db may 09 2005 edition - toronto catholic district school ......learning languages...

T H E

DIRECTOR’S BULLETIN

2004-2005

We are Partners in Catholic Education,

a Fellowship of Inspiration

and Unending Dedication.

A Community of Faith

With Heart in Charity

Anchored in Hope

Subjects:

1 SAINTS OF THE TORONTO CATHOLIC DISTRICT SCHOOL BOARD

2. RESPECT FOR LIFE WEEK - Aid To Women--repeat - TCDSB Integrated Approach - Prayers, Blessings and Reflections - Possible Lessons/Resources in Fully Alive

3. PAYROLL SCHEDULE--repeat - Secondary Teachers, Chaplains, Principals, Vice-Principals, Co-ordinators- Elementary Teachers, Principals, Vice-Principals, Co-ordinators - International Language Instructors - A.P.S.S.P. – 10-Month, 6-Day Employees - CUPE 1328 SBESS - Payroll Bulletin

4. UPDATE FROM LIBRARY SERVICES--repeat

5. LEARNING LANGUAGES (ELEMENTARY)--repeat

6. MAY IS SPEECH, LANGUAGE AND HEARING MONTH--repeat

7. SPECTAGULAR—repeat

8.. INTERMEDIATE W5H RESULTS

9. AWARDS, SCHOLARSHIPS, BURSARIES AND CONTESTS - Barry Diemert Scholarship - Frank Meagher Bursary - CUPE Local 1328 Student Bursary--repeat

10. EVENTS/NOTICES - VOCE Spring Concert - Grab Your Hat--repeat - Voices That Challenge Student Leadership Conference--repeat - TCPVA Appreciation Dinner and Annual Awards - Beauty and the Beast, Staff Arts--repeat

11. SHARING OUR GOOD NEWS - Our Lady of Sorrows Catholic School - Pope John Paul II Catholic Secondary School - TCDSB Asian Heritage Month - Brebeuf College School - Holy Name Catholic School - St. Francis Xavier Catholic School - St. Brigid Catholic School - Bishop Allen Academy - Chaminade College School - Francis Libermann Catholic Elementary School - Neil McNeil High School - TCDSB Children with Heart

CONTINUED……

V a l i d a t i n g o u r M i s s i o n / V i s i o n May 9, 2005

PLEASE ENSURE THAT A COPY OF THE WEEKLY DIRECTOR’S BULLETIN IS MADE ACCESSIBLE TO ALL STAFF # 33

__________________________________________________________________________________________________________________________________

Toronto Catholic District School Board, 80 Sheppard Avenue East, Toronto, Ontario, M2N 6E8 Telephone: 416-222-8282

May 9, 2005

We are Partners in Catholic Education, a Fellowship of Inspiration and Unending Dedication.

THE DIRECTOR’S BULLETIN #33

…..CONTINUED Subjects:

12. MEMORIALS

13. BIRTHS AND ADOPTIONS

14. CURRICULUM AND ACCOUNTABILITY--repeat - Asian Heritage Month - Subsidy of Individual Courses, Non-Union - Subsidy of Individual Courses, CUPE Local 3155 - Subsidy of Individual Courses, CUPE Local 1328 - Subsidy of Individual Courses, CUPE 1328 SBESS - Subsidy of Individual Courses, CUPE Local 1280 - Course Reimbursement Application Form

15. BENEFITS CORNER - Additional Benefits Deductions for May and June 2005--repeat

16. HEALTH AND SAFETY - WHMIS, Standard First Aid and CPR Completions

17. PROFESSIONAL DEVELOPMENT OPPORTUNITIES - Transportation In-Service - “What are My Options for Post-Secondary School” Presentation

18. APPLICATIONS – FOR IMMEDIATE POSTING

POSITION OF RESPONSIBILITY - Minor and Major Department Head--various

- ISA Assistive Technology In-Service Teacher, Elementary

CUPE LOCAL 1328 SBESS - Education Assistant, St. Ignatius - Awards - Posting Bid Forms

CUPE LOCAL 1280 - Head Caretaker, St. Matthew - Head Caretaker, Chaminade - Awards and Cancellations

POLICY REGISTER UPDATE

- Police/School Board Protocol (see www.tcdsb.org, under Policies, then Safe Schools)

- Chris Campbell Scholarship Policy, F.F. 12 (see www.tcdsb.org, under Policies, then Finance)

http://www.tcdsb.org/

http://www.tcdsb.org/

May 9, 2005SUBJECT: 1



The Saints of the Toronto Catholic

District School Board

We Celebrate with the following schools on their Saint/Name-sake Feast Day:

May 8 - 14

Our Lady of Fatima – May 13

St. Matthias – May 14

May 9, 2005SUBJECT: 2-1






PAYDATE SCHEDULE SECONDARY TEACHERS, CHAPLAINS, PRINCIPALS, VICE-PRINCIPALS

AND CO-ORDINATORS FOR THE 2005/2006 SCHOOL YEAR

2005 PAY DATES PAID DAYS WORK DAYS COMMENTS

September 9, 2005 10 4 Labour Day - September 5, 2005

September 23, 2005 10 10 School Re-Opens: September 6, 2005

October 7, 2005 10 10

October 21, 2005 10 9 Thanksgiving: October 10, 2005

November 4, 2005 10 10

November 18, 2005 10 10

December 2, 2005 10 10

December 16, 2005 10 10

December 30, 2005 10 5 Christmas Break: December 26, 2005- January 6, 2006

Sept - Dec 2005 90 78


January 13, 2006 10 5 School Re-Opens: January 9, 2006

January 27, 2006 10 10

February 10, 2006 10 10

February 24, 2006 10 10

March 10, 2006 10 10

March 24, 2006 10 5 March Break 13-17, 2006

April 7, 2006 10 10

April 21, 2006 10 8 Good Friday: April 14, 2006 Easter Monday: April 17, 2006

May 5, 2006 10 10

May 19, 2006 10 10

June 2, 2006 10 9 Victoria Day: May 22, 2006

June 16, 2006 10 10

June 29, 2006 9 9 End of School Year: June 29, 2006 (Equalization Included)

Jan - June 2006 129 116

TOTAL TEACHING DAYS FOR

2005/2006 194




PAYDATE SCHEDULE ELEMENTARY TEACHERS, PRINCIPALS, VICE-PRINCIPALS AND

CO-ORDINATORS FOR THE 2005/2006 SCHOOL YEAR




October 7, 2005 10 10


November 4, 2005 10 10

November 18, 2005 10 10

December 2, 2005 10 10 December 16, 2005 10 10


Sept - Dec 2005 90 78



January 27, 2006 10 10

February 10, 2006 10 10

February 24, 2006 10 10

March 10, 2006 10 10 March 24, 2006 10 5 March Break 13-17, 2006 April 7, 2006 10 10


May 5, 2006 10 10

May 19, 2006 10 10


June 16, 2006 10 10


Jan - June 2006 129 116

TOTAL TEACHING DAYS FOR

2005/2006 194




PAYDATE SCHEDULE INTERNATIONAL LANGUAGE INSTRUCTORS FOR

2005/2006 SCHOOL YEAR




October 7, 2005 10 10


November 4, 2005 10 10

November 18, 2005 10 10

December 2, 2005 10 10 December 16, 2005 10 10


Sept - Dec 2005 90 78



January 27, 2006 10 10

February 10, 2006 10 10

February 24, 2006 10 10

March 10, 2006 10 10

March 24, 2006 10 5 March Break 13-17, 2006

April 7, 2006 10 10


May 5, 2006 10 10

May 19, 2006 10 10


June 16, 2006 10 10


Jan - June 2006 129 116

INTERNATIONAL LANGUAGE

INSTRUCTIONAL DAYS FOR 2005/2006 194




PAYDATE SCHEDULE A.P.S.S.P - 10 MONTH 6 DAY EMPLOYEES FOR THE

2005/2006 SCHOOL YEAR


September 2, 2005 10 3 Work Begins: August 31, 2005

September 16, 2005 10 9 Labour Day: Sept 5, 2005

September 30, 2005 10 10


October 28, 2005 10 10

November 10, 2005 10 10 Remembrance Day: November 11, 2005

November 25, 2005 10 10

December 9, 2005 10 10

December 23, 2005 10 10 Christmas Break: December 26, 2005 - January 6, 2006

Sept - Dec 2005 90 81


January 6, 2006 10 0 Return to Work: January 9, 2006

January 20, 2006 10 10

February 3, 2006 10 10

February 17, 2006 10 10

March 3, 2006 10 10

March 17, 2006 10 5 March Break: March 13 - 17, 2006 March 31, 2006 10 10 April 13, 2006 10 9 Good Friday: April 14, 2006 April 28, 2006 10 9 Easter Monday: April 17, 2006

May 12, 2006 10 10

May 26, 2006 10 9 Victoria Day: May 22, 2006

June 9, 2006 10 10

June 23, 2006 10 10

July 7, 2006 8 7 Last Day Worked: July 5, 2006 Final Pay: July 7, 2006 (Equalization Included)

Jan - June 2006 138 119 TOTAL WORK DAYS FOR 2005/2006 200




SCHOOL BASED EDUCATIONAL SUPPORT STAFF - CUPE 1328 - FOR THE 2005/2006 SCHOOL YEAR

2005 PAY DATES PAID DAYS COMMENTS

September 16, 2005 9 Labour Day: September 5, 2005 Work Begins: September 6, 2005

September 30, 2005 10

October 14, 2005 10 Thanksgiving: October 10, 2005 October 28, 2005 10

November 10, 2005 10 Remembrance Day: November 11, 2005 November 25, 2005 10

December 9, 2005 10

December 23, 2005 10 Christmas Break: Dec 26, 2005 - Jan 6, 2006 Use Vacation Days

Sept - Dec 2005 79

2006 PAY DATES PAID DAYS COMMENTS

January 6, 2006 10 Return to Work: January 9, 2006

January 20, 2006 10

February 3, 2006 10

February 17, 2006 10

March 3, 2006 10

March 17, 2006 10 March Break: March 13 - 17, 2006 Use Vacation Days

March 31, 2006 10 April 13, 2006 10 Good Friday: April 14, 2006 April 28, 2006 10 Easter Monday: April 17, 2006 May 12, 2006 10

May 26, 2006 10 Victoria Day: May 22, 2006 June 9, 2006 10

June 23, 2006 10

July 7, 2006 4 Last Day of Work: June 29, 2006

Jan - June 2006 134

TOTAL PAID DAYS FOR 2005/2006 213




PLEASE POST IN YOUR SCHOOL OR DEPARTMENT

NOTICE TO: ALL STAFF PAID TWO-WEEKS IN ARREARS Msgr. Fraser Instructors, Continuing Education, Supply Teachers, Supply Secretaries, Supply

Educational Assistants, Lunch Time Supervisors, Student Supervisors, Supply Heritage Language Instructors, Temporary Staff, Supply Caretakers and Uncertified Substitutes, and Summer School

FROM: PAYROLL DEPARTMENT

SUBJECT: BI-WEEKLY PAYMENT SCHEDULE FOR SEPTEMBER 2005 TO AUGUST 2006

PAYROLL BULLETIN

PAYMENT SCHEDULE FOR TWO-WEEKS IN ARREARS PAY DATE DATE WORKED

September 9, 2005 August 14 – August 27, 2005 September 23, 2005 August 28 – September 10, 2005 October 7, 2005 September 11– September 24, 2005 October 21, 2005 September 25 – October 8, 2005 November 4, 2005 October 9 – October 22, 2005 November 18, 2005 October 23 – November 5, 2005 December 2, 2005 November 6 – November 19, 2005 December 16, 2005 November 20 – December 3, 2005 December 30, 2005 December 4 – December 17, 2005 January 13, 2006 December 18 – December 31, 2005 January 27, 2006 January 1 – January 14, 2006 February 10, 2006 January 15 – January 28, 2006 February 24, 2006 January 29 – February 11, 2006 March 10, 2006 February 12 – February 25, 2006 March 24, 2006 February 26 – March 11, 2006 April 7, 2006 March 12 – March 25, 2006 April 21, 2006 March 26 – April 8, 2006 May 5, 2006 April 9 – April 22, 2006 May 19, 2006 April 23 – May 6, 2006 June 2, 2006 May 7 – May 20, 2006 June 16, 2006 May 21 – June 3, 2006 June 30, 2006 June 4 – June 17, 2006 July 14, 2006 June 18 – July 1, 2006 July 28, 2006 July 2 – July 15, 2006 August 11, 2006 July 16 – July 29, 2006 August 25, 2006 July 30 – August 12, 2006 September 8, 2006 August 13 – August 26, 2006

May 9, 2005SUBJECT: 4a



UPDATE FROM THE DEPARTMENT OF LIBRARY SERVICES

An annotated bibliography has been sent to all TCDSB schools on the topic of:

STUDENT ASSESSMENT AND EVALUATION

The Professional Library has sent three copies of the bibliography to all elementary and secondary schools (one to the principal, one to the library and one to the staff room). The bibliography contains an order form for teachers and staff to request copies of up to five articles per order. (This limit is due to copyright consideration and staff limitations.)

