Staff Handbook Our Mission

We are a community of motivated lifelong learners who are developing the skills to be successful, productive members of a changing world.

Our Values Communication Honest, constructive and transparent communication Relationships Positive relationships that support community connections and belonging Learning Learning that is continuous, evolving and supported by research Empowerment Self-discipline and resiliency that promotes responsible, active and productive

learners Inclusion Inclusion and acceptance by acknowledging and celebrating individual strengths Environment A safe, supportive, and positive environment where everyone feels valued,

joyful and willing to take risks

Our Vision: BIG ideas narrowed to THREE key areas

1. Literacy across the curriculum 2. Numeracy – basic skill development; developing positive math mindsets 3. Student accountability (lates and attendance)

September 26, 2017

Table of Contents (In Alphabetical Order)

Page # Administration Division of Duties ……………………………………. 9 Alarm Code/Keys ……………………………………. 22 Assemblies ……………………………………. 23 Behaviour & Expectations (Students) ……………………………………. 12-17 Bell Schedules ……………………………………. 10 Bomb Threat ……………………………………. 22 Counselling (Student - Career & Personal) ……………………………………. 21 Course Outlines ……………………………………. 23 Daybooks, Supplies & Materials ……………………………………. 21 Emergency Procedures ……………………………………. 22 Expense Claims & Reimbursements ……………………………………. 24 Failure Analysis ……………………………………. 19 Fire Alarms/Emergency Procedures ……………………………………. 22 FOIPPA ……………………………………. 19 Forms: Appendix- Professional Growth Plan ……………………………………. 26-29 “I” Report Form (2 pages) ……………………………………. 30-31 Study Hall Form ……………………………………. 32 Human Rights Code ……………………………………. 11 IEPs ……………………………………. 19 Information & Technology Management ……………………………………. 18 Lock Down Procedures ……………………………………. 22 Money Collection ……………………………………. 20 Newsletter ……………………………………. 23 NHIs ……………………………………. 17 Opening Day ……………………………………. 5-6 PA Announcements ……………………………………. 23 PAC meetings ……………………………………. 23 Phone ……………………………………. 23 Restorative Action ……………………………………. 13 & 31-32 ROCKS ……………………………………. 15

Table of Contents (In Alphabetical Order)

Page # School Based Team (sift and sort) ……………………………………. 19 School Calendar 2017-2018 ……………………………………. 4 Staff Absences ……………………………………. 18 Staff List ……………………………………. 7 Staff Meetings, PAC Meetings ……………………………………. 18 Staff Telephone Directory …………………………………… 8 Standards for Educators …………………………………… 12 Student Absences ……………………………………. 18 Student Records ……………………………………. 22 Supervision Duties ……………………………………. 22 Teacher Leader Responsibilities ……………………………………. 23 Telephone extension and voicemail ……………………………………. 8 Textbook Procedures ……………………………………. 21 Threat Making Behaviour Response ……………………………………. 11 Trips/Transportation Procedures ……………………………………. 20 Teaching and Learning: Assessment for Learning Key Points …………………………………… 34 Key Influences on Student Learning (Hattie) …………………………………… 35-6 SMART Learning …………………………………… 37 Spiral of Inquiry ………………………………….. 38 Marzano’s The Art and Science of Teaching

Design questions & form ……................................. 39-61 Voicemail/Mailboxes/email ……………………………………. 8 Work Orders ……………………………………. 23 Work Place Bullying & Harassment Policy 451 …………………………………… 24-25 Written Communication (to parents) …………………………………..... 23

GSS School Calendar 2017-18

Friday, September 1 (10:00am – 1:00pm) New Student/Parent Orientation Tuesday, September 5 (10:00 – 12:00) First Day Wednesday, September 6 First Day Regular Classes Monday, September 18 Alberta Post Secondary Visit 1:30 to 3:00 Tuesday, September 26 School Photos Tuesday, September 26 Grad & Parent Meeting Monday, October 9 Interim Reports Due Monday, October 9 No School- Thanksgiving Day Tuesday, October 10 BC Post Secondary Visit 8:50 – 10:30 Friday, October 20 No School - PSA Day Monday, October 23 School Photo Retake Day Tuesday, October 24 (2:15 – 4:00) Parent/Teacher Conferences (School is out at 2:00)

Wednesday, October 25 (7:00 – 9:00) Parent/Teacher Conferences (School is out at 2:00)

Thursday, October 26 (2:15 – 4:00) Parent/Teacher Conferences (School is out at 2:00)

Thursday, November 9 Last day Semester One/Term One Friday, November 10 No School Non-Instructional Day Monday, November 13 No School – in lieu of Remembrance Day Tuesday, November 14 First Day Semester One/Term Two Sunday, November 19 First Term Reports Due T.B.A. Grad Photos December 18 – January 1 Winter Holidays Tuesday, January 2 School Reopens Monday, January 22 – Thursday, January 25 Grade 10, 11 & 12 Final Assessments Thursday, January 25 Last day of Semester One/Term Two Friday, January 26 First Day Semester Two/Term One Sunday, February 4 First Semester Reports Due Monday, February 12 No School - BC Family Day

Monday, February 19 No School Non-Instructional Day Wednesday, March 7 (3:30-5:00) Parent/Teacher Conferences March 19 – March 30 Spring Break Monday, April 2 No School – Easter Monday Tuesday, April 3 School Reopens Monday, April 16 No School - Non-Instructional Day - RSA Day Friday, April 20 Last day of Semester Two/Term One Monday, April 23 First day of Semester Two/Term Two Sunday, April 29 Third Term Reports Due Wednesday, May 2 Early dismissal day (School is out at 2:00) Monday, May 21 No School - Victoria Day Monday, June 18 Awards Ceremony Tuesday, June 21 Last day regular classes Wednesday, June 20 – Thursday, June 28 School/Provincial Assessments (Grade 8 - 12) Thursday, June 28 Grad Ceremony Friday, June 29 Grad Prom Friday, June 29 Administrative Day/School closes

Opening Day Overview

A. Morning staff meeting 8:45 (review morning procedures and emergency procedures)

B. Students (grades 9 – 12) go through mini block rotation, starting with Block 1 at 10:00

C. Grade 8 student introduction in Learning Commons (admin and period one grade 8

teachers)

D. Afternoon staff meeting @1:00 p.m. (Agenda below)

Staff Meeting Agenda-8:45 A.M.

1. Welcome

2. Evacuation Procedure (fire drill and lock-down)

3. Review opening day procedures for staff and students (student timetables)

Staff meeting -1:00 p.m.

1. Review and feedback- Morning rotation (Iris)

2. Health and Safety (Iris)

3. Epi-pen training (1:00 Anne Hooper-Johnson)

4. Child Abuse Reporting Protocol (1:15)

5. Supervision Schedule (Angela)

6. Shared GSS Calendar (Iris)

7. International Program & Students (Iris)

8. Technology – AUP (Angela)

9. Counselling Services (Ron, Todd)

10. Student Services (Amanda)

11. Upcoming events in September – Rock Solid, Assessments (Angela/Iris)

12. Athletics/Field Trips/Permission Forms (Angela)

13. Learning Commons staffing (Angela)

14. Phone Message Retrieval and Deletion (Roberta/Becky)

15. School Success Plan 2017-18/Mission, Vision, Values (Iris)

16. Snacks with the Principals (Iris)

17. TOC Callout System – Smartfind Express

18. Review Staff Handbook/Policy 4510/Policy 6200/Policy 6900

19. STAFF PHOTO!!!

Opening Day Procedures beginning at 10:00 a.m.

