THE LEO BAECK DAY SCHOOL
PARENTS’ GUIDE TO POLICES AND
PRACTICES
2016-2017, 5777 SCHOOL YEAR
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THE LEO BAECK DAY SCHOOL
PARENTS’ GUIDE TO POLICIES AND PRACTICES 2016-2017, 5777 SCHOOL YEAR
ERIC PETERSIEL, RJE Head of School
YVETTE BURKE Principal
North Campus 36 Atkinson Avenue Thornhill, Ontario L4J 8C9 905-709-3636 FAX: 905-709-1999
ROCHELLE CHESTER Interim Principal
South Campus 501 Arlington Avenue Toronto, Ontario M6C 3A4 416-787-9899 FAX: 416-787-9838
e-mail: [email protected] website: www.leobaeck.ca
AVI GREENSPOON ELI MOGIL Co-Presidents
2 INDEX
A. Introduction 1. Mission Statement 5 2. Code of Conduct 6
B. HEALTH AND SAFETY 1. Allergies/Anaphylaxis Policy 12 2. Head Lice 22 3. Illness and Student Injury 23 4. Immunization 24 5. Medication 24
C. SCHOOL LIFE AND DAILY PROCEDURE 1. Birthdays 25 2. Eco Sense 25 3. Fundraising and Community Engagement 25 4. Lockers 26 5. Lost and Found 26 6. Lunch and Recess 27 7. School Hours 27 8. Snacks 29 9. Staff Meetings/Early Dismissal Monday/P.D. Days 30
D. CURRICULUM AND CLASS INFORMATION 1. Homebase Teacher 30 2. Homework Policy 30 3. IBO and The Leo Baeck Day School 32 4. School Trips 33 5. Student Services 33 6. Supplies and Textbooks 36 7. Toilet Training 37
E. COMMUNICATION 1. BaecKids 37 2. Friday File 37 3. Parent/Teacher Communication Policy 37 4. Privacy of Information 38 5. Student Progress 38 6. Reporting to Parents 39 7. School Personnel 46
3 F. STUDENT LIFE 1. Cell Phones 47 2. Drop Off and Pick Up (see also Parking) 48 3. Extra-Curricular Sport 49 4. Toys and Other Items brought from home 51 5. Transportation 51
G. PARENTS IN THE SCHOOL 1. Parent Volunteer Policy 51 2. Parents in the Classroom 52 3. Parking 53 4. Refunds 53
H. REFORM JEWISH PRACTICE 1. Bar/Bat Mitzvah 53 2. Holidays 54 3. Kabbalat Shabbat 54 4. Kashrut Policy 54 5. Kippot Policy 54 6. Reform Jewish Practice 55
I. EMERGENCY PROCEDURES 1. Emergency Closure 56 2. Emergency Information 56
J. APPENDIX – POLICIES 1. Class Placement Policy 56 2. Class Size Policy 57 3. Dress Code Policy 57 4. Acceptable Use Policy 59 5. Technology Use Guidelines 60 6. Abuse Policy 62 7. Academic Honesty Policy 63
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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.
5 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. All members of our community are required to formally sign the Code of Conduct to acknowledge that it has been reviewed and is understood.
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:
6 • 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; • respect the need of others to work in an environment that is conducive to learning and teaching; and • 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:
7 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; • 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;
8 • 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 sacred 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.
9 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 adhere to the LBDS security procedures, including procedures for visitors.
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.
10 Academic Honesty 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 (for example: Google or an on-line translator) 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:
11 • 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; • Detention (South Campus) • 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. Health and Safety
ALLERGIES/ANAPHYLAXIS POLICY
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.
12 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,
13 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.
14 ● 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 o 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.
15 ● 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.
16 ● 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: ● About their allergy and the substances that trigger it; ● To recognize the first symptoms of an anaphylactic reaction; ● To know where medication is kept, and who can inject it; ● To communicate clearly when he or she feels that a reaction is starting; ● To carry his/her own auto-injector/Epi-Pen in a body pouch, fanny pack or other accessible carrying device; ● Not to share snacks, lunches or drinks and to politely explain why he/she is not sharing; ● To understand the importance of hand-washing; ● To take as much responsibility as possible for his/her own safety.
17 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.
18 ● 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: labeled 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.
19 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
20 · 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
· 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
21 · 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
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”.
HEAD LICE
Screening is undertaken by a qualified and trained professional up to three times per School year. All students are screened and the School will contact parents if their child is found to have nits (eggs) or an active lice infestation (an active infestation means that tiny insects are living on the scalp where they lay eggs). All children with an active lice infestation are sent home. Parent’s whose children have nits, are notified so they can be treated and the student remains at school. The information provided by the trained professional is that nits (eggs) are not contagious whereas an active infestation is and those affected are picked-up from school.
Dates for screenings will be announced at the start of the School year.
22 ILLNESS AND STUDENT INJURY
In the course of a day, many children come or are sent to the Main Office for many different injuries and illnesses, most of which are not serious. In all cases, First Aid trained Office Staff will assess the injury or illness and exercise their reasonable judgement in treating it. A parent (or in the event a parent is unreachable, and emergency contact) will be notified if further medical attention is required or if the child needs to go home whether or not the injury is thought to be serious. Such as: ● Any impact to the head from the neck up (child should not return to class without being monitored in the office and must be accompanied when transitioning back to class) ● Any laceration or cut to the face, specifically lips or ears ● Any injury to the abdomen for which a child complains of tenderness ● A suspected fracture
In all cases, staff will err on the side of caution and inform a parent (or emergency contact) of any injury or illness which they feel the parent should be aware of immediately. In the event that no parent or emergency contact is reachable, staff may contact 9-1-1 if they feel it is appropriate, but will also continue attempting to contact a parent or emergency contact.
