core character
attributes:
Cooperative
 PEDs may be used outside the
classroom as long as these devices
do not distract from school
activities
 As a result of bandwidth
limitations, downloading or
streaming of video content for noneducational purposes is not
permitted.
 Posting photographs and/or images
on the Internet (including social
network sites) without teacher
and/or parent permission violates
the Code of Conduct.
 With respect to Board technology,
never download or install any
software without the permission of
your teacher.
Respectful
 PEDs may be used in the classroom
only with permission of a teacher or
other staff member.
 PEDs may only be used to make
and/or receive phone calls or texts
outside the building unless a teacher
or staff member provides permission
to do so elsewhere.
 PEDs may not be used for any
communication or for taking
photographs/video unless permission
is granted by a teacher or other staff
member.
 Do not use Board technology resources
to store materials not relevant to
educational purposes.
Caring
 Use good judgment in accessing
material on the Internet, and report
suspicious concerns to a teacher
immediately
 Create, display, use and store
messages, images and videos
appropriately while demonstrating
respect, e.g. no cyber-bullying or
using others’ passwords.
Responsible
 Students need to be diligent about
safely storing their PEDs. Harold M
Brathwaite SS is not responsible for
lost, stolen and/or damaged PEDs.
 Keep personal information private
(e.g. age, address, phone numbers,
usernames, passwords) unless
approved by a teacher and/or a
parent.
 Users should not expect privacy with
respect to any of their activities when
using the Board’s technology
resources.
We have clear expectations around the appropriate, respectful use of technology. Inappropriate
use of Board technology and/or PEDs may result in discipline or having the use of these
services suspended or removed.
3.11 Student use of Internet and computers
Internet use and expectations
Linking students to the Internet gives them access to a vast array of information and
knowledge. This access will greatly enhance the quality and breadth of each student’s
program. The ability to access, analyze, evaluate and manage information is, and will
continue to be, an essential tool in our society.
Internet use for any purpose that is contrary to the intent of the school's code of conduct is
strictly prohibited. This includes all forms of violence, threats and harassment directed at
the staff, students or school. This rule applies to school, work, and home Internet use. Staff
should make students aware that network administrators have the capability to access any
and all files on the system at any time. Staff must report any inappropriate Internet or
computer use to the administration.
Harold M. Brathwaite Secondary School - E-mail guidelines
The Peel District School Board recognizes that e-mail is a valuable communication tool
that is widely used across our society. As a result, the board encourages staff and students
to use e-mail to improve the efficiency and effectiveness of communication, both within
the organization, and with the broader community.
The following guidelines should be adhered to when using e-mail:
 Parental consent for student use of e-mail must be provided in addition to consent for
student use of the Internet.
 E-mail written by students for school purposes should be treated as any other student
writing, i.e. appropriate attention must be paid to spelling, grammar, presentation and
plagiarism.
 E-mail cannot contain identifying information about the sender or any other students.
This includes addresses, pictures and other personal information.
 Students are responsible for all e-mail sent from their account and must take care to
protect access to the account by keeping their password secret and by logging off when
they leave the workstation.
 The board has the right to access and disclose the contents of a student's e-mail
messages.
The following is acceptable student to staff member e-mail communications:
Discussions specifically related to class activities – curriculum, homework, tests, and
special events
The following is unacceptable student to staff member e-mail communications:
 Any discussion related to other students.
 Personal information about other students.
 Discussion about the personal life of the staff member or student (home life, vacations,
relationships).
3.12.1 Assessment and Evaluation Policy
POLICIES AND REGULATIONS Policy #14
STUDENT ASSESSMENT AND EVALUATION IN PEEL ELEMENTARY AND
SECONDARY SCHOOLS
We will be meeting ministry expectations and continuing to move forward with The
Growing Success: Assessment, Evaluation, And Reporting In Ontario Schools Ministry
Document. Professional development opportunities will be offered to staff so that new
policies will be implemented this year.
Statement of Policy
The Peel District School Board approves a student assessment and evaluation policy that is
applied consistently throughout Grades 1-12. This policy supports provincial policies for
assessment and evaluation based on the provincial curriculum expectations and
achievement levels outlined in the elementary and secondary curriculum. In Peel, it is
expected that teachers will have a working knowledge of good assessment practices that
impact on equity, fairness and higher achievement for all students. Students must be
provided with numerous and varied opportunities to demonstrate the full extent of their
achievement of the curriculum expectations. Decisions about the type of assessment to be
used should be based on the purposes and principles outlined in the Rationale section
below.
Definitions
To help clarify the terminology in this policy, the following definitions are given:
Assessment - the process of gathering information from a variety of sources that accurately
reflects how well a student is achieving the curriculum expectations.
Evaluation - the process of judging the quality of student work on the basis of established
criteria, and assigning a value to represent that quality.
Rationale
Purposes of Assessment
The purpose of student assessment is to improve learning for all students. Assessment and
evaluation improve learning when they are an integral part of all classroom activities and
when the information is used to identify student strengths, weaknesses and next steps for
learning. The following, more specific purposes of assessment, all contribute to improved
student learning:
 to gather information and record student progress and achievement toward curriculum
expectations
 to develop in students the ability to reflect on their learning styles, strengths and areas
for growth and use this information to set learning goals for improvement
 to provide information for planning, implementing and improving instruction
 to guide decisions about grading, student placement, graduation and/or certification
 to provide information to students, parents/guardians and teachers about student
progress and achievement
Principles of Effective Assessment
Student Assessment in the Peel District School Board must:
 be clearly linked to expectations, achievement charts and instructional strategies
address both what students learn and how well they learn
 be both aligned with and based on the categories of knowledge and skills on the
achievement level descriptions given in the achievement chart that appears in the
curriculum policy document for each discipline/curriculum area
 be varied in nature, using a wide variety of strategies, administered over a period of
time and designed to provide opportunities for students to demonstrate the full range of
their learning
 be valid, reliable and fair
 accommodate the needs of exceptional students, consistent with the strategies outlined
in their Individual Education Plan
 accommodate the needs of students who are learning the language of instruction
whether or not they are enrolled in ESL/ELD programs
 be appropriate for the learning activities used, the purposes of instruction and the needs
and experiences of the students
 ensure that each student is given clear directions for improvement
 promote students’ ability to assess their own learning and to set specific goals
 include actual samples of student work (examples/portfolio) that provide evidence of
their achievement
 focus on process, product and performance
 be communicated clearly to students and parents at the beginning of the unit/course and
at other appropriate points during instruction
 provide opportunities for students to see what the achievement of expectations looks
like (examples/samples of good work, exemplars, anchors)
Assessment Tasks
Assessment must be fair to all students. Fair and inclusive assessment practice includes a
range of opportunities for students to demonstrate their learning. A teacher’s assessment
repertoire includes, but is not limited to:
 conferences and personal communications
 logs and journals
 observations - e.g. cooperative learning strategies, risk taking, expressive and receptive
language skills, leadership, attention to task
 performance tasks - e.g. demonstrations, presentations, simulations
 portfolios
 projects - e.g. models, experiments, work samples, investigations.
 reflections - e.g. personal learning, experiential, metacognitive
 self and peer assessments
 tests and exams - e.g. multiple choice, true/false, short answer, matching, essay style
answer
 text forms – e.g. narrative, recount, procedure, report, explanation, exposition e.g.
essays
Assessment Tools
Using the information gathered, the teacher will make a professional judgement on the
quality of work as measured against criteria using the following tools:
 checklists
 scales e.g. Peel reading, writing and numeracy scales, scales of scientific inquiry and
technological design
 rubrics and checkbrics
 marking schemes
Assessment and Evaluation - General Administrative Expectations
1. Decisions about the type of assessment to be used should be based on the purposes and
principles outlined in the Rationale section.
2. Equity and fairness must be reflected in assessments in Peel secondary schools.
Emphasis of achievement categories in the determination of marks must be consistent
among all sections of the same course within a school.
3. The grade level, the destination of the student, the curriculum expectations and the
achievement chart, will be considered when determining the nature of a summative
assessment. A wide range of assessment strategies/options must be considered. In Peel
secondary schools, final evaluations are worth 30% as per Ministry policy and should
address all categories in the achievement chart. A range of assessment strategies to
ensure course expectations are met will need to be considered. Emphasis in the final
evaluations should reflect the emphasis of the achievement categories in the term.
4. A final grade is recorded for every course. In line with Ministry policy, the final grade
for each course in Grades 9-12 will be determined as follows:
 Seventy per cent of the grade will be based on evaluations conducted throughout
the course. This portion of the grade should reflect the student’s most consistent
level of achievement throughout the course, although special consideration
should be given to more recent evidence of achievement.
 Thirty per cent of the grade will be based on final evaluations in the form of an
examination, performance, essay and/or other method of evaluation suitable to
the course content and administered towards the end of the course.
In all of their courses, students must be provided with numerous and varied opportunities
to demonstrate the full extent of their achievement of the curriculum expectations, across
all four categories of knowledge and skills.
Secondary Final Evaluations
1. Secondary final evaluations will be communicated to allow for::
 communication of promotion recommendations to students and parents.
 discussion of the impact of the term or semester results on the student’s future
educational plans.
2. There will be a common, district-wide calendar for both semestered and nonsemestered schools for scheduled final evaluations:
Semester/Term 1: January weeks 3 and 4
Semester/Term 2: June weeks 3 and 4
3. Final evaluation schedules should take into account fairness to students with respect to
timing for proper review and study.
4. In-class components of final evaluations must be scheduled with fairness in mind,
especially when held outside of the formal evaluation schedule.
When a final evaluation timetable schedules a student to engage in more than two
evaluations in one day or there are medical or compassionate reasons, a resolution that
considers fairness to the student must be approved by the administration. (Possible
resolutions could include completing an assessment at an alternate time or an alternate
form of assessment.)
5. Accommodations on final evaluations for ESL, ELD, Exceptional students and all other
students with IEPs must be consistent with the accommodations outlined in their IEP
and AEP.
6. Arrangements are to be made for students under suspension to participate in final
assessments. Expectations and arrangements must be clearly communicated to the
student and parent.
7. Final evaluations administered toward the end of the course must be consistent with the
assessment experiences that the students have had during the course.
Communication
1. Schools must communicate and clearly define, to students and parents, the assessment
and evaluation frameworks used to monitor/evaluate both student learning and program
effectiveness. Parents and students must be informed of the policies, procedures and
criteria involved in assessment and evaluation of student achievement, and of policies
concerning students’ promotion.
This will be accomplished by:
 the distribution of the School Assessment and Evaluation policy to students and
parents at the beginning of each school year
 the communication of curricular expectations and the types of assessment strategies
for courses at the beginning of each year or semester through a course outline or
Parent Information Sheet
 the reporting of achievement at regularly scheduled intervals throughout the year or
semester
2. Formal reporting of student achievement will be done by means of the Provincial
Report Card. (Twice per semester for semestered courses, three times for nonsemestered courses.)
3. Ongoing communication must:
 report student progress
 comment on strengths, weaknesses and next steps to improve student learning
 provide detailed information that will encourage student goal-setting
 assist parents in supporting learning at home.
Reporting and Communicating Student Academic Progress and Achievement
Formal reporting of student achievement to parents/guardians takes place twice during
each semester and in some cases three times.
1. Early progress reports are sent home approximately one month after the beginning of
each semester for students who are deemed to be at risk of not being successful in
particular courses.
2. Mid–semester report cards are issued to all students. Parents and Guardians are
invited to Parents’ Night to speak individually to teachers at this time. All
parents/guardians are encouraged to take advantage of this opportunity to discuss their
son's/daughter's progress.
3. Final report cards are issued at the end of a semester showing final marks in each
course studied. These final report marks are based on 70% term work and 30% final
evaluation.
In addition, teachers will alert parents/guardians of ongoing and potential problems
at any time during the semester, so that early remedial action can be taken.
Parents/Guardians are encouraged to contact teachers if they have any questions or
concerns.
3.12.2 Assessment and Evaluation Policy at HB
This document is based upon the Seven Fundamental Principles found in Growing
Success: Assessment, Evaluation, and Reporting in Ontario Schools (2010) and PDSB
Policy 14. It is the expectation that each department incorporates this policy into their own
expectations for students, and communicates these expectations to students through course
expectations sheets distributed on the first day of the semester/term.
Assessment and Evaluation
It is expected that all teachers will use Assessment for, as and of learning to guide
their teaching practices, support students in their learning and to report results to
students and parents. Teachers will provide accommodations as described in the
IEPs of individual students.
Assessment for learning
 comprises two phases—initial or diagnostic assessment and formative assessment
 assessment can be based on a variety of information sources (e.g., portfolios, works
in progress, teacher observation, conversation)
 verbal or written feedback to the student is primarily descriptive and emphasizes
strengths, identifies challenges, and points to next steps
 as teachers check on understanding they adjust their instruction to keep students on
track
 no grades or scores are given - record-keeping is primarily anecdotal and descriptive
 occurs throughout the learning process, from the outset of the course of study to the
time of summative assessment
Assessment as learning
 begins as students become aware of the goals of instruction and the criteria for
performance
 involves goal-setting, monitoring progress, and reflecting on results
 implies student ownership and responsibility for moving his or her thinking forward
(metacognition)

occurs throughout the learning process
Assessment of learning
 usually occurs at the end of the learning unit
 assessment that is accompanied by a number or letter grade (summative)
 compares one student’s achievement with standards
 includes all four categories (knowledge, application, communication, thinking and
inquiry)
 results are communicated to the student and parents
Deadlines and Lates
Students must provide evidence of their achievement of the overall expectations within the
time frame specified by the teacher, and in a form approved by the teacher. To support the
students in this endeavor, each department will clearly state the importance of submitting
assignments on time and the consequences for late or missed assignments. Students are
responsible for meeting established deadlines for assignments. Some deadlines are
absolute, while others may be negotiated at the teacher's discretion. If students are unable
to meet a deadline, they are responsible for making alternative arrangements with the
teacher well in advance of the due date. Late submissions will not be accepted if the
assignment has been evaluated and returned. Major unit assignments that are not
completed on either a negotiated or an absolute deadline may not be evaluated and will
remain as "incomplete". Multiple assignments that are not completed may result in the loss
of the credit if expectations of the course have not been demonstrated. Teachers are
encouraged to make every effort to ensure that students in at risk situations are given
alternative opportunities to meet course expectations. A list of strategies that may be used
to help prevent and/or address late and missed assignments can be found on page 43 of
Growing Success. These strategies can be used in all courses, based on the grade of the
students, the destination of the program, and any mitigating circumstances the individual
student may be facing. Mark deduction can be used as a punitive factor, but will not
result in a final percentage mark that, in the professional judgement of the teacher,
misrepresent the students’ actual achievement..
Assignments and Tests
Students who know ahead of time that they will miss a test or performance assessment
because of field trips, doctor's appointments, illness, family responsibility or other valid
reasons must notify the subject teacher as soon as possible.
Once the student returns from an absence, it is the student's responsibility to make
arrangements with the teacher to make up the missed test or performance assessment. If
arrangements are not made by the student to complete any missed test or assignment, an
"incomplete" will be assigned.
Learning Skills
The development of learning skills and work habits is an integral part of a student’s
learning. Teachers will report on the quality of learning skills demonstrated by all
students, in each of the following categories: Responsibility, Organization, Independent
Work, Collaboration, Initiative and Self-regulation. Teachers will provide numerous and
varied opportunities for students to demonstrate achievement of learning skills within the
context of regular classroom learning activities. Feedback should be provided frequently
and may be documented through the use of rubrics, tracking sheets, anecdotal notes,
checklists and ratings scales. Teachers should consult the Peel DSB support document
Crafting Learning Skills and Work Habits Comments, Grades 9 - 12 for useful strategies to
integrate learning skills assessments with performance evaluations.
Plagiarism or Cheating
Plagiarism and cheating will not be tolerated. Disciplinary consequences will be applied to
any student found to have committed these offences and may include a mark of zero,
suspension or other appropriate action. In addition, students will be required to resubmit or
complete the specific assessment.
Culminating Assessments
Culminating assessments (i.e. exams, performance tasks, ISU, presentations etc.) will
constitute 30% of each course mark and should be completed during the final weeks of the
course.
Culminating assessments must be completed by the deadline set by the school. If students
do not observe the absolute deadline for a culminating assessment, then they will be
assigned a mark of zero and their credit will not be granted.
Vacations and other unauthorized absences will not be considered grounds for rewriting a
missed culminating assessment; students are expected to be in class and parents must plan
for this accordingly.
If there are serious medical reasons or compassionate grounds for an incomplete
culminating assessment, the administration will attempt to find a fair resolution.
Determining Final Percentage Grades
Students will be evaluated on their most consistent and more recent level of achievement
throughout the course. In some disciplines, teachers may find that the skills taught in one
unit may not carry into the next unit of study. Therefore, it is necessary to evaluate a
student's most consistent level of achievement at the end of each skill-based unit. Teachers
are advised to check the PDSB's Policy 14 for advice on appropriate methods of
determining final percentage grades.
At the conclusion of a term or semester, if there are incomplete evaluations then there may
not be enough evidence of achievement of course expectations. In this case, a credit may
not be granted.
Decisions regarding granting a credit must take into consideration
mitigating factors. Students who take extended vacations in the semester or during
summative periods do so knowing that they will not get alternate opportunities to
demonstrate course expectations.
The decision about granting a credit will be based on a student's more recent, most
consistent levels of achievement. Grades below 50% indicate insufficient achievement of
curriculum expectations and signal that additional learning is required. In cases where
there is insufficient demonstration of course expectations, students may be directed into
alternative programs in order to complete the course expectations and earn a credit.
3.13 Reporting to parents
Interviews with parents can be scheduled as required throughout the year.
Interviews with parents are scheduled after each reporting cycle. Teachers are expected to
attend and participate in parent interviews.
In addition, teachers should communicate with parents on an on-going basis, through
telephone calls, notes, agendas/planners, etc. Contact via e-mail must follow the
guidelines outlined in 5.15 of this Handbook.
