Junior School Parents Handbook 2014/2015

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JUNIOR SCHOOL

PARENT HANDBOOK

2013 | 2014

JUNIOR SCHOOL

PARENT HANDBOOK

2014 | 2015

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Table of Contents

SCHOOL MISSION AND BELIEFS

Mission

Beliefs

CONTACT US

Direct Lines/Extensions

Junior School Administrative Team

Junior School Faculty

Staff Email Addresses

GENERAL PARENT INFORMATION

Communications

Friday Flash

Email

Phone calls

Website

Information Sharing Events

Morning Arrival/Absences

Drop-‐off and Pick-‐up

Pick-‐up Information Form

Uniform

Summer Uniform

Winter Uniform

Gym Uniform

Food Services Programme

Extended Daycare

School Trips

Student Chargebacks

Yearbook

Allergies

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JUNIOR SCHOOL FOOD POLICY

Rationale

Policy

School Responsibilities

Parental Responsibilities

JUNIOR SCHOOL PROTOCOLS/PROCEDURES FOR SICK CHILDREN

Forms

Assessment Protocol

Treatment

JUNIOR SCHOOL PROTOCOLS/PROCEDURES FOR LICE

Assessment and Prevention Protocol

Treatment and Return to School Protocol

ATHLETICS

Philosophy

Sports Development Clinics (SDC) and High Performance Athlete Development

Interscholastic League Teams at the Junior School

Sign-‐ups, Practices and Attendance

Schedules

Uniforms/Transportation

Athletic Assembly

Athletic Code of Conduct

STUDENT LIFE

Assemblies

House System

Student Council

Grades 1 – 5 Student Recognition

The Student Code of Conduct

Procedures

Academic Honesty Policy

Anti-‐bullying Policy

Respect for Property Policy

Birthday Parties

Acceptable Use of Technology Policy

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ACADEMICS

Curriculum

Primary Years Programme

Assessment

Levels of Understanding (Grades 1 – 5)

Reporting to Parents

Portfolios/Student-‐Led Conferences

Library

Library Borrowing Policy

Overdue Library Materials Policy

Birthday Book Programme

Homework

Tutoring

Junior School Forms

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WELCOME TO THE JUNIOR SCHOOL

SCHOOL MISSION AND BELIEFS

Mission To develop inquiring, knowledgeable and caring young people who are engaged citizens of the world.

Beliefs We believe:

● Every child has a spark ● Every child has a curiosity about the world ● Every child grows when faced with appropriate and diverse challenges

We believe:

● Our school is more than a building ● Our school is a community which includes students, parents, staff and alumni ● Our school community works together to fan the spark, to encourage inquiry and to help

our students be all that they can be

We believe:

● Our school reaches out to embrace the communities around it ● Our communities need individuals who open their hearts and minds to the world ● Our school can inspire children to become adults who, by their actions, make a difference in

the world

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CONTACT US Junior School 1639 Yonge Street Toronto, ON M4T 2W6 T: 416.926.1325 F: 416.926.9592

Direct Lines/Extensions: Accounts Receivable Winston Berrotte 416-‐646.5276 Admissions Julia Gordon 416.646.5275 Advancement Office Jennifer Dickie 416.926.1325 x 1191 Athletics Rick DeMarinis 416.926.1325 x 5277 Attendance Patricia Indart 416.926.1325 x 5282 Food Services Eve Pereira 416.646.5280 The York Shop Ginny Bates 416.646.5278 Night Security Jamie Holcomb 416.697.4687

Junior School Administrative Team: Head of School Conor Jones 416.646.5271 Executive Assistant to Conor Jones Kimberley Benoit 416.926.1325 x 1226 Principal Susan Charron 416.646.5273 Vice-‐Principal, Director of Curriculum Jennifer Wyatt 416.926.1325 x 1616 Administrative Assistant Kate Boynton 416.926.1325 x 1614 Athletic Director Rick DeMarinis 416.926.1325 x 1703 Counsellor Elissa Kline-‐Beber 416.926.1325 x 1625 Extended Daycare, Co-‐Curriculars Carol Klestinec 416.926.1325 x 1701 ICT Support Afzal Shaikh 416.926.1325 x 1629 Receptionist Patricia Indart 416.646.5282

Junior School Faculty: JK Homeroom Maria Barnden 416.926.1325 x 1615 JK Associate Teacher Lynn Wychopen 416.926.1325 x 1708 SK Homeroom Mary Moffat-‐Johansson 416.926.1325 x 1613 SK Associate Teacher Kendra Hutton 416.926.1325 x 1709 Grade 1B Homeroom Anne Bell 416.926.1325 x 1611 Grade 1S Homeroom Julie Selley 416.926.1325 x 1612 Grade 2C Homeroom Morgan Carroll 416.926.1325 x 1610 Grade 2H Homeroom Mary Hudson 416.926.1325 x 1609 Grade 3D Homeroom Jacquelyn Cummings 416.926.1325 x 1608

(Megan DeMarinis*)

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Grade 3F Homeroom Siobhan Swan (Amy Faba*) 416.926.1325 x 1607 Grade 4H Homeroom Shane Heyes 416.926.1325 x 1606 Grade 4P Homeroom Barb Prevedello 416.926.1325 x 1605 Grade 5H Homeroom Ryan Hewgill 416.926.1325 x 1603 Grade 5N Homeroom Suzanne Newell 416.926.1325 x 1604 Grades 1 – 5 Associate Teacher Mona Desai 416.926.1325 x 1710 JK – Grade 1 Art Joanne Schwindt 416.926.1325 x 1706 Grades 2 – 5 Art Vanessa Emer 416.926.1325 x 1705 JK – Grade 2 French Katherine Almeida 416.926.1325 x 1617 Grades 3 – 5 French Erin Way (Karen Smith*) 416.926.1325 x 1618 Librarian Sara Spencer 416.926.1325 x 1623 Library Technician Denise Liu 416.926.1325 x 1707 JK – Grade 2 Music Lidija Grkovic 416.926.1325 x 1620 Grades 3 – 5 Music Lisa Yorke 416.926.1325 x 1621 JK – Grade 2 Phys Ed Gillian Hickman 416.926.1325 x 1704 Grades 3 – 5 Phys Ed Marcus Down 416.926.1325 x 1703 SK – Grade 2 Resource Susan Duviner 416.926.1325 x 1640 Grades 3 – 5 Resource Robyn Tarshis 416.926.1325 x 1641 * Megan DeMarinis, Amy Faba and Karen Smith are on maternity leave until January, 2014.

Staff Email Addresses The email address for any staff member is their first initial and last name @yorkschool.com; for example, Conor Jones [email protected].

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GENERAL PARENT INFORMATION

Communications You can expect to hear from the school in a variety of ways, depending on the sort of message that is being delivered. Here are our most common avenues:

Friday Flash The Friday Flash is an important weekly means of communication between the school and the parent community. It includes information about what the students have been doing in their classes during the week and about the upcoming week's activities, as well as school-‐wide events and special days. An email is sent home every Friday with a link to the Friday Flash page on YorkNet. It is the parents’ responsibility to read this electronic newsletter to keep in touch with what's happening and to keep track of significant dates.

Email Essential communications such as advising parents of an upcoming trip or a teacher touching base about your child generally come by email. Attendance or disciplinary issues may also be communicated by email. Report cards will be sent home by email.