If a parent feels that his or her child needs special consideration (e.g. has had previous concussions, is prone to strep throat, etc.) this information should be conveyed to the Main Office Staff.
Should your child become ill, vomit or have a fever at School, you will be called to take him/her out of School. Please make arrangements to pick up your child as soon as possible. Removing a sick child from class will ensure that all children are protected from illness. We ask that your child remain fever-free for 24 hours before returning to School.
In addition, the Public Health Department suggests that you: ● Keep your child home from School and contact your family doctor if your child has any of the following: temperature, rash, diarrhoea, vomiting or listlessness. ● Notify the School immediately if you learn from your doctor that your child has one of the following conditions: chickenpox, fifth disease, hepatitis, measles, meningitis, mumps, pertussis (whooping cough), and rubella. Your child must remain at home until he/she is no longer able to spread the disease. When a contagious disease (identified by the Department of Public Health) is reported, a letter is sent electronically to the class.
Menstruation: Should your daughter(s) require assistance and/or supplies, they are encouraged to ask in the School office.
23 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.
IMMUNIZATION
The Ministry of Health immunizes children against Hepatitis B, Meningitis C and HPV (Grade 7). You will be fully informed about this or any other such programs. Grade 8 girls, with parental consent, will be offered the HPV vaccine (Gardasil). When requested, we provide Public Health with information in accordance with the Immunization of Schools Pupils Act as monitored by the Department of Public Health. All student immunization records must be up to date.
MEDICATION
Only prescription medication will be distributed with this procedure. No other medication will be distributed. Should your child need medication during the day we ask that you use the following procedure: ● Submit to the office written authorization for the medication to be administered. (Forms available in the office) ● Medication should be brought to the office in the Pharmacy’s original container. The container will be returned to the child after the dose is given or at the end of the School day when refrigeration is required. (For convenience, liquid medication, such as antibiotics, may be sent with the proper dose already in the syringe.) All medication needs to be clearly labelled with the child’s name.
24 ● Auto-injectors/Epi-Pens are stored in the Main Office as per the Allergy/Anaphylaxis Policy. Students are also required to keep an Auto- injector/Epi-pen on them. ● In accordance with Ryan’s Law all asthmatic students are allowed to carry Asthma medication in their bag and additional medication should be stored in the office.
Your cooperation will help us to provide your child with proper care.
C. School Life and Daily Procedure
BIRTHDAYS
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, date and snack you will be providing.
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.
At all times the feelings (exclusion and inclusion) of the children are to be considered with respect to invitations and food requirements for outside school events.
ECO SENSE
At The Leo Baeck Day School we see environmental education as a core value in liberal Judaism and I.B., and we seek to educate students to accept their Jewish obligation to tend to the earth and be responsible for it. Both campuses are accredited as an Eco School. South Campus has Boomerang lunches on Tuesday and Thursday.
The Leo Baeck Day School encourages children to bring a “Litterless Lunch.”
FUNDRAISING & COMMUNITY ENGAGEMENT
Fundraising Tzedakah is core to the Leo Baeck ethos. In every School year there will be a number of student/School initiated Tikkun Olam projects that encourage fundraising and which may include social action as well as donating goods and services. Beneficiaries will
25 include organizations or events within our community – Jewish and general, related to Israel, health or well-being and holy days. Parents are encouraged to support their children’s active participation in these activities.
Community Information Information from member organizations and our Parents’ Association will be distributed through BaecKids which is accessible on our website www.leobaeck.ca.
Participation in Community Events The Parents’ Association has added to its mandate Leo Baeck’s participation in community events. Some examples of events include the UJA Walk, telethons, Yom Hashoah and Yom Ha’atzmaut celebrations.
Mitzvah Day Every year the South Campus, together with Holy Blossom Temple, holds a Mitzvah Day. Parents and children engage in an activity such as planting trees, a spring clean-up or joining with another communal organization to make a contribution to the quality of life in our community.
Services Action/Community Project By the end of Middle School, each student is encouraged to complete ongoing community service based on projects undertaken all year.
LOCKERS
Each child in Grades 3 to 8 has the use of a school locker for the convenience of storing coats and books. Locks are available for purchase in the School office and the combination recorded. 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 locker.
LOST AND FOUND
Label all personal items. Lost items are kept only for a short period of time, so check the Lost and Found regularly to identify your child’s belongings. It is located at the bottom of the Red staircase at North Campus and at the bottom of the Orange stairwell at the South Campus. Do not have your child wear or bring expensive items of clothing to School as the School is not responsible for personal items.
26 LUNCH AND RECESS
The lunch and recess break takes place from 11:30 a.m. to 12:50 p.m. at both campuses. Each child has one half hour to eat and one half hour to play. Encourage your child to bring something that can be shared for active play at recess, for example balls and skipping ropes. It helps children experience active play, participate in group activities and develop cooperative and leadership skills. All items must be labeled. Please be sure your child is dressed appropriately for outdoor play at recess, whatever the weather. All recesses are held outdoors with the exception of inclement weather.