Harold M. Brathwaite Secondary School
Timelines for Mark Reporting and Parents/Guardians’ Night
Report Cycle
Mark Entry begins
Mark Entry ends
Report Card
Distribution
Monday, Sept 30, 2013
Tuesday, Oct 8, 2013
Friday, Oct 11, 2013
Semester 1
Progress Report
Parents/Guardians’ Night follows Progress Report on Thursday, Oct 17, 2013
Thursday, Oct 31, 2013
Monday, Nov 11, 2013
Friday, Nov 1, 2013
Semester 1
Mid-Semester
Wednesday, Jan 22, 2014
Monday, Feb 3, 2014
Thursday, Feb 6, 2014
Semester 1
Semester End
Tuesday, Feb 25, 2014
Monday, March 3, 2014
Wednesday, March 5, 2014
Semester 2
Progress Report
Parents/Guardians’ Night follows Progress Report on Thursday, March 20, 2014
Wednesday, April 9, 2014
Wednesday, April 16, 2014 Tuesday, April 22, 2014
Semester 2
Mid-Semester
Tuesday, June 10, 2014
Tuesday, June 24, 2014
Thursday, June 26, 2014
Semester 2
Semester End
3.14 Provincial testing - EQAO
These tests are mandated by the government of Ontario to provide information about
schools and student achievement in the areas of reading, writing and mathematics.
All grade nine students participate in a province-wide mathematics test near the end of the
course.
All grade ten students participate in the Ontario Secondary School Literacy Test (OSSLT).
Successful completion of the OSSLT is a diploma requirement.
3.15 OSR (Ontario Student Record)
Ontario Student Records (OSR) are kept on file in the guidance office.
The OSR contains report cards, psycho-educational assessments, ISRC and IPRC
information, speech-language involvement, custody documents and other relevant reports.
This information may be helpful for teachers in meeting the needs of their students. Any
questions regarding the information found in the OSR should be directed to the student's
guidance counsellor.
FREEDOM OF INFORMATION
Access to information for students who is 18 years and over are available only to the
student. Parents of students over 18 cannot have access to any information without the
written permission of the student. Custodial and non-custodial parents/guardians may
access information on their children who are under 18 years except when prevented by a
court order.
3.16 Custody
Prior to an initial contact home teachers should review the Ontario Student Records
(OSRs) or SIS and note any issues relating to custody, guardianship or access to students.
Any questions should be directed to the administration.
If a person who has restricted or limited access to a student arrives at the school, the office
should be notified immediately.
3.17 Child in need of protection
All Peel District School Board employees must give high priority to suspicions that a
student is, or likely will be, a child in need of protection.
The Child and Family Services Act mandates anyone who has reasonable grounds to
suspect that a child is, or likely will be, a child in need of protection must report these
suspicions to the Children's Aid Society.
Teachers should consult with school administration for support. They should also consult
with administration on the protocol for reporting board employees suspected of conduct
that places a child in need of protection.
To report a child in need of protection, teachers must complete Special Education
Program Services SEPS 5 Form A: Record of Reporting a Child in Need of Protection.
A sample form is provided in Appendix B.
For more information, refer to Operating Procedure: Special Education Programs and
Services SEPS 5.
3.18 School year calendar – 2012/2013
Regular School Year Calendar
SCHOOL YEAR - ELEMENTARY AND SECONDARY
The school year begins
The school year ends
The first day of classes
The number of instructional days for elementary and secondary students
The number of professional activity days for the elementary and secondary panel
September 4, 2012
June 28, 2013
September 4, 2012
188
6
SCHOOL HOLIDAYS - ELEMENTARY AND SECONDARY
Labour Day
Thanksgiving Day
Winter Break (inclusive)
Family Day
Spring Break (inclusive)
Good Friday
Easter Monday
Victoria Day
September 3, 2012
October 8, 2012
December 24, 2012 – January 4, 2013
February 18, 2013
March 11 – 15, 2013
March 29, 2013
April 1, 2013
May 20, 2013
PROFESSIONAL ACTIVITY DAYS - ELEMENTARY (6)
Professional Learning Day
In-school professional activity/ reorganization/teacher planning
Reporting to Parents
Report Card Writing/Assessment Day
Professional Learning Day
Report Card Writing/Assessment Day
September 14, 2012
September 25, 2012
November 16, 2012
January 21, 2013
May 13, 2013
June 7, 2013
PROFESSIONAL ACTIVITY DAYS – APPLEWOOD AND PARKHOLME SCHOOLS (6)
Professional Learning Day
In-school professional activity/ reorganization/teacher planning
Turn-around day
September 14, 2012
September 25, 2012
January 31, 2013
Professional Learning Day
Year end reporting, professional and curriculum development, and school closing activities
May 13, 2013
June 27-28, 2013
PROFESSIONAL ACTIVITY DAYS - SECONDARY (6)
Professional Learning Day
Turn-around day in semestered schools
Professional Learning Day
Year end reporting, professional and curriculum development, and school
closing activities (inclusive) for semestered schools
1
1
1
3
September 14, 2012
January 31, 2013
May 13, 2013
June 26-28, 2013
EXAMINATION DAYS - SECONDARY (10) - Exams to be scheduled as follows unless otherwise approved
Semestered Schools
Semester 1
5
January 24 – January 30, 2013
Semester 2
5
June 19 – 25, 2013
Vocational Schools
Number of designated evaluation days over
6
the school year
Exam days
4
SECONDARY SCHOOL SEMESTER SUMMARY
SEMESTER
Semester 1
Semester 2
INSTRUCTIONAL
95
93
PROFESSIONAL
ACTIVITY
2
4
TOTAL
DAYS
97
97
DATES
September 4, 2012 to January 31, 2013
February 1, 2013 to June 28, 2013
SECTION 4 – SCHOOL PROCEDURES
4.1 Admin Duties and Responsibilities
Sherry Dalcin
Principal
Ext 401
Staff Organization
Annual Learning Plans
Budget
-STPDL
-Staff Absences
-Staff on Leave
-Teacher Performance
Appraisals
-Performance Appraisals of
Business Staff and Teaching
Assistants
-VP Evaluations
Flex Boundary Applications
School Council
Brian Malott
Vice Principal A - L
Ext 402
Students’ Attendance, ISRC,
Discipline and Intervention
Immunization
PAM/On-Calls / Supervision +
Field Trips/Extra-curricular
Activities + Assemblies / Pep
Rallies + OT evaluations –
Semester Two
Teacher Performance Appraisals
NTIP – Side by Side
Lynn Shire
Vice Principal M - Z
Ext 403
Students’ Attendance, ISRC,
Discipline and Intervention
Budget
PAM/On-Calls / Supervision + Field
Trips/Extra-curricular Activities +
Assemblies/ Pep Rallies + OT
evaluations – Semester One
-School Opening - lockers, keys,
registration, photo days
-Semester Two Opening And Turn
Around
-Semester One And Two Closing
And Promotion Process
-School Closing - lockers, keys,
locker clean out
-Mark Reporting – Semester 2
-School Newsletter – sem. 2
-Mark Reporting - Semester 1
-Newsletter – semester one
-Exam Schedule Semester 1 & 2
Parents/Guardians’ Night –sem. 1&2
Grade 8 Parents/Guardians’ Night
Grade 9 Meet The Teacher Event
Building and Maintenance - custodial
liaison, permits, fire and lockdown
drills, Sabrina’s law, health and
safety, display cases
-Orientation of New Staff
-Students with Life threatening
medical conditions
Transportation
IB information night
-Staffing
-SAAC
-JSC survey
Timetable 2013 – 2014
- course selections, room usage,
SAAC, student enrolment
-Staff Professional Learning
and
Leadership Development
Staff Handbook
School Calendar 2012-13
IPRC
-Announcements
-School Web Page
-Liaison With Superintendent
-Cross Panel – Family of
Schools
- Common Course Calendar
- Commencement 2013 (Nov,
June)
- Prom
Year book
Teacher Performance Appraisals
- Honour Roll and Grad Breakfast
- Awards Ceremony-Semester One
Education Week
Ministry Reports - October,
March, and June
Sherry Dalcin
Principal
-Heads’ Meetings
-Liaison With Curricular Heads
-Staff Meeting agendas
-Admin. Meeting agendas
-Liaison with office staff
School Success Planning –
SSP
-
Pillar chairs
SSP - Website
A&E
PD committee
Student success team
HB is 10 committee
IB Regional Program
North Peel Education Fair
EQAO – OSSLT
Brian Malott
Vice Principal
A-L
 Alternative Programs/School
Success
 English/Moderns
 Healthy Active
Living/Athletics
 Student Services/Library/Coop
 Technology/Arts
Pillar Teams & SSP
1. Literacy
2. Community, Culture, And
Caring

Link Crew
 Restorative Practices
 Asian Heritage
 Black History
3. Bullying Prevention &
Intervention
School Council
IB Regional Program
EQAO – Math





Lynn Shire
Vice Principal
M-Z
Business/Family Studies
Special Education/ELL ((DD,
Section 23 Hanrahan, TREEADD)
Global Studies
Math
Science
Pillar Teams & SSP
1. Numeracy
2. Pathways
 SHSM Justice
 SHSM Business
3. 21st Century Teaching &
Learning (BYOD)
Mental Health Team
Student Trustees
Breakfast Club
4.2 Announcements
The national anthem begins our school day at 8:20 a.m. Additional time has been
allocated to period 1 to accommodate the time needed for announcements or activities.
Announcements are displayed in the atrium TV’s throughout the day. Staff members
should submit their announcements to the appropriate secretary by 7:30 a.m. of the day it
is to start running, please include your announcement text, run start date, and run end date.
4.3 Attendance procedures
Regular attendance and punctuality are imperative for students. Teachers have a legal
responsibility to record daily attendance carefully and accurately. Students who are
habitually late or absent should be brought to the attention of the school administration but
only after contact has been made with the student and her/his parents/guardians.
Teachers are to input attendance for each period into SIS during the beginning of the
period.
If a student arrives late to class please correct the attendance entry and resave.
If students are habitually late, contact with the home is necessary. Phone calls are
appropriate.
If a student’s attendance continues to show an unacceptable pattern, contact with the home
has been made on at least two different occasions and consultation has been made with the
student's Guidance Counsellor, submit a referral form to the appropriate counsellor.
4.4 Extended absence/vacation
Research shows a clear connection between regular attendance and academic success. It is
the expectation of Peel District School Board that students will attend school on scheduled
school days and take holidays according to the school year calendar.
In the event that parents choose to take their child out of school at times other than school
holidays, parents must contact the appropriate Vice-Principal well in advance of the
expected absence to obtain an Extended Absence Form. Students must complete the form
in consultation with each classroom teacher and submit it to the appropriate VicePrincipal.
Teachers should advise students that they will may be able to make up all the classroom
learning missed during an extended absence and that their final mark may be affected by
their absence.
Examinations and summative evaluations will NOT be rescheduled to accommodate
vacations.
Parents should be given the website www.edu.gov.on.ca, so they can access all curriculum
documents.
4.5 Excursion and Field Trips
The Peel District School Board recognizes that there is educational advantage to properly
organized and well-planned educational excursions. Educational excursions are
encouraged as a valuable part of all classroom programs. Field trips must be curriculumrelated and should be consistent across the course. Excursions must adhere to the Peel
board's Excursion Policy and Procedures.
All excursion requests must be authorized by the school administration before any
commitments or discussion with students or parents are made, with respect to the
excursion. To request authorization for a school trip, teachers must submit the following
items to the appropriate vice-principal:
 The Peel District School Board excursion form(s)
 A draft parent permission letter
A sample parent permission letter and sample excursion forms are provided in
Appendix C.
Field Trip Authorization
All excursion requests at HB must be authorized by the school administration before any
commitments or discussion with students or parents are made, with respect to the
excursion. To request authorization for a school trip, teachers must complete and submit to
the appropriate VP a request for a field trip using the form found electronically at My
School > Office Documents > Field Trip Form.
Excursion planning
Excursion planning should be done with the department head. Teachers are responsible for
planning all aspects of the excursion, including coverage if applicable.
The use of volunteers is encouraged and at times, required. All volunteers must have a
current Criminal Record Check and be approved as a volunteer by the Peel Board before
participating in any school excursions.
Administrative regulations
Peel board policy states the following:
 Excursions shall lie within the competency and/or understanding of the students and
shall have curricular relevance.
 Such excursions will only be taken when they significantly enhance or extend the
learning objectives of the regular.
 Supervision of students that is appropriate to the situation shall be provided.
 When trips involve travel in vehicles, activities beyond the school grounds or time
beyond normal school hours, parents will be notified in writing of the time, date,
purpose, destination, approximate time of return, method of transportation and any
necessary expenditures. Parental consent shall be required for students under the age of
18.
 A copy of the students’ health information should be printed from SIS. This
information must accompany the supervising teacher on the excursion.
Overnight excursions
Overnight excursions may be permitted for classes or groups, with the approval of the
superintendent of education. Overnight excursions must have specific curricular relevance
and contribute to the learning objectives of the program or courses in which the student is
enrolled at the time of the excursion. In approving excursions, consideration will be given
to cost, safety and appropriateness of destination, as it relates to achieving stated
curriculum objectives. All forms must be completed and submitted at least 4 weeks prior
to the trip.
A sample form is provided in Appendix C.
Payment in advance
If a teacher is expected to pay admission charges upon arrival at the excursion location, the
office should be informed in advance, so that a cheque may be issued.
 When making a deposit, please fill out a *deposit envelope and circle either
Consumable or Non Board. Please do not forget to ROLL coins especially at the
beginning of the school year when so much money is being handed in. For auditing
purposes every deposit requires a list of the students who have paid for what you are
collecting, (eg. field trip).
 All monies collected from students and deposited to the Non Board Account must be
spent in the current school year. Money left at the end of the school year will NOT
ROLLOVER TO THE NEXT YEAR.
Supervision
The ratio of supervisors to students will vary, depending on the type of excursion.
Teachers must thoroughly check the expectations for supervision when planning
excursions. In general, there must be at least two teachers supervising each 30 students.
One male and one female teacher is often required.
Teachers are required to prepare a class list before each excursion. The list must indicate
the names of the students and student number, of all those participating in the excursion
and the bus number each student is travelling on. The list must be submitted to the office
prior to departure.
Teachers are also required to prepare a list of the students remaining behind. The list
should indicate the students’ names, class placement and assignment. A copy of this list
must be submitted to the office prior to departure.
Teachers should prepare a list of students assigned to each bus and supervisor, according
to ratio. One list should be given to each supervisor and a copy should be submitted to the
office. The teacher should keep the original. The teacher and supervisors will use the list to
take attendance on the bus and elsewhere on the excursion.
Note: All excursions must meet the safety policy of the Peel District School Board.
4.6 Supervision
Responsibility
All staff are responsible for the supervision of all students during the entire school day.
Active supervision is encouraged at all times, with a particular focus on preventing
problems from occurring. Students must know that all staff will act promptly, when
necessary, and that problems will be dealt with in a fair and consistent manner by any staff
member.
Teaching staff are expected to incorporate the school discipline policy as an on-going part
of their daily program. Wherever possible, teachers should integrate and model the
underlying principles of respect and responsibility. In order to familiarize students with
school rules, appropriate classroom instruction and discussion should also be a component
of all classroom programming.
Supervision within the school
Students must not be left unsupervised in any area, at any time during the school day.
During instructional time, supervision of students within the hallways is a responsibility of
all staff members.
Assigned supervision
Supervision time is defined as the time teachers are assigned to supervise students, outside
of the instructional day.
Maximum number of supervisions is outlined according to the current teacher collective
agreement (Article 15.03).
Supervision time will be assigned in an equitable manner.
The following chart outlines the primary supervision duties at HB. Currently under
review and revision.
Supervision
Duties
Cafeteria (Lunch)
2 teachers
assigned for each
half of the period
Guidelines
Please walk around keeping in the mind that the
cafeteria should be a clean, safe place in which
students can eat their lunch and converse with their
friends. As the teacher on cafeteria supervision, please
remind students of the following rules of Cafeteria
Etiquette which are clearly posted:
 students are expected to eat and drink in the
cafeteria and at the tables
 all food and drink must be consumed in the
cafeteria
 for safety reasons, students are expected to sit
in chairs and not on tables, the stage, or on the
stairs
 students are expected to remain clear of the
aisles and doorways to the servery, entrances,
and patio
 students are expected to clean up after
themselves, depositing waste in the bins
 gambling or what may look like it, e.g. dice, is
not permitted.
Servery (Lunch)
1 teacher assigned
for each half of
the period
Please stand inside the servery door with the purpose
of ensuring that students pass through in an efficient
manner.

Hallways (Lunch)
1 teacher
assigned for each
half of the period
students should line up before entering the
servery
 allow students to enter 2 at a time
 students should be buying their own lunch only
 students may not enter with backpacks, school
bags, or jackets; these items are not permitted
inside the servery
 keep an eye out for any extortion and please
report this to the office immediately
 be watchful of student conduct
Please walk around the pay phone area, and the gym,
tech, art, and special ed hallways to ensure that
students are safe and orderly.
 monitoring the washrooms located by the gym
entrance and in the gym hallway
 monitor the fire alarm pull station to the right
of the doors exiting to the patio
 all instructional hallways are off limits during
lunch until at least 10 minutes before the end of
the period.
NOTE: students meeting with their teachers or those
with legitimate reasons to be there should be permitted
to enter.
Atrium (Lunch)
2 teachers
assigned for each
half of the period
School Wide
(Period 3)
1 teacher assigned
for each half of
the period
Please walk around the atrium. The purpose of this
supervision is to ensure:
 that students are not disturbing instructional
areas
 that students are not loitering between the
doors at the end of the technology and gym
areas
 that students are not engaging in inappropriate
activities in the washrooms
 that students who congregate are not engaged
in horseplay
 that students sit on the benches, not the stairs,
and for safety reasons, should also not block
the stairs
Please circulate and walk around all areas of the
school including the cafeteria, atrium, hallways,
staircases, and second and third floor hallways.
