ELEMENTARY Schoolpolicy

kwayaciiwin

ELEMENTARY Schoolpolicy

template

October 2015

table of Contents

101PHILOSOPHY OF EDUCATION

102THE ROLE OF POLICY

103MISSION STATEMENT

104LONG TERM GOALS

105ANNUAL SCHOOL PLANNING

106GOVERNANCE

Local Education Authority (LEA)

Education Director

Principal

107SPECIAL EDUCATION PROGRAM

108EMPLOYEE CODE OF CONDUCT

109STUDENT BEHAVIOUR CODE

110STUDENT DISCIPLINE

111KINDERGARTEN REGISTRATION

112SCHOOL DAY

113ATTENDANCE POLICY

114SAFE ARRIVAL POLICY

115STUDENT ASSESSMENT

116STUDENT PROMOTION

117ONTARIO STUDENT RECORDS (OSR’s)

118STUDENT FIELD TRIPS

119VIOLENCE-FREE SCHOOL

120STUDENT SAFETY

121SCHOOL CLOSURE

122STUDENT MEDICATION

123STUDENT ILLNESS AND ACCIDENT

124HEALTH AND WELLNESS

125SMOKE-FREE ENVIRONMENT

126FIRE AND EMERGENCY DRILLS

127REPORTING SUSPECTED CHILD ABUSE AND NEGLECT

129SEARCH AND SEIZURE

101PHILOSOPHY OF EDUCATION

Self-Determination in Education is a recognized inherent and treaty right of the First Nations children in the Sioux Lookout District. First Nationsparents in the district believe their children’s needs will be met through the operation of locally controlled and First Nations directed schools that provide a holistic education focusing on developing all parts of a child’s being: mind, body and spirit.

The values of respect, discipline, and responsibility are nurtured in an active and warm open school environment. Children will learn to be proud of themselves, thus fostering pride in their culture, heritage and language. This will be reinforced with a strong positive foundation of academic skills.

The Local Education Authority(LEA) (* insert Chief and Council where there is no LEA)has assumed total responsibility for an education system which meets the unique needs of its community members. At the same time, its doors remain open to all students regardless of race, creed or national origin.

102THE ROLE OF POLICY

1. PREAMBLE

The Local Education Authority (LEA)provides direction and stability to the First Nation school system by approving the policies contained in the School Policy and Procedures Manual.

The policies reflect the philosophy and values of the First Nation.

Through statements of policy, the LEA control the effective operation of the school system.

The policies in the School Policy Manual are objective and fair and recognize the rights and dignities of each student and staff person.

The policy manual guides the conduct of education staff and students in the school. Staff members are familiar with and respect the policies and guidelines of the LEA.

The value and importance of policies demands a consistent and comprehensive process of policy development. Therefore, the Education Authority approves the development of policies in accordance with the guidelines outlined in this policy.

Definition

A policy is a principle to guide decisions and achieve reasonable outcomes. Policies approved by the Local Education Authority direct the course of action in the education system. They are accompanied by a set of guidelines or procedures to assist their implementation.

1. Education policies respect the Mission Statement and Philosophy of Education and reflect the goals of the Education Authority while conforming to applicable legislation.
2. Education policies are written in clear, concise language.
3. The policiesare broad enough to permit discretionary action in meeting day-to-day situations, yet specific enough to give clear guidance.
4. The policies include the provision for evaluation and revision.
5. The policies are relevant to the current and future operation of the school system.

1. GUIDELINES

All policies are written in a consistent format approved by the Education Authority. This format includes the following:

a)Policy Number

b)Policy Title

c)Policy Statement

d)Guidelines

e)Date of Approval

f)Date of Last Revision

g)Cross Reference to Other Policies

Policy Development and Approval

1. A request for a new policy or to review current policy may be initiated by the Chief and Council, LEA members, community members (including parents and students), or education staff.
2. The Director of Education is responsible for drafting new or revised policy.
3. The Education Director consults appropriate education stakeholders for their review and input regarding draft policies.
4. The Director of Education presents new and revised policies to the Education Authority for their approval.
5. The Director of Education drafts the guidelines required to carry out the policies and consults with education staff before approving them.
6. Approved policies are distributed to the Education Authority administration office, the Band Office and the school administration office.
7. Revised/new policies are distributed to each of these by the staff person designated to do so by the Director of Education.

Policy Review

Policies are reviewed by the Local Education Authority and the Director of Education on a regular basis.

103MISSION STATEMENT

1. PREAMBLE

The Local Education Authority is committed to providing a quality education in the community. Education Authority members discharge their mandate by providing an education program for the students that encourages pride in their language and cultural heritage and supports their educational aspirations.

Education Authority members believe that education must be responsive and prepare our students to participate with competence in both First Nation and Non-First Nations worlds, and to appreciate the merits of both.

