Teachers' Handbook 2016-17

TEACHERS’ HANDBOOK 2016-2017/5777

THE LEO BAECK DAY SCHOOL

NORTH 36 Atkinson Avenue Thornhill, Ontario L4J 8C9

SOUTH 501 Arlington Avenue Toronto, Ontario M6C 3A4

Dear Leo Baeck teachers,

I hope it has been a relaxing summer and I welcome you all back to the school year. Last year was a busy one for everyone, and I appreciate the work you all put into our IB reauthorization and CAIS accreditation visit. The results have been finalized and will be shared with all in September. The commendations are many and praise all of you for the hard work you do every day on behalf of our students. The recommendations will form the basis of our Strategic Plan, which will be created over the course of this year with your support and form the basis of our school moving forward. I wish you all the best for a wonderful year.

All the best

Eric Petersiel, RJE Head of School

INDEX

A. INTRODUCTION 1. Mission Statement 5 2. Code of Conduct 6

B. SCHOOL LIFE 1. BaecKids 11 2. Calendar 11 3. Cameras 11 4. Curriculum/Information Nights 11 5. Duplication of Material 11 6. Early Dismissal Monday Meetings/Staff Meetings 12 7. Laminating 12 8. Learning Resource Centre 12 9. Maintenance-Caretaking 13 10. Parent Events 13 11. Phone Calls 13 12. Reform Jewish Practice 13 13. School Cancellation 14 14. School Day 14 15. Visitors to the School 14

C. CLASSROOM RELATIONS AND MANAGEMENT 1. Birthday Parties 15 2. Classroom Appearance and Maintenance 15 3. Computers 16 4. Food in the Classroom 16 5. Friday File 16 6. Holyday Resource Book 16 7. Homework Policy 16 8. Letters, Booklets, Notes, etc. Home to Parents 18 9. Parashat Hashavua 18 10. Parent Contact 18 11. Planning 19 12. Portfolios 19 13. Reporting to Parents 19 14. Rewards 27 15. School Hours 27 16. Special Area Subjects/ Student Services 28 17. Supplies - Teachers 32 18. Supply Teacher Folders 32 19. Tefilot 33 20. Tracking of Students 33 21. Trips 33 22. Visitors to the Classroom 34

D. PROFESSIONAL RESPONSIBILITIES 1. Absence – Teachers 35 2. Cell Phones and Other Electronic Devices 35 3. Doctor’s Appointments – Staff 35 4. Duties – Lunch, Carpool, Recess & End of Day 35 5. Funerals 37 6. Professional Development 37 7. Schedules 38 8. Supervision/Pupil Safety 38 9. Teacher Dress 39 10. Teacher Messages 39 11. Website/Emails to Parents 40

E. STUDENT LIFE 1. Lockers 40 2. Lost and Found 41 3. Physical Education 41 4. Snack 41 5. Special Help for Students 41 6. Student Dress Code 42 7. Supplies and Texts - Students 42 8. Supply List 43 9. Toys 43

F. POLICY 1. Abuse Policy 43 2. Child Abuse 44 3. Bill 168 – Anti-Discrimination, Anti-Harassment and Workplace Violence 44 4. Class Placement Process and Policy 44 5. Conflict of Interest 45 6. Eco Sense 45 7. Handbook for Teacher Support and Evaluation 45 8. Informing Parents of Student Injury 49 9. Kashrut Policy 50 10. Kippot Policy 50 11. Parent/Teacher Communication Policy 50 12. Parent Volunteer Policy 51 13. Ryan’s Law 51 14. Sports Policy 52

G. EMERGENCY PROCEDURES 1. Accidents 55 2. Allergies/Anaphylaxis 56 3. Fire Drill/Emergency Procedures 65 4. Emergency Kits 71

H. APPENDICES 72-99 Accident Report, Grade Captain/Ambassador Policy, Behaviour Expectations, Acceptable Use Policy, Technology Use Guidelines, iPad Use at School, Computer Lab/Library Acceptable Use Policy, Supply 4

Teacher Folder, Abuse Policy, Anti-Discrimination & Anti-Harassment Policy, Workplace Violence Policy, Conflict of Interest Policy, Accessibility for Ontarians with Disabilities, Travel & Expense Reimbursement Policy

A. INTRODUCTION

THE LEO BAECK DAY SCHOOL MISSION STATEMENT

Leo Baeck, a Reform Jewish day school, is committed to providing academic excellence in a nurturing community.

Our goal is to graduate students through our International Baccalaureate (IB) accredited program who:

Academic Excellence:

● Achieve their personal academic potential, are critical thinkers and effective problem solvers. ● Are equipped to live and thrive in an increasingly globally connected and technological world. ● Become life-long learners. ● Are well rounded and develop their leadership and creative capabilities. ● Develop their physical capabilities and the knowledge as to how to lead a healthy lifestyle.

Nurturing Community:

● Are educated through a caring, compassionate supportive community. ● Have a positive self-image that enables them to grow emotionally, intellectually and socially and make good choices. ● Promote a culture of derech eretz, including the importance of self-respect and respect for others. ● Understand the value of social conscience and how to contribute to positive social change.

Reform Jewish Day School:

● Understand Reform Jewish practices and perspectives and are able to make informed Jewish choices. ● Have a deep and meaningful connection to Judaism, the State of Israel and the worldwide Jewish community. ● Have the skills to be practicing liberal Jews at home, school and synagogue. ● Are knowledgeable and comfortable with Jewish prayer and participate with spirit and commitment. ● Embrace their responsibility to participate in acts of tzedakah, tikkun olam and other personal mitzvoth.

CODE OF CONDUCT

The Leo Baeck Day School (“LBDS”) is a very special place. It is an environment where teachers, students and families enjoy learning and growing in an atmosphere where excellence and social responsibility are the benchmarks.

The school promotes responsibility, respect, civility and academic excellence in a safe learning and teaching environment, and expects, from every member of the school community, conduct that is respectful, courteous, considerate, and which supports the school's Mission Statement and Goals.

A positive school climate exists when all members of the school community feel safe, included and accepted and actively promote positive behaviours. All students, parents and teachers and other school staff have the right to be safe, and to feel safe in their school community. With this right comes the responsibility to contribute to a positive school climate.

This Code of Conduct outlines the school's expectations of behaviour. The acceptance and continued enrollment of a student at The Leo Baeck Day School is a privilege contingent on the agreement and commitment of the student and parent(s) to uphold, abide by and support this Code of Conduct as well as the school's Mission Statement and Goals.

This Code of Conduct is consistent with Policy/Program Memorandum No. 128 entitled “The Provincial Code of Conduct and School Board Codes of Conduct”, issued by the Ministry of Education on December 5, 2012.

At the start of the school year, parents should read and discuss this Code of Conduct with their children. While we do not require members of our community to formally sign the Code of Conduct as a condition of their or their child's/children's participation in The Leo Baeck Day School, it is understood that choosing to join this community implies an acceptance of this Code of Conduct.

Standards of Behaviour By enrolling at LBDS, students automatically assume the obligations to comply with the provisions of the Code of Conduct. Central to the Code of Conduct is the understanding that each student will follow certain standards of behaviour. Self-discipline and a willingness to accept responsibility for one's actions and conduct are fundamental to the Code of Conduct.

All members of the School community must:

• respect and comply with all applicable federal, provincial, and municipal laws; • demonstrate honesty and integrity; • respect differences in people, their ideas, and their 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, race, ancestry, place of origin, colour, ethnic origin, citizenship, religion, gender, sexual orientation, age, or disability; • 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 assistance from a member of the school staff, if necessary, to resolve conflict peacefully; • respect all members of the school community, especially persons in positions of authority; • respect the need of others to work in an environment that is conducive to learning and teaching; and 6

• not swear at a teacher or at another person in a position of authority.

Safety All members of the school community must not:

• engage in bullying behaviours; • commit sexual assault; • traffic in weapons or illegal drugs; • give alcohol to a minor; • commit robbery; • be in possession of any weapon; • use any object to threaten or intimidate another person; • cause injury to any person with an object; • be in possession of, or be under the influence of, or provide others with cigarettes, alcohol or illegal drugs; • 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; and • commit an act of vandalism that causes damage to school property or to property located on the premises of the school.

Roles and Responsibilities The LBDS Code of Conduct recognizes that all members of the school community, including the Head of School, Principals, teachers and other staff members, students and parents have an obligation to comply with the standards of behaviour outlined in this policy. Each member of the school community has the following roles and responsibilities:

The Leo Baeck Day School The Leo Baeck Day School will provide direction to ensure opportunity, academic excellence and accountability in the school. It is the responsibility of the school to:

• develop policies that set out how the school will implement and enforce its Code of Conduct and other rules that promote and support respect, civility, responsible citizenship and safety; • review policies regularly with students, staff, parents, volunteers and the community; • seek input from the Board of Directors, parents, students, staff members and the school community; • establish a process that clearly communicates the Code of Conduct to all parents, students, staff members, and members of the school community in order to obtain their commitment and support; • develop effective intervention strategies and respond to all infractions related to the standards for respect, civility, responsible citizenship, and safety; and • provide opportunities for all of the staff to acquire the knowledge, skills, and attitudes necessary to develop and maintain academic excellence in a safe learning and teaching environment.

Principals Under the direction of the Head of School, Principals take a leadership role in the daily operation of the school. They will provide this leadership by:

• demonstrating care for the school community and a commitment to academic excellence in a safe, inclusive and accepting teaching and learning environment; • holding everyone under his/her authority accountable for his or her behaviour and actions; • empowering students to be positive leaders in their school and community; 7

• communicating regularly and meaningfully with all members of the school community; and • providing an example of respect and civility for all members of the school community.

Teachers and Other School Staff Under the leadership of their Principal, teachers and other school staff maintain order in the school and are expected to hold everyone to the highest standard of respectful and responsible behaviour. As role models, teachers and school staff uphold these high standards when they:

• help students work to their full potential and develop their sense of self-worth; • empower students to be positive leaders in their classroom, school, and community; • communicate regularly and meaningfully with parents; • maintain consistent standards of behaviour for all students; • demonstrate respect for all students, staff, parents, volunteers, and the members of the school community; and • prepare students for the full responsibility of citizenship.

Teachers shall also assist their Principals in maintaining close co-operation with the school community and in establishing and maintaining consistent disciplinary practices in the school. In addition, teachers must assist the Principal by reporting incidents and assisting the Principal in conducting an investigation.

Students Students are to be treated with respect and dignity. In return, they must demonstrate respect for themselves, for others, and for the responsibilities of citizenship through acceptable behaviour. Respect and responsibility are demonstrated when a student:

• comes to school prepared, properly dressed, on time, and ready to learn; • shows respect for himself or herself, for others, and for those in authority; • refrains from bringing anything to school that may compromise the safety of others; and • follows the established rules and takes responsibility for his or her own actions.

In addition to the foregoing, every student of the school must also:

Dress in an Appropriate Manner. Demonstrating self-respect and respect for the school through personal cleanliness and good grooming. Every student, in the course of carrying on school activities, is expected to dress in a manner appropriate to a setting in which scared text study, prayer and Jewish values are central.

Refrain from Unwanted Touching. Students must not engage in any unwanted touching, including but not limited to play fighting, kicking, biting or hitting. If a student's hands are kept to him or herself, the student will not be in a position to cause harm to others, whether accidental or intentional.

Respect the Right and Desire of Others to Work and Learn. Students should be proud of their work and respect the right of others to work. Disruptive behaviour in class is not permitted and may result in the withdrawal from class or suspension or expulsion from school in accordance with school policy.

Be Punctual and Regular in Attendance. Students are expected to come to school and classes on time, unless there is a valid cause for not doing so. A student is expected to report to the office if feeling ill. Students must sign out of the office if leaving school for any reason during school hours.

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

• show an active interest in their child’s school work and progress; • communicate regularly with the school; • help their child be neat, properly dressed and prepared for school; • ensure that their child attends school regularly and on time; • promptly report to the school their child’s absence or late arrival; • show that they are familiar with the LBDS Code of Conduct and school rules; • encourage and assist their child in following the rules of behaviour; and • assist school staff in dealing with disciplinary issues involving their child.

In addition to the foregoing, every parent and/or guardian must also:

Respect Parking Lot Drop-Off and Pick-Up Rules. Parents are expected to comply with the directions of school staff and school traffic volunteers. Parents are also expected to respect the LBDS visitor policy.

Responsibility of a Bystander LBDS is committed to provide a healthy school environment that is nurturing, caring and respectful of everyone. LBDS teaches social skills that will serve its students well throughout their lives.

If a student has been bullied, intimidated or threatened or has witnessed such behaviour, he/she needs to confide in an adult at the school. If the school is not aware of an incident, it cannot act. A student is not tattling by contacting an adult; he/she is, in fact, upholding LBDS's core values and demonstrating courage by appropriately standing up for himself/herself. No one has the right to bully, intimidate or threaten another person. It takes courage to stop such behaviour in a mature and responsible way.

If a student witnesses an act of peer bullying, intimidation or threats, he/she is a bystander and is expected to take steps to help. It is part of his/her responsibility as a LBDS student.

Academic Integrity LBDS expects that students enter the school with a serious purpose, commitment to honesty and integrity and personal responsibility. It is the student's individual responsibility to ensure adherence to the school's requirements regarding academic integrity.

Incidents of academic dishonesty include cheating or the demonstrable intention to cheat on examinations, tests or assignments. Cheating can constitute copying or paraphrasing the work of others without citation (plagiarism), viewing tests or examinations without permission of the teacher, bringing information in any physical or electronic form to a test or examination without the permission of the teacher, copying answers on a test or examination or theft of a test or examination.

Application of Code of Conduct The LBDS Code of Conduct applies to all members of the school community, including students, parents and guardians, teachers or other school staff members, Board members, volunteers and visitors. The standards of behaviour apply:

• on school property;

• while travelling on a school bus that is owned by LBDS or that is under contract to LBDS; • in-school sports activities; • in off-site school-sponsored activities; • on technology or electronic communications; or • in circumstances where engaging in an activity could have a negative impact on the school climate.

Consequences for Inappropriate Behaviour The intent of discipline is to teach and to guide. Judaism teaches that all people are created in God's image and shall be treated with respect. Successful students are respectful of others, proud of their accomplishments and self-disciplined.

When exercising its discretion to determine an appropriate consequence for inappropriate behaviour, the school will take into account: • the particular student and circumstances; • the nature and severity of the behaviour; and • the impact on the school climate, including the impact on students or other individuals in the LBDS community.

Such consequences may include, but are not limited to, the following:

• meeting with appropriate person(s), such as peers, teachers or administrators; • removal from school activity, special program or recess to complete work or special assignment designated by the teacher; • removal from class for a period of time; • contact of the parent of the child involved; • conference involving student, teacher, parent and administrative staff; • the arrangement of a behaviour or performance contract with the involvement of student, teachers and parents; • financial restitution, reparation or service in a case where damage is caused or maintenance work made necessary; • suspension from school; and/or • dismissal from school.

Review The LBDS Code of Conduct will be reviewed for possible revisions to be conducted every three years. LBDS will continue to solicit input from the Board of Directors, parents, staff and students in the review process. The school deals with this Code of Conduct in accordance with “The Leo Baeck School Safe Schools Administrative Guidelines”.

Policy and Procedures for Suspensions and Dismissals The Leo Baeck Day School’s Policy and Procedures for Suspensions and Dismissals is set out in a separate document. Copies of this document are available from the school office at any time.

B. SCHOOL LIFE

BaecKids

BaecKids is the home of all important information related to the school. Please contribute highlights by Friday. WEDNESDAY has been designated BaecKids Day at both campuses. BaecKids will be delivered via email only, and not in paper copy. BaecKids is always accessible on the Leo Baeck website: www.leobaeck.ca. Please check the website regularly.

CALENDAR

The published school calendar has most of our year's special dates on it. Please note and diarize them for yourself and display a monthly calendar in your class if appropriate.

CAMERAS

Digital cameras are available from the Computer Lab (NC), main office (SC). Photos for web or Public Relations use should be sent to the Director of Communication by e-mail. All photos are to be posted on Leo Baeck approved sites. (Not personal accounts).

CURRICULUM/INFORMATION NIGHTS

Please see the School Calendar for dates. Teachers do a presentation for parents; discuss OMOE Expectations/IB approaches for and of learning, weekly routines, how allergies are handled, schedules (with special emphasis on days for physical education and dress code), school trips, curriculum and behavioural expectations, as well as how to contact the teacher. A display of student work is important. Copies of the year's Curriculum Guidelines will be available electronically for you to use in discussing your program. Pupils do not attend.

DUPLICATION OF MATERIAL

There is a photocopier in the staff room of both campuses for teachers’ use to duplicate classroom materials. The number of copies used by each teacher will be recorded monthly, and teachers will be advised if they exceed the budgeted limitations. If you have a problem using the machine, please ask for office assistance. Do not walk away and leave it malfunctioning.

Teachers who publish "booklets" may have them photocopied if sufficient advance notice is given. Leave material in the campus office with a note. Teachers are required to receive approval from the campus Principal before copying large amounts of material, and before sending any material home. Such copying, when approved, must be double-sided and must respect all copyright laws.

Students' personal materials are not copied in school and you should not send students to the staff room for this purpose.

EARLY DISMISSAL MONDAY MEETINGS/STAFF MEETINGS

EDM meetings will be held as listed in the school calendar. Early dismissal will be at 2:30 p.m. at both campuses. Venues for these meetings will be announced closer to each date. These meetings provide an additional opportunity for Professional Development. They are intended to enable staff to work collaboratively, in both horizontal and vertical teams. These meetings provide vital opportunities to collaborate as professionals for the improvement of the school. This year’s dates are: Early Dismissal Monday Staff Meeting 3:45 - 5:00 p.m. Planning Sessions P.D. Days October 31, 2016 Monday September 26, 2016 Monday November 28, 2016 Monday November 21, 2016 December 5, 2016 Monday November 7, 2016 Monday February 13, 2017 Thursday February 16, 2017 January 23, 2017 Monday December 12, 2016 Monday April 3, 2017 Monday March 27, 2017 March 6, 2017 Monday January 30, 2017 Monday May 15, 2017 May 8, 2017 Monday February 27, 2017 Monday June 5, 2017 Monday March 20, 2017 Monday April 24, 2017 Monday May 29, 2017

LAMINATING

Laminating will be done each Wednesday at the North Campus. At the South Campus it will be completed with three days’ notice or more. Single use material will not be laminated. All material to be laminated needs prior approval. General Studies materials will be approved by your Principal; Hebrew materials by Irith Rosen at North Campus or Seth Goldsweig at South Campus. O.K. is indicated by an initial.

We will inform you where the material is to be left for laminating during Orientation.

LEARNING RESOURCE CENTRE

NURSERY to GRADE 3 TEACHERS WILL REMAIN IN THE LEARNING RESOURCE CENTRE WITH THEIR CLASSES FOR THE ENTIRE PERIOD. Classes are scheduled for a library period regularly. It is the teacher's responsibility to participate actively with the teacher/librarian and students in the selection of books. Children who have no overdue books may sign out books during this time.

Teachers may schedule a time in the library for curriculum enhancement and enrichment by consulting the schedule and the teacher/librarian. It is the teacher's responsibility to plan and program for these periods in conjunction with the teacher/librarian. The teacher/librarian will assist, if she is available, with specific resources, but must be informed in advance. The responsibility for teaching language skills rests with the Language Arts teachers. Research, reference skills and catalogue skills apply to all subjects (including Hebrew and French), but and are primarily taught during Language Arts, Math, Science and Social Studies.

On the days the teacher/librarian is absent, visits to the Learning Resource Centre are cancelled unless the class teacher arranges to carry on.

GRADES 4 TO 8 Visits will be planned by the classroom teachers and the teacher/librarian around specific curricular needs. Times have been made available. Computers are available for research in the Learning Resource Centre at both campuses. Please do not send students to the library unattended. SEE APPENDIX FOR COMPUTER LAB/LIBRARY ACCEPTABLE USE POLICY.

MAINTENANCE - CARETAKING Any requests for maintenance or repair should be emailed to [email protected]. Report such things as:

● Broken blinds ● Chairs, tables or shelves needing repair ● Lights needing replacement ● Room not properly cleaned

All maintenance requests will be dealt with promptly and you will be informed of resolution of the matter. If the matter is urgent and impacts safety, please contact the office immediately.

PARENT EVENTS

There are a number of parent events: Curriculum and Information Night, Parent Teacher Conferences, Come on Ins, 3-Way Conferences, Arts Night, and Welcome to Middle School. More information will be provided closer to the events.

PHONE CALLS

Teachers There are 2 phones in the staff room and one in the Library on the second floor (North Campus) for local calls only. Only emergency messages will be delivered during the day. You are asked to keep personal calls into the office to a minimum. Staff may only use cell phones for personal calls in the staff room or when not with students. Please remember that using your phone, texting and emailing should not be done while you have students in your classroom.

Students Students may not use cell phones during school hours, but must go to the office if they must contact home. Teachers do not give students permission to call home, but may contact the office.

REFORM JEWISH PRACTICE

Judaism emphasizes action rather than creed as the primary expression of religious life, the means by which we strive to achieve universal justice and peace. Reform Judaism shares this emphasis on duty and obligation. Our founders stressed that the Jew's ethical responsibilities, personal and social are enjoined by God. The past century has taught us that the claims made upon us may begin with our ethical obligations, but they extend to many other aspects of Jewish living, including creating a Jewish home centered on family devotion, lifelong study, private prayer and public worship, daily religious observance, keeping the Sabbath and the holy days, celebrating the major events of life, involvement with the synagogue and community, and other activities which promote the survival of the Jewish people and enhance its existence. Within each area of Jewish observance, Reform Jews are called upon to confront the claims of Jewish tradition, however differently perceived, and to exercise their individual autonomy, choosing and creating on the basis of commitment and knowledge. From the "Centenary Perspective," adopted by the Central Conference of American Rabbis in 1976

The above statement tells us that as Reform Jews we are expected, through both study and action, to embrace the mitzvoth which enable us to incorporate 4000 years of Jewish teaching and practice in "our generation". We are encouraged to make informed choices based on commitment, knowledge and experience to strengthen our bonds with God and our people.

Please be respectful of our school community's observance of mitzvot in all aspects of Jewish living as well as egalitarian values and expectations. (If questions arise in class, for example if asked about eating bread during Pesach, do not say "it is okay"!) Speak to the Dean of Jewish Living or an administrator for advice on Reform Jewish teachings.