OTHER RELATED RESOURCES AVAILABLE IN THE PROFESSIONAL LIBRARY:

Antonelli, Fabrizio. From Applied to Applause: An OSSTF Research Project on Improving Student Success in Applied Level Courses. Toronto: Ontario Secondary School Teachers' Federation, c2004 (373.1909713/ANT)

Burke, Kay. Fogarty, Robin and Susan Belgrad. The Portfolio Connection: Student Work Linked to Standards. Arlington Heights, Illinois: Skylight Professional Development, c2002 (371.264/BUR)

Calhoun, Emily. Using Data to Assess Your Reading Program. Alexandria, VA: Association for Supervision and Curriculum Development, c2004. (372.48/CAL)

Caulfield, Joan. Inciting learning: A Guide to Brain-Compatible Instruction. Reston, VA: National Association of Secondary School Principals, c2002. (370.1523/CAU)

Ciaccio, Joseph, Totally Positive Teaching: A Five-Stage Approach to Energizing Students and Teachers. Alexandria, VA: Association for Supervision and Curriculum Development, c2004. (371.102/CIA)

Cotton, Kathleen. Principals and Student Achievement: What the Research Says. Alexandria, VA: Association for Supervision and Curriculum Development, c2003. (371.2012/COT)

Davies, Anne, Making Classroom Assessment Work. Courtenay, B.C.: Connections Pub., 2000. (371/.26/DAV)

Earl, Lorna M. Assessment as Learning: Using Classroom Assessment to Maximize Student Learning. Thousand Oaks, Calif.: Corwin Press, c2004. (371. 264/EAR)

Erwin, Jonathan C. The Classroom of Choice: Giving Students What They Need and Getting What You Want. Alexandria, VA: Association for Supervision and Curriculum Development, c2004. (371.1024/ERW)

Fostaty Young, Sue and Robert J. Wilson. Assessment and Learning: The ICE Approach. Winnipeg: Peguis, c2000. (370.1523/FOS)

Gentry, J. Richard. The Literacy Map: Guiding Children to Where They Need to Be. New York: Mondo, c2002. (372.6/GEN)

Hoyt, Linda. Exploring Informational Texts: From Theory to Practice. Portsmouth, NH: Heinemann, c2003. (372.6/EXP)

Jacobs, Heidi Hayes. Getting Results with Curriculum Mapping. Alexandria, Va. Association for Supervision and Curriculum Development, c2004. (375.001/GET

May 9, 2005SUBJECT: 4b



Joyce, Bruce R. Student Achievement through Staff Development. 3rd ed. Alexandria, VA: Association for Supervision and Curriculum Development, c2002. (370.715/JOY)

Kennedy, Eugene, Raising Test Scores for All Students: An Administrator's Guide to Improving Standardized Test Performance. Thousand Oaks, Calif.: Corwin Press, c2003. (371.262/KEN)

Langer, Georgea M. Collaborative Analysis of Student Work; Improving Teaching and Learning. Alexandria, Va.: Association for Supervision and Curriculum Development, c2003. (371.264/LAN)

Luongo-Orlando, Katherine. Authentic Assessment: Designing Performance-Based Tasks .Markham, Ont.: Pembroke Publishers, c2003. (372/.6044/LUO)

Popham, W. James. Test Better, Teach Better: The Instructional Role of Assessment. Alexandria, Va.: Association for Supervision and Curriculum Development, c2003. (371. 262/POP)

Sagor, Richard. Motivating Students and Teachers in an Era of Standards. Alexandria, Va. Association for Supervision and Curriculum Development, c2003. (370.154/SAG)

Simkins, Michael. Increasing Student Learning Through Multimedia Projects. Alexandria, Va.: Association for Supervision and Curriculum Development, c2002. (371.335/INC)

Taylor, Alan Richard. Student Assessment in Canada: Improving the Learning Environment through Effective Evaluation. Kelowna, BC: Society for the Advancement of Excellence in Education, c2001. (371.260/TAY)

Ward, Randolph E. Improving Achievement in Low-Performing Schools: Key Results for School Leaders. Thousand Oaks, Calif.: Corwin Press, c2004. (371.2/WAR)

Williams, Belinda. Closing the Achievement Gap: A Vision for Changing Beliefs and Practices. 2nd ed. Alexandria, Va.: Association for Supervision and Curriculum Development, c2003. (370.91732/BEL)

For additional information please call Myra Junyk or Bozena Grymek-Nowinowski at 416-222-8282 ext. 2406

or visit our Professional Library at: http://www.tcdsb.org/library

SUBJECT: 5

LEARNING LANGUAGES (ELEMENTARY)

Students from kindergarten to grade 8 are encouraged to learn a language other than English or French. The Italian, Portuguese, Spanish and Ukrainian languages are taught in some schools during the regular school day (extended day). These same languages and others (Arabic, Armenian, Chaldean, Chinese, Croatian, Hungarian, Korean, Lithuanian, Malayalam, Maltese, Pilipino (Tagalog), Polish, Tamil and Vietnamese) are offered on Saturdays from 9:30 am to 12 noon. In today’s global economy, it is important for young people to be given opportunities to maintain or develop the ability to read, write and speak in several languages. All students can participate regardless of their cultural or language background.

PRE-REGISTRATION for the 2005-06 school year is on SATURDAY, MAY 28 for all languages offered on Saturday from 9:30 am to 12 noon.

Principals may wish to announce this in the school bulletin.

For additional information please contact the Continuing Education Department at 416-222-8282 ext. 2495




MAY IS SPEECH, LANGUAGE AND HEARING MONTH!!!! Throughout North America, the month of May is recognized as Speech, Language and Hearing Month to raise awareness of the needs of individuals with speech, language and hearing disorders. It is also an opportunity to promote the importance of intervention to enhance children’s academic and social success. The Speech and Language Department at the Toronto Catholic School Board will be celebrating the month of May and will provide information about the importance of communication, our role as professionals and how students can reach their potential. Watch for our exciting presentations, displays, contest draws and prizes. Speech and Language and Information Session Date: May 16, 18, 24 and 26th, 2005 Time: 12:00 p.m. – 1:00 p.m. Location: TCDSB – CEC Atrium (2nd Floor) 80 Sheppard Avenue East Video Presentations

• “Let’s Talk…About AAC”: A video for parents and teachers that explores some of the ways in which children with communication disorders can be helped to understand and express themselves better.

• “Let’s Talk About…Phonological Awareness”: This video outlines the development of phonological awareness and its relationship to oral language and literacy

• Ontario Association of Families of Children with Communication Disorders (OAFCCD): This video was funded by Ronald McDonald Children's Charities of Canada. The video features families sharing stories about the impact of communication disorders on their children and the benefits of getting services.

Other great events to celebrate May Month

• “Name that Communication Disorder” Contest

o Prizes: Speech and Language Resource Basket, gift cards and certificates o Draw for prizes: May 27, 2005

• “Did you know?” (check your email for interesting facts)

For additional information please contact: The Speech and Language Department at

416- 222-8282 ext. 2261 or [email protected]

mailto:[email protected]

May 9, 2005SUBJECT: 7a



May 9, 2005SUBJECT: 7b






Intermediate W5H Results 2004-2005

Congratulations to students in each of the elementary schools that participated in last year's W5H Intermediate Competition. A heartfelt thank you to all coaches, divisional and regional convenors, host schools, and their respective administrators. Tournaments were held during the month of April with the City Finals being played at the C.E.C. in the Catholic Teacher’s Centre on Monday, May 2, 2005. Kudos and accolades are extended to the following schools and all their participants

City Champions: Our Lady of Sorrows City Finalists: Holy Redeemer 3rd place Cardinal Leger 3rd place St. Cecilia

Just a reminder that next year’s competition will take place in April 2006 with City Finals in May 2005. Hope to see you there!




Call for Applications - Barry Diemert Scholarship

This scholarship honours the memory of Barry Diemert, an esteemed educator, who is credited with expanding the vocal and instrumental music programs for all of the schools in the system. He served as Teacher, Music Consultant, Assistant Superintendent and Superintendent of Education. Barry also left a legacy in the area of dramatic and performing arts. He will always be remembered for his love of music, his devotion to family and friends, and the dedication and excellence he brought to music education throughout the Toronto Catholic District School Board. This is an annual award of $2,500.00 given to a successful graduating student of the Toronto Catholic District School Board wishing to pursue music education at a college, university or other post-secondary music school

The Selection Committee will make the decision based on: Musicianship as demonstrated though school and related performance activities A minimum overall academic average of 80% Demonstration of leadership and service in school and community Letter outlining goals and objectives stating why the candidate deserves the award Recommendations from a music teacher and school principal Confirmation of acceptance into a post-secondary music programme

These documents should be forwarded to the Program Coordinator for the Arts at CEC before June 15, 2005. Inquiries regarding this scholarship can be directed to Program Coordinator for the Arts at CEC by calling 416-222-8282 ext. 2534. Notification of the award will be given in September 2005.

Donations to the Barry Diemert Music Scholarship Fund can be made through the Metropolitan Toronto Catholic Education Foundation (MTCEF). All donations to MTCEF will be acknowledged and a tax receipt will be issued.

SUBJECT: 9-2

Call for Applications - Frank Meagher Bursary

This bursary recognizes Frank Meagher, a former Superintendent of Education with the Toronto Catholic District School Board, as an outstanding educator. Frank retired from the Toronto Catholic District School Board after thirty-two years of exemplary service. Frank served in many capacities including teacher, Vice Principal, Principal, Superintendent of Schools and more recently as Superintendent of Special Programs. It is in this latter role that he was able to provide provincial leadership on behalf of exceptional children. Since retirement Frank

continues to be involved in education internationally. This award is presented annually to deaf or hard of hearing student(s) in the elementary or secondary panel. The bursary recognizes the importance of the arts for all children. It provides financial support to an individual deaf and hard of hearing student participating in an Arts Program in the community or to a group of deaf and hard of hearing students participating in an Arts Program through the students’ class. Two awards of $250 will be made each year. Students who are enrolled in a deaf and hard of hearing program are eligible to apply. Nominations will be made by the teacher of the deaf and hard of hearing. Select either the group or individual MTCEF application form. Information on the scope and nature of the Arts Program and/or instructor must accompany the application form. The teacher is to submit the completed MTCEF application form to the Program Coordinator of Deaf and Hard of Hearing programs by May 31, 2005. These documents should be forwarded to Sara Di Nallo, Program Coordinator for Deaf and Hard of Hearing c/o St. Raymond Catholic School before May 31, 2005. .Notification of the award will be given in June 2005.

Donations to the Frank Meagher Bursary Fund can be made through the Metropolitan Toronto Catholic Education Foundation (MTCEF). All donations to MTCEF will be acknowledged and a tax receipt will be issued.

Application forms are available from the MTCEF website www.mtcef.org or from Joan Lovell (416 222-8282 ext. 2844 or joan.lovell @tcdsb.org.

http://www.mtcef.org/




STUDENT BURSARY

ONE FEMALE AND ONE MALE RECIPIENT

$1,000.00 each

Who is eligible? Students (daughter/son of CUPE 1328 members) currently in their graduating year of high school, who have been accepted at a post-secondary institute for the fall of 2004 to pursue a course of study leading to a degree or a diploma from an accredited University or a Community College of their choice. This will be a one-time payment of $1,000.00 What are the Criteria? Applicant must be a daughter or son of a CUPE 1328 member. In addition to the candidate’s academic abilities, the panel will evaluate the candidate’s contribution to the school and/or community. A letter from the principal or community leader, and a 500-word essay written by the candidate, explaining how this bursary will help him or her contribute to society when he or she graduates. Timelines

Applications must be submitted by May 13, 2005. Bursaries will be awarded at the CUPE 1328 Soirée on June 8, 2005.




fÑÜ|ÇzVÉÇvxÜà

ã|à{ VOCE V{|ÄwÜxÇËá V{É|Ü

(Voices of Catholic Education) Peggy Sheehan, Conductor Edie DiPede, Accompanist

fâÇwtç? `tç DH? ECCH EMCC ÑAÅA

CEC Atrium Doors Open at 1:30 p.m.