North Campus: Grade Lunch Recess Recess SK 11:30-12:00 12:00-12:30 Gr. 1 11:50-12:20 12:20-12:50 1:45-2:00 (Mon-Thurs) Gr. 2 11:50-12:20 12:20-12:50 2:00-2:15 (Mon-Thurs) Gr. 3 11:50-12:20 12:20-12:50 2:00-2:15 (Mon-Thurs) Gr. 4 12:20-12:50 11:50-12:20 2:15-2:30 (Mon-Thurs) Gr. 5 12:20-12:50 11:50-12:20 1:30-1:45 (Mon-Thurs) Gr. 6 - 8 11:50-12:15 12:15-12:40 2:00-2:15
South Campus: Grade Lunch Recess Recess JK 11:30 12:30-1:00 9:30-10:00 SK 11:30 1:30-2:00 10:00-10:30 Gr. 1 12:00-12:30 11:30-12:00 1 Extra 15 minute recess a Gr. 2 12:00-12:30 11:30-12:00 day Gr. 3 12:00-12:30 11:30-12:00 Gr. 4 11:30-12:00 12:00-12:30 Gr. 5 11:30-12:00 12:00-12:30 Gr. 6 - 8 12:05-12:25 12:25-12:55 10:30-10:45
SCHOOL HOURS
From JK to Grade 5, school begins at 8:30 a.m. sharp and ends at 3:30 p.m. From Grade 6 to 8, school begins at 8:15 a.m. sharp and ends at 3:35 p.m. Punctuality is an expectation. In JK to Grade 5, students are supervised in class at 8:15 a.m., and from Grades 6 to 8 from 8:00 a.m.
27 Extended drop-off and pick-up is available from 7:30 a.m. to 8:15 a.m. NC in the Upper Gymnasium; and from 7:45 to 8:15 a.m., SC in the Gymnasium and 3:45 to 4:00 p.m. at both campuses. Leo Baeck does offer an After-School Care Programme, details of which are available from the School Office and on BaecKids.
Arriving to class on time is a sign of respect to one’s teachers and classmates. Arriving late causes disruption for both your child and the class environment.
It is the parents’ responsibility to ensure that children arrive on time. Latecomers must report directly to the office upon arrival at School to get a late slip. This must be presented to the teacher before admission to class.
The Campus Offices are open from 8:00 a.m. to 4:00 p.m. When the office is closed, a message may be left and your call will be returned as soon as possible.
As outlined in the Education Act, under ‘Duty of Parents,’ it is required that children attend Schools regularly and punctually. To assist the School in recording attendance and ensuring that students who are away are not educationally disadvantaged, parents should always inform the school ahead of time if their child is to be away. If your child is not coming to school or will be late, please telephone or email ([email protected], [email protected]) the school office by 8:45 a.m. 0n each day they will be absent/late. If you wish to take your child out of school, for a day or part of a day, please contact the office and homebase teacher. If your absence will be lengthy, please contact the Principal, Vice Principal or Dean of Students in advance, to let him/her know the reason and the length of time of absence. Students are expected to be in school all day every day, from 8:30 a.m. – 3:30 p.m. (Grade 1 – 5); and 8:15 a.m. – 3:35 p.m. (Grade 6 – 8), and to participate in all school activities, unless there is a medical or other valid reason for their absence. Students who miss tests or other important educational opportunities for reasons they cannot control, will be provided opportunities to catch up any missed work.
In an effort to eliminate classroom interruptions, please follow our method for taking children out of school during school hours:
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 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 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.
For the South Campus, email the school office ([email protected]) and homebase teacher the day before. Students in JK through Grade 1 will be called down to the office once the parent arrives. Students in Grades 3 through 8 should come down to
28 the office on their own, without being called. If you would like your child to be reminded of the time, please send a note with your child to be given to the homebase teacher, who will attach the note to the attendance clipboard that circulates with the class during the day.
To reduce disruption to learning, have your child leave and return at the end of a scheduled period.
All dismissal decisions are made in the interest of our children’s safety. Dismissal procedures are described above in Drop Off and Pick Up. The South Campus has a detailed Traffic Management document included in the August mailing.
The playgrounds are supervised daily until 4:00 p.m.
Arrange transportation changes for your child the night before so that he/she knows of the change before coming to school. Please send a note for the School. At the South Campus, changes to dismissal will only be accepted until 1:00 p.m. on the day of (SC)
The School will not give permission for children to accompany their friends home or leave with someone not identified on the dismissal list without notes from parents.
Students will not be given permission to use the phone for social arrangements.
Parents are urged not to make “last minute” arrangements, as we try very hard not to interrupt classes to deliver messages, except in an emergency.
The School does not provide work for students taking vacation during the school year. Please do not ask them for special consideration as it puts them in a difficult position. A list of general educational activities is available on request. However, informing the teacher in advance will enable him or her to help your child inform his/her homework buddy to keep track of assignments, collect copies of handouts and help smooth your child’s return to School. Outside tutoring may be required if the absence is for more than a few days.
SNACKS
Time is allotted during the school day to eat a healthy nut-free snack which is to be brought from home. Junk food is not acceptable.
29 STAFF MEETINGS/EARLY DISMISSAL MONDAYS/P.D. DAYS
Five Mondays during the year the School will be dismissed at 2.30 p.m. to facilitate Professional Development staff meetings. These dates are:
Monday October 31, 2016 P.D. Days Monday December 5, 2016 Monday November 21, 2016 Monday January 23, 2017 Thursday February 16, 2017 Monday May 6, 2017 Monday March 27, 2017 Monday May 8, 2017 Monday March 20, 2017
Please arrange transportation for these altered dismissal times.
D. Curriculum and Class Information
HOMEBASE TEACHER
Grade 1- Grade 5 8:30 a.m. - 8:45 a.m. Grade 6 - 8 8:15 a.m. – 8:30 a.m.
All students are organized into homebase groups. Students must arrive on time to fully benefit from this lesson that focuses on approaches to learning, interpersonal and social skills, and in younger grades, daily Tefillah. Punctuality is an expectation.