SCHOOL CANCELLATION/EMERGENCY CLOSURE

Decisions about closing on snow days are made by a committee of Directors and Principals of schools affiliated with the Centre for Jewish Education. Information regarding school closure (for any reason) will be broadcast on CFRB 1010 AM, CHUM 104.5 FM, 680 News and CBC 99.1 FM. The notification procedure: first, check the school website. Secondly, check information regarding school closures broadcast via televisions or radio stations.

Mid-day emergency closures such as water, power, gas, etc. will be followed-up through a parental phone tree.

SCHOOL DAY

Junior Kindergarten to Grade 5 teachers are in their classroom by 8:15 a.m. to receive students and provide supervision. Grade 6 to 8 teachers are in their classroom by 8:00 a.m. This is the time to greet the students, deal with their concerns and prepare for teaching. Parents should not be at your classroom door.

8:30 a.m. indicates the beginning of the school day for students in JK to Grade 5. 8:15 a.m. indicates the beginning of the school day for students in Grades 6 to 8 for important homebase lessons. Regular tardiness is to be followed-up on.

Teaching time is valuable. Classes must start and conclude on time. Please review the requirements for lunch/recess. Classes are not dismissed until 3:30 p.m. for Grades 1 to 5, and 3:35 p.m. for Grades 6 to 8. Teachers are required to remain in school until 3:45 p.m. and are assigned to specific end of day duties.

VISITORS TO THE SCHOOL

All visitors at both campuses may only enter through the main front door, where they will sign in and receive their visitor’s sticker; teachers who come across a visitor who is not wearing a visitor’s sticker must ask them to return to the school office to sign in.

C. CLASSROOM RELATIONS AND MANAGEMENT

BIRTHDAY PARTIES

Celebration of birthdays at school can take place in Junior and Senior Kindergarten only. The teacher must be contacted in advance and agree to the time, the date and the snack that will be provided.

Any food served should be within the School’s guidelines for kashrut and allergies. Parties should not be planned for Friday night, Saturday morning or on Chagim.

(See “FOOD IN THE CLASSROOM”)

Only class wide invitations for out-of-school parties can be distributed in school. If selected individuals are being invited, contact the parents and inform them that these invitations must be delivered outside of school.

CLASSROOM APPEARANCE AND MAINTENANCE

At the end of each period: the class should clean up from the activity, replace all materials on the shelves, make sure the floors are tidy and tuck in the chairs. Please be considerate of the students and teachers who follow.

At lunch: the lunchroom teacher must take responsibility to see that the tables, floors, etc. are cleaned and the room is ready for learning.

At the end of the day: stack chairs, erase the boards, tidy room, straighten tables and make sure the floor in the classroom and adjacent hall is clear.

The school takes no responsibility for personal belongings left in the room by teachers or students.

By ensuring the room is neat we encourage classes that follow to keep it that way. Please inform your campus office in writing immediately if anything in your class needs repair.

We want our pupils to develop pride in their work, respect for the accomplishments of their fellow students, and a positive feeling about our physical environment. The effective use of bulletin boards and display areas in classrooms and hallways, along with appropriate teacher encouragement, can help to accomplish these goals. Displays on hall bulletin boards must be mounted with TACKS or STAPLES. Teachers must remove staples when work is taken down. To avoid falling items triggering our alarm system at North Campus, check before taping items on hall walls. In addition, bulletin boards should: ● State name of class ● Have a title with the objective explained (learning goals, success criteria) ● Have construction paper, corrugated cardboard or other backing ● Have a border ● Be updated regularly and must include work from a variety of students

As part of classroom set-up the school’s mission statement should be posted in every classroom. The IBO mission statement should be posted in every middle school classroom.

COMPUTERS

All staff are provided with an email address, please see the "Computer log-in information" page new staff receive on their first day. A computer is assigned to each teacher working half time or more. The computer can be taken home, and, if left in the school overnight, must be locked in each classroom.

FOOD IN THE CLASSROOM

The teacher is responsible to see that procedures for allergies and birthdays are followed. No food is allowed in class unless the teacher has given permission. (See “ALLERGIES,” “BIRTHDAY PARTIES” and “KASHRUT”)

FRIDAY FILE (SC)

The Friday file is used for students in Grades 1 and 2 to share class news and other relevant communication with parents. We encourage parents to review this file with their children and engage them in discussion about their school experiences. A space will be provided for a parental signature and comments. Folders are returned on Monday morning.

HOLYDAY RESOURCE BOOK

The Holyday Resource Book for all teachers contains a great deal of background material, classroom ideas and worksheets on all the holy days of the year. Copies are in both libraries and can be utilized prior to each holy day. For more information, please speak with the Dean of Jewish Living.

HOMEWORK POLICY

The purpose of homework is to provide the student the opportunity to: REFLECT – homework allows students to reflect on what was taught and to share their learning with their family. It allows students to reflect on their level of understanding. PRACTICE – homework reinforces new concepts taught in class, if not finished during class time it can be sent home for completion. PREPARE – collection of data or research materials helps prepare student for in-class activities.

Homework should be assigned so that with careful organization and planning, no student should have to work on Shabbat or holidays.

GRADE 1 to 2 - There is no assigned homework in Grades 1 and 2 at The Leo Baeck Day School. Reinforcing activities in Language Arts, Hebrew and Mathematics can sometimes be sent home as part of our program. As well, when a child requires additional reinforcement of skills/concepts, this will be discussed with parents in advance and work may be sent home. GRADE 3 to 8 - A special homework book has been prepared and will be purchased by every student to record homework assignments. This helps parents to monitor homework. You need to teach your homeroom students how to use the homework book and monitor daily that they are recording correctly. This is very effective for informing parents of your classroom expectations.

As well as using the agenda, assignments will be posted on the Edsby platform, and on Managebac (Grade 6 to 8). Students and parents can refer to the Edsby platform/Managebac in order to obtain information regarding what is being taught in class for each unit.

Each child in Grades 3 to 8 will have a designated homework buddy to be chosen at the start of the school year with the home base teacher. The children will record work for each other if one is absent and will be responsible for contacting and helping their buddy as much as she/he is able. Parent and teacher help may also be needed.

The amount of work students complete in class, mastery or difficulty with a certain topic or rate of completion will all be factors in the amount of homework a student will have. Teachers will inform students of expected time guidelines with each assignment. A general guideline for daily homework is as follows:

Grades 3 and 4: 10 minutes per core subject Grade 5: 15 to 20 minutes per core subject Grades 6 to 8: 90 minutes per school night (No single task should be longer than 30 minutes)

In all areas where work is sent home, the teacher should feel confident that the child is able to complete the assignment successfully. Some pupils will require more time to do homework assignments than others depending upon attention span, interest and speed of learning. Homework should review, reinforce or enrich. It should be work the child can do without parent intervention.

When homework is not completed a note should be sent home to inform the child’s parents, or notation made in the homework book with a parent signature required.

PROJECTS When a project is assigned it should provide each student with the greatest opportunity for success. In some cases the project expectations may be differentiated to accommodate specific student needs. A project is a major homework assignment completed over a period of time. Significant time should be allowed in class for teacher direction and supervision. When assigning a project it is the teacher’s responsibility to provide each student written instructions including the following: ● Purpose ● Form ● List of resources and where to find them, or actual resources ● Content expectations to be included ● Method of evaluation and criteria, including rubrics ● Timetable - A timetable of due dates incorporating all stages of the process, i.e. research, outlines, rough drafts, final copy ● MYP Performance Tasks

In Grades 1-5, please consult your core teacher colleagues before assigning your project timeline.

Middle School students have a calendar on which tests, assignments and projects should be posted with a due date. Homework in the Middle School should be preparing our students for the demands of secondary school. Homework should not be done in school at any time. Parents are involved with their child’s education by seeing that they have, and do, the amount of homework outlined in our policy.

Vacations for the most part, should be just that. DO NOT ASSIGN HOMEWORK just prior to a vacation or due immediately after the vacation. If the student wishes to use the vacation to complete work that is his/her choice. 17

LETTERS, BOOKLETS, NOTES, ETC. HOME TO PARENTS

Information sent home with all students such as class notes, booklets, flyers, must be cleared with the Campus Principal prior to being sent.

PARASHAT HASHAVUA

Homebase teachers S.K. to Grade 5 and Hebrew teachers Grade 6 to 8, lead a class discussion on the weekly Torah portion Thursday at homebase time. Background material is in binders in the Learning Resource Centre and Rabbi Katz and Irith Rosen (NC), and Seth Goldsweig (SC) are happy to give additional help.

PARENT CONTACT

Teachers are to make an initial contact with all parents of students in their homebase class during the first two weeks of school or before Curriculum and Information Night. This is an introductory call. Please leave a class list showing completion in the Principal’s box by September 17th. A sample phone conversation might go as follows:

Teacher: Hello I'm Ms..... Jon's homebase teacher. I am calling to introduce myself. I want to let you know that I'll be coordinating much of the contact between you and Jon's teachers;

Parent: Thank you. How's Jon doing?

Teacher: It's very early for reporting on Jon's progress. All indications are that an easy adjustment has been made. Is there any information, which you think would be helpful for Jon's teachers to know?

Parent: I don't think so.

Teacher: Well, if there is, don't hesitate to contact me through the office. Please keep ….... open as that is the date of our curriculum night, and I look forward to meeting you. Good night.

Subsequent teacher-initiated contacts throughout the year are made for a variety of reasons:

Give good news Check on absence (more than 2 days) Discuss a problem - behaviour, academics, homework Seek information

Parent initiated contact is usually by phone or a meeting in the school. Parents may ask for a progress report, share information or seek advice. In-school meetings must not take place at 8:15 a.m. for students in JK to Grade 5; or 8:00 a.m. for students in Grades 6 to 8, unless coverage has been provided by Administration, or during teaching time.

Each parent contact needs to be documented in Edsby. The contact will be read and signed-off by your Grade team members, the Principal, Vice Principal and Dean of Student Academics (SC) or Student Services Team members (NC). All behavioural or sensitive student issues should be made by phone or in person, not by email. The Principal will determine if it needs to be read by the Head of School. Please Note: If it is important

for the Head of School to know immediately, please email him as well, if he is not on campus. It is important that all contacts be recorded for possible future reference.

If parents raise any of the following issues please redirect them to the Principal or Vice Principal office. They will determine whether or not the Head of School needs to be involved: ● Remediation ● Withdrawal ● Counseling ● Class placement ● Any issues pertaining to policy

Teachers are not to discuss students’ special needs with parents unless discussed with Student Services personnel first.

Filling out psycho/social/academic forms for parents – prior to doing this please speak with the Student Services Team (NC) or Dean of Student Academics (SC). Please place a copy of any forms filled out in the student’s OSR.

PLANNING

Planning is essential to good teaching. The particular formats to be used for long and short term planning will be discussed with you by the Principal in charge. Your plans can be requested at any time.

Day Books/ManageBac are to be kept and submitted as requested.

Documentation is an important part of good pedagogy. Teachers at LB use the planners to plan units and are to maintain updated planners on the School Drive (in JK-5) or on Managebac (MS).

PORTFOLIOS

It is required that you keep a student portfolio for each student you teach. It should contain dated samples of student work along with student reflections from September to June. This will provide additional information for assessment, 3-way conferences and an end-of-year record of learning. Discuss with your Dean of Academic Development, MYP Lead, and/or Pre-School Coordinator for more detail. MYP portfolios are digital and housed on Managebac.

REPORTING TO PARENTS

The Leo Baeck Day School is committed to high quality assessment and evaluation practices, on-going communication of student progress and achievement, and parental partnerships in order to achieve an effective teaching/learning process.

Guiding Principles for Assessment and Evaluating: ● Formative and summative assessment aims to improve student learning and promote an understanding of the process and nature of academic achievement ● Is a continuous process which improves the quality of learning and goal setting, as well as fine tuning the planning and delivery of the curriculum 19

● Assessment of and for learning provides authentic and varied opportunities for students to demonstrate their learning ● Is based on: Grades 1 to 5 – Ontario curricular expectations and criteria; Grade 6 to 8 - published IB curricular expectations and criteria which are used globally and are monitored externally by the IB ● Differentiates to meet the needs of all learners and learning styles ● Provides timely feedback on the learning process

Five forms of assessment inform our practice in each grade: Diagnostic Assessment – helps both teachers and students identify learning needs and plan what approaches to learning require closer attention to help each student to achieve. This occurs at the beginning of a unit in order to determine student skills or knowledge of the subject matter. Formative Assessment - this ‘Assessment For Learning’ occurs during the learning process. It provides descriptive feedback for teachers and students to monitor their efforts in order to make adjustments that lead to enhanced learning, and work toward successful achievement. This is ongoing; the stress should be on improving student learning rather than on marks. Specific feedback through rubrics, anecdotal comments, discussion, conferencing, drafts etc., is used to give each student a detailed descriptive plan to improve their learning. Information regarding this should be diligently recorded in teachers’ record/day books/Managebac. Student reflection and Self-assessment - help students become self-directed, independent learners who become able to set, work toward, and monitor their own goals. These may be diagnostic or formative. Peer assessment - (note: students do not grade other students’ work) helps students gain valuable insight into how others perceive their performance. It provides valuable feedback that students can use to monitor their efforts. Learning to informally assess others and provide descriptive feedback while still being sensitive to the feelings of others is an important skill. These may be diagnostic and or formative. Summative Assessment - this ‘Assessment of Learning’ allows students to demonstrate and document their achievements, to ensure continued learning. The summative assessment is the culminating task for each unit taught. IB assessment criteria are used and teacher samples are standardized to ensure reliability of the assessment process. This should incorporate a response to the “central idea” (Preschool to 5); “statement of inquiry” (MYP). This can be achieved using a variety of strategies.

STUDENT PROGRESS

Whenever the need arises, the homebase teacher will call home. If the issue is specific to only one area, that teacher will make the call. DO NOT wait for the written report card! New teachers (and others at the request of the Principals), will be required to write their reports in rough first.

Under no circumstances should a parent’s first indication of a problem come in a formal report card. Early personal contact with the parents to discuss problems will lead toward early resolution.

October – Interim report (JK to Grade 5) is sent home prior to Parent Conferences.

November - Parent Conferences are held: Pre-School – Parent/Teacher Conferences Grades 1 – 5 – Parent/Teacher Conferences (NC)/3-Way Conferences (SC) Grades 6 – 8 – 3-Way Conferences Do not conference on the phone. Merely inform the parent of the issue to be discussed at the conference if you have not already done so. A written report is prepared by all teachers, indicating the level at which the child is functioning, strengths, weaknesses and plans to address them. His/her social adjustment should be included. The conference is a time for parents and teachers to share information. Middle School students are expected to attend both the November and March conferences with their parents. 20

January – Full Term reports are sent home.

March - Parent Conferences are held: Pre-School – Parent/Teacher Conferences (SC), 3-Way Conferences (NC) Grades 1-3: 3-Way Conferences/Student-Led Conferences (NC); 3-Way Conferences (SC) Grade 4-5: 3-Way Conferences/Student-Led Conferences (NC); Student-Led Conferences (SC) Grades 6 -8 : 3-Way/Student Led Conferences (NC); Student-Led Conferences (SC)

Again strengths, needs and next steps should be discussed. All parent conversations of this nature should be recorded in Edsby.

June - The end-of-the-year written report.

The schedule given must be adhered to, to allow Senior Staff time to review the reports.

Informal reporting by teacher or parent is usually done by phone but may be at a conference if warranted. It should not be ad hoc.

Student Support and Concerns Need for remediation, tutoring or psycho-educational testing should be discussed with the Dean of Student Academics (SC)/Student Services Team (NC) and should not be discussed between parent and teacher beforehand.

Reporting Process:

JK to Grade 5:

Our reporting cycle includes three report cards in order to ensure timely and accurate feedback regarding each child’s learning. One interim and two standard report cards will be prepared at regular intervals during the School year. You will be notified of the dates and the time line in advance. Parent/Teacher Conferences are approximately one week subsequent to Interim Report Cards. Report Cards are sent home with the students in sealed envelopes and should not be opened at School. These are personal and private documents. They are not to be shared with friends without parental approval. Follow-up discussions and reflections should focus on areas of strength and strategies for improvement. A formal cycle of phone-calls home to discuss progress will be implemented.

INTERIM REPORT CARD The purpose of the interim Report is to give parents a formative impression of how their child is performing at school at that time. It is based on the teachers’ professional opinion, and may indicate a concern regarding a given student's progress. Any such concerns can be elaborated upon at interviews. These reports broadly indicate work habits and general academic progress in an abbreviated form. ● In the Preschool (JK and SK), this report card is anecdotal ● In Grades 1-5, a selection of one of the following two statements indicate the perception of the teacher with regards to a student’s Academic Progress: Progressing with Difficulty Progressing Well Progressing Very Well

The Grades 1-5 Interim Report Card uses these symbols: I – Independent, C – Confident, D – Developing, E – Emerging, NA – Not Assessed at this time. Work Habits include: Responsibility, Organization, Independent Work, Collaboration, Initiative and Self- Regulation.

STANDARD REPORT CARDS The Kindergarten Report Card addresses key Learning, Growth in Learning and Next Steps in learning through anecdotal comments.

The Grades 1-5 standard Report Card records Academic Achievement using the following rubric to describe a student’s performance:

Levels Academic Achievement

4 The student has demonstrated, a consistent understanding of the required knowledge, thinking, communication and application, with a high degree of effectiveness

3 The student has demonstrated, a consistent understanding of the required knowledge, thinking, communication and application, with a considerable degree of effectiveness

2 The student has demonstrated, a consistent understanding of the required knowledge, thinking, communication and application, with some degree of effectiveness

1 The student has demonstrated, a consistent understanding of the required knowledge, thinking, communication and application, with a limited degree of effectiveness

NA Not applicable at this time

The Grades 1 – 5 standard Report Card also grades a student’s “Learning Skills and Work Habits” using the symbols: I – Independent, C – Confident, D – Developing, E – Emerging, NA – Not Assessed at this time. These Work Habits include:

• Fulfils responsibilities and commitments within the learning environment Responsibility • Completes and submits class work, homework, and assignments according to agreed-upon timelines • Takes responsibility for and manages own behaviour

• Devises and follows a plan and process for completing work and tasks Organization • Establishes priorities and manages time to complete tasks and achieve goals • Identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks

• independently monitors, assesses, and revises plans to complete tasks and meet Independent

Work goals • uses class time appropriately to complete tasks • follows instructions with minimal supervision

• accepts various roles and an equitable share of work in a group Collaboration • responds positively to the ideas, opinions, values, and traditions of others • builds healthy peer-to-peer relationships through personal and media-assisted interactions • works with others to resolve conflicts and build consensus to achieve group goals • shares information, resources, expertise; promotes critical thinking to solve problems and make decisions

• looks for and acts on new ideas and opportunities for learning Initiative • demonstrates the capacity for innovation and a willingness to take risks • demonstrates curiosity and interest in learning • approaches new tasks with a positive attitude • recognizes and advocates appropriately for the rights of self and others

• sets own individual goals and monitors progress towards achieving them Self-Regulation • seeks clarification or assistance when needed • assesses and reflects critically on own strengths, needs, and interests • identifies learning opportunities, choices, and strategies to meet personal needs and achieve goals • perseveres and makes an effort when responding to challenges

The subject teacher’s comment, following the grading on each standard report card, notes the unique and specific elements relevant to the individual student. These personalized comments describe such elements as academic strengths, performance on specific assignments, observations and ‘next steps’ towards further progress. A separate set of instructions guiding the construction of such comments will be forthcoming with each report card timeline.

MYP – Grades 6 to 8

Our MYP reporting cycle includes two report cards, one Three Way Conference and one Student Led Conference in order to ensure timely and accurate feedback regarding student learning. The dates are recorded on the School Calendar.

MYP report Cards are generated on Managebac and emailed in PDF format to parents. Our goal is to shift to a greener and less paper generated school environment. These are personal and private documents. They are not to be shared with friends without parental approval. Follow-up discussions and reflections should focus on areas of strength and strategies for improvement.

Three Way and Student Led Conferences: Regular communication with teachers is part of the Leo Baeck practice. Three Way Conferences facilitate the triangulated relationship encompassing the student, teacher and parents. Two days are devoted for these interviews (5:00 p.m. until 9:00 p.m. and again on the following day from and 12:30 p.m. to 9:00 p.m.) Please note the dates are on the School Calendar and teachers are obligated to attend.

3-Way Conferences are held in the second half of the year and constitute a vital opportunity to review student progress with parents. 23

Parents who are separated/divorced are encouraged to attend interviews together when possible. Exceptions can be made in extreme cases.

MYP Hebrew report card records academic achievement to describe students performance using the following chart:

Levels Academic Achievement

4 The student has demonstrated, a consistent understanding of the required knowledge, thinking, communication and application, with a high degree of effectiveness

3 The student has demonstrated, a consistent understanding of the required knowledge, thinking, communication and application, with a considerable degree of effectiveness

2 The student has demonstrated, a consistent understanding of the required knowledge, thinking, communication and application, with some degree of effectiveness

1 The student has demonstrated, a consistent understanding of the required knowledge, thinking, communication and application, with a limited degree of effectiveness

NA Not applicable at this time

MYP 1, 2, 3 (Grades 6-8) Report Card records Academic Achievement using criterion referenced assessment tools. An IB subject grade is generated to evaluate academic performance, outlined as follows: GENERAL ACADEMIC IB GRADE DESCRIPTORS 1 Minimal achievement in terms of the objectives 2 Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills and is unable to apply them fully in normal situations, even with support 3 Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support 4 A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation 5 A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight 6 A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student generally 24

demonstrates originality and insight 7 A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality

Approaches to Learning: A unifying thread throughout all MYP subject groups, Approaches to Learning, provide the foundation for independent learning and encourage the application of their knowledge and skills in unfamiliar contexts. Developing and applying these skills help students learn how to learn. (www.ibo.org)

MYP report cards evaluate not only academic progress but also the Approaches to Learning skills which drive all IB programmes. These are evaluated, per subject area as follows:

Grade Descriptor

Emerging - The student needs continued support from the teacher as he/she develops new knowledge and skills Developing - The student is developing his/her knowledge and skills with support from the teacher. Confident - The student understands and applies the knowledge and skills within his/her learning Independent - The student works independently; is able to apply his/her knowledge and skills to other areas of learning.

Assigning a criterion referenced grade These are determined by the use of the “best fit” approach and substantiated by accurate data, based on a variety of observations, assessment tasks, class performance and other student work. Student work is assessed by criteria specific to and different for each subject, based on rubrics which are made available and explained to students. These and task specific clarifications proactively support students as they engage in the learning process, and provide evaluative, qualitative narrative feedback (e.g. criteria rubrics).

To determine the grade/level of achievement that a student receives, teachers seek a “best-fit” between the quality of the student’s work/performance and the objectives and criteria for a subject.