Eight block Run Through:

10:00 – 10:29 Block 1 (Homeroom Duties)

Send attendance on paper to office for ‘1’ block only

10:32 – 10:42 Block 2

10:45 – 10:55 Block 3

10:58 – 11:08 Block 4

11:10 – 11:21 Block 5

11:24 – 11:34 Block 6

11:37 – 11:47 Block 7

11:50 – 12:00 Block 8

Note: All class changes will be announced over the PA. We will dismiss students from each block by office announcement; the bell will ring to start each block.

Block 1 Homeroom Duties:

1. Take attendance for this period only and send it to the office.

2. Distribute student timetables. Supervise completion of blank timetables.

3. Explain textbook procedures; students will return textbooks to a ‘book drop’ at the end of the semester/school year as the books are bar-coded. Students in Grades 9-12 returning a textbook from a previous year will take it directly to the office – not the Learning Commons.

4. Review the importance of attendance including being at school and on time to class. Review strategies that students can use to get to classes on time; review possible strategies teachers may employ when students are not respectful of start times.

5. Cell phones are not to be used for personal reasons during class.

6. Advise students that the Concession begins operating on Wednesday, September 6th and there will be juice, milk, water, muffins & other food for sale. The regular Lunch Program starts on Monday, September 18th. Forms are available at the office window.

7. Inform/remind students that all students have a School District email account. The format is firstname.lastname@sd6.bc.ca. Students are able to access this email account from home for homework purposes through the Rocky Mountain website.

Golden Secondary School & Golden Alternate Program Staff

ADMINISTRATION Mrs. Iris Trask Principal Ms. Angela Stott Vice-Principal

TEACHERS Mr. Ron Ainslie Personal Counsellor/Outdoor Ed/Support Services Mr. Mike Archibald Digital Media/English/Social Studies/ Leadership Mr. Steve Benty Physical Education/Strength & Conditioning Mrs. Pamela Broderick Golden Alternate School Ms. Caroline Carl-Osborne Science/Physical Education Mr. Pascal Carrara French Immersion/FSL Ms. Amanda Craigie Support Services Ms. Nori Depretto English/FSL Mr. Kendall Duce Career Education/Planning/Social Studies Ms. Lisa Fawcett Math/Physics Ms. Tanya Hobbs Art/Teacher Librarian Ms. Rebecca Labonville Art/English/Drama Mr. Rhys Badenoch Home Economics Mrs. Gloria Lowe Choir/ French Immersion/ Math Mr. Doug Orr Band Mrs. Rebecca Pilon Golden Alternate School Mr. Jens Seidemann Technology Education/Science/Math Mrs. Holly Turner Math/Psychology/Science Mr. Todd Wilson Career Counsellor/Social Studies

SUPPORT STAFF Mr. Navinder Birk Custodian Ms. Cassandra Brooks Youth Care Worker Alternate School Mrs. Wendy Feuz Custodian Mrs. Jackie Franzen Custodian Mrs. Elaine Frost Custodian Mrs. Helena Fuoco Education Assistant/Noon Hour Supervisor Mrs. Lorraine Kelley Lunch Program Aide Mrs. Roberta Kohalyk Secretary Mrs. Dee McElderry Lunch Program Aide Ms. Kate McInroy Youth Care Worker Mr. Al Major Custodian, Alternate School Ms. Melissa Miller Youth Care Worker

Mrs. K. Bowne Mrs. Ann Purvis Education Assistant Mrs. Becky Rousseau Secretary Mrs. Dana Setter Aboriginal Education Support Worker

Mrs. D. Setter Mrs. Kim Strickland Library Clerk Typist Mrs. Susan Williamson Education Assistant

TELEPHONE EXTENSIONS (44--) and Voice Mail Option Only (48--) with access codes Admin. Meeting Room 4440 Pascal Carrara (Rm 13) 4442 Amanda Craigie (Rm 23) 4436 Angela Stott (VP) 4449 Rebecca Labonville (Rm 1) 4456 Ann Purvis (EA) n/n Rhys Badenoch (Foods Rm) 4454 Art Room/Special Ed office 4437 Roberta Kohalyk (Secretary) 4452 Auto Shop (Rm 21) 4450 Rocky Mt. DL (Rm 15) 4444 Ron Ainslie (Counsellor) 4430 Becky Rousseau (Secretary) 4464 Room 5 4461 Room 8 4474 Caroline Carl-Osborne (Room 10) 4432 Room 12 4473 Computer Lab (Room 1) 4456 Room 16 4445 Computer Lab (Room 4/9) 4431 Room 21 4450 Computer Lab (Room 18) 4457 Room 22/23 Office 4437 Room 23 (Support Services) 4436 Dana Setter (Rm 17) 4468 Room 27 (Drama Office) 4439 Deanna McElderry (Lunch) 4447 Distance Learning (Rm 15) 4444 2nd Gym Office 4458 Doug Orr (Rm 29) 4439 Special Ed/Art Room Office 4437 Staff Room 4475

Elaine Frost n/n Steve Benty (Gym) 4446 Elizabeth Selby (EA) n/n Support Services (Rm 23) 4436 Gloria Lowe (Rm 7) 4455 Susan Williamson (EA) n/n Helena Fuoco (EA) n/n Tanya Hobbs (Learning Commons) 4461

Holly Turner (Rm 3) 4472 Todd Wilson (Rm 14) 4435 Iris Trask (P) 4471 Wendy Feuz n/n Wood Shop (Rm 20) 4463

Jackie Franzen n/n Jason Gadd (Rm 15) 4444 Jens Seidemann (Metal) 4467 Golden Alternate School 250-344-4548 Staff:

Kate McInroy (Csl area) 4460 Rebecca Pilon (Teacher) 3911 Kendall Duce (Rm 25) 4441 Pamela Broderick (P/T Teacher) 3907 Kim Strickland (Library) 4469 Cassandra Brooks (Youth Care Worker) Al Major (Custodian) Lisa Fawcett (Room 6) 4470 Lorraine Kelley (Lunch) n/n It is very important that staff check their mailboxes,voicemail and email for messages daily Melissa Miller (Csl area) n/n Your school email account is set via Webmail. Mike Archibald (Rm 11) 4466 Messages from parents and others will be Music Room (Rm 29) 4439 directed to your personal voicemail. As well, please remember to erase messages

Navinder Birk n/n on a regular basis (follow the directions Nori Depretto (Rm 2) 4438 given after listening to your messages).