Phone calls Teachers and administrators may also choose to phone to discuss matters regarding your child. These matters may require immediate attention, and may include disciplinary and attendance issues as well as medical emergencies.

Website The school website gives you general information regarding the school, including an up-‐to-‐date school calendar and weekly menus, as well as important links for After-‐Four Programme registration and setting up parent-‐teacher interviews, etc.

Information Sharing Events Curriculum Night, Parent-‐teacher Interviews, Parent Information Evenings, Arts Night, Coffee Mornings and special student assemblies are important events that keep parents informed about the school programme and their child’s academic progress. We also welcome phone calls and emails from parents. If parents have any questions or concerns regarding their child or the programme, teachers and administrators are most easily reached by email. For academic concerns, parents should always contact the subject teacher first. For social and emotional concerns, parents may contact their child’s homeroom teacher, the school counsellor or the principal.

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Please use this chart to direct your concerns.

Morning Arrival/Absences JK and SK Students should arrive between 8:30 a.m. and 8:45 a.m. Students should not arrive before 8:00 a.m; however, supervision will be provided from 7:30 a.m. onwards for those students who must be dropped off early. Parents should call the school at 416.646.5282 before 8:30 a.m. to report absences or late arrivals.

Grades 1 – 5 students should arrive at school no later than 8:20 a.m. so they can put their belongings away and be prepared for homeroom at 8:30 a.m.. Students should not arrive before 8:00 a.m; however, supervision will be provided from 7:30 a.m onwards for those students who must be dropped off early. Students who are late must sign in at the reception desk. If students are consistently late, parents will be contacted. Parents should call the school at 416.646.5282 before 8:30 a.m. to report absences or late arrivals.

Drop-off and Pick-up We encourage as many people as possible to walk, bike or carpool to and from school. Students should be cautioned to use the crosswalks and obey the traffic lights. Drivers who park off-‐site, as well as those people who walk, bike or take the TTC, must enter and exit The York School via the Yonge Street entrance.

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At drop-‐off, parents who are driving to school can either park off-‐site or use the drop-‐off circle at the back of the school. Between 8:00 a.m. and 8:30 a.m. please enter The York School laneway via The Yorkminster Park Baptist Church parking lot. The access to the church parking lot is from Heath Street East. Drop-‐off for students Grade 1 – 5 is from 8:00 a.m. – 8:30 a.m. and for JK and SK students from 8:30 a.m. – 9:00 a.m. For pick-‐up, drivers who wish to park off-‐site can utilize either side of Yonge Street for one-‐hour parking (until 4:00 p.m.) or the 15-‐minute school parking zone directly in front of the school. Drivers who park off-‐site, as well as those people who walk, bike or take the TTC, must enter and exit The York School via the Yonge Street entrance. JK/SK students can be picked up at their classrooms and Grades 1 -‐ 5 students are met in the lobby.

Drivers who wish to utilize The York School pick-‐up zone in the back lot must have their assigned pick-‐up number card displayed in the car’s front windshield. The ‘E’ on the card denotes the early pick-‐up time while the ‘L’ denotes the late pick-‐up time. Drivers enter The York School laneway via The Yorkminster Park Baptist Church parking lot. Between 3:15 p.m. and 4:00 p.m., the access to the church parking lot is from Heath Street East. Drivers must pick up students according to the following staggered schedule:

3:35 p.m. – 3:45 p.m. JK — Grade 2 pick-‐ up (early pick-‐up time) 3:45 p.m. – 4:00 p.m. Grades 3 — 5 pick-‐up (late pick-‐up time)

There is no parking on-site, but we are fortunate to have the availability of free parking on both northbound and southbound Yonge Street. Parents may also park in one of the Green P lots in the area but are not allowed to park in the church lot or in the cemetery. We encourage parents who wish to walk their child into school in the morning to stay and chat with other parents or spend some time in the afternoon before pick-‐up. To do so, they can park on either side of Yonge Street.

To read the full drop-‐off and pick-‐up procedures brochure, please click here (A to Z – Arrivals/Dismissal)

Pick-up Information Form To help us ensure your child’s safety, please fill out the Pick-up Information Form and return it to your child’s teacher in September. This information lets us know who will be picking your child up and whether or not your child has permission to go home on his or her own. On any day that your child will not be going home with the person/carpool indicated on the form, please communicate this to the teacher.

Uniform Students have a summer and a winter uniform, as well as a gym uniform. The summer uniform is worn from the beginning of the school year to October 1, and also from May 1 to the end of the school year. Summer uniform is not mandatory. The winter uniform can be worn throughout the school year. All uniform items must be purchased at The York Shop.

Summer Uniform ● green golf shirt ● khaki shorts with a black belt (boys) ● khaki shorts, tunic or skort (girls)

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● white socks ● primarily white running shoes with non-‐skid soles ● green crewneck sweatshirt or grey hooded sweatshirt

Winter Uniform ● white golf shirt or white oxford shirt ● grey pants with a black belt (boys) ● grey pants or green tartan tunic (girls) ● green tartan kilt is an option for girls in Grades 4 and 5 ● green cardigan, sweater or vest ● grey dress socks are worn with the grey pants ● green knee socks or tights are worn with the tunic or kilt ● plain black all leather dress shoe with 1” heels, either tie-‐up or slip-‐on.

Gym Uniform ● black gym shorts ● grey House t-‐shirt ● white socks ● primarily white running shoes with non-‐skid soles ● grey hooded sweatshirt and grey House sweatpants (JK – Grade 3) ● black two-‐piece tracksuit (Grades 4 and 5)

Students must wear their uniform properly at all times in school and to and from school. Students must be in proper uniform for physical education classes. For more detailed information on the specific uniform items, please read the uniform requirements on the web site here.

Food Services Programme The York School food services programme is managed and operated by Aramark Education Services. Snacks and lunches are included for all JK and SK students. There are two options for Grades 1 -‐ 5 students:

● A full lunch programme, including snacks, which is a yearlong programme. The complete lunch package includes an entrée or sandwich/salad bar & dessert, as well as a morning and afternoon snack for $7.25 per day. You need to fill out a registration form if you want your child to be on the full lunch programme. Student accounts will be charged at the beginning of each term.

A day-‐by-‐day programme with all of the benefits of the daily lunch menu with the convenience of day-‐to-‐day planning at $7.25 per day. This option does not include snacks. You do not fill out the registration form for the day-‐by-‐day programme. Student accounts will be charged monthly. The full lunch programme brochure and registration form are available online here or for more information, please contact the business office at 416.646.5276.

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Extended Daycare The York School‘s Extended Daycare is available to all children from JK to Grade 5 from the end of their academic programme each day until 6:00 p.m.. Extended Daycare provides a seamless transition from your child‘s school day to childcare. After school, children can relax, play, do homework and have a snack. For students who are registered in advance, a fee of $12.00 per hour is billed to your school account monthly. This hourly rate is billed in 15-‐minute increments. This option reserves your place for the entire school year. For students in the Junior School who use the Extended Daycare Programme on an occasional basis or for students who are not picked up by 4:00 p.m. or 15 minutes after an after-‐school activity, parents will be billed at a rate of $14.00 per hour. This hourly rate is billed in 15-‐minute increments. For more information about the Extended Daycare Programme, for advanced full-‐time registration or for reserving a spot before noon on any day that care is required, please contact Carol Klestinec at 416.926.1325 x 1701.