In the MYP, each subject has an internationally prescribed set of assessment criteria on an 8 point scale. Summative assignments in each subject must be graded on rubrics that reflect this scale. In this way the relative weighting of each criterion is determined in each subject. Formative tasks may be evaluated using a variety of traditional methods.

For the MYP report card, the combined total points in a subject per criteria per semester are converted, according to subject-specific grade boundaries, to a final MYP grade of 1 to 7, provided by the IB. This “Final Grade”, on a 1-7 scale is recorded on all report cards.

MYP Grading System Criteria in all eight MYP subject areas are assessed individually and the total is then converted into an IB 25

subject grade, using IB established grade boundaries. The subject grade in each subject area allows you to see the student’s strengths and areas for future development and reinforcement, aimed at improving student achievement. The “maximum points” column indicates the maximum number of points that can be awarded for each of the grade criteria. The “student score” column shows each criterion score. All criteria will have been assessed twice and converted into a final subject grade, using the IBO grading system.

This chart may be referenced to better understand what an MYP final grade in a subject looks like, either as an Ontario Ministry of Education "Level" or as a traditional letter grade. the high and low end of each letter grade or OMOE level. For your convenience, the following table is based on a common understanding of IBSO (IB SCHOOLS OF ONTARIO).

MYP FINAL GRADE Ontario MOE Letter Range

6 4 Range A Range

4 3 Range B Range

3 2 Range C Range

2 1 Range D Range

1 - E Range

Service as Action / Community and Service in the MYP

Service as action Action (learning by doing and experiencing) and service have always been shared values of the IB community. Students take action when they apply what they are learning in the classroom and beyond. IB learners strive to be caring members of the community who demonstrate a commitment to service—making a positive difference to the lives of others and to the environment. Service as action is an integral part of the programme, especially in the MYP community project. (www.ibo.org).

All MYP students have to create, initially with parental and/or teacher guidance, projects which they record on Managebac. Each project is supervised by an internal or external supervisor. All community service projects are monitored by the homebase teacher to ensure that all students are engaged on an ongoing manner throughout their years in the MYP and, hopefully, beyond!

It is a requirement of all MYP students to be engaged in services action throughout the year which determines the successful completion of any MYP year of studies. At LBDS, this is compatible with commitment to Tikkun Olam initiatives.

Marking

Marking is a teacher's responsibility. It is in seeing your students' errors that valuable information is gained about their learning. Immediate feedback is best. Students should not be marking each other's work. Grades should not be given in Kindergarten through Grade 4. We use rubrics to evaluate student work. Use of teacher comments and indication of errors to be "fixed" is a more positive approach to marking.

Grades 1-5 Students should be given level 1, 2, 3, or 4 as per the students’ report cards and should be accompanied by an anecdotal comment. Numerical scores can be provided where applicable (i.e. quiz or test)

Grades 1-3 Use only anecdotal comments to mark work. Indicate what needs to be corrected, and provide feedback where appropriate.

Grade 4 -5 The following are not permissible: ● percentage grades e.g. 50%, 85% ● letter grades, e.g. A, C, D, E+ or VG, G, S

The following are permissible: ● anecdotal comments ● Descriptive scores where applicable, e.g. 6/10, 25/30 ● levels of achievement, e.g. Level 1, Level 2 accompanied by an explanatory comment and specific descriptive, success criteria which were published prior to start of the summative assignment.

NB: POOR WORK ON ASSIGNMENTS AND POOR SCORES ON TESTS MUST BE ACCOMPANIED BY COMMENTS WHICH INDICATE 2 THINGS:

1. The area that must be improved, i.e. what are the skills/concepts being evaluated, and which of these the student did not apply. On a grammar test, it might be use of commas, on a math test, it might be adding with regrouping. Comments should help the learner focus on what needs to be relearned or reviewed. 2. Suggestions for improving the weak area - either through your comments on the paper itself, or through a "please see me" note and a follow-up meeting with the child.

REWARDS

The best reward is earned, specific, appropriate praise. Any reward system used to modify behaviour or educational need must be approved by Student Services. Other usage of stickers or candy is inconsistent with school philosophy.

SCHOOL HOURS ABSENCE – STUDENTS

Regular attendance and punctuality are essential for learning. Close your door and begin your class at 8:15 a.m. sharp for grades 6 to 8; and 8:30 a.m. sharp for Grades 1 to 5 to encourage punctuality. The homebase teacher must phone home to inquire about any student absent more than two days. Homebase teachers must ensure that their online attendance is completed by no later than 8:45 a.m. using the Edsby program. Teachers will also ensure that online attendance using the Edsby program is completed after lunch.

ATTENDANCE

At the South Campus an attendance clipboard will be taken from class to class by assigned students. JK to Grade 8 teachers report to the office a child not present who was not marked absent. In the Middle School, 27

teachers of the first period in the afternoon are to inform the office of any student, present in the morning and absent this period without an explanation. The clipboard is returned to the homebase classroom at the start of the last period of the day. The homeroom teacher will pick it up in his/her classroom the next morning and should record the previous afternoon’s attendance in her/his own attendance register.

LATES

Late-comers must have a late-slip from the office. Please send students to the office to get one before admission to class. This is to ensure the office has accurate information about who is in school. Teachers will need to amend their records if the late-comer has been marked absent. (South Campus: the late slip should be kept on the clipboard in the Middle School). Phone calls should be made by homeroom teachers to parents whose children are repeatedly late.

STUDENT APPOINTMENTS OUTSIDE OF SCHOOL

Learning time is precious. In an effort to eliminate classroom interruptions, we have the following policy:

North Campus For the North Campus, students from Grades 2 to 8 are required to bring a note to the receptionist before going to class on the morning of the day they are to be excused. They will be given an withdrawal slip to hand to the teacher involved, but the student will be responsible for coming to the office at the designated time. In Junior and Senior Kindergarten and Grade 1, parents must give the note to their child’s teacher who is responsible for sending the child to the office.

South Campus Students are required to bring a note to the home base teacher who is to put it on the clipboard for all teachers to see on the day they are to be excused. Any emails are to be forwarded to the appropriate teacher. The teacher is responsible for sending the student to the office.

Please remind your homeroom students about this procedure and encourage them to leave and return at the time of class changes.

STUDENT MESSAGES

Student messages will be delivered by the office at times that will not interrupt learning. Please discourage last minute arrangements from taking place during your class time. Students will not be permitted to use the phone for such after-school arrangements.

SPECIAL AREA SUBJECTS

Our program includes Visual Arts, Computers, Drama, Music, Learning Resource Centre and Physical Education. We consider these programs integral to our curriculum. Your classroom work will be enriched by calling upon these resource people to bring their specialties into your program. Classroom teachers are not required to remain with their classes during these activities but are encouraged to participate in order to better understand what is happening. In preschool, teachers should remain during music as indicated on the schedule. 28

It is the teacher's responsibility to deliver and pick up children to and from their gym and art classes in Grades JK up to and including Grade 3. Children will not be dismissed without supervision. No child is to be kept out of a specialty to complete work or as a consequence. The computer specialist will regularly consult with teachers to integrate computer skills to student learning.

Student Services at the Leo Baeck Day School

The Leo Baeck Day School is committed to ensuring that all students have the knowledge, skills and confidence they need to succeed, and that they are provided with the learning opportunities and supports required. Accurate student assessment and evaluation are critically important to our teachers who are committed to including all students in regular classrooms, including those with identified and exceptional learning needs.

LBDS faculty understands that teachers need to be skillful in determining the learning needs and styles of all students in their care in order to differentiate the delivery of the program. To this end, we view the teacher- student relationship as a fundamental basis for the successful academic development of every child. We work with each student’s unique learning style and needs to nurture capable and active students to become positive and involved members of our community. While the explicit focus is on individual needs, the intention is also to improve instruction and engagement for and with all students. What is good for the few is likely good for most.

To ensure a positive learning experience, parent support and their commitment to and involvement in the student's education, is a vital element supporting us to deliver effective differentiated instruction. The Student Services Team (NC) or Dean of Student Academics (SC) is the school’s liaison with parents and support staff, to help meet the needs of individual students using a differentiated instruction model. This includes the approach, the materials and assessment techniques.

Student Services provides support services in Hebrew, Math and Language Arts to help meet the needs of our student population, both in class and on a withdrawal basis. The teachers together with the Student Services Team/Dean of Student Academics will determine these services. If children are taken out of class on a regular basis, parents are informed.

Teachers design learning experiences that will allow all students, including those who have special educational needs, to meet the objectives in each subject. By differentiating their teaching strategies, teachers provide all students with opportunities to reach these goals. Differentiated teaching aims to maximize students’ potential, and allows them to demonstrate their learning in different ways.

Any particular provisions made for students are documented by LBDS, as these will form an important part of the curriculum planning. These provisions can be determined by the recommendations of a formal psycho- educational assessment. The assessment can be completed on the recommendation of the school or by a private psychologist chosen by the parents.

When a student has been assessed, the Student Services Team/Dean will review the findings of the assessment with the student and his or her family and will determine the appropriate level of program support. It is then at the Student Services Team/Dean’s discretion to determine the implications of the findings and whether an Individual Action Plan (IAP) is required. If an IAP is required the Student Services Team/Dean will oversee its development and administration.

The IAP may indicate accommodations and /or modifications to the programme for students with identified learning requirements. Tailoring our curriculum and teaching to meet the individual needs of our students is 29

extremely important. To this end, the Student Services Team/Dean with the input of teachers develop Individual Action Plans for students who require specific accommodations or modifications to their program.

“The term accommodations is used to refer to the special teaching and assessment strategies, human supports, and/or individualized equipment required to enable a student to learn and to demonstrate learning. Accommodations do not alter the…curriculum expectations for the grade.”

“Modifications are changes made in the age-appropriate grade-level expectations for a subject or course in order to meet a student’s learning needs. These changes may involve developing expectations that reflect knowledge and skills required in the curriculum for a different grade level and/or increasing or decreasing the number and/or complexity of the regular grade level curriculum expectations.” (Ontario Ministry of Education Individual Education Plan Resource Guide)

LBDS believes that all students should be allowed to demonstrate their ability under assessment conditions that are as fair as possible. Where standard assessment conditions and practices could put a student with special educational needs at a disadvantage by preventing him or her from demonstrating their true level of attainment, special arrangements may be authorized. This policy applies to students affected by temporary, long-term or permanent disability or illness, including those with learning requirements. These special arrangements must be outlined in the student's Individual Action Plan.

Possible accommodations for all LBDS students as identified in his or her IAP: • Extra time allocations are determined on an individual basis • Place, time and supervision of extra time will be arranged on an individual basis. • Use of a calculator, spell check, a dictionary or cue cards with keywords, etc. is permissible during an assessment • A reader or scribe may be provided for summative assessments • Memory supports are permissible for summative assessments • Students with identified needs may write their test in a quiet environment (e.g., Student Services area or Principal’s office)

The IAP process is as follows: • The Student Services Team/Dean will read all documentation on file at LBDS including OSR. • Teachers will meet with the Student Services Team/Dean to develop a written list of concerns and potential accommodations or modifications. • After reviewing all evidence including in-class assessments the Student Services Team/Dean will determine if a psycho-educational assessment should be recommended to the parents. • The Student Services Team/Dean will meet with parents to identify concerns and gather any pertinent information. • It is the responsibility of the parents to contact doctors, make appointments, and assume responsibility for all costs incurred in regards to assessment. The Student Support Team/Dean are available for consultation at every step. • The Student Services Team/Dean will formalize the IAP document and involve the necessary personnel and teachers. • The Student Services Team/Dean will report back to the student's parent(s), providing a copy of the IAP. • If the services of our support teachers are required, arrangements must be made through the Student Services Team/Dean. • Students who’s IAP outlines assistive technology for use on a daily basis: purchase of computer and software are the responsibility of the student's family. All students with this accommodation are responsible for acquiring and maintaining their own equipment. 30

• The Student Services Team/Dean will review the IAP with the parent(s) on an annual basis or as needed.

Other services: Jewish Vocational Services/Jewish Family & Child • Psycho-educational consultation when required • "Family Life Education Program" through Jewish Family & Child in Grades 6 to 8, including tobacco and drug education • Parent education workshops • A social worker on an “as needed” basis

Community Care Access Centre • Coordination of services in speech pathology and occupational therapy within the school setting

SUPPLIES - TEACHERS

A requisition for needed supplies is to be left in the designated supplies’ box in the office, before the end of the day Wednesday for North Campus and Wednesday at South Campus. At the North Campus you will be notified by email when your supplies are ready to be picked up in the office, South Campus supplies are delivered on Thursdays.

There are different requisition forms for Art and Classroom supplies. Art Requisition forms should be put in the art teacher’s box at North Campus and Gene’s box at South Campus. Supplies in limited quantities will be distributed for teacher's use only. Children in Grade 3 and up should not be given supplies. The pre-school teachers (J.K. and S.K.) have their own procedures for art supplies.

At orientation each teacher will receive specific non-consumable supplies, books and/or equipment. These items must be returned in good condition or included in your classroom inventory at the end of the school year. They will not be replaced during the year.

SUPPLY TEACHER FOLDERS

The supply teacher folder is to be kept in your box in the staff room. It MUST be completed by the first day of school. Check it regularly to ensure the information is current.

Folder for Supply Teacher The supply folder should clearly explain all duties and should include: ● Class lists for your classes ● Complete letter of welcome ● All duty schedules ● Schedule for the week showing any rotation of staff for “specials” ● Planned lessons and accompanying materials for two days duration ● Student attendance sheet ● Information about accommodations for students who have special needs (i.e. modified program, behavioural challenges, physical needs/accommodations) please do not include the IAP- only share what the supply teacher needs to know, not other 32

confidential information. This information should be marked confidential and securely attached to the inside of the folder so that it does not accidently fall into the wrong hands. ● Seating plan ● Allergy/Anaphylaxis information about any allergic child stapled to the left inside cover of the supply teacher folder. ● Emergency procedures including a note to send a student to the Student Services or Vice Principal’s office if help is needed ● Discipline, homework policies ● Copy of Policies for Supply Teachers to Know (NOTE: see Appendix) ● Times and seat assignments for Kabbalat Shabbat ● South Campus teachers: please note that the supply teacher needs to check with the office regarding daily pick-up changes which are sent by email

TEFILOT

Brief morning prayers in JK and SK daily. A condensed morning Tefillah (except one day devoted to Parashat Hashuva) occurs daily in Grades 1 and 2. In Grades 3 to 5 Hebrew two times a week; and in Grade 6 to 8 review of prayers and/or Tefillah prep on Mondays. The services should be conducted with decorum. This is best achieved when the teacher serves as a model by being involved, putting aside other work and actively participating. It is very important that students experience Tefillah outside of Kabbalat Shabbat on a regular basis, even after they are familiar with the prayers. REMINDER: The wearing of kippot during prayer is school policy. Please ensure before coming to the Chapel or beginning class prayer that all are wearing a kippah. Please remind students that they must wear a white shirt for Kabbalat Shabbat. Tallit is required during Rosh Chodesh services for those students who have celebrated their Bar/Bat Mitzvah.

TRACKING OF STUDENTS

Teachers will be responsible for reporting student progress to the Student Services Team (NC) or Dean of Student Academics (SC) when individual needs arise once per term.

In order to provide a positive learning environment for each child we must assess each child's progress on an ongoing basis and identify those children whose learning or emotional needs may be special. Specific action plans will be established and implemented.

TRIPS

Trips should be an extension of the classroom experience, and will be scheduled at the start of the year wherever possible. Class parents must be informed two weeks in advance about an upcoming trip and the number of parents required.

When booking a trip, in school visit or speaker, please check the master calendar in the office to avoid conflicts.

A permission form template must be filled in by the teacher prior to the trip. All students must return this signed form to their home base teacher before the trip occurs. If there are students who have not handed in their forms, please call home. A student is not permitted to attend a field trip without the signed form.

● The team of teachers at each grade level will meet to decide which trips their classes will go on. Each class will take an average of 3 trips or in school programs during the school year. ● Trips must be approved by the Campus Principal prior to making any bookings. ● The teacher responsible for the booking must fill out a trip form and return it to the Principal. ● The teacher will arrange for the appropriate number of buses to be ordered through the office as well as send a note to each teacher whose class is participating in the trip. ● Attending teachers at each grade level will inform class parents of all booked trips as soon as they are arranged. Class parents must be notified of any additional trips as soon as they are booked. Homebase teachers must tell class parents the number of parents required and give clear instructions about expectations on each trip. ● The upcoming trip is listed in BaecKids one week in advance of the trip. ● Teachers are reminded to check that children who require an EpiPen/Auto injector are wearing them and to take the extra one in the office. ● Should you take your class out of the building for any reason, always seek prior approval and inform the office when you leave the building and return. ● There must be an appropriate student to teacher ratio for field trips. ● South Campus teachers, parents must sign a permission form for all ravine excursions for the year. Please advise parents prior to each outing and obtain parental help as needed (1:15 ratio). ● J.K. to Grade 3 The homebase teacher will make up name tags at the beginning of the year with the school's name, address and phone number. These will be laminated and kept for all trips (NC) office labels (SC). i.e. The Leo Baeck Day School / The Leo Baeck Day School 36 Atkinson Avenue 501 Arlington Avenue Thornhill, Ontario Toronto, Ontario L4J 8C9 M6C 3A4 (905) 709-3636 (416) 787-9899

VISITORS TO THE CLASSROOM

Visits to the classroom must be arranged in advance with the Campus Principal. She/he will discuss a suitable time with the teacher. The usual length will be 15 to 30 minutes. Parents or guests do not make ad hoc classroom visits.

D. PROFESSIONAL RESPONSIBILITIES

ABSENCE – TEACHERS

In the case of teacher absence, the following procedure should be followed. If you require school-arranged supply coverage, call the dedicated supply phone line, 905-881-0644 prior to 6:45 a.m. and leave a message indicating the date and times of your absence and the precise time-frame for which coverage is necessary, including any duties.

Be assured that once you have left your message it will be dealt with, provided the information is clear and complete. Messages will not be returned. You do not need to make follow-up calls to check this. If you require the supply teacher to contact you, make sure this is part of your message.

It is imperative that your supply folder is up-to-date. A supply teacher cannot be guaranteed for calls received after 6:45 a.m. Teachers are not to arrange for their own supply teachers. Teachers with extra paid duties are to arrange their own coverage and inform Rosie as well as the main office as to who is doing the coverage

Every teacher should try to be in attendance especially during the first two weeks and the last two weeks of each term.

CELL PHONES AND OTHER ELECTRONIC DEVICES

Cell phones must be turned OFF while you are in your classroom. Should you be required to use your cell phone, you may do so in the staffroom or off school property only. Please provide your family with the school phone number so that if there is a family emergency, you can be reached.

Please remember that using your phone, texting and emailing should not be done while you have students in your classroom.

DOCTORS’ APPOINTMENTS - STAFF

Appointments to see doctors, dentists or specialists should not interfere with teaching time. If that is not possible "Sick Days" are to be used to accommodate these appointments.

DUTIES - Lunch, Carpool, Recess & End of Day

Lunch Duty Duties are shared and the schedule will be available at the August orientation. The Motzi is recited together before eating. After clearing the tables Birkat Hamazon is recited in all classes. Food is not to be shared. Several students have serious allergies that you may or may not be aware of and many observe Kashrut. If a child has forgotten a lunch, please send him/her to the office and some food will be provided. 35

South Campus: students are not to be brought to the lunchroom early and must not be left unsupervised.

Students are to remain in their lunch classroom/lunchroom during lunch and indoor recess (NC). Check the duty schedule for rainy days as your duties may change.

All lunchroom tables must be wiped down and cleaned to make sure they are disinfected.

Recess Teachers must be on time and begin duty immediately for safety reasons. A map of areas to be supervised will be provided. Lunch teachers are to report for classroom supervision immediately. NO FOOD is permitted on the playground or in hallways. When the children have finished eating, all food should be put away.

Teachers on duty need to actively supervise. Please ensure that you have a walkie talkie and clipboard with you. Teachers are legally responsible for the children at recess. In case of an accident, report it to the office and complete an accident report form as soon as possible. (see Appendix) TEACHERS ON DUTY HAVE DIFFERENT AREAS TO SUPERVISE AND SHOULD NOT, AT ANY TIME, BE STANDING TOGETHER TALKING. At the South Campus classroom teachers (S.K. to Gr.5) at 11:30 a.m. and 12:00 p.m. should walk their students to the door and check and wait that a teacher is on duty prior to dismissing students in the yard. North Campus classroom teachers (Grades 1 to 5) please ensure that students remain in the classroom until the recess bell rings at 11:50 a.m./12:50 p.m. prior to walking students to the playground. Please check and wait for a teacher to be on duty prior to dismissing students.

Walkie-Talkies A walkie-talkie is used during recess by the teacher on duty to maintain continual contact with the school office. At North Campus, the teacher in the field at 11:50 a.m. picks up the walkie- talkie from Kenny’s office. The same should be done for teachers on duty at 12:20 p.m.

At South Campus the 11:30 a.m. teacher whose name appears first on the Recess duty roster picks up the walkie-talkie from the cabinet at the North East or South East doors. At 12:00 p.m., the walkie-talkie is passed along to the next teacher on duty at that location. At 12:25 p.m. teachers in the park are to pass the walkie-talkie to the next teacher on duty at that location. At the end of recess, the teacher with the walkie-talkie returns it to the pick-up location, ready for use the next day.

If the walkie-talkie indicates the battery needs charging, bring it to the school office in both locations at the end of recess duty so that it can be recharged overnight.

End of Day Teachers are to remain on duty until all children have been picked-up. The students are supervised until 4:00 p.m. Monday through Friday. Any students who have not been picked up at that point should be taken to the Main Office. If there is a problem, inform the secretary in the office immediately so that calls can be made to correct the problem.

Any teacher who takes children outside for any reason must take a walkie-talkie for security.

Bus Dismissal Procedures:

1. Cheryl prints an attendance list of students on the bus each day.

2. After Debby completes afternoon attendance, Cheryl cross-references the bus list with the attendance list and crosses off names of students who are absent.

3. Cheryl also crosses off the name of any student when she receives an email or phone call from parents telling her that they will not be on the bus that day. Cheryl / Debby will let students know by using the intercom system and "buzz" into the student's class to remind them they will not be taking the bus home. (new)

4. The list stays on Cheryl's desk until the person doing bus duty (Alla or Cheryl) take it for bus dismissal outside. (Cheryl quickly reviews the list with Alla)

5. Alla/Cheryl check off the students with a check mark as they board the bus.

6. If a student has his/her name crossed off the list and tries to board the bus, He/she are reminded that they will not be riding on the bus and are asked to go to the office.