4.7 Supervision schedules
The Supervision Schedule is provided to each teacher, in their mailbox, at the start of each
semester and any time the schedule changes, typically due to staffing changes.
The schedule is also posted in the main office, the staff room and in teacher prep rooms.
Teachers are given a reminder of their supervision duty, on the morning of, in their
mailbox.
4.8 Photocopying
When photocopying, staff should follow copyright laws and adhere to the procedures
outlined on the CANCOPY poster displayed by the photocopier.
Photocopying is a costly budget item. Staff members are expected to keep the work area
tidy and to make every effort to maximize the use of the school’s paper supplies.
CANCOPY
The Canadian Copyright Licensing Agency, gives authorization to use copyright materials
by issuing licenses and collecting royalties for copying. The money collected is distributed
back to the writer, artist, or publisher.
Permission must be requested from CANCOPY each time a copy is made. However,
frequent users of copyright material, such as the Peel board, can sign "comprehensive
licenses" that allow copying (within limits) of a broad range of material, without seeking
permission.
The CANCOPY poster is displayed by the photocopier. Staff must adhere to the
CANCOPY procedures when copying articles from texts, magazines and other printed
materials.
4.9 Communications within the school
In order to avoid numerous and lengthy meetings, it is essential that each staff member
assume responsibility for reading and acting upon relevant information in a timely manner.
The School Calendar is posted electronically on My School. Staff should regularly check
this, to ensure that meetings and other scheduled activities do not conflict.
Staff members are requested to check their e-mail and voice mail on a daily basis. E-mail
is used extensively at HB and should be kept to important and timely information that
others need to know.
The Blurb newsletter is posted electronically every Friday. Staff are expected to review it
weekly in order to be aware of upcoming events and policies/procedures.
The school and Peel Board Broadcast pages are also important sources of information that
may affect planning decisions. The Portal (CICP) provides timely professional
development and curriculum information. My Learning Plan is also available for on-line
professional development registration. They can be accessed through the staff e-mail
system.
4.10 Keys
When issued keys to classrooms, storerooms, desks, classroom filing cabinets or portables,
teachers should adhere to the following guidelines:
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Teachers should obtain their keys from Natasha McBride, Computer Secretary
Keys should be kept in a secure location
Students must never be given keys
Lost or stolen keys must be reported to the school administration immediately
At the end of the year, keys should be returned to the Computer Secretary. This is part
of our Closing Procedures in June.
4.11 Telephones
Students:
Due to safety and security concerns, students are not permitted to use cell phones or pagers
in school – they must be off and away. Pay telephones are available for student use.
Students may also use a phone in the office.
Staff:
Telephones for staff use are located in the following areas of the school: staff room and
prep rooms. Staff are responsible for checking their voice mail on a daily basis. Long
distance calls may be made with the appropriate codes.
Just as with parent interviews, teachers should maintain a record of telephone call dates,
times and topic summaries. Personal cell phones should be turned off when teaching.
4.12 Audio-visual equipment
Audio-visual equipment is used in classrooms to enhance teaching activities. This
equipment is moved from room to room via carts. Students should not move large
equipment, (e.g., cart with TV, DVD/VCR).
In order to avoid accidents and injury when moving carts, the following guidelines must be
observed:
Precautions
 Only authorized persons are allowed to move the carts
 Persons moving the carts should always maintain a clear line of sight, so they can see
where they are going
 All casters should be unlocked before moving the cart
 Materials transported on the cart should be placed in the centre of the shelf. To increase
safe movement of the cart, weight may be added to the bottom shelf
 The Peel board requires that a strap to be attached to the cart. The strap prevents
equipment, such as a T.V., from slipping during transportation
 The size and weight of the audio-visual equipment should be matched to the cart
capacity. The cart should not be overloaded. Equipment or materials too heavy for the
cart capacity will put undue stress on the cart, leading to breakdown. Manufacturer's
load recommendations must be followed
Audio-visual equipment is booked on-line at HB at My School > Links > Booking
System.
4.13 Video/DVD use in the classroom
Before using videos or DVDs in the classrooms, teachers should consult the Ontario
curriculum to ensure that Ministry expectations are supported.
Videos/DVDs shown in the classroom should adhere to copyright regulations.
Teachers must also ensure that videos/DVD ratings are appropriate for the grade level. It is
important to preview all video/DVDs prior to student viewing. Teachers should consult
the teacher librarian or department head if they are uncertain about content or ratings.
4.14 Assemblies
A master assembly schedule will be maintained in the main office. Staff are informed of
assemblies through The Blizzard. Staff must consult with the appropriate administrator
prior to planning an assembly or pep rally.
Assemblies may be held to celebrate special occasions and student and staff achievements.
At HB the following protocol is followed for Assemblies and Pep Rallies:
 a seating plan is distributed prior to the assembly
 audience etiquette (see below) is explicitly reviewed in classes before coming to the
assembly
 house lights are up
 entry is given only to those already in classes
 staff sits among students in their own class
For Special Events, the following may also be done:
 perimeter doors locked once assembly starts
 no coats or back packs allowed in the assembly
 teachers are to alert admin about any inappropriate behaviours
 principal or designate opens assembly with explicit reminder of audience etiquette
Audience Etiquette:
 a celebratory event that should be respected as such
 no in-and-out privileges
 go to the washroom before you arrive for the assembly
 no coats and backpacks allowed
 students sit with their class and their teacher
 respectful applause/appreciation only for each performance
 no derogatory gestures, comments, etc.
 no cell phones or cameras allowed
4.15 Awards
Awards recognizing student/staff accomplishments will be presented throughout the year.
The following is also included in the Student Agenda. You will also find the points
system there.
AWARDS: Students are recognized in many ways at Harold M. Brathwaite Secondary School:
HB Way Ribbons
These ribbons will be awarded to students in each subject area who demonstrate the
spirit behind any of the tenets of the HB Way: regular attendance, respectful
behaviour, completion of homework and assignments, helping others, and promoting
health and safety. Typically these will be awarded on a monthly basis.
Honour Roll Certificates
Each semester, students who achieve honour roll standing, i.e., an average of 80%, are
invited to attend the Principal’s Breakfast and awarded a certificate for their portfolio.
Course Achievement Awards
These awards recognize academic achievement, i.e., the highest percentage grade
each semester for each course offered in the school. These awards are presented at
the Awards ceremony each semester.
Dream – Believe – Succeed Award
This award, named after our school motto, will be awarded to a student in
Apprenticeship, Co-op, or any Pathway who has followed a dream, believed in
themselves, and succeeded beyond expectations. This award will be presented
annually at the Awards or Commencement ceremony, depending on the student’s
educational plan.
Vice Principals' Awards
The Vice Principals' Awards’ recipients are chosen by each vice principal based on
the criteria of improvement in achievement and behaviour. These awards are
presented to students in grades 9 to 11 at the Awards ceremony each semester and to
a graduating student at the Commencement ceremony.
Valedictorian Ring
This ring is awarded to the graduating student who, chosen by their peers, represents
the graduating class at the annual Commencement ceremony.
Blizzard Medals
Graduating students may be nominated for the following Blizzard Medals, presented
annually at the Commencement ceremony:
Anti-Violence: In memory of Atinder Singh, who died in January 2007, this medal
will be awarded to the graduating student who has carried the message of antiviolence to the school and/or the broader community.
Community Outreach: This medal will be awarded to the graduating student who
through their course work or community involvement has had a positive influence in
the community beyond the school.
Engaged Citizenship: This medal will be awarded to the graduating student who
demonstrates exemplary citizenship either in the school or in the community.
Environmental Responsibility: This medal will be awarded to the graduating
student who provides direction to the student body that informs our response to global
warming in a way that makes a positive difference.
Social Justice: This medal will be awarded to the graduating student who fosters a
positive inclusive community where members are empowered and diversity is valued.
Principal's Award for Student Leadership
The Principal's Award is awarded, annually at the Commencement ceremony, to a
graduating student who throughout their years at HB has demonstrated leadership in
ways that contribute to a positive interdependence among all members of the school
community through communication, collaboration and cooperation.
HB Award
The HB Award is the highest category of awards presented to a graduating student
annually at the Commencement ceremony. The student has to be nominated by a teacher and then
approved by the Awards Committee. The student has demonstrated engagement in at least two areas (i.e.,
extra-curricular, athletics, community, leadership, citizenship or any of the areas for Blizzard Medals) in
addition to showing exceptional academic achievement.
Atinder Singh Memorial Fund Bursary Award
Atinder Singh's parents and family along with the graduating class of 2007 established this bursary award
in his memory. Graduating students pursuing post-secondary education in apprenticeship, college, or
university are asked to submit a personal statement on anti-violence (maximum 500 words) to be eligible
for this award.
Harold M. Brathwaite and HB Staff Bursary Award
Harold M. Brathwaite and the HB teaching staff established this bursary award to provide financial
support for a student to continue their education. Graduating students enrolled in a post-secondary
educational program who are looking for financial support are eligible for this award. In Mr Brathwaite's
words, "No one should be denied a post-secondary education merely for financial reasons."
ATHLETIC AWARDS
These awards are presented at the annual Athletic Banquet.
Team MVP Award
Presented to a student-athlete on each team who the coach deems as the most outstanding contributor to
their team's success.
Team Most Improved Player Certificate
Presented to a student-athlete on each team who has demonstrated the greatest amount of improvement
over the season.
Merit Awards
Junior Merit Award is given to a Student-Athlete who accumulates 80 or more athletic points while
attending Brathwaite. Points are awarded by the coach at the end of every season and accumulated
throughout the athlete's career. If a student commits him or herself to a team i.e. attend practices,
demonstrates respect for coach and team members, consistently carries out their role as a student and
conducts themselves in a proper manner when participating or traveling to another school, they are
awarded 10 points for the season. If they win a ROPSSAA championship or attend OFSAA they will
receive an additional 5 points for a maximum of 15 points per sport. At the coach's discretion, a studentathlete can lose points when they fail to complete any of the criteria stated above. A student removed
from a team for whatever reason will not be awarded any points for that specific sport. Therefore, any
student who participates in two sports per season will receive a Junior Merit award at the end of their
fourth year.
Senior Merit Award is presented to a Student-Athlete who accumulates 100 or more athletic points
while attending Brathwaite. The criteria are the same as listed for the Junior Merit Awards.
Leadership Award Nominations:
Presented to the student whose dedication and initiative contributes to the overall success of the athletic
program at Brathwaite.
Rookie Athlete of the Year
Presented to a male and female student-athlete who displays outstanding ability and commitment in their
first year of high school.
Junior Athlete of the Year Nominations:
Presented to a male and female student-athlete who displays outstanding ability and commitment in their
second year of high school.
Senior Athlete of the Year Nominations:
Presented to a male and female student-athlete who displays outstanding ability and commitment in their
third or fourth year of high school.
Blizzard Award Nominations:
Presented to a male and female student-athlete who displays qualities of perseverance, commitment, and
dedication to their education, their sport and their school.
4.16 Commencement
Commencement is held each fall. HB's first commencement was held at the school in
2006. Since then the graduating classes have been too large and so commencement is held
off-site. Students and their families appreciate seeing their teachers at commencement.
All staff are expected to attend commencement.
4.17 Special events
Every school in the Peel board participates in a number of special events during the school
year. These events contribute to school culture and provide excitement, interest and
opportunities to staff and students alike.
Please refer to HB's school calendar in Appendix. HB's school calendar is regularly
updated and is posted on My School. Teachers are reminded to consult with this when
planning tests, field trips, etc. for their classes.
4.18 Media coverage for school events
Staff members interested in getting the media to cover upcoming events, or to feature
school awards and recognition, should consult with school administration and call the Peel
Board's School Communications Specialist, at 905-890-1010, ext. 2626, to discuss the
story idea. Students under age 18 must have parental permission before they may be
photographed or videotaped during school activities and the images displayed beyond the
school setting. Students may only be identified in pictures by their full names with explicit
parental permission. Students 18 or older may give their own permission.
All students must have returned signed media consent forms prior to the media arriving at
the school. Students who do not return forms must be excluded from the media event.
Many schools choose to send home negative consent forms, which ask parents to return
the form only if they do not consent to having their child interviewed, photographed and/or
videotaped by the media. These forms would cover last-minute visits from the media.
However, the Peel board recommends that schools customize the consent forms for each
media visit, if they have advance notice about the media event. These customized forms
should include information about the proposed story and the media outlet and should ask
for specific parental consent. Template media consent forms can be found on the
Communications page on the Peel board intranet.
If staff members would like to post an item in the Bravo: Good News from Peel Schools
section of the intranet home page, they should consult with the appropriate administrator.
4.19 After hours use of school by staff
For personal safety, teachers working after regular school hours should make sure that
other staff members are in the immediate vicinity. Teachers in portables are encouraged to
work in the main building after school.
Teachers should not meet alone with parents or students after regular school hours unless a
fellow staff member is nearby or arrangements have been made with the school
administration.
Staff members must consider their own personal safety at all times. If a person is verbally
abusive or causes a staff member to fear for his or her safety, the meeting should be ended.
The person should be advised that the meeting will resume at a different time and/or
location and the staff member should leave the situation immediately. School
administration should be informed of any concerns, as soon as possible.
4.20 Special programs
HB provides a range of special programs, many of which are in partnership with
community agencies:
Big Brothers/Big Sisters – Selected senior students work with this agency to provide
mentorship to students at Great Lakes P.S. It is coordinated through Student Services.
Counting on You – This after school program is sponsored by the Ministry of Education
and intends to help students with literacy and numeracy skills development. This is a very
popular program at HB. Typically we run 7 to 9 classes each semester.
Multicultural Settlement and Education Partnership – MSEP is a settlement service
program that helps newcomer parents and students successfully integrate into Canadian
society. The settlement workers at HB can help with information and referral to education,
employment, housing, health and OHIP, social insurance numbers, language assessment,
English classes, and other community resources. A settlement worker is at HB three days
a week and their office is in Student Services.
Section 23 class
1. In partnership with TRE-ADD, we have an autistic class in room 111. It is staffed
by an HB teacher and an ERF as well as agency staff. Opportunities for integration
are encouraged.
2. In partnership with Hanarhan Youth Services, we have a class for students who are
experiencing personal challenges. It is staffed by an HB teacher and a ERF as well
as an agency staff member.
Business Specialist High Skills Major
Justice Specialist High Skills Major
This program enables students to customize their high school experience to suit their
interests and talents and helps to direct their studies on the pathway that will lead them to
their future goals while meeting the requirements of the Ontario Secondary School
Diploma.
Program Components:
 A package of 8 required credits in a specific area
 Covers all the different pathways: workplace, apprenticeship, college,
and university
 Valuable work experience and experiential learning opportunities
 2-credit co-operative education
 Completion of the Ontario Skills Passport
 Contextualized units in other courses that focus on the major
 Obtain industry recognized certifications in the major: First Aid,
CPR, WHMIS, Counterfeit Money Detection, Customer Service,
and Ergonomics
 Reach ahead opportunities including job shadowing
 Competitions and conferences
4.21 ISRC (In-school Review Committee)
The role of the In-School Review Committee (ISRC) is to assist teachers with students
who are experiencing specific difficulties (e.g. academic, social, emotional, behavioural).
Representation on this committee includes school administration, support staff (such as
psychologist, SERT, social worker, speech and language pathologist) and school special
education, guidance and ESL/ELD staff.
The In-School Review Committee meets Thursday mornings every two weeks.
Teachers should contact administration or special education staff or guidance counsellors
for ISRC referral procedures.
4.22 IPRC (Identification, Placement and Review
Committee)
The function of the Identification, Placement and Review Committee (IPRC) is to identify
students who are exceptional and to recommend and review program placement.
4.23 IEP (Individual Education Plan)
An Individual Education Plan (IEP) is developed for each exceptional student. It outlines
specific educational goals and expectations for that student. An IEP must be developed
within the first 30 days of the student being identified as exceptional.
An IEP is a working document, intended to be amended and expanded as goals are met
and new ones identified.
Accompanying the IEP are strategies for implementing programming to meet these goals
and objectives. It is the legal responsibility of teachers to be familiar with the content of
their students' IEPs and to provide appropriate in-class accommodations.
4.24 Financial
Board funds
Every school receives a budget at the beginning of each school year. The budget amount
is based on student enrolment. This money is used to cover all costs associated with
running the school for a year, including:
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Instructional materials
Furniture
Audio-visual equipment
Photocopier costs
Office administrative costs
P-card (purchase card)
P-cards are used to make small purchases with the board funds. All purchases must be
supported by an original receipt and must contain only school purchases.
P-card receipts must be submitted to the Budget Secretary.
School-raised funds
School-raised funds refer to all the money raised by the school (e.g. funds collected for
field trips, excursions, fundraising or donations, etc.).
When collecting money, it is important to maintain accurate records of all funds received.
Teachers should never leave money in their classroom. Money should be placed in a
labelled envelope or zippered bag with the appropriate deposit slip and sent to the office
each day to be stored for deposit in the vault. See Litsa Gullo, Budget Secretary for
deposit slip/envelopes. Sample Deposit Slip is provided in Appendix D.
Fundraising
Prior to any fundraising initiative, staff must consult with school administration to review
timing and purpose. A clear process for allocation of all funds raised must be established
and good accounting practices must be followed.
Schools may fundraise for a limited number of community agencies (i.e. UNICEF, Heart
and Stroke Foundation, Cancer Society) at the administration's discretion. In addition,
there may be board-wide fundraising initiatives (e.g., Terry Fox Run).
For more information, refer to Board Policies and Regulations: Partnership and
Fundraising – Policy #5.
4.25 Personal property
The school is not responsible for loss or damage to student personal property. Teachers
should advise students to leave their valuable items at home and not leave these items
unattended in classrooms, change rooms or anywhere else. The Peel District School Board
does not carry insurance covering student loss of personal items.
Students may report on lost items to the main office where they may complete a report.
The report will be looked into by a Vice Principal.
4.26 Lost and found
Lost articles should be placed in the lost and found box. Smaller and valuable items
should be turned into the office. Staff should encourage their students to have their names
on all their possessions and to look for lost items in the appropriate locations.
The school is not responsible for lost articles and items.