School Trips Given our emphasis on experiential learning, students engage in a number of school trips. In planning trips to enhance learning, teachers take measures to investigate and mitigate risks, account for contingencies, and inform you, the parents, of the important details of the trip so that you can give proper consent to your child’s participation and support your child’s involvement.

The system for informing parents involves three levels of information.

Level I trips are simple trips within the city that pose level of risk that would commonly be met by your child in the course of a school day. These include trips to the museum, theatre, sports facility, or music venue. All parents provide blanket consent for these trips at the beginning of the year. You will be notified of the details of any such trip ahead of time by a Level I trip form that will be sent by email, and you have an opportunity to reply and share any concerns regarding your child’s involvement. Otherwise, we will rely upon the blanket consent having been given at the beginning of the year.

Level II trips typically involve a higher level of risk, an unfamiliar setting, an overnight stay, and/or possibly less immediate access to emergency services. Examples would include trips to Camp Oochigeas, a climbing wall in the city, a swimming pool, a skating rink, a ski hill, an all-‐weekend debating tournament, the CN tower climb, or an amusement park. Parents will receive notice of the particulars of any Level II trip, including the risks, and will have to provide specific written consent for each trip.

Level III trips are trips which require a great deal of planning and a high level of expertise and where it is essential that parents have an opportunity to fully understand the trip before providing their consent. Examples would include extended international travel and adventurous activities such as those taking place in the wilderness – e.g., backpacking, canoeing (flat and moving water), kayaking, dog sledding, horseback riding and winter camping. All such trips will involve a meeting

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with parents in which parents have an opportunity to ask questions and receive informed answers. In most cases, students will meet with the group leaders ahead of time and receive extensive preparation, which may include the checking of personal clothing and equipment.

We encourage parents to communicate any concerns regarding their child’s involvement in the trip to the trip leaders at an early stage. Keep in mind that we rely upon the medical information that parents provided at the beginning of the year and that any changes in that information must be made known to the administration.

Student Chargebacks The teachers hand out all the necessary supplies, folders, notebooks, workbooks and textbooks, as well as the student agendas (Grades 1 – 5), to the students. The student agendas and textbooks are charged to their student account. Any costs associated with class trips will also be charged to their student account. Yearbook Perspective, the Junior School yearbook, is published each year in hardcover as a photographic record of the school year’s events. The cost for a yearbook is added to student accounts. The Junior School yearbook is distributed in June.

Allergies There are a number of students throughout the Junior School who have life-‐threatening allergic reactions called anaphylaxis. This means that their airways can close and they can stop breathing. Typical anaphylaxis triggers include insect stings, medication, exercise, latex and, most often, specific foods. In Canada, the top food allergens are peanuts, pine nuts, tree nuts, sesame seeds, beans, fish, crustaceans and shellfish, sulphites, wheat, milk, soybeans and eggs.

In an effort to provide the care that severely allergic children may require, the allergy is noted on our database and we post Anaphylaxis Alert posters for these children in the staff room, in the main office, in the kitchen and in the child’s homeroom. The students are required to have 3 epi-‐pens with them at the start of each school year (each epi-‐pen should include that child’s name). The students are required to wear one epi-‐pen on them at all times; as well, we keep one in the office and one in the kitchen. In addition, to avoid a severe or even fatal reaction for students with nut or nut related products, The York School makes every effort to be a peanut-‐safe environment. Foods prepared in our cafeteria do not knowingly contain peanuts, nuts or nut-‐related products. We do not permit any sharing of food or utensils. The tabletops are washed between each lunch shift.

Although children with food allergies are taught and encouraged to be vigilant about the foods they consume, in an attempt to avoid a crisis we ask that when you pack snacks and lunches, you do not send any foods that contain peanuts, nuts or nut-‐related products. Foods that have the “May contain …” label are unacceptable, as are foods that specify nuts and seeds in the ingredients list. You must always read the list of ingredients on all pre-‐packaged foods before you send them to school. When you are sending in treats for your child’s birthday, they must be peanut and nut-‐free. If your children have peanut butter or any other nut-‐related product for breakfast, please ensure that they brush their teeth and wash their face and hands before going to school.

Should you have any questions, please do not hesitate to contact your child’s homeroom teacher. Thank you for your consideration and cooperation in helping to make The York School a safe environment for all our students.

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JUNIOR SCHOOL FOOD POLICY

Rationale Evidence suggests that eating healthy foods can help with academic performance and attention span in the classroom while maintaining positive moods and sustained energy levels throughout the day. Healthy childhood diets reduce the risk of colds and flu, and can impact long term wellness. Educating children now can help them to develop the skills and understanding to make healthy lifestyle choices later.

Policy The York School is committed to providing balanced and nutritious food choices to promote a healthy lifestyle. With this in mind, The York School has partnered with Aramark to develop an exceptional food services programme that enhances the student’s experience by providing them with fresh, nutritious food with an emphasis on health and environmental sustainability.

School Responsibilities

● Monitor and evaluate the opportunities for promoting healthy lifestyles ● Educate students through our physical and health education programme, as well as through

school-‐wide activities ● Provide daily hot entrees, following Canada’s Food Guide, which are wholesome and

nutritious ● Focus on providing products that are lower in trans and saturated fat, sugar and salt ● Make every effort to ensure that all foods are nut-‐free ● Make every effort to customize food for specific dietary needs ● Oversee and guide students’ meal choices ● Educate students on reasons for not sharing food ● Monitor the type and number of treats brought in to school for special events ● Provide parents with nutritional information through Friday Flash and other school

communications ● Provide guidance to parents on healthy lunch and snack choices ● Support the continuation of a nutrition committee consisting of staff and parents

Parental Responsibilities

● Send in balanced and nutritious lunches and snacks ● Ensure that all foods sent to school are nut-‐free ● Reinforce the no food sharing policy ● Use reusable containers whenever possible ● Provide a more nutritious choice for birthday treats rather than sugary foods, which

have no nutritional value ● Only provide food for the class, other than for birthdays, when requested by the teacher

JUNIOR SCHOOL PROTOCOLS/PROCEDURES FOR SICK CHILDREN

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Forms

● Prior to the start of each school year, the following forms must be submitted to The York School:

▪ Personal Information Form ▪ Major Allergy Medication and Epi-‐pens (Information and kits are posted)

These forms (plus others) are included at the end of this section for you to fill out and bring to school with your child. If you require additional forms please log onto: www.yorkschool.com/juniorschoolforms.

● During the school year, parents are responsible for updating any changes to this information. This can be done by email at [email protected].

Assessment Protocol ● Children who are not feeling well during the school day are directed to reception. ● At no time will a sick child be left unattended. ● Assessment of the symptoms is made by discussing with the child his/her symptoms,

history and/or current medical conditions. When necessary, the child’s health information is checked on the database.

● If child is warm or has flu-‐like symptoms, the child’s temperature is taken.

Treatment ● A call is made to parents informing them of their child’s illness and/or symptoms and a

decision is made regarding ongoing school participation. ● Medication may also be administered (i.e.: Advil, Tylenol, Benadryl) to the child once

permission has been granted over the phone from the parent or caregiver. The medication time and dosage is notated in the medicine records sheet. All medication is in a locked cabinet.