7. If someone is not on the bus and should be, - Alla calls the office to locate the student. The student is paged and parents are called to confirm the student is taking the bus home.

The bus does not leave the school until all students required to be on the bus are present and accounted for.

8. If there are any questions regarding a student on the bus during dismissal, Cheryl should be contacted.

FUNERALS

On occasion, a teacher may wish to attend the funeral of a friend or relative outside our Collective Agreement. Every effort is made to accommodate a brief absence for that purpose. However, should the School be unable to cover the absence, the teacher making the request will be required to take a personal or unpaid day (or half day). Each request will be considered individually.

PROFESSIONAL DEVELOPMENT POLICY

Lifelong learning is an expectation for all of us and an important aspect of an effective school. The School reserves significant funds to support professional growth by the staff as a whole as well as for individual teachers. If you are planning to pursue professional development opportunities, please contact your Principal in advance regarding possible reimbursement.

SCHEDULES

No internal changes between teachers can be made to any recess or other schedules without authorization by your Vice Principal/Principal.

SUPERVISION / PUPIL SAFETY

Teachers are assigned to regular duties beyond classroom time which may occur prior to 8:30 a.m., over the lunch hour, or between 3:30 p.m.- 3:45 p.m. Teachers who are late for, or miss, an assigned supervision are liable due to negligent behaviour. If an accident occurs when you should have been on duty, a court will hold you responsible. Any late or absence for a duty will be noted in the teacher’s personnel file. Children should be supervised in all places, at all times. They should not be left alone. Please read the following carefully to make sure you are following through in these instances:

Food in the class Teachers are not to have food or beverage (especially hot tea or coffee) in the classroom while they are teaching. Remember we are models for students and they are not allowed to eat or drink in the classroom during class time other than water.

Indoor Recess For rainy day activities request children to bring games such as chess, bingo, etc. Quiet games and creative activities are encouraged. Ball playing is not permitted indoors. If indoor recess is called in the middle of lunch, please check your schedule.

Lunch Teachers remain in classrooms/lunchroom during lunch duty. Teachers are responsible for ensuring that the Brachot before and after meals are recited. The classroom must be clean and ready to receive the next class. Lunch Duty is a time for supervision of students and an opportunity for social interaction between students and teachers. Please perform this duty in the same manner as for all supervisory responsibilities.

Playground ● Teachers are in assigned areas. ● Teachers circulate in their area. ● A teacher, at each recess, monitors children who go inside to the bathroom. Ask the child to check back when he/she returns outside. Notify a Senior Staff person if a child abuses this privilege. ● Please ensure the clipboard procedure is followed (NC). ● If an accident occurs when you should have been on duty, you and the school are liable for negligence. (see duties)

Contact the main office if help is needed. If a child must be sent in during recess because of misbehavior do not leave your duty. Record the name and later check to make sure the child followed through.

Rotation 38

During rotation, teachers are in the hallway monitoring the switch including lunch and recess times, so difficulties can be avoided. If you are in your room, you cannot see what is happening in the hallway. Dismiss your class only when all children are ready to leave the room. Half the class should not be in the room while the other half is out (see duties).

Specials Stay in your room until the special (except gym) arrives. Specials stay in the room until the teacher returns. If you must leave, make sure the students are at work on an activity and inform the teacher next door to monitor.

SUPERVISION IS AN ACTIVE PROCESS: Move about and interact with the students.

TEACHER DRESS

Teachers are role models both in terms of their behaviour and dress. We are professionals in a Jewish Day School and are often visited by many members of the community. The image we present is important, both in terms of language, behaviour and dress.

We would therefore ask that you dress accordingly. "Smart casual" would be an appropriate guideline.

For example, sweat suits {except for gym teachers}, shorts, ripped or faded jeans, and low cut tops for women are not considered appropriate. The same expectations exist for teachers as for students. Very short skirts, revealed cleavage and bare shoulders are not acceptable, although sleeveless clothing is fine. Leggings are only to be worn with a long shirt ensuring that they are long enough to cover the buttocks. For safety reason, flip flops are not permitted.

Teachers are encouraged to wear appropriate clothing and a white shirt on Fridays for Kabbalat Shabbat.

TEACHER MESSAGES

Check your box for messages, memos, etc. upon entering and leaving the building and during the day. Messages will also be sent electronically. Telephone messages are left in your box. Please return a call from a parent either the same or the next day and fill out a parent contact as described under PARENT CONTACT. Only emergency calls will be delivered during class time.

WEBSITE/EMAILS TO PARENTS

School website - www.leobaeck.ca http://www.leobaeck.ca JK to Grade 5 teachers are required to maintain communication with parents and students using the Edsby platform. At the beginning of each unit, parents should be informed using the following guidelines:

Information to be included: Name Subject(s), Grade(s), and class timetables you are teaching Unit Question or Central Idea Brief description of the unit Attachments of handouts such as project task sheets and rubrics for assessment Calendar of upcoming events in your class including trips, projects and deadlines Your email address “Last updated on” -date

Other items you might wish to include: Links to relevant websites Homework or study habit tips Photos of events in your classroom Inspirational quotes “What we did in class today”

Middle school information is housed on Managebac.

E. STUDENT LIFE

LOCKERS

Lockers are the property of the school and are provided for all students in Grades 3 to 8. All lockers assigned to students must have a lock to ensure privacy and students should be told not to share the combination with classmates. The combination must be given to the school secretary. Lockers are to be kept shut and locked during the day. South campus Grade 8 only must use locks. Students are to keep all books and materials in their lockers. All students in Middle School will go to lockers before 8:15 a.m. and all Grade 3-5 students will go to lockers before 8:30 a.m. and during lunch and recess. Encourage students to change classes quickly. Misuse or abuse of lockers will result in a loss of usage for the student. Inform your homeroom class that valuables are not to be brought to school. Each student will receive a magnetic locker name plate with their first name and last initial. Students will be able to use this from year to year to identify their lockers.

LOST AND FOUND

It is located at the bottom of the red staircase at North Campus and at the South Campus it is located at the bottom of the Orange staircase. Students should not wear or bring expensive items of clothing to School.

PHYSICAL EDUCATION

On days when students have physical education, they are required to wear specific shoes and clothing for safety reasons. You are asked to check appropriate dress or remind students what is required. They will not be allowed to participate otherwise. The homeroom teacher will be asked to call home the first time a student is not properly dressed to remind parents of dress code for Physical Education and the days on which the class is held. ● Sweat pants or track pants with an elastic bottom. Shorts are permitted for gym ● Shirts that can be tucked in ● Appropriate gym shoes, no platforms or hiking boots ● Long hair is to be tied back and no jewelry is permitted Middle School students may wish to change at 8:30 a.m. or 12:30 p.m.

SNACK

Time is allotted during the school day for to eat a healthy snack which is brought from home. Discourage junk food as much as possible. (See “FOOD IN THE CLASSROOM”)

SPECIAL HELP FOR STUDENTS

Private tutoring, remediation, assessment, psychological services and counseling services are recommended by administration only. This occurs after thorough discussion between teachers, senior staff members and parents. It is the school policy that a teacher does not do private tutoring for financial remuneration with his/her own students.

PRIVATE TUTORING School premises may not be used for tutoring privately. The school’s policy on private tutoring is in the Collective Agreement.

Forms for assessments by third parties or applications for other schools can only be distributed by school administration. Should a parent request that you fill out these forms, please refer the parent to the Student Services Team (NC)/Dean of Academics (SC) office.

STUDENT DRESS CODE

Students demonstrate self-respect and respect for their School through personal cleanliness and good grooming. Students are expected to dress in a manner which is appropriate to a setting in which sacred text study, prayer and Jewish values are central.

Student Dress Code Guidelines: 1. Shorts or skirt lengths must reach to fingertips of extended arms (not less than 10 cm above the knee). 2. Shirts and tops must have shoulders or sleeves, tank tops must have straps at least three- fingers wide, shirts must not have low-cut necklines and must be long enough to be tucked in. 3. Undergarments must not be visible. 4. Students who wear leggings must wear tops that are long enough to cover their buttocks (NC). 5. Except for kippot, head coverings are not permitted inside the school building. 6. For safety reasons, flip flops are not permitted.

Failure to comply will result in the following consequences: a) First offence: An administrator will provide the student with a large t-shirt which must be cleaned and returned the following day. b) Second offence: A parent will be contacted and instructed to bring appropriate clothing to the school.

The wearing of white on Fridays, as a symbol of the holiness of the Shabbat, is expected. Synagogue dress code is encouraged for Rosh Chodesh Services and other religious ceremonies. Students should be aware from their schedules on which days they have gym, and attend School appropriately dressed for gym class.

SUPPLIES AND TEXTS - STUDENTS

Preschool: All materials are supplied.

Grade 1: All materials are supplied (NC). Students use collective supplies once purchased (SC).

Grade 2: Students will bring a pencil case, pencils, eraser, glue sticks and markers. The School will supply paper and primary notebooks.

Please collect back supplies provided to students in Grade 1 for use in the following class. Pencils, scissors, crayons, markers, etc. cannot be replaced regularly.

Grades 3 - 8: Supplies are to be purchased by students.

South Campus all subjects will use a colour coded-system so that subjects use the same colour binder or notebook throughout the year.

North Campus students in Grades 6-8 use a colour coded-system for binders.

Texts are provided with the exception of the following: Grade 6 – 8: Paperback books

When a student is assigned a numbered text, it must be kept in their locked locker or the classroom.

A complete list of student supplies will be distributed to all teachers at the start of the school year.

SUPPLY LIST

A complete list of student supplies is included in the August Mailing (see Appendix).

Payment for lost books is the responsibility of parents.

In addition, Middle School students will purchase all required novels for English.

If a student is not prepared with appropriate supplies for class work, the teacher may discuss the situation with the child, the parents and/or Administration.

TOYS

Toys are not to be brought to school. This includes items such as: dolls or electronic games. Indoor toys should only be brought at the specific request of a teacher and should be clearly labeled with the child’s name. Please encourage your child to bring something that can be shared for active play at recess, for example balls and skipping ropes. All items should be labeled.

The school cannot take responsibility for electronic equipment brought to School.

F. POLICIES

ABUSE POLICY

The School will not tolerate any form of physical, sexual, emotional, verbal, psychological abuse nor any form of neglect or harassment. Please see the Appendix for the full Policy.

CHILD ABUSE

As per Section 72 of the Ontario’s Child and Family Services Act, it is the duty of the adult that first notices an issue to call JF&C. If you see signs of a child in distress or you suspect abuse, you are required by law to bring that knowledge to the attention of the proper authorities; in most cases this will be Jewish Family and Child Services, telephone no. 416-638-7800. If you suspect any type of abuse and are unsure of your legal responsibility, you should always consult first with the Student Services Co-ordinator (NC), Vice Principal or Principal of your campus.

BILL 168 – Anti-Discrimination, Anti-Harassment and Workplace Violence

This Bill, which came into effect June 15, 2010, requires employers to develop policies and a program to address workplace violence and harassment and to assess the risk of violence in the workplace. The intention is to strengthen protections for workers from workplace violence and to address workplace harassment. Please see the Appendix for the complete Policies.

CLASS PLACEMENT PROCESS AND POLICY

● From Grades 4 to 7, students should name, on the sheet of paper provided by the Dean of Student Services (SC), Vice Principal (NC) four or five different peer choices. At least two of these choices should be from a different class. Read the instructions on the sheet aloud with the class to ensure they understand there are no promises. However, try to meet at least one of these requests. If you cannot meet the request, discuss it with the Dean of Student Academics or Vice Principal at your campus. You also might ask the student privately if they would like to add another choice. Divide your class evenly and balance it for gender, ability, social groupings etc. Do this with your teaching team. ● Get together with all of the homeroom teachers for that grade, to prepare the combined class lists. No class should be left intact from one grade to the next. There should be a good mix of students. ● Class lists should be given to the Dean of Student Academics or Vice Principal at your campus. Any questions or changes based on information that they, or the Principal have, will be reviewed and discussed with you before any changes are made. ● It is a conflict of interest for any staff member to be involved in the formulation of classes in grades in which they have a child. Just as for any parent, a staff member has the opportunity to submit a request in extenuating circumstances. ● THE CONFIDENTIALITY OF THIS INFORMATION IS ESSENTIAL. The class placements are not to be discussed outside your teaching team. This means no discussion with parents or children regarding either class placement or which teachers will be teaching which grade levels. ● Should a parent wish to make a request, please refer them to the Parent Handbook in which it states that class requests must be made in writing to the Vice Principal by May 15. Do not tell a parent that you can help them in this regard or recommend a specific teacher to parents.

CONFLICT OF INTEREST

The School expects each employee to, at all times, conduct themselves with personal integrity, ethics, honesty and diligence in the performance of their duties. Please see the complete Conflict of Interest Policy in the Appendix.

ECO SENSE

At the Leo Baeck Day School we see environmental education as a core value in liberal Judaism, IB, and we seek to educate students to accept their Jewish obligation to tend to the earth and be responsible for it. The School is certified under The Ontario Eco School Programme at both campuses.

HANDBOOK FOR TEACHER SUPPORT AND EVALUATION

The purpose of ‘Teacher Support’ is to enable the Administration to work closely with Faculty in a wide variety of contexts, including classroom teaching and other aspects of the teacher’s involvement with the school, in order to provide guidance, mentoring, advice and professional support, to identify areas of concern, and to set goals and targets for professional development. ‘Teacher support’ will include regular lesson observations, both formal and informal. Teacher evaluations will be based on formal and informal observation of the teacher both in the classroom and in all other aspects of the teacher’s involvement in the life of the school including professional responsibilities. The process of ‘Teacher Support’ will include a formal evaluation document, written in consultation between the evaluator and the teacher, to provide a summary and overview of teacher progress.

‘Teacher Support’ is an on-going process for all teachers, tenured and non-tenured and may be instigated at any time by Administration or Faculty. ‘Teacher Support’ will include the formal evaluation process outlined below, but will not be limited to or by that process.

As part of ‘Teacher Support’, non-tenured teachers will be evaluated up to three times per year in each of their three years leading to tenure; tenured teachers will normally be evaluated triennially but may be evaluated a maximum of one time per year. After the evaluation the tenured teacher will receive a letter indicating whether any areas of concern exist, setting goals and targets to respond to these, agreeing on any training that may be required and a procedure for re-evaluation; this procedure may include up to two further evaluations within the same academic year, and up to three further evaluations in the following years, until such time as the concerns have been fully addressed.

The non-tenured evaluation will be based on the attached (see Appendix) “Indicators of Teacher Excellence”. For both tenured and non-tenured teachers, the formal evaluation will take place in three stages: a) Pre-observation meeting The purpose of this meeting is to provide a formal opportunity for the teacher to present their background information on their teaching. This should include: 45

● Exemplars of student work, demonstrating the range of abilities within the set ● Anecdotal notes ● Grade records ● Your lesson planner ● Student portfolios ● Any other relevant data about individual pupils

The key purpose of this meeting is for both parties to identify specific areas of concern about aspects of pedagogy, classroom management, individual pupils, etc., and to set strategies and targets to work on these, including lesson observation(s) to enable the Administrator to witness the concern and be better able to provide support. b) Lesson observation The purpose of the lesson observation(s) is to enable the Administrator to witness specific areas of concern already identified by the Teacher and Administrator, in order to provide guidance and support. For a lesson observation to be effective, it is essential that the teacher provides in advance: ● A lesson plan that includes both short-term and long-term outcomes. If you require a lesson plan template please inquire. ● The context of the lesson in relation to the preceding lesson ● Notes on any specific students whose impact on the lesson merits mention ● Details of any homework to be collected, returned or set ● Copies to materials to be used in the lesson ● Precise details of the area of concern/support that has been identified ● The length of the observation will be agreed by the Teacher and Administrator in advance ● A post-observation meeting should take place as soon as possible after the observation. c) Preparation of the formal evaluation document At an agreed time, the teacher and the evaluator will meet formally to discuss the teacher’s progress and prepare the formal evaluation document. In addition to notes on the observed lesson(s), the evaluation form will include additional observations based on the background information, informal observation of the teacher both inside and outside the classroom, and any other relevant issues that have been brought to the attention of the administration. The formal evaluation document will include: ● Agreed Areas of Strength ● Agreed Areas of Concern/Future Focus ● Agreed goals for teacher improvement and the support needed to achieve those goals ● Agreed follow-up procedures besides the next scheduled evaluation.

The Evaluation Document will be agreed and signed by the teacher and the evaluator within 10 days of this meeting.

To complete the process for non-tenured teachers the evaluator will note on the formal written evaluation one of the four assessment levels.

For non-tenured teachers the four assessment levels are: 46

Significant improvement needed – this would suggest that a teacher is having very serious difficulties. These difficulties will be clearly identified, and goals and targets set to help the teacher overcome them. Repetition of this level, or a decline to this level in the 2nd or 3rd year, should indicate to the teacher that tenure is unlikely to be granted.

Some areas of concern – this would suggest that there are clearly visible areas of strength, but would also identify specific areas of concern. Those specific areas of concern will be clearly identified, and goals and targets set to help the teacher overcome them. Repetition of this level, or a decline to this level in the 2nd year, should indicate to the teacher that tenure is still some distance away; a decline to this level in the 3rd year should indicate to the teacher that tenure is unlikely to be granted.

Meeting most expectations for tenure – this would suggest that a teacher is generally doing well, but that there are still some areas of weakness that must be addressed. For a 1st year teacher this may be regarded as a statement of a very positive start, with an expectation of further growth in years 2 and 3. 2nd and 3rd year teachers should not regard this level as sufficient for tenure to be certain.

Meeting all expectations for tenure – this level is unlikely to be awarded in the 1st year. To complete the process for tenured teachers the evaluator will provide an overview statement.

Tenured Teacher evaluations take the form of a Teacher Self Reflection which is shared with the supervisor and is evaluated in the context of the observed lesson and the teacher’s daily experience in the School.

For tenured teachers the four assessment levels are: ● there are serious concerns which must be addressed immediately ● some areas of your performance do not meet the expected standard ● a teacher whose performance meets the expected standard, but who would, nonetheless, benefit from professional growth in specific areas ● a teacher whose performance meets the expected standard

INDICATORS OF TEACHER EXCELLENCE Below are the areas of excellence that your evaluator will be looking for. Included in this are teachers’ positive contributions in:

1. ACADEMIC EXCELLENCE a) Planning and Preparation of individual lesson plans: It is essential that you demonstrate how the lesson to be observed fits within the context of the broader curriculum, both long-term and short-term, meeting the specified outcomes and teaching the defined skills. Include in your lesson plan details of how the lesson will start and finish, any continuation from the previous lesson or setting-up for the next lesson, and any homework to be collected, returned or set. You should also be able to demonstrate ways in which you have sought to introduce elements of Judaism into your programme.

b) Instruction and Methodology: The evaluator will assess your pedagogical skills by noting your: ● Delivery of the curriculum ● Command of academic subject ● High expectations of learning ● Variety of techniques to meet individual needs ● Creation of opportunities for students to work individually as well as cooperatively ● Active, engaging teaching at all times which supports and facilitates active, engaged learning by the students. ● Ability to engage all aspects of literacy (reading, writing, oral communication and media literacy) ● Effective use of the MYP best practices and requirements ● Ways in which assessment informs instruction ● Summative work to verify and reinforce learning (e.g. tests, homework etc.).

The educational ethos at The Leo Baeck Day School encourages child-centered learning rather than ‘chalk-and-board’ teacher instruction, with opportunities for students to undertake enquiry-based, research-based and discussion-based learning. It also values enormously an inter-disciplinary approach, and your evaluator will be keen to see how your teaching supports students’ learning in other areas of the curriculum. c) Teacher’s Evaluation of Students: It is unlikely that your observed lesson will include a formal evaluation of students; nonetheless your evaluator will need to be able to comment on your evaluation of students. It is essential that you have available for the background meeting your record of marks awarded for all homework, tests etc., and that you demonstrate, at an appropriate stage of the evaluation, your method and criteria for evaluating your students’ progress in the observed lesson and overall. Your evaluator will be looking specifically to see that this evaluation: ● Is in accordance with stated outcomes ● Uses a variety of methods ● Shows evidence of self-evaluation for growth ● Provides authentic individual assessment opportunities d) Classroom Management: This covers a wide range of teaching skills beyond the pedagogic. Your evaluator may wish to comment on the way you begin and end a lesson, the way you encourage cooperative learning in the classroom, the way you use and present materials and resources, etc. Your evaluator will be looking at three specific areas: ● Effective use of time, space and equipment, including the display of children’s work and other materials in your classroom ● Ensuring appropriate behaviour so that the school’s Code of Conduct is implemented. This could include managing disruptive or reluctant pupils, maintaining silence when required, controlling effectively student discussion, remaining aware of individual student conflicts, organizing gender-appropriate or skill-appropriate work groups, dealing with inappropriate language or behaviour etc. ● Implementing school policies. This could include late arrival, improper dress, failure to complete course or homework etc.

2. MODELING BEHAVIOUR THROUGHOUT THE SCHOOL COMMUNITY (PROFESSIONALISM) 48

All employees of The Leo Baeck Day School are ambassadors for the school and are expected to conduct themselves in a professional manner at all times. In addition to your pedagogy, your evaluator may wish to comment on your wider role as a member of the school’s professional community, both inside and outside the classroom. This could include your ability to: ● Teach good practice and derech eretz by example; participate effectively in Tefillah through Kabbalat Shabbat, other prayer services, and religious and historical commemorations; support school policies that define Leo Baeck as a Reform Jewish Day School ● Communicate skillfully with students, colleagues parents ● Speak and write clearly ● Share ideas and information with colleagues ● Engage in professional development as a resource person and as a student and in personal growth as a lifelong learner ● Support colleagues ● Connect effectively with students ● Be dependable and willing in carrying out professional duties in and outside the classroom ● Work cooperatively with all school personnel, students and parents to fulfill the school’s mission both within the school and in the broader community ● Use innovative ideas and techniques in the classroom

Modeling behaviour should also include your professionalism in those areas for which you would be expected to discipline students if they failed to meet expectations, e.g. punctuality, appropriate dress and tone of voice, maintenance of confidentiality, and discretion in conversation with other members of the school community, etc.