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Administration Division of Duties:

COMMON ADMINISTRATIVE TASKS:

General School-wide Supervision Hockey/Figure skating liaison In-School Suspension Program

School Opening/closing Mini Assemblies School Organization/Structure and Management Marks: Gathering, Verification, Printing Teacher Pro-D

Instructional Supervision/Evaluation Student Relationships/Communications PAC

School Act, Ministry & District Policy Administration

Bus Issues/Concerns Curriculum Implementation Timetable Planning, Design and Scheduling Parent/Teacher Interviews Department Head Council Alternate School Supervision Study Hall Program Staff Handbook Noon hour supervisor liaison Field Trips/Student Travel/Transportation Homework Club/Study Hall

IRIS TRASK- PRINCIPAL Hockey liaison Operation and Upkeep of Files Professional Growth Plans and School Data PAC Liaison Staff Leave Requests Community Relations Graduation Special Ed. Liaison/School Based Team Budget Planning Weekly Staff Bulletin Staffing/Assignments School Maintenance Requests Newsletters/Newspaper Communication Support Staff replacement Awards Ceremony Liaison Health & Safety International Program I Plans Grade 7-8 Transition Grade 8 Orientation

ANGELA STOTT- VICE PRINCIPAL Health & Safety School Dances Student Discipline Staff/Parent/Student Survey Community Facility Use Assemblies Staff/Teacher Leader Meeting Minutes School-Based and Provincial Exams Fire Drills/Emergency Procedures Distributed Learning & Distance Education Honour Roll Student Calendar Technology New teacher orientation Athletics

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Bell Schedules Regular Bell Schedule

WARNING BELL 8:40

PERIOD ONE 8:45 - 9:48 PERIOD TWO 9:53 - 10:56 NUTRITION BREAK 10:56 - 11:07 WARNING BELL 11:07 PERIOD THREE 11:12 - 12:13 LUNCH 12:13 - 1:00 WARNING BELL 1:00 PERIOD FOUR 1:05 - 2:08 PERIOD FIVE 2:13 - 3:15

Alternate Bell Schedule

WARNING BELL 8:40

PERIOD ONE 8:45 - 9:35 PERIOD TWO 9:40 - 10:30 NUTRITION BREAK 10:30 - 10:40 WARNING BELL 10:40 PERIOD THREE 10:45 - 11:35 LUNCH 11:35 - 12:15 WARNING BELL 12:15 PERIOD FOUR 12:20 - 1:10 PERIOD FIVE 1:15 - 2:05 PERIOD SIX 2:10 - 3:15

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Standards for the Education, Competence & Professional Conduct of Educators in British Columbia

1. Educators value and care for all students and act in their best interests. 2. Educators are role models who act ethically and honestly. 3. Educators understand and apply knowledge of student growth and development. 4. Educators value the involvement and support of parents, guardians, families and communities in

schools. 5. Educators implement effective practices in areas of classroom management, planning,

instruction, assessment, evaluation and reporting. 6. Educators have a broad knowledge base and understand the subject areas they teach. 7. Educators engage in career-long learning. 8. Educators contribute to the profession.

Teacher Regulation Branch Telephone: 604-731-8170 (Metro Vancouver) Ministry of Education Toll Free Telephone: 1-800-555-3684 (within North America) 400 – 2025 West Broadway Vancouver, BC V6J 1Z6

Student Code of Conduct

Statement of Purpose: In accordance with the School Act, School District #6 Board Policy, and the BC Human Rights Code, the GSS Student Code of Conduct has been developed in order to establish and maintain a safe, caring and orderly environment for learning by outlining expectations for student conduct, consequences for inappropriate student conduct, and the process for communication with parents. School officials are expected to act ‘in loco parentis’, therefore making decisions to ensure the safety of all students as would a judicious parent.

BC Human Rights Code: In accordance with the BC Human Rights Code, students must not discriminate against others through publications, accommodation, service or facility. Students must not publish, issue or display, or cause to be published, issued or displayed, any statement, publication, notice, sign, symbol, emblem or other representation that indicates discrimination or an intention to discriminate against a person or a group or class of persons or is likely to expose a person or a group or class of persons to hatred or contempt because of race, colour, ancestry, place of origin, religion, marital status, family status, physical, or mental disability, sex, sexual orientation or age of that person or that group or class of persons. In addition, students must not, without a bona fide and reasonable justification, deny to a person or class of persons any accommodation, service or facility customarily available to the public or discriminate against a person or class of persons regarding any accommodation, service or facility customarily available to the public because of race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex, sexual orientation and gender identity or age of that person or class of persons.

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Anti-Bullying: Charter of Rights

I have the right to be treated the same as everyone else. I have the right for no one to be unkind to me because of my colour or religion I have the right to work in a safe place, where there is no bullying I have the right not to be picked on I have the right to speak to my teacher or someone else I trust about

something that is bothering me I have the right to speak out and be listened to

Student Conduct Expectations: GSS has established the acronym, R.O.C.K.S., which stands for Respectful, Organized, Cooperative, Kind, and Safe to assist students to develop positive attitudes and behaviour. The chart titled “Golden Secondary School Code of Conduct: ROCKS outlines some examples to illustrate what expected behaviour “looks like” in order for students to present themselves in a manner appropriate to the working and learning environment of a secondary school. Student Consequences: It is expected that all students follow the GSS Code of Conduct at all times, which is reviewed at the beginning of each school year and periodically throughout the year. Inappropriate behaviour is corrected by school staff when it occurs with the expectation that students learn to demonstrate the appropriate behaviour. Golden Secondary School staff approach violations to the Code of Conduct through a restorative lens, which involves reflective questions, restitution and mediation so that consequences are restorative in nature rather than punitive.* However, incidents involving the possession or use of alcohol and drugs, violent acts, and other forms of serious misconduct may result in immediate suspension and possible referral to the District Discipline Committee. Special circumstances may apply to students with special needs if these students are unable to comply with a code of conduct due to having a disability of an intellectual, physical, sensory, emotional or behavioural nature.

Rising Expectations: It is expected that as students become older, more mature, and move through successive grades, they will conduct themselves with greater personal responsibility and self-discipline. Therefore, older students may have a more comprehensive plan to make things right.

Retaliation: Golden Secondary and School District #6 will take all reasonable steps to prevent retaliation by a person against a student who has made a complaint of a breach of a code of conduct.

Notification: School officials have a responsibility to advise certain parties of serious breaches of the code of conduct. These may include, but are not limited to, the parents of the student offender, parents of the victim, school district officials as required by school district policy, police and other agencies as required by law and parents in general in order to reassure members of the school community that school officials are taking appropriate action to address breaches of the code of conduct.

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*Restorative Action Restorative Action emphasizes a relationship-based approach to misbehavior.

The main differences between Restorative Action and Traditional Discipline models can be illustrated by the basic questions that are asked:

Traditional Approach Restorative Action

What rule has been broken? Who has been harmed?

Who did it? What are the obligations and whose are these?

What sanctions do they deserve? What can be done to make things right?

Principles of Restorative Action Invite full participation and conversation. Provide an opportunity to dialogue between all those who have been harmed or who have caused harm. Outcomes decided upon must feel fair and reasonable to all participants. All those who feel they have a stake in a situation of harm or conflict at school can be invited to participate in dialogue around the issues and have a voice in the outcomes or decisions made. Students are particularly invited to be involved and have input, instead of decisions being made for them unilaterally.