● Occasionally we are asked to administer medication throughout the day. We ask that the medication be labelled and full instructions are enclosed on time and dosage

● Children with a fever (37.5˚ C or greater) must go home as soon as arrangements can be made. If the child needs to, he or she can stay resting in the health room bed. Children must be fever free for 24 hours before returning to school.

● Children with cuts or bruises may also be sent to reception. Any break in the skin is cleansed with hydrogen peroxide and then covered with an appropriately sized Band-‐Aid.

● Bumps from play or gym are treated with ice packs and monitored for swelling for a period of time in reception.

● We will request a child to be picked up if they display symptoms of any of the following conditions:

▪ Chicken pox ▪ Strep throat ▪ Vomiting and/or diarrhea ▪ Skin infections

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▪ Eye infections ▪ Parasitic infections such as lice or scabies

● Any child with an injury to the head is sent to reception to be treated and parents are called

immediately. ● Trained First Aid may be called in, and if necessary, 911 is called in the instance of serious

illness or injury. Parents will be notified immediately by telephone in such cases. Accident forms are filled out and kept on file.

JUNIOR SCHOOL PROTOCOLS/PROCEDURES FOR LICE Head lice are passed from one person who has had lice to another with whom he/she is in close head-‐to-‐head contact. Alternatively, a person may be infested by sharing items such as a brush, hat, scarf or pillow previously used by an infected person. More can be learned about head lice and how to treat it, by reviewing the Head Lice Fact Sheet from Toronto Public Health @ http://www.toronto.ca/health/pdf/head_lice_factsheet.pdf

Assessment and Prevention Protocol: ● Each school year, the Junior School arranges to have The Lice Squad, a professional head lice

removal company, come to school for five separate visits. Each student is checked. ● As a precaution, it is recommended that parents also take the time, in between Lice Squad

visits, to perform head checks periodically at home. ● If a student has contracted head lice and the lice has been detected, either by the Lice Squad

or at home, the school must be notified. ● If lice are discovered at home, parents are asked to contact Kate Boynton

([email protected] 416.926.1325 x 1614) directly with the student’s name and the relevant details. While the name(s) of the student(s) who have contracted lice remains confidential from the school community, it is important from a health and safety perspective, that the school is able to notify families in the appropriate grade(s) to reduce the possibility of increased transmission and spread of lice.

● It is also suggested, that if the student is infested and has recently gone to a slumber party or an event where head-‐to-‐head contact may have taken place, that parents, at their discretion, contact parents of the other children who might be affected.

● If active lice are found in a routine Lice Squad check during the school year, the student will be sent home immediately.

● Students with dead casings will not be sent home but parents will be called to notify them of the finding.

● In both cases, the student will be given an inspection and information sheet from the Lice Squad to be reviewed at home.

Treatment and Return to School Protocol: ● Affected students must undergo the recommended treatment outlined by either the Lice

Squad or by the Toronto Public Health lice treatment.

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● Parents may contact the Lice Squad independently (www.licesquad.com or [email protected]), for either an at-‐home service for lice removal or to order nit removal supplies.

● The cost of any treatment is the responsibility of the parent. ● Pharmacists also provide many lice removal products and kits are sold over the counter in

most pharmacies. ● Students must be free of eggs before returning to school. ● Parents must either send a note, which must be reviewed by Kate Boynton upon the child’s

return to school or provide Ms. Boynton with a Lice Squad Head Check Verification sheet. ● The note must outline the type of treatment that was given and when, and confirm that the

child is free of eggs. ● If a parent is uncertain of whether or not the child is actually free of eggs, even after

treatment, it is strongly suggested that the parent contact a professional lice removal company.

● Please note that if the returning student is not free of eggs, parents will be contacted to make arrangements for their child to return home.

ATHLETICS

Philosophy: The athletics programme at The York School focusses on providing exposure to a wide variety of sports at all levels. In the Junior School, the emphasis is a balanced mix between participation and competition. Our objective is to provide positive athletic experiences for our student athletes that will promote their participation in lifelong physical activity. All interscholastic teams have both an active roster and a developmental team, which allow all of our athletes to develop their skills.

Sports Development Clinics (SDC) and High Performance Athlete Development: These developmental programmes allow our students to continue their development and exposure to a variety of sports both at lunch and after school. All students from JK to Grade 5 are eligible for various clinics and programmes. High performance clinics are for our Grades 3 -‐ 5 athletes who are participating in our competitive programmes.

Fall: SDC -‐ Movement, Yoga, Basketball, Fitness, Soccer

High Performance -‐ Volleyball, Basketball

Winter: SDC -‐ Tennis, Floor Hockey, Fitness, Yoga

High Performance -‐ Volleyball, Basketball

Spring: SDC -‐ Fitness, Skipping, Dance, Soccer

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Interscholastic League Teams at the Junior School:

Fall Winter Spring

● U10 co-‐ed soccer ● U11 co-‐ed soccer ● U11 girls basketball ● Junior School cross

country (Grades 3 -‐ 5)

● U10 boys basketball

● U11 boys basketball

● U11 girls volleyball

● Grades 4/5 Ultimate Frisbee (developmental clinics)

● Junior school track and field (Grades 3 -‐ 5)

Sign-ups, Practices and Attendance:

At the beginning of each season, all interested students have a chance to join SDC clinics or to join an interscholastic team. Students who change their minds about a team sport have up to two weeks from the start of practices to switch to another one. Schedules will be set after the initial three-‐week period. Attendance at practices and a commitment to the final tournament will be contributing factors in team selection. Unexplained missed practices will result in game suspensions. All student athletes are expected to attend championships tournaments. An absence from a championship tournament will result in a three game suspension for the next season’s athletic team.

Practices are scheduled before and after school. Morning practices begin and run from 7:00 -‐ 8:00 a.m. and the Glen Elm doors open at 6:50 a.m.. Afternoon gym practices run from 3:30 to 4:45 p.m.. The sports developmental programmes run at lunch recess or after school from 3:30 -‐ 4:45 p.m.. Some high performance programmes will run from 4:45 to 5:45 p.m.. Students are either picked up after practices/developmental programmes or they may walk home if written permission is provided to the school. Cancellations are rare and coaches are always available to supervise students if necessary in such situations.

Schedules: As each team is finalized, it is given a practice and game schedule. Game and/or practice schedules are posted on the school website via a live web link. Occasionally, last-‐minute changes occur. Parents can check by calling the school office.

Uniforms/Transportation:

All team members are given a uniform, which is their responsibility for the season. A lost uniform will require a $75 replacement fee to be paid at the end of the season. Transportation can come in the form of taxis or school buses. Our bus provider is Coach Canada. For weekend commitments, students will mostly be dropped off and picked up by parents; however, if an away game is outside the city, a bus will be provided.

Athletic Assembly:

There is a Junior School Athletic Assembly in late May or early June. The Junior School Assembly recognizes the achievements of sport development athletes and interscholastic teams. Parents of

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these students are invited to attend this ceremony, which takes place in our Junior School gymnasium. Advance notice of the Athletic Assembly is always given to our entire community.

Athletic Code of Conduct: This code is part of the school’s Core Agreement and can also be found on YorkNet and in the Student Agendas. Each student athlete signs this document once a year.

STUDENT LIFE

Assemblies The Junior School assemblies, which take place on Fridays, are held in the gym from 8:40 to 9:20 a.m.. Assemblies connect the learning in the classroom through student performances, presentations, guest speakers and special celebrations. Parents are invited to attend assemblies in which their children are performing or being recognized.

