At Holy Trinity School (HTS), we have a responsibility to honour and respectfully acknowledge that we are gathered on the ancestral lands and waters of all Indigenous Peoples who have left their footprints here before us
Holy Trinity School is located on the traditional lands and territory of Williams Treaty First Nations including the Chippewas of Beausoleil, Georgina Island and Rama as well as the Mississaugas of Alderville, Curve Lake, Hiawatha, and Scugog Island We recognize the Chippewas of Georgina Island as our closest neighbouring First Nation
We will be responsible stewards in protecting these lands today and for future generations who have yet to walk upon it
Mission
Holy Trinity School (“HTS” or the “School”) is committed to educational excellence, as measured by readiness for university entrance, and to the development of the character and individual abilities of our students within the context of Christian values and personal integrity.
Vision
A world-class learning environment, HTS offers a personalized experience through which students become confident and agile thinkers, able to operate independently and collaboratively in all setting
Commitment to Inclusion
At HTS, we value respect, compassion and dignity – the underpinnings of our Christian beliefs and everything that we do. With these values, we develop knowledge, skills and empathy for others in our students. HTS welcomes every person without discrimination because of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, marital status, family status, or disability.
HTS is committed to ensuring that the key principles of equity, fairness and inclusion are integrated into all of our policies, programs, operations and practices We also ensure that the personal integrity, personal safety and well-being of all our community members are respected The inclusive environment at HTS allows our students to develop diverse perspectives that enable them to thrive in our school community and as global citizens
General Contact Information
Holy Trinity School
11300 Bayview Avenue
Richmond Hill, ON L4S 1L4 htsonca
Email: info@htsonca
Front Office Phone: 905-737-1114
Front Office Hours: Monday to Friday, 7:30am to 5:30pm
Attendance: reception@hts.on.ca, 905-737-1114
School Closure Notification: 905-737-1114, press 3
Environmental Responsibility
HTS believes that we have a shared responsibility as stewards of our natural environment to look after and protect the land that we are on. We have a dedicated Eco-Team and encourage all our community members to engage in environmentally responsible practices and to support us in reducing our ecological footprint HTS is proud of its certification as a Platinum member of the Ontario EcoSchools program
This certification reflects our achievements in having taken a comprehensive approach to implementing the highest standards of environmental sustainability For more information on the program, visit wwwontarioecoschoolsorg
From the Head of School
Dear Parents, Students and Staff,
This handbook provides an overview of HTS’ expectations, policies and procedures that support our students’ safety and well-being in order for them to thrive in our learning community HTS believes deeply in the relationships we have with each of our community members students, staff, families, volunteers and alumni It is important that our relationships are grounded in the same moral values that ground everything at the school through our Character Creed respect, courage, integrity and empathy These values foster productive relationships, which allow each of us to come to our school and feel safe, cared for, respected and trusted When our community embodies these attributes, we place the care for the human being at the centre of all we do, which creates the conditions for success and belonging
HTS is a learning organization; as such, we have the privilege and responsibility of supporting the growth and development of the students in our care. Our focus as a school is to support our students in understanding the impact of their actions and choices as members of a community while providing them with the knowledge and tools to make responsible decisions throughout their life. The adult members of this community all play a role in supporting the learning of our students we are their role models. Our actions must always be guided by compassion and kindness if we want the students in our care to grow into healthy and confident adults The same is true for the adult relationships in the school, as we are partners in developing these amazing young people and we too need to act with kindness and care in our partnership
The policies and expectations outlined in this handbook are our guides to creating an equitable and inclusive environment at HTS that fosters a sense of belonging for all I ask all of our community members to read through this handbook, as there are new and updated policies and expectations These policies are written for every member of our community, as we all play a critical role in creating a safe learning environment If you have any questions about the policies herein, please do not hesitate to connect with me
Thank you for being part of this community and for doing your part in supporting our students’ learning and working with us to ensure that HTS continues to be an inclusive and safe environment for all
Warm regards,
Amanda Kennedy
Email: headofschool@hts.on.ca
This handbook has been created to inform parents and students of school routines and requirements While every attempt has been made to be as complete as possible, there may still be questions that have not been answered by this document If this is the case, please contact the School at any time We reserve the right to update this handbook as required
Table of Contents
Land Acknowledgment
Mission
Vision
Commitment to Inclusion
General Contact Information
Environmental Responsibility
From the Head of School
The Board of Governors
HTS Parent Association
Communication Pathways
Staff Contact Information
Learning Program
HTS Vision for Learning
The HTS Experience
Safe Arrival and Dismissal
Weekly School Schedules
KINDERGARTEN - GRADE 5
GRADES 6-8
GRADES 9 to 12
Language Across the Curriculum
Religious Education
Student Supervision
Grade 11 Privileges
Grade 12 Privileges
Leaving Campus
Attendance
Arriving Late for School
School Campus Closure Protocol Remote Learning
Assessment and Evaluation
Reporting Timelines
Student Progress Meetings
Homework
Table of Contents
Late and Missed
Assignments
End of Semester Evaluations in the Senior School
Academic Integrity
Ontario Student Records (OSR)
Disclosure of a Transcript (OST)
Information Technology - Acceptable Use
Artificial Intelligence
The HTS Digital Ecosystem
Virtual Learning Responsible Use
Privacy Policy
Student Life Program
Disclosure Policy on Awards, Scholarships and Leadership Positions
Advisory Program
Leadership Development
Clubs, Councils and Committees
Community Safety, Security and Well-being
School Climate & Prevention
Anti-racism Policy
Mental Health
School Social Worker
Code of Conduct & School Policies
Smoking and Restriction of Cannabis
Bullying Prevention & Intervention
Equity and Inclusive Education
Human Rights, Discrimination & Accommodations
Child, Youth and Family Services Act
Guidelines for Respecting & Supporting Transgender Students
Reporting Abuse, Harassment and Misconduct
Prevalent Medical Conditions
Asthma
Anaphylaxis
Table of Contents
Concussion Policy
Head Lice (Pediculosis)
Volunteers
Healthy Eating and Nutrition
Food Services
Building Security
Visitors to the School
Parking
Personal Property and Lockers
Musical Instruments
Dress Code
Lower School – Kindergarten
Lower School – Grades 1 to 3
Lower School – Grades 4 to 5
Middle School – Grades 6 to 8
Senior School – Grades 9 to 12
Tuition
Student Charges (Non-refundable)
Charges to Student Accounts
Overdue Accounts
Income Tax Receipts
Student Accident Insurance Plan
Financial Assistance
Donations
Donation Receipts
The Board of Governors
What is the work of an Independent School Board?
A board holds the school “in trust.” It stewards and safeguards the school for the next generation, while supporting the Head of School in leading the school today. It steers, maintains and guides the school’s evolution.
The Board of Governors acts as one body and is the final authority for the school Every decision it makes must be made with great care
In essence, the role of an independent school Board of Governors is to guide the school’s mission, vision, values and strategic goals, and to establish policies and procedures consistent with those objectives The Board safeguards the assets of the school and supports executive decision-making in order to enhance the performance and reputation of the school
The Board of Governors:
Conducts and oversees strategic planning for the school: The Board of Governors oversees a formal strategic planning process to ensure the school’s vision is being realized
Ensures strong leadership: One of the most important responsibilities of the Board is to ensure that the school has a capable leader The Board hires, supports, coaches and regularly evaluates the performance of the Head of School The Board of Governors ensures that there are strong processes in place for regular performance reviews and succession planning
Ensures the school’s financial health and stability: The Board of Governors is charged with ensuring the long-term viability of the school and oversees the development of annual operating budgets, as well as the prudent management of endowment funds
Recognizes the importance of enrollment management: As part of the stewardship of the school, the Board oversees the development of longer-term enrollment plans to ensure the most effective use of the resources the school has entrusted to it.
Ensures the school’s compliance with all applicable laws and regulations: Governors are the moral trustees of the school. As the keeper of the school’s reputation and values, they work with management to ensure that policies, procedures and controls are in place to mitigate risks to the best of their abilities
Plays a key role in fundraising: Each Governor is personally and actively engaged in helping build and support the school’s development program, which includes the Annual Fund, capital and/or endowment campaigns
The Board of Governors
HTS 2025-2026 Board Committees
There are currently nine Board Committees and subcommittees that have an on-going mandate with no fixed end to their term Committee members are made up of Governors and members of the HTS community.
Finance & Operational Risk Management (with Investment and Audit sub-committees)
The HTS Parent Association (PA) is a dedicated group of parent volunteers at the heart of the HTS community The PA warmly invites all parents to attend the many events and activities held throughout the school year These gatherings are wonderful opportunities to connect with other families, learn more about the school community, and support HTS students and staff Everyone is welcome to come, enjoy, and be part of the fun!
Curious to learn more or keen to participate? The Parent Association is always happy to connect and answer any questions Reach out anytime at parentassociation@htsonca Please also join the WhatsApp Channels:
Senior School WhatsApp Channel
Middle School WhatsApp Channel
Lower School WhatsApp Channel
The HTS Parent Association also encourages parents who want to get more involved to volunteer at events and initiatives during the year Volunteering is a great way to meet other parents, contribute your time and talents, and help create a vibrant school community
To sign up as a volunteer, please register through Better Impact
Parent Association 2025-2026
Angela Lanni ’01, President
Meng Zhao, Vice President
Anna Verma, Past President
Kay Tsang, Director of Events
Aizhana Kunayeva, Events Coordinator
Maureen Yung, Events Coordinator
Shelley Tang, Events Coordinator
Lylian Lam-Elserafi, Events Coordinator
Alice Yeung, Director of Communications
Jeremy Awori, Communications Coordinator
Janette Lo, Lower School Rep
Priyanga Seyon , Middle School Rep
Wendy Tan, Senior School Rep
Adrienne Wong, Used Uniform Coordinator
Rosemary Tuzi, Used Uniform Coordinator
Nika Daei, Director of Cultural Celebrations
Stephanie Chan, Cultural Celebrations Committee Member
Fyza (Sheik) Ali, Cultural Celebrations Committee Member
Ling Guo (Grace), Cultural Celebrations Committee Member
Qimin Luo (Jenny), Cultural Celebrations Committee Member
Batul Moosa, Cultural Celebrations Committee Member
Parent Communication Pathways
Effective communication is a crucial part of the mutually supportive relationship between the School, parent and student Below is a summary of the formal and informal opportunities for open and regular communication
For further information about the Parent Digital Ecosystem, which incorporates many aspects of communication to families, please review the section entitled The HTS Digital Ecosystem
OneLogin
Students and parents can log into OneLogin using their login credentials Within OneLogin, the HTS Community web page contains useful information, resources and links to the 2025-2026 Parent and Student Handbook, Edvance, HTS Parent Association, school uniform information and much more Check it out at holytrinityschoolonelogincom
Edvance
Edvance is part of the HTS Student Information System that provides a window into key academic aspects of a student’s life at HTS
Parents now have an option that helps them see customized password protected content, including forms that need to be completed and visibility to student’s Google Calendars The HTS app will also share access to student dashboards, which some students will have access to this year through a pilot program we are running For further information about how to access the HTS App, please see the section entitled The HTS Digital Ecosystem
The HTS Website
The HTS website presents parents with a wide range of information about the school, including news, events, the calendar and details about the 2022-2023 school year
School Stories
School stories are frequently published on the website at htsonca/blog These stories draw attention to school events, student achievements, class trips and other items of interest
Monitors
There are several large television monitors around the school that deliver information to students, including the lunch menu, upcoming events and opportunities for students
SpotligHTS
SpotligHTS: The HTS News is the HTS digital newsletter that is published weekly and emailed to parents, students and staff during the school year This newsletter features a message from our Head of School each week, and keeps our community up-to-date on upcoming events, volunteer opportunities, student achievements and more
Communication Pathways
Social Media
Follow and like our pages on Facebook, Instagram and LinkedIn for information on school news, activities, events and student accomplishments.
Corridors
Corridors is the HTS magazine Created to provide parents, alumni and friends with school news, informative articles on the educational experience at HTS and stories about all of our learners in their journey It is published annually and mailed out to HTS families Corridors can also be accessed as an electronic flipbook via the HTS Community web page.
Annual Review
The Annual Review is a look back over the previous school year and provides insights into the financial stewardship at HTS and includes messages from the Board Chair and Head of School, Executive Director of Advancement, donor recognition, financial information and details about student achievements.
Student Life Information
Families can find the weekly athletic and Student Life schedule in SpotligHTS under the Weekly Schedules heading This schedule provides start and end times, and locations of the upcoming week’s activities. For sports teams competing off campus, the bus departure and arrival times are also listed. Parents can also see scheduled co-curricular activities by viewing their child’s Google Calendar via the new HTS app.
Contact with Staff
The best way to contact staff is by email. All staff are expected to respond to emails and voicemails within a 24-hour period during the school week.
Student Progress Meetings
Student progress meetings are opportunities for parents and students to have conversations with teachers about academic progress and learning goals. Student progress meetings take place twice a year, in November (K-12), February (K-8), and April (9-12).
Report Cards
Report cards for Grades 9-12 will be posted in Edvance in November, February, April and June. Each semester will have a midterm report card and a final report card issued. Report cards for Grades K-8 will be issued in Edvance in November, February, and June.
Staff Contact Information
Leadership Team
Head of School, Ms Amanda Kennedy, HeadofSchool@hts.on.ca
Executive Assistant, Ms Christine Fernandes, cfernandes@hts.on.ca
Deputy Head of Academics, Ms Tracy Faucher, tfaucher@hts.on.ca
Deputy Head of Student Life and Wellbeing, Ms Jacqueline Butler, jbutler@hts.on.ca
Executive Director of Advancement, Ms Eliza Bianchi, ebianchi@htsonca
Chief Operating Officer, Mr Bob Nicholson, bnicholson@htsonca
Executive Director of Learning Innovation and Technology, Ms Stephanie Stephens, sstephens@htsonca
Executive Director of Organizational Culture, Equity and Belonging, Dr Jacinth Tracey-Kovacs, jtraceykovacs@htsonca
Heads of division
Head of Lower School (JK to Grade 5), Ms Heather MacDonald, hmacdonald@htsonca
Assistant Head of Lower School (JK to Grade 5), Ms Brenda Balfour, bbalfour@htsonca
Head of Middle School (Grades 6-8), Mr Rob Thomson, rthomson@htsonca
Assistant Head of Middle School (Grades 6-8), Ms Marisa Tassone, mtassone@htsonca
Head of Senior School (Grades 9 to 12), Mr Greg Rose, grose@htsonca
Assistant Head of Senior School (Grades 9 to 12), Ms Laurie Foley, lfoley@htsonca
Student Life
Chaplain, Fr Stephen Crowther, scrowther@htsonca
Director of Experiential Learning, Mr Brian Csinos, bcsinos@htsonca
Director of Character and Leadership Development, Mr James Darling, jdarling@htsonca Director of Athletics, Ms Nicola Thompson, nthompson@htsonca
Athletic Therapist, Ms Nancy Gutcher, ngutcher@htsonca
Lead Teacher: Internship Program, Ms Katie Young, kyoung@htsonca
Lead Teacher: Advisor Mentorship Program, Mr Cameron Eby, ceby@htsonca
Academic Program
Academic Director, Ms Donita Duplisea, dduplisea@htsonca Director of Student Success and Post-Secondary Counselling, Ms Tracy Howard, thoward@htsonca
Head of English, Ms Danielle Ganley, dganley@htsonca
Head of Global Studies, Mr Adam Maingot, amaingot@htsonca
Head of Integrated Arts, Ms Lisa West, lwest@hts.on.ca
Head of Library Services, Ms Nadia Warriner, nwarriner@hts.on.ca
Head of Mathematics and Computer Science, Ms Jen Gravel, jgravel@hts.on.ca
Head of Modern Languages, Ms Kristina Waller, kwaller@hts.on.ca
Head of Physical Health & Education, Mr. Marcus O’Neil, moneil@hts.on.ca
Head of Science, Ms Amanda O’Neil, aoneil@hts.on.ca
Lead Teacher: Graduate Capstone Program, Ms Adisha Cyrus, acyrus@htsonca
Staff Contact Information
Admissions
Admissions Officer, Ms Jennifer Gibbons, jgibbons@hts.on.ca
After Care Program (After care coordinators)
Ms Amanda Gourlay, agourlay@hts.on.ca
Ms Domenica Coppa, dcoppa@hts.on.ca
Ms Micaela Sotirakos, msotirakos@hts.on.ca
Finance
Director of Finance, Ms Esther Lee, esther.lee@hts.on.ca
Operations
Director of Operations, Mr Estephan Bechara, ebechara@htsonca
Marketing and Communications
Director of Marketing and Communications, Mr Shane Clarance, sclarance@htsonca
Technology
Director of IT Systems and Database, Mr Craig Brown, cbrown@htsonca Director of IT Operations, Mr Waqas Khan, wkhan@htsonca Director of TeAch and Design Technology, Ms Jennifer Clarey, jclarey@htsonca
People and Culture
Director, People and Culture, Mr Brandon Pageau, bpageau@htsonca
Whom should I contact?
The information that follows gives specific guidance regarding whom to contact about particular issues
I have questions about my child’s academic progress.
For questions about progress in a particular class, parents should first contact the child’s teacher, with the Department Head as the second line of contact for unresolved issues in a specific discipline
For unresolved academic issues, please contact the appropriate Division Head first If parents and/or students continue to require support on matters relating to academics or instruction, please contact the Academic Director, Ms Donita Duplisea
I
have a question about HTS
Student Life Programming
For questions about any aspect of Student Life at HTS, including Athletics, Clubs and trips, please contact the Deputy Head of Student Life and Wellbeing, Ms Jacqueline Butler
I have a question about Senior School course selections.
Questions regarding Senior School course selections should be directed to the Student Success Counsellor assigned to the student's grade Unresolved issues may be directed to Ms Tracy Howard, Director of Student Success and Post-Secondary Counselling
If any of your academic concerns that are unresolved after speaking with the appropriate Division head, Department head, or Academic director, please connect with the Deputy Head, Ms Tracy Faucher
I have questions about my bill.
Questions about your bill should be directed to the Accounts department Our Controller, Ms Esther Lee, is available to help with unresolved issues, or to deal with sensitive or confidential financial matters at estherlee@htsonca
I have questions about School food.
Questions about the food services program should be directed to our Food Services Supervisor, Mr Jon Mussitsch at food@htsonca
I have a question about using digital tools like OneLogin or Edvance.
Questions regarding your login information or troubleshooting can be directed to the IT Help Desk, at helpdesk@htsonca
I have a question regarding technology.
For questions about technology, please contact Ms Stephanie Stephens, Executive Director of Learning Innovation and Technology, at sstephens@htsonca
Whom should I contact?
I want to make a donation to support HTS.
If you would like to make a donation to support HTS, please contact Ms Eliza Bianchi, Executive Director of Advancement at ebianchi@hts.on.ca.
I want to volunteer.
If you would like to volunteer with the school, please contact Ms Eliza Bianchi, Executive Director of Advancement at ebianchi@hts.on.ca.
I want to contact the Board Chair.
If you have questions or comments about the strategic direction, governance of the school or matters relating to the Head of School, the Board Chair, Mr. Raj Dewan may be contacted at BoardChair@hts.on.ca.
Learning Program
Overview of Academic and Student
Life: Policies, Procedures and Programs
HTS Vision for Learning
HTS’s Strategic Aspiration:
HTS, where every learner is seen, heard and empowered to make an impact in their communities and the world.
Holy Trinity School invites all learners, students and adults alike, to be engaged in the process of understanding, creating and articulating knowledge, skills and dispositions Our vision engages all community members in a learning relationship that is driven by knowing one ’ s strengths, interests and areas for growth
We recognize and honour the uniqueness and dignity of all learners, foster their agency and choice while inviting our learners’ curiosity and courage to try new things and explore new opportunities We believe that the purpose of education is to prepare students for life A rapidly evolving world needs confident, driven, intellectually agile, culturally competent and empathetic citizens
Organizational Values:
Dignity is at the heart of inclusion and respect.
Learning is a journey, not a destination.
Character is the essence of our humanity.
Excellence is the pursuit and realization of one’s personal best.
Innovation is a mindset of possibilities fuelled by curiosity.
We believe that the purpose of education is to prepare students for life In order to thrive, students will need to be lifelong learners who are confident in leveraging their skills and knowledge as they navigate whatever lies ahead
Our vision recognizes and honours the uniqueness and dignity of all learners. As a leading educational institution, our goal is to inspire our students to be driven in their pursuits, make an impact in their communities (professional and personal) and be nimble as they approach a diverse, complex and rapidly evolving world.
Our graduates are able to identify problems, generate ideas towards solutions, build networks to solve challenges both collaboratively and independentlyThey are inspired to innovate
Our graduates are challenged and willing to learn new things and evolve in their understanding They think critically, honour complexity ask great questions and are strong communicators
The HTS Graduate
The HTS Experience
Our graduates are willing to take risks and take action to serve a greater good They have a strong ability to make connection across disciplines and networks
Our graduates strive to live with integrity courage respect and empathy They are culturally competent, care for self, others and the natural environment
We believe in a learner-centred approach to learning The HTS student experience consists of both academic and Student Life experiences We encourage and support all of our learners to try new things throughout their time at the school Our fundamental approach to education acknowledges the connections made when achieving skills and competencies, along with developing character and values as a foundation of lifelong learning These are cultivated both inside and outside of the classroom
Problem Solver
The HTS Experience
We believe:
Learners are curious, competent and able to direct their learning.
Learning is a joyful and lived experience, where learning by doing is the most transformational. Our work as an educational institution is to provide an education experience that is future-forward and prepares our students to thrive in adulthood.
Educators empower all learners to achieve their personal best by being responsive to their strengths and needs while supporting them to achieve their goals
Educators are leaders in their craft and profession and have the students’ best interests at heart in all they do
Parents, educators, students and school leaders are partners in the learning journey and our partnership is grounded in trust, feedback and communication
Learning happens alongside and beyond the academic program The HTS program includes a commitment to athletics, arts, character and leadership development, experiential learning and digital proficiencies, allowing our students to be well-rounded and discover new interests and potential
Why do we put learners at the heart of our programs?
Learners are the centre of our program because we recognize they are competent and able individuals who play a role in creating learning experiences that are deep, relevant and meaningful to them When learning is personal, learners' experiences are powerful and transformative Learners are empowered to find success, discover their interests, and encouraged to make an impact on their community and beyond By connecting the principles of personalization with purposeful assessment, we continue to design learning experiences that provide a meaningful and rigorous journey for all of our learners, while respecting and valuing the diversity of our learners Most importantly, when we place learners at the heart of the learning experience we trust that they will own their learning experience and give the very best of themselves towards achieving their goals
What’s visible in a personalized learning environment?
There are strong relationships among the learner, the educator and the community
The image of a learner is one that is founded on hope and possibility Educators believe all learners are capable, willing and intelligent
Educators and learners are co-creators and collaborators.
The goal is to ensure that every student is working towards mastery, deep exploration and understanding of knowledge, competencies and attitudes.
Learning is interdisciplinary and connected authentically to the world.
The learning experience is meaningful for each learner because they have a voice and agency in the learning process and the outcomes.
The learning is connected to the learner’s passions, interests and experiences, while also challenging learners to explore new possibilities
The educators engage the learner from their strengths The educator knows how to extend the learning and recalibrate when necessary
The learning environment is positive, healthy and respectful as it focuses on supporting each student to reach their personal goals and success
Success is not defined in one single way learners personally define it for themselves
Learning invites curiosity, creativity and discernment allowing students to deepen their self awareness, confidence and ability to make decisions with sound judgement
How do we intentionally design for personalization?