Admission $5.00 at the Door Includes Reception

VOCE Children’s Choir is sponsored by the Metropolitan Toronto Catholic Education Foundation through a bequest from Bob Wilson, a former employee of the Toronto Catholic District School Board.

Schools Represented in VOCE Children’s Choir

Holy Rosary St. Cyril St. Jerome Regina Mundi St. Demetrius St. Margaret St. Agatha St. Dunstan St. Marguerite Bourgeoys St. Anselm St. Edward St. Rene Goupil St. Antoine Daniel St. Henry St. Simon St. Catherine St. Ignatius Loyola St. Timothy




VOICES THAT CHALLENGE

Itinerary 8:00 – 9:00 Registration 9:00 – 11:00 Welcome

Ice Breaker Student Trustee Address Key Note Speaker Motivational Speakers – “A Whole New Perspective” 11:10 – 12:10 Morning Workshops 1 student per school, per workshop

12:15 – 1:30 Lunch Interschool Talent Showcase 1:40 – 2:40 Afternoon Workshops 1 student per school, per workshop 2:45 – 3:30 Interactive Prayer Service Closing & Appreciation Presentations

Is your school interested in performing in the Talent Showcase? We’re looking for: Singers, dancers, musicians, magicians, comedians (it’s up to you really!) Length: 5 minutes (max)

How can your school get involved? The 10 schools to respond will be given the opportunity to strut their stuff!

Registration Forms are available from your Principal or www.tcdsb.org/cslit or email: [email protected]

http://www.tcdsb.org/cslit


May 9, 2005SUBJECT: 10-5a



May 9, 2005SUBJECT: 10-5b



BBeeaauuttyy aanndd tthhee BBeeaasstt NAME:

__________________________________________________

TCDSB LOCATION or HOME ADDRESS:

__________________________________________________

WORK TELEPHONE #:

__________________________________________________

HOME TELEPHONE #:

__________________________________________________

FRIDAY, JUNE 3 7:30 p.m. Students:

_______ _______

Ticket(s) x $15.00 = Ticket(s) x $10.00 =

$ _____________ $ _____________

SATURDAY, JUNE 4 7:30 p.m. Students:

_______ _______


$ _____________ $_____________

SUNDAY, JUNE 5 2:00 p.m. Students

_______ _______


$ _____________ $ _____________

THURSDAY, JUNE 9 7:30 p.m. Students:

_______ _______


$ _____________ $ _____________

FRIDAY, JUNE 10 7:30 p.m. Students:

_______ _______


$ _____________ $ _____________

SATURDAY, JUNE 11 7:30 p.m. Students

_______ _______


$ _____________ $ _____________

TOTAL =

$ _____________

• All tickets are for reserved seating • Cheque must accompany order form • Tickets are non-refundable • Please indicate if any handicapped seating is required

****** CCHHEEQQUUEESS OONNLLYY -- PPAAYYAABBLLEE TTOO:: TTCCDDSSBB SSTTAAFFFF AARRTTSS ******

Send Order Form and Cheque by Courier or mail to:

Staff Arts c/o Arts Department Catholic Education Centre

80 Sheppard Ave East Toronto, Ontario M2N 6E8

416 222-8282 ext. ARTS (2787)

www.tcdsb.org/staffarts




North York Mirror – April 28, 2005 A basket of paper cranes sits in front of students from Our Lady of Sorrows Catholic School. They sang a song in honour of their late classmate Meagan Bebenek on the lawn outside the Hospital For Sick Children this week. A hospital fundraising walk named after the five-year-old girl will be held May 8 downtown. Bebenek died of an inoperable brain tumour almost five years ago

SUBJECT: 11-2 Scarborough Mirror, Friday, April 29, 2005




Brebeuf College School Winning Student Poster, published in the Toronto Sun




SUBJECT: 11-6 Etc…news April 28, 2005




The Guardian - March, 2005

SUBJECT: 11-8 North York Mirror, Friday, April 29, 2005




Congratulations!!! To Lori Connor, a Grade 8 student from Francis Libermann Catholic Elementary School in Scarborough who designed this years creative and unique logo for the Destination Imagination challenges that were held at St. Basil the Great Catholic High School on April 2, 2005. Lori entered this logo and pin design competition back in December of 2004. Once she heard of the competition she knew exactly what she wanted to put into her design and quickly produced her entry. Her winning dragon design now appears on all Ontario Destination Imagination T-shirts and pins which will most definitely be a popular pin-trading commodity at Global Finals being held in Tennessee May 23 - 27. Well done Lori!!!

SUBJECT: 11-10

On Thursday April 21st Neil McNeil students planted eleven oak trees in the front of the school and three maple trees on the back property. They were able to achieve this succession planting through a generous donation from the T. D. Friends of the Environment Foundation and with the technical support of Sheridan Nurseries who gave of their time and expertise to ensure the trees were properly planted. While this succession planting coincided with Earth Day activities, it is in fact the culmination of a three year beautification project at the school which included the replanting of the gardens, the planting of trees at the back and the front of the school, and the painting of the wrought iron fence which surrounds the property. This project has given the students a renewed appreciation of the green space that surrounds the school and the role the environment plays in their lives.




Our 3nd Annual Bowling Event

Doug Yack’s Superintendency

Blessed Kateri Tetakwitha

Immaculate Conception St. Francis Xavier

St. Gerald St. Margaret

St. Robert St. Margaret’s M.E. team hosted their 3rd Annual Bowling Event. Students in the M.E. & D.D. classes shared in a fun filled day. It was a win-win situation for all!! This year’s trophy winners were the St. Margaret Miracle Angels. Thanks to everyone who participated!




Let us remember in prayer the souls of the deceased members of the TCDSB

community and their loved ones, particularly the following who have died recently... for these we pray:

May the angels lead them into paradise. May the martyrs come to welcome them into the

new and eternal Jerusalem. The holy sacrifice of the Mass will

be offered for their souls. May they rest in peace.

MEMORIALS

Anges Kuchta mother of Bob Kuchta, Head Caretaker at Our Lady of Perpetual Help Catholic School

Eugene Kuzmyn father of Halyna Kuzmyn, Teacher at

St. Mary’s Catholic Secondary School Tarsilla Lementi mother of Elisa Evangelista, Teacher at

St. Bernard Catholic School Michael Matijczyk father of Gerry Matijczyk, Teacher at

St. Michael Catholic School Bridget (Bridie) McLaughlin mother of Julie McLaughlin, Teacher at

Msgr. Percy Johnson Catholic Secondary School Wasyl (William) Samagalsky father of Gloria Samagalsky, Teacher at

Bishop Allen Academy Rocchina Visconti mother of Vito Visconti, Teacher at

Pope John Paul II Catholic Secondary School




BIRTHS AND ADOPTIONS

Lucas Rende born April 20, 2005. Son of

Franca Rende, Educational Assistant at St. Martha Catholic School

and Frank Rende

Stefano Dicecco born May 1, 2005. Son of

Mattea Mastrogiacomo, Teacher at Pope Paul VI Catholic School and Dante Dicecco, Teacher

Pope Paul VI Catholic School

Blessed are you, Creator God, giver of life and the source of joy. Bless these parents of our TCDSB community as they celebrate and welcome the gift of life and children into their homes.

Grace their hearts and homes with your love and peace. Amen.




T E A M

MAY IS ASIAN HERITAGE MONTH

Race and Ethnic Relations Multiculturalism encourages all schools and worksites to examine, discuss and share the many contributions from the Asian Diaspora that comprise our Canadian mosaic in keeping with the spirit of our Catholic gospel values and our board’s Mission and Vision of education. Under the leadership of Senator Vivienne Poy, the Senate of Canada proclaimed May as Asian Heritage Month on December 6, 2001 as a sign of respect and acknowledgement of the commitment of many immigrants from East, Southeast, Southern and Western Asia towards the growth and development of our country. A number of electronic resources, circulated to administrators, will inform learning opportunities for students, educators, parents and stakeholders. As individuals involved in the education process, you are encouraged to weave these resources through curricula and professional development. Should you require additional information pertaining to specific projects, please feel free to contact:

Kirk Mark, M.Ed. Coordinator

Race and Ethnic Relations Multiculturalism Curriculum and Accountability Dept.

(416) 222-8282, extension 2224 E-mail: [email protected]




Curriculum and Accountability Team SUBSIDY OF INDIVIDUAL COURSES

NON-UNION BOARD EMPLOYEES

The Board may pay the cost of prior approved job related courses for non-union employees, subject to budget availability. Applications are now being accepted for advanced approval for reimbursement purposes of courses to be taken from July 2005 to June 2006. There will be no other opportunity for advanced approval of courses taken during that period. Approved courses must be relevant to job descriptions within the Board.

CRITERIA FOR ACCEPTANCE • An applicant must have a minimum of 5 (five) years of experience with the Board; • Applications shall be submitted in writing no later than May 31, 2005 to Mary Frijio, Officer, Staff

Development; • Selection shall be made by a committee comprised of equal numbers of employees and the Board’s

administrative officials but not more than three (3) of each; • The applicant must forward supporting documentation, and complete the application on reverse side. • The attached application MUST be signed by your immediate supervisor before submitting it for consideration

by the Joint Committee for Course Reimbursement. • If the funds available are insufficient, the committee may apportion the available funds among the applicants.

Applications are to be submitted in writing to Mary Frijio, Officer, Staff Development no later than May 31, 2005. Applications should include information about the course (s), title (s), where offered, when to be taken and the course fee (s) and the relevance to the applicant’s current position. (For application, see subject 15-8 of The Director’s Bulletin.)

SUBJECT: 14-3 Curriculum and Accountability Team

SUBSIDY OF INDIVIDUAL COURSES CUPE LOCAL 3155 - INTERNATIONAL LANGUAGE INSTRUCTORS

The Board may pay the cost of prior approved job related courses for employees covered under the Collective Agreement between the Board and CUPE Local 3155. Applications are now being accepted for advanced approval for reimbursement purposes of courses to be taken from July 2005 to June 2006. There will be no other opportunity for advanced approval of courses taken during that period. Approved courses must be relevant to job descriptions within our Board. CRITERIA FOR ACCEPTANCE • An applicant must have a minimum of 5 (five) years of experience with the Board in order to be eligible; • Applications shall be submitted in writing no later than May 31, 2005 to Mary Frijio, Officer, Staff


administrative officials but not more than three (3) of each; • The applicant must forward supporting documentation, and complete the application on reverse side. • The attached application MUST be signed by your immediate supervisor before submitting it for consideration

by the Joint Committee for Course Reimbursement. • If the funds available are insufficient, the committee may apportion the available funds among the applicants

Applications are to be submitted in writing to Mary Frijio, Officer, Staff Development no later than May 31, 2005. Applications should include information about the course (s), title (s), where offered, when to be taken and the course fee (s) and the relevance to the applicant’s current position. (For application, see subject 15-8 of The Director’s Bulletin.)




Curriculum and Accountability Team SUBSIDY OF INDIVIDUAL COURSES

CUPE LOCAL 1328 - Office, Clerical and Technical Employees

The Board may pay the cost of prior approved job related courses for employees covered under the Collective Agreement between the Board and CUPE Local 1328.

CRITERIA FOR ACCEPTANCE • An applicant must have a minimum of 4 (four) years of experience with the Board in order to be eligible; • Applications shall be submitted in writing no later than May 31, 2005 to Mary Frijio, Officer, Staff


administrative officials but not more than three (3) of each; • The applicant must forward supporting documentation, and complete the application on reverse side. • The attached form MUST be signed by your immediate supervisor before submitting it for consideration by the

Joint Committee for Course Reimbursement. • If the funds available are insufficient, the committee may apportion the available funds among the applicants. Applications are now being accepted for advanced approval for reimbursement purposes of courses to be taken from July 2005 to June 2006. There will be no other opportunity for advanced approval of courses taken during that period.