Communicate with your child’s homebase teacher during Information and Curriculum Nights, Conferences or other times during the School year. She/he is your child’s advocate and stands in loco parentis. Please refer to the Parent/Teacher Communication Policy on how to best communicate with the teacher. Should you continue to be concerned, contact the appropriate school administrator.
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. PRACTISE – homework reinforces new concepts taught in class, or work not finished during class time is sent home for completion. PREPARE – collection of data or research materials helps prepare student for in-class activities.
30 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, 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 Students in Grade 3 and up will have a special homework agenda, which they are required to use, 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.
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 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.
Factors affecting the amount of homework a student may have are the amount of work a student completes in class, mastery or difficulty with a certain topic or rate of completion. 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 one homework item should take more than 30 minutes.
Parent’s role: We ask that parents allow their children to complete their homework on their own, even if this means that the work will come back to school incomplete or with mistakes. Please keep in mind that when a child submits homework, he is presenting it as his own as well as indicating to a teacher what he does and does not know. Please inform the teacher if your child is finding the work difficult or if it takes significantly more time than suggested.
31 Guidelines for helping your child: ● Provide a quiet space ● Provide a large calendar where your child can record homework to help with time management ● If you are concerned about the length of time your child is spending on homework, please notify your child’s teacher ● Encourage your child to organize and pack his/her own school bag ● Show interest and discuss homework topics with your child
Projects and Major Assignments: Prior to beginning any project or major assignment, in the classroom or at home, students will be provided with clear written instructions in “handout” form. These instructions will include the following: ● Purpose ● Form ● List of resources and where to find them, or actual resources ● Content area and expectations ● Method of evaluation and a rubric with criteria ● A timetable of due dates incorporating all stages of the process, i.e. research, outlines, rough drafts, final copy ● MYP assignments may include the Performance Tasks
Teachers make every effort to ensure that projects do not overlap.
Middle School students have a calendar on which tests, assignments and projects are posted with a due date. Parents should contact the teacher if they have concerns.
Submission of assignments: Students are expected to submit assignments on a given due date. In extenuating circumstances, students may arrange an extension of the due date with their teachers.
Failure to complete an assignment, following communication between parent, teacher and student, will result in an incomplete mark or grade.
IBO AND THE LEO BAECK DAY SCHOOL
The Leo Baeck Day School is an authorized IB World School offering the (MYP) Middle Years Programme. These are Schools that share a common philosophy - a commitment to high quality, challenging, international education that LBDS believes is important for our students. Only Schools authorized by the IB organization can offer any of its three academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), or the Diploma Programme. Our unique educational programme from Nursery to Grade 5 is based on Ontario Ministry of Education expectations, current
32 educational best practices and the values, concepts, skills, and attitudes of constructivist, inquiry based pedagogy.
IBO MISSION STATEMENT The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with Schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
THE THREE FUNDAMENTAL CONCEPTS OF IB ● HOLISTIC LEARNING: CONNECTIONS: We recognize that knowledge is interrelated, and that the curriculum should develop the whole person. ● INTERCULTURAL AWARENESS, CULTURE: We encourage and promote international-mindedness. ● COMMUNICATION: We encourage open and effective communication in all its modes.
For further information of this programme, please visit the International Baccalaureate website at www.ibo.org. If you have any further questions regarding IBO, please contact the Dean of Academic Development/MYP Coordinator.
SCHOOL TRIPS
Special outings are scheduled during the School year for students in all grades. School buses are chartered to transport our students.
These buses are NOT equipped with seatbelts because, according to the Ministry of Transportation, School buses are specifically designed to protect occupants in a variety of other ways. Parents who volunteer on School trips must follow School guidelines which will be provided.
STUDENT SERVICES
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
33 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 Dean 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 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/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.
34 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 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.
35 • 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 Dean/Student Support Team 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 whose 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. • The Student Services Team/Dean will review the IAP with the parent(s) on an annual basis or as needed.
Other services provided: Jewish Vocational Services/Jewish Family & Child Services • Psycho-educational consultation when required. • "Family Life Education Program" 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 AND TEXTBOOKS
A complete list for students from Grade 1 through Grade 8 will be provided before classes end in June and in the August mailing, and supplies must be replenished as needed throughout the year.
36 Texts are supplied by the School. All textbooks are the property of the School and are to be returned at the end of the year in good condition. Students reimburse the School for the cost of lost books.
Middle School students are required to purchase novels selected for study from the school. TOILET TRAINING
Children must be toilet trained upon entry to the School. While we understand accidents do occur, if the student is unable to adequately clean him/herself independently, a parent or guardian will be contacted to change the child.
All students must be toilet trained and Leo Baeck reserves the right to deny admission to students who are not toilet trained.
E. Communication BaecKids
BaecKids is the home of all important information related to the school. 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.
FRIDAY FILE (SC)
The Friday File is used for students in Grades 1 and 2 as a vehicle for communication regarding events and class news. We encourage parents to review this file with their children and engage them in discussion about their School experiences. Folders are returned on Monday morning.
PARENT/TEACHER COMMUNICATION POLICY
The written report card is only one form of communication between home and School. Homeroom teachers make an introductory phone call home within the first week of School and contact parents as needed throughout the school year.
It is the policy of our School that class-related issues about your child are to be discussed directly and respectfully with your child’s teacher before assistance is requested from the Deans, Vice Principal, Principal or the Head of School.
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Parents who wish to speak directly with a teacher should email the teacher directly. The teacher will respond within 24 hours, or by Monday evening should your email be sent on Friday. The formula for teacher e-mail addresses is first initial + [email protected] (e.g. [email protected]).