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House System All York students belong to one of four Houses named after historically significant Canadians, two women and two men, to reflect the coed nature of the school. Siblings are always assigned to the same House. Champlain House Samuel de Champlain Explorer, cartographer and

Governor of New France Johnson House Pauline Johnson Métis poet best known for her

poetry celebrating her native heritage

McClung House Nellie McClung A suffragette, reformer, legislator and author

Simcoe House John Graves Simcoe First lieutenant-‐governor of Upper Canada, founder of the Town of York

The House system provides an excellent opportunity for students of all ages and grades to be together, and encourages development of leadership skills.

Student Council Grades 1 – 5 students participate in the Junior School Student Council. Two representatives from each class are elected by their classmates at the beginning of the year. All students who have not been on Student Council for two school years are eligible to run for this position. The Student Council introduces the students to the principles of representative leadership and decision-‐making under the guidance of two faculty members. Being on Student Council is something that will help our students become responsible and active members of the community.

Grades 1 – 5 Student Recognition By developing the PYP attitudes and the attributes of the Learner Profile, by promoting a culture of kindness everywhere in the school and with all the members of the school community, as well as by recognizing student-‐initiated actions and their involvement in student life, we believe that we can inspire children to become adults who, by their actions, make a difference in the world. Students who consistently display specific PYP attitudes and Learner Profile attributes, attitudes and attributes to which all students should strive, everywhere in the school and toward all members of the school community, are recognized in their class each month and their names are displayed for the month. Students earn 15 House points per term for each co-‐curricular activity in which they participate such as Student Council, choir, Glee Club, art club, Geography Club, being a study buddy, the After-‐Four programmes, the sports development league, as well as U10 and U11 sports teams. Students start to earn House points in Grade 1 and they are cumulative through to the end of Grade 5. Students are recognized at special Student Recognition Assemblies during the year and receive a pin for their participation. There are four levels for students to work towards:

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● 150 points – Bronze level ● 300 points – Silver level ● 450 points – Gold level ● 600 points -‐ Platinum level

Students who take action arising from genuine concern and commitment, which makes a difference in their own community or beyond, are recognized as York Stars. The acronym ‘Stars’ stands for Students Taking Action Responsibly & Sincerely. Students are recognized at special Student Recognition Assemblies during the year and receive a certificate to recognize their actions. The names of students who receive certificates are displayed and a record is kept of all the Star certificates that students receive over the years. In the last year of the Primary Years Programme, Grade 5 students are eligible to receive one of the four awards, which are presented at the Junior School Closing. All staff is involved in the selection process, which is based on students meeting the criteria outlined in the descriptors of the awards. Each award is given to two students, one from each Grade 5 class. The following is the list of Junior School Awards:

Inquiry Award The Inquiry Award is given to the student who has a natural curiosity, applies thinking skills critically and creatively, actively engages in the learning process, approaches complex problems with enthusiasm, and in so doing, acquires an in-‐depth knowledge and understanding across disciplines. Fellowship Award The Fellowship Award is given to the student who is caring and principled, showing empathy, compassion and respect for all members of the school community, and acting with integrity and honesty. Spirit Award The Spirit Award is given to the student who participates actively in all facets of school life, and whose contribution and attitude enrich these experiences for all members of the community. The York School Award The York School Award is given to the student who best exemplifies all that The York School stands for -‐ academic achievement, fellowship, and participation in sports and co-‐curricular activities.

The Student Code of Conduct Preamble One of The York School’s core values is providing a safe and inclusive learning environment where all school members feel comfortable, accepted and supported. In this regard, our Code of Conduct promotes responsibility, respect, civility, citizenship and academic excellence, and sets clear standards of behaviour. Our Code of Conduct is intended to benefit all members of the school community: students, administrators, staff, parents and guardians, as well as all visitors, volunteers and community users while on school property or on school buses, at school-‐authorized events or at off-‐site school

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activities. Responsibilities Students Academic It is the responsibility of students to:

● be punctual; ● be prepared for class; ● display academic honesty and integrity; ● attend all classes; ● be attentive in class; ● participate fully in the activities of the class; ● meet assignment deadlines; ● make up missed work when absent; ● be respectful of the efforts of fellow students to learn without interference; and ● be respectful of teacher instructions.

Interpersonal Respect and Responsibility It is the responsibility of students to:

● demonstrate respect towards all school members; teachers, staff, peers and parents;

● treat everyone in the school with respect, generosity and kindnes; ● respect other people’s need to be free from physical harm; ● judge people by their actions not their appearance; ● respect and accept people who may have different beliefs or ideas; ● respect the feelings of others and act to make other people feel included in

our community; ● respect the property of the school and the personal belongings of others; ● follow the directions and guidance given by all people in authority; and ● follow the environmental policies of the school.

Taking responsibility of self It is the responsibility of students to:

● present themselves to the school community in a manner that instills the trust and respect of others;

● use appropriate language; ● maintain the school uniform properly at all times; ● behave in a respectful manner at all times, demonstrating politeness and

sobriety; ● know, respect and follow the rules and regulations of the school; and ● arrive and depart school at the set school times.

School Safety It is the responsibility of students to:

● act in a manner that ensures their own safety and that of other members of our school community; and

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● not bring anything into the school that might endanger their own safety and the safety of others, whether that be a weapon, toxic chemical or an intoxicating substance.

Staff

It is the responsibility of The York School to: ● establish a process that clearly communicates the Code of Conduct to all parents,

students, and staff members; ● employ effective intervention strategies and respond to all infractions in a timely and

respectful manner; and ● take proactive measures to create a safe and respectful learning environment.

Head of School It is the responsibility of the Head to:

● ensure that the Code of Conduct is reviewed regularly; and ● act as adjudicator with respect to any contested suspensions and/or expulsions, and

authorize all expulsions. Principals It is the responsibility of the principals to:

● review the Code of Conduct regularly with students, staff, and parents; ● hold everyone under their authority accountable for their behaviour and actions; ● demonstrate respect for all members of the school community; ● establish and maintain consistent disciplinary practices in the school; and ● thoroughly investigate all disciplinary matters brought to their attention and determine

disciplinary consequences for all such matters. Teachers and Other School Staff Members It is the responsibility of teachers and other school staff members to:

● demonstrate respect for all members of the school community ● know and reinforce with the students their roles and responsibilities as set out in the

Code of Conduct ● intervene promptly and appropriately to address incidents as they occur; ● assist the principal by reporting incidents and assisting the principal in conducting

investigations; ● empower students to be positive leaders in their classroom, school and community; and ● hold everyone under their authority accountable for their behaviour and actions.

Parents It is the responsibility of all parents to:

● Demonstrate respect for all students, staff, volunteers and other members of the school community;

● Support the efforts of the school’s staff in maintaining a safe and respectful learning environment;

● Know and reinforce with their child their roles and responsibilities as set out in the Code of Conduct;

● Support and assist staff in dealing with disciplinary issues involving their child; ● Show an active interest in their child’s school work and progress; ● Ensure that their child attends school regularly and on time;

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● Help their child to be dressed in proper school uniform, and to be prepared and ready to learn;

● Promptly report their child’s absence or late arrival; and ● Contact the school through proper channels of communication if they have a concern.