Applications are to be submitted in writing to Mary Frijio, Officer, Staff Development no later than May 31, 2005. Applications should include information about the course (s), title (s), where offered, when to be taken and course fee(s), and the relevance to the applicant’s current position. (For application, see subject 15-8 of The Director’s Bulletin.)


SUBSIDY OF INDIVIDUAL COURSES CUPE LOCAL 1328

SCHOOL BASED EDUCATIONAL STAFF, EDUCATION ASSISTANTS, INSTRUCTIONAL ASSISTANTS, CHILDAND YOUTH WORKS,

HEALTH CARE ASSISTANTS, JOB COACHES, INTERVENORS, SIGN LANGUAGE INTERPRETERS AND LIFEGUARDS/INSTRUCTORS

The Board may pay the cost of prior approved job related courses for employees covered under the Collective Agreement between the Board and CUPE Local 1328. CRITERIA FOR ACCEPTANCE • An applicant must have a minimum of 4 (four) years of experience with the Board in order to be eligible; • Applications shall be submitted in writing no later than May 31, 2005 to Mary Frijio, Officer, Staff Development; • Selection shall be made by a committee comprised of equal numbers of employees and the Board’s

administrative officials but not more than three (3) of each; • The applicant must forward supporting documentation, and complete the application on reverse side. • This attached application MUST be signed by your immediate supervisor before submitting it for consideration

by the Joint Committee (as per your Collective Agreement) for Course Reimbursement. • If the funds available are insufficient, the committee may apportion the available funds among the applicants. Applications are now being received for advanced approval for reimbursement purposes of courses to be taken from July 2005 to June 2006. There will be no other opportunity for advanced approval of courses taken during that period. Applications are to be submitted in writing to Mary Frijio, Officer, Staff Development no later than May 31, 2005. Applications should include information about the course (s), title (s), where offered, when to be taken and course fee(s), and the relevance to the applicant’s current position. (For application, see subject 15-8 of The Director’s Bulletin.)




Curriculum and Accountability Team

SUBSIDY OF INDIVIDUAL COURSES CUPE LOCAL 1280 - Custodial and Maintenance Staff

Subject to the availability of funds, the Board, in each school year, shall pay the cost of tuition and books of prior approved job related courses for employees covered under the Collective Agreement between the Board and CUPE Local 1280. Applications are now being received for advanced approval for reimbursement purposes of courses to be taken from July 2005 to June 2006. There will be no other opportunity for advanced approval of courses taken during that period.

CRITERIA FOR ACCEPTANCE • An applicant must have a minimum of 3 (three) years of experience with the Board in order to be eligible; • Applications must be submitted in writing no later than May 31, 2005 to Mary Frijio, Officer, Staff


administrative officials but not more than three (3) of each; • The applicant must forward supporting documentation, and complete the application on reverse side. • If the funds available are insufficient, the committee may apportion the available funds among the applicants. • The attached application MUST be signed by your immediate supervisor before submitting it for consideration

by the Joint Committee for Course Reimbursement.

Applications (see below) are to be submitted in writing to Mary Frijio, Officer, Staff Development, no later than May 31, 2005. Requests must be on the application form. Applications should include information about the course (s), title (s), where offered, when to be taken and the course fee (s) and the relevance to the applicant’s current position.


Course Reimbursement Application Form CUPE 1328, CUPE 1280, CUPE 3155 and Non Union Personnel

ALL AREAS OF THIS FORM MUST BE COMPLETED TO BE CONSIDERED FOR COURSE REIMBURSEMENT

Name of Applicant: ____________________________________________________________________________ (PLEASE PRINT) Position and Location: ___________________________________Date of Employment with the Board: ________

Employee Group: ____________________________________________________ Are you working towards: W University Degree W College Certificate/Diploma What is the degree/certificate/diploma you are working towards: ________________________________________

Courses that will be taken during July 1st, 2005 and June 30th, 2006. Course Title and Description College/University Course Cost

_________________________________ __________________________________ ______________

_________________________________ __________________________________ ______________

_________________________________ __________________________________ ______________

___________________________________ __________________________________ Signature of Applicant Supervisor Signature

Signature of Supervisor indicates knowledge of application and is not for approval purposes. Please ensure that this application is submitted to Mary Frijio, Officer, Staff Development no later than May 31, 2005.




ADDITIONAL BENEFITS DEDUCTIONS FOR MAY AND JUNE 2005

Please be advised that during the May and June payroll periods, there will be additional benefit premium deductions made for all 10 and 11-month employees to cover required premiums for Extended Health Care (EHC), Dental, Long Term Disability (LTD), Life Insurance and Optional Life Insurance. If you are enrolled in any or all of these plans, and you normally contribute to the required premium, deductions will be processed on the following pay dates: Regular Deduction Additional Deduction TEACHING PAYROLL: May 6, 2005 May 20, 2005 June 3, 2005 June 17, 2005 SUPPORT STAFF PAYROLL: May 13, 2005 May 27, 2005 June 10, 2005 June 24, 2005 This action will ensure that all 10- and 11-month employees receive continuous benefits coverage throughout the summer months. All 12-month employees will continue to have deductions made for benefits during the months of July and August.

Should you have any question or concerns,

Please do not hesitate to contact the Benefits & Compensation Department At 416-222-8282, ext. 2220, 2151, 2219, or 2324




Health and Safety … helping to preserve people, property and resources by preventing workplace injuries and accidents

CONGRATULATIONS!

Congratulations to the following TCDSB employees who recently attended a WHMIS In-Service on April 19, 2005

David Ryder Michael Power/St. Joseph Louie Trinchi Madonna

Vito Colangelo Msgr. Fraser Christine Genorio Madonna Reetha Maliakkal Msgr. Fraser

Natalie Dias Cardinal Carter Hien Le Msgr. Fraser

Congratulations to these employees who successfully completed the two-day Standard First Aid and CPR course on May 3/4 2005. Mary Tomes St. Brigid Isabel Molino Cardinal Carter Marilyn Jones Santa Maria

Cheryl Sheridan St. Patrick Jennifer Mahon Don Bosco Maria Periera St. Leo Cindy Paiva St. Patrick

Wendy Goulart St. Rita Ana Carreiro-Neto St. John the Evangelist

Joanne Wastra-DeFaria St. Basil the Great Lorraine Harrietha Mother Teresa

Donna Duplak St. Gregory Karen Ruddy St. Sebastian Lena Savino St. Sebastian Silvana Muia St. Sebastian

Gerry Monteleone St. Dorothy Michelle Devito St. Paschal Baylon Manuela Heleno St. Michael Donna Curtosi St. Matthew Ligia Vieira St. Ambrose




TRANSPORTATION IN-SERVICE Title: Transportation: What You Need to Know about

Student Transportation Services Audience: Administrative Staff Type: Presentation / Discussion Description: The Transportation presentation will provide attendees a general understanding of

the resources available to schools to help them manage transportation at their schools. This will include a short tutorial on the new TRACS system currently online for schools to access transportation information about their schools. Discussion will also centre on transportation policies, procedures, and protocols and how they affect schools and your school community.

The presentation will be broken down into 4 key areas: Technology, Operation, Planning, and Safety. Some of the material to be covered will consist of proper forms for transportation use, what is the policy and what are the exceptions, communicating with the bus operators, and preparing for a school bus safety presentation.

Details: CEC Catholic Teachers’ Centre May 19th, 2005 10:30 a.m. – 12:00 noon St. Richard East Special Services Office May 24th, 2005 10:30 a.m. – 12:00 noon Marian Academy Library June 1st, 2005 10:30 a.m. – 12:00 noon St. Josaphat Cafeteria June 2nd, 2005 10:30 a.m. – 12:00 noon Please register on-line with PAL so we can determine participation. Should there be insufficient numbers for the in-service we will notify you in advance of the in-service date. Please see PAL for location information and parking availability. Hope to see you there!! Student Transportation Services

https://web1.tcdsb.org/conference/




PLEASE POST AND GIVE COPY TO OECTA REPRESENTATIVE

APPLICATIONS FOR POSITION OF RESPONSIBILITY

(Specific Reference: Secondary School Teachers’ Collective Agreement - Article 12.08)

Applications are invited for the Positions of Responsibility based on the criteria listed. Position(s) will be effective September 1, 2005, pending approval of the Department Head Model for the 2005-2006 school year. POSITION SCHOOL PRINCIPAL Major Department Head - Special Education Archbishop Romero Frank Piddisi Major Department Head - English Don Bosco Sebastian Carubia Major Department Head - Special Education Don Bosco Sebastian Carubia Minor Department Head - Physical Education Don Bosco Sebastian Carubia Major Department Head - English Loretto College Oksana Kawun Minor Department Head - Math Mother Teresa Michael McMorrow Minor Department Head - Geography Senator O’Connor Susan Baker Criteria for interview are as follows:

Certificate of Qualifications from the Ontario College of Teachers showing specialist or honour specialist qualifications held at the time of application in the subject area for which application is being made. (At the time of application, candidates who have successfully completed the specialist or honour specialist qualification, not yet recorded on their Certificate of Qualifications from the Ontario College of Teachers, will be considered).

Minimum of five (5) years of qualified successful teaching experience as of September 1, 2005 including three

(3) years in a secondary school.

Qualified applicants should apply directly to the principal of the school listed on the chart above by NO LATER THAN Friday, May 20, 2005.




APPLICATION FOR POSITION OF RESPONSIBILITY

ISA ASSISTIVE TECHNOLOGY IN-SERVICE TEACHER Collective Agreement between Toronto Catholic District School Board

And Elementary School Teachers (TECT)

And Secondary School Teachers (TSU)

POSITION AVAILABLE: One (1) Elementary

Applications are invited for the position of ISA Assistive Technology In-service Teacher.

RESPONSIBILITIES WILL INCLUDE: • Provision of in-service to classroom teachers and students with ISA equipment on a wide range of

technological (hardware and software) innovations/Ministry ISA assistive technology. • Development of appropriate support documents for use at in-services. • Liaison with the Technical Services technicians to provide service and program support to the students

with ISA Ministry approved equipment. • Preparing teachers and students for Ministry audits of this equipment.

CRITERIA FOR INTERVIEW: • Certificate of Registration and Qualification (formerly Ontario Teachers Certificate and Ontario

Teachers Qualification Record Card). • Specialist in Computers in the Classroom or equivalent experience. • Five (5) years of successful teaching experience as of September 1st, 2004. • Ontario driver’s licence and car. • Positive recommendation of principal and superintendent.

PREFERENCE WILL BE GIVEN TO CANDIDATES WITH THE FOLLOWING: • Teaching experience in two (2) or more divisions (Primary, Junior, Intermediate, Senior). • Knowledge of current curriculum policies and guidelines. • Experience in writing program or inservice documents. • Experience in providing inservices. • Knowledge of Web design. • Knowledge and experience with emerging technologies. • Sound pedagogical and technical knowledge, e.g. software applications. • Familiarity with Ministry audits and spreadsheets for ISA.

Application Forms can be obtained by contacting Mary Saccucci at 416 222-8282, ext. 2323 or by email at [email protected].

APPLICATIONS MUST BE COMPLETED AND RETURNED BY THE APPLICANT TO: MARGHERITA DI FONZO, SUPERVISOR, HUMAN RESOURCES, NO LATER THAN MAY 16, 2005

NOTE: IF SELECTED FOR AN INTERVIEW, THE INTERVIEWS WILL BE HELD THE WEEK OF MAY 24, 2005.





TO BE POSTED ON BULLETIN BOARDS ACCESSIBLE TO SBESS EMPLOYEES

CUPE LOCAL 1328 SBESS JOB POSTINGS Note 1. BEFORE SUBMITTING YOUR BIDS, YOU SHOULD ENSURE YOU ACQUAINT YOURSELF WITH THE

SCHOOL FOR WHICH YOU PLAN TO SUBMIT A BID, AND IF APPLICABLE THE SPECIFIC REQUIREMENTS OF THE CHILD YOU WILL BE ASSISTING.

2. YOU ARE REMINDED THAT YOU MAY NOT BID ON ANOTHER JOB POSTING FOR A PERIOD OF ONE YEAR FOLLOWING ANY SUCCESSFUL BID EXCEPT FOR PROMOTION.