If there is a death or illness in the family, or any other pertinent information, please let the Vice Principal (NC), Dean of Student Academics (SC), and Principal as well as the appropriate teachers know so that we can be sensitive to your child’s needs.
PRIVACY OF INFORMATION
At The Leo Baeck Day School we are committed to protecting your privacy. All personal information collected by the School from prospective families, current families, alumni and donors is stored in a confidential database. Access to this information is restricted to authorized staff and volunteers such as members of the LBPA, who have been trained in dealing with information in accordance with our privacy standards. In addition, they have either signed a confidentiality agreement or in the case of teachers are bound by the confidentiality provision in the Teachers’ Handbook. We do not disclose your personal information to any other organization or individual outside of the School without first informing you and requesting your consent, except as noted below.
The School does share the names and home addresses of Middle School students with TanenbaumCHAT solely to enable them to provide you with information about entry opportunities for Grade 9. If you wish to withhold your consent for the sharing of this information please contact the School Office.
The School Office does distribute class lists to those families who request them; these include the names and contact information of the child’s classmates and their parents. These lists may be used for school business only. If you wish to be removed from the class lists we distribute, please inform the School Office before the second week of classes in September. As well, if you wish to revoke consent regarding sharing photographs of your child in school publications, please inform the school office before the week of classes in September.
The School is committed to maintaining the confidentiality, privacy and security of the personal information it collects. If you have any questions regarding this statement or other privacy concerns, please contact the Head of School.
38 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.
October – Interim report is sent home for students in JK to Grade 5 prior to Parent Conferences. November - Parent Conferences are held: Pre-School – Parent/Teacher Conferences Grades 1 – 5 – Parent/Teacher Conferences/3-Way Conferences Grades 6 – 8 – 3-Way Conferences A written report is prepared by all teachers, indicating the level at which the child is functioning, strengths, needs and next steps. His/her social adjustment will 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. January – Full Term reports are sent home.
March - Parent Conferences are held: Pre-School : 3-Way Conferences Grades 1-3: 3-Way Conferences/Student-Led Conferences (NC); 3-Way Conferences (SC) Grades 6 -8 : 3-Way/Student Led Conferences (NC); Student-Led Conferences (SC)
Again strengths, needs and next steps should be discussed.
June - The end-of-the-year written report.
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. ● Assessment of and for learning provides authentic and varied opportunities for students to demonstrate their learning ● is based on: Grades 1 to 5 – published 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
39 ● 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 in 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 Review - (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.
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 after Interim Report Cards are distributed. 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. INTERIM REPORT CARD
40 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), the 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 – Consistent, D – Developing, E – Emerging, N – 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
41 The Grades 1 – 5 standard Report Card also grades a student’s “Learning Skills and Work Habits” using the symbols: I – Independent, C – Consistent, D – Developing, E – Emerging, N – Not Assessed at this time. These Work Habits include:
Responsibility • fulfils responsibilities and commitments within the learning environment
• completes and submits class work, homework, and assignments according to agreed-upon timelines
• takes responsibility for and manages own behaviour
Organization • devises and follows a plan and process for completing work and tasks
• establishes priorities and manages time to complete tasks and achieve goals
• identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks
Independent Work • independently monitors, assesses, and revises plans to complete tasks and meet goals
• uses class time appropriately to complete tasks
• follows instructions with minimal supervision
Collaboration • accepts various roles and an equitable share of work in a group
• 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
Initiative • looks for and acts on new ideas and opportunities for learning
• 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
Self-Regulation • sets own individual goals and monitors progress towards achieving them
• 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
42 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.
3-Way Parent Teacher Conferences are in the fall term. Please check Managebac periodically to view your child’s progress. Managebac is a transparent system that parents, teachers and students have access to. 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.
Student Led Conferences are held in the second half of the year and constitute a vital opportunity to review student progress with parents.
Parents who are separated/divorced are encouraged to attend interviews together when possible. Exceptions can be made in extreme cases.
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
43 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 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.
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. 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 assessed 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
44 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 a prescribed set of assessment criteria on an 8 point scale. Summative assignments in each subject must be graded on rubrics that reflect this scale. 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 a grade, to a final MYP grade of 1 to 7, boundary 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 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 7 6 4 Range A Range 5 4 3 Range B Range 3 2 Range C Range 2 1 Range D Range 1 - E Range
Hebrew Grading for MYP The following rubric is used to describe student 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
45 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
Service as Action / Community and Service in the MYP
Service as action (community service) 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 service as action which determines successful completion of any MYP year of studies. At LBDS, this is compatible with commitment to Tikkun Olam initiatives.
SCHOOL PERSONNEL
The Leo Baeck Day School staff works as a collaborative team to ensure that our philosophy is implemented.
Institutional Administrators:
Head of School: Eric Petersiel, RJE
Principal, North Campus: Yvette Burke
46 Interim Principal, South Campus: Rochelle Chester
Chief Financial Officer: Elliott Brodkin
Director of Admission: Janice Prazoff Academic Administrators:
Dean of Jewish Living: Rabbi Noam Katz
MYP Coordinator: Dawn McMaster
NORTH CAMPUS Vice Principal: Dorothy Hartman Dean of Academic Development/Literacy Lead: Jody Blum Primary Coordinator: Bonnie Gremont Student Services Team: Mara Mazer, Jessica Parisien-La Salle, Shari Zacks, Michal Ziskind Hebrew Coordinator: Irith Rosen Lead Numeracy Teacher: Shari Zacks
SOUTH CAMPUS Vice Principal JK-Grade 3: Adina Lubek Vice Principal Grade 4-8/Hebrew Coordinator: Seth Goldsweig Dean of Academic Development: Dawn McMaster Dean of Student Academics: Danielle Applebaum Dean of Students: Deborah Epstein Franks Numeracy Lead Teachers: Carolyn Polster and Leah Zilbert Science Lead Teacher: Ilana Cyna Literacy Lead Teacher: Stacey Jacobs
Members of the teaching staff are certified by the Ministry of Education of Ontario and/or the Centre for Enhancement of Jewish Education.