Our vision for personal and relevant learning experiences guides our instructional practice at HTS Teachers work alongside our students to provide meaningful connections between concepts, skills and competencies we are developing within and outside of our classrooms We aspire to provide authentic tasks that are connected to the real world and engage our students in experiences beyond our classroom Each of the competencies below are critical in the development of engaged citizens Essential competencies are embedded in all experiences as they ensure students have transferable skills in their learning
Personalization is about what teachers know, understand and do to take in all aspects of their students (academic, social, emotional and co-curricular) lives to craft opportunities and experiences that make visible each students’ greatest potential It goes beyond differentiation or controlling the pace at which students’ learn, to deeply connecting with each learner, giving them agency and supporting their growth.
Designing for Personalization (adapted from Zmuda & Kallick, 2017)
Assessment as Learning
In a personalized vision for learning, assessment in all of its forms are official in supporting the learner to achieve their goals Feedback for learning is central to the learning journey, as are clear learning goals and success criteria This provides clarity for both students and teachers as they work towards their goals
Co-construction
Students and teachers work together to build a learning community where there is a shared understanding of learning goals, skills and dispositions Teachers and students co-construct criteria and build a common understanding of goals, proficiency and success in their program in order for students to have a clear target to strive for
Self-awareness
Students need to know themselves, their strengths, areas for growth, passions and interests in order to make well-informed decisions about their learning and life This is necessary as they navigate through change and as they come to know themselves To build a student’s self awareness, they require a learning process that is challenging, iterative and reflective.
Agency
Students are empowered and supported to share their ideas and encouraged to learn and grow from being exposed to the ideas of others Students have a voice to determine how they will learn, what they want to explore within the curriculum and the ways in which they demonstrate their learning
Learning in and with Community
Students work in community to theorize, build knowledge, share ideas and inform one another’s understanding The construction of knowledge is a social endeavour which is most powerful when done in community As students learn from each other, from faculty, and from experts in the field, deep and powerful connections are made between their learning and life
Six Competencies for Life (adapted from Fullan, Quinn and McEachen, 2018)
Moral Character Values
Live with INTEGRITY, knowing that our actions should honour our words Be honest, while maintaining strong moral principles
Go into the world with COURAGE, comfortable in knowing that struggle is part of the process of pursuing one ’ s personal goals Face all challenges or fears with the strength to act on your beliefs and in the name of a greater good.
RESPECT the school and every member of the same Honour and embrace the diversity of our community in a way that shows we are aware of people’s feelings, rights, traditions, values, and space
Act and listen with EMPATHY, seeking to understand the feelings and perspectives of all human beings within our community and beyond
Critical Thinking
Evaluating information & arguments
Making connections & identifying patterns
Problem solving
Constructing meaningful knowledge
Experimenting, reflecting & taking action on ideas
Creativity
Having an entrepreneurial eye for economic & social opportunities
Asking the right inquiry questions
Considering & pursuing new ideas & solutions
Leadership to turn ideas into action
Communication
Communicating effectively with a variety of styles, modes & tools including digital
Communication designed for different audiences
Reflection on process to improve communication
Collaboration
Working independently and collaboratively with teams
Managing team dynamics and challenges
Learning from and contributing to the learning of others
Intercultural, social & emotional skills
Citizenship
Thinking and engaging like global citizens
Deep understanding of diverse cultures, values and worldviews
Ability to solve complex real world problems that impact human and environmental sustainability
Compassion for others
What are the key roles in a supportive
School Leader as Visionary and Facilitator:
learning environment?
Leaders inspire, model, create opportunities, elevate, mentor and celebrate the achievements of staff and students. School leaders live the school’s mission, vision and values by building a school culture that is collaborative, agile, collegial and future-forward. School leaders work to build an organizational culture that is joyful, inspiring, supportive and innovative.
Educators as Architect and Lead Learner:
Educators are caring, intelligent, flexible and dedicated professionals who design learning experiences that are relevant and meaningful for their learners. They are dedicated to professional renewal and knowing their students striving for excellence They create an inspiring learning environment that is engaging, supportive and inclusive
Student as Designer and Co-creator:
Students play a key role as agents in their learning. They are co-creators and designers of their learning experiences and pathways They know their strengths, passions and interests Additionally, students are able to identify the areas they need to grow in order to become their best selves and achieve the goals they set out for themselves
Parent as Collaborator and Partner:
Parents are models of lifelong learning Parents are collaborators and partners in their child’s learning journey; they help build their child’s confidence and independence, just as students build their selfawareness and agency Parents, educators and students work together to ensure that each student achieves their goals and is empowered to define their own pathways
@ccessHTS
We have come to understand even more deeply that when we provide only one modality, for example, face-to-face only or online only, we limit access and flexibility for our learners The goal for all schools is to provide different ways for students to access, create and engage in their learning so that they flourish and achieve their goals
Detailed information about the @ccessHTS program can be found at the following link Our unique hybrid offering is also referenced throughout this document
Safe Arrival and Dismissal: Lower
School
Lower School students will enter and exit the building through the Lower School doors After the first week of school, students will enter the school independently and head to their classrooms where their homeroom teacher will greet them
For the first week only, families may park in the lot and come into the school to drop their children off This will lead to a confident and settled start to the year Then, for the remainder of the school year, we transition to a “kiss and ride” drop-off routine to foster confidence and independence in students and to support traffic flow
Classes will end at 3:25pm Parents are welcome to pick up their children each day from their classroom
We do ask families to wait in the foyer by our Dining Hall until dismissal time in order to allow classes to conclude without distraction. Please ensure you park in a parking spot and not curbside if you are coming into the building.
Students registered in Aftercare will wait for their families in the Dining Hall.
Before and After Care Kindergarten To Grade 5
Supervised care for all Lower School students is available, free of charge, from 7:30 a.m. until 8:00 a.m.
Students who arrive before 8:00 a.m. are required to proceed directly into the Dining Hall through the doors on the south side. Students may not be in the classrooms or hallways/lockers unsupervised.
Before School Care allows for safe supervision when teachers prepare for the day or are involved in scheduled meetings At 8:00 a m students will be dismissed to their classrooms
Lower School attendance is taken at 8:15 a m It is expected that all students will arrive on time so as to not miss academic programming Students with siblings in the Middle and Senior School are still expected to be on time, regardless of their sibling’s schedule
Dismissal Routines and Aftercare Programme
Our paramount concern in designing dismissal routines is the safety of our school community Access through the Lower School Entrance doors is limited to high volume times of the day
8:00am to 8:20am Students only
3:20pm to 3:40pm
4:10pm to 4:30pm
4:30pm to 5:30 pm Access is available via the Aftercare Bell beside the doors
*Outside of these times, all visitors and parents must enter and sign in at the HTS Main Entrance
At the end of the day’s programming, Lower School students can be picked up by a parent/guardian/sibling at the student’s homeroom and taken directly to transportation home Students who are not picked up promptly will attend Aftercare in the Dining Hall Students in K-3 are escorted to Aftercare while students in Grades 4 and Grade 5 sign in independently.
HTS staff will support the school policy that all Lower School students who are not immediately picked up must go to Aftercare. This supports student safety when there are so many people and cars in motion outside.
Safe Arrival and Dismissal: Lower School
Amended Start Care on Thursday Mornings
For Amended Starts, on Thursdays, we hope families will use the extra time in the morning to enjoy a slower start to the day and/or time to make appointments. On Thursdays, arrival time is 8:50am and the Lower School Entrance doors will open at this time. Between 8:00 am and 8:50am, for students who have signed up for Amended Start Care, study hall-style supervision will take place in the Dining Hall, unless this space is being used for another purpose
Aftercare Fees
There is no charge for Aftercare until 4:30 p.m. There is a drop-in rate of $35.00 per day for students accessing Aftercare after 4:30 p m Or, if you would like to register for full time Aftercare, please register with Jotform The fee is $1,350 for the full year Aftercare closes at 5:30 p m and families will be billed a late fee of $1 00 per minute after this time
In the event of an emergency or delay, when parents or guardians cannot pick up their child before the Aftercare closing time of 5:30pm, please email the Aftercare Coordinators If at any time you need to contact any of the Aftercare coordinators, please contact them at aftercare@htsonca
Options to Pick Up From Aftercare:
Ring the buzzer at the Lower School Entrance, enter, then sign your child out
Send an older sibling (in Gr 6 through 12) to pick up and sign your child out, provided the Alternate Permission to Pick-up Form has been submitted in advance Please note, siblings who sign a younger family member out of Aftercare must escort them directly to their ride home Students may not supervise younger siblings on the school property, in hallways, or in the Middle or Senior School areas of the school
Send an alternate guardian to pick up your child and sign them out In this case, parents/guardians are asked to make arrangements with the homeroom teacher or Aftercare Coordinators in advance and ensure they have provided the Alternate Permission to Pick-up Form, authorizing the arrangement, in advance.
*Once picked up, students should proceed directly to transportation home.
ON DAYS WHEN DISMISSAL IS AT 1:00PM AFTERCARE WILL NOT BE AVAILABLE. Parents are expected to make arrangements for their children on these days.
On 1:00pm dismissal days, all teachers are involved in professional development or preparation for student progress meetings Please pick-up your students promptly from their classroom All early dismissals can be found on the school website’s Family Calendar to allow families to plan in advance
If you choose to pick your child up before 1:00pm on these days, please be sure to enter through our Main Entrance and sign your child out
Safe Arrival and Dismissal: Lower School
Changes in Aftercare/Before School Care Room Locations
Occasions arise when Aftercare or Before School Care will be relocated to allow the Dining Hall to be used for special events. Normally, the Lower School Learning Commons and a Kindergarten classroom will be used. Should this arise, signs will be posted on our exterior doors alerting parents to the change of location.
Pick Up During School Hours
Parents/guardians are asked to make arrangements with the Front Office and/or the homeroom teacher in advance. Parents must meet their child at the Main Entrance and sign them out. Students in Gr 2-5 will walk to meet parents at the Main Entrance independently, and K-1 students will be escorted by an available teacher or a student buddy
Please note: Students may not be picked up while co-curriculars or outdoor play are in session. All teachers are actively involved in activities and the students are dispersed across various locations at the school.
Safe Arrival and Dismissal: Middle School
Our Grade 6-8 students can be dropped off on campus and walk into the school on their own On most days, as of 8:15am, students are expected to go directly into their homeroom
For Amended Starts, on Thursdays, we hope families will use the extra time in the morning to enjoy a slower start to the day and/or time to make appointments. On Thursdays, arrival time is 8:50am and the Middle School homerooms will open at this time. Between 8:00 am and 8:50am, for students who have signed up for Amended Start Care, study hall-style supervision will take place in the Dining Hall, unless this space is being used for another purpose. Students are not permitted to move through the school or campus grounds unsupervised before homeroom opening
All students must sign in at the front office when arriving after morning attendance at 8:30am Students signing out of school prior to 3:30pm must wait at reception to be picked up A parent must come to the main office to pick up their child, Middle School students are not permitted to leave without an adult guardian
There is no provided aftercare for Grades 6-8 students After school, Middle School students have many options:
Going to a Student Life Program (clubs, athletics, etc)
Waiting in the courtyard
Waiting quietly in the Edge, booths, or Gallery
Cheering on friends playing a game
Working with a teacher
Middle School students are asked to not go to the Lower School or the hallway outside the Dining Hall/Aftercare. Students are welcome to leave campus on their own only after having a parent/guardian communicate their permission with the Head of Division. Technology, including phones, may be used after school; the device’s volume should be turned off.
Safe Arrival and Dismissal: Senior School
Senior school students are expected to be in their first period class by 8:30am every morning for attendance Senior school students do not have any restrictions on leaving the school grounds at the end of the day If they are waiting to be picked up they are expected to be waiting in the main courtyard, the Gallery, the Fattore Commons, or the George Rutherford Library
Weekly School Schedules: Lower School
KINDERGARTEN
- GRADE 5
Arrival 8:00am-8:15am and Thursdays at 8:50am
Dismissal 3:25pm
Student Life Programming 3:25pm- 4:10pm (Tuesdays and Thursdays)
Students in Kindergarten to Grade 5 are in school all day, five days a week for in-person learning. Under certain unique circumstances, students may attend school virtually Please note that there are a number of updated protocols and expectations that need to be met that are different from our previous iteration of Hybrid Please refer to @ccessHTS program documentation for further information
Lunch is served in our Dining Hall
In the event of a snow day or school closure, please follow the “School Closure Expectations”
Student Life activities are scheduled after dismissal every Tuesday and Thursday If a student is participating in Athletics, there may also be games scheduled on other days Students not participating in Student Life must be picked up at 3:25pm as no supervision is provided
End of Day Routines: Between 3:15pm and 3:25pm the students are involved in a consolidation time dedicated to finalizing their homework agendas, eating their afternoon snack, tidying the classroom, receiving any final instructions, and packing their backpacks Parents are asked to wait until 3:25pm before entering the Lower School hallways in order for consolidation to occur without distraction Parents are welcome to wait in the foyer outside the Dining Hall or in the Gallery at the Main Entrance Parents are not permitted to wait in other areas of the building
LOWER SCHOOL - Rotating 8-day Schedule
Please note: The Lower School runs on an Rotating 8-day schedule with the time blocks as seen below Arrival, Dismissal, and Co-Curriculars run on a Monday-Friday Schedule as seen below The only thing that will change is the rotation and frequency of subjects As always, students' calendars will be pre-populated with their schedule to provide families with a glimpse ahead
Weekly School Schedules: Lower School
Day 1 to day 8
Homeroom/Attendance/Anthem
Chapel
Period A
Period B
Recess
Period C
Period D Lunch PLUS
Period E
Period F
Consolidation and dismissal
Clubs, outdoor play and dismissal
IMPORTANT
8:00am to 8:20am
8:30am to 8:55am, (Monday and Friday till 8:55am, Tuesday and Wednesday til 8:50am)
8:50am to 9:35am
9:35am to 10:20am
10:20am to 10:45am
10:45am to 11:30am
11:30am to 12:15pm Lunch
1:15pm to 1:55pm
1:55pm to 2:35pm
2:35pm to 3:15pm
3:15pm to 3:25pm
Clubs (Tuesday and Thursday) 3:30pm to 4:10pm / Outdoor Play (Wednesday) 3:30pm to 4:10pm / Dismissal at 4:15pm
Thursday, Amended Start from 8:00am to 8:50am, Homeroom Attendance from 8:50am to 9:05am
Period A starts at 9:05am
Weekly School Schedules: Middle School
GRADES 6 to 8
Homeroom 8:25am
Dismissal 3:30pm
Student Life Programming After school and before school
Grades 6-8 students are in school all day, five days a week
Under certain circumstances, students may attend school virtually Please note that there are a number of updated protocols and expectations that need to be met that are different from our previous iteration of Hybrid Please refer to @ccessHTS program documentation for further information
Students rotate for each class and specialist
Lunch service will be provided in our Dining Hall
In the event of a snow day or school closure, please follow the “School Closure Expectations
Student Life Programming happens everyday after school and some mornings before school
MIDDLE SCHOOL WEEK 1/WEEK 2 SCHEDULE
Please note: The Middle School will run a week 1/ week 2 schedule based off the same time blocks as seen below The only thing that will change is the rotation and frequency of subjects As always, students' calendars will be pre-populated with their schedule to provide families with a glimpse ahead
Weekly School Schedules: Middle School
Monday/Friday
Arrival/ Homeroom
Chapel
Period A
Break Period B Recess FLEX Period C Lunch Recess Period D Break Period E Consolidation
Student life
Wednesday
Arrival/Homeroom
8:00am to 8:30am
8:30am to 8:55am
9:00am to 9:50am
9:50am to 9:55am
9:55am to 10:45am
10:45am to 11:05am
11:05am to 11:40am 11:40am to 12:30pm 12:30pm to 1:00pm
1:00pm to 1:30pm 1:35pm to 2:25pm
2:25pm to 2:30pm
2:30pm to 3:20pm
3:20pm to 3:30pm 3:40pm to 4:30pm
8:00am to 8:30am
8:30am to 8:55am
9:00am to 10:25am
10:25am to 10:45am
10:45am to 11:35am
11:35am to 11:40am 11:40am to 12:30pm 12:30pm to 1:00pm 1:00pm to 1:30pm
1:35pm to 2:25pm
2:25pm to 2:30pm
2:30pm to 3:20pm
3:20pm to 3:30pm
3:40pm to 4:30pm
Tuesday
Arrival/Homeroom
Advisor Period A Break Period B Recess SDT Period C Lunch Recess Period D Break Period E Consolidation
Student Life
8:00am to 8:30am
8:30am to 8:55am
9:00am to 9:50am 9:50am to 9:55am 9:55am to 10:45am 10:45am to 11:05am 11:05am to 11:40am 11:40am to 12:30pm 12:30pm to 1:00pm 1:00pm to 1:30pm 1:35pm to 2:25pm 2:25pm to 2:30pm 2:30pm to 3:20pm 3:20pm to 3:30pm 3:40pm to 4:30pm
Thursday - AMENDED START
8:55am to 9:00am 9:00am to 9:25am 9:30am to 10:20am 10:20am to 10:25am 10:25am to 11:15am 11:15am to 11:40am 11:40am to 12:30pm 12:30pm to 1:00pm 1:00pm to 1:30pm 1:35pm to 2:25pm 2:25pm to 2:30pm 2:30pm to 3:20pm 3:20pm to 3:30pm 3:40pm to 4:30pm
Weekly School Schedules: Senior School
GRADES 9 to 12
1st period attendance 8:30am
Dismissal 3:15pm (M,T,TH,F); 2:15pm (W)
Student Life Programing- Various times in the day, before school, after school, student directed time, lunch
Grade 9-12 students are learning in person every day, for the full day, five days a week
Under certain circumstances, students may attend school virtually Please note that there are a number of updated protocols and expectations that need to be met that are different from our previous iteration of Hybrid Please refer to @ccessHTS program documentation for further information
The Senior School will be running on a semester system with 4 scheduled academic blocks in each semester Between Semester One and Semester Two there will be a summative evaluation block, which could be used for written exams, final performances, presentations, or any other summative evaluation There will also be a four day long Intersession block which will involve special programming and activities for students to engage in before their second semester courses begin Similar to the end of semester one, at the end of semester two there will be an exam block that could be used for a variety of summative evaluations
Semester Schedule
Semester 1 starts
New student Orientation: Tuesday, September 2, 2025
First day of school: Wednesday, September 3, 2025
Semester 1 ends
Friday, January 16, 2026
Exam Block
Tuesday-Friday, January 13-January 16, 2026
Intersession: Monday, January 19, 2026 - Thursday, January 22, 2026
Semester 2 starts
Friday, January 23, 2026
Semester 2 ends
Friday, June 5, 2026
Exam Block
Tuesday- Friday, June 2- June 5, 2026
Weekly School Schedules: Senior School
Monday
Student Arrival
Students to chapel
Full School Chapel
Period A
Period B
Senior Lunch
Clubs/SDT
Period C
Period D
8:00am to 8:25am
8:25am
8:30am to 8:55am
9:00am to 10:15am
10:20am to 11:30am 11:30pm to 12:05pm
12:05pm to 12:45pm
12:50pm to 2:00pm 2:05pm to 3:15pm
Wednesday
Student Arrival
Period D
Period A
Clubs/SDT
Lunch
Period B
Period C
CC & extra help
Friday
Student Arrival
Students to chapel
Full School Chapel
Period C
Period D
Senior Lunch TAG
Period A Period B
8:00am to 8:30am
8:30am to 9:35am
9:40am to 10:45am
10:50am to 11:30am 11:30am to 12:10pm 12:10pm to 1:15pm 1:20pm to 2:25pm Early Dismissal
8:00am to 8:25am 8:25am 8:30am to 8:55am
9:00am to 10:15am
10:20am to 11:30am
11:30pm to 12:05pm
12:05pm to 12:45pm 12:50pm to 2:00pm 2:05pm to 3:15pm
Tuesday
Student Arrival
Head to Assembly
Senior Assembly
Period C
TAG
Senior Lunch Period D
Period A
8:00am to 8:25am 8:25am 8:30am to 8:55am 9:00am to 10:35am 10:40am to 11:20am 11:20am to 12:00pm 12:00pm to 1:35pm 1:40pm to 3:15pm
Thursday
Amended Start
Students to chapel Chapel
Period B
Clubs/SDT Senior Lunch
Period C Period D
8:00am to 8:50am 8:55am 9:00am to 9:20am 9:25am to 11:00am 11:00am to 11:20am 11:20am to 12:00pm 12:00pm to 1:35pm 1:40pm to 3:15pm
Weekly School Schedules: Senior School
Monday
Student Arrival
Students to chapel Full School Chapel Period B Period C Senior Lunch
Clubs/SDT Period D Period A
8:00am to 8:25am
8:25am 8:30am to 8:55am
9:00am to 10:15am 10:20am to 11:30am 11:30pm to 12:05pm 12:05pm to 12:45pm 12:50pm to 2:00pm 2:05pm to 3:15pm
Student Arrival Period D
Period A
Friday Week 2
Student Arrival
Students
8:00am to 8:25am 8:25am 8:30am to 8:55am 9:00am to 10:15am 10:20am to 11:30am 11:30pm to 12:05pm 12:05pm to 12:45pm 12:50pm to 2:00pm 2:05pm to 3:15pm
Tuesday
Thursday
8:00am to 8:25am 8:25am 8:30am to 8:55am 9:00am to 10:35am 10:40am to 11:20am 11:20am to 12:00pm 12:00pm to 1:35pm 1:40pm to 3:15pm
8:00am to 8:50am 8:55am 9:00am to 9:20am 9:25am to 11:00am 11:00am to 11:20am 11:20am to 12:00pm 12:00pm to 1:35pm 1:40pm to 3:15pm
Language Across the Curriculum
One of our most important goals is to teach our students effective written and oral communication It is the responsibility of all departments to incorporate into their instruction the development of literacy skills, communication skills and related activities Language fluency is important and communication is a critical competency all learners must develop Given this is a priority for us as a school, our faculty place high expectations on our students Should students who have English as a second language require additional support in this regard, please let their teacher, advisor and counsellor know
Religious Education
The school day begins with a mandatory Chapel service, which emphasizes basic Christian beliefs while teaching values that all may practice. Holy Communion is celebrated once each term using the Liturgy of the Anglican Church Each student participates according to their own religious beliefs An atmosphere of mutual respect and acceptance is encouraged
The virtues and values at the heart of the school's Christian foundation are the essentials for an orderly process of development, and are an integral part of the educational process at HTS Students from JK to Grade 8 take a religious knowledge course Bible stories from the Old and New Testaments are taught in the Lower School In Middle and Senior School, world religions are examined
HTS supports local and international charitable organizations, and contributes to ongoing care to three children who are residents of Dr Graham's Homes in India, and one child through the Christian Children’s Fund Sharing Days are set aside each term when, in return for a relaxed dress code, students contribute a "toonie" (or whatever they can afford) to support these charities
As part of our school routine, daily prayers are incorporated into the schedule in Chapel, meal times and the end of the school day in students' last period class All students are expected to attend all school and division Chapel services This is a time for our community to gather, it is mandatory for all students and staff to attend, but do not have to participate if this is not their spiritual practice
Mealtime Prayer
Leader: The eyes of all wait upon Thee, O Lord; Response: And Thou givest them their meat in due season Leader: Thou openest thine hand; Response: And fillest all things living with plenteousness; Leader: Benedicamus domino Response: Deo gratias.