3. IT IS THE RESPONSIBILITY OF THE INDIVIDUAL EMPLOYEE TO ENSURE THAT HE OR SHE HAS AN OPPORTUNITY TO BE MADE AWARE OF ALL JOB POSTINGS CONTAINED IN THE DIRECTOR’S BULLETIN, WHETHER THE EMPLOYEE IS ACTIVELY EMPLOYED OR ON LEAVE.

4. ALL BIDS MUST BE MADE USING THE POSTING BID FORM FOR SBESS POSTINGS AND MUST HAVE A RESUME ATTACHMENT.

5. IF THE POSTING STATES SPECIFIC QUALIFICATIONS, DOCUMENTATION MUST BE PROVIDED WITH THE BID FORM CONFIRMING YOU HAVE THE NECESSARY QUALIFICATIONS. ONE BID FORM, A RESUME AND SUPPORTING DOCUMENTS MUST BE SUBMITTED FOR EACH POSTING THE EMPLOYEE WISHES TO BID ON.

POSTING POSITION SCHOOL IN ORDER TO BEST SERVE THE NEEDS OF OUR STUDENTS, PLEASE NOTE INFORMATION SPECIFIC TO THIS LOCATION

EA2005-257

Education Assistant St. Ignatius of Loyola Flexible, collaborative team player, written daily communication, knowledge of physical restraint procedures/training, heavy lifting, able to support daily exercise program. Administration of medication. Extensive yard duty, lunch & bus duty. Able to accompany students on numerous outings (by school bus, TTC, walking). Experience with Autistic/PDD, DD students. Knowledge of the educational needs of Autistic children including dealing with severe behavioural issues & behavioural management, picture exchange & communication programs. Able to support academic program.

6. PLEASE NOTE: All POSITIONS MAY HAVE THE REQUIREMENTS TO ASSIST STUDENTS WITH SPECIAL HIGH NEEDS; THEREFORE, THE SUCCESSFUL CANDIDATE MAY BE REQUIRED TO DEAL WITH AGGRESSIVE PHYSICAL DEMAND, DIAPERING, ASSISTING STUDENTS DURING MEALS, ASSISTING IN DD, MH & ME CLASSES.

WRITTEN, EMAILED OR FAXED (416-512-3046) APPLICATIONS REFERRING TO POSTING NUMBER, LOCATION AND POSITION MUST REACH HUMAN RESOURCES, ATTENTION: LINDA MOYNAGH, SUPERVISOR, HUMAN RESOURCES, CATHOLIC EDUCATION CENTRE, 80 SHEPPARD AVENUE EAST, NORTH YORK, ONTARIO, NOT LATER THAN, Tuesday, May 17, 2005.

SUBJECT: 18-4

CUPE LOCAL 1328 SBESS AWARDS EA2005-186 Opena, M EA2005-217 Cioffi, P EA2005-202 Fortune, R EA2005-222 O’Leary, M EA2005-206 Pucci, S EA2005-233 Mayer, V EA2005-208 Wall, D EA2005-238 Tassone, M EA2005-242 Wu, C

CYW2004-29 McGhee, M

May 9, 2005SUBJECT: 18-5a



Please note: this form is to be used for bids for SBESS postings

POSTING BID FORM –SBESS Bid Form (CUPE LOCAL 1328 SBESS)

Please print: EMPLOYEE NAME: ________________________________________________________________ Last Name First Name SAP EMPLOYEE NUMBER: _________________________________________ (Your SAP employee number may be found in the upper left hand corner of your pay stub) PRESENT POSITION: _________________________________________ PRESENT LOCATION: _________________________________________ SENIORITY DATE: _________________________________________ Day Month Year I wish to apply for Posting # ___________ Please note: your bid for the above SBESS position must include copies of documents confirming you have the necessary qualifications as specified in the posting.

Please refer to the posting and list your supporting attachments below (if the posting does not refer to specific qualifications, no supporting documents are required): ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ NOTE: IF YOU WISH TO BID FOR MORE THAN ONE SBESS POSTING, YOU MUST COMPLETE A SEPARATE BID FORM FOR EACH POSTING. EACH BID FORM MUST INCLUDE SUPPORTING ATTACHMENTS. AN INCOMPLETE BID FORM, e.g. SUPPORTING DOCUMENTATION NOT PROVIDED, WILL NOT BE CONSIDERED. Note: Please note deadline date for bid submissions. Bids MUST be received by the deadline date.

May 9, 2005SUBJECT: 18-5b



Please note: this form is to be used for bids for SBESS postings

POSTING BID FORM –SBESS Bid Form (CUPE LOCAL 1328 SBESS)

Please print: EMPLOYEE NAME: _________________________________________________ Last Name First Name_ SAP EMPLOYEE NUMBER: _______________________________________________________ (Your SAP employee number may be found in the upper left hand corner of your pay stub) PRESENT POSITION: SUPPLY EDUCATION ASSISTANT START DATE: _________________________________________ Day Month Year I wish to apply for Posting # ___________ Please note: your bid for the above SBESS position must include copies of documents confirming you have the necessary qualifications as specified in the posting. Please refer to the posting and list your supporting attachments below (if the posting does not refer to specific qualifications, no supporting documents are required): ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ NOTE: IF YOU WISH TO BID FOR MORE THAN ONE SBESS POSTING, YOU MUST COMPLETE A SEPARATE BID FORM FOR EACH POSTING. EACH BID FORM MUST INCLUDE SUPPORTING ATTACHMENTS. AN INCOMPLETE BID FORM, e.g. SUPPORTING DOCUMENTATION NOT PROVIDED, WILL NOT BE CONSIDERED. Note: Please note deadline date for bid submissions. Bids MUST be received by the deadline date.




TO BE POSTED ON CARETAKER/TRADES & MAINTENANCE BULLETIN BOARDS

CUPE LOCAL 1280 JOB POSTINGS Note: 1. BEFORE SUBMITTING YOUR BIDS, YOU ARE ASKED TO FIRST VISIT AND ACQUAINT YOURSELF

WITH THE SCHOOL/FACILITY FOR WHICH YOU PLAN TO SUBMIT A BID.

2. YOU ARE REMINDED THAT YOU MAY NOT BID ON ANOTHER JOB POSTING FOR A PERIOD OF SIX (6) MONTHS FOLLOWING ANY SUCCESSFUL BID EXCEPT FOR PROMOTION.

3. IT IS THE RESPONSIBILITY OF THE INDIVIDUAL EMPLOYEE TO ENSURE THAT HE OR SHE HAS AN OPPORTUNITY TO BE MADE AWARE OF ALL JOB POSTINGS CONTAINED IN THE DIRECTOR’S BULLETIN.

4. POSITION REQUIRES SUCCESSFUL COMPLETION OF BUILDING OPERATOR’S COURSE (CANDIDATES MUST SUBMIT PROOF TOGETHER WITH THEIR BIDS IF THE POSITION IS A PROMOTION).

5. SECONDARY SCHOOL DIPLOMA, OR EQUIVALENT IS MANDATORY FOR ANY HEAD CARETAKER POSITION FOR EMPLOYEES HIRED AFTER SEPTEMBER 1, 2001 (CANDIDATES MUST SUBMIT PROOF OF GRADE 12 OR EQUIVALENT WITH THE BID FORM). APPLICANTS WHO DO NOT PROVIDE DOCUMENTATION MEETING THIS REQUIREMENT WITH THEIR BID SHEET WILL NOT BE CALLED FOR AN INTERVIEW. IF YOU REQUIRE ASSISTANCE OBTAINING DOCUMENTATION, PLEASE CALL INDEPENDENT LEARNING CENTRE AT 416-325-4338 FOR TEST.

POSITION DEPT./SCHOOL LOCATION SALARY RANGE Posting #79-05 Head Caretaker

St. Matthew 18 Lavender Road $20.01/hr.

SITE SPECIFIC REQUISITE SKILLS REQUIRED FOR THIS POSITION • successful completion of Building Operator’s Course • successful completion of the Board’s approved test(s) related to knowledge of mechanical systems • experience with requirements of a day care centre preferred • experience with HVAC (heating delivery systems)

SITE INFORMATION • site accommodates a day care centre • permits

EXPERIENCE • minimum of three (3) years of caretaking experience

SKILLS • effective interpersonal skills • thorough knowledge and experience with cleaning equipment and cleaning techniques; mechanical aptitude • organizational and leadership abilities

QUALIFICATIONS

• knowledge of written and verbal English for effective communication • overall proven good attendance • positive recommendation from immediate Service Quality Supervisor

WRITTEN OR FAXED (416-512-3046) APPLICATION REFERRING TO POSTING NUMBER, LOCATION AND POSITION MUST REACH THE HUMAN RESOURCES DEPARTMENT, ATTENTION: LINDA MOYNAGH, SUPERVISOR - SUPPORT STAFF, CATHOLIC EDUCATION CENTRE, 80 SHEPPARD AVENUE EAST, NORTH YORK, ONTARIO, NOT LATER THAN, TUESDAY, MAY 17, 2005.





CUPE LOCAL 1280 JOB POSTINGS Note: 1. BEFORE SUBMITTING YOUR BIDS, YOU ARE ASKED TO FIRST VISIT AND ACQUAINT YOURSELF

WITH THE SCHOOL/FACILITY FOR WHICH YOU PLAN TO SUBMIT A BID.

2. YOU ARE REMINDED THAT YOU MAY NOT BID ON ANOTHER JOB POSTING FOR A PERIOD OF SIX (6) MONTHS FOLLOWING ANY SUCCESSFUL BID EXCEPT FOR PROMOTION.

3. IT IS THE RESPONSIBILITY OF THE INDIVIDUAL EMPLOYEE TO ENSURE THAT HE OR SHE HAS AN OPPORTUNITY TO BE MADE AWARE OF ALL JOB POSTINGS CONTAINED IN THE DIRECTOR’S BULLETIN.

4. POSITION REQUIRES SUCCESSFUL COMPLETION OF BUILDING OPERATOR’S COURSE (CANDIDATES MUST SUBMIT PROOF TOGETHER WITH THEIR BIDS IF THE POSITION IS A PROMOTION).

5. SECONDARY SCHOOL DIPLOMA, OR EQUIVALENT IS MANDATORY FOR ANY HEAD CARETAKER POSITION FOR EMPLOYEES HIRED AFTER SEPTEMBER 1, 2001 (CANDIDATES MUST SUBMIT PROOF OF GRADE 12 OR EQUIVALENT WITH THE BID FORM). APPLICANTS WHO DO NOT PROVIDE DOCUMENTATION MEETING THIS REQUIREMENT WITH THEIR BID SHEET WILL NOT BE CALLED FOR AN INTERVIEW. IF YOU REQUIRE ASSISTANCE OBTAINING DOCUMENTATION, PLEASE CALL INDEPENDENT LEARNING CENTRE AT 416-325-4338 FOR TEST.

POSITION DEPT./SCHOOL LOCATION SALARY RANGE Posting #80-05 Head Caretaker

Chaminade College 490 Queen’s Drive $21.18/hr.