Jurisdiction, Procedures and Consequences

Jurisdiction The principal, and his or her delegates, may discipline any student who commits an infraction while at school, at a school-‐related activity, or in other circumstances where committing the infraction will have an impact on the school climate.

Procedures

Minor Infractions Minor infractions may include, but are not limited to, uniform infractions, lateness, disruptive or distracting behaviour, chewing gum, not following staff directions, breaking rules regarding possession and use of personal digital devices or cell phones, minor infractions regarding the use of technology, breaking rules regarding the use of facilities. Where a minor infraction has occurred, staff may give students reminders, and to preserve the order of the class and the dignity of the student, may ask a student to excuse him or herself temporarily from a class activity. As well, staff members may instruct students with respect to their conduct, assign a detention, send the offending students to the Principal, have them carry out relevant tasks, confiscate personal articles, or take other reasonable measures as authorized by the Principal. More Serious Infractions More serious infractions may include, but are not limited to, repeated instances of a minor infraction, defiance, deliberate disrespectful behaviour, bullying, assaults, theft, damage to property, tobacco, drug or alcohol offences, encouraging others to commit an infraction, and standing by while another person commits a criminal infraction.

Students will have a meeting with the principal and an incident report will be filed. The incident report will include comments from the student and staff member involved. Where necessary, the Principal will interview other people who have knowledge of the incident. The Principal will notify the parents of the child who has committed the infraction and will provide the parents with a copy of the incident report. In cases of bullying, or where there is otherwise a student victim, the parents of the victim will be notified. Infractions of a Criminal Nature The principal will interview all people involved, file an incident report and notify parents of the allegations. The Principal may, at his or her discretion, notify the police. When the Principal receives credible information that leads to a reasonable suspicion that a student may be in possession of a weapon or an illegal substance, the Principal, or his or her delegate, may execute a search upon the student, his or her possessions, and his or her locker. Any such search will be carried out in the presence of at least one other adult.

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Consequences Loss of Privileges Students who misuse privileges given to them may have such privileges taken away. Confiscation Students who are in possession of anything forbidden by the school may have such articles confiscated temporarily or permanently. Compensation Students who cause damages may be required to pay compensation. Positive Actions Where the Principal determines that it would be in the student’s best interest, they may have the student carry out appropriate actions, including completing chores, writing an apology, and undergoing counselling. Detentions (applies to Middle/Senior School only) Teachers may set lunch-‐hour or after-‐school detentions for up to 30 minutes for misbehaviour in their class. Students will receive a detention for 30 minutes at the lunch hour or after school, should they be late for class. Students will receive a Friday detention of 75 minutes for skipping a class or missing the majority of a class without excuse. Students who miss a detention may be assigned longer and/or multiple detentions. Suspension Students may be suspended for one or more days for a more serious infraction, a series of more serious infractions, or an infraction of a criminal nature. The Principal, in his or her discretion, may have the suspension carried out within the school, so that the student is present in the school, but not attending classes. Probation Students who have been suspended may be placed on terms of probation for a period not exceeding one calendar year, the breach of which may result in expulsion. Re-admittance Re-‐admittance to The York School in September is conditional on a student having a good record of conduct in the previous academic year. Expulsion Students may be expelled from the school for a more serious infraction, a series of more serious infractions or an infraction of a criminal nature. Disciplinary Record Disclosure

The York School will not disclose a child’s disciplinary record to outside persons or agencies without the consent of the child’s parent, except where legally required to do so. A further exception will occur should such disclosure be requested in the context of a student’s application to post-‐secondary institutions, in which case the school will disclose an expulsion or any single suspension of more than two days’ length received while in the Senior School.

Academic Honesty Policy The York School is dedicated to enabling students to perform academically to the best of their abilities. Students can only learn where they approach their work with serious intent and integrity. It is essential, therefore, that students be aware of the temptations to act dishonestly, and understand the consequences for such actions. Students are expected to acquire skills with respect to documentation of sources (bibliography, endnotes, and quotations) and studying, so as to avoid the temptation to plagiarize or cheat.

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The school will not tolerate any acts of plagiarism, cheating, collusion or other act by which a student unfairly misrepresents his or her academic effort or achievement or knowingly assists another in such misrepresentation. “Plagiarism” occurs when a student knowingly represents as his or her own, any idea or work of another person in any academic assignment, test or examination. Examples:

1. Downloading an entire essay from a website and submitting it as one’s own. 2. Copying any part of a work – a paragraph, sentence or phrase – and including it in an

assignment without quoting it and properly referencing it. 3. Reading or hearing about an idea and writing it down in an assignment without

indicating where the idea came from, so that it appears that the student came up with the idea him or herself.

4. Asking another student what they did on their assignment and using either the ideas or wording used by that other student in the completion of one’s assignment.

How to Avoid: 1. Whenever in doubt, make a footnote acknowledging the source of the idea. 2. Seek guidance from your teacher or alert your teacher of your uncertainty. 3. Summarize readings – don’t copy and paste or re-‐write exact wordings. 4. Don’t ask other students for their work or their ideas. 5. Whenever you read or hear something that might be used in an assignment, record all the

necessary bibliographic information and make a note of the page numbers read. “Cheating” occurs when a student obtains an unfair advantage over other students in the context of the preparation or performance of any academic assignment, test or examination. Examples:

1. Asking another student for an answer during a test or exam. 2. Looking at another student’s written work during a test or exam. 3. Bringing notes into a test or writing notes or symbols on one’s body or clothing. 4. Accessing information from one’s hard drive, the network drive, the internet, or via email

during a computer test or exam. How to Avoid:

1. Do not speak during a test or exam between the time you receive the test or exam paper and the time you submit your completed test or exam.

2. Always keep your eyes on your work. If you feel the need to look away, look up or look at the teacher who is supervising.

3. Do not bring papers, books or bags into a test. 4. Follow exactly all rules set out for a computer test or exam.

“Collusion” occurs when a student knowingly allows his or her work to be submitted or copied by another student. Examples:

1. Revealing to another student, either by showing or telling that student, the content of the assignment that one has worked on.

2. Communicating an answer to another student during a test by either telling them or showing them.

How to Avoid: 1. Take pride in your work. Consider it the product of your energy, your time and your

intellect. 2. Encourage fellow students to take their academic problems to their teacher. 3. Remember that helping a fellow student commit an act of academic dishonesty is not

helping that student in the long run.

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Procedures ● Where a teacher believes that a student has committed an act of academic dishonesty, he or

she shall tell the student the reasons for his or her belief, and ask the student for an explanation.

● Where, after speaking with the student, the teacher determines that an act of academic dishonesty did not take place; the teacher will not do anything further. Where a student’s performance in the academic task has been compromised the teacher will make accommodations to allow the student to have an opportunity to complete the assignment in a fair and appropriate manner.

● Where, after speaking with the student, the teacher believes that an act of academic dishonesty did take place; he or she shall tell the Principal what has occurred. Where the act of academic dishonesty occurs in the course of a test or exam and the student admits to the act, the student will be removed from the test or exam. Where the act of academic dishonesty occurs in the course of a test or exam, and the student does not admit to the act, an account will be made of what has been completed by the student, and any evidence relating to the alleged act will be collected. Thereafter, the student will be permitted to complete the test of exam in a manner that best prevents the student from continuing or repeating the alleged act.