End of Day Prayer
Go forth in peace; Think evil of no one; Give to others without thought of return; Be Christ in the world; Amen.
Student Supervision
Senior School
Senior School classes, assemblies, Chapels, advisory, and Student Life Programming are supervised by HTS staff. Senior School students may not be directly supervised or accounted for on school property during prep time, lunch, Student Directed Time, after school and after Student Life activities. Any senior student who leaves campus when they would normally be required to be on campus (scheduled classes, special events, Advisor time etc) must have parental permission Parents must email or call the front reception desk every time they grant permission for their student to sign out; this cannot be a daily arrangement but is for special circumstances only Parents must discuss off-campus expectations with their children
Grade 9 and 10 students who do not have a scheduled class or programming between 8:35 am and 3:15 pm are expected to remain on campus
Grade 11 Privileges
Grade 11 students are expected to be on campus during spares However, grade 11 students who have a last period spare may sign out and leave for the day providing they do not have an after school activity They must sign out at the front desk at these times Grade 11's may not leave campus for lunch or during mid day spares and they are not allowed to stay home for first period spares
After 3:15 pm, students in Grades 9-11 may leave campus If students are not participating in a cocurricular, they are encouraged to wait outside in the courtyard, Gallery, library or Fattore Commons until they are picked up
It will not be the responsibility of HTS to supervise students who are not attending a sanctioned HTS program at the end of the school day Students in Grades 9 and 11 may only leave campus during the day with parental permission by notifying the Front Office, this cannot be a daily arrangement but is for special circumstances only.
Grade 12 Privileges
Grade 12 students have off-campus privileges where they may leave campus for lunch and during their prep periods; they may not leave campus for lunch on days when there is an advisory period (Tuesday & Friday). Students exercising these privileges must sign out at the Front Office each time they exit. Failure to do so may result in a temporary suspension of off-campus privileges. Students must sign in when they return to campus or arrive on campus if they are arriving after 8:30 am.. Abuse of the privilege for instance, not attending chapel, advisory, or arriving back on campus late after lunch can result in loss of privileges. We ask that while off campus, all HTS students act with great character and integrity in our community while also living the values of respect, empathy and courage
It is a privilege and not a right to have off-campus privileges during the school day Students must ensure that the privilege is not abused to the point where academics may suffer, or they may lose the privilege altogether Such a determination is at the School’s sole discretion Students must maintain a minimum 75% average across each of their courses, without any subjects close to failure (ie under 60%), in order to maintain this privilege
Student Supervision
Middle School
Middle School students are supervised during the school day. Students do not have daytime off-campus privileges at any time unless signed out by a parent or guardian. Students may leave campus on their own at the end of the academic school day only after a parent has provided written permission to the Head of Division
Lower School
Lower School students are supervised during the school day. Before Care, Aftercare, and cocurriculars/student life activities are all supervised parts of our school day in Lower School. Lower School students do not have any off-campus privileges
Leaving Campus
Parents must contact the school for their child to leave the school day early, unless they are in a grade with off campus privileges Students must sign out in the Front Office when they are leaving campus There will be a space in the sign-out binder for students to check if they are leaving for the day or if they are planning to return
Uber Eats and Outside Food Delivery
Students who leave campus for lunch may return with their food and finish eating it on campus, but not in the Dining Hall. Students are expected to pick up their garbage and dispose of it properly. The ordering of food to campus through services like, but not limited to, Uber Eats is strictly prohibited Any food ordered in such a manner will be confiscated and held until the end of the day and returned to the student at that time
Attendance
Student Absences and Missed Classes
Regular class attendance is vital to the learning process. Students who habitually miss classes impact their ability to demonstrate their learning to their teachers, peers and for themselves.
Persistent Absenteeism is defined by the Ministry of Education as: “ any student/pupil who has missed 10% or more of school days for any reason, including unexcused or excused absences, over an academic year ”
A student’s attendance is considered to be problematic when: absence is frequent, prolonged, or unexplained absence begins to show a pattern absence begins to affect progress the school has not been able to contact the parent or emergency contacts (See Safe Arrival Policy) the parent’s explanation for absence are suspect or inconsistent a student has missed without satisfactory excuse
2 days per month or 8 high school periods per month
10 percent of the school year to date A course will be removed from the register due to 15 consecutive absences in that class and the student will be unenrolled as indicated by the Ministry of Education
Considering our commitment to creating a collaborative and engaged learning experience, an absence from class not only impacts a student’s individual learning experience, but it may also have implications for their peers in any group assignments/projects.
The Province of Ontario has a compulsory attendance policy. Section 21.1.b of the Education Act reads “Every person who attains the age of six years after the first school day in September in any year shall attend an elementary or secondary school on every school day from the first school day in September in the next succeeding year until the last school day in June in the year in which the person attains the age of 18 years ”
Parents are required to inform the school if a student will be absent or late Notification is requested as early as possible Absences must be emailed to reception@htsonca or a message should be left at 905737-1114 (press 1); parents should state the student’s name, homeroom and reason for the absence If a student is marked absent and the school is not previously aware of this absence, an automatic email will be sent to the parents
Attendance
Should a student be excused from attendance, they remain responsible for making up all work missed, whether due to illness, medical or other appointments, sports commitments, school-authorized trips or co-curricular activities, or other reasons Assignments are available online through Google Classroom, even during extended absences Communication with the classroom teacher is key to your child’s success
In order to be granted a credit in Grade 9-12 courses, students must achieve the expectations of the course as laid out in the appropriate ministry curriculum Students who cannot complete these expectations by the end of the semester will receive a course failure but may be eligible for credit recovery for the next two years
Students who exceed 15 unexcused* absences in any course may be subject to academic probation which could lead to not being granted a credit for the course. Students who have 20 or more unexcused absences will not be granted a credit in that course but may be able to recover the credit through the credit recovery process.
*An unexcused absence is defined as an absence for which a student should be in class and does not have a parent or guardian provide a reason for the absence Students who arrive late to class but have missed more than ½ of the period will be considered absent
As part of our attendance monitoring system, parents receive absence email notifications from the school Parents will be contacted by the classroom teacher and/or an administrator when a student’s absences become a concern
Attendance at School Events
We believe that a strong sense of belonging is built through shared experiences Attendance at designated school events is mandatory, as these moments connect students, families, and staff in meaningful ways beyond the classroom
Participation reflects our values of engagement, respect, and community. It is also one of the factors we consider when reflecting on a student’s readiness for leadership opportunities within the school. These events include but are not limited to:
All Chapel Services
Opening and Closing Ceremonies
Student Life Days
Father Bob Run
Trinco Day
Vacation Absences
The quality of student learning is, in large measure, a function of attendance Parents are urged to plan vacations so that their children will not miss class or examination time Requests for absence must be sent to the respective Head of Division Students who will be away for extended periods of time must request @ccessHTS from the Head of the Division in order to ensure that they can continue their learning Any exemption is at the school’s discretion Students are solely responsible for completing any missed work If a student misses a scheduled test or examination for this reason, or for any non-emergency medical or dental appointment, a mark of zero may be awarded Regular attendance, either in person, through virtual synchronous learning, or pre-arranged meetings, is required
Arriving Late for School
Students who arrive late must go directly to the front office, sign in, and get a late pass Since each division has a different start time, late arrival times will be tied to each division's start of the day
Grade K-5 - late arrival would be any time after 8:20am
Grade 6-8 - late arrival would be any time after 8:25am
Grade 9-12 - late arrival would be any time after 8:25 am
The Front Office Coordinators confirm attendance reports as soon as possible after attendance has been completed
Parents are encouraged to schedule appointments outside of School hours to the extent possible If a student has an appointment during school hours, they must sign out at the Front Office, with proof of permission from a parent by email or phone Students who return to school must return to their class where their teacher will take their attendance Parents will be contacted if a student’s tardiness becomes an ongoing issue Students who arrive late to class but have missed more than ½ of the period will be considered absent
School Campus Closure Protocol - Remote Learning
Our top priority is always the safety of our students and staff In the event of dangerous driving conditions, severe weather forecasts, or other safety concerns, the Head of School will decide to close the physical school campus This decision is primarily based on road safety, as the majority of our community travels to get to campus
When the Campus Closes, Communication
The decision to close the campus is typically made between 6:00-6:30am We will use multiple channels to inform you as quickly as possible:
1 News Alert: An immediate alert will be posted on the HTS website
2.Phone/Email: You will receive an automated phone call and an email about inclement weather from the school confirming the closure.
3.Social Media: Notifications will be posted on all our social channels ( HTS Facebook page, X and Instagram), and shared on our WhatsApp Channels.
4.Voicemail Check: Parents may call the school at 905-737-1114 and press 3 to hear an automated message regarding the school's status
Action Item for Parents: Check Your Contact Information To ensure you receive these critical alerts, please confirm that we have your most up-to-date contact information Kindly update your profile in Edvance here
Remote Learning Protocol
When the campus is closed, students will follow a remote learning plan:
First and second snow day of the year:
Asynchronous Learning, Teachers will post all necessary work in Toddle (Grades K-5) or Google Classroom (Grades 6-12) Students complete the work independently Please note that these two days may or may not be consecutive days
Third snow day of the year and beyond:
Synchronous Remote Learning, All students participate in live remote learning via Google Meet Attendance will be taken All division will follow a special schedule
Please note that the first, second, and third snow days may or may not be consecutive The third snow day of the year and beyond will follow the protocol listed above On synchronous remote days (third snow day and onwards), each division will follow a special, shortened schedule. Students can access their classes through their Google Calendar. This schedule includes time in the afternoon for students to check in 1:1 with their teachers, if needed.
Special Events
Any special events scheduled to take place in person during school hours, such as field trips, are automatically cancelled when the school campus is closed.
Assessment and Evaluation
Guiding Principles
The purpose of assessment and evaluation is to improve student learning and inform educator practice. It informs the next steps for both the student and the teacher. All of our classroom practices are grounded in research. Evidence of a student’s learning is collected through observations, conversations and products, this triangulation of data allows for a more holistic approach to assessing students Additionally, we collect evidence within the four assessment criteria: knowledge, thinking, communication and application in a balanced manner in order to support higher-order thinking and deep understanding, and application of concepts and disciplinary material All evidence (formative and summative) of a student’s learning matters is part of our collection of data Feedback attributed to attitude, effort, participation and attendance are reported separately through learning skills Lastly, grades are organized around Term work (70% of overall grade) and Summative Evaluations (30% of the overall grade) The Assessment and Evaluation Policy developed from: Growing Success: Assessment, Evaluation and Reporting in Ontario Schools (2010) http://wwwedu govonca/eng/policyfunding/growsuccess pdf
Assessment occurs throughout the learning; it is a daily endeavour, while evaluation is the act of judging the degree to which the student has learned While assessment occurs during the learning, evaluation happens at the end of the learning
Formative and summative assessment clarifies the purpose of assessment, not the form or type of assessment Both formative and summative assessments matter in providing evidence of where a student is in relation to the depth of mastery of the course learning goals
Evaluation of student learning occurs after students have had time to learn and educators have provided instructional lessons and timely feedback that fits for each student.
Educators consider the best possible evidence for each student, which often is, but is not limited to, that which is most recent and most consistent.
Educators coach, advise, guide, teach, assess, and evaluate the full range of curricular expectations; this compels us to consider knowledge and understanding and value processes and competencies. Educators are committed to ongoing learning in the field of assessment and evaluation in order to continually refine their craft, as this is a key professional skill Professional judgment is dynamic and anchored in collaborative teacher practice, for example through the moderated marking of student work for consistency and reliability among the different educators evaluating the work across the same course
Students, as a result of being involved in the following actions/strategies, become genuine partners in driving their learning forward: Set meaningful goals, related to the learning, which are unique to each learner, Understanding the learning goals , Analyze samples and co-construct criteria in order to fully understand expected quality and depth of proficiency, Are involved in cycles of feedback that is both specific and descriptive reflection and feedback loops with peers, self and educator, Communicate their learning to others, including their parents/guardians
Educators and students collect evidence of learning from multiple sources over time observations, conversations, and products As a result, high levels of validity and reliability are established and maintained
Personalized learning is achieved through informed assessment and evaluation practices that do not need to look the same for each student
Term and final achievement grades reveal the truth about what a student has learned in relation to the full range of curricular overall expectations.
Assessment and Evaluation
The teacher will consistently assess student progress in three distinct ways.
Assessment of learning
The process of collecting and interpreting evidence for the purpose of summarizing learning at a given point in time, to make judgments about the quality of student learning on the basis of established criteria, and to assign a value to represent that quality. The information gathered may be used to communicate the student’s achievement to parents, other teachers, students, and others. It occurs at or near the end of a cycle of learning.
Assessment as learning
requires students to clearly understand the learning goals and success criteria. Assessment as learning focuses on the role of the student as the critical connector between assessment and learning.
Assessment for learning
The ongoing process of gathering and interpreting evidence about student learning for the purpose of determining where students are in their learning, where they need to go, and how best to get there. Teachers use the information gathered to provide feedback and adjust instruction and by students to focus their learning. Assessment for learning is a high-yield instructional strategy that takes place while the student is still learning and serves to promote learning. Assessment as learning. The process of developing and supporting student metacognition Students are actively engaged in this assessment process; that is, they monitor their own learning, use steps, and set individual learning goals
Professional Judgment
as defined in Growing Success (p 152), is “judgment that is informed by professional knowledge of curriculum expectations, context, evidence of learning, methods of instruction and assessment, and the criteria and standards that indicate success in student learning In professional practice, judgment involves a purposeful and systematic thinking process that evolves in terms of accuracy and insight with ongoing reflection, self-correction and consideration of all evidence collected relating to a student’s learning
Formative Assessment
as defined in Growing Success (p 147), takes place during instruction in order to provide direction for improvement for individual students and for adjustment to the instructional programs for individual students and for a whole class. The information gathered is used for the specific purpose of helping students improve while they are still gaining knowledge and practising skills.
Summative Assessment
as defined in Growing Success (p 155), evaluations that occur at the end of important segments of student learning It is used to summarize and communicate what students know and can do with respect to curriculum expectations
“The primary purpose of assessment and evaluation is to improve student learning” -(Growing Success, 2010, p 6)
Overarching Assessment and Evaluation Guidelines K-12:
All learning is a relationship - TRUST your students and walk alongside them
Learning is not a checklist - it is about depth over breadth
All assessment and evaluation should be about authentic, deeply connected, understanding and application of the process and concepts
We need to plan for evidence collection at the beginning of learning
We are responsible for providing instruction and assessment that meets both the material at the front of our curriculum documents (concepts, understanding, skills and competencies, habits of mind) and the overall expectations for each discipline of study
Students are authors of their learning, make space for their voice and decisions in the learning process and in the assessment and evaluation decisions.
In alignment with Growing Success, teachers will use their knowledge of their full curriculum, context, evidence of learning, and instruction and assessment methods to support students regardless of their current context (face-to-face or online).
Personalization of instruction, assessment and evaluation are integral in the learning journey and each student’s success No single method of assessment provides a reliable and valid lens of what a student knows, can say and do, therefore we need to triangulate and offer multiple ways for students to demonstrate their learning
Teachers will design assessments and instructional strategies to meet the learning goals defined in the curriculum deep dive which speak to the essential understandings (process and content) within the full spectrum of the curriculum documents
HTS will continue to provide support to students with an HTS Student Success Learning Plan (SSLP) and meet any accommodations required as best the school can Additionally, we continue to support all learners who may need accommodations in their learning program to meet their greatest potential Student Success counsellors continue to be a support for our students, particularly navigating their wellbeing as well as providing academic guidance
Marks should represent the most accurate reflection of student work, based on what is reasonable and in the best interest of students
All HTS Teachers will COMMUNICATE to students and parents:
Assessment and Evaluation is to improve student learning (Growing Success, 2010, p 6)
Learning and assessment are not to be punitive
Assessment categories (Knowledge, Inquiry, Communication and Application) are crucial frames from which students demonstrate what they know, say and can do We must provide students to demonstrate their learning in a balanced manner across all assessment categories
Teachers will work with students who are falling behind, or at risk of failing, to support them to make up assignments, redo assessment(s), and/or evaluation(s) so as to provide an opportunity to put them in the best light possible and pass the course. If a student is failing and does not engage in the opportunities provided and do not provide any new evidence of learning, they may continue to be at risk of failing the course.
Teachers will work with the student(s) who are academically at risk (grade of 60% or a “C” or lower) to provide alternative instruction, assessment, and evaluation to support the student in demonstrating their understanding and skills in order to improve their mark Learning is the goal and we are to work with students to ensure they have learned the concepts and skills needed in our courses
We are committed to an inclusive learning environment Students will be given an opportunity to be part of co-constructing their assessments, evaluation, and offering insight into instructional approaches Fair and equitable does not mean equal or “ one size fits all”
Evidence of student achievement for evaluation will be collected over time and from three different sources - observations, conversations, and products Using multiple sources of evidence increases the reliability and validity of the evaluation of student learning (Growing Success, 2010, p 39)
HTS Teachers will ACT with the following intentions:
All evaluations will only focus on overall expectations
Evidence is evidence Nothing is inherently formative or summative Those are terms to describe purpose and intent, rather than form
Teachers will design meaningful rich tasks for a hybrid model as many traditional evaluations such as tests and exams are not well suited for a hybrid model.
When designing assessments ensure that students have the opportunity to complete their tasks in both a hybrid context or face-to-face context.
It is crucial that students have a sense of where their learning is going and what they are working towards. Learning experiences should be sequenced and built upon each other to help prepare the student for the performance task that will be evaluated Teachers will design the learning experiences in a manner that paces instruction, assessment and evaluation in a clear, and balanced approach
Teachers will triangulate evidence of student learning to ensure reliability and validity Triangulated evidence allows us to prove that students have learned across the breadth and scope of both process and content
This is an opportunity for all teachers to look at assessment and evaluation approaches that speak to differentiation and put our students in the best light It is expected that faculty will involve students in making the choice(s) that they feel will support them in revealing their learning best
Personalization is integral to all instruction, assessment, and evaluation and teachers will co-construct with students assessment and evaluation approaches that give agency to our students to determine what is the best way for them to demonstrate their learning to us Ex for some it will be a test, for another, it will be a report or a project, and all of these are valid if they allow the teacher to evaluate the overall expectation for that course Students do not have to do all the same work to demonstrate their learning
Assessment and evaluations will be personalized to students' needs, in order to ensure we are working together to support each student in striving for their best
Teachers will review evidence of learning collected for each student (formative and summative) and use their professional judgment to change the weightings of such evidence and the purpose, as appropriate and necessary. For example, where necessary a teacher may use formative evidence such as a quiz or conversation as summative if it acts in favour of the student. Where appropriate and as necessary, teachers can adjust the weighting of assigned tasks in their determination of a final mark as needed.
Teachers will provide clear and descriptive feedback to students to improve student learning and understanding
Teachers will provide a final mark that represents the most consistent reflection of student work, based on what is reasonable and in the best interest of students
Growing Success(2010), provides that thirty percent of the final grade for secondary courses is based on a final evaluation administered at or towards the end of the course This evaluation is based on evidence from one or a combination of the following: an examination, a performance, an essay, and/or another method of evaluation suitable to the course content
Summative evaluations cannot just be product-driven All summative evaluations must consist of triangulated evidence, for example, ONE product and/or ONE conversation or observation No summative evaluation will be weighted at more than 20%
Our Senior School must abide by the ministry expectations of having a 70/30 split 70% Full course term work and 30% of culmination of learning tasks In both the 70% and 30%, no single assessment or evaluation can be worth more than 20%. In the 30% split, there must be diverse opportunities for students to demonstrate their understanding and cannot only be product based.
Reporting Timelines
HTS has made some slight adjustments to our reporting dates to ensure that we are reporting holistic and rich data of where students are in their achievements All of our reporting dates align with our new timetable as well as the Grade 12 OUAC reporting deadlines
Kindergarten-Grade 8 Reporting Timelines
November Report Card posted in Edvance Thursday, November 13, 2025
February Report Card posted in Edvance Thursday, February 19, 2026
June Report Card posted in Edvance Wednesday, June 24, 2026
Grade 6-8 Art and Drama Semester Timelines
Semester 1 (ends January 22, 2026)
November Report Card posted in Edvance Thursday, November 13, 2025
February Report Card posted in Edvance Thursday, February 19, 2026
Semester 2 (begins January 23, 2026)
April Edvance entry posted on April 17, 2025
June Report Card posted in Edvance Thursday, June 25, 2026
Grades 9-12 Semester Reporting Timelines
Mid-Semester One Report Card posted in Edvance November 13, 2025
Final Semester One Report Card posted in Edvance February 19, 2026
Mid-Semester Two Report Card posted in Edvance Thursday, April 16, 2026
Final Semester Two Report Card posted in Edvance Wednesday, June 24, 2026
Report Cards and Averages
In Grades 7-8, please note that not all courses are weighted equally in determining the final average that is present on the report card. Music, Visual Art, Drama, Physical Education and Religious Knowledge are weighted less due to the fact that students have these courses less often in their course rotation. The final averages for grades 9-12 are calculated at the end of Semester One and again on the final report card in June, which includes data from all of the courses a student took in both semesters In cases where there are multiple sections of a course that are in both semester one and semester two, the median mark in semester one may change in the final report card once the course data from semester two has been added to the calculation
Student Progress Meetings
At HTS, student progress meetings are held as virtual meetings This allows for greater scheduling flexibility and availability As we approach the progress meeting dates, we will provide our families with the information necessary to log in and book their appointment(s)
November Report Card K-12 Student Progress Meetings will be held virtually Monday, November 18, 2025 (2:00 pm- 6:30 pm) and Tuesday, November 19, 2025 (2:00 pm-8:00 pm)
February Report Card K- 8 Student Progress Meetings will be held virtually Wednesday, February 25, 2026 (2:00 pm- 8:00 pm)
April Report Card 9-12 and Middle School Arts semester 2 Student Progress Meetings will be held virtually Thursday, April 23, 2026 (2:00 pm- 8:00 pm)
As always, you can reach out to your child’s teacher at any time if you have questions or need support or clarification about their learning
Homework
HTS supports the use of purposeful homework in its teaching program, as we believe that homework is an important component to a child’s academic success Homework provides students with opportunities to review concepts and strengthen skills In addition, homework encourages responsibility, self-discipline and the development of effective time-management strategies
The Ministry of Education defines homework as “work that students do at home to practice skills, consolidate knowledge and skills, and/or prepare for the next class” Homework is part of assessment for learning and will not be included in the determination of the student’s grade
Homework Should:
be age and developmentally appropriate; respect the need for a balance between academic, personal and family demands; adhere to any student accommodations; and ensure equity of opportunity and access to help, technology and resources.
How much homework should a student receive?
How often and how much homework a student receives will vary with their grade and program The time it will take to do the homework will also depend on the learning goals and the independent learning skills and work habits of the student Therefore, rather than providing a minimum amount of time that a student should expect for homework, teachers will use their professional judgement to assign quality homework
Student Responsibility:
Establish a routine; Make a reasonable effort to complete homework by the due date; Communicate to the teacher if unable to do so; Seek clarification or assistance from the teacher if necessary; Understand that homework can be used as a self-assessment tool; and Learn time-management skills to balance homework with other activities
Parent Responsibility:
Encourage and support homework completion by the student; Communicate with the teacher, if needed; and Be mindful of scheduling extra tutoring sessions, and whether they are directly related to supporting a child’s current course load
HTS Virtual Learning Hub
The HTS Virtual Learning Hub was launched in September 2020 to provide all K-12 students with virtual academic support, Monday through Friday between 5:00 pm- 9:00 pm and on Saturday from 12:00 pm4:00 pm. For the 2025/2026 school year, this virtual learning space will only provide our students with access to academic support in mathematics.