F. Student Life
CELL PHONES
Students are required to turn off and store personal phones and other communication devices in lockers during school hours. In the interest of privacy, taking pictures/videos of school staff or students is strictly forbidden.
Failure to comply will result in the following consequences:
47 a) 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 block this specific device from accessing the guest network). b) 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 during the meeting including parameters around the use of school technology. All calls home must be made in the main office under the supervision of the Office Staff.
DROP-OFF AND PICK UP (SEE also PARKING)
The School is at its busiest between 8:10 and 8:45 a.m. and between 3:15 and 3:45 p.m. Extended drop-off and pick-up is available from 7:30 to 8:15 a.m. NC, 7:45 to 8:15 a.m. SC and 3:45 to 4:00 p.m. at both campuses. Children not picked-up by 4:00 p.m. will be brought to the school office, taken to After Care and billed accordingly.
All visitors, including parents and guardians, who have School business should collect their visitor badge at the main office.
North Campus: All parents of preschool students must pick-up from the external classroom door. Parents should not come inside the School at drop-off and pick-up times. Grades 1 to 5 are dismissed into the playground at 3:30 p.m. Grade 6 to 8 will be dismissed at 3:35 p.m. Parents should wait outside the fenced area to pick-up their carpool. For safety reasons, at the end of the day students are not permitted to wait in the bus zone or on the front lawn. Older students are encouraged to accompany younger students to a prearranged meeting spot.
South Campus: In the morning students may be dropped off as early as 7:45 a.m. Middle School classes start at 8:15, and the rest of the school begins at 8:30 a.m. Please drop your kids off with enough time to get ready for the start of the day.
South Campus pick-up for preschool students will be available at 3:15 p.m. Students in Grades 1-5 will be available for pick-up at 3:30 p.m. Students in Grades 6-8 will be available at 3:35 p.m. Preschool children who are part of a “mixed carpool” will be joined by their older sibling/carpool mate in the designated waiting area prior to release.
Please read the updated traffic plan for specific details on drop off and pick up.
48 EXTRA-CURRICULAR SPORT
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 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 or Vice 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 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.
49 Once selected, all players will have an opportunity to participate in practices and to play in games. As a member of a school sport team, it is mandatory to attend all practices. If you miss a practice(s) you may be removed from the team.
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 or Vice Principal will be informed.
Conflict resolution 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 or Vice 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. 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 weblink 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 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. Team members serve as role models for our students. It is expected that each team member exhibit all aspects of the Code of Conduct during all times. Not following through can result in being asked to sit out for a game. 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.
50 Finances At the start of the school year, the Team Manager will meet with the Campus Principal or Vice 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.
TOYS AND OTHER ITEMS BROUGHT FROM HOME
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 labelled.
The School cannot take responsibility for electronic equipment brought to School.
TRANSPORTATION
Transportation to and from School, whether by bus, taxi, carpool, etc. is solely the responsibility of the parent(s).
Bussing to and from School is available on either a one-way or two-way basis. Services are provided by Stock Transportation (NC) and The Fun Bus (SC). Please contact the Admissions office for more information about the bussing program or to sign up.
G. Parents in the School
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.
51
Volunteer orientation will take place as part of the Parents’ Association New Family Welcome Breakfast. Additional orientation may take place with the Deans, Vice Principals or Principals. These sessions inform parents who help of their roles and responsibilities. Of special importance is the respect between teacher and parent. Please respect the privacy of each student, and only share observations made while in the class with the teacher, Deans, Vice Principals or the Principal. Confidentiality of all students must be kept. Teachers determine the need in their classes for parent volunteers. It will vary from teacher to teacher and term to term. Even if you do not get called, your willingness and participation in the workshop is much appreciated. If you are unable to attend the orientation and still wish to volunteer, please contact the Dean/Vice Principal. The range of volunteer activities, School policy and expectations will be discussed. Please refrain from using cell phones when at the school and during school activities. Parent volunteers maybe required to obtain a vulnerable sector screening from their local Police Station.
Class Parents/Grade Captains The Parents’ Association organizes Class Parents/Grade Captains for each class in our School. They are called upon by the teacher to recruit other class parents as needs arise throughout the year for such things as trips and celebrations.
J.K. and S.K. Parents may volunteer in the classroom at a specific time and for a specific purpose planned by the teacher.
Grades 1 - 5 Parents may volunteer in a classroom or with individual students in the areas of reading, writing, mathematics, and Hebrew.
A meeting with the Vice Principal (NC)/Dean of Student Academics (SC)/Vice Principal is required before working with children.
Across all grades, parents may be asked to help with in-class publishing, math games, or to share their expertise as speakers, storytellers or while on school trips. Parents with special talents or unique occupations or hobbies are encouraged to volunteer.
PARENTS IN THE CLASSROOM
Under no circumstances should a parent enter a classroom during the School day, and after school hours unless by prior arrangement with the Principal or when carrying out volunteer duties. All visitors must sign in at the Main Office and receive a visitor sticker before entering the classroom. Parents may observe a classroom under special
52 circumstances. This must be approved by the Principal who will set up a 15-minute visit at the teacher’s convenience.
PARKING
Physical space for parking cars and dropping off children is very limited at both our campuses. Parents are asked to ensure that they know and abide by the specific arrangements for parking and drop-off at their campus. Details of local arrangements are sent in the August mailing and posted on the Leo Baeck website.