SITE SPECIFIC REQUISITE SKILLS REQUIRED FOR THIS POSITION • successful completion of Building Operator’s Course • successful completion of the Board’s approved test(s) related to knowledge of mechanical systems • experience with HVAC (heating delivery systems) • experience with BAS (building automated system)

SITE INFORMATION • portables • permits

EXPERIENCE • minimum of three (3) years of caretaking experience

SKILLS • effective interpersonal skills • thorough knowledge and experience with cleaning equipment and cleaning techniques; mechanical aptitude • organizational and leadership abilities

QUALIFICATIONS • knowledge of written and verbal English for effective communication • overall proven good attendance • positive recommendation from immediate Service Quality Supervisor

WRITTEN OR FAXED (416-512-3046) APPLICATION REFERRING TO POSTING NUMBER, LOCATION AND POSITION MUST REACH THE HUMAN RESOURCES DEPARTMENT, ATTENTION: LINDA MOYNAGH, SUPERVISOR - SUPPORT STAFF, CATHOLIC EDUCATION CENTRE, 80 SHEPPARD AVENUE EAST, NORTH YORK, ONTARIO, NOT LATER THAN, TUESDAY, MAY 17, 2005





CUPE LOCAL 1280

AWARDS

#46-05 – M. Tabone #47-05 – H. Amaral #48-05 – T. Tran #49-05 – J. Roach #51-05 – I. Forsythe #52-05 – E. Chan #53-05 – H. Dopson #54-05 – L. Iaccino #56-05 – R. Tassone #57-05 – J. Manuel #58-05 – N. Catanzaro #59-05 – G. Ferlenda #60-05 – A. Taroy #61-05 – R. Giordanella #62-05 – F. Herreria #63-05 – M. Dingillo #64-05 – J. Connolly #65-05 – J. Ducusin #66-05 – D. Francis #67-05 – K. Kinal #68-05 – P. McNeill #74-05 – H. Gebregziabher #76-05 – A. DiGiandomenico #77-05 – P. Iannarilli

CANCELLED

#50-05 #55-05

1

POLICE / SCHOOL BOARD PROTOCOL B E T W E E N:

TORONTO POLICE SERVICE

- and -

TORONTO DISTRICT SCHOOL BOARD

- and -

TORONTO CATHOLIC DISTRICT SCHOOL BOARD

- and -

CONSEIL SCOLAIRE DE DISTRICT CATHOLIQUE CENTRE-SUD

- and -

CONSEIL SCOLAIRE DE DISTRICT DU CENTRE-SUD-OUEST 1. SIGNATORIES TO THE PROTOCOL ..........................................................................................................2

2. STATEMENT OF PRINCIPLES.....................................................................................................................2

3. INTRODUCTION..............................................................................................................................................2

4. ROLE AND MANDATE OF POLICE SERVICES........................................................................................2

5. ROLE AND MANDATE OF SCHOOL BOARDS .........................................................................................2

6. DEFINITIONS/EXPLANATIONS OF TERMS.............................................................................................2

7. OCCURRENCES REQUIRING POLICE RESPONSE OR INVOLVEMENT..........................................2

8. OTHER OCCURRENCES REQUIRING POLICE RESPONSE OR INVOLVEMENT...........................2

9. INFORMATION SHARING AND DISCLOSURE........................................................................................2 (A) EDUCATION ACT ........................................................................................................................................2 (B) MUNICIPAL FREEDOM OF INFORMATION AND PROTECTION OF PRIVACY ACT......................................2 (C) YOUTH CRIMINAL JUSTICE ACT..................................................................................................................2 (D) JUDICIAL PROCEEDINGS AFFECTING SCHOOLS .......................................................................................2 (E) SCHOOL PERSONNEL NOTES .....................................................................................................................2

2

(F) CHILD AND FAMILY SERVICES ACT ............................................................................................................2 10. SCHOOL REPORTING PROCEDURES ..................................................................................................2

11. INITIAL POLICE CONTACT....................................................................................................................2

12. INVESTIGATING SCHOOL INCIDENTS ...............................................................................................2 (A) LEGAL RIGHTS...........................................................................................................................................2 (B) SEARCH AND SEIZURE ...............................................................................................................................2 (C) DETENTION AND ARREST ..........................................................................................................................2 (D) VICTIM ASSISTANCE ..................................................................................................................................2

13. POLICE INTERVIEWS OF STUDENTS ..................................................................................................2 (A) NOTIFICATION OF PARENTS ......................................................................................................................2 (B) PREPARATION FOR INTERVIEWS ...............................................................................................................2 (C) CONDUCT OF INTERVIEWS ........................................................................................................................2

14. REPORTING OF CHILDREN SUSPECTED TO BE IN NEED OF PROTECTION...........................2

15. INVESTIGATIONS INVOLVING STUDENTS WITH SPECIAL NEEDS ...........................................2

16. OCCURRENCES INVOLVING CHILDREN UNDER AGE 12..............................................................2

17. SCHOOL BOARD COMMUNICATION STRATEGY............................................................................2

18. PROTOCOL EVALUATION PROCESS...................................................................................................2

19. NON-INCIDENT-RELATED POLICE INVOLVEMENT.......................................................................2

20. VIOLENCE PREVENTION PROGRAMS................................................................................................2

21. PHYSICAL SAFETY ISSUES.....................................................................................................................2

22. RISK ASSESSMENT SERVICES...............................................................................................................2

23. EMERGENCY AND CRISIS RESPONSE PLAN.....................................................................................2

24. SUMMARY ...................................................................................................................................................2

1. SIGNATORIES TO THE PROTOCOL

The signatories to the protocol are the Toronto Police Service, the Toronto District School

Board, the Toronto Catholic District School Board, the Conseil scolaire de district catholique

Centre-Sud and the Conseil scolaire de district du Centre-Sud-Ouest.

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2. STATEMENT OF PRINCIPLES

1. Students, parents, staff and other community members have a right to a school

environment that is safe and positive.

2. The parties recognize the multicultural make-up and diversity of our school

communities.

3. The Toronto District School Board, the Toronto Catholic District School Board,

the Conseil scolaire de district catholique Centre-Sud and the Conseil scolaire de

district du Centre-Sud-Ouest will work co-operatively with the Toronto Police

Service to attempt to ensure the safety of students, staff, other members of the

school community, police and emergency services personnel. Co-operation

between police officers and school board staff is essential to the welfare of

students, staff and the community at large when incidents of a criminal nature

occur.

4. All criminal offences with a connection to a school will be reported to the police

and will be investigated by police promptly and thoroughly.

5. It is the duty of a principal of a school to maintain proper order and discipline in

the school.

6. This protocol will be administered in conjunction with the safe schools policies of

the Toronto District School Board and the violence prevention policies of the

Toronto Catholic District School Board, the Conseil scolaire de district catholique

Centre-Sud and the Conseil scolaire de district du Centre-Sud-Ouest.

7. The rights of all students, parents and staff members will be respected at all times.

8. Except in emergency situations, police, upon entering a school, are expected to

identify themselves to the main school office.

9. Whenever police are arresting a person on school property, it is the responsibility

of police to inform individuals involved of their rights under the law.

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10. Relevant individuals, including principals, teachers, other staff, students and

parents, have a right to independent legal counsel regarding their respective duties

and responsibilities under the law.

3. INTRODUCTION

The purpose of this document is to establish a protocol between the Toronto Police Service, the

Toronto District School Board, the Toronto Catholic District School Board, the Conseil scolaire

de district catholique Centre-Sud and the Conseil scolaire de district du Centre-Sud-Ouest. This

will confirm the working relationship and appropriate responses to incidents where police

involvement or intervention is requested or required.

A protocol is a procedure which sets out the rules for interaction among agencies, as well as the

formalities and etiquette to be observed.

This protocol is based on the protocol between the parties dated June 3, 2000. This protocol

seeks to expand and develop that earlier protocol and incorporate elements of the Provincial

Model for a Local Police/School Board Protocol introduced by the Ministry of Education and the

Ministry of the Solicitor General (the “Provincial Model Protocol”).

This protocol is designed to encourage, enable and maintain a positive relationship between

police officers, school administrators, staff, students, parents, members of the school community,

and establishes guidelines for these various relationships. The purpose of the protocol includes:

• assisting in the greater safety and protection of students, teachers, staff, and

volunteers in schools;

• encouraging ongoing, adaptive, and responsive partnerships between police and

the school community;

• facilitating appropriate sharing and disclosure of information;

• promoting joint consultation and partnerships between school boards and police

services on maintaining a safe school environment;

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• ensuring that the obligations and requirements of both the education and law

enforcement systems are met; and

• ensuring a consistent approach across the school boards’ jurisdiction in the way

police and schools respond to school-related occurrences.

This protocol supports and reflects the principles of community policing. Community policing

involves the interaction of the police with the community with a focus on problem-solving for

the benefit of all of the stakeholders.

This protocol is developed with the understanding that co-operative involvement and

interventions will facilitate the development of positive attitudes, acceptable student behaviour

and attempt to ensure learning environments that are safe, nurturing, positive and respectful.

CAVEAT: While the intention of the protocol is for police and

school officials to work in cooperation, they may have separate

duties and responsibilities with respect to interviewing students

involved in criminal activities. In these circumstances, police and

school officials should review their respective policies and

procedures for guidance.

4. ROLE AND MANDATE OF POLICE SERVICES

In keeping with the motto of the Toronto Police Service, “To Serve and Protect”, the primary

role of the police is to prevent and solve problems related to both the safety and well-being of

persons and the protection of property. This includes intervening in crises or emergencies,

conducting investigations relating to alleged breaches of federal and provincial statutes and

performing other lawful duties as required.

In the school context, this involves sharing with the school boards and their employees the

responsibility for preserving the peace and preventing crime. It involves assisting in the

preservation of a safe learning and working environment for the students, staff and others

lawfully on school property.

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Additional roles and responsibilities of the police include:

• enforcing federal and provincial legislation, including the Criminal Code, the

Police Services Act and the Youth Criminal Justice Act;

• upholding the duties legislated under section 42 of the Police Services Act;

• assisting victims of crime;

• conducting law enforcement and criminal investigations;

• assisting in the development of young people’s understanding of good citizenship;

• promoting and fostering a reduction in crime, both against and committed by

young people;

• providing information on community issues;

• diverting young people away from crime and antisocial behaviour;

• working in partnership with other government and community-based

organizations to support positive youth development; and

• emphasizing the importance of the Student Crime Stoppers Program or equivalent

programs as an effective deterrent to crime.

5. ROLE AND MANDATE OF SCHOOL BOARDS

Under the Education Act, the principal of a school has an obligation to maintain order and

discipline in the school. Under the Criminal Code and other legislation, the police have a duty to

investigate criminal and quasi-criminal offences. Where offences are committed on school

property or involve students of a school, it will be necessary for the principal and the police to

work cooperatively in fulfilling their overlapping obligations and responsibilities. The school

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boards will endeavour to support their administration and staff with the implementation of the

Student Crime Stoppers program and/or equivalent programs for students in secondary schools.

The school board has a responsibility to develop and implement effective measures to deal with

violence in schools. These measures include the establishment of safe schools and violence

prevention policies and procedures, the incorporation of violence prevention in the curriculum,

and the development of a code of conduct as required under the Safe Schools Act, 2000.

School boards are also responsible for communicating to teachers, principals and other staff their

duties and responsibilities related to safe schools, including:

• complying with the duties under the Education Act;

• complying with the duty to report under the Child and Family Services Act;

• administering suspensions and expulsions and other school-related disciplinary

actions.

School boards are also responsible for developing and implementing a multi-faceted approach to

school violence, including:

• ensuring that resources (i.e. anger management and conflict resolution) are

accessible to school staff in promoting crime prevention;

• developing guidelines on how to respond to crises, including emergency

notifications;

• ensuring that prevention and intervention strategies are available;

• providing staff with opportunities to acquire skills necessary to promote safe

schools; and

• developing an effective consultation mechanism for soliciting input from staff,

students, parents, school councils and community members in the development of

safe schools plans.

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Role of the Principal

The role of the principal is to maintain, in accordance with the requirements of relevant

legislation and Board policies, a safe, orderly learning and working environment for students,

staff and others lawfully on school property. As part of that role, the principal:

- acts in loco parentis to the students of the school;

- implements safe schools and violence prevention policies and procedures;

- communicates awareness of policies and procedures to staff, students, parents and

school communities; and

- remains with the student, who may be a suspect or witness, in cases of police

interviews of students at school (but subject to the preference of the student).

6. DEFINITIONS/EXPLANATIONS OF TERMS

It is recognized that principals and other school personnel are not judges or lawyers or police

officers and that they cannot and should not be required to apply strict legal interpretations to

incidents that occur in their schools. Principals and school personnel are entitled to rely on their

discretion in determining whether a police response or police involvement is required. However,

the following definitions are provided to serve as guidelines to assist principals and school

personnel in assessing incidents and carrying out obligations pursuant to the Safe Schools Act,

2000.

Criminal Harassment: criminal harassment occurs where: (1) a person repeatedly follows

an individual from place to place or repeatedly communicates with an individual or

watches the home or place of work of an individual or engages in threatening conduct

directed at a person or a member of that persons family; and (2) the victim of the criminal

harassment is caused to reasonably, in the circumstances, fear for his or her safety.

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Explosive Substance: includes anything used to create an explosive device or capable of

causing an explosion.

Extortion: using threats, accusations or violence or threats of violence to induce any

person to do anything or cause anything to be done.

Physical Assault Causing Serious Injury: is the intentional application of force (in any

degree at all) to a person without that person’s consent. Bodily harm refers to any hurt or

injury that is more than merely transient or trifling in nature which interferes with the

health or comfort of the person, and includes (but is not limited to) injuries that receive

medical attention. Any cut that requires stitches or any broken or fractured bone should

be considered a serious injury. Serious injury could also include multiple minor injuries.