Late and Missed Assignments
Teachers will establish and communicate clearly established due dates with students Students are expected to submit all work in their courses Submitting assignments late or missing assignments results in students providing insufficient evidence for evaluation This has a direct impact on how teachers report on student achievement A designation of a zero grade in Edvance is used as a last resort
Students should speak to their teacher in advance of a due date if they have concerns about meeting it When students do not speak to their teacher or counsellor in advance, it makes it challenging for that student to get the best support that they need Teachers are expected to support students who request to submit work on a different day
Teachers will communicate home that a student has missing work and the impacts of not turning that work in If that work is not turned in by the end of a semester, the zero will be factored into that report card.
Teachers will use a placeholder of 0% in their grade book until a student submits their late assignment as a last resort and to ensure that the student and their parents understand the lasting effect of not completing the assignment can have.
Late or missed assignments may occur for a number of legitimate reasons, including extenuating circumstances, such as illness, accident or family issues Upon the student’s return to School, they must follow up with their teachers to discuss the issue so that the teacher may outline the appropriate steps forward In these cases (reviewed on an individual basis) teachers may apply their professional judgement and provide additional time, an alternative assignment if that is what is deemed as the most appropriate for that student at that time/context In cases where students find themselves in a situation where they are behind in multiple classes, an academic support plan will be co-constructed with the student, their teachers and the Student Student Success Coaches
Support
Teachers will employ a variety of strategies to help prevent the submission of late or missed assignments These support strategies include:
Scaffolding assignments to include student-teacher check-ins; Providing extra help;
Collaborating with the student’s Advisor, Student Success Counsellor, Success Coach, and parents; Sharing assigned due dates on test boards and the course Google Calendar within the appropriate timelines and
Extending the deadlines when necessary and appropriate to do so
Consequences
The consequences a teacher may employ when a student fails to fulfil their academic responsibilities include:
Requiring the student to complete missing work or an alternate assignment; Requiring the student to come in during a different scheduled time to complete the assignment and Applying a mark of 0% for any work not handed in by the end of a semester
Demonstration of Learning Framework
The purpose of assessment and evaluation is to improve student learning and inform educator practice It informs the next steps for both the student and the teacher All our classroom practices are grounded in research Evidence of a student’s learning is collected through observations, conversations and products, this triangulation of data allows for a more holistic approach to assessing students Additionally, we collect evidence within the four assessment criteria: knowledge, thinking, communication and application in a balanced manner in order to support higher-order thinking and deep understanding and application of concepts and disciplinary material (HTS Vision for Learning, pg 8)
When teachers are in alignment with the guiding principles of assessment and evaluation, as outlined on pages 8-9 in the Vision for Learning, the final evaluative task IS the student’s opportunity for a “redo” This and all aspects of assessment and evaluation should be transparent to learners at the onset of the course and learning cycle.
One of the key components of any evaluation cycle, and to student learning, is the presence of a descriptive feedback cycle that includes formative assessment tasks. In many ways, the root questions around a “revisit policy” are truly addressed by examining how feedback and formative assessments are designed and implemented to create confidence and transparency in the learning process
Demonstration of Learning Framework
1.All aspects of the Assessment, Evaluation and Reporting Guidelines
2.The reason, purpose and form of the evaluative task should be considered in light of personalization. if a student has demonstrated mastery in an area do they need to show it again? Is the form of the evaluation one that the student can have success in? If the form of the evaluation must be done in a specific form due to the content, what is proactively put in place for students who have demonstrated difficulty with that form in the past?
3 When learners complete an evaluative task, it should not be the first time they have had to demonstrate their understanding of the skills and content they are asked to demonstrate Formative assessments connected to the learning goals should provide the opportunity to learn and continuously develop the knowledge and/or skills that are connected to the overall expectations
4 The feedback cycle is paramount to both the learner and educator knowing where they are with their understanding and for the educator to be able to make the necessary adjustments for the individual or larger group of learners
5 These learning opportunities must be transparent to the learner at the onset and throughout the learning cycle Learners should know what they will get feedback on, the purpose of the feedback, and what they should do with the feedback to progress towards mastery of the learning goals
6 Educators are to be open to students demonstrating their understanding in various ways to ensure that each learner has the best opportunity to demonstrate what they have learned Educators and learners can come together through a common understanding of evaluation tasks and methods While learners need exposure to a diverse range of evaluative experiences, learners and educators should also have a common understanding of the method by which the learner can demonstrate their learning best and incorporate this into the learner’s opportunities to demonstrate their level of mastery.
7.Teachers must reference students' KTCA standings (formative and summative) to best inform them of what the learner needs in order to improve their understanding and make this clear to the learner in their descriptive feedback
8.Opportunities for feedback do not solely rely on the educator, however, learners need to be shown how to provide meaningful feedback for the specific task and/or skill by the educator There are conditions and elements that need to be in place for students to succeed both in receiving and giving feedback:
Awareness of the value of feedback
Access to clear criteria on which to base and understand feedback
Models of what to do with feedback received
Models of how to give feedback to self and to others
Direct instruction on what to do with feedback received
Direct instruction on how to give feedback to self and others
Opportunities and time to revise and improve work and performance based on feedback received from self and others
9 If after the evaluation has taken place and a student requests an opportunity to Revisit the learning expectations because they want another opportunity to demonstrate their level of understanding, teachers can:
Leverage any triangulated formative work the student has completed previously i (Growing Success, p 39) is important In full: To ensure equity for all students, assignments for evaluation and tests or exams are to be completed, whenever possible, under the supervision of a teacher.
Discuss an appropriate opportunity for the student to demonstrate their learning
Explain future opportunities the learner will have to demonstrate that skill and/ or content application again and co-create a plan of what the learner needs to work on before and when/ how they will have the opportunity for feedback
10 If the educator has provided rich feedback loops for all aspects of the evaluative task, and this pathway was transparent to the learner (not just said in class, but outlined on any materials associated with the learning cycle such as task sheets, rubrics, course syllabus, google classroom posts ect and a pattern of formative work not completed was followed up on) a redo request can be denied If this occurs, the educator and learner must meet to formulate a plan of action for the next learning cycle to ensure that the learner is set up for success The educator also needs to make clear that the evidence they use to report on the student’s level of mastery is the most recent and consistent This plan should be communicated to the learners' parents/ guardians
Role of the Educator
1 Follow the Vision for Learning in your instructional design
2 Follow the Assessment, Evaluation and Reporting Guidelines
3 To follow the expectations set out above in 9 bullet points
4 If they have any questions connect with their Department Head first, then the Academic Director
Role of the Student
1 It is the role of the student to take the feedback from a teacher and make the changes and corrections that have been recommended and aligned with the learning goals and success criteria, this is a key part of the learning cycle for the student
2 To ask questions - if you do not understand the feedback make sure you ask your teacher your questions
3.Apply the feedback to future work, ask your teacher to check your new work to make sure you are applying your new understanding fully
Resources
Teacher Flow Chart
Student Flow Chart
End of Semester Evaluations in the Senior School
In the Senior School, the end of the course will have an evaluation that signifies the end of the course and is designed to allow students to demonstrate all that they have learned over the course of the semester This could come in many forms and will vary from course to course Suppose a student feels that they would do better demonstrating their understanding of the material in a different manner than what has been outlined by the teacher In that case, they should immediately meet with their teacher and discuss their options If a student needs support with this conversation they can connect with the appropriate department head or the Academic Director
Missed Final Evaluations
A Final evaluation is not limited to only tests Some courses will have final evaluations that are in the forms of essays, performances, presentations, conversations, or discussions Student absence from a final evaluation, or missing the deadline, for medical reasons must be verified by a doctor’s certificate, which must be given to the Academic Director when the student returns If a student is sick on the day of their scheduled final evaluation, a parent must contact the Front Office to advise the School of the absence and will be required to provide a doctor’s note to the Academic Director
Concussions and continued concussion symptoms will be supported on an individual basis and will follow the Concussion Policy. The School will attempt to reschedule any final evaluations missed by students for a valid reason, either during the final evaluations period or on the first few days thereafter. Doing so may result in a delay in receiving the final report card.
Students absent from final evaluations for any reason other than a medical one must have prior written permission from the Academic Director Permission will be granted only in exceptional cases and at the sole discretion of the Academic Director
Vacation plans must not be made to conflict with the two weeks set aside at the end of the year for exams
Final Evaluations
As part of a process that prepares students thoroughly for post-secondary academics, all students from Grades 9 to 12 will engage in final evaluations, which may or may not include an examination In following Ministry of Education expectations, the final evaluation tasks compromise of 30% of the students total final mark At HTS we include triangulation in this 30% which means that students will have more than one part to complete in their final evaluation of the course
End of Semester Evaluations in the Senior School
Final Exams Examination Expectations and Routines
Students are required to be familiar with the following expectations:
1.The option for remote exams will only be approved for students who are already on a current HTS @ccess plan.
2 Students can arrive and wait in their classroom designated for their exam
3 Students must remain silent once inside the examination classroom and wait for announcements
4 Students may only touch the exam materials on their desk once they have been invited to do so by a staff member
5 Students must be properly attired in School uniform Students will not be permitted to enter the examination classroom until and unless uniform infractions are corrected
6 In the examination classroom, students who have questions, require additional paper, or require the use of the washroom should raise their hands to attract the attention of staff
7 With the exception of washroom breaks, students may not leave the examination classroom/room until at least half the allotted time has passed and not before an invigilator has collected their examination paper
8 If a fire alarm sounds during the examination, students must leave their exam materials on their desks, exit the building quickly and silently, and gather by the parking lot Students are expected to remain silent
9 Students are advised to leave purses and backpacks in their lockers during the duration of the exam
10 Cell phones, iPads, wearable technology, or any other wireless or memory capable devices must be turned off and placed on the invigilation desk at the front of the exam room.
11.Food and drinks, other than water, are not permitted in the examination classroom.
12.Grade 9 students are required to turn in their textbooks upon entering the exam classroom.
13.Students with academic accommodations may write in a classroom designated by the Student Success Centre.
14.Failure to follow these expectations may result in a mark of zero or another penalty.
15 Pencil cases of any kind are not permitted into the exam room Supplies must be brought in a clear plastic bag
16 Any exam requiring a calculator will be specified by the teacher of that course All calculators will be checked when the exam begins
Academic Integrity
It is expected that all students will make an honest effort in all that they do In all disciplines, students are taught the skills necessary to produce honest academic work The Lower School and Middle School have created more developmentally appropriate approaches for their students Please note that Academic Integrity also applies in situations when students have used AI to create work against the expectations of their teacher, the particular assignment, and/or is passing the AI-generated work off as their own
Examples of academic dishonesty include, but are not limited to, the following:
Prior dissemination: Supplying of information from any of a variety of sources by a student or group of students, which gives an unfair advantage
Theft: Taking of another student’s work for personal use or to disadvantage the rightful owner
Aiding and/or abetting academic misconduct: allowing work, from home or during tests, to be utilized by others; procuring unauthorized materials If students share their own work with others via any electronic means and another student then uses this work, then both students will be considered to have broken the rules
Cheating: Using information in any form, paper or electronic, during a test or exam that the subject teacher has not approved This includes having answers written on the student’s own person or test approved materials (calculator, eraser etc )
Plagiarism: Representing another’s words or thoughts as one ’ s own Also purchasing and/or presenting another’s work or doubling (without permission) of assignments over more than one subject
Misuse of electronic resources: submitting work that was generated by AI (such as ChatGPT or other similar sources) as one ’ s own Students must be able to show evidence that all work (including planning and outlining) is their own
Copying: Replicating homework (with due recognition that homework is often done in groups), major assignments/essays, tests or exams.
Academic dishonesty will result in the following for Senior School students:
First infraction: In the Senior School, the subject teacher will notify their Department Head, the Academic Director and the Head of the Senior School. Students will be provided an opportunity to redo the assignment or one of a similar nature. The subject teacher can reduce the mark up to 25% and in consultation with their department head and Academic director. The subject teacher will also call home to inform parents. In the Lower and Middle School, this is an opportunity for students to learn and understand the importance of doing and submitting their own work Students are asked to re-do the assignment with no specific grade reduction
Repeat Infractions: A meeting with the Academic Director, the Head of Division, the student and parents regarding the consequences, which may include (but are not limited to), enforced study hall, removal from co-curriculars for a set time period and possibly suspension from School The student will also receive anywhere from a 50% to 0% on the assignment
Chronic Academic Dishonesty: An interview with the Deputy Head and then the Head of School, suspension and possible expulsion
Ontario Student Records (OSR)
An Ontario Student Record (OSR) is the ongoing, confidential record of a student’s educational progress K12 in Ontario The OSR is kept in a locked area of the school and only leaves the school when the student does (ex transfers to another school) A student’s OSR can be accessed by:
The student
Parents/guardians of a student under 18 years old
Parents/guardians of students over 18 years old if the student has signed a consent form
You can make an appointment with the Head of School or designate to see the OSR You may also request the correction or removal of OSR content subject to the approval of the Head of School
Disclosure of a Transcript (OST)
The Ontario Student Transcript (OST) is the student’s official record of credits earned and other graduation requirements It is part of the Ontario Student Record (OSR) Copies of student transcripts may be obtained through the Student Success Centre with two business days’ advance notice
In Grades 9 and 10, only successfully completed courses will be recorded on the student transcript If a student withdraws from or fails to complete a Grade 9 or 10 course, no entry will be made on the transcript
In Grades 11 and 12, all courses taken by the student, whether successfully completed or not, will be recorded on the transcript Students will be informed of the final date by which a course may be dropped After that, the School is required to disclose the marks earned to date as they factor into the final mark for the entire year ’ s course.
Courses dropped within five days after the mid-term (November and February) report card will not appear on the OST.
Important note, that all academic policies and guidelines can be found in the Academic Calendar which is published annually in December and accessed through our community portal in OneLogin.
Information Technology - Acceptable Use
This policy sets out the conditions for students to use HTS technology resources It is designed to govern safe and appropriate use of these tools HTS technology resources are defined as, but not limited to:
School network resources (e g use of School Wifi, and associated hardware such as cables, access points, servers etc )
School owned devices (e g laptops, iPads, desktop computers, laptops, microphones, headphones, etc )
School issued accounts and software (e g Edvance, Google Workspace for Education)
Third party accounts created through the use of HTS credentials (e.g. an Instagram account created using a School email address).
Information Technology - Acceptable Use
General Guidelines
HTS technology resources are available for instruction and research by students, teachers and administrators. The use of these facilities is a privilege and must be in support of the educational objectives of HTS. Violation of these policies will result in the loss of technology privileges and may include other sanctions, up to and including expulsion from the School.
All HTS technology resources must be used in a safe, responsible manner that is consistent with the goals of the School
All School rules and sanctions, including those pertaining to abuse and harassment and the Code of Conduct, are in effect while using HTS technology resources The School has an obligation to deal with all cyberbullying involving HTS students, even when it occurs off-site and on non-HTS computers/accounts
Students are expected to be polite, use appropriate language and treat people with respect Members of the School community must not disclose personal contact information about students, other staff members or other members of the School community; and must not use or distribute photographs of students other than on the School websites, on School social media websites, pages or accounts, or in School publications even with express informed consent of all those involved, unless prior written consent and approval has been obtained from the relevant School authorities
All School members must respect and comply with all federal, provincial and municipal laws, including the Criminal Code and the Copyright Act
The HTS technology resources, and all electronic data found therein (such as email on the School’s server), remains the property of HTS.
HTS technology resources must be treated with care and kept in good condition. Students must always follow computer and technology rules and procedures. Students must not attempt to interfere with or delete data or applications, unplug cables or install any new software on School equipment; intentionally install or transmit any kind of malicious software, which is a serious offence, both within the School and under Canadian law; or otherwise mistreat, abuse, vandalize or destroy School equipment, including hardware or software to which they are granted access
The School has the right, but not the obligation, to inspect and to monitor all HTS technology resources, including scrutinizing the contents of files residing in School accounts or accessed through the School network
This may be done in situations including, but not limited to, maintenance of the network, in the event of a request for documents as part of litigation or similar proceedings, or where the School has reason to believe that the HTS technology resources are being used in violation of applicable policies
Each student recognizes that they have a limited expectation of privacy regarding access or use of the HTS technology resources
Access HTS technology resources only with an authorized username and password as provided by the School
Students will be held accountable for any activity deemed improper that is conducted by another person who is logged on to the network in their name
Students must never share their passwords Students should consider their passwords as private and as valuable as a PIN (Personal Identification Number) for a bank card or a credit card
Students must never provide personal information such as their home address, credit card, date of birth, telephone numbers or information about other community members to anyone over the Internet.
Information Technology - Acceptable Use
Unacceptable Activities
Using a device as a distraction from learning/class time.
Using a device in Chapel or assembly
Using the network to participate in any illegal act or any act that violates any applicable law, including the Ontario Human Rights Code, copyright, intellectual property or other laws, guidelines or agreements
Video taping or taking pictures of another without their permission
Threatening the safety of another person
Maliciously destroying, damaging or abusing HTS technology resources
Engaging in any sort of activity that could in any way interfere with the functioning of the network
Accessing, installing or distributing unauthorized content on the School equipment or networks
Creating, processing, distributing, accessing, downloading, storing or sharing any illegal, offensive, obscene, pornographic, discriminatory, harassing, hateful, abusive, violent or other inappropriate materials or materials that are not intended for School purposes
Advertising or soliciting, including for personal services or for alcohol or drug (including cannabis) related products or services, unless prior written permission for specific School-related purposes has been obtained from the applicable School authorities
Attempting to access the files, messages or accounts of another person
Bypassing system security, logging in as someone else, or any kind of “hacking”
Engaging in any bullying or threatening behaviour such as cyber-bullying, making threats or posting inappropriate material about another student to a social media platform
Using classrooms or resource areas that are outfitted with technology resources, without staff supervision.
Altering the desktop or the operating system of any HTS-owned and configured device.
Removing or changing resources that were not created by the student (e.g. sharing permissions on course folders in Google Drive).
Accessing the Internet through wireless connections that are not generated and monitored by HTS (e g VPNs)
Plagiarizing or using copyrighted materials without permission, or attempting to or actually violating or infringing any other person ’ s intellectual property and related rights (including copyright)
Using HTS credentials to generate third-party accounts (unless specific direction has been given to the student from a teacher or administrator from HTS) This includes social media platforms (like Twitter or Instagram) Any resources generated through the use of HTS credentials are solely to be used for academic functions
In the event that a student violates these policies, the student and parent may be provided with a notice of violation and may have to meet with their appropriate Head of Division and the Executive Director of Learning Innovation and Technology, who may deny, restrict or suspend a student’s access to the network
Appropriate legal authorities may be contacted if there is any suspicion of illegal activities As noted, violation of these policies will result in the loss of technology privileges and may include other sanctions, up to and including expulsion from the School
Artificial Intelligence
At HTS, we recognize the transformative potential of Artificial Intelligence (AI) to enhance our operations and drive innovation
1 Ethical AI Implementation: HTS firmly believes in the ethical use of AI We work to ensure that all AI applications align with our core values We strive to foster a culture where AI is a force for good, augmenting human capabilities, and contributing positively to the learning experience
2 Continuous Learning and Training: To stay at the forefront of AI developments and risk mitigation strategies, we will provide our students with ongoing training and support This will empower them to make informed decisions and recognize potential risks associated with AI applications, contributing to a safe and responsible AI ecosystem
3 Responsible AI Use: While AI can automate certain tasks, it is essential to remember that human judgement remains crucial Students must use AI as a tool to enhance their work, always maintaining accountability for their decisions and actions and with an eye to the potential for bias and misinformation.
4. Students must acknowledge how AI informed their planning/process and product, as well as cite generated text or ideas as per guidelines.
5. AI is not to be used to create original ideas and text that is copied word for word.
You can also view our full AI framework and AI school policy using the hyperlinks provided
The HTS Digital Ecosystem
HTS has a comprehensive ecosystem of digital tools to support learning management and help our students and their families navigate school life You can review the full list of tools and their functions using the following links:
The HTS Digital Parent Ecosystem
The HTS Digital Student Ecosystem - Grades K-5 Students
The HTS Digital Student Ecosystem - Grades 6 - 8 Students
The HTS Digital Student Ecosystem - Grades 9 - 12 Students
By integrating technology into learning at HTS, our students will be properly prepared for what is ahead. And by using technology with intention, we aim to foster good habits and a balanced approach to its use within our learners.
We do this through the use of the Innovative Learner Continuum a document that promotes agility and adaptability in our students, knowing that the world will continue to evolve technologically
We focus on six areas to meet the needs of the HTS community:
Innovative Designer & Creator - Using technology to innovate, create and ideate
Digital Citizen - Being kind, safe and responsible when using technology
Empowered Learner - Harnessing technology to learn, explore and solve problems with confidence
Knowledge Constructor - Finding and organizing information through technology to create new knowledge
Computational Thinker - Making use of technology to solve problems and think logically
Global Collaborator - Learning and creating with collaborators worldwide via technology
The HTS Digital Ecosystem
The document is written as a continuum so that there are appropriate milestones for each age and stage Each year we collect data to show that we are meeting these expectations and continuing to evolve
Technology Integration Specialists are experienced educators that support implementation of technology and the use of all the tools we provide access to New families meet these experts as part of the onboarding process implemented in the summer leading up to the new school year The Integration team also supports students as they are introduced to new digital tools throughout their time at HTS Families are encouraged to connect with the Technology Integration team if they are looking for additional support in navigating technology, including help with organization and management of the tools
Electronic Devices and Digital Photography
This covers all wireless communication devices, including but not limited to existing and emerging mobile communication systems and smart technologies (cell phones, smartphones, smartwatches, iPhones, walkie-talkies, pagers, etc ), portable internet devices (iPads, tablets, etc ), handheld entertainment or gaming systems (video games, DVD players, MP3 players, etc ), digital or film cameras, digital or analogue audio recorders or video recorders (tape recorders, camcorders, etc ), spy gadgets (spy cameras, covert listening devices, etc ) and any other convergent communication technologies that do any number of the previously mentioned functions All such devices are referred to as “Devices” for purposes of this policy
Cell Phone Usage
Lower and Middle School students do not require a cell phone and may only use one if they have been expressly authorized to do so by a teacher or the Head of Division.
Students in the Senior School are permitted to have cell phones, provided they are used in accordance with School policy as outlined below. When not in use, devices must be turned off and put out of sight. If the student does not comply with the School policy, devices will be immediately surrendered and returned to the student at an appropriate time. Students may be prohibited from bringing a cell phone or other Device to School in future
Cell phones may be used:
Outside during recess, book break or after lunch, and after the cessation of classes for Senior School students.
After the cessation of classes for Middle School students
On School trips, during away games or off-site matches with the permission of the teacher/coach for Middle and Senior School students
Cell phones may not be used:
In Chapel
In lessons, unless otherwise directed by the teacher
Inside washrooms, change rooms, or the gym (protection of privacy)
Inside the building before end of day dismissal (Lower and Middle School students only)
In the Dining Hall during meals
As a hotspot to circumvent web restrictions put in place for the safety and well-being of our students
On certain school trips where students are expected to be unplugged in order to get full benefit of the programming
Cell Phone Usage
Cell phones may not be used:
Students are not permitted to bring Devices other than cell phones, including but not limited to, pagers, music and media players, gaming devices, or motorized or electronic devices such as robots, drones or hoverboards. Students who bring such a Device to School will have it confiscated by School administration until it can be collected by the parent/guardian of the student who owns the device. Contravention of this policy will result in appropriate disciplinary action
HTS shall have no responsibility for any Devices that are lost, stolen or damaged while at School Personal Devices are at all times the student’s responsibility
Photographs
The taking and distribution of inappropriate digital photos of students or others is forbidden It is the School’s expectation that digital photos will only be taken with the prior permission of those being photographed Failure to adhere to these rules may result in serious disciplinary sanctions
This expectation also applies to photographs and video that are generated using AI. Holy Trinity School will take the matter of AI generated material that is distributed very seriously and consequences could be of the most severe. Please see code of conduct for more information.