Objectives

The objectives of the local education system are to:

a)Encourage use of the First Nations language and promote pride in our culture and heritage.

b)Develop opportunities in the school curriculum, programs and school activities that encourage student appreciation of their culture and heritageand contribute to the development of a positive First Nations identity.

c)Provide a positive environment that encourages students in the pursuit of learning.

d)Encourage a sense of self-worth and respect for others.

e)Deliver a varied and holistic school curriculum that provides programs and activities to encourage the development of civic, social and moral responsibilities.

f)Encourage excellence in teaching and high standards of performance in learning.

g)Provide an environment that is concerned with the physical, mental and emotional well-being of each student.

h)Promote knowledge and attitudes that students need to participate actively and successfully in society.

1. GUIDELINES

The objectives will be achieved by:

a)Incorporating a First Nations perspective in all curricula.

b)Focusing on confidence building by providing opportunities for students to develop their individual talents through access to elders, resource people and role models and through cultural, technical, technological and academic programs of study.

c)Providing an academic program of the highest quality for each student.

104LONG TERM GOALS

1. PREAMBLE

First Nation community schools embody the educational aspirations and goals of parents, guardians and community leaders for their children. The long term goals of the school are to be developed by the a process (strategic planning) involving the LEA, Education Director, School Administration and staff. Long Term Goals are specific to each school and are reviewed regularly. Some examples of long term goals are:

• To develop a fully bilingual, bicultural education program.
• To encourage excellence in teaching and high standards of performance in learning.
• To implement the Kwayaciiwin Immersion Program from Kindergarten to Grade 3.

• To continue to fully implement the Ontario Kindergarten and Grade 1-11 new provincial curricula.
• To develop education programs that encourage participation and a sense of ownership by the community and parents.
• To provide students with the knowledge, skills and values that will help them successfully pursue secondary and post-secondary education, enter the work force and live as contributing members of society.
• To instill pride and self-esteem in the student through the promotion of the student’s language and culture.
• To encourage the development of values and attitudes that instill in the student respect for others and all living things and that promote love, caring and compassion.
• To promote Native Language fluency and literacy by teaching First Nations languages, using First Nations languages as the medium for instruction, encouraging the use of the languages socially, and actively promoting the languages through school media and communications.
• To develop and deliver programs that promote respect for and the growth of spirituality.

• To develop and deliver programs that enhance and teach First Nations values, languages, history, heritage and culture.
• To provide a varied school curriculum that encourages community, social and moral responsibilities.
• To help students to develop confidence and self worth through persistent effort and achievement.
• To help students develop a sense of identity and pride in First Nations heritage through knowledge and understanding of themselves and their history.
• To provide emotional and academic support in a positive environment that encourages lifelong learning.
• To involve students and parents in decision-making and in the development of school policies, curricula, programs and procedures.

105ANNUAL SCHOOL PLANNING

1. PREAMBLE

Planning is essential to the provision of a quality education program. Annual school planning assists school staff and leadership to take a comprehensive look at overall school challenges and student needs in order to develop a targeted and coordinated approach to address those areas.

All school planning takes into account the students’ abilities in English and their First Nations language, as well as their interests, experiences and cultural heritage.

1. GUIDELINES

1. The Principal takes the lead role in coordinating an Annual School Plan with school staff.
2. At the beginning of the school year, the Principal consults staff about their key goals, plans, and priorities for the upcoming school year. From this is developed or updated the Short Term Goals for the year.
3. Using the Short Term Goals and the School Improvement Plan and with the input from all school staff, the Principal creates a draft Annual School Plan which includes outcomes, key actions, costs, timelines and key persons responsible for each outcome.
4. The draft plan is presented to the Education Director for review and approval and then to the LEA for their input and approval.
5. Once approved, the Annual School Plan is implemented.
6. The Annual School Plan is reviewed and revised every year in September by the Principal and school staff.

106GOVERNANCE

1. PREAMBLE

The Local Education Authority (LEA), the Education Director, and the Principal provide an integral communication link between the school and community.

1. GUIDELINES

Local Education Authority (LEA)

The LEA operates under a mandate from the Chief and Council. The LEAis responsible for setting local education policy and programs. Members are appointed in accordance with the local education governance policies.

The Education Authority acts as a unified body. Decisions are made and business is conducted by quorum; that is, by a majority of members, not by individuals. It is the responsibility of LEA members to support Education Authority decisions in public.