Police Involvement: incidents which are considered less serious or which do not involve

an imminent threat to the safety and security of the school community.

Police Response: incidents that involve violence or the imminent threat to the safety and

security of the school community.

Possession of Drugs: occurs when a person has an illicit drug or narcotic, as set out in the

Controlled Drugs and Substances Act, in their actual possession or jointly with others,

including knowingly possessing an illegal drug elsewhere.

Possession of a Weapon: means anything used, designed to be used, or intended for use

in causing death or injury to any person or to threaten or intimidate any person. It can

include objects, which can be used as weapons. Objects such as a pen or a screwdriver,

for example, if displayed to threaten or intimidate, become weapons under this definition.

Weapon includes a firearm and any device that is designed or intended to exactly

resemble or to resemble with near precision a firearm.

Robbery: a robbery occurs where a person uses violence or threats of violence to steal

money or other property from a victim.

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Sexual Assault: a sexual assault occurs where a person, without consent, intentionally

applies force, or intentionally threatens to apply force, to another person in circumstances

of a sexual nature such as to violate the sexual integrity of the victim.

Trafficking in Drugs: means to sell, administer, transfer, transport, send or deliver any

illicit drug or narcotic as set out in the Controlled Drugs and Substances Act.

7. OCCURRENCES REQUIRING POLICE RESPONSE OR INVOLVEMENT

The Model Provincial Protocol establishes occurrences that require police response or police

involvement. While the principal has the discretion to determine the appropriate level of police

response or police involvement, incidents outlined in this section that involve violence or the

imminent threat to the safety and security of the school community will require police response.

Incidents outlined in this section which are considered less serious or which do not involve an

imminent threat to the safety and security of the school community will require police

involvement.

The occurrences that require police response at a school include:

• physical assault causing serious injury;

• sexual assault;

• robbery;

• extortion;

• criminal harassment;

• drug offences, including possession and/or trafficking in drugs;

• weapons offences, including possession of a weapon;

• explosive substance; and

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• gang-related activities.

8. OTHER OCCURRENCES REQUIRING POLICE RESPONSE OR

INVOLVEMENT

Occurrences where police may be involved include:

• assisting victims of crime;

• assisting in the development of young people’s understanding of good citizenship;

• providing information on community issues; and

• working in partnership with other government and community based

organizations to support positive youth development.

9. INFORMATION SHARING AND DISCLOSURE

Information in the possession and custody of the school board is governed simultaneously by the

Education Act and the Municipal Freedom of Information and Protection of Privacy Act.

(a) Education Act

Under the Education Act and in accordance with the regulations and the guidelines issued by the

Ministry of Education, a principal is responsible for collecting information for inclusion in a

student’s record. The Ontario Student Record (“OSR”) contains information such as transcripts,

report cards, and photographs. The OSR will also include, where applicable, a Violent Incident

Form, containing:

- a description of the incident;

- a reference to the call to the police, if applicable;

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- a reference to the school/board disciplinary response to the incident, if applicable;

and/or

- a copy of the school board’s letter(s) to the student and/or parent(s) or guardian(s)

regarding the suspension or expulsion for violent behaviour.

Under this statute, information in the OSR is privileged for the information and use of

supervisory officers and the principal and teachers of a school for the improvement of instruction

of a student. Disclosure of its contents to the police may be made in the following circumstances:

• with the written permission of the parent or guardian of the student or, where the

student is an adult, with the written permission of the student;

• through a search warrant requiring the surrender of an OSR to the police; or

• through a subpoena or appropriate court order.

(b) Municipal Freedom of Information and Protection of Privacy Act

Despite the restrictions contained in the Education Act, records of personal information whether

or not contained in the OSR are subject to the provisions of the Municipal Freedom of

Information and Protection of Privacy Act. The Municipal Freedom of Information and

Protection of Privacy Act expressly permits a school board to disclose confidential information

to the police to aid in an investigation undertaken with a view to a law enforcement proceeding

or from which a law enforcement proceeding is likely to result. Accordingly, since principals and

teachers are permitted to share information with police in such circumstances, in non-urgent

situations, police should be prepared to provide a written statement that the identified

information is required by the police to aid in an investigation undertaken with a view to a law

enforcement proceeding or from which a law enforcement proceeding is likely to result.

(c) Youth Criminal Justice Act

The Youth Criminal Justice Act protects the privacy and identity of young persons. Young

persons are those individuals who are 12 years old or older but less than 18 years old. Subject to

certain exceptions, the Youth Criminal Justice Act prohibits all persons, including police, youth

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courts and school board officials, from publishing the name of a young person, or any other

information related to a young person, if that information would identify the individual as a

young person dealt with under the Act. The Youth Criminal Justice Act establishes a similar

prohibition on the publication of the name and information relating to a victim or a witness who

is a child or a young person. Records, including police records, of an offence committed or

alleged to have been committed by a young person are not to be disclosed except as authorized

under the Act.

This does not prevent:

• disclosure to ensure safety of staff, student or other persons;

• disclosure pursuant to a court order;

• disclosure to facilitate the rehabilitation of the young person;

• disclosure where a young person is released on a “reintegration leave” from a

youth custody facility to attend school;

• disclosure relating to information of a young person who has received an adult

sentence;

• principals from suspending or expelling students for the reasons set out in the

Education Act; or

• school boards from hearing an expulsion or the appeal of the parent/guardian or

an adult student.

In addition, it does not prohibit school boards from exercising their right to hear expulsions,

expulsion appeals or suspension appeals regarding students. In each of these cases, evidence of

the events may be presented despite the existence of Youth Criminal Justice Act proceedings.

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(d) Judicial Proceedings Affecting Schools

In prosecutions of students under the Youth Criminal Justice Act and the Criminal Code, courts

frequently impose obligations upon the accused students that also affect the schools themselves;

for example, a bail or probation order may require the student to attend school or prohibit the

student from returning to school, or require that the student not come closer than some minimal

distance from the alleged victim. At the same time as the court action is proceeding, the school

may be in the process of suspending or expelling the student pursuant to the authority in the

Education Act.

Unfortunately, the court often neglects to recognize this type of conflict, and that the school may

not be in a position to honour the obligation thus imposed. Even if the school had the lawful

authority and the facilities to observe the condition, most often, no provision is made for

advising the school of any such restriction or obligation.

Accordingly, whenever charges are laid against a student, the police officers involved in the case

should consult with school administrators before recommending release and/or probation

conditions. Correspondingly, school administrators are encouraged to initiate discussions with

the police regarding such conditions. In addition, police officers will endeavour to alert the

school and seek to assist the school in its efforts to accommodate the bail or probation order

while at the same time continuing to exercise its powers and fulfil its obligations under the

Education Act.

(e) School Personnel Notes

It is recognized that:

events occurring at school in which the police are or may become involved sometimes

give rise to a summons to the witness to appear in court, and

with the passage of time, immediate recall of details of events becomes progressively

more difficult.

There is wisdom, therefore, in recording these details contemporaneously with the events

themselves. Such details when maintained should be kept in a journal and available for reference

15

when required; include dates, times, names of witnesses interviewed and any relevant

observations; and, where appropriate, might also include a summary of any action taken by

school administration.

(f) Child and Family Services Act

As discussed in greater detail below, teachers and principals have a duty to report children in

need of protection to a children’s aid society. Educators are protected from actions arising out

of the disclosure of such information where the disclosure is without malice and the information

reported is otherwise confidential or privileged.

10. SCHOOL REPORTING PROCEDURES

In addition to the occurrences listed above, when a principal has a reasonable basis to believe

that a student in a school has committed a criminal offence or is likely to commit a criminal

offence, the principal will be normally expected to report the incident to the police, in

accordance with relevant Board and Ministry of Education policies and procedures, and in

consideration of safety of the victim and the victim’s perception of his/her own safety.

Generally, the principal or the principal’s designate will be responsible for contacting the police.

Contact in emergency situations may be made through 911.

11. INITIAL POLICE CONTACT

When conducting an investigation, police will make every effort to minimize disruption to

school routines. In all instances of non-emergency police investigations and except in

extraordinary circumstances, details of which must be explained to the principal, police

officers are expected to report to the main school office prior to commencing an investigation in

the school. This will permit the principal (or appropriate vice-principal) to greet the officer, and

facilitate the process.

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Police will also:

• provide proper identification to the principal or principal’s designate;

• explain the purpose of the visit; and

• contact, or make arrangements with the principal or principal’s designate to

contact, the parents of students under the age of 18.

12. INVESTIGATING SCHOOL INCIDENTS

(a) Legal Rights

During a police investigation at school, it is primarily the responsibility of the police to explain

to a young person his or her rights in a manner that enables him or her to understand them. The

principal/designate will inform police of any special circumstances which may impede the

student in expressing or understanding written/oral communication.

Under the Youth Criminal Justice Act, a statement made by an accused student under the age of

18 is not admissible in court against that student unless:

(i) the statement is voluntary;

(ii) the police have advised the student that the student is under no obligation to make

a statement and that the statement may be used as evidence in a proceeding

against him or her;

(iii) the police have advised the student that he or she has a right to consult counsel

and a parent, an adult relative or, in the absence of a parent or adult relative, any

other appropriate adult chosen by the student;

(iv) the police have, before the statement was made, provided the student with a

reasonable opportunity to consult with the persons listed in (iii); and

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(v) where the student has consulted a person set out in paragraph (iii), the student has

been given a reasonable opportunity to make the statement in the presence of that

person.

A student may waive the rights under paragraph (iv) or (v), but any such waiver shall be

videotaped, audiotaped or be in writing signed by the student. In some cases, the student will

select a teacher or the principal to act as an appropriate adult. The teacher or principal should act

in the best interest of the student in these circumstances.

In addition to specific legal rights established for students under the age of 18, all students are

provided with legal rights pursuant to the Charter of Rights and Freedoms, including the right to

counsel, the right not to be arbitrarily detained and the right to silence.

The Youth Criminal Justice Act establishes the following rights for young persons:

• where such a student is arrested and detained in custody pending their his/her

appearance in court, the police shall notify the student’s parents as soon as

possible of the place of detention and the reasons for the arrest;

• a student has the right to retain counsel at any time; and

• police have an obligation to advise a student who is arrested of the right to

counsel.

(b) Search and Seizure

This protocol does not deal with searches and seizures carried out by principal and authorized

school personnel in pursuance of their statutory duties under the Education Act. Such searches

should be conducted in accordance with school board policies.

In most circumstances, police seeking to conduct any searches, including locker searches or

other property searches in a school, are required to first obtain a search warrant. Upon arriving

at the school, the police shall serve the principal of the school, or the principal’s designate, with

the search warrant. The police shall also provide the principal with a reasonable opportunity to

review the search warrant and, if necessary, obtain legal advice from the school board’s lawyers.

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Where a principal is served with a search warrant under the Criminal Code requiring the

surrender of the OSR, the principal is obliged to comply with the search warrant, but is entitled

to make a complete copy before delivery up of the original.

As with arrests, the police shall, in the interest of school safety and morale, consult with the

principal and consider alternatives to the extent possible, and effect any search of a student at a

location other than a school. When it is necessary that a search of a student or of school property

occur at school during school hours, to the extent possible, such a search will be made in such a

manner that will minimize disruption of school routines.

School personnel are advised that where police are required to arrest a student, the police may be

required to conduct a search of that student arising out of that arrest. In such circumstances, the

police are not required to obtain a search warrant.

In urgent circumstances, the police may be required to conduct a search without notice and

without a warrant. Following such a search, the police shall advise the principal or the

principal’s designate of the reasons for the search.

(c) Detention and Arrest

Whether or not the incident giving rise to the necessity to arrest is school-related, the police

shall, in the interest of school safety and morale, consult with the principal and consider

alternatives to the extent possible, and effect the arrest at a location other than a school.

1. When it is necessary that a student be arrested at school during school hours, to

the extent possible, such an arrest will be made in such a manner that will

minimize disruption of school routines.

2. Where a student is to be arrested on school premises during school hours, and so

long as circumstances (when reasonably assessed) permit, police will contact the

principal to arrange a suitable procedure by which police will access the student.