Seek full and direct accountability. In cases where certain individuals are responsible for creating harm, those people will be held accountable for their actions and appropriate reparation will be expected. Our everyday interactions and situations at school can result in hurtful words and actions, which damage relationships. As much as possible, restorative action seeks to bring those hurts to light and create space for healing and reparation, thereby fostering a healthier, more transparent school atmosphere.

Heal what has been broken. A restorative response seeks to address the harm resulting from a conflict and do what is possible to help heal any and all those affected. When harm occurs at school, we can nurture an environment where we, both students and adults, are encouraged to take ownership for our role in hurtful behavior. We respectfully expect ourselves and others to be accountable for our/their actions in ways that are fair and reasonable.

Reinstate where there has been division. Conflict can create outcasts, alienation, and distrust in the school community. Where possible, restorative action will help with the reintegration and repairing of relationships. Hurtful or damaging behavior in our places of interaction at school can create feelings of isolation and of being an outcast. It can result in individuals taking sides and developing an “us/them” mentality. As much as possible, restorative action aims to take stock of where divisions have occurred in our school community and work towards balance, understanding, and reconciliation.

Strengthen the community to prevent further harm. Restorative action is future focused and asks the question “What needs to happen to reduce the chance of people being harmed again? In this way, the focus is not on punishment but how to create a healthier and safer community. Most school communities can ultimately use situations of harm to learn, grow, and change where necessary. When a school aims to implement restorative principles, we advocate for positive changes in order to make the school community a healthier, safer, and more just place for all.

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Golden Secondary School Code of Conduct: ROCKS

In order to create a safe, caring, learning environment at Golden Secondary, it is expected that all students are respectful, organized, cooperative, kind and safe.

RESPECTFUL Treat people, property, and school with respect Use courteous words such as please and thank you; use proper language Listen/talk at appropriate times Dress appropriately – proper coverage and no inappropriate slogans Refrain from inappropriate touching – groping, horseplay, pushing

ORGANIZED Attend all classes Be on time for all classes Bring all supplies to each and every class Have homework completed on time Be prepared for tests/quizzes Keep your locker clean Attend Study Halls when assigned Attend In-School Suspensions when assigned

COOPERATIVE Promptly follow directions given by staff Follow classroom rules and expectations Try your best at all times Work in the forum or library during spares Use cell phones only during breaks Pick up your garbage

KIND Show empathy Help others Speak in a positive and encouraging manner Be helpful to younger or new students Refrain from engaging in or encouraging bullying or harassment Refrain from spreading rumours

SAFE Follow safety procedures for equipment use; wait for authorization before

using equipment Walk in orderly manner down the hallway Refrain from smoking or using chewing tobacco on/near school property Refrain from having/using drugs or alcohol at school or at any school

function Drive with care and caution

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Nut-related products and student allergies Golden Secondary School strives to be a safe school and as such, no peanut-related food items are allowed at GSS at any time. GSS strives to be a Peanut Free School. Aerosols and Deodorants Aerosols and deodorants can trigger an asthma attack in sensitive students and staff. The use of aerosols and deodorants with strong, pungent smells is not allowed in school. Students are encouraged to use non aerosol products. Violence, Intimidation, Harassment, Discrimination Golden Secondary School will not tolerate physical violence, intimidation, harassment, discrimination towards any member of the GSS/GAP community. Physical violence includes unwanted physical contact between students such as, but not limited to, pushing, punching, and horseplay. Intimidation, harassment, and discrimination refer to, but are not limited to, behaviours and actions which may be perceived as a threat to the safety and well-being of a person. Weapons, Explosives, Fireworks and Lighting Devices Golden Secondary School will not tolerate weapons at school. No student shall be in possession of weapons or use an object as a weapon, with the intent to injure or harass, while under the School’s jurisdiction. Students will not use or display any unauthorized lighting device (including, but not limited to matches, lighters, explosives, stink bombs, etc.) while at School or at School functions. Drugs and Alcohol Policy Drugs, alcohol and vapes are not permitted in the building or on the grounds of Golden Secondary School. Students who consume, deliver, are under the influence of, or have in their possession any vapes, alcohol, illegal drugs or drug paraphernalia while on School property or involved with a School activity may be suspended. Drug paraphernalia includes, but not limited to, pipes, roach clips, needles, etc. Vapors/e-cigarettes, etc. Any form of vaporizers, e-cigarettes, or similar device is NOT allowed at GSS/GAS at any time. Smoking and Chewing Tobacco Effective September 2007, the Province of B.C. amended the Tobacco Sale Act. These amendments ban tobacco use in schools, on school property and areas adjacent to school property. Skating/Wheels Riders arriving on wheels to school (bicycles, roller blades, skateboards, etc.) must stop at the edge of school property and carry their ‘wheels’ either to their lockers or to the bike stand. A large “garbage can” is provided by the Learning Commons and in the grade 12 hallway for students to store their skateboards while in the building.

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Personal Electronic Devices (PEDs) Students are expected to use their electronic devices responsibly at all times. Students must not use PEDs during instructional time for personal reasons. Students are expected to follow classroom teacher protocol during class time. Photographs and videos of students and staff are not permitted unless prior consent has been given.

Dress Code It is expected that students dress in a manner conducive to a positive teaching and learning environment (similar to what would be acceptable at a job. We respect individual styles while we take into account the feelings of others. Staff and students are expected to wear clothing that is appropriate for the work setting. Students are not permitted to wear clothing or accessories that express messages of violence, hate, drugs, alcohol, profanity or sexuality. Students who choose to wear inappropriate clothing will be asked to change.

Video Surveillance Please be aware that the School hallways and School entrances are monitored by video surveillance.

Dances Golden Secondary students may attend a school dance if they have attended school on the day of the dance and student fees have been paid. Special permission for guests may be granted by the Principal. Doors open at 6:30 p.m. and close at 7:30 p.m. Students who may be late due to sports or work may obtain approval from the Principal before 4:00 on the day of the dance. Students who leave the dance will not be allowed to reenter. Students under the influence or in possession of drugs or alcohol will be required to have an adult caregiver pick them up from the school and will meet with administration prior to reentry to school.

Student Parking Students may park in the student parking lot at the back of the school. All student drivers are expected to drive defensively and follow the driving restrictions that accompany their “L” or “N” licenses.

Plagiarism Plagiarism is defined as “the practice of taking someone else's work or ideas and passing them off as one's own”. This includes text copied directly from the internet, a book, or another student’s work. Plagiarism is a serious infraction that will involve individual teacher restitution and may include administration.

GSS Practice regarding NHIs When an assignment has a due date and the student does not hand it in:

1. The teacher assigns a study hall. If the teacher chooses, he/she may accept the completed work prior to the study hall and cancel the student’s study hall.

2. When the student’s work is turned in, the teacher accepts and assessed the task as was the process with the “on time” work.

3. If the student does not attend the study hall, the teacher will meet with the student to make alternate plans and may contact the parent to support the plan.