Virtual Learning Responsible Use
Student
and
Parent Responsible Use Guidelines Virtual Learning
When students participate in learning from home, using the @ccessHTS program they are obliged to meet certain responsibilities and obligations on students. Access to the Virtual Learning Program is a privilege, not a right, and requires all students to behave responsibly while online.
The Student and Parent Responsible Use Guidelines represent expectations of HTS for students participating in the Virtual Learning Program
Be a Responsible Member of our Virtual Learning Community
Students will: arrive on time and be prepared for all scheduled meetings and classes; respect the dress code for the @accessHTS Program; communicate with their teacher with the same degree of respect that is required in a traditional school setting This includes email, video conferences and discussion areas; be active and engaged in the @accessHTS Program; follow their teachers’ guidelines for the use of video conferencing; consider whether any posting may reflect poorly on them, their friends or the School; not post, publish or display any defamatory, abusive, obscene, threatening, intimidating, racially offensive, homophobic, sexist material or otherwise discriminatory; interact with other students and staff appropriately;
not record or take a picture of anyone on video conferencing without written consent of that person or persons; alert school staff if they see other students being threatened, intimidated or bullied online; be transparent and authentic They will not create a false identity or impersonate any person or organization for any reason, or encourage others to do so; avoid impulsive, inappropriate or heated comments; follow the School’s Code of Conduct, Academic Integrity Policy and Attendance and Punctuality Policies, and respect the privacy and confidentiality of personal information regarding other members of the School community
Virtual Learning and Privacy
HTS is committed to maintaining student privacy and acceptable conduct during virtual and recorded class time HTS will comply with the Privacy Policy and Procedure to protect student privacy regarding the @ccessHTS program
HTS uses Google Meets and will record each lesson, including the recording of children’s voices and images for internal and educational uses only Recorded classes will be accessible only to students within the School Google group
Students, parents and teachers, are required to use online and virtual resources provided for online courses for authorized purposes only Students, parents, and teachers are required to protect the privacy of students and staff, and not publish or distribute login information, class content or email addresses outside of the class members
Students and parents are responsible for the integrity of their accounts Sharing account information or logging in on behalf of someone else is not permitted In order to promote student independence and a constructive and safe classroom environment, parents are not permitted to log into their child’s account or watch over their child’s shoulder during live class time.
Students and teachers must be mindful of discussing individual or personal matters during recorded class time. Teachers must not discuss individual student issues on recording in front of the rest of the class, and must instead discuss individual matters privately, either in person or in a virtual breakout room
Be a Responsible Member of our Virtual Learning Community
Students are expected to:
Arrive on time and be prepared for all scheduled meetings and classes; Respect the School uniform dress code; Communicate with their teacher with the same degree of respect that is required in a traditional school setting This includes email, video conferences and discussion areas; Be active and engaged in the @ccessHTS model
Follow their teachers’ guidelines for the use of video conferencing; Consider whether any posting may reflect poorly on them, their friends or the School; Not post, publish or display any defamatory, abusive, obscene, threatening, intimidating, racially offensive, homophobic, sexist material or otherwise discriminatory
Interact with other Students and Staff Appropriately
Students are expected to:
Not record or take a picture of anyone on video conferencing without written consent of that person or persons;
Alert school staff if they see other students being threatened, intimidated or bullied online; Be transparent and authentic Students must not create a false identity or impersonate any person or organization for any reason, or encourage others to do so; Avoid impulsive, inappropriate or heated comments; Respect the privacy and confidentiality of personal information regarding other members of the School community
Obligations of School Staff
When used effectively, video conferencing can be a valuable tool in aiding instructions as it can enhance students’ learning and keep the student engaged while supporting their mental health, particularly when they are isolated from classmates, friends and extended family It can provide different learning opportunities for students including those with special needs
Teachers will:
Be aware of content ownership, student information and privacy settings; Let students and parents know that video sessions and lessons are recorded; Be aware that chat features are not private and should not be used for side conversations; Keep notes as they normally would
School Policies
In the @ccessHTS Model, the School policies will continue to apply, including but not limited to: Code of Conduct; Progressive Discipline Policy; Bullying Prevention and Intervention Policy; Information Technology Policy and Student Absence and Arriving Late for School Policies
Failure to comply with the terms of the School Policies will result in possible action under the School’s Progressive Discipline Policy. In this regard, persistent or serious contravention of one or more of the School Policies will result in appropriate consequences.
Privacy Policy
HTS values its relationship with its students, their parents and alumni, and is committed to the protection of their personal information The School applies the privacy principles set out in this privacy policy (the “Policy”) when collecting, using and disclosing personal information of its students, their parents and alumni Any use or disclosure of personal information that is not addressed in this Policy, for example in connection with a specific program or service, will be described in other documentation
The privacy principles that are the foundation of this Policy are based on the principles in Schedule 1 of the Personal Information Protection and Electronic Documents Act (Canada) (“PIPEDA”)
The School may amend this Policy from time to time to account for changes in its activities and/or the law The date on which this Policy was last amended is provided at the end of the Policy and individuals are invited to contact the Head of School if in doubt about whether they have the most recent version of the Policy.
“Personal Information” as used in this Policy, means information about an identifiable student, parent of a student, or an alumnus of the School.
For more information, see the Privacy Policy and Procedure
Academic Student Support
At HTS, we know that students need different support at different times to navigate their own individual pathways of success and achieve their goals Students have access to a wide range of academic, mental health, and socio-emotional support that is created specifically for them
In the Lower School, extra support that students may require starts with their homeroom teachers as they work with the student the most and are in the best position to intentionally design the learning program in such a way that the majority of extra support needs can be met through instruction Students who require support beyond their classroom teacher may have access to a Student Support Coach and literacy support There may be times when the student’s learning support needs exceed what can be done in the school and at this point, the teacher, Student Support Coach and the student’s family/guardians would meet to discuss the best next steps and recommendations
In the Middle and Senior School the circle of care for support is very similar to that in the Lower School. Students are first supported by their subject teachers and their advisors. Any student with a Student Success Learning plan is also paired with a Student Success Coach who works with the student and their teachers to ensure all student needs are met. Our Middle and Senior School students also have access to a Student Success counsellor who can help them navigate any mental stress or social-emotional challenges they may be facing.
If a student at HTS needs a heightened level of academic support, a specific learning plan will be created to streamline communication and assignments These are created alongside the student, teachers, councillor, coach and often include the oversight of the Academic Director In these cases, the professional expectations as outlined in Growing Success around evidence of learning are directly used to support the student’s success
While at HTS we believe that every student, with the right support and a personalized instructional program, is capable of achieving their goals and finding success, the student and the family also have to be committed to the support plans and recommendations that are made Should students be provided with all levels of support that can be provided and choose not to participate as active learners with these supports, the school cannot guarantee that the support will accomplish its intended purpose In the most extreme and rare cases, it may be determined that the student requires support that is not available currently at HTS for them to have academic success In these instances, this conversation would occur only after all possible options to support the student had been explored at length and had not resulted in a positive outcome These conversations would occur on a case-by-case basis and do so with the utmost sensitivity and care for the child
Student Life Program
At HTS, we offer a wide range of athletic, artistic, leadership and experiential learning and design technology and innovation programs Participating in the life of the school through our various programs enriches the students’ experiences and allows them the opportunity to discover their passions and strengths HTS offers such a rich and diverse range of experiences throughout our K-12 program Students are expected to participate fully in student life areas of the school as we are committed to fostering wellbeing, student engagement, and character development through the Character Creed Students are also encouraged to propose new initiatives that they are passionate about Engaging beyond the academic program truly supports students’ sense of belonging in our community Students are strongly encouraged to pursue the Trinitarian Award, which honours a student’s commitment to the HTS Experience
In order to maximize the use of our amazing facilities and ensure that we can have as many opportunities as possible available for our students, we run a mix of morning and afternoon practice times for our Middle and Senior teams
Lower School
Lower School students will be able to participate in HTS Student Life activities every Tuesday and Thursday, with some possible games and meets on other days for the older students in the Lower School These activities are not mandatory, but if a Lower School student is not participating, they must be picked up no later than 3:25pm Schedules and student options will be shared in advance
Middle School
Middle School students will be able to participate in a wide range Student Life Programming activities Monday- Friday Athletic teams, and some other Student Life Programs, will have both morning and afternoon practice times and these schedules will be shared with players and their families once a student has joined a team. For our teams, the majority of their games will be scheduled on Tuesday. Schedules and student options will be shared in SpotligHTS in advance as well as the Friday student email that is sent out each week by the Head of Middle School.
Senior School
Senior School students will be able to participate in a diverse range of Student Life Programming activities that take place both before school, during lunch and Student Directed Time, and after school MondayFriday. Students are expected to participate in some aspect of our Student Life Program at least two out of three terms. Schedules and student options will be shared in SpotligHTS in advance as well as the Friday student email that is sent out each week by the Head of Senior School It is mandatory for Grade 9 students to participate in some aspect of Student Life Programming in their first term
Breakaway Trips
At HTS, the time during the second week of school is put aside for older students to travel together and “break away ” from the everyday tasks and responsibilities and provides a crucial opportunity for them to bond together as a grade Grounded and guided by our Student Life Framework, a program of activities and experiences has been designed for Grades 5 - 12 in order to build community, foster new friendships, and set each student up for a successful year of learning Breakaway is an important part of the HTS experience and it is our expectation that every student will attend This is a mandatory experience, and for Grades 6-12, is highlighted in the Student Activity Fees that families are billed for. If families decide not to participate, there will be no refund for these experiences.
Trips by Grade
Grade 5 - Camp Timberlane with ALIVE Outdoors
Working with the ALIVE Outdoors team, students will participate in programming that focuses on building community connections with their peers, peer mentors, and HTS faculty as well as deepening their sense of self Students are discouraged from bringing their phones on this trip
Highlights for Grade 5 might include:
Rock wall climbing
Hiking
High and low ropes course activities
Swimming in lakes, jumping off diving boards and trampolines
Canoeing, kayaking, and paddle boarding
Archery
Zip-lining
Fire‐building and cooking over a fire
Orienteering, team-adventure races
Traditional camp games and outdoor-living skills games
Grade 6 - Camp Pinecrest
In a three-day program students discover their personal strengths, develop problem-solving and teamwork skills, and have a positive and challenging experience in an outdoor setting. Students are discouraged from bringing their phones on this trip.
Highlights for Grade 6 include Low Ropes and High Ropes
Rock Climbing
Canoeing
Initiative Games
Kayaking Nature and Survival Skills
Grade 7 - Camp Timberlane with ALIVE Outdoors
Working with the ALIVE Outdoors team, students will work to develop and/practice their leadership skills by counselling and mentoring younger students and by leading their peers in a variety of challenging and collaborative activities Students are discouraged from bringing their phones on this trip
Highlights for Grade 7 include:
Rock climbing
Hiking
High and low ropes course activities
Swimming in lakes, jumping off diving boards and trampolines
Canoeing, kayaking and paddle boarding
Grade 8 - Quebec City
Students will discover the best of Europe in Canada on this 4-day student tour of Quebec City Students will learn about the history that helped shape Quebec and will gain a new appreciation for French culture While students are allowed to bring their phones on this trip, please not they will not be allowed to have them overnight in their hotel rooms
Highlights for Grade 8 include Circus School
Ecological Walk through Canyon Sainte-Anne
Self Guided Visit Sainte-Anne-de-Beaupre Basilica
Bread and maple butter at Chez Marie
Soldier of the Martello Tower
Immersion Quebec
Quel beau pré!
Guided Tour at the Traditional Huron Site
Grade 9 - The Canadian Ecology Center
In this three-day trip, students can get to know each other at the Canadian Ecology Center in Mattawa, Ontario. In addition to relationship building, students will have the opportunity to engage in outdoor experiential education focusing on science and biology in this wilderness setting. Students are discouraged from bringing their phones on this trip.
Highlights for Grade 9 include
Nature Hike with Forest Ecology
Map/Compass and GPS’ing
Aquatic Study & Ecology Games
Canoeing
Wilderness Survival
Outdoor Games, Activities
Campfire
Grade 10 - Ottawa
In this four-day trip students will tour important political institutions in our Nations’ capital, explore the War Museum and participate in the KAIROS Blanket Exercise at Beechwood Cemetery Students will enjoy a bike ride along Rideau Canal and shopping at the Byward Market While students are allowed to bring their phones on this trip, please note they will not be allowed to have them overnight in their hotel rooms
Highlights for Grade 10 include
Guided Tour at the Supreme Court of Canada
Cycling Along the Ottawa River Museum Highlights Tour at the Canadian War Museum
The Byward Market
Guided Tour of Beechwood Cemetery
Visit the National Holocaust Monument
Guided Tour at Diefenbunker: Canada's Cold War Museum
Rock Climbing at Altitude Gym
Merivale Bowling Center
Grade 11 - Camp Timberlane with ALIVE Outdoors
Working with the ALIVE Outdoors team, students will work to develop and/practice their leadership skills by counselling and mentoring younger students and by leading their peers in a variety of challenging and collaborative activities. Students are discouraged from bringing their phones on this trip.
Highlights for Grade 11 include:
Rock climbing
Hiking
High and low ropes course activities
Swimming in lakes, jumping off diving boards and trampolines
Canoeing, kayaking and paddle boarding
Archery and crossbow
Zip‐lining
Fire‐building and cooking over a fire
Orienteering, team-adventure races
Traditional camp games and outdoor-living skills games
Grade 12 - University Tour, Montreal
This new Grade 12 Breakaway experience has been designed at the request of both current and past students who proposed that for their Grade 12 trip having time together as a grade, with the postsecondary prep councillors and advisors would be the best way to start the year! This four-day Breakaway trip experience will give students time on multiple university campuses as well as fun activities in Montreal Students will have time for reflection, goal setting, and specific post-secondary prep sessions to help ensure they are ready not only for their last year at HTS but for what awaits them
Highlights for Grade 12 include:
Planetarium
Biodome
Explore Old Montreal and The Mount Circus School
Queen’s Campus walking tour
Guided Tour of McGuill
Guided Tour of Concordia
Bowling and Lazer Tag at Boulseyez
Dedicated University Preparations seminars
Notre Dame Basilica
Community Service
The Ontario Ministry of Education mandates that all Senior School students complete a minimum of 40 hours of unpaid community involvement activities before graduating from high school This requirement is in addition to the 30 credits needed for the Ontario Secondary School Diploma (OSSD) Students are responsible for fulfilling this requirement during their own time, and for keeping a record of their activities The Director of Experiential Learning will act as coordinator of community service activities and will help guide and facilitate the students’ involvement and monitor the services they perform Students are expected to take the initiative in finding service opportunities in fields that interest them
Community service activities may occur in various settings including not-for-profit organizations, public sector institutions such as hospitals and other informal sessions such as tutoring Students may not complete the requirement through paid work, or by assuming the duties normally performed by a paid employee Students can count five hours of internal service at HTS toward their first 40 hours of community service The remainder (35 hours) must be performed outside the normal hours of the student’s school instruction At HTS, students have a yearly goal of completing 10 hours
Students’ community service details are recorded, verified and approved by the appropriate parties.
Connections Program
The Connections program was launched in 2019 with the purpose to have our students/staff engage with our Connections partners by learning, sharing and serving with our community partners (local and national) throughout the year
Each month throughout the school year has been intentionally organized to align with a national month or a national day Each grade from K-12 has been intentionally matched up with one of our Connections partners based on their age and stage This will allow our students to share their experiences/connections with our community partners and to provide an opportunity for our community partners to engage (face to face, virtual, or recorded) with our students There will be a Sharing Day each month to provide our HTS Community an opportunity to continue to support the needs of our Connections partners Further, we will continue to highlight the Connections partners and the great ways our students learn, share and serve each month.
Sharing Days are optional and are different than dress down days. To participate in Sharing days, families provide a one time donation of a minimum of $35.00 for the year. This money is distributed across all of our connections partners equally. Only students who participate in Sharing days are able to come to school in non uniform clothing Dress Down days are open to everyone and do not require a donation They typically are connected with a special holiday or house event
We have 24 Connections partners, all of which have been intentionally placed in one of the ten themed months and will be part of one of our Sharing Days Six of these charities will be decided by student clubs (ie Diversity and Equity Council) and three of these charities will be decided by students (Sharing Day application - one per division)
House System
Designed to foster school spirit, the HTS House System is an ongoing community building activity throughout the year that involves various competitions between Houses within the school. Each student belongs to one of six Houses: Bishop Mountain, Champlain, Langton, MacDonald, Rose, and Thorne. Membership in a House is for the duration of the student’s life at HTS. Family members follow their predecessors into the same House whenever possible, unless the family requests otherwise, in the hope that siblings will encourage each other in the support of that House
With the exception of the Head of School, each staff member is also a member of a House and acts in an advisory capacity to the House Captains and other student leaders Although teachers may participate in some activities, such as the annual Father Bob Run, and earn a participatory point, their role is largely that of advising and encouraging the student members of their House
In late May each year, the students in the Senior School elect two captains for each House: one captain from Grades 9 or 10 and one from Grades 11 or 12 The captain position is an excellent opportunity for students to build their leadership skills by leading and organizing their peers in a variety of competitions and fundraising initiatives
The Houses compete in a variety of activities throughout the school year At the Closing Ceremony in May, the Hawk Award is presented to the individual students in all three divisions who have shown an outstanding level of commitment to their House and the House system in general The overall house trophy is also awarded at the end of the year to the house which has earned the most points over the course of the year and their house flag is moved to the first place position in the dining hall
House points are awarded in various categories: sports, music, drama, co-curricular activities, inter-House competitions, participation, service to the school and in support of the greater community
Named in honour of Bishop George J. Mountain (1789-1862), the third Anglican Bishop of Canada who oversaw the establishment of the Diocese in which this school was created. He was a man of strong faith who promoted education, inclusiveness and charity.
Named in honour of Samuel de Champlain (1567-1635), known as the father of New France. He believed in the enormous potential of our great land and who fell in love with our northern lakes and forests. His bravery, sense of adventure and commitment to exploration opened much of Canada.
Named in honour of John Langton, the first Chairman of the Board of Holy Trinity School, whose dedication was instrumental in the early success of the school
Named in honour of J.E.H. MacDonald (1873-1932) an English-born Canadian and member of the Group of Seven, whose house was adjacent to Holy Trinity Church in Thornhill.
Named in honour of the first Headmaster of Holy Trinity School, Father Jack Rose, an influential and dedicated teacher, who led the school from 1981-1990
Named in honour of Squire Benjamin Thorne (1769-1848) He was an influential businessman after whom the Town of Thornhill was named In 1981, Holy Trinity School was founded in Thornhill
Student Life Days
Student Life Days at HTS are designed to strengthen our community and support whole-student development in alignment with our Graduate Profile and our Mission, Vision, and Values These dedicated days provide opportunities for students from K-12 to build relationships, explore passions, develop leadership and well-being skills, and experience the joy of learning beyond academics In the fall, Student Life Day begins with a community challenge in our K-12 House Teams and the afternoon is spent focussed on a theme, filled with student voice, choice and lots of fun It is expected that all students participate in the full day
Internship Program
Holy Trinity School Internship program equips students for a dynamic world by offering authentic experiences that align with global goals and workplace competencies Through the Internship Program, students explore their passions, develop essential skills, and contribute to real-world challenges Rooted in the UN Sustainable Development Goals, the program fosters innovation, compassion, and selfdiscovery, with mentorship from industry experts Students engage in challenge-based projects and networking opportunities, bridging classroom learning with real-world impact This mandatory program emphasizes personal growth, ethical problem-solving, and community engagement, preparing students for lifelong success and leadership Programming includes, but is not limited to:
Grade 9 Programming: Take Our Kids to Work Day
UN SDG Internship Bootcamp and Personal Branding Workshop Careers Night
Grade 10 Programming: Internship Aligned Career Studies and Civics and Citizenship Course Careers Night
2 Day Internship Placement
Grade 11 Programming: Career Con
3 Day Internship Placement (fulfilled in grade 11 or 12) Careers Night (optional)
Grade 12 Programming: Mentorship Lunches
3 Day Internship Placement (fulfilled in grade 11 or 12) Careers Night (optional)
Disclosure Policy on Awards, Scholarships and Leadership Positions
Decisions regarding all student awards, scholarships, leadership positions and scholarship recommendations will be considered final and not subject to review HTS stands by its commitment to engage in a fair and genuine selection which honestly represents the outcome of these processes. In instances where a student or staff vote is taken, results will remain confidential and not released by HTS to any community members. The confidentiality of this information is important to the process and must be respected by students, staff and parents.
Advisory Program
Our Middle and Senior School Advisory Program is based on the principles of mentorship and nurturing Each teacher will be assigned to a small group of students, a Teacher Advisory Group (TAG) The program is designed to help advisors provide support to students over time that will allow them to grow and mature in a positive manner
Advising is the goal of our program; it will allow for students to work collaboratively with a caring adult to guide them in their social, emotional and academic growth Our program will provide meaningful discussions and activities that will help to foster both a relationship between the advisor and student, and also among the students in the TAG Advisors are there to support the students’ growth and provide support along their Middle and Senior School journey
Benefits of Advisory Program
Builds a positive and supportive community
Increases communication between students, parents and the school
Provides students with a supportive role model in their lives who can mentor them through critical decisions in their development
Supports students’ interpersonal development, helping them make connections in their learning between other school experiences such as community service, athletics, clubs, etc.
Allows students to find success in their lives, and provides someone to celebrate these successes with them
K-12 Leadership Development
HTS Leadership Vision Statement
At Holy Trinity School, the opportunity to lead is available to all students, K-12. We create, promote, and value authentic experiences that offer our students the opportunity to learn about themselves and their ability to work with others toward achieving a common goal
While being a club leader, team captain, Prefect, or house captain might offer formal or practical opportunities to lead others, there are also many informal opportunities to develop individual and group leadership skills without needing to be “at the front of the room ” or with a specific title or role Followership is therefore an important part of our leadership philosophy
Most importantly, we consider leadership and followership skills and attitudes that can be developed, practiced, and modelled every day and in all situations
Leadership Programming Levels
K-12 leadership programming is designed and developed to combine a student’s understanding of leadership theory and their own ability to lead through three graduate levels Each level and related experience supports the work and knowledge gained in the previous level
Leadership in Development: Any activity that is more about teaching the theory of leadership than actually leading
Leadership in Practice: The opportunity to try to lead while employing the knowledge gained in the development phase
Leadership in Action: The point at which a person is capable of recognizing a need and can use their knowledge and experience to lead unprompted. The opportunity to lead or follow is presented to all students every day and as such, we also invite all students to consider their contributions to our community through two additional levels of engagement:
Everyday Leadership: The opportunity to model simple behaviours every day that serve as a guide for all who may be watching and learning from our actions
Everyday Followership: The ability to be led and to follow and support another leader without need for recognition or reward
Divisional Leadership Summaries
Leadership Programming across divisions follows an established student life framework that seeks to honour developmentally appropriate activities, questions, themes, values and goals for every step in a student’s journey through school The continuum of divisional experiences seeks to develop students who can confidently demonstrate all elements of our Graduate Profile
Lower School
All Grade 5 students will try their hand at a variety of different leadership opportunities throughout the year This will offer them the chance to practice the skills they have begun to develop and to explore the types of leadership roles they might like to pursue in the future Students will rotate to a new responsibility each term while working closely with teacher advisors Some of the experiences available are: House Captain, Lower School Prefect, and Community Crew . All students are encouraged to model leadership in their everyday actions and to display the habits of an effective follower.