INFORMING PARENTS OF STUDENT INJURY

In the event that a child complains of any injury, that child should be sent to the Main Office. First Aid trained Office Staff will exercise their reasonable judgment in treating the injury. A parent (or in the event a parent is unreachable, an emergency contact) must be notified immediately if any type of medical attention is required. A parent or emergency contact must also be contacted in the event of any of the following, regardless of whether or not the injury is thought to be serious:

i. any impact to the neck or above ii. any laceration or cut to the face, specifically lips or ears iii. an injury to the abdomen for which a child complains of tenderness iv. a suspected fracture

In all cases, staff should air on the side of caution and inform a parent (or emergency contact) of any injury which they feel the parent should be aware of immediately, especially if there is likely to be a mark. In the event that no parent or emergency contact is reachable, staff may contact 9-1-1 if they feel it is appropriate, but must also continue attempting to contact a parent or emergency contact.

KASHRUT POLICY

Kashrut Policy of our school is: ● DO NOT MIX MEAT AND MILK PRODUCTS ● USE ONLY KOSHER CUTS OF MEAT WHEN SERVED BY THE SCHOOL ● NO SHELLFISH ● ONLY VEGETABLE SHORTENING IS TO BE USED IN ANY PRODUCT SERVED IN OUR SCHOOL ● (See “ALLERGIES,” “BIRTHDAY PARTIES” and “FOOD IN THE CLASSROOM”)

If there is a concern in your class, please inform the appropriate family of our policy. These policies ensure that our school is truly a liberal religious community. On school trips and for staff meetings school policy for Kashrut applies.

KIPPOT POLICY

All students and faculty are required to wear kippot at all worship services. Through learning and experience, our students will be prepared to make a truly educated choice about this practice in their adult lives.

Teachers are role models for students and it is expected that all staff members will wear an appropriate head covering during tefillah, or explain clearly to students why one is NOT being worn. Through learning and experience, they will be well prepared to make a truly educated choice about this practice in their own lives. Each student is to have 2 kippot (name inside) at school at all times. If a student comes to a religious service without a kippah, they can get one at the office and must make a $1.00 donation to tzedakah.

PARENT/TEACHER COMMUNICATION POLICY

Parents who wish to speak directly with a teacher have been instructed to email or telephone the school and leave a full and detailed message with the school office. You are to respond to the email/call within 24 hours, or by Monday evening should your message be left on Friday. The formula for teacher e-mail addresses is first initial + [email protected] (e.g. [email protected]).

In order to ensure clear communication and avoid conflict or misconstrued messages, telephone communication is advisable. Email should be used for issues such as reminders or outstanding homework. If your email is going to be longer than 3 or 4 sentences or could be something viewed as “negative”, it is preferable that you call home. Please do not send an email about a negative incident which occurred in your class. (See Parent Contact). Remember to record these conversations in Edsby.

PARENT VOLUNTEER POLICY

The partnership between home and school is a cherished one at The Leo Baeck Day School. Volunteering in the school is one aspect of that special relationship between parents and educators. Volunteer workshops will be held to acquaint parents with their roles. It is the responsibility of the teacher to cancel any parent volunteers scheduled to come to the classroom if the teacher will be absent. (This includes birthday celebrations or guests).

FOLLOWING IS A SUMMARY OF THE GUIDELINES GIVEN TO ALL PARENT VOLUNTEERS:

J.K. and S.K. - Parents may volunteer in the classroom at a specific time and for a specific purpose planned by the teacher. At the North Campus a sign-up sheet is posted by the teacher outside the child's class to be filled in by parents who have attended the orientation or by approval from the Student Services Department.

Grades 1 to 5 - Parents who want to volunteer with individual students in reading, writing math and Hebrew may commit to do so. You are encouraged to take advantage of their availability. Parents will meet with the Vice Principal (NC), or Dean of Student Academics (SC) before volunteering, typically such volunteering does not occur in the classroom which the parent has a child.

Across All Grades - Parents are welcome to help with publishing, math games, share their expertise as speakers, storytellers etc.

If you require parent volunteers for school trips, contact the Class Parent/Grade Captain as far in advance as possible. It shows careful planning and is an indication of your professionalism. She/he will make sure you have enough help and will give all parents who wish to, a chance to participate. Volunteers are chosen by lottery according to the class parent guidelines. Teachers communicate directly with the volunteers before each trip.

SEE APPENDIX FOR POLICIES ABOUT CLASS PARENTS AND FOR POLICIES ABOUT PARENT VOLUNTEERS

RYAN’S LAW - ASTHMA

Ryan’s Law, 2015: Support the well-being of students with asthma in Ontario schools

Ryan’s Law, 2015, was passed by the Ontario Legislature. This piece of legislation is an important step to support the well-being of students with asthma in Ontario schools.

If your child has asthma, we ask that you immediately contact the main office of our school to provide information about your child’s asthma medication. Please fill out a medication form that is available in the office. With your permission, your child will be allowed to carry their asthma medication in their bag. We also ask that additional medication be stored in the office.

The Ministry of Education website has resources on asthma that can be found at: http://www.edu.gov.on.ca/eng/healthyschools/anaphylaxis.html If you have any questions, please do not hesitate to contact the office. 51

SPORTS POLICY - EXTRA-CURRICULAR SPORT AT LEO BAECK

In addition to Leo Baeck’s Physical Education program which is part of our curriculum, the school offers a variety of sports and athletics opportunities outside regular school hours.

The School participates in activities organized through the Jewish Day School Sports League as well as through the Small Schools Athletic Federation.

Extra-curricular sport at Leo Baeck is intended to provide an enhancement to our Physical Education program. It is designed to give our students opportunities to practice and excel in the skills and strategies they have learned in the Gym by taking part in authentic competition, and for outstanding athletes to go beyond what has been taught in Gym classes. It also provides opportunities for team building, for sportsmanship and for leadership. Our intention is to enable as many children as possible to have the opportunity to take part in extra- curricular physical education. We want players to reap the many benefits of belonging to a school team and all participants to improve their skill levels to the highest they can achieve. Winning trophies is a bonus, not the goal. The coach must understand the significance of the social element of the team experience and be responsible for ensuring that all participants feel that they have participated and contributed to the team experience

Appointment of Team Managers and Coaches occurs annually and is the responsibility of the Principal.

In circumstances where a skilled specialist is appointed to provide specific coaching expertise, the cost may be offset from the Arts & Athletics Fund, with the consent of the Head of School. Team Managers are actively encouraged to seek specialist Coaches in order to raise skill levels as high as possible. Specialist coaches may include members of the school’s teaching staff.

Team Managers, as well as Head and Assistant Coaches, may be required to provide a Police Reference Check, before they take up their duties. The cost of this can be met by the school.

How we pick teams and choose who plays Once appointed, the Head Coach will communicate through BaecKids or email when practices and games are due to start, the schedule for those practices and games, the grades and genders that are eligible, the dates and venues for try-outs for teams, and the criteria for participation. All school sports teams provide opportunities for try-outs which should be viewed both for evaluation purposes and as opportunities for skill development of all participants.

Once selected, all players will have an opportunity to participate in practices and to play in games.

At both practices and games, the Head Coach will make the final determination of who plays and for how long, and whether for any reason a student should cease to be included in the squad or team. Normally a decision to ‘drop’ a player will be made in consultation with any Assistant Coaches and the parents and the Campus Principal will be informed.

Conflict resolution 52

Where issues arise that concern the parents of players, they should first address the issue with either the Team Manager or Head Coach, as appropriate. Should this fail to resolve the matter, it must be brought, in writing, to the Campus Principal, who will seek to arbitrate.

Communication with players Every Head Coach will determine the selection criteria and distribution of playing time for their team, in consultation with the school, and this may be different for different sports. This ‘philosophy’ will be communicated to the parents and children involved prior to the start of the season, for each team. The school will provide a webpage or web link through which this and other relevant information (e.g. dates and times of practices and games, team rosters, etc.) may be posted and shared.

Behaviour at school Team members serve as role models for our students. It is expected that each team member exhibit all aspects of the Code of Conduct at all times.

Behaviour away from the school All members of the Leo Baeck community, both students who are representing the school, coaches, parents who are attending, and others, are bound by the same ‘Code of Conduct’ as when they are in school; this applies even in activities outside school hours. The privilege of wearing the team uniform denotes them as members of our school community, and as such they serve as ambassadors for us. Inappropriate behaviour, on or off the sports field, including the use of bad language, physical violence, or actions that may be construed as poor sportsmanship, may lead to the student being dropped from the squad or the team, or to other consequences. It is the responsibility of the Head Coach and the Team Manager, as well as the Assistant Coaches and any parents who are in attendance, to ensure that the ‘Code of Conduct’ is implemented at all times, and to report to the school any breaches that occur, and any consequences that are to be imposed.

Head Coaches, Team Managers and Assistant Coaches, as well as parents who are in attendance, are expected to be role-models to the participating students.

Finances At the start of the school year, the Team Manager will meet with the Campus Principal to determine what costs will be involved in the event for the coming year (entry fees, transportation, coaching stipends, team uniforms, equipment etc.). The Campus Principal and the Head of School will agree what portions may be taken from Operational budgets, the Athletics Fund, LBPA Discretionary funds, voluntary donations, additional charges to parents, or other sources.

It is the responsibility of the Team Manager to keep records of all money collected and spent, with receipts and invoices as back-up documents. The Team Manager is accountable to the school in all these regards and must report back to the school in full by the close of the school year. *Addendum for Coaches and Administrators 1: Letters to the Players and their Families: Once teams are selected, it is necessary for the Coaches, Support Staff and School Administration to co-sign a letter outlining the expectations of the players and of the coaches, 53

and to provide a schedule of games to the families. The ‘Guidance for the players (and their parents)’ paragraph below should be included.

A sample letter is attached as an appendix; alternate sample letters are available from the Campus Principals.

2: Guidance for the players (and their parents): ● It is an honour to be on a school team, or even in the squad, irrespective of the amount of time you get to play. It is also a commitment to yourself, the Coaches, and your teammates, and you must be ready to fulfill that commitment. ● If you are picked for a team, and are unable to attend, you (or your parent) must inform the Team Manager in good time to allow another player to take your place. If you are ill and cannot come to school we ask that you (or your parent) contact the coaching staff up until 7:00am the morning of a practice or day of a game. If you are well enough to attend school, you are still expected to be at practice or at least to be present on the bench at a game, where you may simply watch and observe in order not to miss out on whatever is covered in practice. Any other schedule conflicts must be addressed with the coaching staff. ● Know where and at what time practices and games are taking place. You are expected to be dressed and ready to begin warm-ups and games at the scheduled time. ● Not all players are at the same level of skill, and every year is a development year for every team. That is why there are training sessions before the tryouts, and that is why the squad may be larger than is needed for the actual team. You are not guaranteed a team place, but you are still part of the squad and need to support those who are selected, knowing you will get your turn when you are ready. Being chosen for the team does not guarantee players any specific number of games or minutes of actual play. It is entirely at the discretion of the coaches how they constitute the roster and line up, within the guidelines of the school’s Extra-Curricular Sport Policy. Playing this year is not a guarantee that you will play next year. ● Remember, this is not ‘Triple A’, this is ‘House Leagues’. We are playing to win, but winning is not everything. Show team spirit, support the younger players and those whose skill-set may be less than yours, and be prepared to sit on the bench so someone else can have a turn. ● And most of all - enjoy!

APPENDIX TO SPORTS POLICY Sample Letter: possible items for inclusion: ● Congratulations ● It is a privilege to make the team ● Not everyone plays equal time. We take a few more than we need. For some, this is a learning opportunity, a grooming for future years. ● It is a commitment to yourself, the Coaches, and your teammates, and you must be ready to fulfill that commitment. ● Let the Head Coach and/or Team Manager know when you will be unable to attend a game. ● Contact Information for Coaches and Managers, etc… ● Not at school? = Not allowed to play. ● Expected to be ready to play for practices and games: proper attire, shoes, etc… 54

● Provide the team with a schedule of games and locations. ● The amount of play is entirely at the discretion of the Coaches ● If you cannot accept these rules, perhaps you should reconsider your place on this team. ● Derech Eretz is expected at all times. The Coaching staff/manager and School Administration have the right to remove you from the team if they see fit. ● Enjoy!

Head Coach Team Manager Campus Principal

G. EMERGENCY PROCEDURES

ACCIDENTS

● Most accidents can be prevented. Teachers must be proactive in stopping any activity which appears potentially dangerous. If you don't feel comfortable with what is happening on the playground, in the hallways, the classroom or the gym, then stop the activity or modify it. The teacher, not the students, must decide what is safe.

● POINTS TO REMEMBER

(a) When a student is injured, stop all activity to attend to him or her and send someone to the office for help. A member of the administrative staff at each campus has been trained in first aid.

If there is a suspected concussion or fracture or the child is unable to get up unassisted DO NOT move the child. Teachers must remain calm. If additional staff is needed, send someone to the staff room to ask for help.

Remain with the injured child and make him/her comfortable and send someone for help.

(b) The Senior Staff will take the responsibility to seek medical assistance. Note: Only medical personnel may provide treatment other than minor first aid in emergency situations without parental consent.

(c) Teachers must always fill out an accident report. Such reports include accidents that occur on the way to and from school that are brought to your attention. (see Appendix). These forms and others are included in the appendix, and are found in a box in the staff rooms. Teachers DO NOT give medication. The school office will dispense only prescription medication when arranged in advance with parents. 55

ALLERGIES/ANAPHYLAXIS

Information: The Leo Baeck Day School is a peanut/ nut sensitive environment. Sharing food is prohibited under all circumstances. No food is to be provided for the class at any time unless approved by the teacher or Principal one week in advance. All members of the LB community, including students, staff and volunteers must adhere to these guidelines and must not bring food that contains peanut/nut products. There are no exceptions. Some students have multiple allergies beyond peanuts and nuts. While the key responsibility for allergen avoidance lies with these individuals and their families, the entire school community must also be aware. The approach is to regularly educate faculty, students and parents, solicit the co-operation of families, and to follow procedures that safeguard the anaphylactic student.

In addition to students already diagnosed with allergies, there may be students with undiagnosed allergies who experience their first reactions at school. To reduce the risk of exposure to allergens—and to ensure rapid response in an emergency—parents, students, volunteers and school personnel should understand and fulfill their responsibilities.

Guidelines and Procedures for Anaphylactic Students

Anaphylaxis is a severe allergic reaction which can lead to circulatory collapse or shock, and can be fatal, if not treated immediately. It can occur within seconds, or several hours, after exposure to the allergen. Even a tiny amount of the allergen can trigger a reaction. A combination of any of the following symptoms may indicate onset of anaphylaxis:

Face and Skin • Hives, swelling, itching, warmth, redness, rash anywhere on the body • Red, watery eyes; sneezing; itchy, runny nose • Itching /swelling of the eyes, lips, tongue

Respiratory system • Hoarseness, coughing, wheezing, shortness of breath • Trouble breathing /swallowing • Chest pain/tightness

Stomach • Pain, vomiting, diarrhea (also common symptoms of flu so it is important to note if student suffers from allergies when these symptoms arise)

Cardiovascular • pale/blue colour, weak pulse, dizzy/lightheaded, shock General • anxiety, feeling of “impending doom”, headache, cramps, metallic taste

Some non-food triggers of anaphylaxis include insect stings, latex, medications and brisk exercise. One of the most common causes of anaphylaxis in children is severe food allergies. Though any food allergy can trigger anaphylaxis, the following are the top ten most frequent food allergens: peanuts, tree nuts, soy, sesame seeds, eggs, wheat, sulfites, shellfish, fish, and dairy products.

Note the difference between peanuts (from the lentil/legume family) and tree nuts, commonly referred to as “nuts” (from trees, such as cashew, hazel, almond, walnut, macadamia, pistachio, pecan, pine, and Brazil nuts). Therefore, a food labeled “peanut-free” may not be “nut-free” and vice versa.

Anaphylaxis Policy

The Leo Baeck Day School (“Leo Baeck”) Anaphylaxis Policy has three components: 1. Information and Awareness; 2. Avoidance; and 3. Emergency Response Plan

The following guidelines encompass Parts 1 and 2 of the Anaphylaxis Policy by addressing the wider Leo Baeck community including:

Administration Faculty Parents or Guardians of Students with Anaphylactic Allergies Students with Anaphylactic Allergies All Parents or Guardians All Students LBPA and Grade Captains/Ambassadors Visitors

ADMINISTRATION

● Works closely with the parents of an anaphylactic student. ● Ensures that, upon registration, parents, guardians and students supply information on life-threatening allergies. ● Provides parents of the child with an Emergency Allergy Alert Form to complete and sign, and return to school before September every year. ● Distributes Emergency Allergy Alert Form to homeroom teacher to be placed with auto-injector (if applicable) and picture of student in easily identifiable location. ● Maintains a file for each anaphylactic student which includes current treatment and other information, an up-to-date photo, a copy of any prescriptions, instructions from the student’s physician or nurse, and a current emergency contact list.

● Develops an individual plan for each student who has an anaphylactic allergy, including sensitivity to the emotional toll such a distinction can have on the child. ● Ensures parents provide an auto-injector/Epi-Pen to designated person(s) immediately. At least two auto-injectors/Epi-Pens are required, one located on the student and one located in the school office as a known, accessible location. ● Posts list of each child with allergies (photos included) in school office, gym office, staff room, lunchroom, rooms where students eat lunch. ● Keeps back up auto injectors/Epi-Pens in the school office. ● Documents procedures for dealing with allergies on field trips (in school and out) and when students are in care of parent volunteers. (see Allergies and Volunteers Letter) ● Develops a communication plan for the dissemination of information on life- threatening allergies to parents, students, volunteers and employees. ● Notifies all appropriate school personnel (student’s teachers, office staff, bus driver, etc.) of medical alert concern and of established policy. ● Ensures annual anaphylaxis training in August for all employees (including faculty, office staff, custodial staff, teaching assistants); and others who are in direct contact with anaphylactic students on a regular basis: identifying and avoiding allergens, how to recognize and treat anaphylactic reactions, school protocol for responding to emergencies and how to administer auto- injectors/Epi-Pen (Epi-Pen and Allerject). ● Provides teachers with up-to-date information about the presence of an allergic child in the class. Teachers will review the expectations at Curriculum Information Night, and notify all parents (see Faculty section). ● Provides teachers with a standard Allergy Notification Letter informing parents of the presence of an anaphylactic student in their child’s class. ● Educates employees about hidden allergens. ● Ensures procedures in the After Care program are consistent with school policies. ● Ensures schoolyard cleanliness through additional yard clean-ups after holidays or special events. ● Develops and maintains an emergency plan that is consistent with the school’s Anaphylaxis Policy. ● Works with the parent community (specifically the LBPA) to increase awareness of anaphylaxis, its avoidance and its treatment. ● Forms an Allergy Committee in conjunction with the LBPA. ● Ensures contracts for the rental of school property to third parties to include information of Leo Baeck’s Anaphylaxis Policy. ● Informs the cleaning suppliers and cleaners of this policy. ● Provides regular information regarding allergies and anaphylaxis in BaecKIDS and on the school’s website. ● Posts this document on the Leo Baeck website.

FACULTY • Conducts food safety discussions with all students at beginning of year and at regular intervals throughout the year while exercising sensitivity towards students with anaphylactic allergies. ● Does not bring products containing peanuts or nuts, including traces of peanuts or nuts to school (whether on the premises or during excursions) for their own consumption or that of students. ● Ensures that Emergency Allergy Alert Forms are posted in the faculty room in a prominent location. ● Ensures that laminated Emergency Allergy Alert Forms are posted in a prominent place near auto-injectors (if applicable) in classrooms or areas where students eat or do exercise clearly indicating the names and pictures of allergic students. ● Informs other staff and volunteers of location of auto-injectors (in classroom or on student); identifies allergic student; and passes on any other pertinent information. ● Leaves information in an organized, prominent and accessible format for substitute teachers ● Sends home Allergy Notification Letter informing parents of the presence of an anaphylactic student in their child’s class at the beginning of the school year. ● Informs parents/guardians/grandparents at Curriculum Night of the presence of an allergic child in the class and reminds them to choose safe foods from the Allergy Approved Food list for classroom events, snacks and lunches. ● Ensures that all food for class distribution is organized by the Grade Captain/Ambassador. Teachers must not ask individual parents to supply food for celebrations or authorize the distribution of impromptu food items brought in by parents. ● Discusses anaphylaxis in class, in age-appropriate terms, and with sensitivity to the emotional toll of feeling singled out and excluded. ● Reminds allergic students to carry auto-injector/Epi-Pen on their person throughout the day. ● Reminds students not to share lunches or trade snacks. ● Establishes procedures to ensure that a student with an anaphylactic allergy eats only what he/she brings from home. ● Reinforces with all students the importance of hand washing before and after eating. ● Ensures that if a student in their class has a known allergen (eggs, diary, sesame etc.) the teacher on duty and students wipe desks after eating. ● Calls parents who have sent a prohibited food item to school for snack/lunch or class celebration, reminding them of the policy. Item to be returned home. Second time a letter to be sent to parent. ● Ensures students with anaphylactic allergies are not involved in garbage disposal, yard clean-ups or other activities that could bring them into contact with food wrappers, containers or debris. ● Undergoes annual training on dealing with allergies and anaphylaxis.

● Always responds promptly to any complaint from the allergic student. Delaying the administration of an auto-injector at the first sign of a reaction is a major contributing factor to fatal outcomes. ● Ensures allergic student is always in the presence of the teacher or another responsible adult if a reaction is suspected. ● Brings auto-injector/Epi-Pen on all school outings. The allergic child will not be allowed to participate without one.

PARENTS OR GUARDIANS OF AN ANAPHYLACTIC STUDENT

● Informs the school of their child’s allergies by completing an Emergency Allergy Alert Form every year that includes a photograph of the child, a description of the allergy, avoidance rules, and possible symptoms of a reaction and an emergency protocol. This information is visible in the classroom where the child learns and, eats lunch, as well as gym office and staffroom as a reference to both regular and substitute teachers. The original copy is kept in the School office. ● Ensures that the information in the child’s file is kept up-to-date with the medication that the student is taking. ● Provides a Medic Alert bracelet for their child, where appropriate. ● Provides the school with at least two up-to-date auto-injection kits/Epi-Pens, clearly labelled with the child’s name and prescription details; provides child with a body pouch, fanny pack or other accessible carrying device for carrying at least one auto-injector/Epi-Pen at all times on their body. It is the parent's responsibility to be aware of the auto injector’s/Epi-Pen’s expiry date and to supply new auto injectors/Epi-Pens before that date. ● Reviews the school prevention plan with school personnel and provides in- service support and information as requested. ● Ensures that the allergic child is able to administer the auto-injection/Epi-Pen where age appropriate and where recommended by the student’s doctor. ● Provides their child with safe foods. ● Provides a number of non-perishable snacks for the teacher to hold, so that when food is brought into the classroom for special occasions, the allergic child may enjoy his/her own special treat. ● Teaches their child: a) about their allergy and the substances that trigger it; b) to recognize the first symptoms of an anaphylactic reaction; c) to know where medication is kept, and who can inject it; d) to communicate clearly when he or she feels that a reaction is starting; e) to carry his/her own auto-injector/Epi-Pen in a body pouch, fanny pack or other accessible carrying device; f) not to share snacks, lunches or drinks and to politely explain why he/she is not sharing; g) to understand the importance of hand-washing; h) to take as much responsibility as possible for his/her own safety.