4. When the student continues to replicate the cycle of assigned study halls, not attending and incomplete task completion, parent communication will take place and administration may be included.

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POLICY NO. 6190: INFORMATION AND TECHNOLOGY MANAGEMENT

ACCEPTABLE USE POLICY: POLICY STATEMENT

Please follow this link: http://www.sd6.bc.ca/pdfs/policies/Policy_6190_Information_&_Technology_Management_(amended_11.01.11).pdf

Attendance Teachers will take attendance at the start of every class and input data into MyEdBC. Teachers have until the end of the day to enter attendance. If a student is not in class, that student is to be marked absent, even if the teacher knows where the student is (i.e. team trip, vacation, in another class, etc.) The office will supply the reason for the absence and create an excused absence if that is to be the case. (TOCs always do attendance on paper and submit to the office at the end of the day.)

Teachers will monitor student attendance and identify students who have a pattern of unexcused absences. Teachers will contact parents when attendance issues arise for students.

Lates If a student arrives late to class, record in MyEdBC. If arriving late to class becomes an issue for a particular student, contact parents and determine a classroom based plan of action meant to change the behavior (with or without admin support). If this intervention does not work, contact the parent and refer the student to admin.

Student Absences When a student is absent from school, parents may request homework. In this case, teachers will be requested via email to leave work for him/her at the front office window. Please ensure the work is brought to the office by 3:30, so that parents /siblings can pick up the work. Teachers may choose to email students and parents directly with assignments/tasks the student is able to complete while away. Parents will also be referred to the homework page on the school’s website.

Staff Absences Teachers unable to report to work due to illness or other factors fill out an online Leave of Absence and also let Iris and Roberta know. CUPE staff unable to report to work due to illness or other factors should text or phone Iris at 250-344-1048.

LOA’s must be filled out prior to absences due to illness. For all other absences, complete on-line the Leave of Absence Request at least one week prior to the leave and submit it for approval. A replacement will be called once the Leave is approved. Requests for leaving the building during the school day or prior to the end of the day must be made with the Principal. After receiving permission, please be sure to inform the secretaries in the office.

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“I” Plans An “I” letter grade means that the student needs additional time to meet the expected learning outcomes for the course. G.S.S. uses a form (available in the copy room) to report “I” Plans to the student and his/her parents. The Plan must describe the requirements that must be fulfilled in order for the student to meet the learning outcomes and must give a specific date for completion. Once an “I” Plan is developed, the original should be submitted the office to mail home, and copies will be made for the student file and an office copy. As well, the teacher should keep a copy as evidence that an “I” Plan was devised for the student. No student shall fail a course unless at least one “I” Plan has been given previously for the course. Once the student has completed the plan satisfactorily by the due date, the outcome of the “I” plan should be recorded.

Failure Analysis Forms Every teacher will be required to submit a Failure Analysis Form at the end of each course and will discuss all failures with administration. Copies of all “I” Plans must be attached to each Failure Analysis Form.

I.E.P.s Many of our students have Individualized Education Plans. Our Student Services teachers are responsible for the development of the goals in the IEP and dissemination of the adaptations or modifications on such plans. Teachers are responsible for implementing the I.E.P.s in their classrooms and communicating any concerns or recommendations to the appropriate Student Services teacher. Student Services Staff will be available to assist classroom teachers with adaptations/modifications as necessary.

School Based Team The School Based Team is composed of the Support Services Teacher, Youth Care Worker, Aboriginal Education Support Worker, Education Assistants and Administration. Other staff are welcome and encouraged to attend. The SBT meets regularly to discuss and make recommendations regarding students who have been referred to the team. Referrals are to be submitted via email to the Learning Services teacher. Remember to be as specific as possible regarding the concerns and describe all the interventions you have already attempted with the student. Be prepared to attend the weekly meeting.

FOIPPA The Freedom of Information and Protection of Privacy Act (FOIPPA) creates specific information and privacy rights regarding information that is collected or controlled by public bodies in B.C. Please refer to the website for more information as to how this impacts you as a teacher : http://www.oipcbc.org/sector_public/resources/index.htm

Money Collection All money that is being collected from students must go through the office so that receipts can be given and it is recorded in our accounting system. See Roberta for more information.

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Transportation Student travel involves the following forms and process: 1) Book your transportation by submitting the following to Roberta Kohalyk (who will get

final signature from Angela Stott) a. To request a District van complete a Van Request Form (for trips that involve 15

passenger or less, including the driver) b. To request a school bus, complete a Transportation Request/Time Sheet (for trips that

involve bussing more than 15 passengers) (Two week notice is preferred) c. To use private vehicles to transport students complete Authorization for Student Travel

Approval Form and submit to Angela Stott at least 24 hours prior to your trip date. Complete a School District No.6 (Rocky Mountain) Driver Information Form. All drivers must have a Driver’s Abstract (updated annually) on file. These are acquired through an Insurance office. Criminal Record Checks (updated every five years) are required for volunteer drivers.

2) Just before you depart, one updated manifest must be left at the School office and one updated manifest must be given to the driver.

IMPORTANT: It is not permitted for an individual to drive the School District van once a working day and driving time (together) has exceeded 15 hours (driving time cannot exceed 13 hours).

Notes:

Individuals who will be transporting students and need to acquire their Class 4 license (required for drivers of the District van,) please submit receipts to the school office for reimbursement of these expenses.

SD#6 policy does not permit students to drive/transport themselves or other students to school activities.

Counselling Counselling will be done by appointment only; if a student has an appointment during class time, the counsellor or youth care worker will come to your room to pick them up. If an emergency arises, the counsellor or the Youth Care Worker will inform you that the student may be absent from class.

Study Hall Study Hall hours are from 3:30 – 4: 30 p.m., Wednesday and Thursday in Room 18. A student may be assigned to Study Hall by a teacher when that student is behind in his/her work or as a disciplinary consequence when appropriate. Please use the Study Hall form (available in the copy room) and provide enough work for the hour when sending a student to Study Hall. Forms should be put in the Study Hall mailbox located in the staff room. Students who ride the bus to and from School may require some time to make alternate transportation arrangements. Daybooks Daybooks should reflect the expected outcomes of the lesson as prescribed by the IRP. Plans must be thorough enough so that the replacement (T.O.C.) can adequately meet your objectives with the students.

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Supplies and Materials Please direct inquiries to Iris. All requests require Iris’s approval and a Purchase Order needs to be submitted to Roberta (who will get Iris’s signature) and then it will be processed through the SDS Accounting System.

Textbooks Every textbook has been tagged with a bar code. When textbooks are loaned to students, the teacher is to please request Learning Commons staff to bring the mobile cart to the classroom to sign out texts. Bringing classes to the LC to sign out books is disruptive for the learning in that space.

DO NOT GIVE STUDENTS TEXTBOOKS AND SEND THEM TO THE LEARNING COMMONS TO HAVE THE BARCODE RECORDED.