REFUNDS
The school makes commitments based on enrolment and these commitments cannot be altered due to withdrawals of students. It is the policy of The Leo Baeck Day School that where a student is unilaterally absent or withdrawn from the school at any point following the due date for the first tuition payment, which is July 1st, tuition payments may be refundable on a monthly pro-rated basis. However, all deposits and other fees are non-refundable. In addition a fee of $500 per child will be retained by the school as a processing fee. As an educational institution, the school reserves the discretionary right to require the withdrawal of any student at any time; in such cases unused tuition will be refunded, but all other fees remain non-refundable.
H. Reform Jewish Practice
BAR/BAT MITZVAH
The tradition at Leo Baeck is that the Bar or Bat Mitzvah student invites the rest of the students in their class to the worship service. In the spirit of inclusion when extending invitations to classmates, please be thoughtful when including them to the worship service and party to avoid the exclusion of a small number of individuals. The School does not coordinate Bar/Bat Mitzvah dates. However, the School does post a comprehensive listing of Bnai Mitzvah worship and party dates for each grade to which all families in that grade have access for information purposes only. To add your name and simcha dates to the registry or if you are making a change to an already planned and listed date, please send an email to: [email protected].
The school holds a special service to honour students who have become a Bar or Bat Mitzvah. Parents and family members are invited.
53 HOLIDAYS
All of the Jewish holy days are part of our program and many of them, for example Sukkot, Chanukah, Tu B’Shvat and Purim are fun-filled with dress-up, games, songs and special treats.
Halloween and Valentine’s Day are not celebrated at The Leo Baeck Day School.
KABBALAT SHABBAT
Parents are invited to participate in Kabbalat Shabbat services with their children according to the schedule posted on the School calendar. We gladly welcome all parents to join our services. If no service or class is listed then parents are asked to not attend service that day.
Students are expected to wear a white shirt to Kabbalat Shabbat. No food or drink is permitted during prayer services as well no personal electronics (phone or camera) are permitted. (Please see Kippot Policy)
KASHRUT POLICY
The Kashrut Policy of our School is as follows: ● Do not mix meat and milk products ● Use kosher cuts of meat ● No shellfish ● Only vegetable shortening is to be used in any product served in our School. ● Sharing of food is not permitted. ● Any food served by the School will respect the Kashrut Policy
On School trips, the School policy for Kashrut applies. These policies ensure that our School is truly an inclusive religious community.
KIPPOT POLICY
All students are required to wear kippot at all worship services and when learning prayer.
54 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 two kippot (name inside) at School at all times. A kippah may be purchased in the Main Office.
Please note: The only head covering to be worn in School is a kippah. Baseball caps, etc., are for outdoors only.
REFORM JEWISH PRACTICE
Judaism emphasizes action rather than creed as the primary expression of a 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 centred 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 engage with and understand Jewish tradition, however differently interpreted, and to exercise their autonomy, choosing and creating a set of Jewish beliefs and practices 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 in both study and action to embrace the mitzvot 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. As well, Reform Judaism and Reform Jewish institutions are committed to an ethic of inclusion and egalitarianism. As such, ritual mitzvoth such as wearing Kipport, reading from the Torah, and using Tallit and Tefillin, are opportunities extended to all of our students.
Please be respectful of our School community’s observance of mitzvot in all aspects of Jewish life. If you are in doubt of anything, please ask.
55 I. Emergency Procedures
EMERGENCY CLOSURE
Decisions about closing on snow days are made by a committee of Heads of School 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 snow closure and other emergency closures such as water, power, gas, etc. will be communicated through a parental phone tree.
EMERGENCY INFORMATION
We must be able to reach a parent or person designated by the parent(s) at all times during the School day. In addition to providing us with a contact telephone number for each parent at home, at work and on cell, it is your responsibility to ensure that we have at least one telephone number where an additional named person can be reached in an emergency. Please notify the School of any change to contact details immediately.
J. Appendix – Policies
CLASS PLACEMENT POLICY
Class formation is a complex task to which teachers bring their expertise and knowledge about your children. They balance gender, academic achievement, student relationships and numbers to provide the best possible learning situation.
It is important for parents to trust that teachers and Administrators are very involved in students’ social and academic experience and keep their individual needs at the forefront of the class placement decision making process.
Each year classes are regrouped so children get to know and learn with everyone in the grade. As a policy, we do not take class placement requests. Only in extenuating circumstances, parents may make a request (only peer, not teacher related) in writing and addressed to the Vice Principal (NC) or the Dean of Students (SC) before May 15th. While the request may be considered, the final decision about class placement rests
56 entirely with the School administration, and no student will be informed of class assignment in advance.
No changes will be made in class placements until after the first ten days of School. If after that time you continue to have a concern, please contact the Principal or Vice Principal.
CLASS SIZE POLICY
Nursery Maximum of 18 students JK to Grade 2 Maximum of 22 students Grade 3 to Grade 5: Maximum of 24 students Grades 6 to 8: Maximum of 26 students
Any exception will be brought to the Board of Directors on a case-by-case basis.
DRESS CODE (SEE also CODE OF CONDUCT)
Students demonstrate self-respect and respect for their School through personal cleanliness and proper 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. Although the School does not have a specific uniform we do have a specific dress code which is strictly enforced for the safety of our students. Student Dress Code Guidelines: 1. Shorts or skirt lengths cannot be higher 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. 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 is expected, as a symbol of the holiness of the Shabbat.