4.27 Library/resource centre
The Library/Resource Centre is open daily from 8:00 am until 3:30 pm unless otherwise
posted.
The teacher librarian will focus on providing additional resources to the classroom, to
enhance units/concepts being taught.
The teacher librarian may address additional concepts, in consultation with the classroom
teacher. Students will be given the opportunity to use the library on a regular basis, to
exchange reading material, conduct research and enjoy personal reading and/or study time.
Early in the school year, the teacher librarian organizes orientation sessions for grade 9
students. Orientation for other classes can also be arranged with the teacher librarian.
Teachers are encouraged to visit the library regularly during the school year to book time
for their classes to use the collection, the computer labs, or the seminar space.
4.28 Locks and lockers
Lockers are the property of the school and are to be kept clean and in good order. Lockers
are loaned to students for the storage of school-related materials. Students should be aware
that the administration may inspect any locker at any time it is deemed necessary.
Students will be assigned lockers at the beginning of the school year as part of the
registration process. Lockers are not to be shared since there are enough lockers for each
student to have their own.
Teachers are asked to record locker assignments and other data on the Locker record
sheet. A copy of the completed sheet should be submitted to the office. Students may not
change lockers without their teacher’s approval. All locker changes must be submitted to
the office. The number of the locker, the combination, and serial number of the lock are to
be kept on file in the main office.
Locks are available for sale through the school. Students are to use only school approved
locks.
Teachers should caution students not to share their combination with anyone.
Teachers should inform students that the school is not responsible for lost or stolen goods
from their locker. To reduce the risk of theft or loss, students should be cautioned not to
bring valuable items to school. It is their responsibility to ensure their locker is locked at
all times.
Abuse of locker guidelines will result in a range of consequences determined by the school
administration.
4.29 Custodial services
The custodial staff is a very important part of the school team. Our school building Lead
Hand is Tom South. Mr. South and his staff are interested in serving the staff and students
of Harold M. Brathwaite S.S. and you will find them very capable and co-operative. Their
primary objective is to provide a clean, orderly, safe and pleasant working environment.
All requests for the moving of furniture, repairs and the arranging of special facilities must
first go to the administration – see Administrative Duties and Responsibilities. Mr. South
and his staff will comply with requests only if these come from the administration.
All staff planning activities at the school outside regular hours should be aware that
custodial overtime costs must be borne by the school. Normally, staff sponsors planning
an activity will want to budget such costs within their budget for the event. The budget
secretary and building supervisor should be contacted regarding submission of overtime
charges.
Ultimately, the maintenance of the school building is everyone’s responsibility:
 Staff members are asked to co-operate in maintaining the cleanliness of the school.
 Students should clear the tops of desks/tables and place their chairs on desks/tables at
the end of the day.
 Teachers are expected to ensure that paper and garbage do not accumulate.
 Counter tops and shelving should be kept neat and tidy.
 Staff should ensure that windows are closed, lights are turned off and doors are locked
when they leave the classroom/school.
 Recycle bins should be emptied each Tuesday, following the announcement.
4.30 Secretarial assignments and Office procedures
Equally important to the operation of our school is our secretarial staff. There isn't a
question you'll have that they won't be able to answer. Our Head Secretary and Office
Manager, Litsa Gullo, coordinates the efforts of a team singularly committed to making
our jobs easier.
This Handbook should answer all or most of your questions but you should never hesitate
to seek assistance when necessary. See the list of office procedures below to help you
determine who is the best person to ask. E-mail is also a good way to communicate with
anyone in the main office.
Office Manager - Litsa Gul1o
Office Assistant - Budget Secretary and Assistant Office Manager – Louise Hutchinson
Office Assistant - Computer Secretary– Natasha McBride
Office Assistant - Student Services Secretary– Cristina Green
Office Assistant - Library Assistant – Deanna Refling
AccidentsStudents
Please report accidents to the office immediately. The office will make
contact with the parents and call an ambulance if necessary. Please
complete an accident form and return it to the Office Manager ASAP.
AccidentsIf a teacher has a fall or accident on school property – report it to the office
Staff
immediately then phone Workplace Safety Compensation Clerk in Human
Resources at the Board office – 905-890-1010 ext. 2428 so they have this
on file if Worker's Compensation becomes involved.
Budget
Every department head has an outline of how to purchase items, how to
report mileage, how to utilize petty cash and the forms required. Since all
financial records are subject to auditing, please follow the procedures. See
the budget secretary if you have a problem.
NOTE: P-cards are used only for Board Budget – DO NOT USE FOR
NON-BOARD.
Courier Mail The school courier picks up every day anytime after 12 noon. The
burgundy bag is located behind the Computer Secretary.
Faxing
Staff are responsible for sending their own faxes. Instructions are posted
near the fax machine as well as cover sheets.
Keys
See the Computer Secretary. If you have lost or misplaced your keys notify
the Principal immediately. REMEMBER: Lock up behind you!!! If locks
need to be re-keyed, your department will be charged.
Lockers
See the Computer secretary and the appropriate vice-principal in charge of
lockers and locks.
Long
Distance
You have been assigned a 4-digit code that enables all staff to place a long
distance call from any telephone in the school. First key in the long
Phone Calls
Mail
On-Calls
Outgoing
Mail
distance number, you will hear a buzzing sound, key in your personal 4digit code, then the call will be connected.
At the end of every month an individual statement will be issued for those
who have used this service. You will be responsible for the accounting.
Payment or identifying those that are school business will be required. Fax
charges will also appear on your statement for long distance.
Your mail will be placed in your mailbox. Please check your OWN
mailbox at least twice a day, at the beginning and end of the school day.
To see if you have been assigned an on-call, you need to check your own
mailbox.
Check the Administrative Duties and Responsibilities for the VP in charge
of teacher absences. The Computer secretary will be assisting them.
Registered Mail – see Budget secretary
Regular Mail – no personal mail please – place in the tray behind the Head
Secretary.
Outside Courier Mail – see Budget secretary – some courier use will be
charged against department budgets.
Personnel
Available to you at any time - see Head secretary. Please inform Office
File
Manager immediately of any updates, address changes, qualifications etc.
Photocopiers are located on each floor. Your will need to use your
Photocopiers assigned department code.
Signing Out Please make sure that you sign out. This information is needed in case of
of the School an emergency.
Supplies
See your department head for practically everything except:
- dental/medical/vision forms – kept in the files behind the budget
secretary.
- change of information e.g. bank deposits, address change etc. (see Head
secretary)
- applications for leaves (see Head secretary)
- STPDL forms can be obtained online
Transportation The ?????? inquires about a price for a bus, taxi etc. If you decide to go
Requests
ahead, confirm, and/or cancel please go through her. As much notice as
possible increases your chances. Field trips have to be approved by the
appropriate VP – see Administrative Duties and Responsibilities.
4.31 School council
The role of the school council is to provide advice that will assist the school administration
and, where appropriate, Peel board trustees and/or other Peel board officials, in their
decision-making on educational issues. The advice should be based on the general views
of the school community and the best interests of all students in the school. The council is
accountable to the school community it represents.
Membership in the school council
 parents/guardians shall be elected by parents and guardians of students enrolled in the
school
 the chair of the council shall be a member who is also a parent/ guardian and shall be
elected by the council
 the community representative(s) shall be appointed by the council once it is established
 a student representative should be appointed by the school administration
 the school principal shall be a designated member
 the teacher representative shall be elected by members of the teaching staff
 the support staff member shall be elected by members of the support staff
SECTION 5 - STAFF
5.1 Absence
During the day
Staff are expected to be in the building 15 minutes before the start of the school day. Staff
who must leave during the day due to unavoidable circumstances, must inform the
appropriate vice principal so that on-call/supervision coverage (if necessary) can be
arranged. Teachers who leave the building during the day i.e. on their prep period are
asked to sign in and out in the main office.
PAM (Peel Absence Management System)
If teachers are going to be absent from school, they must call the Peel Absence
Management System (PAM) 905-890-1010 ext 2460 or enter their absence on line no later
than 6:00 a.m. of the day of the absence. All teachers should refer to the PAM information
sheet for the appropriate absence codes.
For any absence other than illness, teachers must follow the Operating Procedures of the
Peel District School Board, regarding personal days or other requests approved by the
principal and/or superintendent.
Personal appointments are to be scheduled before or after school hours. On-calls will not
be used for this purpose.
 Teachers are expected to have lesson plans available for the occasional teacher
 Teachers should also provide a package of work that occasional teachers could use. The
package should include items, such as:
 Seating plan
 Student medical concerns
 Lesson plans left in attendance cart in staffroom or office
 Supervision schedule
Obtaining coverage
Teachers requiring on-call coverage for approved, pre-planned absences are expected to
communicate with the appropriate vice principal as soon as possible (minimum one day
prior to absence).
Staff meetings
All teachers are expected to attend staff meetings. A schedule of staff meeting dates and
times will be included in the school year calendar to assist staff in their planning. Teachers
should speak to the principal privately if an emergency situation occurs and they are
unable to attend a scheduled meeting. It is the teachers’ responsibility to find out what
occurred at the staff meeting when they return.
Parent/Teacher Interviews
All teachers are expected to attend. Teachers should speak to the principal privately if an
emergency situation occurs and they are unable to attend. It is the teachers’ responsibility
to contact parents who have requested an interview.
5.2 EAP (Employee Assistance Program)
The Employee Assistance Program (EAP) assists with situations that affect the personal
well being of staff members and their ability to perform on the job. This confidential
service respects staff members’ rights to privacy and covers a wide variety of personal
concerns that affect well being. For more information, staff members should refer to the
EAP brochure, visit the Peel board's website at www.takeonestep.org or call 905 3620767.
5.3 Leaves of absence
Statement of policy
The Peel District School Board has approved a plan for leaves of absence for employees.
This plan applies to all permanent full-time employees of the Peel District School Board
and to permanent part-time employees, on a pro-rata basis. The plan will address leaves of
absence with pay and without pay in the following categories:
 Sick leave; pregnancy/adoption/parenting leave; leave without loss of pay or
cumulative sick leave; leave without loss of pay (deducted from sick leave
accumulation); special unpaid leave; employee-funded leave; short-term professional
development leave; leave to assume responsibilities with outside organizations.
This plan does not apply to the following types of absence, which are dealt with separately
under collective agreements, statutes or other Peel board agreements/policies:
 Vacation, statutory holidays, long-term disability, workers' compensation, and layoff.
Application forms, deadlines, procedures and sources of authorization are provided in the
leaves of absence manuals.
For more information, refer to Policy #23/Operating procedure HRS #42
5.4 STPDL (Short-term professional development leave)
Short-Term Professional Development Leave (STPDL) funds provide teachers with
opportunities for on-going professional development. This may include conferences or
workshops. The procedure for accessing STPDL funds is as follows:
 the teacher completes the STPDL form and gives it to the staff STPDL representative
 the STPDL representative then gives the application to the principal. The principal
reviews and signs the form if approval is granted
 all copies of the form are forwarded to the superintendent of education, prior to the
professional development activity
 the white and yellow copies of the STPDL form are returned to the teacher,
indicating that the activity has been approved
It is the teacher's responsibility to report the absence through PAM (ensuring that the
proper coding is used) and inform the appropriate vice principal.
The teacher then proceeds to make his or her own arrangements for the activity. When the
activity is completed, it is the teacher’s responsibility to submit all receipts (originals only)
as appropriate.
Although no written report will be required by the STPDL committee, applicants should be
aware that:
 the principal may request an in-school report or presentation
 applicants may be asked to assist with local or regional workshops
5.5 TIC (Teacher-in-charge)
At least one member of the school administrative team will endeavour to be on duty in the
school during the school day.
For those occasions when the principal and/or vice principals will be absent from the
school, a Teacher-in-Charge (TIC) may be designated by the school administration. A TIC
is a teacher who assumes responsibility of the school and makes all immediate decisions
regarding the operation of the school during the absence of school administrators.
For more information, please refer to OP HRS #27.
5.6 Security – valuables and money
Staff members are advised NOT to leave money, articles of value, mark books and similar
items of a personal and valuable nature in unlocked rooms, file cabinets, desks etc. The
school may be used by community groups and other outside agencies. The Peel board
cannot assume responsibility for personal losses.
All money collected by teachers for field trips, fundraising, sports activities and or fees
should be given to the budget secretary for storage in the school vault.
5.7 Dress code for staff
Teachers are expected to dress in a professional business manner at all times.
For field trips teacher attire should be dictated by the circumstances.
5.8 Mailboxes
Teacher mailboxes are in the room off the staff room. Mailboxes for the administration
are in the main office outside their offices.
Teachers are asked to check mailboxes twice daily and clear their mailboxes daily.
Teachers should not use mailboxes for storage.
5.9 Staff meetings
A staff meeting requires the attendance of teachers regularly employed at a school. These
meetings may address such topics as: administrative items, school success planning,
professional development and information items.
Agendas are usually circulated before the staff meeting and teachers are invited to suggest
items for the agenda.
Department Meetings require the attendance of all department members and will be
scheduled by the department heads on a monthly basis. A copy of the minutes will be
forwarded to the principal and the appropriate administrative liaison.
5.10 Staff list (directory)
A staff list, including home telephone numbers, is kept on file in the main office. This list
contains confidential information and must be kept in a secure location. Staff should
report any changes to this list promptly to the main office.
5.11 Support (resources) staff
In order to assist staff, students and their families, each school is supported by a number of
specially trained personnel from the Peel District School Board and community agencies.
Peel board staff may include:
 SERT (Special Education Resource Teacher); Psychologist; Social Worker; Speech and
Language Pathologists; Mobile Behaviour Team; other Itinerant Specialists (HOH,
Vision), ERFs (Educational Resource Facilitators) etc.
Community agencies may include:
 CCAC (Community Care Access Centre—Peel), Community Living, Erinoak, Peel
Children's Centre, Peel Children's Aid, Rapport Youth, Nexus, etc.
Access to support staff is usually provided by ISRC or through consultation with school
administration.
5.12 Volunteers – Criminal Record Check
Volunteers provide a valuable resource and support for schools and students. In addition to
parent and family volunteers, schools in the Peel board also welcome students who are
completing voluntary hours as part of their secondary school, community college or
university courses of study.
It is not always possible to place all volunteers, so it is important that staff consult the
school administrator before considering the placement of any volunteer.
All current volunteers (with the exception of Peel District School Board secondary school
students) must complete a criminal record check. Criminal record check (CRC) forms
are available through the school office. Each volunteer must submit the CRC form to the
appropriate police force. There is no cost for volunteers to have the CRC completed.
After the CRC has been completed by the police force, it is submitted to the Peel District
School Board for approval and filing. When the CRC is approved, the staff member who
will be working with the volunteer is notified and may then contact the volunteer.
If a parent has previously volunteered at another Peel District school, the school
administration can contact the Human Resources department to confirm that the CRC is
still in effect.
5.13 Offence declaration
Each year, all Peel District School Board employees complete an Offence Declaration
Form. This form is sent to all employees by Human Resources Support Services. Staff
members are expected to complete the declaration and return it to Human Resources
Support Services before the deadline.
5.14 E-mail guidelines for staff
Electronic mail (e-mail) has become a major means of communication for the Peel District
School Board. This technology offers an efficient and convenient method of conducting
board business.
E-mail guidelines have been developed to govern the use of the board's electronic mail
facilities by an employee, student or other individual. Violation of these guidelines may
result in disciplinary action, in accordance with board policies and procedures.
Please read E-mail guidelines for staff in Section 7 – Appendix E and follow the
guidelines and etiquette expectations, as outlined.
5.15 Borrowing school equipment
On occasion, teachers request school/board owned equipment for other than school or
classroom use. Teachers interested in borrowing equipment are required to complete a
Staff use of board owned equipment form and submit it to the Principal. Please note, that
not all equipment can be borrowed from the school..
A sample form is provided in Section 7– Appendix F.
For more information about borrowing school equipment, refer to Operating Procedure:
Finance and Administration FINS 11.
5.16 Staff Assignment Advisory Committee
The Staff Assignment Advisory Committee is an advisory body to the Principal for
determining staff assignments within the school. It is recognized that the Principal has the
final responsibility and the duty under the Education Act. The Committee consists of the
Principal or his/her designate, the Vice-Principal responsible for time-tabling, the Branch
President or designate and a second representative from the Branch Executive.
The Principal and the Staff Assignment Advisory Committee together review and evaluate
the Option Tally and the number of teachers allocated. The Principal will determine staff
assignments in accordance with the advice of the Staff Assignment Advisory Committee
within the school, observing the class size guidelines of the Joint Staffing Committee
(JSC).
Refer to the collective agreement for more details.
5.17 NTIP/TPA – Teacher Performance Appraisal
Teacher Performance Appraisal (TPA) and New Teacher Induction Program (NTIP)
information is available on the Human Resources page of the board's Intranet site.
The board's program – Side by Side - offers each new teacher in their first year of teaching
joint demonstration and coaching time with a designated mentor. HB provides an inschool NTIP program to complement what the board offers. Also each department
provides a buddy for each teacher new to HB.
5.18 School calendar
The school calendar is posted electronically on My School.
Reminders of upcoming events can be found in the weekly edition of the BLURB
newsletter that staff receive each Friday through email.
5.19 Daily Class Schedule
See Appendix H for our daily class schedule.
SECTION 6 – EMERGENCY, HEALTH AND SAFETY
6.1 First aid
A list of staff with first aid qualifications is kept in the main office. Notify the office
immediately if first aid assistance is required.
First aid kits are available in various locations in the school i.e., main office, Phys Ed
office, prep rooms. Staff should bring a first aid kit on field trips, to sporting events and on
excursions.
Precautions and procedures:
 Disposable gloves should be worn when administering first aid
 Avoid direct contact with blood and body excretions, secretions (body fluids)
 Care must be taken to avoid accidental wounds from sharp instruments
 Contact the custodian for safe disposal of gloves and other contaminated material
 Contact the custodian to clean any blood or body fluid spills
6.2 Medication
Under no circumstances should any staff be involved with the administration or
storage of medication for students, unless the requirements of Operating Procedures:
Human Resource Services HRS 8 and Special Education Programs and Services SEPS 8
have been fulfilled.