STUDENT WITH ANAPHYLACTIC ALLERGY ● Has an age-appropriate understanding of his/her allergy and its triggers. ● Complies with taking medication as arranged and approved by school administration. ● Takes as much responsibility as possible for avoiding allergens. ● Takes responsibility for checking food labels and monitoring food intake. ● Washes hands before and after eating. ● Eats only food prepared at home or approved for consumption. ● Does not share food, utensils, containers or towels; does not leave food unattended; and does not to share musical instruments that go in the mouth. ● Takes precautions, such as placing food on a napkin or waxed paper rather than in direct contact with a table or desk, taking one item at a time out of the lunch bag to prevent other children from touching the food and packing up and leaving the lunch with the teacher, if the child needs to leave the room during lunchtime. ● Is not involved in garbage disposal, yard clean-ups or other activities that could bring them into contact with food wrappers, containers or debris. ● Learns to recognize symptoms of an anaphylactic reaction. ● Promptly informs an adult, as soon as accidental exposure occurs or symptoms appear. ● Keeps an auto-injector/Epi-Pen on his/her person at all times.

ALL PARENTS AND GUARDIANS ● Ensure that students hands and faces are washed with soap and water before school in the morning, especially if they have eaten peanut/nut products or come into contact with any other food product (eggs, milk, soy etc.) identified as an allergen for a classmate. ● Will not pack snacks or lunches that contain peanut/ nut products and will read food labels to verify ingredients, as many foods contain trace amounts of these allergens. ● Will respond co-operatively to the Allergy Notification Letter that identifies a student in their child (ren) s class as anaphylactic to other allergens. ● Will not send homemade food items for class celebrations. ● Ensure that food sent in for class celebrations is kept in original, sealed packaging with ingredients clearly labelled, If not labelled but from a pre- approved peanut/nut-free bakery, the box should be sealed and display bakery’s name and logo for example: Amazing Donuts, Cakes by Robert, 2 Moms, Duchess of Dough etc. ● Ensure that any fruit, vegetables, or other food brought in for class celebrations is cut and plated IN SCHOOL ONLY and not at home. ● Participate in parent information sessions. ● Encourage students to respect the “no sharing food” policy. ● Encourage students to respect an anaphylactic student and follow school prevention plans, including sensitivity to a child’s feeling of being singled out or excluded. ● Inform other caregivers of these policies. (i.e. nannies, grandparents)

ALL STUDENTS

● Learn to recognize symptoms of anaphylactic reactions. ● Do not share food or utensils. ● Do not bring peanut/nut products into school or yard ● Wash hands before and after eating. ● Refrain from bullying or teasing a student with a food allergy.

LBPA EXECUTIVE AND GRADE CAPTAINS/AMBASSADORS

● Publish on the Leo Baeck website an up-to-date list of Allergy Approved Foods (as established by the Allergy Committee) that can be brought to school for celebrations. Items should be: labelled peanut/nut-free; or from a pre- approved bakery that is peanut/nut-free; conform to the Kashrut policy. ● Use consistent means to determine food suppliers’ (for lunch program, holidays and events) abilities to comply with the school’s peanut/nut aware policies. ● Inform parents of allergic children (through a letter and waiver) that not all lunch program suppliers, or food provided by the LBPA for special events, is guaranteed peanut/nut–free. ● Provide a peanut/nut-free alternative “treat” for allergic students at events such as Carnival, BBQ etc. ● Ensure challah for the challah program is from a peanut/nut-free bakery. ● Ensure all volunteers for field trips or classroom activities receive a copy of the Volunteers and Allergies letter, and confirm it has been read and understood. ● Ensure (by coordinating with teachers), during in-class events and field trips, all volunteers can: identify the children with allergies, are comfortable and properly prepped in use of auto injectors/Epi-Pens, are aware of where auto- injectors/Epi-Pens are kept on the student or in the classroom (if applicable) and are familiar with the Anaphylaxis Policy. ● Provide Grade Captains/Ambassadors with a script that reminds parents/guardians that there is an allergic student in their child (ren)’s class, and refers them to the Allergy Approved Food list on the school’s website. Grade Captains will use this script when welcoming the parents by email or phone at the beginning of the school year. ● Undergo annual training on allergies and dealing with anaphylaxis. ● Abide by the schools Anaphylaxis Policy at all events, programs and during filed trips.

For a suspected or active food allergy reaction:

Nut-Free/ Peanut-Free Food List

The stores, wholesalers and products listed below are in accordance with Leo Baeck’s Nut-free /Peanut-Free Policy. As ingredients can change it is always a good idea to re-confirm that these items are nut-free/peanut-free.

Please inquire/read labels in regards to additional food allergies. Some options below may cater to other food allergies (i.e. dairy, egg, fish, soy, sesame etc) but individual inquiries must be made when ordering/purchasing foods with these requirements. Parents of children with additional food allergies should be notified before food from the list below is served.

Allergy- Friendly Establishments/Manufacturers (check Websites as some sell their items at grocery stores):

· 2 Moms 970 Eglinton Ave W, Toronto, ON M6C 2C5 (416) 783-7200 www.twomomsbakedgoods.com

· Amazing Donuts 3773 Bathurst (at Wilson) (416) 398-7546 www.amazingdonuts.com

· Baked With Joy & Duchess of Dough 57 Glen Cameron Rd #22, Thornhill, ON L3T 1P3 (905) 881-8963 www.bakedwithjoy.com

· Cakes By Robert 134 Doncaster Ave #5, Thornhill, ON L3T 1L3 (905) 889-1448 www.cakesbyrobert.com 63

· Cupcake Shoppe 2417 Yonge St. Toronto (416) 322-6648 and 9340 Bathurst Street, Vaughan (905) 417-5151www.thecupcakeshoppe.ca

· French Oven Bakery- 214 North Queen Street, Toronto, ON M9C 4Y1 (416) 620-1919 www.thefrenchoven.on.ca

· Good For You Desserts 31 Progress Ave, Scarborough, ON M1P 4S6 (416) 751-1444 www.goodforyoudesserts.com

· Grodzinski Bakery 1118 Centre St, Thornhill, ON L4J 8H3 (905) 882-1350 www.grodzinskibakery.com

· Irresistible Cakes 4040 Steeles Ave W, Woodbridge, ON L4L 4Y5 (905) 850-2253 www.i-cakes.ca

· It’s the Icing on the Cake 1238 Queen St E, Toronto, ON M4L 1C3 (416) 469 4973 www.itstheicingonthecake.ca

· Katie’s Cakes 1531 O'Connor Dr, East York, ON M4B 2V7 (416) 757-6896 http://www.katiescakes.com

· Lollicakes 559 Mt. Pleasant Rd, Toronto, ON M4S (416) 482-2253 www.lollicakes.ca

· Nut’n Gluten Specialty Foods 3120 Rutherford Rd #17, Vaughan, ON L4K 0B1 (905) 553-7901 www.nutngluten.com

· Oh So Sweet 8099 Weston Rd, #15, Woodbridge, ON L4L 0C1 (905) 265-9898 · www.ohsosweet.ca

· Short and Sweet Cupcakes 1945 Avenue Rd, Toronto, ON M5M 4A2 (416) 519-6633 www.shortandsweetcupcakes.ca

· SugarChalet- 101 Stevenson Rd North, Oshawa (905) 434-5777 www.sugarchalet.ca

· Sullivan and Bleeker 877 Alness St #17, North York, ON M3J 2X4 (416) 961-3553 www.sullivanandbleeker.com

· Sweets From The Earth 218 Canarctic Drive, North York, ON M3J 2P4 (647) 436-2004 www.sweetsfromtheearth.com

· The Artsy Baker 255 Industrial Parkway S. Unit #5, 255 Industrial Pkwy S, Aurora, ON L4G 3V5 (905) 503-5333 www.artsybaker.com

· Touche Bakery 384 Neptune Crescent, London, ON N6M 1A1 (519) 455-0044 www.touchebakery.com

· Treasure Mills 1125 Kerrisdale Blvd, Newmarket, ON L3Y 8W1 (905) 853-7430 www.treasuremills.com

Additional Wholesale Providers (check Websites for “where to buy”):

Enjoy Life Foods- www.enjoylifefoods.com

La Montagne Chocolates- www.lamontagne.ca

No Nuttin Foods www.nonuttin.com

Rousing Fare/Nut-free Gourmet, www.nutfreegourmet.com

Sinfully Sensational Cakes and Catering (905) 916-2455 64

Terra Cotta Cookie Company- www.terracottacookies.com

Grocery Items Quaker Peanut-free Granola Bars Chapmans Peanut-free ice Cream Bear Paws, Fruit Gushers President’s Choice is featuring many products clearly labelled “nut-free”.

FIRE DRILL/EMERGENCY PROCEDURES

During the first week of school orient your children with the fire exit routes from all classrooms they attend. It is the responsibility of the teacher to ensure that a map outlining appropriate fire exits is posted on the back of their classroom door. If such a map is not posted, please contact the main office and request one.

Fire drills are held unannounced. When the fire alarm is heard use the following procedure: ● Students line up in the classroom and the teachers MUST take the attendance folder or clipboard and orange emergency bag. ● Leave the building immediately using exit doors or stairs, closing doors and windows behind you. ● There is to be absolutely no talking throughout the drill including outside. ● Proceed to the gathering area indicated on your room map. ● When lined up outside, teachers are to confirm the whereabouts of all students using the red/green card located in your emergency bag. ● Do not re-enter the building until it is declared safe to do so by the Fire Official. ● The Main office will keep a log of all safety drills. ● EVERYONE MUST LEAVE THE BUILDING.

NORTH CAMPUS: Below is clarification of responsibilities during fire drill or emergencies. Each individual has a role to play during these times. Please move quickly and help our students and teachers fulfill their duties.

YVETTE Will identify the source of emergency and/or check efficiency of drills. Yvette will call 911 (or whoever is in charge of the building in her absence) and will remain in hallway to direct Fire Department or Emergency Services. Yvette will give the ‘all clear’ signal.

DOROTHY Will check boys’ washroom on main floor and proceed to Junior Kindergarten corridor. Ensure all doors are closed and all lights are off and assist students in exiting properly from rear Junior Kindergarten doors, Exit "I".

CAYLA/JANICE 65

Will proceed to the main entrance of roadway, to slow traffic and/or notify cars of fire drill underway.

ELLIOTT/OPERATIONS ASSISTANT Will check Grade 1 and Grade 2 corridor on second floor, ensuring all classroom doors are closed and lights off and proceed to Stairwell "C". Claire will exit via Stairwell "C" (CCRJ exit) and remain on the roadway, cautioning any cars that drive through the area that a fire drill is underway, and to proceed slowly and cautiously.

JODY Will cover the second floor Grade 3 corridor and its washroom. She will stand at Stairwell “A” to guide students and teachers to the proper exit and ensure doors are closed and lights are off.

SHARI ZACKS Will cover the second floor Grade 4, Grade 5 and Middle School corridors and its washrooms (staff and students). She will remain outside Stairwell "B" to guide students and teachers to the proper exit and ensure doors are closed and lights are off.

BONNIE (12:30-3:30P.M.)/ DOROTHY (Friday a.m.) Will go to the Ground Floor elevator and remain there. She will guide students and teachers to the proper exit and ensure doors are closed and lights are off. Yvette will carry the Torah from the building.

DEBBY Will take the Emergency Contact List with her. She will exit through the Main entrance after all children have left the gym, Chapel, Forum and any other classrooms having to exit through the Main entrance.

CHERYL Will check gym, kitchen and staff washrooms, cover Kindergarten hallway, including girls’ washroom, then proceed to JK1 and SK1 whereby she will then exit SK1 door to parking lot.

LINDA / JANICE Will carry out the Torah (4) and Religious Books.

YVETTE Will be back-up to carry out Torah and Religious Books.

SOUTH CAMPUS: Below is clarification of responsibilities during fire drill or emergencies. Each individual has a role to play during these times. Please move quickly and help our students and teachers fulfill their duties.

ROCHELLE: Will identify the source of emergency and/or check efficiency of drills. Lauren will call 911 (or whoever is in charge of the building in her absence) and will remain in hallway to direct Fire Department or Emergency Services. Lauren will give the ‘all clear’ signal.

ADINA: Will check boys and girls washrooms on the first floor between the BLUE and YELLOW STAIRS and proceed to the Pre-School corridor. Ensure all doors are closed and all lights are off and assist students in exiting properly from the YELLOW STAIRS.

KIM/ANDREA: Will take the Emergency Contact List with her. She will exit through the Main entrance and will proceed to main entrance of roadway, to slow traffic and/or notify cars of fire drill underway.

MARY: Will check Senior Administrative Offices, IT office, boys and girl’s washrooms and classrooms on the first floor between the ORANGE and GREEN STAIRS, ensuring all doors are closed and all lights are off and assist students in exiting properly from the GREEN STAIRS.

DAWN: Will go to the Ground Floor elevator. She will walk through the North side of the building and guide students and teachers to the proper exit and ensure doors are closed and lights are off. She will check the North end of the lower level, including change rooms and washrooms exit at the GREEN STAIRS. SETH: Will cover the second floor classrooms and washrooms between the ORANGE and GREEN stairs, ensuring all doors are closed and all lights are off and assist students in exiting properly from the ORANGE and GREEN stairs.

DANIELLE: Will cover the second floor classrooms and washrooms between the BLUE and YELLOW stairs, ensuring all doors are closed and all lights are off and assist students in exiting properly from the BLUE and YELLOW stairs. In the case of a drill, Danielle will also supervise any students on the second floor who have physical disabilities.

DANGEROUS INTRUDER/OBJECT PROCEDURE Be mindful of objects that are out of place. If you are unsure of an object’s contents, inform the Main Office.

If you see someone on school property that you do not recognize, approach them and ask, “Can I help you?” If you feel uncomfortable with their response in any way, either notify the Main Office or Principal by using your classroom intercom (NC) or phone the main office (SC).

EMERGENCY 1. In event of emergency, send a child to notify the school office. The office will notify the Principal. 2. There is a phone in the staffroom if the Secretary or Principal are not available. In that case, you must phone 911. Then (1) phone the alternate campus: North Campus (905) 709-3636, and South Campus: 416-787-9899 to inform them. 3. Should an ambulance be required, a staff member must accompany the child. DANGEROUS INTRUDER PROCEDURE • ALL VISITORS TO THE BUILDING MUST REPORT TO THE OFFICE. IF THE SECRETARY IS CONCERNED THAT THE VISITOR IS A THREAT SHE INFORMS THE PRINCIPAL. ANYONE SEEING A STRANGER MUST INFORM THE PRINCIPAL BY DIALING YVETTE’S CELL # 416-768-8550 (NC); USING A WALKIE TALKIE TO CONTACT ROCHELLE (SC) OR IF NEITHER ARE AVAILABLE, ELLIOTT’S CELL # 416- 988-5800 (NC). • If in the opinion of the senior staff, a person enters the building and is deemed a threat to the safety of the children and staff, they will telephone the police and make the following announcement: INTERNAL LOCKDOWN/HOLD AND SECURE MODE IN EFFECT, REPEAT TWICE • Any staff member not in charge of a class will join the closest classroom with students. If in the staffroom stay there.

• Response to this alert: • Get any children in the halls. Children in the bathroom should remain there. • Close and lock your classroom door. • Cover the window on the classroom door (NC). • Direct children to sit on the floor facing away from the windows along the wall of the interior door assuming the intruder is inside. Along the window wall for lower level and main floor classrooms assuming the intruder is outside (NC). Direct children to sit in the least visible spot in the classroom. Lower blinds if possible (SC). • The custodian or security guard will lower the blinds on the east windows on the main floor (SC). • Keep children calm and silent. • Do not open the door for anyone, even if they say Police. You can ask for ID to be slipped under the door. • If a fire alarm goes off during a lock down, do not leave your classroom unless it is on fire. • Place a sign on the window facing the street with your room number, and the number of adults and children in the room. • Await an ‘all clear’ announcement.

ADDITIONAL NOTES: Do not touch a strange object, package or briefcase left unattended. Notify the office.

If you see an intruder who poses a visible threat to the safety of the children or staff: ● Use your cell phone/class phone (SC) to call the office, Yvette or Rochelle. Ensure that cell phone is only used for calling in an emergency. ● If there is no response from the office, go to the nearest telephone or use your cell phone and dial 911. Clearly state: THIS IS A JEWISH DAY SCHOOL REQUESTING A POLICE OFFICER TO DEAL WITH A DANGEROUS INTRUDER. • Give your name, the address of the school South Campus, 501 Arlington Avenue, North of Vaughan Road, East of Durham Avenue 416-787-9899 or North Campus, 36 Atkinson Avenue, North of Clark Avenue, East of Bathurst Street 905-709-3636. • Temple Kol Ami has Hebrew school on Wednesday evenings and Saturday mornings at the North Campus. The office administrator provides building access to their students through the North entrance. • The arm of the parking lot gate located in front of the main entrance (NC) will be lowered between 11:15 a.m. and 12:50 p.m. to ensure no cars pass through during the lunch hour.

BOMB THREAT PROCEDURE Procedures are in place so that administrative and/or support staff can react appropriately in the case of a bomb threat, even if the Head of School or Principal are not on the premises at the time of the threat. It is important to bear in mind that the specific circumstances of a bomb threat may not lend themselves to strictly following these guidelines. It is expected that personnel will make modifications as the situation demands.

IF A DECISION IS MADE NOT TO EVACUATE: ● Police will be met by the Head of School or Principal upon their arrival and will walk around the building with the caretaker to search for a suspicious object or package. ● It has been the practice to evacuate only if a suspicious package is found, unless the information presented at the time of the threat is sufficient to prompt an evacuation. Custodial and administrative staff will be asked to conduct a search of the interior and exterior of the building, giving special attention to areas accessible to the public such as washrooms, corridors and stairwells. ● If a suspicious object or package is found, no one should touch it. The police will ask their emergency explosives disposal unit to attend, and will decide on the need to evacuate.

IF A DECISION IS MADE TO EVACUATE: • If it is decided by the 911 operator, the police or the Head of School (or designated authority) that the building should be evacuated, an evacuation will be announced using fire drill procedures with no alarms. • Senior staff and secretaries will ensure everyone has exited and doors and lights are closed, as in a fire drill. • Teachers will take the attendance records. Support staff will each take a copy of the Emergency Contacts List, should it be necessary to phone parents to pick-up the children mid-day. The office receptionist will take the First Aid kit and 2 Epi-Pens.

• The Head of School (or designate) will decide whether we should proceed to emergency shelter. At the emergency shelter: Garnet Williams C.C. (NC) or JR Wilcox/Phil White Arena (SC) the Head of School (or designate) shall allocate the following responsibilities to staff to be in charge of:

a) receiving parents e) first aid

b) attendance check f) Runners

c) telephone calls g) transportation

d) loud speaker h) Media announcements

i) Security

● At the emergency shelter the “Emergency Closure” telephone chain will be started, to notify parents to pick up their children. The Grade Captains/Ambassadors will call parents of children in their grade to let them know that everyone is safe, and that the children should be picked up. ● Parents picking up children from the emergency shelter will sign out their children. ● No one at the school is authorized to speak to the media about the incident except the Head of School. ● The day after the bomb threat, a letter from the Head of School and Co-Presidents will go home with children describing the incident that took place at the school and the response.

FOLLOW-UP PROCEDURES/PHONE CALLS: ● A scripted response will be drafted by the Head of School to respond to parent calls about the emergency. All staff will use this script. Parents who are not satisfied with this response will be referred to senior staff personnel. ● Inquiries from the media will be forwarded to the Head of School. ● Follow-up contacts by authorized officials such as police, insurance and fire departments will be forwarded to the Head of School. ● Inquiries from members of the Board of Trustees will be forwarded to the Head of School or the Co-Presidents. ● General inquiries will be handled quickly, trying to discourage callers by saying that the lines must be kept free.

EMERGENCY KITS

Each classroom has been provided with an Emergency Kit in the event of an emergency. Make sure you know where your grab bag is located and check regularly that it is still in place and its contents complete and up-to-date. This bag contains: ● A flashlight ● A first aid kit ● A reflective safety vest ● Class lists for all classes who use the room (changes during the year will require you to replace the list with an updated version) ● Evacuation routes and procedures

As well, an portable first aid kit is to be picked up in the school office prior to all trips going out. Back-up Epi-Pens and auto injectors are also to be taken on all out of school trips and returned to the office.

H. Appendices

STUDENT'S REPORT OF ACCIDENT/INJURY TODAY'S DATE: PERSONAL INFORMATION STUDENT FULL NAME: CLASS:

ADDRESS:

HOME PHONE:cell: PARENT NAME: PARENT CONTACTED: HOMEBASE TEACHER:

INJURY INFORMATION DATE OF ACCIDENT/INJURY: TIME OF ACCIDENT/INJURY: ACCIDENT LOCATION:

DESCRIPTON OF ACCIDENT/INJURY: (part of body affected):

WITNESS:

REPORTED TO:

INITIAL TREATMENT OF INJURY- (INDICATE WHICH OF THE FOLLOWING APPLIES) see above

□ FIRST AID GIVEN BY LEO BAECK EMPLOYEE: STATE BY WHOM:

□ AMBULANCE CALLED □ WENT TO HOSPITAL □ CONTACTED DOCTOR

DOCTOR'S NAME: DOCTOR'S ADDRESS:

OFFICE EMPLOYEE'S SIGNATURE:

ADDITIONAL INFORMATION IF NECESSARY (use back):

PRINCIPAL'S SIGNATURE: DATE:

GRADE CAPTAIN/AMBASSADOR POLICY

Parent volunteers are active and essential in many areas of The Leo Baeck Day School and the class parent is a valuable resource in every class.

WAYS IN WHICH THE GRADE CAPTIAN/AMBASSADORS CONTRIBUTES TO THE START OF THE SCHOOL YEAR

Grade Captains/Ambassadors make an introductory call to each parent in the class and make notes about the times that parents can volunteer for trips.

She/he should also be in touch, in September, with the homebase teacher of the classes in their grade. If there are two classes in the grade, it is suggested that the Grade Captain/Ambassador each be responsible for one class. Communication between Grade Capitans/Ambassadors is essential.

In a case when school is closed expectantly for snow days, etc., Grade Captains/Ambassadors will call the parents on their phone tree.