3. Where a student is to be arrested, police shall not be denied access to the student.

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4. There may be circumstances in which physical restraints will be necessary. These

will be employed with full regard for the safety of those involved in accordance

with this protocol, police procedure and the arresting officer’s discretionary

powers.

5. When a student, who is a minor (under 18 years of age), has been removed from

the school, the principal or designate will notify the parent(s) or guardians(s)

promptly unless otherwise instructed by the police ♦.

(d) Victim Assistance

The parties recognize that the victims of crime or other incidents may require special attention

and services. Counselling and other appropriate supports are available for students within the

school. Such resources shall be made available to students. In addition, other social services are

available in the community to support victims of crime or violence. Every effort shall be made

to identify such resources and to facilitate the involvement of victims in an appropriate support

program.

Under the Youth Criminal Justice Act, victims are entitled, on request, to receive information

about how an offence was dealt with where extrajudicial measures are ordered. Such

information shall not be provided by school officials, but by the police or other person

designated under the Youth Criminal Justice Act.

13. POLICE INTERVIEWS OF STUDENTS

Interview procedures will vary depending on the circumstances. It is recognized that the norm is

for interviews by the police to be conducted outside of the school. In some circumstances,

however, it may be necessary to conduct police interviews on school premises during school

♦ Toronto Catholic District School Board Policy requires notification of parents in accordance with the following:

The principal will notify the parents/guardians promptly that the student has been removed by the police from the school, except where the advice would compromise the safety of the student or others (ie, when an alleged child abuser is the parent or guardian), or for a relatively short period of time (say a couple of hours) where the police advise that it is necessary to attend at the home to preserve physical evidence (such as stolen goods), but in any event, by the end of the school day.

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hours. In such cases, interviews shall be conducted in a manner that will minimize disruption to

school routines.

(a) Notification of Parents

Under 18 years of age

In cases where the police wish to interview a student, whether a suspect or witness, who is under

the age of 18 years on school premises during school hours, the principal, in fulfilling his/her in

loco parentis role, will contact the parent(s) or guardian(s) promptly unless prevented by urgent

circumstances, to advise of the request for the interview and invite the parent(s)/guardian(s) to be

present. (Where the principal is not able to contact the parent(s)/guardian(s), the principal will

record his/her attempts to make such contact). By way of exception to this rule, where the police

have determined the best interests of the student requires that an interview take place without the

prior knowledge and in the absence of the parent(s)/guardian(s), the principal may permit an

interview to take place in the school and without prior parental consent if the principal is of the

view that his/her discretion should be exercised in that way, based upon confirmation from the

police that, to the best of the knowledge, information and belief of the police:

• the police are investigating an offence in which the student is at personal risk, or

an offence in which the presence of the parent(s)/guardian(s) during the interview

can reasonably be expected to compromise the safety of the student or the

integrity of the investigation;

• the police are of the opinion, having considered other forms of interview, that it

would be in the best interests of the student that the interview take place within

the school;

• the police intend to interview the student without the prior knowledge and in the

absence of the parent(s)/guardian(s) in any event; and

• the police undertake to inform the parent(s)/guardian(s) of the interview as soon

as possible ♦.

♦ For Toronto Catholic District School Board policy on informing parents/guardians, see previous footnote.

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In addition, the young person may consult with legal counsel or a parent or any other appropriate

adult. In some cases, the young person may prefer to have a teacher or a principal present during

a police interview or when making a statement. In any such case, the police will make all

reasonable efforts to accommodate these rights of the students.

18 years of age or over

It is acknowledged that, under the relevant legislation, students who are 18 years of age or older

are adults. The intention of this protocol to avoid unnecessary disruption to school activities

applies equally to adult students.

(b) Preparation for Interviews

Prior to the interview, in cooperation with the school, the police shall:

• evaluate the need for specialized resources where a student is known to have a

behavioural, cognitive, physical, or learning disability;

• determine the need for an interpreter, including language interpreters and

interpreters for deaf students;

• determine the need, if any, to audio tape or video tape interviews;

• decide which officer will take the lead in the interview; and

• determine the methodology for the interview.

(c) Conduct of Interviews

During the interview, the police shall:

• employ age-appropriate interview techniques;

• provide a legal caution and notification of the right to counsel where there are

reasonable grounds to believe that the student being interviewed has been

involved in the commission of a criminal offence;

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• take into account the requirements for the admissibility of statements made by

persons under the age of 18, including the requirement that a parent, guardian or

other adult be present at the interview; and

• consider whether it is appropriate to involve a local children’s aid society.

14. REPORTING OF CHILDREN SUSPECTED TO BE IN NEED OF PROTECTION

Teachers and principals have a duty to report children in need of protection to a children’s aid

society. Educators must remain vigilant about child abuse and neglect. Teachers and principals

who have reasonable grounds to suspect the abuse or neglect of a child shall forthwith report the

suspicion and the information on which it is based to a society. A "child" is defined in the

legislation as a person actually or apparently under the age of 16. A person who has a duty to

report a matter under the Act, shall make the report directly to the society and shall not rely on

any other person to report on his or her behalf. Educators are protected from actions arising out

of the disclosure of such information where the information reported is otherwise confidential or

privileged.

Educators should refer to and comply with the relevant school board policy and procedures with

respect to their duty to report.

15. INVESTIGATIONS INVOLVING STUDENTS WITH SPECIAL NEEDS

In circumstances where it is necessary for the police to conduct an interview of a student with

special needs additional considerations shall be taken into account. All necessary steps shall be

taken by school personnel and police with respect to identify and accommodate any special

needs or requirements that such students have. School personnel familiar with the student shall

evaluate any need for special resources and communicate those needs to the students and his/her

parent(s) or guardian(s), and communicate those needs to the police.

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16. OCCURRENCES INVOLVING CHILDREN UNDER AGE 12

There is no legal authority to charge a child under the age of 12 or to charge such a child with a

criminal offence. It is recognized that the police may be involved in situations involving

children under the age of 12 and may be required to interview children under the age of 12 in

some circumstances. The procedures for interviewing students under the age of 18 apply to

interviews with students under the age of 12. However, any police contact with children under

the age of 12 must be conducted with sensitivity to the age of the child. (See “The Toronto

Centralized Services Protocol for Children under 12 in Conflict with the Law in Conjunction

with the Toronto Police Service”.)

17. SCHOOL BOARD COMMUNICATION STRATEGY

The school boards will continue to solicit input from school councils, parents, staff and students

in the ongoing development and review of this protocol. In addition, the communication

strategy will seek to promote knowledge and understanding of the protocol and the role of the

parties to the protocol.

Whenever a serious incident occurs in a school or is school-related and the Toronto Police

Service propose to issue a media release that includes reference to a school board or a school, the

police will notify the appropriate school board officials in advance, and, to the extent feasible,

will entertain reasonable suggestions regarding references to the names of schools or school

boards as suggested by the school boards.

18. PROTOCOL EVALUATION PROCESS

This Protocol will be reviewed for possible revisions during joint review meetings involving the

parties to be conducted every three years. The school boards will continue to solicit input from

school councils, parents, staff and students in the review process.

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19. NON-INCIDENT-RELATED POLICE INVOLVEMENT

The National Association of School Resource Officers has written:

“Police provide a visible and positive image of law enforcement.

They serve as a confidential source of counselling to students

concerning problems they face. They bring expertise into schools

that will help young people make positive choices in their lives.

They also work to protect the school environment and to maintain

an atmosphere where teachers feel safe to teach and students feel

safe enough to learn.”

The parties recognize that an ongoing police presence in a school provides a positive role model

for students and helps to ensure that schools are safe and nurturing environments for students and

staff. Local divisions of police will endeavour to cooperate with schools in their area to develop

and maintain a positive ongoing presence in those schools that goes beyond events related to

such incidents.

20. VIOLENCE PREVENTION PROGRAMS

A coordinated and multifaceted approach is required to prevent school violence. Police work in

partnership with schools and other community agencies to administer programs such as peer

mediation, mentoring, drug awareness and education, conflict resolution, and Student Crime

Stoppers. This protocol, therefore, is one component of a broader partnership among schools

and other essential community partners (including mental health providers, health care

professionals, and children’s aid societies) in the area of prevention.

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21. PHYSICAL SAFETY ISSUES

When requested, police services should work in cooperation with local schools to assess and

advise with respect to the physical safety of buildings and/or school premises. The police will

make such support available to schools.

22. RISK ASSESSMENT SERVICES

The police recognize the need to assist schools in assessing a threat posed by an individual or

group in the school community. A school requesting a threat assessment regarding an

individual’s behaviour should confer with the local police division who will contact the threat

assessment unit, if appropriate.

23. EMERGENCY AND CRISIS RESPONSE PLAN

Each school will develop emergency and crisis response plans, in keeping with school board

policies and containing appropriate follow-up measures. Teachers, staff, parents and students

may be involved the development and monitoring of such plans, and the plans will be fully

communicated to the school community and the police. A copy of the school’s emergency and

crisis response plans will be shared with the police.

24. SUMMARY

It is the goal of this protocol to support the promotion and maintenance of a safe school

environment. By this enactment the needs and the rights of the total school community – which

includes, but is not limited to victims, witnesses and accused – are recognized. Beliefs,

procedures and expectations recognized and accepted through the partnership of the Toronto

Police Service, the Toronto District School Board, the Toronto Catholic District School Board,

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the Conseil scolaire de district catholique Centre-Sud and the Conseil scolaire de district du

Centre-Sud-Ouest promote the following objectives:

• enhanced safety of students, staff, other members of the school community, police

and emergency services personnel;

• enhanced staff morale; and

• enhanced public confidence.

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This protocol reflects the longstanding spirit of co-operation that has prevailed in service to

students, staff, parents and other members of our school community.

Dated at Toronto as of the 1st day of April, 2003. TORONTO POLICE SERVICE By: “J. Fantino” Julian Fantino Chief of Police TORONTO DISTRICT SCHOOL BOARD By: “David Reid” David Reid Director of Education TORONTO CATHOLIC DISTRICT SCHOOL BOARD By: “Thomas R. Donovan” Thomas R. Donovan Director of Education

CONSEIL SCOLAIRE DE DISTRICT CATHOLIQUE CENTRE-SUD

By: “Marcel Bard” Marcel O. Bard Director of Education

CONSEIL SCOLAIRE DE DISTRICT DU CENTRE-SUD-OUEST By: “J. Bernard” Jean-Luc Bernard Director of Education

N:\corp\hkelly\TCDSB\PROTOCOL\POLICE\!!-Final All Boards - Police Protocol.DOC

POLICY SECTION: FINANCE SUB-SECTION: FUNDS AND FOUNDATIONS POLICY NAME: CHRIS CAMPBELL

SCHOLARSHIP POLICY NO: F.F.12

Page 1 of 2

Date Approved: Dates of Amendment: Board – March 10, 2005 Cross Reference:

Policy

Principal and interest on a donation of $35,000 from the family of the late Chris Campbell shall be used to provide for two annual awards, the Chris Campbell Award for Business and Computer Studies and the Chris Campbell Award for Community Service. The awards are to be granted annually, for the next 20 years, to two eligible students graduating from Bishop Allen Academy. Regulations 1. The Chris Campbell Award for Business and Computer Studies, in the amount of $1,000,

is to be awarded to a student in the computer studies and business studies programs:

i. Academic standing shall be the main criteria used in the selection of the recipient ii. The student will also have a record of significant contribution to the school

community iii. Financial need, in the broad sense, may be considered as a “tie breaker” in the

event that there are a number of students who demonstrate academic merit 2. The Chris Campbell Memorial Award for Community Service, in the amount of $500, is

to be awarded to the student who is a recipient of the Lieutenant Governor’s Community Volunteer Award for Students.

3. The principal, in consultation with Bishop Allen Academy staff, will make the selection

of the recipients.

POLICY SECTION: FINANCE SUB-SECTION: FUNDS AND FOUNDATIONS POLICY NAME: CHRIS CAMPBELL

SCHOLARSHIP POLICY NO: F.F.12

Page 2 of 2

4. The cash awards and plaques will be presented during the school’s annual graduation/closing ceremonies.

5. The principal will notify the Campbell family of the names of the recipients each year. 6. Plaques containing the names of the recipients will be placed in the lobby of the school. 7. Both awards will be funded for a twenty-year period. At the end of this period, any

remaining principal amount and interest accrued will be given to the school to be used at the school’s discretion.

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