57 Synagogue dress code is encouraged for Rosh Chodesh Services and other religious ceremonies.
Physical education is important to Leo Baeck and fundamental to the well-being of our children. Students should be aware from their schedules on which days they have gym, and attend School appropriately dressed for gym class.
On days when students have physical education, they must be prepared as set out below. Your child will not be allowed to participate if he/she is not dressed appropriately. Since formal physical education is twice a week, we are eager to have all students participate.
● Sweat pants, track pants with an elastic bottom, tear-away or shorts are permitted for gym ● Shirts must be long enough to remain tucked in for the entire lesson ● Recognized athletic shoes - platforms or hiking boots are not permitted ● Long hair is to be tied back ● No jewellery
Please note the gym days on your calendar; these will be provided in your first day of school letter from the teacher.
58 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 Baeck 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 User Name & Class Student/User Signature Date
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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 chatrooms being used within the privacy of the home.
General: a. Use Leo Baeck Technology (hardware, software, network or information) respectfully for constructive school-related tasks, while in the school building. b. Respect others' right to privacy of their accounts, files and passwords. Access only your individual files. c. Download material for school assignments only. d. Cite technology resources used in assignments (both text and images) and provide accurate bibliographic information. e. Comply with copyright agreements. f. Save school-related files to the network, your USB drive, or your own "cloud" network and back-up materials as appropriate. g. Wear headphones in the classroom with teacher permission only. h. Be respectful of the environment and print only one copy of an assignment or resource when necessary. i. Obtain explicit permission before taking photos or videos of students or school staff. j. Class doucments and shared documents (i.e. Google Docs) will be used appropriately.
E-mail: a. Use your school e-mail account (baeckids.ca) for communication with teachers and check it regularly (Grade 5 – 8). b. Keep your password to the Leo Baeck Guest network and your e-mail account private. c. Use of disrespectful content or language will not be tolerated. Students are personally responsible for messages sent. d. Use proper email etiquette, including correct salutations, spelling, grammar and English language conventions.
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Personal Devices: In addition to the following all of the above rules apply to use of personal devices while on school property.
a. Turn off and store personal phones in lockers during school hours. b. 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. c. Ensure that screensavers and desktop backgrounds are appropriate and respectful. d. Store personal material, unrelated to school, in a folder separate from school- related material. e. Support for technology by the I.T. Department is only for school property. f. 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 personal device will be taken away and/or technology privileges will be revoked until the end of the school day. The student will pick up his/her device from the Vice Principal at the end of the day. Parents will be notified.
Second Offence: The personal device will be taken away and/or technology privileges will be revoked until the end of the school day. The student will not be allowed to bring any personal device to school for one or more days, to be determined by the school. 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 will remove Wi-Fi for this specific device from accessing the guest network). Parents will be notified.
Further Offences: If a student continues to violate this agreement, it is possible that he/she will lose the privilege of bringing any personal device to school. A plan of action for further technology use between the student, parents and the school, will be decided upon including parameters around the use of school and personal technology.
61 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.
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.
62 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.
Academic Honesty Policy
Leo Baeck is an IB world school that requires academic honesty for all. We work together as a community to support students in acquiring the necessary skills to understand and fulfill the requirements outlined in this policy.
What is Plagiarism?
Plagiarism means the copying of the words, ideas or images created by someone else and submitting it as one’s own work. Plagiarism is considered academic theft and carries with it severe consequences.
Some examples include:
• Copying from a classmate including any work or tests • Copying from previously submitted work by another person • Copying from any work produced by other people • Copying the words or images from the Internet or printed source without a proper citation • Use of copyrighted material without having obtained permission to do so. This relates to written, audio and visual texts and videos, films or television programs.
63 Consequences of Plagiarism
If plagiarism by a student is discovered in one subject area, the teacher will impose the following consequences:
• The student will resubmit assignment with proper documentation of sources used to demonstrate knowledge of both the content and process of proper completion of the assignment. • Parents will be notified. • The student will receive one-to-one coaching on how to generate work which reflects academic integrity from the Dean of Student Academics (SC)/Dean of Student Services (NC).
If plagiarism is discovered in multiple subject areas or on repeated occasions: • The student’s parents will be called in for a mandatory meeting with the student, teacher/s and a member of administration. • The minutes of this meeting will be recorded and placed in the student’s file. • The student will receive a zero on the assignment. • The student will also receive an internal suspension. • The student will receive a follow-up one-to-one coaching on how to generate work which reflects academic integrity from the Dean of Student Academics (SC)/Dean of Student Services (NC).
Intellectual Property It is considered plagiarism for anyone in the community to take credit for work, research and or ideas created or developed by someone else.
Photocopying No more than 10% or one chapter of a document/book may be photocopied. This is a requirement for administrators, teachers, students and support staff at LBDS.
Using Images All images must be cited. Any copyrighted images may not be used in a public format including class presentations and assignments. In the MYP, the MYP Coordinator and/or MYP lead teachers will keep teacher and students informed of resources available which have copyright release.
All teachers will equip students with the necessary tools for paraphrasing, synopsis, informed research tools and accurate referencing of all materials used when completing tasks for submission.
* At LBDS, the use of MLA citation format is a requirement.
64 * Teachers require citations for all written work/presentations/ transcripts of oral sources and other academic submissions.
Role of the librarian The librarian supports teachers in clarifying to students what is meant by academic honesty and helps promote an ethos of academic integrity at LBDS. In the MYP, the librarian plays a major support role in all inquiry based research assignments for students, especially in relation to the Community Project.
All teachers reserve the right to check submitted work, using digital tools, to verify the authenticity of work submitted.
Signature indicating the above Academic Honesty Policy has been read and understood:
Student:______Date: ______
Parent:______Date: ______
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