Middle School
Each May, a group of Grade 7 students is elected by their teachers and peers to be Middle School Prefects for their Grade 8 year. Middle School Prefects take on specific roles and work to lead their divisional peers in a variety of activities and initiatives. The Middle School also has a Student Council, which elects two representatives from each homeroom in the fall to represent the interests of their peers and work with the Student Council teacher advisor. Grade 6-8 students also have the opportunity to become House Captains who are elected to lead their peers in house events and competitions such as the annual Father Bob run and Trinco Day
In addition to these opportunities, students are encouraged to volunteer to help lead various committees that deliver student life programming such as MS Tech clubs and the Middle School MUN program All students are encouraged to model leadership in their everyday actions and to display the habits of an effective follower
Senior School
In the Senior School, beyond House Captain, Student Council Rep, or Prefect, leadership development skills can be developed through leading one of the 44 student-run clubs, councils or committees (see below) These club leaders receive valuable leadership skills and training through the Student Guild, where they meet to plan and coordinate all monthly meetings and programming Students elected to the Senior School Student Council or the position of House Captain also receive training and support from faculty mentors through regular planning meetings and frequent hands-on leadership opportunities The Senior School Prefects lead and learn about leadership through a wide variety of roles and responsibilities throughout the year
Student Clubs, Councils and Committees
Each of the three school divisions offer opportunities for students to join activities of interest that may or may not run during regular co-curricular activity time. These clubs, councils and committees cover a wide variety of interest areas, cater to the student body's interests, are reviewed and refreshed every year, and are offered at the developmentally appropriate age and stage within each division.
Participants in these various activities join due to interest, enjoy participating in events, and form relationships with their peers All students are encouraged to develop their leadership skills in the interest of leading these activities in the future
In the Lower and Middle School, interested students sign up for these experiences with their homeroom teacher or advisor at the beginning of the term In the Senior School, students sign up at the beginning of the year through the annual Club Fair and the Leadership Portal called Club Hub, available through OneLogin
Depending on the division and the amount of time required of the members, some clubs are eligible to be considered as part of a student’s co-curricular commitment, while others simply offer students another experience or opportunity to get involved or pursue a passion
Involvement in all of these roles can be applied to a student’s participation in the Trinitarian Award
Community Safety, Security, Belonging and Well-being
Overview of Policies and Procedures
School Climate & Prevention
The School’s policies are designed to foster a positive and inclusive School environment that is free from discriminatory or harassing behaviour A positive and inclusive School environment is one where all members of the School community feel physically and psychologically safe, included, welcomed and accepted Racial and ethnocultural aggressions, microaggressions and other forms of harassing behavior are forms of discrimination that are prohibited under the Human Rights Code The principles of equity and inclusive education support a whole-school approach to foster positive student attitudes and behaviour When relationships are founded on mutual respect, a culture of respect becomes the norm The School will ensure that students and staff can safely report incidents of discrimination and harassment to the Executive Director, Organizational Culture, Equity and Belonging which will enable a prompt and appropriate response
It is the policy of the School to commit to the principle that every person within the school community is entitled to a respectful, positive learning environment, free from all forms of discrimination and harassment.
Anti-racism Policy
Under the Ontario Human Rights Code (the “Code”) every student is entitled to experience an education system which does not discriminate, present barriers to access, or support inequity in any form The School is dedicated to upholding these principles and acknowledges that, along with our Christian principles, the Code will guide our interactions with all students, parents, staff, alumni and volunteers
The mission of Holy Trinity School (the “School”) is to enable each and every student to learn effectively and to improve learning outcomes for all, regardless of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, marital status, family status or disability The School recognizes that equity of opportunity and equity of access to the full range of programs, delivery of services and resources are critical to the achievement of successful educational and social outcomes for all our students.The School is therefore committed to an equitable education program that upholds and reflects the principles of fair and inclusive education which should permeate all policies, procedures and practices.
The School also strives to provide an education which will equip students with the knowledge, skills and attitudes to live in an increasingly diverse world This involves a commitment to inclusive education, and identifying and eliminating discriminatory biases and systemic barriers, whether overt or subtle, intentional or unintentional that may limit students’ learning, growth and contribution to society The principles of equity and inclusive education are embedded in all aspects of the School’s operations
The School acknowledges that racism exists in Canadian society and in its institutions, and therefore affects the School itself The School takes a proactive stand against racism of any kind and recognizes that we have a role to play in combating racism in our community and within our school Consistent with our values, the School is committed to identifying and preventing systemic racism and providing an educational environment, in which individuals are treated with dignity and respect without regard to their race Each individual should have the ability to learn, grow and engage with others in a welcoming atmosphere that promotes equal access to opportunities and prohibits discriminatory practices
The Ontario Government’s Anti-Black Racism Strategy and the Ontario Human Rights Commission’s Black Dreams Delayed Action Plan acknowledges the systemic barriers and stigma faced by Black Ontarians: The impact and consequences of our history have created systemic barriers and injustice that prevent certain communities from fully participating in all parts of society This is especially true for Black Ontarians of all backgrounds Whether they’re recent immigrants or descendants of Blacks who arrived in Canada over 400 years ago, Black Ontarians live a shared present-day experience of anti-Black racism
The racist stereotypes, discrimination, harassment and injustice that Black Ontarians and their communities face have left destructive and long-lasting impacts on the mental health, economic and socio-political advancement, and educational attainment of Black people, decision-making and services As a result, in nearly every measure of opportunity, security and fairness in our society, antiBlack racism is felt. Our School acknowledges that racial and ethnocultural harassment is demeaning treatment and is a form of discrimination that is prohibited under the Code.
The School’s policies are designed to foster a positive and inclusive school climate that is free from discriminatory or harassing behaviour for all our students. We consciously and proactively dismantle any policy or practice that perpetuates prejudices, biases, beliefs, stereotypes, and discrimination against Black people that have been historically embedded in Ontario’s education systems and institutions Combatting anti-Black racism is one of the many ways in which we uphold the Code and ensure that our School is a place of respect, inclusion and belonging for everyone in our community
The principles of equity and inclusive education support a whole-school approach to foster positive student behaviour When relationships are founded on mutual respect, a culture of respect becomes the norm The School will ensure that students and staff can report incidents of discrimination and harassment safely and will enable school personnel to respond in a timely manner
Circle of Care
By understanding and leveraging the circle of care at HTS , we can better support students' mental wellness and academic success by involving and collaborating with families, school staff, and the broader school community. This approach promotes a holistic view of education that nurtures the well-being of all students.
1 The Circle of Care: emphasizes a holistic approach to mental wellness, academic success and HTS character creed by recognizing that multiple key players play crucial roles in supporting students It typically includes students themselves, their families, educators (school staff), and the broader school community
2 School Mental Wellness: encompasses initiatives and strategies implemented within schools to promote mental health, wellbeing and a school culture of wellness among students, staff and school community It involves creating a supportive environment that addresses not only academic needs but also emotional and social health
3 The Academic Well-being of Students: refers to students feeling supported and capable in their academic endeavors It includes factors such as motivation, engagement in learning, and the ability to cope with academic challenges
The effectiveness of initiatives aimed at enhancing mental wellness and academic well-being depends on the collaboration and communication among multiple Community members When schools, families, and communities work together, they can create a comprehensive support system that addresses the diverse needs of students
Mental Health
The World Health Organization (WHO) defines “health” as “ a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity” Communicating with school leaders about your child’s mental, social and physical well-being is important in our care for your child HTS has committed to training our staff in Mental Health First Aid and First Aid/CPR in order to care for our students in a safe and supportive way
What is Mental Health?
The Public Health Agency of Canada (PHAC) defines mental health as: “ the capacity of each and all of us to feel, think, and act in ways that enhance our ability to enjoy life and deal with the challenges we face It is a positive sense of emotional and spiritual well-being that respects the importance of culture, equity, social justice, interconnections and personal dignity”
Mental health influences how we think and feel about ourselves and others and how we interpret events It affects our capacity to learn, communicate, and form, sustain or end relationships It also influences our ability to cope with change, or transitions in life events
What is Mental Wellness?
Mental wellness refers to holistic wellness Global Wellness Institute refers “Mental wellness recognizes the integrated and holistic nature of our health and wellbeing The state of our mind affects our body and vice versa ”
What are Mental Health Challenges?
A variety of terms are used to describe mental health problems: mental health disorders, mental health illness, poor mental health, psychiatric illness, nervous breakdown or burnout Slang terms, discrimination, bullying and exclusion create a negative school climate and reinforce negative attitudes about mental health issues. Myths, misinformation and lack of knowledge lead to stigma around mental health issues and discrimination that prevents people from accessing help and hinders recovery. For this and many reasons, HTS does not support these negative behaviours and will deal with matters appropriately as they arise. Our commitment is to ensure we can support our students, in the best way we can, with the resources we have, to live healthy (physical, mental and social) lives.
Click here for a list of resources and supports for individuals and families available in York Region If you have questions or require support for your child in school, please speak to your child’s Division Head A new HTS Mental Health Crisis Protocol is being developed
Mental Health: A THREE-TIERED Approach
At HTS, we recognize that mental health is a crucial aspect of the lives of all our students That is why we have implemented a three-tiered approach to supporting students’ mental health All students, K-12, have access to either a Student Success councillor (6-12) or teacher (K-5) that they can speak to at any time when they need help Depending on the nature of the conversation and the age of the child, the councillor and/or teacher would take the appropriate next steps of getting the child, and possibly the family, the necessary support to improve their mental as well as their socio-emotional wellbeing This model is adopted by School Mental Health Ontario that implemented a three tiered approach to mental health and wellness in school systems
Tier 1 refers to mental health promotion services and supports Tier 1 is school-wide, for every student, staff and school community to learn about mental wellness, stigma reduction and well-being
Tier 1 services are designed to meet all student's needs regardless of whether or not they are at risk for mental health problems and include promoting staff well-being HTS will be starting a Healthy School Support Team this year that will have members across K-12 who will assist with Tier 1 initiatives and supports
Tier 2 refers to targeted mental health early intervention that supports students who have been identified through a referral pathway (formal or informal) as experiencing mild distress, mildly impaired functioning or as at-risk for a given problem or concern It is designed to be a coordinated system for early detection, identification and response to mental health concerns and/or interpersonal conflict and other issues impacting a student’s wellness
Tier 3 interventions are meant for students with more advanced mental health needs (i.e., social, emotional or behavioural) who require more intensive intervention. Typically, Tier 3 interventions are individualized and delivered by trained mental health clinicians, often in one-to-one settings
School Social Worker
The HTS registered social worker, who works within the Student Success Department helps optimize our program ' s educational component by building a common language, understanding and destigmatizing mental health issues for our students and families Our social worker, in collaboration with our Student Success counsellors will collaborate with students on the mental health and wellbeing curriculum, and mentor and offer direct counseling to students to be advocates of their well-being and the well-being of others Our School Social Worker works in partnership with students, families, school teams and community partners
Consent for Service:
Direct service (1/1) support is from grades 6-12 Social work consultation is from grades JK-12 All students under the age of 12 years must have a signed consent form for service on file before the social worker may provide service This consent must be signed by the client for service which is the student Students 16 years of age with a developmental or other disability that affects cognitive function may not have the capacity to make the decision whether to accept service or not. If the student does not have the mental capacity of a typical 16-year-old student, then parental consent will be sought for the provision of service. HTS Social Worker Consent Form
The social worker shall discuss with the student at the earliest appropriate opportunity the desirability of involving the student’s parents Signed consents are valid for the school year in which they are signed In emergency circumstances only, the Head of School may require immediate assistance for a student under the age of 16 years, when there is no consent for service on file In this circumstance, administrators may choose to sign a consent allowing the social worker to provide crisis intervention with the verbal consent of the parent(s)/guardian(s), or, in extreme situations with no parental contact
Consent for Disclosure of Information:
In the process of obtaining consent to receive services, the social worker will discuss with the student the use that will be made of the information gathered during the services. Students age 16 or older will be presumed capable of making their own decisions regarding collecting or disclosing information. Students younger than 16 will be presumed to be not capable of consenting to the collection or disclosure of information However, in each and every case, the social worker will consider whether the student (1) understands the information that is relevant to making a decision whether to consent to the collection or disclosure and (2) appreciates the consequences of their decision If the student is capable, they will make their own decision regarding the disclosure of the information If the student is not capable, then the social worker will obtain consent from the student’s parent or guardian
All students should be told that the law mandates, in some circumstances, that certain information be disclosed The social worker will comply with all of their legal obligations in this regard
Confidentiality:
Our Social worker is expected to maintain the highest level of confidentiality in all situations As addressed in the consent forms, they will protect the confidentiality of students unless:
The physical safety of the student or others is compromised;
They are mandated by law to provide information;
Where there is concern that a minor is at risk and/or in need of protection, the school social worker is obligated to contact Children’s Aid Society;
The school social work file may be subject to a peer-review process in accordance with the College of Social Workers and Social Services Workers; therefore, if you have an objection to a professional college reviewing your file, please speak to the social worker;
The school social worker may share information contained in your file with their clinical supervisor as part of clinical supervision as well as for monitoring purposes
The social worker will abide by all HTS policies as well as the Canadian Association of Social Workers (CASW) Codes of Ethics.
Communication with Parents:
Parent involvement and communication is a key element in the holistic approach to intervention, which we provide to students. Where possible, the social worker is encouraged to involve the parent(s)/guardian(s) in the support of resources for children and in doing so, are required to ensure they meet their legal obligations as set out in the Personal Health Information Protection Act (PHIPA) and that appropriate consent is obtained before information is shared. Social workers are required by their Code of Ethics and obligations under PHIPA ¸ to protect the confidentiality of all information they obtain from students, and are prohibited from disclosing such information to anyone (including to parents or guardians) unless the student consent to the disclosure, or when the law requires or allows such disclosure The consent process outlined above provides that students are capable of making their own decisions regarding the disclosure of information to do so Parents or guardians of students who are not capable of making these decisions will make the decision regarding the release of information on behalf of their child
In situations where the social worker is uncertain of whether a parent or another form of intervention may be required, they are to seek input from the Head of School and/or the appropriate system staff
Documentation:
Social workers have an obligation to maintain records for seven years, so it is covered by the OSR that is kept for ten years past the student’s 18th birthday. This should include any referral documentation and consent forms for service. This would also include the log of student contact without any detailed information.
Referral Tier 2 and Tier 3 Student Support:
A student or family will be referred to the school social worker by the students Student Success counsellor in Senior School and/or Head or Assistant Head of Middle School for Middle School when a student requires support as an intervention, Tier 2 of our Mental Health Framework or in Crisis Tier 3 of our Mental Health Framework
Code of Conduct & School Policies
The School’s philosophy focuses on developing a love of learning while guiding and challenging every student at all stages of learning The School is dedicated to educating students in a safe and caring community that fosters the development of character, courage, creativity and a passion for learning
The School promotes responsibility, respect, personal integrity, civility and academic excellence in a safe learning and teaching environment A positive school climate exists when all School community members feel safe, included and accepted, and actively promote positive behaviours and interactions.
All students, parents, teachers and staff members have the right to be safe, and feel safe, in the School community. With this right comes the responsibility to contribute to a positive school climate. Promoting strategies and initiatives, such as character development, along with the employment of prevention and intervention strategies to address inappropriate behaviour, fosters a positive school climate that supports academic achievement for all students
Responsible citizenship involves appropriate participation in the civic life of the School community Active and engaged citizens are aware of their rights, but more importantly, they accept responsibility for protecting their rights and the rights of others
These standards of behaviour apply not only to students, but also to all individuals involved in the School community parents, volunteers, teachers and other staff members whether they are on School property, on School buses, at School-related events or activities, or in other circumstances that could have an impact on the School climate
For all purposes of this Code of Conduct, reference to parents includes, where applicable, custodial and non-custodial parents and/or guardians; reference to the School community includes students, teachers, parents and guardians, administration and volunteers
The foundation of HTS is built on the mission of honouring the personal integrity of all community members The values HTS upholds are universal: honour, integrity, charity, respect, forgiveness, selflessness and compassion Within the Christian values of love, dignity and respect, HTS welcomes every person regardless of their race, colour, culture, ethnicity, disability, socio-economic class, age, religion, faith, gender, sexual orientation and gender identity As an organization, HTS complies with the Ontario Human Rights Code and fully supports the principles of the Keeping our Kids Safe at School Act and Accepting Schools Act (2012) in Ontario HTS is committed to ensuring that the key principles of equity, fairness and inclusion are integrated into all of our policies, programs, operations and practices, and that the personal integrity, personal safety and well-being of all our community members are always respected
Bullying, exclusion, racism, harassment or violence, in any form, are unacceptable. HTS recognizes that such unjust treatment leads to educational, social and emotional impacts that may impede students, staff and parents from accurately reflecting their abilities, experiences and contributions of any individual.
The Code of Conduct is designed to encourage positive attitudes and self-discipline so that members of the school's community can work in an environment that promotes learning The Code implies that fairness, reasonableness, a presumption of innocence and the principles of justice and due process would be at work Students should also note that the school is legally obligated to deal with all cyber and other bullying involving HTS students, even when it occurs off-site and on non-HTS computers Finally, in recognition that the School must protect all members of the HTS community, the Code of Conduct recognizes that the individual's rights must be balanced against the rights of the community
Purpose
All students, parents, teachers and staff members have the right to be safe, and feel safe, in the School community With this right comes the responsibility to contribute to a positive school climate The promotion of strategies and initiatives, such as character development, along with the employment of prevention and intervention strategies to address inappropriate behaviour, fosters a positive school climate that supports academic achievement for all students
Purpose of the Code
1 To ensure that all members of the School community, especially people in positions of authority, are treated with respect and dignity
2 To promote responsible citizenship by encouraging appropriate participation in the civic life of the School community
3 To maintain an environment where conflict and difference can be addressed in a manner characterized by respect and civility
4 To encourage the use of non-violent means to resolve conflict
5 To promote the safety of people in the School
6.To discourage the use of alcohol, illegal drugs and, except by a medical cannabis user, cannabis.
7.To prevent bullying in School.
Standards of Behaviour
By enrolling in the School, students automatically assume the obligation to comply with the provisions of the Code of Conduct. Central to the Code of Conduct is the understanding that each student will follow certain standards of behaviour. Self-discipline and a willingness to accept responsibility for one ’ s actions and conduct are fundamental to the Code of Conduct.
Under the Ontario Human Rights Code, every person has a right to equal treatment with respect to services, goods and facilities, without discrimination because of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender expression, gender identity, age, marital status, family status or disability The School recognizes that inappropriate and unacceptable behaviour towards another community member requires a serious response
Roles & Responsibilities
The Code of Conduct recognizes that all members of the School community, including the Head of School, teachers, other staff members, students and parents have an obligation to comply with the standards of behaviour outlined in this policy Each member of the School community has the following roles and responsibilities:
Respect, Civility and Responsible Citizenship
All members of the School community must: respect and comply with all applicable federal, provincial and municipal laws; comply with the Code of Conduct; demonstrate honesty and integrity; respect differences in people, their ideas and their opinions; treat one another with dignity and respect at all times, and especially when there is disagreement; respect and treat others fairly, regardless of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, marital status, family status or disability; respect the rights of others; show proper care and regard for School property and the property of others; take appropriate measures to help those in need; seek assistance from a member of the School staff, if necessary, to resolve conflict peacefully; respect all members of the School community, especially persons in positions of authority; respect the need of others to work in an environment that is conducive to learning and teaching, and not swear at a teacher or at another person in a position of authority
Safety
All members of the School community must not: engage in bullying behaviours; commit sexual assault; traffic in weapons or illegal drugs; give alcohol or cannabis to a minor; commit robbery; be in possession of any weapon, including firearms; use any object or direct language to threaten or intimidate another person; cause injury to any person with an object; be in possession of, or be under the influence of, alcohol, cannabis (unless the individual has been authorized to use cannabis for medical purposes), or illegal drugs; provide others with alcohol, illegal drugs, or cannabis (unless the recipient is an individual who has been authorized to use cannabis for medical purposes);
Vape or smoke on school property, this includes outside of the school building within the property boundaries of the school, including the school trail inflict or encourage others to inflict bodily harm on another person; engage in hate propaganda and other forms of behaviour motivated by hate or bias, or commit an act of vandalism that causes extensive damage to School property or to property located on the premises of the School
The School
The School will provide direction to ensure opportunity, academic excellence and accountability in the School It is the responsibility of the School to: develop policies that set out how the School will implement and enforce its Code of Conduct and other rules that promote and support respect, civility, responsible citizenship and safety; review policies regularly with students, staff, parents, volunteers and the community; seek input from the Board of Directors, parents, students, staff members and the School community; establish a process that clearly communicates the Code of Conduct to all parents, students, staff members and members of the School community in order to obtain their commitment and support; develop effective intervention strategies and respond to all infractions related to the standards for respect, civility, responsible citizenship and safety, and provide opportunities for all of the staff to acquire the knowledge, skills and attitudes necessary to develop and maintain academic excellence in a safe learning and teaching environment.