Aspirin, Tylenol, cold medicine or any over the counter medications must not be
administered to students by staff.
Operating Procedure: Special Education Programs and Services SEPS 8 outlines the
strict routines that must be followed before any prescribed medication is given. All
medicine will be stored in the office.
It is the responsibility of the parent/guardian to inform the school of any/all medical
conditions.
6.3 Accident reports/injuries
Teachers
All Board employees are insured under the Workers’ Compensation policy. Any accident
that requires or may require medical attention, should be reported to the WSIB Claims
Officer immediately @ 905 890-1010 ext. 2444. This is an essential requirement, as a
claim must be made within three days of the accident. Additionally, the principal must fill
out an Accident Investigation report.
A copy of the Occupational Health and Safety Act is available in the school.
Students
Any injury must be reported to and dealt with by the office promptly. Parents will be
notified, regardless of the extent of the injury.
All accidents must be reported to the office as soon as they occur. Decisions about the
necessary follow-up will be made by the school administration, in consultation with the
reporting teacher. If the accident appears to be serious, the student must not be moved.
Staff should call or send for administrative assistance immediately.
If the student requires medical attention beyond first aid, the parents or guardians will be
contacted immediately. It is essential that an emergency contact number be on file for each
student. If no one can be contacted, at the direction of the school administration an
ambulance will be called or an available staff member will take the student to a hospital
emergency department.
A student accident report must be completed by a staff member.
6.4 Allergies/Anaphylactic Shock
A list of students who have an anaphylactic allergy is available in the main office and will
be distributed to staff. This list will be updated regularly.
Secondary school students should carry their proper medication on their person.
As of January 1st 2006, under Sabrina’s Law all school staff must be trained in the
administration of an Epi-pen. In case of an emergency situation, school staff are authorized
to administer an epinephrine auto-injector (Epi-pen) to a student without written consent.
All schools received the Guidelines for Creating Safe and Healthy Schools for Students
with Anaphylactic Allergies (Life Threatening Allergic Reactions). Review the
guidelines and note that all staff must take emergency procedures training once a
year/semester, regardless of previous training they have received.
For more information, refer to Operating Procedure: Special Education Programs and
Services, Allergy Care Plan SEPS 8.
No Scent Guidelines
Staff are encouraged to familiarize themselves with the Peel Board “No Scents is Good
Sense” guidelines. In consideration of those with allergies, staff are urged not to wear any
strong perfumes or other scents to the workplace.
6.5 Animals in the building
In order to maintain a safe and healthy learning environment, staff are asked to review the
Operating Procedure: Environmental Health and Safety EHS 2.1.5, regarding animals in
the building.
In addition, staff should review student health concerns and consult with school
administration prior to bringing any animals into the building for either short term or long
term visits.
6.6 Communicable diseases
In all cases, refer to Peel Health's procedure for reporting communicable diseases.
Pediculosis (Head Lice)
Itching and scratching are common signs of head lice. Sometimes, there are no symptoms
at all. Information about chemical shampoos or home-made treatments is available from
pharmacists, doctors and Peel Health.
If a staff member suspects, or has been informed, that a student has head lice, he or she
should send the student to the office. An administrator will contact the parent/guardian and
send the student home. Students will be sent home with an information letter. Students
returning to school must check into the office before readmission to class.
Pandemic Planning
The Peel District School Board is well prepared for a pandemic. During the 2005-06
school year, the board developed an early stage pandemic preparedness plan for its schools
and worksites. In developing the plan, the board worked closely with Peel Health and the
ministries of education and health, as well as its own staff federations and unions.
If a case of pandemic is confirmed in Ontario, the Peel board will activate its pandemic
plan. During a pandemic, the board will follow the advice and guidance of provincial and
local public health officials who have the expertise to assess the level of health risk posed
by a specific situation.
Our priority during a pandemic is to keep schools open as long as it is safe to do so or
unless otherwise advised by Ontario public health authorities. If the health and safety of
staff and students become concerns, the board will consider school and site closures.
The Peel board will continue to provide its regular services and operate as usual if a
pandemic is declared outside of Ontario. Once a pandemic is declared in Ontario, the
board will activate its pandemic preparedness plan. As a result, many activities will
continue, but may operate in a drastically different way. While schools are open during a
declared pandemic in Ontario, normal program expectations and service levels may not be
met.
Additional information can be found on the Peel board website at
http://www.peelschools.org/facts/pandemic.htm.
6.7 Emergency procedures
(A) Fire safety and drill procedures
Fire procedures and drill routines are important and teachers should review them with
students at the beginning of every school year and reinforce them from time to time. Each
classroom must have a sign indicating the appropriate fire exit route and alternate.
Teachers must inform if the sign is missing from the teaching area.
The law requires that each school have a minimum of six fire drills per year. In addition,
the fire department can visit and call an emergency drill at any time.
Students should be made aware of the main evacuation routes for the areas of the school
where they normally spend time, including: classrooms, cafeteria, gyms, music rooms, the
library, ESL/ESD areas, Special Education area and any other rooms. They should also
become familiar with the alternate routes, in case the main routes are blocked. Students
must exit the building, then move away from the building, as quickly as possible. As soon
as students are outside, they must join their class for an attendance check.
School evacuation procedures
Teachers must, upon hearing the alarm:
 Instruct their students to leave the building and remind them of the exit(s) to use
 Remind students that there must be no running or excited movement when exiting or
re-entering the building. Students must be cautioned to walk on the stairs
 Remind students that there must be no talking at any time. Talking and other excessive
noise can drown out directions and result in panic
 Ensure that all windows and doors are closed
 Take an attendance list with them
 Ensure that physically challenged students are moved out of the school as per the
school plan
 Accompany students out of the building and direct them to line up well away from the
building at a designated meeting point
 Take attendance immediately
 Notify the administrator in charge, using a student runner, of any students who should
be with the group but are not present (i.e. students who were in the class when the
alarm rang but have not joined the group outside the building). This will include the
location where the student was last seen.
The staff member or student who is nearest to a guest workperson or a visitor when a fire
alarm sounds will assume responsibility for conducting that person out of the building as
they themselves move to a safe location.
Secretarial staff have the following responsibilities during an evacuation:
 Ensure that attendance records (particularly the record of the attendance for that
specific day (i.e. Home Room absentee lists or the typed master absentee list if it is
complete) are removed from the school during the evacuation, and can be made
available to the emergency responders upon request
 Phone the emergency number, 911 or local number assigned for emergencies
 Announcement to evacuate
 Secure petty cash
 If the administration is absent take the Emergency Plan to the teacher-in-charge to pass
along to the emergency responders.
Custodians must, upon hearing the alarm:
 Check alarm panel to determine location from which alarm was sounded
 Notify the office of the specific location from where the signal came and indicate
whether it is a fire
 In conjunction with office personnel make sure the emergency responders are made
aware immediately of the findings
 Make himself/herself available at the front of the school to the emergency responders in
order to provide keys, guiding or to answer questions about the plant
 Have a full knowledge of the fire protection and ventilation systems in the school.
The Principal, or in his/her absence, the Teacher-in-Charge, will:
 Meet the emergency responders at the main entrance to the school with a master key
and a map of the building showing floor plans, fire route, fire hydrants and hose
cabinets, alarm control panel
 Assist the emergency responders at their direction and be available to make decisions
that they require
The Vice-principal, or in his/her absence, the Teacher-in-Charge will:
 Assist in locating the alarm switch used to sound the alarm
 Tour the building to assist in the evacuation and ensure that the evacuation has been
completed
 Not reset the system unless authorized to do so by fire department personnel
One administrator will remain in a fixed location at the front of the school to be available
to the emergency responders.
Immediately after evacuation is complete the Vice-principal or Teacher-in-Charge will
walk the outside perimeter of the building to check that all students are safely away from
the building. Missing students, together with the location where they were last seen, will
be reported to the emergency responders immediately. Students must not, under any
circumstances, be sent to search for missing persons.
No one should re-enter the building after evacuation except upon direction from the
emergency responders to the Principal and/or the Vice-principal. The decision to signal to
re-enter the building will be made by the Principal, or in his/her absence by the Teacherin-Charge, in consultation with the emergency responders on site.
The re-entry signal will be a double ring of the school bell. Cessation of the fire alarm
itself is not a signal to re-enter the building. After the re-entry signal, students will re-enter
the building in an orderly fashion. Staff should not permit students to re-enter unless they
have heard the re-entry signal or have been informed by the administration that it is safe to
re-enter.
Evacuation procedures for students with disabilities
Teachers of students with special needs are expected to be familiar with the procedures for
evacuating students with disabilities. In the event of evacuation, students must be moved
to the designated evacuation area by appropriate staff and must follow evacuation
procedures, as outlined in the fire and emergency evacuation plans.
(B) Lockdown procedure
Schools are required to practice this lockdown procedure a minimum of
two times each year: once in September and once in February.
Definition
A lockdown is defined by police as the restriction of movement during the time of a
potentially serious, violent incident that would endanger the lives of students and staff.
Procedure
The principal (or designate) will:
 call 9-1-1 and stay on the line to provide information requested by the 9-1-1 operator
 make a P.A. announcement that states: "Initiate lockdown procedure"
 ring the bell continuously for 30 seconds. At that time the bells will stop. This will
facilitate communication between emergency personnel in the school
 direct all staff (including custodians, lunchroom supervisors, teachers on planning time,
etc.) regarding site-specific details during a lockdown procedure
 notify the superintendent of education as soon as possible
 follow directives of the police, once they arrive at the main office
In all cases, staff should exercise critical judgement to
maximize safety for themselves and others
If students and staff are inside the school:
If students and staff are outside the
school:


 Go to the closest room and close
the door. If safety permits, lock
the door
 Lay on the floor away from doors
and windows

 Move as far away from the
building as possible

Remain outside until the bell is
rung once to signal re-entry or
until further directions are given
Remain on the floor until further
directions are given
The Superintendent of Education will notify Staff Development & School Support
Services.
The Superintendent of Staff Development & School Support (or designate) will:
 Notify:
o Director's Office
o Communications
o other Peel Board officials, as appropriate
 Assist police with information requests, as directed
Students and staff should continue to follow lockdown
procedures until a P.A. announcement is made directing them to
discontinue the lockdown and resume regular school
procedures.
(C) Bomb threat
Staff should report any suspicious packages or threats to the school office.
Office staff will initiate the appropriate protocol.
(D) Evacuation plan
Alternate evacuation site
In case of an emergency that requires the total evacuation of the school, plans have been
made for an alternate location.
HAROLD M. BRATHWAITE SECONDARY SCHOOL’S alternate site is:
Great Lakes Public School
Great Lakes Drive
Brampton, Ontario
Administration: Connie Stella, Principal;
Jeanne Hart, Vice Principal
(E) Medical concerns (students)
In cases of emergency, special needs students must be given extra consideration. In some
instances, an emergency evacuation plan must be recorded in the Ontario Student Record
(OSR). Students who are in wheelchairs or who have other physical infirmities must be
part of the teacher’s overall emergency planning procedure.
6.8 Closure of school due to inclement weather
During the winter months, inclement weather may disrupt bus transportation and regular
school operations. Decisions affecting school or bus operations are usually made by 7 a.m.
Teachers should visit www.peelschools.org or listen to any of the following radio stations
for information:
CHIN, CHUM, CJCL, 680 NEWS, CHFI, CBC, CIAO, CFNY, CFRB, DC103FM,
CHAY, JACK FM, MIX 99.9, Q107/AM640, CJMR, CHWO, CHEZ, CJBC (fr)
One of the following messages will be provided:
 Buses are cancelled – This message means that schools remain open for students but
transportation services provided by the Peel District School Board are cancelled for the
area(s) affected. Staff however are expected to report to work. When buses are cancelled
in the morning, they will not run in the afternoon. Some fully-bussed schools are closed
to students when buses are not running. The communities involved are aware of these
schools
 The schools are closed – This message means that schools are closed to students and
staff due to bad weather conditions.
 All schools and Peel board facilities are closed – This message means that schools
and Board offices are closed to students and staff due to bad weather conditions.
6.9 Map of school
A map of the school is provided in Appendix I.
6.10 Safe classroom use
Teachers are reminded to follow Occupational Health and Safety guidelines when
organizing and decorating their classrooms.
To comply with Health and Safety guidelines, teachers must:





Keep both sides of classroom doors free from paper
Ensure all exits are free from obstructions
Not hang anything from the ceiling
Use extension cords for temporary, not permanent, use
Only use a step ladder or stool to reach high places
SECTION 7 - APPENDICES
A.
B.
C.
D.
E.
F.
G.
H.
PDSB Policies and Procedures – Quick Reference Guide
Reporting a child in need of protection
Excursions
Money submission form
E-mail guidelines for staff
Borrowing school equipment
Class Schedule
Floor Plan of school
Appendix A – PDSB Policies and Procedures – Quick
Reference Guide
Quick Reference for Board Policies and Operating Procedures
A|B|C|D|E|F|G|H|I|J|K|L|M|N|O|P|Q|R|S|T|U|V|W|X|Y|Z
A
SUBJECT
BOARD OPERATING ENVIRONMENTAL OTHER
POLICY PROCEDURES HEALTH/ SAFETY GUIDELINES
Absence Prolonged Student
Absence of Staff
(Weather/Carrier)
SEPS 15
HRS 21, CSS 11
LDSS 21, CISS
11, LDSS 8,
LDSS 17
Access to Student
Information
Accident/Incident
Reports
Accommodation
of Staff with
Policy 59
Disabilities
Administrative
Guidelines for
Supervised
Alternative
Learning for
Excused Pupils
(SALEP) Regulation 308
Admission of
Students
Admission to
Vocational School
Adoption
Adult Education
Advertisements,
Goods and
FINS 5
EHS 2.8.1, EHS 2.8.2
EHS 2.11.1
SEPS 12
LDSS 1 , CISS
15, SEPS 6
SEPS 6, SEPS 3
LDSS 1
LDSS 1
Policy 1
OSR Guideline,
2000
MFIPPA
Criteria for the
Identification
and Placement
of Exceptional
Students 2001
Services
After Hours Use of
Schools
CSS 1
(Elementary and
Secondary)
AIDS
HRS 33
Air Quality
Alarm System
Policy 71 FACS 4, CSS 8
Alternative
Policy 64
Programs/Schools
Animals in the
Classroom
Anaphylaxis
Information
Antiracism and
Ethnocultural
Equity
Application of
CSA/CAN/ANSI
Standards in
Purchasing
Appointment of
Administrative.
and Supervisory
Personnel
Appointment of
Principal Where
Elementary and
Secondary Pupils
are Combined in
One School
EHS 2.1.5
Guidelines for
Anaphylactic
Allergies
School Health
Manual - School
Health Reference
Guide for
Anaphylaxis
SEPS 8, HRS 33,
SEPS 9
Policy 54
EHS 2.13.2
Policy 3
HRS 30
HRS 30
Appropriate Use of
CISS 6, COMS
Policy 78
Technology
7, CSS 10
Approved
EHS 2.26.4
EHS 2.14.11
Policy 40 FINS 4, FINS 1,
Guideline for
Student Use of
the Internet
Effective
Expenses Incurred
by Employees
Architect Selection Policy 34
Asbestos
Management
Program
Assaults
Assessment,
Evaluation, and
Grade Placement Elementary
Assessment of
ESL/ESD Students
with Possible
Exceptional Needs
Audio Visual
Repair
AV/TV Carts
Awards
Policy 4
FINS 3
Practices
Manual
EHS 2.2.1
LDSS 4
EHS 4.1, EHS 4.2
CISS 7
SEPS 7
LTSS 4
EHS 2.4.3
EHS 2.29.5
Back to Top
B
BOARD OPERATING ENVIRONMENTA OTHER
SUBJECT
POLIC PROCEDURE L HEALTH/
GUIDELINE
Y
S
SAFETY
S
Basketball Backstops
EHS 2.29.1
Before and After School Policy
CSS 2
Programs
25
Policy
Benefits: Death of Staff
28
Policy
Benefits: Retirement
32
Policy
21,
Benefits: Vacation, Sick Policy HRS 11, HRS
Leave
35,
29, HRS 12
Policy
44
Bloodborne
Policy HRS 33
EHS 2.26.2, EHS
Communicable Diseases 59
Board Approved Cellular
Telephones
Board Master Key
System
Bomb Threats
Break-Ins
Britannia Schoolhouse
Budget Allocation
Budget Entries
Budget Overage
Budget Transfer
Building
Renovations/Modificatio
ns
Building Services
Department Assistance
2.26.4
CSS 6
FACS 3
LDSS 4
FINS 2
ALT 1
FINS 12
FINS 12
FINS 12
FINS 12
EHS 2.27.2
EHS 2.8.3
EHS 2.10.1
FACS 1
Back to Top
C
BOARD OPERATING ENVIRONMENTA OTHER
SUBJECT
POLIC PROCEDURE L HEALTH/
GUIDELINE
Y
S
SAFETY
S
Cafeterial Equipment
CSS 4
Calculators
CISS 3
Cellular Phones
CSS 6
Certification of
EHS 1.4.5
Committee Members
Change in Job Status Policy 6
Chemical
EHS 2.14.5, EHS
Inventories/Waste
2.14.3, EHS 1.16.1
Chemical Spills
EHS 2.14.6
Procedure
Childhood
Chicken Pox
Disease
Protocol
Child in Need of
SEPS 5, SEPS
Protection (CAS)
Children's Aid
Society (CAS )
Claims Management
and Rehabilitation
Classroom Storage
Classroom/Office
Decorations
Closing School
Inventory
Code of Conduct
16
SEPS 5, SEPS
16
EHS 3.1.3
EHS 2.1.3
EHS 2.29.8
CSS 9
Policy 7,
Policy 8, FINS16, CSS 5
Policy 65
Education Act,
Section 50 (2)
Ontario Human
Rights Code,
Section 1 (1)
Policy/Program
Memo 108
Policy;/Program
Memo 119
Opening and
Closing Exercises
for Public
Schools in
Ontario: 1993,
MOE
Commemoration and Policy
LDSS 10,
Celebration
51,
COMS 8
Guidelines
Policy 54
Commencement
Exercises
Communicable
Diseases
COMS 4
Policy 59 HRS 33
Community Schools Policy 42
Computer Repair
LTSS 4
Computer Security
LTSS 2
Conduct of Business Policy 7
Conferences, Courses
LDSS 19
or Conventions
EHS 2.26.2, EHS
2.26.3, EHS 2.26.4,
EHS 2.26.5
Childhood
Disease
Protocol
School Health
Manual
Personal Safety
Guideline
Confined Space Entry
Conflict of Interest
Consolidation of
School
Accommodaition
Construction General Standard
Conditions
Construction Projects
(Students)
Construction
Supervision Facilities Services
Contractors/Suppliers
of Equipment
Contracts - Teaching
Contracts: Student
Organizations
Control, Reclamation
and Disposition of a
Closing School's
Inventory
EHS 2.5.1
Policy 8 HRS 43
Policy 45 PLAN 5
EHS 2.10.3
EHS 2.10.4
EHS 2.10.2
EHS 1.2.5
HRS 22
COMS 4
Policy
12,
CSS 9, LDSS 8
Policy 45
Co-op Education
Course, Conferences Policy 9,
or Seminars
Policy 10
Policy
Creative Learning
39,
Choices
Policy 64
Creative Playgrounds,
Planning,
Policy 11
Construction and
Maintenance of
Criminal Records
Policy 68
Check
Critical Incident
Working with
the
Community to
Support
Student
Success
LDSS 13, CISS
8
LDSS 19
CISS 14, CISS
15
EHS 2.22.1
HRS 41
SEPS 14
Response
CUPE 1628 Working
Conditions - Banking,
Mail, Transportation
and Medication
Custody/Guardianshi
p of Students
Cylinder Gas
Regulators
HRS 8, HRS 9
LDSS 1
EHS 2.29.10
Back to Top
D
SUBJECT
BOARD POLICY
OPERATING
PROCEDURES
Decorations - Classroom
Deliming Solution
Disabilities - Staff
Policy 59
Discipline Policy
Policy 48
Disposal of Surplus
Equipment
Policy 12
Distribution of Materials
LDSS 4, FINS 5
ENVIRONMENTAL
HEALTH/ SAFETY
EHS 2.29.8
EHS 2.29.3
EHS 2.27.2, EHS 2.27.3 ,
EHS 4.1, EHS 4.2
E
R
LDSS 2
Donations
Policy 13
Dramatic Arts - Safety
Drinking Water Protocol
EHS 2.24.1
EHS 2.14.8
Back to Top
E
SUBJECT
BOARD OPERATING ENVIRONMENTA OTHER
POLIC PROCEDURE L HEALTH/
GUIDELINE
Y
S
SAFETY
S
EHS Program
Objectives
Electrical Safety
Electronic Mail
EHS 1.1.1
EHS 2.4.1, EHS 2.4.2
LTSS 5
O
G
Electronic Mail
Guidelines and
Etiquette
Email Guidelines
for Staff and
Students
Electronic
Policy 71
Surveillance Systems
Emergencies - Plant
Breakdown
Emergency Closing
(Weather)
FACS 4, CSS 8
FACS 2, CSS
11
CSS 11 , HRS
21
Emergency
Evacuation
Emergency
FACS 2, CSS
Procedures (Loss of
11
Power, etc.)