● Where an issue of academic dishonesty comes to the attention of the Principal, and the student disputes the finding, the principal will interview both the teacher and the student, and anyone else the Principal deems essential to the investigation. After investigating the matter, the Principal will make a determination as to whether an act of dishonesty did take place.

● Where the Principal has determined that a student has committed an act of dishonesty, he or she will fill out an Incident Report and do one or more of the following: ● instruct the student with respect to academic honesty ● give an oral reprimand ● notify the teaching staff of the act of dishonesty ● have the student redo the work and submit it to be re-‐assessed and/or re-‐marked ● give the student “no mark” on the assignment ● give the student “zero” on the assignment ● suspend the student ● expel the student

● In deciding how he or she will deal with the student, the Principal will consider: ● the age and maturity of the student ● the length of time the student has been a student of the school ● the relative weight of the marks associated with the assignment or test ● the extent of the dishonesty ● whether the act of academic dishonesty is an isolated incident for this student ● any other relevant factors

Anti-bullying Policy Students and staff at The York School have a right to teach and learn in a supportive, caring and safe environment without fear of being bullied. To ensure this, students and staff have worked together to develop an anti-‐bullying policy, which identifies bullying behaviour and helps students develop strategies to deal with problems in a non-‐violent manner. “Bullying” means aggressive and typically repeated behaviour by a pupil where,

● the behaviour is intended by the pupil to have the effect of, or the pupil ought to know that the behaviour would be likely to have the effect of:

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● causing harm, fear or distress to another individual, including physical, psychological, social or academic harm, harm to the individual’s reputation or harm to the individual’s property, or

● creating a negative environment at a school for another individual, and ● the behaviour occurs in a context where there is a real or perceived power imbalance

between the pupil and the individual based on factors such as size, strength, age, intelligence, peer group power, economic status, social status, religion, ethnic origin, sexual orientation, family circumstances, gender, gender identity, gender expression, race, disability or the receipt of special education; (“intimidation”)

Bullying behaviour includes the use of any physical, verbal, electronic, written or other means. Bullying by electronic means (commonly known as cyber-‐bullying), includes:

● creating a web page or a blog in which the creator assumes the identity of another person; ● impersonating another person as the author of content or messages posted on the internet;

and ● communicating material electronically to more than one individual or posting material on a

website that may be accessed by one or more individuals. Bullying Behaviour Verbal Abuse – Name calling, making fun of someone who says something wrong or different, or bossing others around. Two commonly used forms of abuse are nicknames and physical threats. The latter can be used to extort or steal property from another person. Physical Abuse – Bullying behaviour in this instance often incorporates pushing, shoving, kicking, punching, etc. Exclusion – This means ignoring, gossiping or spreading rumours which results in isolation of an individual from a group setting. Bullying can take place:

● In school – in classrooms, lunchrooms, hallways, washrooms and at lockers ● On school property – in the schoolyard, at the front of the school ● On a school trip ● To or from school ● Outside school, through electronic means, including telephone and over the internet

Bullying usually happens when an authority figure is out of sight, often beyond school property. Student Strategies to Deal With or Reduce Bullying

● Be firm and clear. Look the bully in the eye and tell him/her to stop. ● Do not fight back. Get away from the situation. ● Try to reach an adult as quickly as you can. ● If you are afraid to tell a teacher, have a friend go with you. ● Keep on speaking up until someone listens. ● Don’t blame yourself for what has happened.

If you witness bullying behaviour, employ some of these strategies immediately. By watching and doing nothing, you look like a participant who is siding with the bully which only makes the victim feel worse about the situation. Role of School

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The school programme’s is integrated into the curriculum which instills positive values, creates an awareness of bullying behaviours, and encourages appropriate behaviour toward others. The York School, through the agency of its teachers, counsellors and administration will:

● Educate students in an age-‐appropriate manner regarding all forms of bullying ● Treat each alleged incident of bullying seriously and with due regard for the nature of the

allegations, the overall spirit and terms of our Code of Conduct, and with respect for all persons who might be involved.

● Involve teachers, counsellors, parents and students in the process of dealing with allegations as may, in the balance of all interests, be best for the people involved.

Role of Parents

● Be aware of changes in your child’s behaviour that could indicate difficulties at school. ● Do not encourage your child to fight back which makes the situation worse. Instead,

encourage them to appropriately assert themselves and to practice self-‐preservation. ● Do not let the situation persist for an extended period of time without intervention. It is not

normal childhood behaviour or “a phase,” and it will not go away by itself. Parents must not hesitate to inform the school about bullying activities.

● Encourage your child to talk. She/he may be ashamed, scared, or think it’s her/his fault. A subtler, but no less effective bullying technique, is based on excluding one or two students from a party or Bar/Bat Mitzvah. On occasions when one child is likely to be excluded from a social event, host parents must intervene and take a very firm stand. Either overrule your child and invite the entire class, or limit the invitations to just a few students.

Respect for Property Policy The York School does not tolerate theft or actions taken to damage the property of others. York students and staff should feel their possessions are respected by others. We expect students to respect property of classmates, teachers, staff and the school. We also expect they will show the same courtesy during school-‐related activities and toward others in our community. Students who steal or damage the property of others will be subject to disciplinary measures to be meted out by the Principal, taking into consideration the nature of the act, the value of the property stolen or damaged, the history of such offences known to have been committed by the student, and the age and maturity of the student. In all cases, students will be expected to pay for or replace property if it is damaged or unrecoverable.

Birthday Parties The birthday party policy is part of our Anti-‐bullying Policy, which is also included in this handbook. In the policy it states that a subtler, but no less effective bullying technique, is based on excluding one or two students from a party. On occasions when one child is likely to be excluded from a social event, host parents must intervene and take a very firm stand. Either overrule your child and invite the entire class or limit the invitations to just a few students.

Acceptable Use of Technology Policy The York School supports technology use for all members of its community to enhance teaching, learning and communication. Students and parents are asked to agree to the following policies:

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● Equipment will be treated with respect and the safety procedures taught will be followed. ● The laptop will be held correctly with two hands while walking to and from the laptop carts,

and there will be no running or pushing. ● After using the laptop, programmes will be exited correctly and the laptop correctly shut

down before it is returned to the laptop cart. ● The laptop will always be plugged in for recharging when it is returned to the cart. ● The school equipment is provided to enhance learning and not for entertainment. For this

reason, computer games are not to be played at school unless they are games assigned by a teacher.

● Steps will be taken to minimize printing, including asking for permission before printing. ● While using the internet, only sites provided by the teacher will be used. ● Students will only access email, chat rooms or social networking sites with permission from

a teacher. ● Students with email will be directed to set a personal password at the beginning of the year

and share it with their homeroom teacher. This will remain their password for the entire year.

● Passwords will not be shared, except with teachers and parents. ● Private information such as names, addresses, phone numbers or school information will

not be entered online without the direction permission of a teacher. ● Material researched online, including images, will be only used when the source is

acknowledged correctly. ● Students are responsible for all online activity, including that which takes place off-‐site, and

will be held responsible for any inappropriate use that relates in any way to any member of our school community or school equipment.

● Students are personally responsible for messages sent, and no inappropriate language or message content will be tolerated.

● Students may not record or take pictures of others without the person’s direct permission, as this is against privacy laws.

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Electronic Personal Equipment Policy:

● Students shall not bring any personal electronic devices to school as they are not permitted to use them at any time during the school day while on school property or on school outings. The only exception is when a teacher has asked the students to bring in a specific electronic device for use in class.