Head of School
Under the direction of the School, the Head of School takes a leadership role in the daily operation of the School. The Head of School will provide this leadership by: demonstrating care for the School community and a commitment to academic excellence in a safe, inclusive, and accepting teaching and learning environment; holding everyone under their authority accountable for their behaviour and actions; empowering students to be positive leaders in their School and community; communicating regularly and meaningfully with all members of the School community, and providing an example of respect and civility for all members of the School community
Teachers and Other School Staff Members
Under the leadership of the Head of School, teachers and other School staff members maintain order in the School and are expected to hold everyone to the highest standard of respectful and responsible behaviour As role models, teachers and School staff uphold these high standards when they: help students work to their full potential and develop their sense of self-worth; empower students to be positive leaders in their classroom, school and community; communicate regularly and meaningfully with parents; maintain consistent standards of behaviour for all students; demonstrate respect for all students, staff, parents, volunteers and the members of the School community, and prepare students for the full responsibility of citizenship
Teachers shall also assist the Head of School in maintaining close cooperation with the School community and establishing and maintaining consistent disciplinary practices In addition, teachers must assist the Head of School by reporting incidents and assisting the Head of School in conducting an investigation
Students
Students are to be treated with respect and dignity. In return, they must demonstrate respect for themselves, others, and citizenship responsibilities through acceptable behaviour. Respect and responsibility are demonstrated when a student: comes to School prepared, properly dressed in their uniform, on time and ready to learn; adheres to School uniform or dress code rules; shows respect for themself, for others, and for those in authority; refrains from bringing anything to School that may compromise the safety of others, and follows the established rules and takes responsibility for their own actions
Additionally and more specifically, students are expected:
1 To be polite
2 To respect the dignity, rights, privacy and property of others
3 To respect all School rules, and policies and all members of our community
4 To cooperate with fellow students and staff
5 To give each task their best effort at all times and to ensure that any work submitted is their own
6 To play fairly in any athletic endeavour
7 To represent themselves and their School in a dignified manner
8 To be willing to take responsibility for their actions and accept the consequences that arise from them
Parents and Guardians
Parents and guardians play an important role in the education of their children and have a responsibility to support the efforts of School staff in maintaining a safe and respectful learning environment for all students Parents and guardians fulfill their role when they: show an active interest in their child’s school work and progress communicate regularly with the School help their child be neat, properly dressed and prepared for School ensure that their child attends School regularly and on time promptly report to the School their child’s absence or late arrival show that they are familiar with the Code of Conduct and School rules encourage and assist their child in following the rules of behaviour assist School staff in dealing with disciplinary issues involving their child ensure that their values are aligned with the School’s Christian values and support of the Human Rights Code regarding respect and equitable treatment for all members of our community
Responsibility of a Bystander
The School is committed to providing a healthy school environment that is nurturing, caring and respectful of everyone The School teaches social skills that will serve its students well throughout their lives If a student has been bullied, intimidated or threatened or has witnessed such behaviour, they need to confide in an adult at the School or a parent and have the parent contact the school If the School is not aware of an incident, it cannot act
A student is not tattling by contacting an adult; they are, in fact, upholding the School’s core values and demonstrating courage by appropriately standing up for themselves No one has the right to bully, intimidate or threaten another person It takes courage to stop such behaviour maturely and responsibly
If a student witnesses an act of peer bullying, intimidation or threats, they are a bystander and are expected to take steps to help It is part of their responsibility as a student of the school
All School community members are responsible for observing both the letter and the spirit of the School’s policies and procedures As a general principle, the School reserves its right to apply a full range of sanctions, including expulsion, to any offence committed by a student When exercising its discretion to determine the appropriate sanction to apply to an offence, the School will take into account: the particular student and the circumstances; the nature and severity of the behaviour, and the impact on the School climate, including the impact on students or other individuals in the School community
The range of sanctions that the School will apply to offences include meeting with appropriate person(s) (such as peers, faculty or administrators); removal from a School activity, special program or recess to complete work or a special assignment designated by the teacher; detention; probation; in-school suspension; behaviour or performance contract with the involvement of the student, teachers and parents; financial restitution, reparation or service in a case where damage is caused or maintenance work made necessary; formal suspension from School, with conditions to return to School to be discussed with parents and students in accordance with the School policy, and/or expulsion from School
The School reserves the right to expel a student when the continued attendance of that student would not be in the best interests of that student or the School The School also reserves the right to expel a student when their behaviour is in breach of the Code of Conduct, seriously jeopardizes the School’s ability to guarantee the dignity and safety of its students and/or interferes with learning, or involves conduct which is injurious to the School’s moral tone or to the physical or mental well-being of others
Code of Conduct — School Rules
The Code of Conduct is supplemented, but not in any way limited by the following specific School rules:
1 Students are expected to be familiar with and adhere to the school's Dress Code, Code of Conduct, Commitment to Inclusion and School policies as outlined in the Parent and Student Handbook at all times and in all circumstances
2 Students are expected to be respectful and kind to others, as well as themselves in person and online In this way, they learn the norms of good citizenship and live by our Character Creed
3 Students are expected to refrain from acting in a physical or violent manner against other students
4 Students are expected to be familiar with and adhere to the IT Acceptable Use Policy, as well as our guidelines and expectations for learning in the @ccessHTS model This includes, but is not limited to, respecting the privacy and dignity of teachers, students, visitors and guests by neither recording nor photographing anyone without their permission
5.Students are expected to safeguard their privacy and property by never sharing passwords, locker combinations, or personal information over the Internet.
6.No student shall subject another person to verbal, physical, or emotional intimidation, or cyberbullying or any form of harassment. We do not tolerate these behaviours in any form.
7.All school equipment and students' personal belongings are private property and are to be cared for and respected as such
8 The school will uphold the law in any circumstances involving criminal activity
9 Smoking and vaping of any substance will not be tolerated Being in possession of cigarettes or vaping materials, or being in the presence of other students engaged in this activity is forbidden and acts against our school policies Any smoking or vaping materials found in student possession will be confiscated, reported to parents, and disposed of by the school
10 In school, on school trips, or at school-related activities, possession or use of the following are illegal and will not be tolerated:
a alcoholic beverages,
b illegal or controlled drugs,
c Prescription medication which is not your own
11 Weapons, replica or real, are not permitted at school Police will be notified and students will be asked to leave the school
12 Students are expected to behave respectfully in the hallways and other places on campus where students are learning No one has the right to disrupt or interfere with another person ’ s learning
13 Students are expected to arrive for class with the materials and tools required for success
14 Students are not permitted to have visitors at school at any time without the written consent of their respective Head of Division.
15.Food and drink are not to be brought into the gymnasium, libraries, Chapel or the theatre except for water in a reusable container with a lid.
16.Senior School students who drive, or who are passengers in vehicles, must be familiar with and adhere to the rules, school expectations and traffic bylaws when driving on school property. They should use extreme caution when driving in and out of the property, and failure to do so may result in the loss of parking privileges
17 Students may not hang out in their cars during the day Once on campus students are to make their way into the building immediately, Vehicles are for transportation to and from school and not a gathering spot
18 There are to be no public displays of affection between students
19 Grade 12 and 11 students have some off-campus privileges and are expected to follow the expectations around these privileges
20 Grade 9 and 10 students do not have off-campus privileges until after 3:oo pm and must not leave campus without parental consent
Code of Conduct — School Rules
21 Grade 8 students have after-school off-campus privileges with parental consent
22 No food delivery is allowed on campus, this includes services from Uber Eats and Door Dash, just to name a few Students are to eat the food from the Dining Hall, and or bring their own from home, or if the student is in Grade 12, they can eat off-campus This included both students ordering and parents ordering food for their children to be delivered at school
23 Students are expected to be in full proper uniform unless it is a sharing/dress down day or they have a specific activity in a class that requires non-uniform attire
24 On dress down/ sharing days, students must adhere to the non-uniform dress code
25 Students are also required to adhere to the expectations that are outlined in the Technology Acceptable Use Policy Special attention should be paid to the expectations around improper and proper use of AI, taking and distributing pictures and videos without consent, and using AI to generate “deep fakes' ' without consent or knowledge of the person(s). Any distribution of images- real or AI generatedwill be met with consequences, including expulsion and police involvement if nudity and/or distribution is involved.
Students who fail to comply with our Code of Conduct and School Rules, either on occasion or repeatedly, will be referred to the relevant Head of Division who will then decide on the appropriate action to take Depending on the nature of the behaviour, the student may have to consult with the Deputy Head of School HTS adheres to the province’s approach of progressive discipline, and thus approaches student behaviour using a continuum of prevention programs to promote positive behaviour, communication skills and healthy relationships
For serious breaches of the Code of Conduct and School Rules, the Head of School will be consulted These include theft; disrespect to staff or guests of the School; smoking; vaping; use of alcohol, cannabis, or illegal drugs or weapons; any form of harassment or bullying; and destruction of School property In repeated incidents of academic dishonesty, leaving the School without permission, skipping classes or any other scheduled School activity, the Head of Division may consult with the Head of School
In these circumstances, the student's parents will be notified by telephone Consequences arising from an offence may include any combination of the following: an interview with the parents at the School, loss of privileges, counselling, the institution of a personal behaviour contract, alternate programming, suspension or expulsion
For their part, students should expect to be made aware of complaints against them and to be given the opportunity to respond. Furthermore, if disciplinary action is required, the student should expect fair treatment appropriate to the circumstances and that the nature of the punishment is understood by the student. Students are responsible for their actions and parents are expected to support the School in this endeavour.
Progressive Discipline
Progressive discipline is a whole-school approach that utilizes a continuum of interventions, supports and consequences to address inappropriate student behaviour and to build upon strategies that promote positive behaviours and, in turn, a positive school environment in which students can learn A progressive discipline approach promotes positive student behaviour through strategies that include using prevention programs and early and ongoing interventions and supports, reporting incidents for which the Head of School will consider student discipline and responding to incidents of inappropriate and disrespectful behaviour when they occur The School will actively engage parents in the progressive discipline approach, and is committed to the principle that the degree of discipline will be proportional to the severity of the behaviour including taking into account the previous disciplinary history of the student and any other relevant factors
Policy Statement
The School recognizes the following principles:
1 The policy's goal is to support a safe, inclusive, and accepting learning and teaching environment in which every student can reach their full potential
2 All inappropriate student behaviour, including bullying, must be addressed
3.Responses to behaviours that are contrary to the code of conduct must be developmentally appropriate.
4.Progressive discipline is an approach that uses a continuum of prevention programs, intervention supports (including restorative practices when appropriate) and consequences, building upon strategies that build skills for healthy relationships and promote positive behaviours.
5 The range of interventions, supports and consequences used by the School must be clear and developmentally appropriate, and must include learning opportunities for students to reinforce positive behaviours and help students make good choices
6 The School, and School administrators, must consider all mitigating and other factors
A progressive discipline approach promotes positive student behaviour through strategies that include using prevention programs and early and ongoing interventions and supports, reporting incidents for which the Head of School will consider student discipline and responding to incidents of inappropriate and disrespectful behaviour when they occur
In some circumstances, a short-term suspension may be a useful tool In the case of a serious student incident, a suspension or expulsion, which is further along the continuum of progressive discipline, may be the response that is required
The School will actively engage parents in the progressive discipline approach The School will focus on prevention and early intervention as the key to maintaining a positive school environment in which students can learn
It is important for parents to understand that the school cannot disclose the results of a behaviour investigation or share private disciplinary actions and decisions.
Further details can be found in the Progressive Discipline Policy and Procedures.
Trip Safety
HTS is fully committed to all students participating in learning outside of the classroom We offer a robust experiential learning environment where students can participate in grade or subject-relevant trips, service learning trips, global experiences, and many more All HTS trips are extensively researched and we work with leading trip providers to ensure that all aspects of the trip, whether it is one day or two weeks, have been considered and planned for
For any out-of-school experience, parents/guardians will provide permission through the forms provided in Jotform Please ensure you read through these permissions carefully as we go through the detailed process of listing all the possible risk factors associated with the trip Any trips that have their own thirdparty forms that need to be signed are included in Jotform so that parents/guardians can have access to all important information when considering the trip for their child Timely completion of all forms is kindly requested.
Medication on Trips
If your child requires any medication that will need to be administered, please connect with their homeroom teacher Depending on your child's age, medication may be held by the teacher on the trip and administered by the teacher or child with parental/guardian consent. Please note that if your child has anaphylaxis, they will be required to travel on any overnight trips with TWO (2) epi pens.
Smoking and Restriction of Cannabis
HTS is fully committed to ensuring the safety and security of its students, faculty and School community members This policy is intended to inform members of the School community of their obligations associated with maintaining a smoke-free and drug-free School, and must be read in conjunction with the School Code of Conduct
All School community members are required to understand their responsibilities under this policy to create a smoke-free and drug-free School community Minimizing the health and safety risks associated with cannabis use is the responsibility of all members of the School community Anyone who breaches this policy will be subject to disciplinary measures as set out in the Code of Conduct
Smoking, holding lighted or heated tobacco or cannabis products, vaping and consuming any other tobacco products are not permitted on school property at any time or during class or school activities, virtual or in person, by anyone (staff, students, parents or visitors), including in any vehicle. The use of electronic products such as electronic cigarettes, cigars and pipes as well as cartridges of nicotine solutions and related products are also not permitted on school property or during school activities, virtual or in person
Zero Tolerance of Impairment
Cannabis is a substance which can cause impairment. Impairment at School creates health and safety risks for the School community and impedes the ability to learn. The School does not tolerate impairment at School, whether by students or employees. For students under age 19, cannabis remains an “illegal drug” within the meaning set out in the Code of Conduct. Attending School under the influence of cannabis remains unlawful, and is a violation of the Code of Conduct
While there may be certain limited circumstances where cannabis use is lawful for adults in Ontario over age 19, the School strictly prohibits students over age 19 and adults from being impaired on School premises and such action will be considered a violation of the Code of Conduct
Cannabis consumption on the School premises* is subject to the restrictions in the Smoke-Free Ontario Act, 2017 No person is allowed to do the following on School premises or during school activities, virtual or in person:
1 Smoke or hold lighted tobacco
2 Smoke or hold lighted cannabis
3 Use an electronic cigarette
4 Use of any vape apparatuses
5 Consume a prescribed product or substance, in a prescribed manner
The following acts are strictly prohibited on School premises*, during any off-site School-sponsored field trips, excursions, or activities, or during school activities, virtual or in person: Possession of cannabis; Consumption of cannabis; purchase or attempted purchase of cannabis, and Distribution of cannabis.
*Please note that “school premise” does not just include the school building, but the entirety of the property, including parking lot, athletic fields, courts, and trails
Medical Cannabis Use by Students
Students who are lawful Medical Cannabis Users remain subject to the applicable rules under the SmokeFree Ontario Act, 2017 and Part 14 of the Cannabis Regulations (Canada) The School will review individual circumstances to determine what accommodation of a student’s medical cannabis use is reasonable Medical cannabis, to the extent it is permitted on School premises in accordance with applicable laws, will be controlled in a manner similar to other medications
Further details can be found in the Restriction of Cannabis Policy
Bullying Prevention & Intervention
HTS believes that all students should feel safe at school and deserve a positive school climate that is inclusive and accepting A healthy, safe and inclusive learning environment where all students feel accepted is a necessary condition for student success
Students cannot be expected to reach their full potential in an environment where they feel insecure or intimidated Everyone staff, parents, students and the wider community has a role to play in creating a positive school climate and preventing inappropriate behaviour such as bullying, sexual assault, genderbased violence and incidents HTS acknowledges that an open and ongoing dialogue among the Head of School, staff, parents and students is an important component of creating a positive school climate in which everyone feels safe and respected
What is bullying?
Bullying, cyberbullying and intimidation are combinations of power and aggression They usually occur when a student maliciously oppresses, harasses or intimidates another student verbally, physically or psychologically Bullying also occurs through the use of technology
Who can I talk to if I am being bullied?
Talk to a family member, school staff member or trusted friend about any incident of bullying, harassment or intimidation If there is severe violence or threat of harm, we recommend students or their parents/guardians contact the local police immediately for assistance
It is important that students who are being bullied speak to their Student Success Counsellor, Advisor or Division Head so that they can help support you and work towards finding a resolution.
Parental expectations
More and more, parents are the first to become aware if their child or a friend of their child is being bullied due to the nature of online bullying through social media platforms. If you are a parent who becomes aware of this situation, it is imperative that you take the following steps: Take or collect any screenshots of the bullying that you are aware of Contact your child’s Division Head immediately and share the screenshots Even if the bullying is taking place online and outside of school hours, it still has an effect on how a student feels while in school and their ability to feel safe and to learn It is important that families not be bystanders when they are made aware that bullying may be occurring and contact the school directly so that we may address the situation
You can also call:
• Crisis Line 1-855-310-2673 (COPE) or Crime Stoppers 1-800-222-TIPS
• Kids Help Phone at 1-800-668-6868 or wwwkidshelpphone ca
Further details can be found in the Bullying Prevention and Intervention Policy
Equity and Inclusive Education
HTS’s mission is to enable each and every student to learn effectively and to improve learning outcomes for all, regardless of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, marital status, family status or disability The School upholds the principles of respect for human rights enshrined in the Ontario Human Rights Code (the “Code”)
The School recognizes that equity of opportunity and equity of access to the full range of programs, delivery of services, and resources are critical to the achievement of successful educational and social outcomes
The School strives to provide an education which will equip students with the knowledge, skills and attitudes to live in an increasingly diverse world. This involves a commitment to inclusive education and identifying and eliminating discriminatory biases and systemic barriers, whether overt or subtle, intentional or unintentional, that may limit students’ learning, growth and contribution to society. The principles of equity and inclusive education are embedded in all aspects of the School’s operations.
The School is therefore committed to an equitable education program that upholds and reflects the principles of fair and inclusive education, which should permeate all policies, procedures and practices
Inclusive Curriculum and Assessment Practices
Curriculum is defined as the total learning environment, including the physical environment, learning materials, pedagogical practices, assessment instruments, and co-curricular and extra-curricular activities. At the School, students must feel engaged in and empowered by what they learn, supported by teachers, and welcomed in their learning environment This is achieved through effective instructional strategies and inclusive curriculum and assessment practices that reflect the diverse needs of all students and their learning pathways Students will be provided with authentic and relevant opportunities to learn about diverse histories, cultures and perspectives Students should see themselves represented in the curriculum, programs and culture of the School The School will draw upon teaching strategies that have been shown to support student success, including reviewing resources, instruction, and assessment and evaluating practices to identify and eliminate stereotypes, discriminatory biases and systemic barriers Providing opportunities for formative assessment (assessment for learning) is an essential component of an inclusive curriculum
Multiple opportunities for assessment allow for student learning and accuracy of instruction and assessment, differentiated instruction and multiple and varied opportunities to demonstrate learning Effective evaluation includes researched best practices that reflect the current level of achievement of the student
It is the policy of the School to implement an inclusive curriculum and to review resources, instruction, and assessment and evaluation practices in order to identify and address discriminatory biases so that each student may maximize their learning potential.
Religious Accommodation
The School recognizes and values the religious diversity within its community and is committed to providing a safe, respectful and equitable environment for all, free from all forms of discriminatory or harassing behaviour, including those based on religion. Freedom of religion is an individual right and a collective responsibility. The School and the community it serves must work together to foster an inclusive learning environment that promotes acceptance and protects religious freedom for all individuals While the School and its staff will take all reasonable steps to ensure freedom of religion and religious practices, it is expected that students and their families will help the School to understand their religious needs and will work with the School to determine appropriate and reasonable accommodations
Further details can be found in the Equity and Inclusive Education Policy
Human Rights, Discrimination & Accommodations
HTS is committed to maintaining a learning and working environment which actively promotes and supports human rights, and is committed to meeting its obligations under the Ontario Human Rights Code, Occupational Health and Safety Act, and other legislation to provide safe and inclusive Schools and workplaces that respect the rights and dignity of every individual. HTS will not tolerate and will take all reasonable steps to protect its staff, students and volunteers from, any form of discrimination, discrimination-based harassment, workplace harassment or workplace violence.
HTS’s employee policies include protections and procedures relating to workplace harassment, workplace sexual harassment and workplace violence
HTS’s Child Sexual Abuse Protocol and Policy on Reporting Abuse and Neglect of Students include protections and procedures for circumstances involving students under the age of 16
HTS’s Code of Conduct, School Rules, and Bullying Prevention and Intervention policies prohibit any other forms of harassment, sexual harassment, discrimination, and other inappropriate behaviour
Grounds of Discrimination
Under this policy, the School upholds and supports the right to equal treatment without discrimination based on the following prohibited grounds: race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, marital status, family status or disability
Duties and Responsibilities
The School has a duty to maintain an environment respectful of human rights and free of discrimination and harassment for all persons served by it. It must be ever vigilant of anything that might interfere with this duty. In fostering this environment, the School expects that everyone will: be aware of and sensitive to issues of discrimination and harassment; support individuals who are, or have been, targets of discrimination and harassment; prevent discrimination and harassment; take reasonable steps to remove any discriminatory barriers in employment policies and practices and in accessing programs, resources and facilities; take all allegations of discrimination and harassment seriously and respond promptly; provide positive role models; not demonstrate, allow or condone behaviour contrary to this policy, including reprisal, and report immediately hate speech or activity
Anyone found to be in contravention of this policy may be subject to disciplinary action, which for staff may include dismissal for just cause
Accommodation
AAccommodation in the context of creed, family status, sex (including pregnancy), disability, age, gender expression and gender identity, or other grounds as required by the Code, will be provided as quickly as possible in accordance with the principles of privacy, dignity, individualization and inclusion The School will work cooperatively, and in a spirit of respect, with all partners in the accommodation process Anyone requesting accommodation is required to cooperate in the accommodation process and provide the information requested by the School as may be needed to formulate appropriate accommodations
Accommodation will be provided up to the point of undue hardship A determination regarding undue hardship will be based on an assessment of costs, outside sources of funding, and health and safety. It will be based on objective evidence. The School will provide interim accommodation immediately, where possible, while waiting to develop and implement permanent accommodation. The School will regularly monitor and evaluate accommodations.
This policy on human rights, discrimination and accommodation summarizes the School’s overarching commitment to the principles of human rights
Complaints
All those who are covered by this policy are entitled to complain about discrimination and harassment and are encouraged to access the School’s complaint procedures Where HTS community members believe they have been subjected to discrimination and/or harassment from another HTS community member (e g students, parents, employees, volunteers or third-party contractors), a written complaint must be filed promptly so that an investigation can take place
Complaint, investigation and resolution procedures are set out in the applicable policies Holy Trinity School will also comply with all reporting under the Ontario of College of Teachers Act All procedures will be conducted in an atmosphere of respect and confidentiality without fear of reprisal or embarrassment Reprisal itself may constitute harassment and is unacceptable and will not be tolerated Further details can be found in the Human Rights, Discrimination and Accommodation Policy
Guidelines for Respecting & Supporting Transgender Students
A Commitment to Diversity
Discrimination and harassment because of gender identity/expression is contrary to the Ontario Human Rights Code. Every person has a right to equitable equal treatment with respect to services, goods and facilities without discrimination because of gender identity or gender expression. This includes a transgender person and any other person whose gender identity or expression is different, or is seen to be, different from their assigned sex at birth sex
HTS does not tolerate discrimination or harassment in any form.
It is expected that all members of the HTS community including students, parents and staff treat every individual with respect, including transgender individuals.
Accommodation of Transgender Students Attending HTS
Requests for accommodation made by transgender students attending HTS will be accepted in good faith HTS will act on accommodation requests in a timely manner, will consider all potential accommodation solutions, and will accommodate its transgender students to the point of undue hardship and in accordance with the Ontario Human Rights Code Each student’s needs are unique and will be considered when an accommodation request is made
HTS may request information from the student to the extent such information is necessary to clarify the nature and extent of the accommodation needed, and for HTS to fulfill its legal obligations
The privacy of transgender students is of the utmost importance Information regarding a student’s gender identity, gender expression or transition will be kept confidential and shared only with those people who need to know the information in order to implement accommodations and fulfill the School’s legal obligations unless otherwise permitted or requested by the student and their parents The student and their parents will be informed of the individuals with whom information is shared.
For further details, please refer to the Respecting and Accommodating Transgender Students Policy and Procedure.
Child, Youth and Family Services Act
Ontario’s Child, Youth and Family Services Act, 2017 (the “Act”) and the Criminal Code of Canada apply to all schools in the province and demonstrate our society’s commitment to protecting children from abuse and neglect The School has a special role and responsibility in the protection of children and students of all ages
Everyone is governed by the Act, not just those who perform professional or official duties with respect to children Anyone who has reasonable grounds to suspect a child is being abused/neglected, has been abused/neglected, is at risk of being abused/neglected, (no matter where the abuse/neglect occurred or will occur), or is exposed to family violence, the person must report their suspicions to a children’s aid society forthwith. This responsibility cannot be delegated to anyone else. The duty to report is an ongoing obligation, even if previous incidents have been reported.