Employee Records Freedom of
COMS2, HRS
Information and
10
Access
Employment, Terms
Policy 44
of (Medical)
Environmental Audit
Protocol
Enviromental Health
and Safety Training
and Education
Requirement
Environmental Impact
on Purchasing
Environmental
Protection Act
Environmental
SEPS 10
Reactions
Ergonomics
Policy 59
ESL (Student
SEPS 7
Assessment)
Ethnocultural
Policy 51
Harassment
Evacuation
EHS 2.7.0, EHS
2.7.1, EHS 2.7.2,
EHS 2.7.3
EHS 2.14.9
EHS 1.3.2
EHS 1.1.3
EHS 1.1.3
EHS 2.11.1
EHS 2.7.0, EHS
2.7.1, EHS 2.7.2,
EHS 2.7.3
Evaluation: Admin.
Staff
Evaluation: Business
Staff
Evaluation:
Occasional Teacher
Evaluation: Principal
Evaluation: Students
HRS 3, HRS 4
HRS 5, HRS 6
HRS 36
HRS 34A
CISS 7, CISS
10, CISS 11,
LDSS 8
Evaluation:
Policy 49
Supervisory Officials
Evaluation: Teacher
Evaluation: Teaching
Assistants
Evaluation: Vice
Principal
HRS 35A, HRS
35B
HRS 7
HRS 34B
Examinations/Reports Policy 14 CISS 7
SEPS 3, SEPS
Exceptional Students Policy 14 4, SEPS 6,
SEPS 7
Exchange - Secretarial
HRS 13
Exchange - Teaching
HRS 32
Exchange Students
Policy 17 CISS 9
Policy
17,
Policy
CSS 3, CSS 11 ,
Excursions/Field
EHS 2.19.0, EHS
39,
LDSS 3, HRS
Trips
2.23.1
Policy
21
51,
Policy 54
Expulsions/Suspensio
EHS 2.27.3 , EHS
Policy 48 LDSS 4, FINS 5
n
4.1, EHS 4.2
Guide to
Provincial
Report Card
Grades 1-8
Effective
Practices Manual
Information on
(scroll down to
Safety Forms):
Ski Trips, Pool
Safety and
Maintenance
PPM 128, PPM
141, PPM 142,
PPM 144, PPM
145
Education Act,
Parti XIII Behaviour,
Discipline and
Safety
Request to
Transfer - Grade
1 FI
Confirmation
Letter Registration
Grade 1 FI
Wait List
Request - Grade
1 FI
Wait List Form Grade 1 FI
Extended French and
French Immersion
Extra-Curricular
Programs/Activities
CISS 15, LDSS
1
Request to
Transfer - Grade
7 ExFI
Confirmation
Letter Registration
Grade 7 ExFI
Wait List
Request - Grade
7 ExFI
Wait List Form Grade 7 ExFI
Membership
form - Canadian
Parents for
French
Policy
25,
Policy
42,
Policy 58
Back to Top
F
SUBJECT
Facilities Services
Operations and
Maintenance -
BOARD OPERATING ENVIRONMENTAL OTHER
POLICY PROCEDURES HEALTH/ SAFETY GUIDELINES
EHS 2.28.1
Safe Tips
Faith
Accommodation
Memo
Faith
Accommodation
Flowchart
Faith
Accommodation
Family Studies Safety
EHS 2.20.1, EHS
2.29.2, EHS 2.29.11
LTSS 1, CISS
11, LDSS 8
Fax Transmissions
Fee Paying
Students
Fidelity Bonds
Field Centres
Field
Trips/Excursions
LDSS 1
www.tcet.com
Policy 16
ALT 1
Policy 17, CSS 3, CSS 11, EHS 2.19.1, EHS
Policy 39 LDSS 3, HRS 21 2.23.1
Fire Safety
First Aid
Requirements
Flag Raising
Policy 62
Flexible School
Policy 19
Boundaries
Flexible Office
Hours Administrative
HRS 9, HRS 8
and Secretarial
Staff
Fluorescent Lights
Food and
Beverage Policy
Food Services
Procedure
Effective Practices
Manual
Information on
(scroll down to
Safety Forms): Ski
Trips, Aquatic
Manual, Pool
Maintenance
EHS 2.7.0, EHS 2.7.1,
EHS 2.7.2, EHS 2.7.3,
EHS 2.7.4, EHS 2.8.3
EHS 2.8.4
EHS 2.29.7
EHS 2.12.1
School Food and
Beverage Policy
School Food and
Beverage Policy
Foreign Students
Freedom of
Information and
Protection of
Privacy
CISS 9, LDSS 1
COMS 2, HRS
10
MFIPPA
Request to Transfer
- Grade 1 FI
Confirmation
Letter Registration Grade
1 FI
Wait List Request Grade 1 FI
Wait List Form Grade 1 FI
French Immersion
and Extended
French
Request to Transfer
- Grade 7 ExFI
Confirmation
Letter Registration Grade
7 ExFI
Wait List Request Grade 7 ExFI
Wait List Form Grade 7 ExFI
Membership form Canadian Parents
for French
CISS 15, LDSS
1
Functions, Rights
and Duties - Joint
Health and Safety
Committees
Fundraising
(Campaign for
Policy 5
Funds)
Furniture/ Carpet/
Drapery
Acquisitions
EHS 1.4.1
COMS 1
EHS 2.22.1
Effective
Practices
Manual
EHS 2.1.4
Childhood
Disease Protocol
Fifth Disease
Back to Top
G
SUBJECT
BOARD OPERATING
ENVIRONMENTA OTHER
POLIC PROCEDURE L HEALTH/
Y
S
SAFETY
General Safety Rules
EHS 2.1.1
Guardianship/Custod
LDSS 1
y of Students
GUIDELINE
S
Education Act,
Section 50 (2)
Ontario Human
Rights Code,
Section 1 (1)
Policy/Program
Memo 108
Policy;/Program
Memo 119
Opening and
Closing Exercises
for Public
Schools in
Ontario: 1993,
MOE
Guidelines - Days of Policy
LDSS 10,
Commemoration and 51,
COMS 8
Celebration
Policy 54
Back to Top
H
SUBJECT
BOARD OPERATING ENVIRONMENTAL OTHER
POLICY PROCEDURES HEALTH/ SAFETY GUIDELINES
EHS 2.29
Hazard Alerts
Health and
Policy 56
Safety
Health and
Safety
Administration
Committee
Health Records
LDSS 1
Health Support
Services
Hepatitis
High Pressure
Gas Cylinder
Regulators
Hiring of
EHS 1.4.2
Education Act,
Regulation 114
Policy/Program Memo
81
SEPS 9, SEPS 8
Policy 59 HRS 33
EHS 2.26.2, EHS
2.26.4
EHS 2.29.10
Policy 8
Relatives
Historic
Memorabilia
HIV
Policy 69
Policy 59 HRS 33
Home
Instruction
EHS 2.26.2, EHS
2.26.4
SEPS 11
Home
Schooling
Homework
Horticulture
Program Pesticides
Hours of
Instruction
LDSS 24, CSS 9,
LDSS 8
PPM 131
Instructions for the
Use of Computerized
Enrolment Registers
for Elementary and
Secondary Schools
CISS 12
Policy 70
EHS 2.14.10
Policy 22
HRS 38, HRS39,
Human Rights Policy 51 LTSS 5, CISS 6, EHS 4.1, EHS 4.2
LDSS4
Hygiene EHS - Hygiene
Notification of
Testing
Testing
Back to Top
I
SUBJECT
Identification
Placement and
Review
Committees
(IPRC)
BOARD OPERATING ENVIRONMENTA
OTHER
POLIC PROCEDURE L HEALTH/
GUIDELINES
Y
S
SAFETY
Policy 14
SEPS 3, SEPS 4,
SEPS 7
Education Act,
Regulation 181/98
A Guide to
Elementary/Secondar
y Identification
Placement and
Review Committee
Criteria for the
Identification and
Placement of
Exceptional Students,
January 2001
A Parent’s Guide to ...
Identification
Placement and
Review Committees
Student Information
System: Special
Education Module
Handbook
Immigration
Documents for
Admission
Immunization
Records
In-School and InClassroom
Student
Assistance
Provided by
Third Party
In-School
Review
Committee
(ISRC)
Incident/Acciden
t Reports
Incineration
Indemnification
of Board
Policy 63
Employees
Indoor Air
Quality Protocol
Information
Requests
Injuries: Staff
Injuries: Students
Insurance:
Students
Integrated
Programs in the
Kindergarten
Years
LDSS 1
LDSS 1
SEPS 16, SEPS
18
SEPS 1
FINS 5
EHS 2.8.1, EHS 2.8.2
EHS 2.14.7
EHS 2.14.11
LDSS 1, LDSS
21 , LDSS 17
FINS 5
FINS 5
EHS 2.8
EHS 2.8.1
Risk Management
Page
CSS 7, LDSS 3
EHS 2.21.1
Integration
Program - Staff
Internet
(Computers)
HRS 25
LTSS 5, COMS
7, CISS 6
Policy
Internet/Intranet
78,
Website Postings
Policy 48
Investment of
Policy 15
Surplus Funds
IPRC
ISRC
Guideline for
Student Use of the
Internet
CISS 6, COMS
7, COMS 3
FINS 9
SEPS 3, SEPS 4
SEPS 1
Back to Top
J
SUBJECT
BOARD
POLICY
OPERATING
ENVIRONMENTAL OTHER
PROCEDURES HEALTH/ SAFETY GUIDELINES
EHS 1.2.2, EHS 1.4.1,
EHS 1.4.5, EHS 1.4.6,
EHS 1.4.7
Joint Health
and Safety
Journal Entry
Judicial
Policy 26
Matters
FINS 12
Back to Top
K
SUBJECT
BOARD
POLICY
Keys, Master
Etc.
Kindergarten Safety
Kirpans,
Policy 48
Wearing of
OPERATING
ENVIRONMENTAL OTHER
PROCEDURES HEALTH/ SAFETY GUIDELINES
FACS 3
EHS 2.21.1
LDSS 9
Back to Top
L
SUBJECT
BOARD OPERATING
ENVIRONMENTAL OTHER
Lead-Based Paint
Learning,
Placement and
Progress
Leaves of Absence
Legal Authority
and Composition Joint Health and
Safety Committees
Legal
Responsibility and
Duties of
Employers under
the Occupational
Health and Safety
Act
Legal
Responsibility and
Duties Contractors and
Suppliers of
Equipment to
PDSB
Legal
Responsibilities
and Duties Employees
Legal
Responsibilities
and Duties Officers and
Directors - Duties
of Principal/
Supervisor
/Manager
Legal
Responsibility and
Duties - Officers
and Directors
POLICY PROCEDURES HEALTH/ SAFETY GUIDELINES
EHS
CISS 7
Policy 23,
HRS 42, HRS 28
Policy 35
EHS 1.4.1
EHS 1.2.2
EHS 1.2.5
EHS 1.2.4
EHS 1.2.3
EHS 1.2.1
Legal
Responsibility and
Duties - Officers
and Directors
Legal
Responsibilities
Policy 48
and Duties Students
Legislative Policies
- Environmental
Protection Act
Legislative Policies
- Program
Objective
EHS 1.2.1
EHS 1.2.6
EHS 1.1.3
EHS 1.1.1
EHS 2.26.3, EHS
2.26.5
Lice (Pediculosis)
Lifting Guidelines
for Students with
EHS 2.11.2
Special Needs
Location of Bd.
Policy 53
Sponsored Events
Lunchroom
Policy 24 HRS 37, HRS 11
Supervision
Back to Top
M
SUBJECT
Machine Lathe
Maintenance and
Repair of
AV/Computer
Equip.
Maintenance
Services
Assistance
Maintenance
Travelling Work
Order
Management of
BOARD OPERATING ENVIRONMENTAL OTHER
POLICY PROCEDURES HEALTH/ SAFETY GUIDELINES
EHS 2.29.4
LTSS 4
FACS 1
LTSS 4
HRS 3, HRS 4
Performance Administrative
Staff
Management of
Performance Business Staff
Management of
Performance Teaching
Assistants
Marathon
Tournaments
Master Card
Policy 1
Procedures
Math, Science and
Technology,
Technological
Education
Physical Space
HRS 5, HRS 6
HRS 7
CSS 4
FINS 3, CSS 5 , EHS 1.5.1, EHS 1.5.2,
FINS 20
EHS 2.13.3
CISS 13
Maturity Credits
Adult Education
Assessment
Medication to
Pupils in Schools
Guidelines for
Anaphylactic
Allergies
School Health
Manual - School
Health Reference
Guide for
Anaphylaxis
Meeting
Schedules for
Schools
Mould
Management
Program
Multiculturalism
SEPS 8, HRS 33,
SEPS 9
HRS 26
EHS
Policy 54
Back to Top
N
SUBJECT
BOARD
POLICY
OPERATING
ENVIRONMENTAL OTHER
PROCEDURES HEALTH/ SAFETY GUIDELINES
Naming of
Policy 27
Schools
National and
International
Educational
Policy 17
Exchange
Opportunities for
Students
Neighbourhood
Policy 46
Schools
CISS 9
Non-Board
Funds
FINS 1, FINS 3,
FINS 4
Non-Guideline
Courses
Non-Resident
Students
Notification of
Break-In or
Theft
Notification of
Personal Injury
to Students and
Non-Staff
Effective
Practices
Manual
CISS 2
LDSS 1
FINS 2
EHS 2.8.3
FINS 5, LDSS 4
EHS 2.8.1
EHS 2.8.2
Report of Break
and Enter or
Theft Form
Back to Top
O
SUBJECT
Office
Ergonomic
Procedures
Office Hours
(Flexible)
Office of the
Children's
Lawyer
Ontario
Student
Record (OSR)
BOARD OPERATING
POLICY PROCEDURES
ENVIRONMENTAL OTHER
HEALTH/ SAFETY GUIDELINES
EHS 2.11.1
HRS 9
LDSS 17
Education Act,
Section 266
CISS 11, CISS 7,
CISS 10, LDSS 8 ,
LDSS 17 , LDSS 21
Ontario Student
Record Guideline,
2000
PPM 124 a
PPM 127
Open Access
Students Secondary
Organization
Meetings
Ozone
Generators
LDSS 1
HRS 26
EHS 2.29.13
Back to Top
P
SUBJECT
BOARD OPERATING ENVIRONMENTA
OTHER
POLIC PROCEDURE L HEALTH/
GUIDELINES
Y
S
SAFETY
Education Act,
Regulation 181/98,
Regularion 305
A Guide to
Elementary/Secondar
y Identification
Placement and
Review Committee
Criteria for the
Identification and
Placement of
Exceptional Students,
January 2001
A Parent’s Guide to ...