The Education Authority is responsible to:

1. Develop the vision, philosophy and goals for education in the community.
2. Present an annual report to Chief and Council and community.
3. Liaise with community members to ensure the education policy and programs reflect community values, beliefs and priorities.
4. Promote the culture, language, traditions, and values of the community.
5. Provide education leadership and direction to education staff (through the Director of Education).
6. Ensure the delivery of a quality education program.
7. Ensure the school program meets the needs of the students and the goals and aspirations of the community.
8. Review, revise and approve education policies.
9. Promote education and community participation in the school.
10. Approve annual school goals presented by the Education Director.
11. Approve annual budget and monitor spending. As necessary, revise annual budget and receive regular financial reports.
12. Recruit, hire and supervise the Education Director including conducting an annual performance review.
13. Approve job descriptions, and hiring/offers of employment for senior staff.
14. Review reports on all aspects of education operations. Receive monthly reports from the Education Director and Principal.
15. Report regularly to the Chief and Council and community.
16. Conduct business and make decisions in accordance with education policies.
17. Ensure there is an Annual General Education Meeting with the community withinformation on financial matters, student educational achievement and attendance, school highlights and challenges, etc.
18. Hold regular meetings and ensure that minutes are taken and a record is kept.
19. Ensure a healthy and safe environment for students and staff, free from harassment.
20. Ensure new Education Authority members receive an orientation to the role and responsibilities of the Board and that all members receive ongoing training to update their skills in effective governance.

Education Director

The Director of Education is an employee, not a member, of the LEA. The Education Director is responsible to:

1. ImplementLEA policies, guidelines, procedures and decisions.
2. Manage a quality education program.
3. Approve the professional development of education staff.
4. Provide information on a regular basis to the Authority(monthly report).
5. Research information as requested and provide information, options and recommendations to the Education Authorityfor consideration and decision.
6. Ensure proper and regular communication between Education Authorityand education staff.
7. Recruit and hire education staff in conjunction with Board.
8. Ensure student and personnel records are effectively managed.
9. Ensure a program of athletics and extra-curricular activities is provided.
10. Develop proposals for Education Authorityconsideration and approval.
11. Recommend, draft, and revise policies for the Authority’sconsideration and approval.
12. Supervise and assess the performance of the Principal and other designated supervisory staff.
13. Oversee the development of the draft budget and monitor spending.
14. Develop an annual school program report for Education Authorityreview and approval, which is then presented to the Chief and Council and community.
15. Liaise between the school and community, and outside organizations.
16. Ensure the safety of students and staff by establishing a safe and healthy school environment free from harassment.
17. Ensure safe student transportation is provided and ensure that bus vehicles and drivers are licensed and buses are insured for third party liability.

Principal

Providing education leadership and direction is the primary responsibility of the Principal. All other responsibilities, such as managing, problem solving, communicating with and engaging the community in the education of children enhance and support this prime responsibility. Some duties of the Principal include:

1. Manage the delivery of a quality education program for all students
2. Work effectively with the Director of Education and the Education Authority
3. Liaise between school staff and the Director of Education
4. Provide supervision and assess the performance of education staff under his/her authority
5. Handle student discipline and attendance
6. Complete month-end reports
7. Complete Nominal Roll
8. Ensure student and staff safety by providing a safe environment

107SPECIAL EDUCATION PROGRAM

1. PREAMBLE

All students require support in order to thrive and gain the full benefit from their school experience. Some students have special needs that require supports beyond those ordinarily received in the regular classroom setting. Students who have behavioural, communicational, intellectual, physical, or multiple exceptionalities, may have educational needs that cannot be met through regular instructional and assessment practices.

The Education Authority wishes to ensure that the school program meets the educational needs of all students. For some students, these needs may need to be met through accommodations, and/or an educational program that is modified above or below the age-appropriate grade level expectations for a particular subject or course. Some students with such needs may be formally identified as “exceptional” pupils.

The School strives to provide appropriate education for studentswith special needs to the limit of its human and financial resources, in an environment that best suits the needs of the individual student. All teachers share the responsibility for the education of exceptional students.

Students with special needs are provided opportunities to be educated in an environment that allows them to develop to their full potential. The educational program, while recognizing special needs, approximates, as nearly as possible, the regular classroom experience.

1. GUIDELINES

1.The Principal ensures that continuous assessment procedures are in place in the school, initiated when a child is first enrolled in school and continuing throughout the child’s school career.

2.The Education Authority ensures that a special education program and special education services are available for exceptional pupils at the School.

3.The school hires a Special Education Resource Coordinator (*Teacher) whose main areas of responsibility in special education are:

a)Program development and delivery

b)Team consultation, communication and liaison

c)Student assessment

d)Supervision and evaluation of Teaching Assistants

e)Working with students within the regular classroom, and individually or in groups outside the classroom

4.Students with behavioural, communicational, intellectual, physical or multiple needs may be formally identified as exceptional by an Identification, Placement, and Review Committee (IPRC).Parents or guardians of special needs pupils are consulted with regard to the IPRC process and the program developed to assist the student. Parents or guardians are included in the IPRC meetings and kept informed of the student’s progress.