TRIPS • You will be notified of trips or events. Ample notice of the date of a trip from the homebase teacher will be given, however, there may be exceptions when the opportunity for a special event or trip arises at the last minutes. • Your direct contact is the homebase teacher. If you have any questions or concerns, these should be discussed with the homebase teachers. For further clarification when necessary, contact the Principal. • The Grade Captain/Ambassador receives the following information about each trip from the homebase teacher: - Where the trip is going - Date and time of the trip - The exact number of parents required - Whether parents should bring a lunch for themselves (lunch must be nut/peanut free) - Specific dress requirements (e.g. running shoes if walking long distances etc.) where to meet on the day of the trip (e.g. the classroom or outside the school office).

THE LEO BAECK DAY SCHOOL BEHAVIOUR EXPECTATIONS

Leo Baeck Students are expected to: 1. Model the learner profile attributes. 2. Come to school daily, on time and prepared for learning. 3. Follow school expectations and routines in the building, school yard, travelling on a school bus, on trips, at sports events and while using technology or electronic communication devices. 4. Complete assignments to the best of their abilities. 5. Show proper care and regard for school property and the property of others. 6. Resolve conflicts peacefully, using appropriate words and free from physical and verbal harm. 7. Act and speak respectfully to all others in the school by: - Being truthful, considerate and co-operative. - Showing respect for self and others in language and actions. - Being considerate of the rights, feelings and personal space of others (i.e., no bullying or unwanted touching). - Respecting the learning process in all classes and while walking through the halls. 8. Come to school dressed appropriate to this setting in which sacred text study, prayer and Jewish values are central. By dressing appropriately students demonstrate self-respect and respect for their school (see dress code policy). 9. Adhere to technology policy and electronic devices policy. 10. Adhere to school’s requirement regarding academic integrity. All members of The Leo Baeck Day School community including parents and staff are also required to comply with these guidelines and must commit to working collaboratively to solve difficult situations.

RIGHTS OF STUDENTS: • I have the right to be treated fairly and with respect. • I have the right to be free from bullying, cyber bullying, threats, relational aggression, taunting and physical aggression. • I have the right to be myself and express my feelings in a positive way. • I have the right to learn in a safe and positive class environment. • I have the right to know the consequences of my actions. • I have the right to celebrate my success and the success of others.

RIGHTS OF THE COMMUNITY: • We have the right to a safe school environment where all students, parents and staff are respected and treated fairly. • We have the right to equitable treatment where all voices are heard. • We have the right to celebrate our unique differences through school-wide events.

CONSEQUENCES FOR UNACCEPTABLE BEHAVIOURS:

The following consequences are not necessarily in sequence. More than one consequence may be applied to any given situation. • Teacher-student discussion • Documentation of behavior

• Parent-teacher communication • “Personal Plan” developed by student, parent and school • Letter of apology • Temporary withdrawal from class, lunch program, or recess • Loss of in-school privileges and class trips, including technology privileges • Confiscation of property or personal device • Removal from class program or extra-curricular activities (school teams, class trips, responsibilities) • Principal/administrative staff/teacher/parent/student meeting • Financial responsibility for any damage caused • Formal suspension • Expulsion

NC: The following actions will be followed if your child is sent to the office.

1st time • Discussion with Administrator • Student fills out reflection – “Think About It” form • Letter informing parents and outlining next steps for student 2nd time • Discussion with Administrator • Student fills out reflection – “Think About It” form • Students will write a letter of acknowledgement of his/her actions • Letter informing parents and outlining next steps for student 3rd time • Discussion with Administrator • Student fills out reflection – “Think About It” form • Students will write a letter of acknowledgement of his/her actions • Recess and/or Lunch in office • Letter informing parents and inviting parents to meet with Administrator to make a plan for specific next steps for improvement

**There may be instances when a step will be skipped and a more severe consequence put in place based on the incident.

Read and discuss the attached document with your child. Please sign and return this page to the Homebase teacher by September 6th, 2016.

The Leo Baeck Day School Acceptable Use Policy

This form must be completed and returned to The Leo Baeck Day School before access to the network and Leo Beack computers, iPads, and e-mail accounts can be allowed.

Student’s Full Name:______Class:______

Student User

I understand that the use of school technology resources is a privilege and that I will use it responsibly. Failure to comply with any rules or guidelines will result in a range of consequences, including a verbal warning and/or notification of parents, a loss of technology privileges, payment for damages caused by student, and possible other consequences based on the type of violation.

Parent(s) or Guardian(s)

My son/daughter and I have read together and understand that he/she will follow the requirements of The Leo Baeck Day School Acceptable Use Policy: Technology Use Guidelines, and we understand that failure to follow the procedures outlined will result in a range of consequences as indicated above.

As the parent or guardian of this student, I understand that: • School technology resources are designed for educational purposes • It is impossible for The Leo Baeck Day School to restrict access to all controversial materials, and I will not hold The Leo Baeck Day School responsible for materials acquired on the Internet. • Students have an obligation to uphold the values of the School even when using information technology off school property and on their own time.

______Parent/Guardian Name Parent/Guardian Signature Date

______Student Name & Class Student Signature Date

TECHNOLOGY USE GUIDELINES

Any disrespectful, malicious or inappropriate use of technology that affects any members of The Leo Baeck community or the School’s equipment, whether initiated on or off school property will result in serious consequences as per the Code of Conduct and Acceptable Use Policy. This includes social media sites and chat rooms being used within the privacy of the home.

General: • Use Leo Baeck Technology (hardware, software, network or information) respectfully for constructive school-related tasks, while in the school building. • Respect others’ right to privacy of their accounts, files and passwords. Access only your individual files. • Download material for school assignments only. • Cite technology resources used in assignments (both text and images) and provide accurate bibliographic information. • Comply with copyright agreements. • Save school-related files to the network, your USB drive, or your own “cloud” network and back-up materials as appropriate. • Wear headphones in the classroom with teacher permission only. • Be respectful of the environment and print only one copy of an assignment or resource when necessary. • Obtain explicit permission before taking photos or videos of students or school staff.

Email: • Use you school e-mail account (baeckids.ca) for communication with teachers and check it regularly (Grade 5-8). • Keep your password to the Leo Baeck Guest network and your e-mail account private. • Use of disrespectful content or language will not be tolerated. Students are personally responsible for messages sent. • Use proper e-mail etiquette, including correct salutations, spelling, grammar and English language conventions.

Personal Devices: In addition to the following all of the above rules apply to use of personal devices while on school property:

• Turn off and store personal phones in lockers during school hours. • Use of a personal device (laptop or tablet only) is a privilege for students in Grade 6 to 8 and should be used for educational purposes only, under teacher supervision. • Ensure that screensavers and desktop backgrounds are appropriate and respectful. • Store personal material, unrelated to school, in a folder separate from school-related material. • Support for technology by the I.T. Department is only for school property. • Access to the Internet is limited to computers, laptops and tablet devices.

In the event that a student violates the Acceptable Use Policy, the following consequences will be put into effect:

First Offence: The device will be confiscated and/or privileges will be revoked until the end of the school day. In addition, the device may be temporarily removed from the school guest network for a given period of time (this means that the I.T. Department could blacklist this specific device from accessing the guest network).

Second Offence: The personal device will be confiscated and must be collected by a parent or guardian, in person, following a meeting with the student and an administrator. A plan of action will be decided upon during the meeting including parameters around the use of school technology.

COMPUTER LAB/LIBRARY ACCEPTABLE USE POLICY

Leo Baeck computer and network facilities are available for research and instruction by students, teachers and administrators. The use of these facilities are a privilege, and must be in support of educational objectives of The Leo Baeck Day School. Unauthorized use or irresponsible behavior may result in the loss of computer privileges, and other sanctions.

Privacy: I will respect others’ right to privacy. I will be the only one to use my password.

Property: I will respect others’ property. I will only change or delete computer files, folders, or information belonging to others if I have been given permission by them. I will use the technology hardware at Leo Baeck with respect. I shall not vandalize or damage school property. If I am guilty of damaging property I understand that my parents and I will be liable for damages.

Acceptable Use: I will use the laser printer only with teacher permission. I will use the Internet with teacher permission and supervision. I will not use the Internet for the purpose of viewing/downloading inappropriate material. I will store only school related work in my folder.

Student/Parent Agreement Form

I understand the importance of The Leo Baeck Day School Acceptable Use Policy and will respect this policy at all times. I understand that failure to comply may result in technology privileges being revoked.

Student Name: ______Class:______

Student Signature:______Parent Signature:______

Date:______Return To:______

THE LEO BAECK DAY SCHOOL SUPPLY TEACHER FOLDER

Dear Supply Teacher:

Welcome to The Leo Baeck Day School.

Below you will find information regarding your schedule for today. Please read it carefully and ask the receptionist to clarify any questions. The classroom teacher has left lesson plans/materials for you in the supply teacher folder in his/her mailbox. Please leave anecdotal notes for the teacher you are replacing regarding any incident, unusual behaviour or anything you were unable to cover. TEACHER’S NAME:______

Teacher’s email address:______

FOR IMPORTANT STUDENT INFORMATION regarding allergies, custody, etc. see allergy information sheet on the inside cover of this folder. *Check with the office regarding children listed with allergies.

DUTIES TIME LOCATION

Arrival Duties 8:00 – 8:15 a.m. (Middle School) ______

8:15 – 8:30 a.m. (JK – Gr. 5) ______

Lunch Duty ______

Lunch Break ____ Staff room

Outdoor Recess ______(preschool) ______

Indoor Recess ______(When announced on P.A. – inclement weather)

End of Day Duties ______3:30 – 3:45 p.m.

*Important student information (behaviour issues, seating requirements, academic needs, etc.): ______

It is your responsibility to make yourself aware of the fire route and procedure during fire drills. Our most important administrative procedures are attached. Please refer to the evacuation plan posted on the back of the classroom door.

POLICIES – SUPPLY TEACHER FOLDER

1. Parents do not sit in on classes unless a time has been arranged with the Principal and teacher in advance. Parents do not stay in classes when there is a supply teacher.

2. Parent volunteers may volunteer in the class only after they have attended an orientation or have spoken to the Principal, Dean of Student Services or Vice Principal. They can only volunteer when the teacher is present.

3. Supply teachers need to follow through with our discipline policy. We do not accept any form of rudeness or inappropriate behaviour from students. After two warnings have been given and a child is sent to a table on the third warning, the student should be sent to the Dean of Student Services or the Vice Principal with a note describing the behaviour. A record of inappropriate behaviour with the student’s name should be left for the teacher.

4. Supply teachers are expected to be in the class by 8:15 a.m. and if full time, to stay until 3:45 p.m. to supervise in hallways or in an assigned end of day duty.

5. Supply teachers should leave a note for the teacher who is absent, describing any important incidents that may have occurred in the class. Also state if the work left has been completed.

6. Supply teachers need to check any duties that the teacher may have for that day and must do those duties.

7. No food is brought for the class.

N.B. Check inside the left cover of this folder for information about allergies and or students with special additional information.

ADMINISTRATIVE GUIDELINES FOR SUPPLY TEACHERS

ATTENDANCE: Please sign-in the supply teacher book near the receptionist’s desk. Be sure we have your correct name, address and social insurance number.

ACCIDENTS: Most accidents can be prevented. Teachers have the responsibility to stop any activity which they feel is potentially dangerous. The best advice is: if you don’t feel comfortable with what is happening on the playground, in the hallways, the classroom or the gym, then you should either stop the activity or modify it. The teachers, not the students, must decide what a safe activity is. 80

POINTS TO REMEMBER (a) When a student is injured, stop all activity to attend to him/her. Use the classroom P.A. system or walkie talkies (if outside) to contact the office as well as sending someone to the office for help.

If there is a possibility of concussion or fracture DO NOT move the child.

Remain with the child and make him/her comfortable.

Contact the office.

(b) The senior staff must take the responsibility to seek medical assistance. Note: Only medical personnel may provide treatment other than minor first aid in emergency situations without parental consent. (c) Teachers must always fill out an accident report. Reports include accidents that occur to and from school that are brought to your attention. (d) Medication is not given by teachers.

DUPLICATION OF MATERIAL: If sufficient student classroom work is not in this teacher’s supply folder, you can request a supply teacher copy card from the receptionist. For Principal’s assistance, please ask the receptionist to help you.

DUTIES – Lunch, Carpool, Recess & Bus: Lunch Duty – Where possible, homebase teachers will eat lunch with their homebase class. The Motzi will be recited together before anyone begins eating. After clearing the tables the Birkat Hamazon is recited.

Food is not to be shared among students. The allergy list is posted in all classrooms. Several students have strong allergies that you may or may not be aware of. Some observe Kashrut. If a child has forgotten a lunch, please send him/her to the office and a lunch will be provided.

Students are to remain in their homebase classroom during lunch. On rainy days, some classes are combined. Refer to the indoor recess schedule.

Recess – Teachers must report for duty immediately to provide coverage. See teacher notes for areas to be supervised. Students are not to be dismissed until the bell. Lunch teachers are to report to their classroom immediately to supervise their class.

NO FOOD is permitted on the playground or in the hallways. When the children have finished eating, al food should be put away. Students have snack time. Those times will be indicated in the teacher schedule.

Teachers on duty should provide active supervision. Teachers are ethically and legally responsible for the children at recess. This will help prevent accidents and inter-personal conflicts. In case of an accident, report to the office and complete an accident report form. Teachers on duty should not congregate. 81

Door Duty – In order to ensure that children are not out on the school yard unsupervised, we ask that you carefully read the following procedure to be implemented and that you follow through consistently. Please read the attached memo.

At 12:00 p.m. the first recess teachers should not leave the playground until the second recess teachers have come out. At 12:30 p.m. the second recess teachers should not leave the playground until the third recess teachers have come outside.

Please take into consideration the fact that other teachers lunch time is based on your punctuality.

End of Day Duty 3:30 to 3:45 p.m.: Teachers are to remain on duty until all children have been pick-up. If there is a problem, inform the receptionist in the office immediately so that calls can be made to correct the problem.

FIRE DRILLS Be aware of fire exit routes from all classrooms in which you teach. Fire drills are held unannounced. When the fire alarm is heard use the following procedure.

-Students line up in the classroom and the teachers MUST take the attendance book and red emergency bag.

-Quickly check to see if a student is out of the room.

-Have the class walk into the hallway and line up along the wall.

-Check the room to make sure it is empty and close the door.

-Lead your class through proper exit route to your designated waiting area (follow the fire route map) in the field behind school.

-There is to be absolutely no talking throughout the drill including outside.

-When lined up outside, teachers are to confirm the whereabouts of all students.

-Wait until the all clear is signaled and return to the classroom.

-ALL STAFF MUST LEAVE THE BUILDING

HOMEWORK: Homework is considered an important aspect of learning and teachers expect assignments to be completed. Homework will be assigned so that with careful organization and planning, no student should have to work on Shabbat or holidays.

GRADE 1 to 2 There is no assigned homework in Grade 1 and 2 at The Leo Baeck Day School. Reinforcing activities in Language Arts, Hebrew and Mathematics may be sent home as part of our program. As well, work may be sent home when a student does not complete it in school or when a child requires additional reinforcement. This will be discussed with a parent in advance.

GRADE 3 to 8 Students in Grade 3 and up will have a special homework book in which to record their homework assignments. Parents should also use the homework book/agenda to check that assignments are recorded, to monitor students’ completion and to communicate with the teachers as necessary.

A general guideline for daily homework is as follows: Grades 3 and 4: 10 minutes per core Grade 5: 15 to 20 minutes per core Grades 6 to 8: Maximum 90 minutes per school night LIBRARY Nursery to Grade 4: Classes are scheduled for a library period once a week. Teachers will remain in the library for the entire period. Children who have no overdue books may sign out books during this time.

Grades 5 to 8: Please refer to the teacher’s schedule.

On the days when the librarian is absent, library visits are cancelled.

CHILDREN LEAVING EARLY Students from Grade 1 to 8 are required to bring a note to the receptionist before going to class on the morning of the day they are to be excused. They will be given a withdrawal slip to hand to the teacher involved, but the student will be responsible for coming to the office at the designated time. In younger grades please remind the student.

REWARDS Stickers and stamps may be used to acknowledge the completion of work. Any system of concrete rewards which is established to reinforce a special program designed to modify behaviour or educational need must be approved by the Dean of Student Services. Any other usage of stickers or candy is inconsistent with school philosophy.

SCHOOL DAY Middle school students attend from 8:00 a.m. to 3:35 p.m. 8:00 a.m. – 8:15 a.m. supervised arrival 8:15 a.m. Home room 8:30 a.m. – class begins

Full Day Junior Kindergarten to Grade 5 runs from 8:30 a.m. to 3:30 p.m.

Teacher hours are from 8:15 a.m. to 3:45 p.m. 83

Teachers are expected to be in their classroom by 8:15 a.m. to receive students and provide proper supervision. This is the time to greet the students and deal with students personal concerns and prepare the classroom and materials for teaching. 8:30 a.m. indicates the beginning of the school day. Classes start and conclude on time. SUPERVISION/PUPIL SAFETY Children should be supervised in all places, at all times. They should not be left alone. Please read the following carefully to make sure you are following through in these instances: Food in the classroom: Teachers are not to have food or beverages (especially hot tea or coffee) in the classroom while they are teaching. It is a safety hazard. Remember we are models for students whom we do not allow to eat or drink in the classroom during class time.

Gym and Art: Teachers are to bring their classes to gym and pick them up. Art takes place in the Art Studio.

Indoor Recess: A teacher supervising two classes should combine the classes whenever possible. If it is necessary to have the classes in two rooms, make sure that you are continually travelling from one room to the other. For rainy day activities request children to bring games such as chess, bingo tec. Quiet games and creative activities are encouraged. Ball playing is not permitted indoors.

LUNCH: Teachers must remain in their classrooms during lunch duty. Teachers are responsible for insuring that the brachot before and after meals are recited. Teachers are responsible for insuring that the classroom is ready to receive the next class. Lunch time is a time for supervision of students and an opportunity for social interaction between students and teachers. Therefore teachers must perform this duty in the same manner as all other supervisory responsibilities.

PLAYGROUND (a) Teachers must be in their assigned areas. (b) Teachers should circulate in their area.

A teacher at each recess will be monitoring those children who go inside to the bathroom. She will ask the child to check with her when he/she has returned outside. She should notify a Senior Staff person if a child abuses this privilege.

Teachers who skip an assigned supervision are potentially liable due to negligent behaviour. If an accident occurs when you should have been on duty, you could be held responsible in court.

During both lunch/recess periods, a Senior Staff person is available.

If a child must be sent in during recess because of misbehaviour do not leave your duty. Take his/her name before sending the child in so that either the Dean of Student Services or Vice Principal can follow through if the child does not appear.

ROTATION (a) During rotation, teachers are to be in the hallway monitoring the switch, so the difficulties can be avoided. 84

(b) Remember, if you are in your room you cannot see what is happening in the hallway. (c) Dismiss your class only after all children are ready to leave the room. Half the class should not be in the room while the other half is out. Please walk your class to the playground.

SPECIALS: Stay in your room until the specialist (except gym, art, drama and computers) has arrived. Specials will not leave the room until you have returned.

TEACHER DRESS Teachers are role models to both in terms of their behaviour and dress. We are a Jewish Day School and are often visited by many members of the community. The image we present is important. We would therefore ask you to regard school as your work place and dress accordingly. For example, shorts or sweat suits are not considered appropriate for work. (Obvious exception is the Phys. Ed Teacher).

TEFILOT: First period classes in JK to Grade 2 have prayers to start the day. Prayers in Grades 3 – 8 will be conducted in Hebrew classes. Prayers should be conducted with decorum. This is best achieved when the teacher serves as model by being involved. It is not acceptable to do your work while children are praying. You should be actively participating.

THE LEO BAECK DAY SCHOOL ABUSE POLICY

The Leo Baeck Day School (“The School”) will not tolerate any form of physical, sexual, emotional, verbal, psychological abuse nor any form of neglect or harassment.

Definitions Physical Abuse is defined as but not limited to the use of intentional force that can result in physical harm or injury to an individual. It can take the form of slapping, hitting, punching, shaking, pulling, throwing, kicking, biting, chocking, strangling or the abusive use of restraints.

Sexual Abuse is defined as but not limited to any unwanted touching, fondling, observations for sexual gratification, any penetration or attempted penetration with a penis, digital or object of the vagina or anus, verbal or written propositions or innuendos, exhibitionism or exploitation for profit including pornography.

Emotional Abuse is defined as but not limited to a chronic attack on an individual’s self- esteem. It can take the form of name calling, threatening, ridiculing, berating, intimidating, isolating, hazing, habitual scapegoat, blaming.

Verbal Abuse is defined as but not limited to humiliating remarks, name calling, swearing at, taunting, teasing, continual put downs.

Psychological Abuse is defined as but not limited to communication of an abusive nature, sarcasm, exploitive behaviour, intimidation, manipulation, and insensitivity to race, sexual preference or family dynamics. 85

Neglect is defined as but not limited to any behaviour that leads to a failure to provide services which are necessary such as withdrawing basic necessities as forms of punishment, failing to assess and respond to changes in health status and refusing or withdrawing physical or emotional support.

Harassment is defined as but not limited to any unwanted physical or verbal conduct that offends or humiliates, including gender-based harassment. It can be a single incident or several incidents over time. It includes threats, intimidation, display of racism, sexism, unnecessary physical contact, suggestive remarks or gestures, offensive pictures or jokes. Harassment will be considered to have taken place if a reasonable person ought to have known that the behaviour was unwelcome.

Applicable Legislation This policy follows all applicable federal, provincial and municipal laws.

Individuals Covered by the Policy This policy covers all employees, volunteers, visitors, parents and individual contractors at any time that they are in The School or representing The School.

Process for Reporting Suspected Abuse Incidents

People in positions of authority in The School have a legal obligation to report any suspected cases of abuse to the proper authorities. Process to be Followed When Abuse is Alleged It is the responsibility of school administrators, teachers and other staff to: - Treat complaints seriously and respond appropriately - Take action when there is perception or knowledge of harassment and/or abuse - Communicate and reinforce The School’s policy and procedures on abuse - Educate students on what constitutes acceptable behaviour, what constitutes abuse and the consequences of abusive behaviour.

Persons Responsible for Implementing the Policy The Head of School, Principal and/or Chief Operating Officer are responsible for implementing the abuse policy within The School.

ANTI-DISCRIMINATION & ANTI-HARASSMENT POLICY

APPLICABILITY: All employees, all positions, all departments at work and at events, activities, programs which may be held off site or after normal business hours.