Identification
Placement and
Review Committees
Student Information
System: Special
Education Module
Handbook
Parent Appeal of
IPRC
SEPS 3, SEPS 4,
Identification
Policy 14
SEPS 7
and/or Placement
Decisions
Password
Security
Payment to
Estate in Event
of Death
Pediculosis
(Lice)
Peel District
LTSS 2
Policy 28
EHS 2.26.3, EHS
2.26.5
Policy 56
School Board
Environmental
Health and
Safety Policy
Performance
Appraisals
Personal Injury
Pesticide
Licensing
Protocol
Petty Cash
Photographs:
Students
Physical
Education Safety
Pocket
Calculators in
Peel Schools
Police Protocol
Political Clubs
Principal
Evaluation
Principal in
Combined
School
Privacy
Protection
Procedures for
Administration
of Prescribed
Medication to
Pupils in Schools
HRS 3, HRS 4,
HRS 5, HRS 6,
HRS 7, HRS
Policy 49
34a, HRS 34b,
HRS 35A, HRS
35B , HRS 36
FINS 5
EHS 2.8.1, EHS 2.8.2
EHS 2.14.10
FINS 7, FINS 1,
Effective Practices
EHS 1.5.1 , EHS 1.5.2
CSS 5
Manual
COMS 3 ,
Policy 54 COMS 2,
MFIPPA
COMS 7
Policy 29
EHS 2.19.1
CISS 3
Police Protocol
LDSS 25, LDSS
2
HRS 34a
HRS 30
COMS 2, HRS
10
SEPS 8, HRS
33, SEPS 9
Guidelines for
Anaphylactic
Allergies
School Health Manual
- School Health
Reference Guide for
Anaphylaxis
Procedures for
Considering
Objections to
School Learning
Resources
Procedure for
Dealing with
Students
Exhibiting High
Behaviour
Difficulties
Procurement
Regulations
Professional
Growth and
Evaluation of
Teachers
Progress Reports
to Parents
Projects and
Services
Producing
Revenue
Prolonged
Student Absence
Promotion and
Transfer of
Students
Property
Damage/Theft
CISS 5, CISS 4
SEPS 17
Policy 1,
Policy 8,
Policy
29,
Policy
79,
Policy 80
CSS 5 , CSS 10,
EHS 1.1.3, EHS 1.5.1
FINS 1, FINS 3,
Effective Practices
, EHS 1.5.2 , EHS
FINS 4, FINS 7,
Manual
2.13.1, EHS 2.13.3
FINS 20
HRS 35A, HRS
35B
CISS 7
FINS 14, FINS
1, FINS 3
Instructions for the
Use of
Computerized
Enrolment
Registers for
Elementary and
Secondary Schools
SEPS 15, SEPS
5
CISS 7
FINS 2
EHS 2.8.3
Protocol for
External
Regulated
SEPS 18, SEPS
Policy 5
Professionals and
16
Paraprofessional
s
Provincial,
National and
International
Educational
Policy 17 CISS 9
Exchange
Opportunities for
Students
Provision of
SEPS 9, SEPS 2,
School Health
SEPS 8, SEPS
Support Services
16
Psychological
SEPS 2
Services
Policy
Public Holidays HRS 11 , HRS
21,
Business Staff
12
Policy 23
Pupils Suspected
of Adverse
Physical
SEPS 10
Reactions to the
Classroom
Environment
Purchase of
Apple and Tablet
CSS 5, CSS 10
Technology
Purchase of
School
Equipment with
FINS 3, FINS 1,
Funds Provided
FINS 14
From Other
Board Budget
Allocation
Policy 1, CSS 5, CSS 10,
Purchasing
Policy 8, FINS 1, FINS 3,
EHS 1.5.1 , EHS 1.5.2
Procedures &
Policy
FINS 4, FINS 7,
, EHS 2.13.3
Standards
29,
FINS 11, FINS
Policy
20, LDSS 8
Professional
Student Services
Personnel Baseline
Service Document
PPM 81
Education Act,
Regulation 114
Effective Practices
Manual
Effective Practices
Manual
Effective Practices
Manual
79,
Policy 80
Policy 1,
Policy 8,
Policy
Purchasing Cards
29,
(P-Cards)
Policy
79,
Policy 80
CSS 5, CSS 10,
FINS 1, FINS 3,
EHS 1.5.1 , EHS 1.5.2 Effective Practices
FINS 4, FINS 7,
, EHS 2.13.3
Manual
FINS 11, FINS
20, LDSS 8
Back to Top
Q
SUBJECT
BOARD
POLICY
OPERATING
ENVIRONMENTAL OTHER
PROCEDURES HEALTH/ SAFETY GUIDELINES
Qualifications
for Sports
Activities
EHS 2.19.0, EHS
2.19.1
Back to Top
R
SUBJECT
BOARD OPERATING ENVIRONMENTAL OTHER
POLICY PROCEDURES HEALTH/ SAFETY GUIDELINES
Raising Funds for
Capital-Related
Policy 5
and Capital
Projects
Records
Management
COMS 1
EHS 2.22.1
LDSS 8 , LTSS
1, CISS 11, CSS
9
Reduce, Reuse,
EHS 2.14.1
Recycle
Reference
HRS 24
Requests on Staff
Refuse to Work EHS 1.4.7
Right to
Regional
Policy 39,
CISS 14, FINS 1
Programs
Policy 64
Ontario Student
Record Guideline,
2000
PPM 124 a
PPM 127
MFIPPA
Education Act
Education Act Regulation 298
Regional Testing
CISS 10, CISS 7,
CISS 11
Registration,
Admission and
Withdrawal of
Pupils
LDSS 1, CISS 15,
SEPS 6
Request to Transfer
- Grade 1 FI
Confirmation
Letter Registration Grade
1 FI
Wait List Request Grade 1 FI
Wait List Form Grade 1 FI
Registration For
French Immersion
and Extended
French Programs
CISS 15, LDSS
1
Religious
Accommodation
COMS 8, LDSS
10
Remembrance
Day
Reporting a Child
in Need of
Protection
Requests for
References on
Staff
Requests to
Complete Forms
Research in Peel
Policy 62
COMS 5, LDSS
2
SEPS 5, SEPS16
HRS 24
LDSS 21
CISS 1
Request to Transfer
- Grade 7 ExFI
Confirmation
Letter Registration Grade
7 ExFI
Wait List Request Grade 7 ExFI
Wait List Form Grade 7 ExFI
Membership form Canadian Parents
for French
Ceremonial
Procedures, Public
Works
Department of
Canadian Heritage
Schools
Resignation and
Policy 32 HRS 31
Retirements
Resources
CISS 4, CISS 5
Selection
Retirement
Policy 32 HRS 31
Information
Returning from
HRS 28
Leaves/ Exchange
FINS 14, FINS
Revenue
Policy 5 1, FINS 3,
Producing Projects
COMS 1
Risk Management
Roofing
Procedures
EHS 2.22.1
EHS 2.9.1
EHS 2.10.5
Back to Top
S
SUBJECT
Safe Arrival
Safe Schools
BOARD OPERATING ENVIRONMENTA OTHER
POLIC PROCEDURE L HEALTH/
GUIDELINE
Y
S
SAFETY
S
Policy
67
Policy
48
LDSS4
Safety Rules - General
Safety: Dramatic Arts
Program
EHS 2.1.1
EHS 2.24.1
Safety: Family Studies
Safety: Field Studies
Safety: Health and
Physical Education
Safety: Science
Police/School
Protocol
Bill 157
Resources
ALT 1
EHS 2.20.1, EHS
2.29.2, EHS 2.29.11
EHS 2.25.1
EHS 2.19.1
EHS 2.1.5, EHS
2.14.3, EHS 2.14.5,
EHS 2.14.6, EHS
2.16.1, EHS 2.29.10
EHS 2.17.1, EHS
2.29.4, EHS 2.29.6,
EHS 2.29.9
Safety: Technological
Education
Policy
17,
Safety: Transportation
Policy
39
Safety: Visual Arts
Salary Upgrades for
Teaching Staff
SALEP
Scaffolds and
Hydraulic Personnel
Lifts
School Accomodation, Policy
Consolidation of
45
CSS 3 , LDSS
3, CSS 11,
SEPS 13
EHS 2.23.1
EHS 2.18.1
HRS 23
SEPS 12
EHS 2.1.2
School Councils
Policy
61
COMS 6
School council
resource guide
Education Act
Effective
Practices Manual
School Events
Policy
17,
Policy
33,
Policy
54
COMS 4
Babysitting
Guidelines
CISS 6, COMS
3, COMS 7,
LTSS 5
Appropriate Use
Guidelines
Cyberproofed:
Internet Safety
Program
Guideline for
Student Use of
the Internet
School Internet and
Intranet Web Site
Postings
Policy
78,
Policy
48
School Monitors
School Names
School
Openings/Additions
School
Secretarial/Clerical
HRS 14
Policy
27
Policy
33
COMS 4
HRS 1
Babysitting
Guidelines
Staffing
School Site Selection
PLAN 3
EHS 2.1.5, EHS
2.14.3, EHS 2.14.5,
EHS 2.14.6, EHS
2.16.1, EHS 2.29.10
Science - Safety
(Procedure)
Secretarial Allocation
Security Cameras in
Schools
Security: Surveillance
Systems
Selection and
Recommendations for
School Sites
HRS 1
Policy
71
Policy
71
Policy
42
Selection of School
Learning Resources
Signing Authorities
Sole Support
Staff Absense Due to
Inclement Weather
And/Or Failure of a
PLAN 3
Ontario
Curriculum
Clearinghouse
EHS 2.20.1, EHS 2.29.2,
EHS 2.29.11
HRS 28
Policy
32,
Policy
35,
Policy
44
Policy
36
Small Equipment
Maintenance
Smoking
CSS 8, FACS 4
CISS 4, CISS 5
Sewing Machine
Needles
Sharing of Experiences
of Teachers Returning
from Leaves of
Absence or From
Exchange
Sick Leave
CSS 8, FACS 4
HRS 29
LTSS 4
Policy
52
LDSS 1
Policy
21
HRS 21, HRS
42
Carrier
Staff Development
Staff Resignations and
Retirements
Staff Use of Board
Equipment
Staff, Committee and
Organization Meetings
Staffing - Secretarial
Standards and
Procedures in
Environmental Health
& Safety
Standards in
Purchasing
Statutory Holidays Business Staff
Stop Work - Power to
Storage
Student Admissions
Student Assessment,
Evaluation and Grade
Placement Elementary
Student Assistance by
Third Party
LDSS 19
Policy
32
FINS 10, FINS
11
HRS 26
HRS 1
EHS 1.3.1
EHS 2.13.2
HRS 11
EHS 1.4.6
EHS 2.1.3
LDSS 1
Policy
14
Student Insurance
Policies
Student Photographs
and Privacy
Policy
54
Student Exchange
CISS 7, CISS
10, CISS 11,
LDSS 8
Guide to
Provincial
Report Card
Grades 1-8
SEPS 16, SEPS
18
Policy
51,
Policy
54,
Policy
58
Policy
17
Policy
16
Student Clubs and
Organizations
HRS 31
LDSS 25
Ontario Human
Rights Code
CISS 9
CSS 7, LDSS 3
COMS 3,
COMS 2,
COMS 7
MFIPPA
Policy
66
Student Trustees
Student Use of the
Internet
Students, Legal
Responsibilities
Supervisory Officers
Policy
78,
Policy
48
CISS 6, COMS 7,
COMS 3
LTSS 5
Policy
48
Policy
49
EHS 1.2.6
Supervision for Sports
Activities
Surplus Equipment
Appropriate Use
Guidelines
Cyberproofed:
Internet Safety
Program
Guideline for
Student Use of
the Internet
EHS 2.19.1
Policy
12 ,
Policy
45
Suspensions/Expulsion Policy
s
48
CSS 9, CSS5,
LDSS 8
LDSS 4, FINS 5
EHS 2.27.3 , EHS
4.1, EHS 4.2
PPM 128, PPM
141, PPM 142,
PPM 144, PPM
145
Education Act,
Parti XIII Behaviour,
Discipline and
Safety
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T
SUBJECT
Table/Variety
Saws
Teacher
Contracts
BOARD
POLICY
OPERATING ENVIRONMENTAL OTHER
PROCEDURES HEALTH/ SAFETY GUIDELINES
EHS 2.29.6
HRS 22
Teacher In
Charge
HRS 27
Teacher
Performance
HRS 35A, HRS
35B
Delegation Forms
Teacher In Charge
Handbook
Appraisal
Teaching
Contracts
HRS 22
EHS 2.17.1, EHS
2.29.4, EHS 2.29.6,
EHS 2.29.9
Technical
Safety
Technology:
Purchase of
Tablets
Telephones
Temporary
Appointment to
Position of
Policy 38
Greater
Responsibilty
Tender
Documents Purchasing
Procedures
Terms of
Reference Joint Health &
Safety
Committees
Textbook
Approval
Theft
Third Party
Service
Providers
Tire Inflators
Transfer Principal/VicePrincipal
Transfer of
Policy 19
Pupils
Transfer of
Secretarial Staff
CSS10, CSS 5
LTSS 3, CSS 6
CSS 5
EHS 2.13.3
Health, Wellness
and Safety
Electronic
Bulletin Board
CISS 4, CISS 5
FINS 2
EHS 2.8.3
Professional
Student Services
Personnel
Baseline Service
Document
SEPS 18, SEPS
16
EHS 2.29.9
HRS 32
HRS 13
(VET Plan)
Transfer of
Policy 32,
Sick Leave
Policy 35
Credits
Transfer of
Teaching Staff
(VET Plan)
Policy 17,
Transportation
Policy 39
Transportation
of Dangerous
Goods
Transportation:
Field Trips
Transportation:
Flex
Boundaries
HRS 32
CSS 3 , CSS 11,
HRS 15, LDSS EHS 2.19, EHS 2.23.1
3, SEPS 13
EHS 2.15.1, EHS
2.15.2
Policy 17,
Policy 39
CSS 3, LDSS 3
EHS 2.19, EHS 2.23.1
Policy 19 ,
Application
Transportation: Policy 17,
Safety
Policy 39
Transportation: Policy 17,
Special Ed.
Policy 39
Transportation: Policy 17,
Temporary
Policy 39
Travel and
Expenses
Policy 40
Allowance
Travel
Assistant
Trespassers in
Schools
Trustee
Expenses
Twenty Five
Year Club
HRS 29
CSS 3, SEPS 13,
CSS 11, HRS 15, EHS 2.23.1
LDSS 3
CSS 3, SEPS 13,
CSS 11, HRS 15, EHS 2.23.1
LDSS 3
CSS 3, SEPS 13
FINS 4
HRS 15, HRS 11
LDSS 7
Policy 75
Policy 41
Trespass to Property
Act
Education Act,
Section 265, m
Back to Top
U
SUBJECT
BOARD
POLICY
OPERATING
ENVIRONMENTAL OTHER
PROCEDURES HEALTH/ SAFETY GUIDELINES
Underground
Fuel/Oil
Storage Tanks
Universal
Precautions
EHS 2.14.4
EHS 2.26.4
University Coop Students
Working with
the Community
to Support
Student Success
LDSS 13, HRS
11 , CISS 8
Use of Board
Owned
Equipment by
Staff for
Business
Purposes
Use of Board
Owned
Equipment by
Staff for
Personal Use
Use of
Policy 42
Facilities
Used Furniture
FINS 11, FINS
10
FINS 10, FINS 11
CSS 1, CSS 11
EHS 2.1.2
EHS 2.1.4
Back to Top
V
SUBJECT
BOARD OPERATING ENVIRONMENTAL OTHER
POLICY PROCEDURES HEALTH/ SAFETY GUIDELINES
Vacation
Policy 21 HRS 12, HRS 11
Allowances
Vandalism
Policy 48 FINS 2
Variety Table Saws
Vehicle Mounted
Aerial Devices
Vehicles on School
EHS 2.8.3
EHS 2.29.6
EHS 2.29.12
EHS 2.23.1, EHS
Property
Vice-Principal
Evaluation
Visual Art - Safety
Vocational Schools
Admission
Voluntary
Exchange Program
Secretarial/Clerical
Staff
Volunteering
Policy 68
2.29.12
HRS 34b
EHS 2.18.1
SEPS 6, LDSS 1
, SEPS 3
HRS 13
HRS 41
Back to Top
W
SUBJECT
Waste
Reduction Plan
Water Quality
Weapons
Wearing of
Kirpans
Weather
BOARD OPERATING
ENVIRONMENTAL OTHER
POLICY PROCEDURES HEALTH/ SAFETY GUIDELINES
EHS 2.14.2
Policy 48 LDSS 4
Policy 48 LDSS 9
CSS 11, HRS 21
Webpage Policy 78, CISS 6, COMS 3,
School Website
Policy 48 COMS 7, LTSS 5
Internet
Withdrawal,
Registration and
Admission of
Students
EHS 2.14.8
EHS 2.27.3
LDSS 1 , CISS
15, SEPS 6
Cold Weather
Guideline
Hot Weather
Guideline
Personal Safety in
Schools
Appropriate Use
Guidelines
Cyberproofed:
Internet Safety
Program
Guideline for
Student Use of the
Internet
Work
Experience
Workers
Compensation
Claims/WSIB
Working
Conditions for
CUPE 1628
Employees
Workplace
Hazardous
Materials
Information
System
Workplace
Inspections
Procedure
Workplace
Violence
Procedure
Workplace
Harassment and
Objectionable
Behaviour
WSIB / Workers
Compensation
Claims
CISS 8 , LDSS 13
EHS 3.1.1, EHS 3.1.2,
EHS 3.1.3
HRS 8
EHS 2.3.1
EHS 2.6.1
EHS 4.1
EHS 4.2
EHS 3.1.1, EHS 3.1.2,
EHS 3.1.3
Last Updated July 20, 2006
Peel District School Board
All Rights Reserved
Appendix B - Reporting a child in need of protection
CONFIDENTIAL (not to be included in O.S.R.)