When textbooks are to be returned, students must return them directly to the Learning

Commons. In the event of a final assessment and preparation requirements, a teacher may

choose to collect texts in his/her room on exam/final assessment day. Typically, do not collect

any textbooks from students. If you have any questions about any of the textbook procedures,

please talk to the Learning Commons staff.

Supervision Duties

One teacher will have morning bus supervision from 8:20 – 8:40 a.m., one teacher will have Nutrition Break supervision from 10:56 to 11:11 a.m., and two teachers will have afternoon bus supervision from 3:15 – 3:40 p.m. A supervision schedule is distributed. Teachers must be at their assigned supervision. If you are unable to do your supervision, you are responsible to arrange for coverage.

Fire Alarms Fire Exit plans are posted beside the door in each classroom. 1. When the fire bell rings, teachers should ensure that they take their daybook and class

lists, close all the window vents, and close the unlocked door behind them as the class departs to their designated area. Teachers on preparation periods must report immediately to the flagpole for instruction. All nonteaching staff must report to the flag pole either in person on include their name on a teacher’s paper.

2. Once outside, students are to remain together as a class, with their teacher, so that the teacher can take attendance to determine if all students are outside the building.

3. Teachers are to send a runner to the flagpole at the front of the school where an office staff member will take the attendance report.

4. Teachers and students are not to return to the building until the “all clear” signal has been given over the P. System, or until instruction to return to the building is given by an administrator.

5. If a fire bell rings between classes, leave the building at the nearest exit and report to the teacher of your previous class. The teacher meets their students at the outside location where the students of the previous class would have met.

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Lock Down Procedures 7111 is the telephone code to trigger the emergency PA announcement. All staff and students should take cover immediately. If the intruder is known “John Doe (we will use the name of the actual person) is to leave the school. Teachers do not let John Doe into your room.”

Bomb Threat The fire alarm is sounded and fire drill procedures are followed. Wait for communication to move to the Rec-Plex, Arena, or APES gym.

Accidents All accidents must be reported to the office. Please see Roberta Kohalyk for the proper accident reporting documentation.

Alarm/Keys Keys and alarm codes are distributed by Roberta Kohalyk. Keys will be issued to you for rooms that you need to access as part of your regular duties. See Roberta for an alarm “code” and instruction on how to disarm and arm the alarm system. Staff is responsible for signing in and out (using the book provided) after normal school hours.

Student Records Student records are located in both the Vault and the Student Records Room. Please see Becky Rousseau if you need access to a student’s file/record.

Course Outlines Course outlines are to be produced and shared with all students taking any class. Outlines must describe the learning outcomes of the course, give a timeline for planning, and explain the criteria for assessment and evaluation. Copies of course outlines for each course you teach are to be submitted to the Principal prior to being photocopied or distributed.

Assemblies Classes will be called to the gym over the PA system when a school assembly is to take place. Teachers should remind students of appropriate behaviour before departing for the assembly. Teachers must sit with their students during the assembly. Further instruction will be provided prior to an assembly taking place.

Long Distance Phone Calls Local phone calls may be made from any telephone in the school. Long distance telephone calls may be made in the office.

Staff Meetings Generally, staff meetings will be scheduled for the third Monday of the month. Staff meetings start at 3:30 p.m. in the Learning Commons and generally go until 5:00. If you would like an item placed in the agenda, please see or email the Principal prior to the meeting.

Maintenance/Tech Work Orders All maintenance and tech requests must be processed through Roberta in the office. Email all requests to Roberta.

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P.A. Announcements P.A. announcements are posted on the television monitor that is located in the Forum and some announcements may be read just prior to nutrition break. Announcement forms are available on the counter at the office and should be left with Roberta for posting on the monitor; or if they must be read, by the P.A. (dated and clearly signed).

P.A.C. Meetings Parent Advisory Council meetings are generally held the third Monday of the month. All staff members are welcome to attend.

Newsletter Iris emails home a newsletter monthly and submits an article to the local newspaper periodically. If you would like an item included in either forum, please see or email Iris.

Written Communication With the exception of interim reports and “I” Plans, teachers must have administration review and approve any written communications that will be sent home with students or mailed to parents. There should also be a copy left at the office.

Teacher Leader Responsibilities There are teacher leader teams who will lead professional learning and inquiry based action research. In addition to facilitating monthly Professional Learning Groups with a group of teachers, Teacher Leaders will attend monthly Leader Meetings.

Expense Claims & Reimbursements PLEASE check with Roberta before purchasing any supplies or submitting expense forms. There are specific forms for specific expenses and it is important that the correct ones are used. Some suppliers require the charges be applied to certain accounts so again check with Roberta before heading out to make any purchases.

Learning Centre/Support Services Students can be assigned support blocks to assist in their completion of courses. The goal, in giving students support blocks, is to provide extra time, guided help and a structured environment with the hope that they will be more successful in their learning.

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POLICY NO. 4510 Rocky Mountain School District No. 6 WORKPLACE BULLYING AND HARASSMENT

POLICY

The Board of Education requires that all School District No. 6 employees are treated in a fair and respectful manner in the workplace. Bullying and harassment is not acceptable and will not be tolerated. Definition:

Bullying and harassment:

a) Includes any inappropriate conduct or comment by a person towards a worker that the person knew or reasonably ought to have known would cause that worker to be humiliated or intimidated, but

b) Excludes any reasonable action taken by an employer or supervisor relating to the management and direction of workers or the place of employment.

Examples:

Not every unpleasant interaction, instance of disrespectful behavior or workplace conflict is bullying and harassment. Examples of conduct or comments that might be bullying and harassment include:

a) verbal aggression or insults; b) calling someone derogatory names; c) harmful hazing or initiation practices; vandalizing personal belongings; and d) spreading malicious rumors.

Other, more subtle behaviors, such as patterns of targeted social isolation, might also be considered bullying and harassment if they are humiliating or intimidating and fit the definition set out in this policy and the regulations of WorkSafe BC. Application:

This policy applies to all employees, including permanent, temporary, casual, contract and student workers. It applies to interpersonal and electronic communications, such as email, texting etc. Annual Review:

This policy will be reviewed every year. All employees will be provided with a copy. Legal Reference: OHS Policy D3-115-2, D3-116-1, D3-117-2 Adopted: Jan. 14, 2014 Page 1 of 2

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POLICY NO. 4510 Rocky Mountain School District No. 6 WORKPLACE BULLYING AND HARASSMENT

REGULATIONS

1. The District will: a) Take steps to prevent or minimize bullying and harassment; b) Develop and implement procedures for workers to report incidents or complaints; c) Develop and implement procedures for dealing with incidents or complaints; d) Inform workers of the policy statement and steps taken to prevent bullying and

harassment; e) Train administrators/supervisors and workers; f) Annually review the policy statement and procedures for reporting and dealing with

incidents and complaints.

2. Administrators/Supervisors will: a) Treat others with courtesy, respect and fairness; b) Report bullying and harassment observed or experienced in the workplace; c) Implement and comply with the District’s policies and procedures on bullying and

harassment.

3. Workers will: a) Treat others with courtesy, respect and fairness; b) Comply with the District’s policies and procedures on bullying and harassment; c) Report bullying and harassment observed or experienced in the workplace.