● Students who bring a cell phone to school must keep it in their locker throughout the school day as its use is not permitted in school.

● The IT Department does not support personal mobile devices, tablets or laptops.

ACADEMICS We are committed to supporting each student’s development in a safe, caring environment. We focus on the whole child, nurturing their individual talents and critical thinking skills. Our students learn to become compassionate, positive influences in the world. As an IB World School, our students learn through inquiry-‐based instruction in all subject areas including mathematics, visual arts, drama, music, physical education, French, science and social studies. Students are encouraged to:

● explore, wonder and question ● experiment and play with possibilities ● research and seek information ● develop and test theories ● elaborate on solutions to problems ● take action

With our small class sizes, children get the individual attention and support they need to thrive emotionally, physically, socially and intellectually.

Curriculum Our Junior Kindergarten to Grade 5 curriculum reflects our commitment to experiential learning. Our goal is to help students develop to their fullest potential while addressing each child’s social, physical, emotional and cultural needs. Many resources have been used to develop this curriculum, including the Ontario Ministry of Education Elementary Curriculum, the International Baccalaureate (IB) Primary Years Programme Scope and Sequence documents and up-‐to-‐date pedagogical research. Our teachers employ a variety of teaching strategies, which enable our students and teachers to build and develop knowledge and skills from year to year.

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We focus on developing strong skills in literacy, numeracy, critical thinking, research, problem solving, communication and the arts. Our students are encouraged to become independent learners who are aware of their own strengths and talents.

Primary Years Programme The York School currently offers the IB Primary Years Programme for students in Junior Kindergarten to Grade 5. The York School received its authorization in 2003 and it is the curricular framework for the programme of study. The chief aim of the IB Primary Years Programme is to provide a well-‐rounded education in which students learn to the best of their ability, enjoy the process and are well prepared for the next stage of their education. It is our responsibility to ensure that the learning is engaging, relevant, challenging and significant. In the final year of the PYP, students participate in a culminating project, the PYP exhibition. The purpose of the exhibition is to celebrate the students’ achievement, acknowledging their transition from the primary to middle school years; it is a means of showcasing the Learner Profile, Transdisciplinary Skills and PYP Attitudes, and provides an opportunity for the school community to come together.

Assessment Student performance is assessed on a frequent basis. Students receive timely and meaningful feedback in order to have the greatest impact on learning. All teachers use a wide variety of assessment tools in order to assess a broad range of learning styles and skills. The assessment tasks are designed to allow students to demonstrate their abilities in all of the categories of achievement which include knowledge and understanding, thinking, application and communication. These assessments are appropriate to the specific skills and content of the subject area, but also give the students the opportunity to utilize the wide range of intelligences that they bring to the subject.

Formative assessment tasks allow students to practise new skills and demonstrate recent learning without their performance affecting their overall grade. Summative assessment tasks, such as end of unit projects, are intended to allow students to demonstrate their consolidated learning. Student performance is evaluated in terms of criteria that is presented to the students ahead of time, and is based on the Ontario Curriculum expectations and PYP guidelines.

Levels of Understanding (Grades 1 – 5) Level Description 4 The student consistently and independently demonstrates and applies a proficient level of

understanding of the required knowledge, concepts and skills. Understanding is accurate and thorough.

3 The student consistently demonstrates a considerable level of understanding of the required knowledge, concepts and skills. The student requires minimal support to demonstrate this understanding.

2 The student is developing a greater understanding of the required knowledge, concepts and skills. The student requires frequent support to demonstrate this understanding.

1 The student has limited understanding of the required knowledge, concepts and skills. The student requires continual one-‐on-‐one support to demonstrate this understanding.

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Reporting to Parents For Grades 1 – 5 students, reporting is carried out four times a year. The first report, in November, takes a pulse on where the students are academically, as well the development of their learning and transdisciplinary skills. A report to show academic achievement is sent home in February and in June. Parent-‐teacher interviews are held in November and February. In April there are Student-‐led Conferences. If there is a concern about a student’s progress between the February reporting period and the April Student-‐led Conferences, teachers will contact the parents. Parents may be asked to come in for an interview or a round table discussion if their child is not meeting the expectations. For JK and SK students, the process of making a judgment about a student’s progress is based on the evidence and information that has been gathered. Parent teacher interviews are held in November and February for you to meet with your child’s teacher to discuss progress and goals for the future. In April there is a Student Showcase. A December and June report will also be issued. Teachers will also contact the parents to come in for an interview or a round table discussion if their child is not meeting the expectations.

Portfolios/Student-Led Conferences All students in Grades 1 – 5 have a portfolio of work they select from across the curriculum that shows their growth as learners. These selections are made at regular intervals during the year and the students reflect on their skills and academic achievements, set goals and develop plans to meet these goals. The portfolios will be used as a basis for the Student-‐led Conferences in April. This process enables the students to take ownership of the learning process.

Library The Junior School library is open Monday through Friday, 8:00 a.m. until 4:00 p.m., depending on staff availability, for assistance in choosing books and project work. Each class has a weekly scheduled library period with the librarian and teachers can also take their classes to the library for research or special presentations. Students go to the library on a rotational basis during the DEAR period from 12:55 p.m. – 1:15 p.m.. No students are to be in the library unless there is an adult present.

We are fortunate to have a digital library, open 24/7, at http://library.yorkschool.com, in addition to a full print collection, which can be found at http://catalogue.yorkschool.com, where links to our paid online database and encyclopedia subscriptions are also located.

Library Borrowing Policy Unless specified as reference (in-‐school use) materials, library items may be borrowed for two weeks. Should materials be required for a longer period, a student must make arrangements with the librarian. SK and JK students begin with borrowing one book until they find the routine of returning the book before the due date. Grades 1 -‐ 3 students can borrow two books at a time whilst Grade 4 and 5 students can borrow up to five books.

Overdue Library Materials Policy Library materials that have not been returned by term end will be assigned a replacement value and this value will be posted to the student’s account. Replacement cost may include the cost of the

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item, availability of the item, and the administrative cost to re-‐process the replacement book and to update the online catalogue.

Prior to charging for missing items, reminder overdue notices will be sent out every 4 -‐ 6 weeks via email. The library staff and the student will check library shelves and classrooms several times to verify any item’s outstanding status prior to any charges.

Birthday Book Programme To celebrate a student's birthday, parents are invited to donate a book to the York library in honour of their child. The book could be the child's favourite or it could be a suggestion from the librarian. The book is to be submitted to the librarian who will then design a bookplate dedicated to the child for inside the front cover of the book.

Homework Homework in Grades 1 – 5 varies based on the individual needs of a student. It may include extra practice to develop skills within a specific subject area, an extension or enrichment activity, studying for a test, practising a musical instrument or a time for students to share or reflect with their parents on their learning. The homework is recorded in the student agendas. Parents are encouraged to provide a quiet place for their child to work independently on their written homework and to set aside time each evening for reading.

Tutoring If your child is being tutored in a particular subject, it is important for the teacher to be informed. The teacher, tutor and parent must maintain contact to ensure the child’s needs are being met. Work done with the aid of a tutor may not be substituted for the student’s own work.

Junior School Forms For additional forms please log onto: yorkschool.com/juniorschoolforms.com

Documents

Junior School Parents Handbook 2014/2015