RECORD OF REPORTING A CHILD IN NEED OF PROTECTION
CHILD’S NAME: _______________________________ BIRTHDATE: ____________________
ADDRESS:______________________________________________________________________
TELEPHONE: _______________________________
PRESENT SCHOOL: _________________________
1. Nature and extent of suspected need for protection and the information on which it is based.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. Reported by: _______________________________
Position:
_______________________________
DATE:____________________
TIME:____________________
3. Action taken by school: _________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
CONSULTATION WITH:
YES
NO
School Social Worker
___
___
________________________
___
___
Other (Specify)
______________
NAME
DATE
______________
________________________
REPORTED TO:
CHILDREN’S AID SOCIETY: (NAME)
________________________________________
RESPONSE OF CHILDREN’S AID SOCIETY: _________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
DATE:_______________________________
Distribution of Copies:
Revised 2003 07 02
________________________________
PRINCIPAL’S SIGNATURE
Children’s Aid Society - white copy
Principal - yellow copy
Chief Social Worker - pink copy
Appendix C – Excursions
HAROLD M. BRATHWAITE
Field Trip Planning Guidelines
Teachers organizing a Day Field Trip for students enrolled at Harold M. Braithwaite S.S.
must follow the procedures listed below in order to facilitate all necessary documentation
and processes required by the Board.
1. Review the PDSB Excursions Policy in the Teacher Handbook – See Policy #17, SS3
on the PDSB Intranet:
2. Teachers will meet with and submit to the Vice-Principal in charge for approval:
 Day Trip Approval Form
 Parent Permission Letter/Parent Consent Form
 On-call Request forms for all teachers who will be participating in the field trip.
If you have a lunch supervision on the day of your field trip you are required to
make arrangements with another teacher to cover your supervision. Please
indicate on your on-call request form who will be covering your supervision.
3. When the field trip has been approved the Parent Permission Letter can be sent home
with students.
4. The Vice-Principal will forward all approved documents to the secretarial staff who
will make transportation arrangements.
5. All or most students (90%) in your class must be participating in the field trip, if the
number falls below this level the field trip may be cancelled.
6. Teachers are required to collect all permission forms and money from students.
Receipts must be issued to all students by the teacher when receiving payment. Please
ensure that all monies are placed into the safe at the budget secretary's desk. You may
submit monies in the safe in an envelope for safe keeping even though you are not
ready to actually write up your deposit. No money should be left on the budget
secretary's desk please put it directly in the safe. Never leave money in a teacher's desk
or in department offices, teachers will be held responsible for any lost money.
7. Monies collected are to be submitted to the budget secretary in a deposit envelope at
least 2 days before the field trip. Be sure to count all money and clearly note all cash
and cheques on the outside of the deposit envelope. Do not accept $100.00 bills.
Students should be encouraged to submit exact change only. A list of students
attending the trip and receipt copies must be submitted with the deposit.
8. On the day of the field trip teachers must submit to the Attendance Secretary the names
of all students who will be going on the trip.
Our mission is to be a community of active learners and engaged citizens
in which all members are intellectually curious, environmentally responsible
and socially active.
415 Great Lakes Drive
Brampton, ON, Canada L6R
2Z4
T 905-793-2155
F 905-793-5228
www.hmbss.com
Principal:
S. Dalcin
Vice-Principals:
B. Malott
L. Shire
Office Manager:
L. Gullo
FIELD TRIP PARENTAL PERMISSION FORM
Dear Parent/Guardian:
As an extension of the curricular program, the (Subject/Department)_____________________ is planning an excursion to
(Location)_____________________________.
This activity is under the supervision of (Teacher-in-Charge)___________________________.
This will require your son/daughter to leave school property on (Date)_______________ (Time)________________ and return
on (Date)________________ (Time)___________________.
Transportation is by (Description in Full)_______________________________.
Special arrangements are as follows: (Including Additional Chaperones)________________________________
The cost per pupil for the excursion is ____________________.
This excursion is considered an extension of the regular school program. Accordingly, expectations regarding student
behaviour are the same as those for the regular school day. We are proud of the reputation for good behaviour that our students
have established in the community, and each student on the trip should do everything possible to maintain this reputation.
While we do not anticipate any problems, any serious breach of discipline on the part of a student may result in that student
being sent home at the expense of the parent/guardian.
Student information (parent contact numbers, medical information, etc) contained on your child's school records will be taken
along on the excursion and used only in the event of an emergency. Please ensure that all student information regarding
address, phone numbers and medical or health concerns is up-to-date.
We are looking forward to an exciting and educationally worthwhile excursion. Please indicate your acceptance of the
conditions outlined above by completing and returning to the school the bottom portion of this form.
Sincerely,
(Teacher Signature)
Please return by _________________________________
I give permission for (Print Student's Name)__________________________________ to participate in the
(Subject/Department)____________________________ excursion to (Location)_________________________
on (Date)__________________________.
____________________________________
Parent Signature
(if student is under 18 years of age)
______________________________________
Student Signature
(if student is over 18 years of age)
Harold M. Brathwaite Secondary School
Field Trip Approval Form
Step 1: Field Trip Details
Destination: ________________________________________________ Date:
_____________________
Purpose:
_________________________________________________________________________
____
Connection to Curriculum:
_______________________________________________________________
_________________________________________________________________________
____________
Course: _______________________________ Course Code_______________________
Unit: ________________________
Expectations:______________________________________________________________
_________________________________________________________________________
________________________Evaluation:
_________________________________________________________________________
_
_________________________________________________________________________
____________Number of students: _____ Minimum number of students:
_______Students excused at: _____________
Teacher(s):
_________________________________________________________________________
Alternative assignment for students not attending:
___________________________________________
_________________________________________________________________________
___________
Departure Time: ____________ Return Time: ____________ More than one drop off/pick
up □ Yes □ No
(If yes, please attach details on separate sheet, including location(s), time(s), and
sequence.)
Type of Vehicle Required: □ large bus □ small bus □ van □ taxi # of vehicles
required _____
Step 2:
Class Coverage Information
Teachers are required to submit Request for On-Call sheets to the Vice-Principal for each
teacher that requires coverage. To minimize on-calls, supply teacher(s) may be required in
which case supply teacher costs may be paid for from the department’s consumable
budget.
Teacher(s) requiring coverage
___________________________________
___________________________________
___________________________________
Periods
______________________________
______________________________
______________________________
Step 3: Schedule
Please provide an agenda for the field trip.
Time
Description
8:30 – 9:30
9:30 – 10:30
10:30 – 11:30
11:30 – 12:30
12:30 – 1:30
1:30 – 2:30
Step 4: Costs
Revenue
_____number of students attending the field trip x ______cost per student = __________
Expenses
List all costs associated with the field trip
Transportation
Entrance Fees
Other
Other
Total Expenses
Revenue – Expenses
________________
________________
________________
________________
= _________
= ________
Surplus if positive/deficit if negative will be charged to the department budget
A surplus of $3.00 or more per student must be refunded, any amount less than $3.00 will
be placed into the school non-board account.
Step 5 : Lead Teacher Approval
Lead Teacher's Signature: ______________________________ Date: ___________
Step 6 : Department Head Approval
Department Head’s Signature: ____________________________Date: ____________
Step 7: Vice-Principal Approval
The Vice-Principal must approve the trip and receive copies of the Parent Permission
Letter along with the pink On-call Request forms. The Vice-Principal will forward copies
of documentation to the secretaries involved with the transportation process.
Vice-Principal's Signature: ______________________________ Date: _____________
Step 7: Office Use Only – Transportation Information
Transportation Company: ________________________ Phone # _________________
Contact Person: ________________________________ Quoted Price: ____________
□ Transportation Ordered
Date: ___________Initials: _________
□ Funds Received from Teacher
Date: ___________ Initials: ________
Appendix D - Money submission form
Appendix E - E-mail guidelines for staff
Introduction
Electronic mail (e-mail) has become a major means of communication for The Peel
District School Board. This technology offers an efficient and convenient method of
conducting board business.
Please read through this document and follow the guidelines and etiquette issues, as
you use this powerful communication tool.
Please note that, in the issues detailed below, the "sending" of information via e-mail
refers to the direct sending of or the sending of a link to a memo, document,
attachment, etc.
These guidelines govern the use of electronic mail by Peel board staff. They apply to
all use of the board's corporate electronic mail system, as well as to use of personal email systems, when used for purposes related to the board's business.
Guidelines and Etiquette
Individual electronic mail accounts are password protected. While this security
measure is beyond those usually taken to protect access to other forms of
communication (e.g., paper records, telephone), it does not confer a special status on
e-mail records, with respect to the applicability of laws and policies & procedures. In
other words, the Peel board has the right to access and disclose the contents of a
client's e-mail messages, as required by the board's legal, audit and legitimate
operational purposes
Some information should never be transmitted electronically.
Under the Freedom of Information and Protection of Privacy Act, 1987, records in
the custody or control of a government institution in the province of Ontario are
categorized as personal information, exempt records and general records (see
Definitions at the end of this document). Personal information and exempt records
should not be transmitted electronically
Ontario School Record (OSR) regulations define procedures for the transfer of school
records. The electronic transmission of Ontario Student Records is not permitted. In
cases where students or parents request that transcripts be sent electronically, written
authorization must be received before such transmission can take place. Please refer
to Peel board Operating Procedures: School Services SS 8, School Services SS 21
and Program Services PRS 11 for more details about student records and records
management
There are two types of e-mail:
 Broadcast notices, which are initiated by security and standards staff
 Memos composed and sent by clients to specific individuals or lists
Some broadcast notices require special approval. A broadcast must be approved by
the school services officer at the HJA Brown Education Centre if it does not
pertain to:
 Emergency messages
 System information/reminders
 Fax/telephone difficulties at a school/office site
If the information you wish to broadcast does not fall into one of the above
categories, or you are not certain about its relevance, e-mail the data to the school
services officer for approval.
Broadcast notices that do pertain to the above issues should be e-mailed to Security
and Standards staff in ITSS at the Education Centre.
The Peel board provides e-mail facilities for the conduct of board business. Access to
e-mail is a privilege and certain responsibilities accompany that privilege. Clients of
e-mail are expected to be ethical and responsible with its use.
Therefore:
 All e-mail must meet the professional standards required for all groups of staff
 All e-mail must respect community standards of decency and appropriateness, as
interpreted by the board
 Don’t send any information that is destructive, harmful, insulting, offensive or
harassing in nature
 Don’t use e-mail for any personal commercial venture
 Don’t send chain letters
 Don’t send any other frivolous or excessive messages. Junk mail takes valued time
and resources and most people resent it. Messages should be written in a
professional manner
 Don’t send e-mail to individuals or groups whom you could not reasonably expect
to welcome mail from you. If you have any doubt, ask permission before adding
them to any distribution lists
 Don’t send e-mail to anyone who asks you not to
 Don’t send e-mail to people you do not know, just because their names or job
positions look interesting
 Don’t use all caps in your messages unless you want someone to think YOU ARE
SHOUTING AT THEM!!!! In addition, a message all in caps is difficult to read
 Check the names on a distribution list before sending an e-mail, to ensure that the
message is going to the right people
 Exercise discretion in forwarding messages to others
 Send to an e-mail distribution list only messages that are consistent with the
purpose for that list
Generally, e-mail messages should be brief, to the point and centered on one subject.
If you need to branch off onto a totally new and different topic, it's often better to
send a new message. This will allow the recipient the option of filing it separately
Use descriptive subject headings. This makes it easier for someone to decide if they
want to read the message immediately and, ultimately, store it in a folder or retrieve
it. It provides the only clue to the contents of a message during browsing
Avoid sending messages in anger. Messages sent in the heat of the moment only
serve to make a situation more volatile and are usually regretted later. This is
particularly important with e-mail because it is so easy to send off a quick response
Be careful in your use of humour. The reader may not share your sense of it
Before you send a reply to a message, ask yourself if one is really warranted
If you are sending a question to which you expect a response, make sure you include
enough information to make the response possible
E-mail is about dealing with your communications when you are able to. So, don't
expect an immediate reply to a message. The fact that you haven't received an answer
from someone does not mean that he or she is ignoring you
Our e-mail system includes the recipient and sender names in each message heading.
However, it is courteous to include a personal greeting and salutation. Recipients will
not always know who you are. It would be helpful if the salutation included your full
name, location and telephone number
Even though a message's recipients can be checked electronically, it is courteous to
include, within the message, a list of people who have been copied, as you would
with written correspondence
Two types of distribution lists can be created on our e-mail system: public and
private. Public lists are available for ALL staff to view and use and are updated
automatically by the system, as user data changes. Private lists are available for your
use only and will not be updated as user changes are made.
Check for e-mail messages at least twice a day (e.g., morning and afternoon) and
delete unwanted messages immediately. Messages may be saved in folders. However,
they should be reviewed regularly and outdated items should be deleted. Remember,
these messages take up valuable, costly disk storage
To save paper, don't print messages unless a hard copy is really necessary. Don't print
and then delete messages without reading them. You must read a message to ensure
that the sender receives an electronic confirmation
There is no such thing as a secure mail system. It is unwise to send confidential, very
personal or sensitive information by e-mail. Avoid the embarrassment of having a
delicate message fall into the wrong hands
Definitions:
 Personal information is defined as any recorded information about an individual.
It may include name, address, sex, age, education, medical and employment
information, but is much more inclusive and may involve any information specific
to the individual
 Exemptions are defined as "mandatory" and "discretionary"
 Mandatory exemptions require a government organization to refuse to disclose a
record. The list of mandatory exemptions includes:
 Information about inter-governmental relations, if the information was received
in confidence
 Third party information, if supplied in confidence, and where disclosure could
prejudice the interests of a third party
 Personal information about individuals other than the requester
 Discretionary exemptions allow a government organization to decide whether it
should disclose the requested record. Discretionary exemptions include:
 Draft by-laws, private bills and records of closed meetings, where such are
authorized by statute
 Advice or recommendations within the organization
 Law enforcement
 Information which could prejudice the financial or other specified interests of
the organization
 Solicitor-client privilege
 Information which could endanger the health or safety of an individual
 Information already available to the public or soon to be published
General records are any other records that do not fit under the categories of personal
information or exempt records.
The Peel District School Board recognizes that e-mail is a valuable communication
tool that is widely used across our society. As such, staff and students are encouraged
to use e-mail to improve the efficiency and effectiveness of communication, both
within the organization and with the broader community.
General
Staff using e-mail to correspond with parents and students must adhere to the
following:
The staff member should clearly set out the expectations for parents, with respect to
response times (e.g. staff will respond to student and parent e-mail within three
school days.)
Staff who are corresponding with students or parents must use only the board's
mail system to receive or send e-mail
e-
All e-mails to and from parents and students must be saved in an e-mail folder for a
period of one year
E-mail must never be used to discuss contentious, emotional or highly confidential
issues. These issues should dealt with face-to-face or by phone
As the employer, the Peel board has the right to access and disclose the contents of
staff e-mail messages, as required by the board's legal, audit and legitimate
operational purposes. However, it is not the board’s regular practice to access staff email and any such access must be authorized by the superintendent of human
resource Support Services
As staff are responsible for all e-mail sent from their account, they should take care to
protect access to the account by keeping their password secret and by logging off
when they leave the workstation
E-mail messages to parents should be consistent with professional practices for other
correspondence. This includes grammar, format and salutation
E-mail messages may be accessible under the Freedom of Information and Protection
of Privacy Act
Staff participation is encouraged but is voluntary (e.g. neither a student nor a parent
can demand that a staff member correspond via e-mail. Similarly, a staff member
cannot make e-mail the only option for communicating with parents)
Staff member to parent
Acceptable:
 General information about class activities – curriculum, homework, tests, special
events
 To arrange for a meeting or telephone call regarding a student issue, including a
general description of the issue (e.g. “I would like to arrange a meeting to discuss
your daughter's attendance.”)
 Follow-up on an issue that has previously been discussed.
Unacceptable:
 Any discussion related to other students
 Personal information about other students
 Specifics about a sensitive student issue, which was not initiated by the parent or
had not previously been discussed with the parent. (e.g. “I am concerned that your
daughter failed the last three tests and was not at school again today.”)
 Any discussion related to other staff
 Any discussion related to the staff member's performance
 Any sensitive student information that would normally be discussed face-to-face
or by phone. (i.e. “I am concerned that your daughter may have a learning
disability.”)
Staff member to student
Acceptable:
 Discussions specifically related to class activities – curriculum, homework, tests,
special events
Unacceptable:
 Any discussion related to other students
 Personal information about other students
 Discussion about the personal life of the staff member or student (home life,
vacations, relationships)
 Sensitive information regarding the student’s performance
Please refer to Operating Procedure: Information Technology Services ITS 5
Appendix F - Borrowing school equipment
Staff use of Board owned equipment
The following equipment, owned by the Peel District School Board, has been assigned to me
________________________________________ for my use in the execution of my duties
Principal at Harold M. Brathwaite Secondary School.
Description
Make/Model
Serial Number
1.
___________________
_________________________
____________________
2.
___________________
_________________________
____________________
3.
___________________
_________________________
____________________
During the time period that this equipment is assigned to me, I agree that my responsibility is to
ensure the following duty of care:

At school: To keep it locked and secure when not in use.

While transporting from school to home or home to school: Ensure that it is out of public
view at all times (ex. keep in trunk). Laptop technology is sensitive to extreme weather
temperatures and should not be left in a vehicle for more than 4 hours.

At home: Ensure it is in a safe environment.
If there is any damage/loss to Board equipment it must be reported immediately to your
Principal/Manager and CBO, Security/Risk Management at ext. 905-890-1010 ext. 2158 or 2032.
In the event of damage/loss to the above identified equipment, the Board will cover the cost of
repair/replacement as long as the above stated duty of care has been followed.
Signed:
_________________________
(Person requesting equipment)
Witness
_________________________
(Supervisor/Designate)
Date:
________________
Equipment Returned in good condition:
Date:
________________
Received by:
___________________
(Supervisor/Designate)
Appendix G – Daily Class Schedule
Appendix H – Floor Plan of School