Making a report:

If you are involved in an incident that could be considered harassment or bullying, please discuss the situation with your administrator/supervisor to determine whether the incident should be reported on the Violent Incident Report form (for persons other than school district employees) or on the Bullying and Harassment Report Form.

If the incident involves your administrator/supervisor, please discuss the situation with his or her supervisor to determine the best reporting route. Alternatively, you can discuss the incident with the Superintendent, Assistant Superintendent of Human Resources or Secretary-Treasurer. If the incident involves a member of Senior Management or a School Trustee, you can contact the WorkSafeBC prevention information line at 1.888.621.7233.

Situations involving another school district employee must be reported on the Bullying and Harassment Report Form. If you meet with the other employee and resolve the situation, a report must still be filed with you supervisor but no investigation will take place and no record will be placed on either person’s file in the Human Resources Department.

Incidents involving Bullying and Harassment with persons not in the employ of the District will result in an investigation being conducted and recommendations for the next steps. These incidents will be filed with the Human Resources Coordinator as required by the WorkSafe BC Regulations. Note: these reports are not to be sent to site or district health and safety committees.

Adopted: Jan. 14, 2014 Page 2 of 2

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ROCKY MOUNTAIN SCHOOL DISTRICT #6 QUEST FOR QUALITY

PROFESSIONAL GROWTH PLANS

Purpose: The purpose of a Professional Growth Plans is to assist RMSD personnel continue to learn and improve the services we provide for students. Assumptions and Beliefs:

1. It is very important for a School District to be a learning organization. - i.e. an organization where all employees are involved in learning, focusing on improvement and modeling this characteristic.

2. Every employee views his or her involvement in annual improvement activities as an ongoing process.

3. Every employee views his or her own growth as a way to enhance student learning. 4. The purpose of an individual professional growth plan (PGP) is professional growth,

not evaluation. 5. The rationale for an employee developing a PGP and putting it to print, then sharing

it with their immediate supervisor or another individual, is that when we make a commitment and share it with someone we have a better chance of completion.

Q and A: Is the program mandatory? Yes, mandatory in the sense that there is an expectation that all employees of RMSD are interested in learning and improving what they do and to model this characteristic to others. Do I have to share my PGP with someone? Yes, as stated in one of the assumptions, it is human nature that when we make a commitment and share it with someone we have a better chance of completion. The process of discussing possible plans with someone else also assists in clarifying your own goals. Does the person I share my plan with have to be my immediate supervisor? It is not required that you develop your plan with your immediate supervisor, however, they should be aware of your plan and who is working with you. Your supervisor wants to be supportive and therefore needs to know the nature of your plan. Every work site is different which may require a different structure. The Principal or “head” supervisor at that work site is responsible for organizing a structure to provide a positive experience for all staff. It is recognized that working with a colleague and/or a mentor may be preferred by some staff. What happens if the person I am working with disapproves of some aspect of the plan? It is not the role of the supervisor or the colleague you are working with to approve or disapprove a PGP. Their role is to assist the individual in developing your plan by asking questions and assisting you in clarifying your goal.

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Does the District expect a common format for a written PGP? The District is proposing that as we embark on this initiative all employees use a very simple and direct format for a written PGP. For our first year we are proposing to include the following 5 components (see attached).

Goal (What I want to work on)

Rationale (Why I want to work on it)

Action Plan (How I will achieve my goal)

Timeline (When I will accomplish my plan)

Signs of Success (How will I know if my goal has been achieved?)

It is acknowledged that some staff would prefer to use a different format (template) as a result of previous experience or an awareness of a different model that better meets their needs. In these situations staff are requested to ensure that the above components are included in the model and to share that model with their immediate supervisor.

Will PD opportunities be approved or denied because of being consistent or inconsistent with the plan? No, however, there would be an expectation that an individual would plan their PD to meet the goals developed in a PGP.

What happens if the plan changes mid-year? Priorities do change and when they do, a PGP would and probably should change also.

Could an employee complete their PGP by the end of October? Sure, and then continue to practice or improve or to move on to another goal. As stated in the assumptions – involvement in annual improvement activities is an ongoing process.

Would a personal fitness program such as participating in an aerobics class be an acceptable Professional Growth Plan? No, the intent of this program is professional growth, i.e. growth in the context of each individual’s role and responsibility as an employee of RMSD. “Wellness” goals are very important “personal” growth goals, but they are not professional growth in the context of an individual’s position and responsibilities with RMSD. All employees are encouraged to also set some personal wellness goals, however this program is only about “professional growth”.

Could a group of employees have the same Professional Growth Plan? Sure, in many situations that could be an alternative to consider. Some possibilities that come to mind where a group may have the same PGP are; some or all teachers in a Department or same grade teachers, a teacher(s) and special ed assistant(s), school secretaries from the same school or a number of schools, a group of custodians, a special initiative in a school or other work place and many others possibilities. It would be important to ensure that every individual of a group is actively involved. What if an employee is not successful in the goals set out in the plan? or Who evaluates the success of a PGP? A very important component of a PGP is self evaluation. An individual is accountable to themselves more than anybody. If they are not successful, hopefully they can answer that question to themselves.

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What support will there be for implementation? i.e. time, money, training The District supports all kinds of Professional Development and training now and will continue place a high priority in this area. With an emphasis on PGP’s it is expected that there will more of a direct link with the resources spent and a staff member’s professional growth plan.

At the end of the year what happens to the PGP? The PGP belongs to the individual; it does not belong to the supervisor or anyone else.

Could an employee request that a PGP and their self evaluation be placed in their personnel file? Yes, that would be their choice. Presently, some employees make similar requests.

Can a Professional Growth Plan be for more than one year? An individual’s plan can certainly be for more than one year. However, it is recommended that specific goals or objectives be planned to accomplish in a school year.

How many times a year does a meeting between the employee and the supervisor/colleague have to take place? As a guideline it is recommended that there be a minimum of 3 meetings a year.

1. First meeting prior to October 15 to discuss the PGP 2. Second meeting mid year to discuss progress 3. Third meeting Prior to June 15 to share your self evaluation and “signs of

success” Additional formal or informal meetings may take place at any time

How will the District evaluate the effectiveness of the PGP initiative? The District with assistance from the Implementation Committee will monitor the program on an ongoing basis throughout the year and also administer a year end survey to evaluate the overall effectiveness of the program. Please note: Recommendations to improve the program can be made at any time! The objective is to make this program a positive experience for all staff.

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ROCKY MOUNTAIN SCHOOL DISTRICT

PROFESSIONAL GROWTH PLAN

Name: _____________________________________ Person the plan is shared with: _________________

1. GOAL (What I want to work on)

2. RATIONALE (Why I want to work on it)

3. ACTION PLAN (How I will achieve my goal)

4. TIME LINE (When I will accomplish my plan)

5. SIGNS OF SUCCESS (How will I know if my goal has been achieved?)

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Ministerial Order 192/94 (consolidated for convenience only) Interpretation

1. The letter grades and their meaning in this Order are set out for use in student progress reports for grades 4 through 12 in accordance with M191/94, the Student Progress Report Order.