INTENT: To ensure that all Leo Baeck Day School employees enjoy a productive, professional work environment which is free from discrimination or harassment and which respects and upholds the inherent dignity, worth and rights of each person.

POLICY: The Leo Baeck Day School prohibits discrimination, as per the Ontario Human Rights Code, which is based on race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, age, record of offences, marital status, same sex partnership status, family status, and disability.

The Leo Baeck Day School undertakes to pursue equality, as defined by freedom from adverse discrimination or harassment, either “psychological” or “personal”, and the removal of unreasonable barriers to equal opportunity.

It is unlawful and a violation of The Leo Baeck Day School’s policy to retaliate against any employee either for complaining about a violation of this policy, or for cooperating in an investigation of a complaint under this policy.

DEFINITION: Workplace harassment is inappropriate, unwelcome, offensive or demeaning conduct, whether verbal, physical, visual or otherwise, where: • submission to such conduct is made an explicit or implicit term or condition of employment; • submission to or rejection of such conduct is used as a basis for employment decisions; or • such conduct has the purpose or effect of unreasonably interfering with an individual’s work performance or creating an intimidating, hostile, or offensive working environment.

Examples: Verbal conduct such as racial epithets, comments or slurs, lewd comments, sexual jokes, slander, offensive e-mails or phone calls, unwanted sexual advances or comments, or threats and demands that may demean, ridicule, intimidate, or offend; Physical conduct such as assault, sexual flirtation, unwelcome touching, advances, or other physical interferences; Visual conduct such as offensive cartoons, pictures, photographs, or gestures, or viewing offensive internet materials Bullying Retaliation for having reported harassment.

PROCEDURES: Any employee who believes that he/she has been subjected to any kind of harassment, coercion, or intimidation by anyone, whether visitor, student, parent, volunteer, donor, supplier, delivery-people, managers, former employees, or co-workers, may pursue either of the following two methods to resolve the matter.

Any member of Administration, Health & Safety Committee or a Teacher Liaison who learns of or observes conduct which violates, or may be seen to violate this policy, has the responsibility to pursue either of the following two methods, and must inform the Health & Safety Committee of their actions.

In all instances, confidentiality will be maintained by all parties.

(i) Informal Method - Complaint

• Step 1: At the time of the harassment, the employee is to indicate disapproval to the harasser and request that the behavior cease. If the harassment does not stop, or if the employee is uncomfortable confronting the harasser, step 2 is an option.

• Step 2: The employee is to speak to his/her Principal or supervisor, Teacher Liaison, a Health & Safety Committee member or the Chief Operating Officer about the incident(s). The individual consulted will assist in identifying how best to address the harassment and will assist the employee in taking appropriate action to stop the harassment.

If the harassment continues, or the employee is not satisfied with an informal resolution, a formal complaint is the recommended option.

(ii) Formal Method - Investigation

All formal complaints of harassment or discrimination will be submitted in writing to a Review Panel comprised of the Principal or Supervisor, a Health & Safety Committee member or the Chief Operating Officer. All complaints will be investigated as thoroughly, objectively, confidentially, and promptly as possible by the Review Panel.

The investigation will include interviews with all relevant parties, i.e., the complainant, the respondent, and any individual believed to have information regarding the alleged transgressions. Any employee approached will be required to cooperate in such an investigation.

A report of the findings, together with recommendations, will be communicated to the individuals involved, and to the Head of School, or, if the latter is an involved party, to the Chair of the Health & Safety Committee. Where the complaint is substantiated, the Review Panel will ensure that appropriate remedial action is taken.

The Review Panel will endeavour, if possible, to complete the investigation and to oversee the implementation of any required remedial action, within thirty days of the filing of the complaint.

CONSEQUENCES: Following an investigation of a complaint The Leo Baeck Day School will take prompt and appropriate corrective and disciplinary action against anyone who violates this policy. Appropriate corrective or disciplinary measures may include, but are not limited to the following: • a formal apology • counselling • written warning placed in the employee’s personnel file • change of work assignment • suspension • termination

In addition, the administration may initiate any other action required to provide an effective remedy to the victim or to the overall workplace environment. It should be understood that in

addition to any of the procedures and remedies herein set out, harassment in the workplace may be the subject of a complaint under the Ontario Human Rights Code.

WORKPLACE VIOLENCE POLICY

APPLICABILITY: All employees, all positions, all departments at work and at events, activities, programs which may be held off site or after normal business hours.

INTENT: To ensure that all Leo Baeck Day School employees enjoy a safe and healthy work environment, free from violence or the threat of violence.

POLICY: The Leo Baeck Day School is committed to the prevention of workplace violence and as such, will take whatever precautions are reasonable to protect employees from experiencing violence in the workplace.

We will ensure that this policy is implemented and maintained, and that all employees have the appropriate information and training to protect them from potential violence in the workplace.

DEFINITION: The Occupational Health and Safety Act of Ontario defines workplace violence as: • The exercise of physical force by a person against a worker, in a workplace, that causes or could cause physical injury to the worker; • An attempt to exercise physical force against a worker, in a workplace, that could cause physical injury to the worker; • A statement or behavior that a worker could reasonably interpret as a threat to exercise physical force against the worker, in a workplace, that could cause physical injury to the worker.

Examples of workplace violence include, but are not limited to: • Verbally threatening to attack or harm an employee; • Leaving threatening notes, phone messages, or sending threatening e-mails to a workplace; • Shaking a fist in an employee’s face; • Wielding a weapon at work; • Hitting or trying to hit an employee; • Throwing an object at an employee; • Sexual violence against an employee; • Damaging or threatening to damage the property of an employee. (A situation in which an employee is accidentally hurt is not included)

Violence may occur from multiple sources: visitors, students, parents, volunteers, donors, suppliers, delivery people, managers, former employees, co-workers, family members or domestic partners.

RESPONSIBILITIES:

Administration:

• To communicate this policy and its procedures to all employees • To train staff in the implementation of this policy • To conduct a risk assessment to ascertain whether the work environment places, or may place, employees at risk of violence, and reduce risks accordingly • To advise the Health and Safety Committee of the results of the risk assessment and provide a copy of such assessment in writing • To review the risk assessment annually and more often if the nature or conditions of the work change • To take all reasonable and practical measures to minimize or eliminate risks identified through the risk assessment process, workplace inspections, or the occurrence of an incident. • To review and evaluate the effectiveness of past actions taken to minimize or eliminate workplace violence • To inform employees of potential risk situations • To ensure employees understand who to contact regarding concerns about the policy or when to report an incident • To investigate all reported incidents promptly and to cooperate with external investigations • To provide methods to prevent the recurrence of the violence wherever possible • To take all reasonable and practical measures to protect employees who, acting in good faith, report workplace violence or act as witnesses, from reprisal or further violence • To ensure proper medical care is available to employees who require it • To report and document incidents of workplace violence

Health & Safety Committee:

• To review the risk assessment results and provide recommendations to the administration to reduce or eliminate the risk of violence • To recommend corrective measures for the improvement of the health and safety of employees • To respond to employee concerns related to workplace violence and communicate these to the administration • To participate in the review of the policy and guidelines for continuous improvement

Employees: 90

• To comply with this policy by avoiding any behavior or conduct that could reasonably be interpreted as violent, threatening, or intimidating • To report promptly, as per the procedures below, any incident where the employee is subjected to, witnesses, or has knowledge of workplace violence, or has reason to believe that workplace violence may occur • To fully cooperate in all investigations into reported incidents PROCEDURES: Any employee who has experienced, witnessed or feels he/she may be subjected to violent, threatening, or intimidating behavior from visitors, students, parents, volunteers, donors, suppliers, delivery people, managers, former employees, co-workers, family members, domestic partners, or other individuals, should proceed as follows:

• If in immediate danger remove yourself, if possible, from the area of risk. If the incident occurs at a time when Security is not available, call 911 immediately • Make the behavior or potential risk known to your Principal or Supervisor, Teacher Liaison, a Health & Safety Committee member, or the Chief Operating Officer as soon as possible

Any employee has the right to refuse to work or perform particular work if he/she has reason to believe that workplace violence is likely to place him/her in danger.

Any individual who makes substantial threats, exhibits threatening behavior, or engages in violent acts while in the workplace, shall be removed from the premises as quickly as safety permit, and shall not be permitted to return to the workplace during the investigation and until such time as the outcome of the investigation so permits. Employees are NOT to attempt to remove individuals from the premises without the assistance of either Security, or the Police.

Investigation:

All formal complaints will be submitted in writing to the Principal or Supervisor, a Health & Safety Committee member or the Chief Operating Officer. All complaints will be investigated by the Health & Safety Committee. Assistance may be requested from other parties as deemed necessary.

A report of the findings, together with recommendations, will be communicated to the individuals involved, to the Health & Safety Committee, and to the Head of School and Chief Operating Officer. Where the complaint is substantiated, the Chief Operating Officer will ensure that appropriate remedial action is taken. The Chief Operating Officer will endeavor to complete the investigation and to oversee the implementation of any required remedial action, within thirty days of the filing of the complaint.

• a formal apology • counseling • written warning placed in the employee’s personnel file • change of work assignment • suspension • termination The School considers allegations of violence as very serious. Therefore, should an investigation reveal that allegations have been made vexatiously; disciplinary action will be taken against the complainant. In all cases, upon completion of an investigation a formal letter will be provided to all parties involved, including those who are not employees of the School, detailing the outcome. Where a staff member is involved, a similar letter will be placed in the employees personnel file.

CONFIDENTIALITY: All concerns raised, issues brought forward, or complaints investigated, will be handled fairly, discreetly and with respect to the appropriate needs for privacy and confidentiality.

CONFLICT OF INTEREST POLICY

PURPOSE

The Leo Baeck Day School (“the School”) expects each employee to at all times conduct him/herself with personal integrity, ethics, honesty and diligence in the performance of his/her duties. It is essential that staff maintain, and are perceived to maintain, the highest standard of trust and integrity in the processes related to employment, contracts, and the purchase of goods and services. As such, policies governing ethics, codes of conduct and conflicts of interest are established to ensure all reasonable measures will be taken to facilitate fairness and openness in all of the School’s business dealings, with sufficient flexibility to permit sound educational and business practices.

POLICY

Every employee is expected to support and act in the best interest of the School shall:

• Avoid, as far as practicable, placing themselves in a situation in which their personal interest may conflict, actually or potentially, with the interest of the School;

• At all times and places, regardless whether engaged in or on or about School business, take all reasonable steps to avoid the exercise of any influence on School decisions in which they have a personal interest, direct or indirect; and/or

• In circumstances where they have a child or children who attend the School, take all reasonable steps to avoid making School decisions or the exercise of any influence on School decisions which have an impact, direct or indirect, on their child or children.

Interpretation:

In this Policy:

1. The interest, direct or indirect, of the spouse of an employee, or of a parent, sibling or child of an employee or the spouse of any of them, shall, if known to the employee, be deemed to be also the personal interest of the employee.

2. An employee has an indirect interest in any matter in which the School is concerned, if

(a) the employee,

(i) is a shareholder in, or a director or senior officer of, a corporation that does not offer its securities to the public;

(ii) has a controlling interest in, or is a director or senior officer of, a corporation that offers its securities to the public; and/or

(iii) is a member of a person, that has a pecuniary interest in the matter; or

(b) the employee is a partner of an individual or is in the employment of an individual that has an interest in the matter.

3.”Personal interest” includes any interest in which there exists a possibility for gain of any kind by any person.

4. “Senior officer” means the chair or vice-chair of the board of directors, the president, vice- president, secretary, treasurer or general manager of a corporation or any other individual who performs functions for the corporation similar to those normally performed by an individual occupying such office.

Application

The obligations of this Policy are, and are to be considered as, supplemental to, not in substitution for, the obligation of an employee to:

1. Truly, faithfully, impartially and to the best of the employee’s ability execute the duties of the position for which they have been hired;

2. Declare whenever the employee has or may have an interest in any matter; and

3. Refrain from any attempt to influence a decision of the School in respect of any matter in which the employee has or may have an interest. 93

Procedures

1.Whenever an employee on his or her own behalf or while acting for, by, with or through another, has or acquires any personal interest, pecuniary or otherwise, direct or indirect, that does or may conflict with the interest of the School, such employee shall (a) disclose such interest at the earliest practical time to the Head of School or designate; and

(b) refrain from taking part in or influencing any discussion or decision-making in relation thereto, whether before, during or after any meeting or discussion, formal or informal, in relation thereto.

2. In addition, an employee whose duties include the authority to make either:

(a) a decision authorizing the expenditure of School funds; or

(b) a recommendation to another employee leading to a decision of the latter authorizing the expenditure of School funds;

and such employee has or has ever had:

(a) a personal relationship; or

(b) a business relationship outside of the performance of the employee’s duties

(i) shall disclose such relationship at the earliest practical time to the Head of School or designate; and

(ii) refrain from taking part in or influencing any discussion or decision- making in relation thereto, whether before, during or after any meeting or discussion, formal or informal, in relation thereto.

3. Employees are expected to be scrupulous in their compliance with the requirements of the Conflict of Interest policy.

ACCESIBILITY FOR ONTARIANS WITH DISABILITIES

The Leo Baeck Day School (Leo Baeck) supports the full inclusion of persons with disabilities as set out in the Canadian Charter of Rights and Freedoms, Ontario Human Rights Code, and the Accessibility for Ontarians with Disabilities Act (AODA), 2005

Leo Baeck is committed to recognizing the dignity and independence of all staff, volunteers, donors, and visitors, and seeks to ensure that persons with disabilities have genuine, open, 94

access to all Leo Baeck services, facilities, and events. It is the responsibility of each staff member and/or volunteer, to play a part in creating an equitable and inclusive environment, in the identification of barriers, and in the accommodation processes, whether on-site at Leo Baeck, or at some other event location.

In working towards its goals to provide access to persons with disabilities, Leo Baeck will act conscientiously and in keeping with its own policies and all relevant legislation. For purposes of this Policy, the statutory definition of the term “disability” is that which is provided by the Accessibility for Ontarians with Disabilities Act 2005, attached as an Appendix.

The Act includes development of Standards in five areas including Customer Service, Information and Communication, Built Environment, Transportation and Employment. Accessibility standards are the rules that businesses and organizations in Ontario will have to follow to identify, remove, and prevent barriers to accessibility. Application This policy responds to the needs of all who use our services or attend our events and programs. Accessible Customer Service Policy Intent This policy is intended to meet the requirements of Accessibility Standards for Customer Service, Ontario Regulation 429/07 under the Accessibility for Ontarians with Disabilities Act, 2005 and applies to the provision of services to the public or other third parties, not to the services themselves.

Leo Baeck strives at all times to provide services, policies and practices in a way that respect the dignity of people with disabilities and are consistent with the principles of independence, integration and equal opportunity.

Scope: • This policy applies to the provision of services at premises owned and operated by Leo Baeck, as well as at Leo Baeck events at off-site premises • This policy applies to employees and volunteers who act on behalf of Leo Baeck, including when the provision of services occurs at off-site premises Principles and Procedures: Leo Baeck is committed to excellence in serving all individuals in the community, including people with disabilities, and we will carry out our functions and responsibilities as per the following:

Communication • We will ask the users of our services to provide direction on communication methods that take into account their disability • We will train staff and volunteers who communicate with users of our services on how to interact and communicate appropriately with people with various types of disabilities.

Telephone Services: • We will train staff and volunteers to communicate over the telephone in clear and plain language 95

• We will offer to communicate with users and donors through email, in person, and by regular mail, if telephone communication is not suitable, or is not available. Assistive devices: • We will ensure that our staff and volunteers are trained and familiar with any assistive devices that may be used by customers with disabilities while accessing our services. Printed materials: We are committed to providing accessible printed communication materials including invoices to the general public and to all our donors. Upon request, printed materials will be provided in hard copy, large print, or email. We will answer any questions people may have about the content of the printed materials in person, by telephone, or by email.

Service Animals and Support Persons: We are committed to welcoming people with disabilities who are accompanied by a service animal on the parts of our premises that are open to the public, or to any of our events which may be held in off-site premises. We will ensure that all staff, volunteers and others dealing with the public are properly trained in how to interact with people with disabilities who are accompanied by a service animal, and how to deal with others who may object to the service animal.

We are committed to welcoming people with disabilities who are accompanied by a support person. Any person with a disability who is accompanied by a support person will be allowed to enter Leo Baeck’s premises or an event of Leo Baeck which is held at an off-site location, with the support person and at no time will such a person be prevented from having access to the support person.

There may be instances where safety is an issue and Leo Baeck will insist on the presence of a support person.

Leo Baeck will notify the public and donors when there is a fee for a program, service, or event. Fees for support persons may or may not be charged depending on the nature of the event.

Notice of Temporary Disruption: In the event of a planned or unexpected disruption to services or facilities for customers with disabilities Leo Baeck will notify customers promptly. This clearly posted notice will include information about the reason for the disruption, its anticipated duration, and a description of alternative facilities or services, if available.

Training for staff: Leo Baeck will provide training to all employees, volunteers and others who deal with the public, and all those who are involved in the development and approvals of customer service policies, practices and procedures. This training will be provided as soon as is practical after staff commence their duties. Training will also be provided when changes are made to these policies, practices, and procedures.

Training will include the following:

• The purposes of the Accessibility for Ontarians with Disabilities Act, 2005 and the requirements of the customer service standard • How to interact and communicate with people with various types of disabilities • How to interact with people with disabilities who use an assistive device or require the assistance of a service animal or a support person • What to do if a person with a particular type of disability is having difficulty accessing Leo Baeck’s services • Leo Baeck’s policies, practices and procedures relating to the customer service standard

Feedback process: The ultimate goal of Leo Baeck is to meet and surpass expectations while serving people with disabilities. Comments on our services regarding how well those expectations are being met are welcomed and appreciated.

Feedback can be made by email, verbally, regular mail, or by phone. Feedback can be directed to the Chief Operating Officer. Customers can expect to hear back within a reasonable time.

Modifications to this or other policies: Leo Baeck is committed to developing customer service policies that respect and promote the dignity, independence, integration and equality of opportunity of people with disabilities. Therefore, no changes will be made to this Policy before considering the impact on people with disabilities.

Any Policy of Leo Baeck that does not respect and promote these principles will be modified or removed.

Questions about this Policy: This Policy exists to achieve service excellence to people with disabilities who access the services/events of Leo Baeck. If anyone has a question about the Policy, or if the purpose of the Policy is not understood, an explanation will be provided by the Chief Operating Officer.

APPENDIX

The Accessibility for Ontarians with Disabilities Act (AODA) uses the Ontario Human Rights Code definition of “disability” which is: • Any degree of physical disability, infirmity, malformation or disfigurement that is caused by bodily injury, birth defect or illness and, without limiting the generality of the foregoing, includes diabetes, epilepsy, a brain injury, any degree of paralysis, amputation, lack of physical co-ordination, blindness or visual impediment, deafness or hearing impediment, muteness or speech impediment, or physical reliance on a guide dog or other animal or on a wheelchair or other remedial appliance or device • A condition of mental impairment or a developmental disability • A learning disability, or a dysfunction in one or more of the processes involved in understanding or using symbols or spoken language • A mental disorder, or

• An injury or disability for which benefits were claimed or received under the insurance plan established under the Workplace Safety and Insurance Act, 1997. This definition includes disabilities of different severity, visible as well as non-visible disabilities, and disabilities the effects of which may come and go.

Travel and Expense Reimbursement Policy

The Leo Baeck Day School believes deeply that its best asset is its staff, who makes the philosophy of the school come alive for 920 students and their families every day. And our greatest investment in our staff is their professional growth. This year the school will spend almost $100,000 supporting the professional development of its staff, in the form of 3 teacher PD Days, supporting the independent course work teachers do and in sending staff to conferences and training sessions off site. As a not-for-profit institution however we value deeply the dollars we spend, as they come directly through the tuition paid by parents. In the past our guideline for staff who travel on behalf of the school has been that expenses must be reasonable, but in order to better plan for the future and to have cost certainty a new policy is now being implemented.

Expenses should not be incurred unless an available budget has been identified to support the expense. The claimants, approvers and accounts payable all have responsibilities in this process.

Claimants are expected to: Exercise integrity, prudence and good judgment when incurring expenses on behalf of the School • Inform themselves of the requirements of this Policy, seeking clarification as needed. • Obtain all required pre-approvals and approvals for travel and expenses from the Campus Principal or Head of School. • Ensure compliance with this Policy • Provide original itemized receipts, or supporting evidence of the expense that is sufficient for the approver to consider the appropriateness of the expense claim when an original receipt cannot be provided. Credit card slips are not sufficient documentation of the expense. Supporting evidence of the expenditure may include a summary log of itemized expenses for circumstances where receipts are not available. • Submit expense claims using the correct Travel and Expense Reimbursement Form, within the timeframes established by this Policy.

Approvers are expected to ensure that expenses they approve are: • Incurred in the performance of School business and supported by appropriate documentation. • Incurred in a manner that is consistent with the principles of this Policy. • In compliance with this Policy and other related policies. • Within the scope of the approver’s approval authority. • Not self-approved. • Charged to the correct account(s) • Submitted using the correct Travel and Expense Reimbursement Form.

Accounts Payable staff are responsible for: • Processing duly prepared and approved claims in a timely manner.

The school covers travel when required as well as program fees and accommodation. In order to be responsible to our constituents we must seek to do so in the most affordable way possible. Often, however, only partial meals are covered in the program fees for certain programs. When meals are not provided, the school will cover up to $50 of food costs per day (roughly $10 for breakfast, $15 for lunch and $25 for dinner). Itemized receipts (not summary credit card bills) are required for reimbursement in order to ensure that such expenses are reasonable. Taxi fares related to School business are an allowable expense with detailed receipts indicating the date, starting point and destination of each trip required. Airport shuttle services, rather than taxi, should be used whenever possible and convenient to and from airports. Sharing taxis or airport limousines may be feasible when multiple travelers are going to, or coming from, the same location.

The School will pay for accommodation in a standard room. No reimbursement will be made for suites, executive floors and concierge level or luxury accommodation. Preferred hotel accommodations for conferences should be at the host hotel or at a comparable rate from another hotel. Detailed hotel bills/statements must be included for reimbursement.

A staff member who uses a personal vehicle for official School business trips will be reimbursed at the established rate of $0.54/km. All vehicle expenses are included in this mileage rate. In some circumstances, the rental of a pre-approved car may be considered necessary. Such rental must be based on the most economical size of vehicle for the required task and number of occupants. Claims for car rentals must be supported by a detailed receipt showing payment in full has been made.

We trust that this new guideline will help safeguard the funds which parents put in our trust and still allow staff to participate meaningfully in these valuable professional experiences.