Letter Grades

2. Letter grades for use in student progress reports are as follows for: (a) Term Reports A = The student demonstrates excellent or outstanding performance in relation to expected learning outcomes

for the course or subject & grade. B = The student demonstrates very good performance in relation to expected learning outcomes for the course or

subject & grade. C+ = The student demonstrates good performance in relation to expected learning outcomes for the course or

subject & grade. C = The student demonstrates good performance in relation to expected learning outcomes for the course or

subject & grade. C- = The student demonstrates minimally acceptable performance in relation to expected learning outcomes for

the course or subject & grade. I = Incomplete: The student is making progress but it has been determined that additional time is required to

meet the expected learning outcomes for the course or subject and grade. An “I” letter grade may only be assigned in accordance with section 3.

F = Failing: The student has not demonstrated, or is not demonstrating, the minimally acceptable performance in relation to the expected learning outcomes for the course or subject and grade. The letter grade “F” may only be assigned if an “I” (Incomplete) letter grade has been previously assigned for that course or subject and grade. W = Withdrawal: According to the policy of the Board, and upon request of the parent of the student or, when appropriate, the student, the administrative officer in charge of a school may grant permission to a student to withdraw from a course or subject. (b) Final Reports A = The student demonstrates excellent or outstanding performance in relation to expected learning outcomes for

the course or subject & grade. B = The student demonstrates very good performance in relation to expected learning outcomes for the course or

subject & grade. C+ = The student demonstrates good performance in relation to expected learning outcomes for the course or

subject & grade. C = The student demonstrates good performance in relation to expected learning outcomes for the course or

subject & grade. C- = The student demonstrates minimally acceptable performance in relation to expected learning outcomes for the

course or subject & grade. I = Incomplete: The student is making progress but it has been determined that additional time is required to meet

the expected learning outcomes for the course or subject and grade. An “I” letter grade may only be assigned in accordance with section 3.

F = Failing: The student has not demonstrated, or is not demonstrating, the minimally acceptable performance in relation to the expected learning outcomes for the course or subject and grade. The letter grade “F” may only be assigned if an “I” (Incomplete) letter grade has been previously assigned for that course or subject & grade.

SG = Standing Granted: Although the completion of normal requirements is not possible, a sufficient level of performance has been attained to warrant, consistent with the best interests of the student, the granting of standing for the course or subject & grade. Standing granted may be used in cases of serious illness, hospitalization, late entry or early leaving, but may only be granted by an adjudication process authorized by the administrative officer in charge of the school.

TS = Transfer Standing: May be granted by the administrative officer in charge of the school on the basis of an examination of records from an institution other than as defined in the School Act. Alternatively, the administrative officer in charge of a school may assign a letter grade on the basis of an examination of those records.

AUD = Audit: The student is auditing the course. This determination is made by the administrative officer in charge of a school in consultation with the student, parent or guardian, & the teacher.

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For Teacher Use: REASON for Study Hall

Test/Quiz

Course Work WORK for Study Hall

I will email work to the student

I have attached the work

I will drop by Study Hall

Attended

Y N

Notes: _________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

Work Completed

Y N

AFTER SCHOOL Study Hall 3:30 – 4:30 in Room 18

Wednesday Thursday

DATE: ______________________ DATE: ______________________ DATE: ______________________

Staff: ________________________________ Course: ______________________________ TODAY’s date: ________________________

Student Name: ______________________ Student Signature: ___________________

I need support to get to study hall Y N

Parent: _______________________________ Contacted? Y N

If Yes, Date: _____________________________

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Teaching

and

Learning

(Promising practices based on research studies)

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Assessment for Learning Assessment for Learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting students’ learning. It thus differs from assessment designed primarily to serve the purposes of accountability, or of ranking, or of certifying competence.

Five Assessment for Learning Strategies

Provide learners with clear learning intentions for the work at hand and the criteria for success.

Design thoughtful classroom discussions and questions that generate evidence of learning.

Provide descriptive and timely feedback that moves learners forward

Put learners to work as learning/teaching resources for each other through things such as peer assessment and self assessment.

Do everything you can think of to make sure that learners are the owners of their own learning.

2 BIG IDEAS Use evidence about learning to adapt instruction to meet

learner needs (William)

Make sure that we focus on learner meta-cognition so the learner figures out how to self coach (Earl)

Recommended resource: Wiliam, Dylan. Embedded Formative Assessment. Solution Tree: 2011.

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Key Influences on Student Learning based on a synthesis of over 800 meta-analyses related to achievement; John Hattie, Visible Learning, 2009

Effect size: a term used to explain the magnitude of a treatment effect No or weak effect 0.0 to 0.2 Small but possibly educationally significant effect 0.2 to 0.4 Moderate educationally significant impact 0.4 to 0.6 Large and educationally significant impact above 0.6

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Influence on learning Effect Size

Notes

Formative Assessment 0.90 When all six strategies are used: learning intentions, specific criteria, descriptive feedback, driving questions, self/peer assessment, ownership for learning

Microteaching 0.88 Teachers observing teachers and analyzing the effectiveness of instruction; can be done through video-taping

Clear Learning targets 0.75 Posted or clearly discussed

Reciprocal teaching 0.74 Students become the teacher; prior to this, there must be teaching (role modeling and student practice) of cognitive strategies such as summarizing, questioning, clarifying and predicting

Descriptive Feedback 0.73 Provided by teacher

Teacher-student relations

0.72 Studies have found strong correlations between affective teacher-student relationships and student achievement. Hattie (Visible Learning, 2009) notes that to improve teacher-student relationships and reap their benefits, teachers should learn to facilitate students’ development by demonstrating that they care for the learning of each student as a person (which sends a powerful message about purpose and priority), and empathizing with students – see their perspective, communicate it back to them so that they have valuable feedback to self-assess, feel safe, and learn to understand others and the content with the same interest and concern.”

Meta-cognitive strategies 0.69 Thinking about their thinking

Student self verbalization/questioning

0.64 Students quizzing themselves about the material; higher effects with lower ability students

Mastery learning 0.58

Exemplars 0.57 Examples of work

Interactive technology 0.52 Ie. Smartboards

Questioning 0.46 Depending on the effectiveness of the questioning techniques and how many students are involved

Frequent testing 0.34

Class size 0.21

Web-based Learning 0.18 Learning through the WWW, but this depends on the expertise of the teacher to encourage evaluating the credibility of knowledge and synthesizing info

Gender differences 0.12 Girls and boys are more similar than different

Teacher subject matter knowledge

0.09

Homework 0.09

Retention -0.16 Failing a grade or subject

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SMART Learning

Planning sequences focusing on transforming learning through meaningful instruction and effective assessment is a goal. Using SMART as a model to fine tune our teaching practice is an effective way to ensure we have connected the learning, monitored for understanding, allowed for processing of new information/learning, identified an effective was for students to demonstrate understanding, and encouraged student reflection on the learning.

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Spiral of Inquiry

Recommended resource: Halbert, Judy and Kaser, Linda. Spirals of Inquiry: for Equity and Quality. BCPVPA: 2013

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