Guidelines for Respecting & Supporting Transgender Students
Early identification of child abuse and neglect can occur through disclosure or as the result of reasonable suspicions on the part of school employees and volunteers Reporting disclosures or suspicions may not only prevent future victimization of children, it may also permit both the victim and perpetrator to receive the help they need Early intervention may ameliorate the long-term effects of abuse and break the ongoing cycle of further victimization and harm
The School’s Policy on Reporting Abuse and Neglect of Students sets out the applicable procedures for the School’s obligation to report children in need of protection Staff are mandated to contact the Children’s Aid Society directly and immediately if they have received information to believe a child needs protection Anyone who authorizes, permits or concurs in such a contravention is also guilty of an offence and subject to prosecution In all cases, HTS will uphold the law and be governed by it
Reporting Abuse, Harassment and Misconduct
Children have the right to be protected from neglect and abuse In this context, the term “children” generally refers to those under the age of 18 for whom there are specific statutory reporting obligations However, students of all ages have the right to be protected from abuse or assault
Addressing child neglect and child abuse is a responsibility shared by many professionals including educators and child protection workers Child neglect or abuse must be reported forthwith in accordance with the Child, Youth and Family Services Act, 2017 The obligation to report is fully articulated in the School’s Policy on Reporting Abuse and Neglect of Students
The children’s aid societies and/or the police have prime responsibility for the investigation of allegations of child abuse and neglect This means that any internal investigation will generally be deferred or modified, pending the completion of a related children’s aid or police investigation
The School will work cooperatively with the appropriate children’s aid society and police and will share all information relevant to an investigation, to the extent permitted by law.
All members of a family are affected by abuse or assault and will be treated by professionals in a manner that is sensitive to their needs. The investigation will also be conducted in a manner that recognizes that students may be re-victimized by the investigation process itself Investigations must be child-sensitive and fair to all affected parties, including the alleged perpetrator
Parents and guardians are encouraged to work in partnership with the School to develop and maintain a safe school environment, recognizing that the implementation of these procedures must be an ongoing process involving all partners within the broader educational community
For further details, please refer to the Reporting Abuse and Neglect of Students Policy and Procedure
Harassment
Holy Trinity School, in accordance with its values, the Ontario Human Rights Code, and the Occupational Health and Safety Act, prohibits any form of harassment or discrimination in the workplace. This policy applies to harassment and/or discrimination in any aspect of employment, including, but not limited to, recruitment, promotion, receipt of benefits, dismissal, layoff, performance evaluation and working conditions In addition, all School staff have an obligation to treat all students fairly and with respect All staff and all students must be treated equally regardless of their race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sexual orientation, gender identity, gender expression, age, the record of offences, marital status, family status or disability
Workplace discrimination and discrimination in the provision of education are unacceptable It is the policy of the School to address incidents of harassment and discrimination with seriousness and sensitivity An employee of the School found in violation of this policy may be disciplined up to and including termination of employment, depending upon the circumstances involved
Sexual Harassment
Sexual harassment is prohibited by the Ontario Human Rights Code In keeping with its values and legal responsibilities, the School will treat any complaint of sexual harassment as a serious matter Workplace sexual harassment is also prohibited by the Ontario Occupational Health and Safety Act
The quality of an individual’s everyday environment impacts on their sense of dignity and worth Sexual harassment poisons the working and learning environment for the whole community and may cause longlasting effects It negatively affects morale, motivation and learning It may result in lowered self-esteem, increased absenteeism and poor or poorer school performance
The School is committed to providing a working and learning environment that promotes ethical behaviour It, therefore, requires all persons to exercise behaviour that facilitates the creation of a supportive, harassment-free environment that is conducive to the achievement of excellence and the development of one ’ s potential.
The purpose of this Sexual Harassment Policy (the “Policy”) is to maintain a learning and teaching environment free from acts of harassment. This Policy is a clear statement of the School’s commitment and determination to act promptly against any incident of harassment and to create an environment where harassment will not be tolerated The objectives of the Policy are: to focus the attention of students, staff and parents/guardians on the importance of dealing with sexual harassment promptly and effectively; to enhance the knowledge of students with regard to forms of harassment; to articulate the formal and informal complaint procedure for students, and provide confidential, impartial and effective procedures to resolve complaints in ways that respect all parties; to provide appropriate consequences and responses for the maintenance of a harassment-free learning and working environment, and to define the roles and responsibilities of students and school personnel
Misconduct
Includes a range of inappropriate actions or inactions. It is conduct that is in contravention of the expectations of the School. Examples include but are not limited to failing to fulfill the responsibilities and expectations of an individual’s position with the School, breach of confidentiality, providing false information, misuse of School resources and/or benefits, harassing behaviour, breach of statutory law, inappropriate student relationships, inappropriate interactions with students, staff or community, failing to maintain the standards of professionalism, abusing a student physically, sexually, verbally, psychologically or emotionally
Allegations/Concerns
Students
Students, with their parent(s)/guardian(s) where applicable, who believe they have observed or are aware of inappropriate conduct by a staff member or member of the community should contact their Division Head or Head of School.
Staff members
Staff members who believe they have observed or are aware of inappropriate conduct by another staff member or member of the community should contact their immediate supervisor, Human Resources or the Head of School. If the immediate supervisor is the party alleged to be responsible for the alleged inappropriate conduct, the issue should be reported to the Head of School
Members of the Community
Members of the community who believe they have observed or are aware of inappropriate conduct by a staff member or another member of the community should contact the appropriate Division Head or the Head of School
Collecting and Maintaining Up-to-Date Medical Information for your Child
At HTS, the health and safety of our students is a top priority To ensure we provide the best possible care, it is essential that families provide accurate and up-to-date medical information for their child
Submitting Medical Information
Parents/guardians must complete the Student Medical JotForm upon enrollment and update This form includes important details such as allergies, medical conditions, medications, and emergency contacts
Updating Medical Information
If there are any changes to your child’s medical needs (e.g., new allergies, updated medications, a new diagnosis), please login to Jotform and update the medical form as often is necessary to ensure that the information is accurate. It is the parent/guardian’s responsibility to ensure that the information we have access to is always current.
For temporary medical concerns (e g , injuries, surgeries, short-term medication use), please inform the homeroom teacher/advisor to ensure appropriate support
Emergency Medical Response
In case of a medical emergency, the school will follow the emergency action plan based on the information provided. If a student requires urgent medical attention, parents/guardians will be contacted immediately, and emergency services may be called if necessary. Your partnership in keeping us informed allows us to create a safe and supportive environment for all students
Prevalent Medical Conditions
HTS has established this Policy Supporting Students with Prevalent Medical Conditions in support of its commitment to promoting student health and safety and in fostering and maintaining a healthy and safe environment in which children can learn This Policy should be read in conjunction with the School’s other applicable policies relating to medical conditions
The Prevalent Medical Conditions (“PMC’s”) covered by this Policy are asthma, diabetes, epilepsy, and/or students who are at risk for anaphylaxisi, or other medical conditions These medical conditions have the potential to result in a medical incident requiring an immediate response and monitoring or a lifethreatening medical emergency
The School is committed to supporting students with PMC’s to fully access school in a safe, accepting, and healthy learning environment that supports their well-being The School is further committed to empowering students, as confident and capable learners, to reach their full potential
A Plan of Care will be co-created, reviewed, and/or updated by the parent(s), digitally collected, and housed in a secure location. This information will be shared with the appropriate and designated staff, and the student (as appropriate), during the first thirty school days of every school year and, as appropriate, during the school year (e.g., when a student has been diagnosed with a prevalent medical condition).
The School will provide support to students with PMC’s in order to facilitate their daily or routine management activities in School
For more information about medical support services for your child, please contact your child’s teacher or Division Head You can also view the Prevalent Medical Conditions Policy and Procedure Additionally, parents can connect with the Front Office at reception@htsonca or 905-737-1114
Please note that any medication that your child needs to take during the day must be disclosed to the school so we can establish the most age appropriate protocol for administering their medication We will not give students any medication, including Advil, Tylenol, ect without parental consent All and any medications that your child needs, must be provided from home
Asthma
Parents and guardians are required to ensure that the School has up-to-date information about the medication the student is taking, along with any notes and instructions from the student’s health care provider and a current emergency contact list.
All students who have indicated on their student medical form that they have an asthma condition will have an individual Plan of Care as outlined in the Prevalent Medical Conditions Policy
Further details can be found in the Asthma Policy and Procedures
Anaphylaxis
HTS has established this Anaphylaxis Policy in support of its commitment to students with severe systemic allergies This Policy should be read in conjunction with the School’s Policy on Prevalent Medical Conditions
Anaphylaxis is a severe systemic allergic reaction which can be fatal, resulting in circulatory collapse or shock One of the causes of anaphylaxis in children is severe allergies to specific foods such as nuts, eggs, fish and dairy products The School’s Anaphylaxis Policy has three components: Information and Awareness; Avoidance, and Emergency Response Plan
Please help us ensure the health and safety of all of our students:
Let the school know immediately if your child has a life-threatening allergy or medical condition and complete the appropriate forms
Ensure your child carries their epinephrine auto-injector medication if needed Please note this means that they carry TWO up-to-date epinephrine auto-injectors on any overnight trips.
Our staff follows recommended procedures for avoiding anaphylactic reactions to ensure the school environment is a safe and inclusive place for students with food allergies. Practice measures to avoid allergens, such as:
Encourage your child to wash their hands thoroughly before arriving at school to ensure they are not bringing any trace amounts of allergens to school
Encouraging handwashing with soap before and after eating
All students who have indicated on their student medical form that they have an anaphylaxis allergy will have an individual Plan of Care as outlined in the Prevalent Medical Conditions Policy
Further details can be found in the Anaphylaxis Policy and Procedures
Concussion Policy
Concussions are very serious and can often have an effect on a student's ability to focus, remember, and concentrate for long hours HTS recognizes the educational value of learning experiences in intramural and inter-school athletics and the health and physical education curriculum The School is committed to the safety of all students while participating in such activities
The School’s Concussion Policy has five components:
1 Development of Awareness;
2 Prevention;
3 Identification of Concussions;
4 Management Procedures for a Diagnosed Concussion, and
5 Training
In addition to the obligations and procedures under this Policy, the School will also implement and comply with any additional obligations required under Rowan’s Law (Concussion Safety), 2018, SO 2018, c 1 and the regulations thereunder (“Rowan’s Law”)
Recognizing the serious effects that concussions can have on student learning, achievement and wellbeing, we are committed to working with parents/guardians and community partners to provide appropriate support to prevent and minimize the risk of concussions.
Please inform the school’s Athletic Therapist if your child has a concussion or is experiencing symptoms of a concussion You will be contacted by school staff if your child has a suspected concussion
All students and parents/guardians must complete the Concussion Code of Conduct form at the start of every school year
For more information, see the Concussion Policy and Procedures
Head Lice (pediculosis)
Lower School students will be checked by a professional for head lice if multiple cases emerge during the school year Parents are responsible for routinely checking their child(ren) for lice HTS staff do not conduct routine lice checks
When head lice are identified at school, parents/guardians are contacted so a recommended treatment can start right away It is recommended that you always be sensitive to a child’s feelings around this topic Head lice can happen to anyone regardless of socioeconomic factors or level of personal cleanliness
For more information, see the Head Lice Policy and Procedures
Immunizations
All students ages 4-17 must be vaccinated (see Immunization of School Pupils Act for exemptions) to attend school AT HTS we have partnered with York Region to offer an immunisation clinic twice a year to help ensure you have access to all the immunizations that are required The role that HTS plays is only to serve as a location for the clinic, all records and medical aspects of immunisation are handled by the York region Medical staff
Under the Immunization of School Pupils Act, your child can be exempted from immunisation for medical reasons or due to conscience or religious belief.
Volunteers
HTS has the responsibility to provide a safe and secure working and learning environment for students and employees The School is in a position of trust with regard to students and must protect their intellectual, physical, mental and emotional well-being
The School will ensure that volunteers have not been convicted of criminal offences that raise a question as to the trust which the School is entitled to place in its volunteers because, if repeated, it would compromise the safety and well-being of students or employees
This Policy outlines the use of offence declarations and vulnerable sector screening checks for volunteers at the School
Volunteer Definitions and Requirements
A volunteer is an individual who agrees to voluntarily undertake, without pay, a designated task for the School A volunteer supports a classroom, school program or service, or school event under the ultimate responsibility of the Head of School A volunteer at HTS must be 18 years or older Volunteers will generally fall into two categories:
Level 1 Volunteer
Volunteers who do not have regular or direct one-on-one contact with students This includes: chaperones on most day trip excursions, volunteers assisting in the classroom and/or other school functions, the Parent Association and the Board of Directors
Level 1 volunteers will be required to sign an offence declaration at the start of the volunteer activity and then annually at the beginning of each school year.
Level 2 Volunteer
Volunteers who are involved in overnight field excursions, coaching, or in volunteer situations which might involve regular and/or direct contact with students which the Head of School deems to have limited teacher supervision parameters (e.g. one-on-one). This includes volunteers who provide coaching assistance, volunteers who assist with a drama production and chaperones on certain day trip excursions. Level 2 volunteers will be required to provide a vulnerable sector screening check prior to the start of the volunteer activity and then sign an annual offence declaration thereafter.
Healthy Eating and Nutrition
HTS recognizes that education is about the whole child, and that healthy eating and nutrition practices, programs and curriculum initiatives will help students optimize their learning potential This policy ensures that the School supports the principles of Ministry Policy/Program Memorandum No 150 (“PPM 150”) and provides a consistent message about food and nutrition to all staff, students and school volunteers
It is the policy of the School to promote and sustain a Healthy School Nutrition Environment and healthy behaviours by developing healthy food and nutrition strategies
“Healthy School Nutrition Environment” A school with a Healthy Nutrition Environment is one that promotes and supports healthy eating for students through both words and actions. The goal is to ensure consistency between lessons students learn in the classroom and the nutrition messages provided in the School environment.
Food Services
Students in Grades K-12 will have their meals provided in the Dining Hall Our Sage staff works hard to create healthy menus that also provide options and choices for our students They also provide snacks for our Lower School students
HTS is a peanut-free environment Students and staff can bring their own lunch from home, however, all food must be free from peanuts, nuts, and nut by-products
Peanut, Nut or Nut By-Product Allergies
Some children are severely allergic to peanuts and/or nuts and nut by-products HTS is a nut-aware facility and, as such, the School lunch is a nut-aware program
Should a child have a packed lunch or snack, please ensure that all food is free of peanuts, nuts and nut by-products These foods must be for individual consumption only Parents must refrain from giving children peanut products to bring to school This includes cakes or cupcakes to celebrate birthdays HTS will provide a special birthday treat for children in the Lower School in lieu of their regular snacks Should a child's birthday fall on a Saturday or Sunday, they will have their special treat on Friday before
Any food that is to be served or sold in School will be ordered through or approved by HTS Food Services, with the exception of canned pop.
Building Security
As a measure to keep our community safe, all exterior doors are locked at all times, except for published times for student pickup There are cameras installed on the building’s exterior as well as interior hallways
All students in Grades 6 to 12 are required to carry their security key card with them all day Grade 5 students receive their key cards mid-year The security key card gives students access from 8:00am until 5:30pm on regular school days There is no access to the school after 5:30pm on weekdays or on weekends unless students are authorized for a school event or with a staff member The key card is also used as a library card
The key cards are a part of our larger security system as they identify which entrance students have used and the time(s) of entry is logged. In addition, the cameras throughout the school record who is coming and going at all times.
Students who lose their key cards must advise the Front Office immediately so that the lost card can be deactivated. Once the student notifies the Front Office that they require a replacement keycard, the item will then be available to purchase for $2575 After the item has been purchased, students will be notified by email to pick up their keycard at the Front Office
Visitors to the School
Visitor Protocol:
A visitor log recording any visitors and itinerant staff will be maintained at the front reception, where all visitors must check in.
Visitor Circumstances:
When a parent/guardian needs to meet with a staff member in person, the meeting must be scheduled in advance
Families registering a new student: where possible, only one parent/guardian, the student and one translator, if required. Head of School discretion is permitted when additional family members must be present. By appointment only.
School authorized service providers, where applicable.
External building service contractors.
Scheduled outside guest speakers and outside agencies when prearranged for professional learning. Deliveries for essential school supplies and mail: Until further notice, all deliveries may continue to be received by the school All delivery personnel must wear a face covering when entering the school Where possible, it is recommended that bulk order to limit deliveries to the school
All visitors will be asked to report who they are meeting to the Front Office Coordinator, sign in and wear a visitor's badge At the end of the visit, the visitor must return the visitor's badge to the Front Office and the staff member responsible for the guest must sign the visitor out Students have been told not to open the door to visitors Visitors must not ask students to open the door for them These guidelines help ensure that our School is always safe for our students and staff
The School is opposed to the presence of the following persons:
1 those whose presence, in the judgement of the Head of School or designate, would be detrimental to the physical or mental well-being of the students, and
2 those demonstrating a lack of regard for the personal and property rights of others
Where, because of demeanour or other reason, the Head of School or designate determines that the presence of a visitor would be detrimental to the physical or mental well-being of a particular student or the students generally, the Head of School or designate has the authority to refuse admission to the visitor.
The School may also act pursuant to the Ontario Trespass to Property Act (the “TPA.”) Trespassing is an offence under the TPA and can result in a fine of up to $2,000. Actions which constitute an offence under the TPA include:
entering the premises when entry is prohibited under the TPA; engaging in an activity on the premises when the activity is prohibited under the TPA, or failing to leave the premises immediately after being so directed by the occupier or a person authorized by the occupier of the premises
Notice provided pursuant to the TPA shall be provided in writing, shall indicate that the individual’s presence on School property has been considered detrimental to the safety and well-being of persons on the School premises, and shall provide that failure to comply with the request may result in prosecution under the TPA
Where the Head of School or designate becomes aware of a person who has entered the premises that is prohibited from being there, or is engaging in a prohibited activity, or fails to leave the premises immediately after being directed to do so, the Head of School may: if possible, confront the trespasser and verbally request that the trespasser leave and not return; ask the trespasser to identify themself and give the reason for their presence on School property; where appropriate, send a letter of caution to the trespasser regarding a possible trespass notice and/or notice of denial of access, and send the trespasser a written notice, by registered mail, with a copy sent to the proper School official and the police
Once a trespasser has been warned, if the School official becomes aware of that person ' s return, the official should contact the police immediately and then monitor the situation pending the arrival of the police. In the event that there is an element of danger with respect to a trespass situation, the police should be contacted immediately.
A person ' s right to visit the School does not carry with it the right to visit with, or speak to, any student in the School The right of a person to visit the School does not carry with it the right to have access to any information or documentation in the possession of the School As not to disrupt their program, students are not permitted to have visitors during the day
Where circumstances necessitate the involvement of Children’s Aid Societies or police, applicable School policies will govern
Parking
The parking lot is available to staff, parents and students There are no assigned spaces with the exception of the ones that are designated as accessible, those that are auctioned off as fundraisers and denoted as such, and carpooling spaces.
In the mornings and afternoons, there is a great deal of traffic on the campus. Everyone must exercise extreme caution when driving on and around the School grounds. Please follow the instructions of our staff, watch for other drivers and watch for families crossing the road. Drivers should note that traffic flows one way, and no U-turns are permitted
During morning drop-off, in the first week of school, parents must park in a parking spot if they would like to walk their child to the doors of the school Pulling up to the curbside is only intended for letting your child out of the car During afternoon pick-up, parents must park in a parking spot if they would like to meet their child inside the school Parents are also asked to remind children in Grade 6 and upwards to wait on the sidewalk to be picked up This will eliminate the hazard of running out into traffic
When cars are parked and left unattended, the area impedes traffic flow and is a safety hazard should an emergency vehicle need to access this lane By-law officers have the right to stop by anytime and they have advised us that no ticket will be issued if the driver remains in the car and are able to move the vehicle in the case of an emergency However, a ticket will be issued if a car is left unattended in a noparking zone We ask all drivers to pay close attention to where you are parking and to obey the signs posted Please note that the school has no control over by-law officers coming on campus to issue tickets for parking infractions
Student drivers are required to obtain a parking permit from the Front Office and must use extreme caution when driving in and out of the property Failure to do so may result in the loss of parking privileges
Personal Property and Lockers
HTS does not accept responsibility for any lost or stolen personal items brought onto the premises or taken on School trips It is recommended that parents clearly label all of their child's belongings If students have lost an item they should check with their Division Head
On joining the School, each student in Grade 3 and above is provided with a locker for storing books, personal belongings and sports equipment
The locker remains the property of the School and is, therefore, subject to inspection at any time Each student recognizes that they have a limited expectation of privacy regarding their locker
All students have the right to use an assigned locker under the following conditions: the number of the student's locker and the student's name are recorded and held by HTS; the student cannot put a lock on any locker other than the one assigned to him or her, nor exchange locks or lockers during the year without the consent of the Head of Division or designate; For Middle and Senior student lockers, the student must remove the lock by the last day of school, or earlier if their withdrawal precedes this date. If a student does not remove the lock, it will be removed by the School and the contents placed in Lost and Found, and at the end of the school year, students who do not leave their locker in an acceptable state will be billed a locker cleaning charge.
Lower School students do not use locks
Under normal circumstances, a staff member will not open each student’s locker unless: the student requests that a staff member does so; the need arises during an emergency; a request is made by the student's parent/guardian; it is required for maintenance or repair, or the Head of School has reasonable grounds to believe that a student's locker should be opened to investigate circumstances or conduct that appear to contradict any laws or School policies
When a student's locker is opened under the authority of the Head of School: the Division Head/or designate will be present with the Head of School; every effort is to be made to have the student present; the investigation of the locker should be no more extensive than necessary given the purposes for which it is conducted; a teacher chosen by the student, or if the student is absent, a teacher known to the student and approved by the Head of School should observe the opening of the locker to ensure the student's right to privacy; if the student is absent, they will be informed of the action taken on the student's return or as soon as possible afterwards, and the student's parent/guardian may be informed of the action taken and the reasons for it
Musical Instruments
Students who have been provided with, or who are renting an instrument from the school are responsible for any loss or damage to the instrument they have been assigned If students own an instrument they must mark it with their name The school will not take responsibility for personal instruments damaged or stolen on the premises
Dress Code
All students must adhere to the HTS Dress Code and grooming standards Students are expected to dress appropriately to demonstrate respect for self and others at all times It is important that parents encourage their children to wear the proper uniform and assist with keeping the uniform in good order. It is a generally accepted expectation that conservatism and neatness govern all aspects of our Dress Code. The uniform is to be worn during school hours (arrival in school until departure at the end of the day) and at all school functions, unless otherwise directed by staff. Students who do not comply with the dress or grooming standards may be asked to go home to change or adjust their grooming as applicable, or purchase uniform items online from the Hawk Shop to bring them into compliance
The Dress Code does not apply to forms or elements of attire that are required for religious, cultural or similar reasons The Dress Code does not restrict, in any way, a student’s right to dress in a manner that is prescribed by religion, cultural, ethnic, or similar tenets and customs The Dress Code is subject at all times to the Ontario Human Rights Code
Any dispute about the interpretation of the HTS dress code will be decided by the appropriate Head of Division in their sole discretion In the middle and senior division, failure to comply with the Dress Code will result in disciplinary consequences, up to and including suspension from School
Deportment Expectations
No matter how students dress and behave, they represent HTS at all times. As such, they and HTS will be judged accordingly. Dress, grooming and deportment expectations are clearly set down in this handbook. All students are expected to remember that they represent the school and act as its ambassadors.
Therefore, they are expected to look and dress their best and to be on their best behaviour at all times A student’s appearance should be in a style that would be appropriate for a formal business environment
Grooming
Students are expected to observe these simple rules for proper uniform maintenance and personal grooming When in doubt, the Head of Division will decide and offer guidance:
Piercings: Piercings are to be small and discreet Students may wear earrings and a plain single nose stud at the side of the nose only Visible rings or studs in locations other than the ear or nostril are not permitted (ie eyebrow, septum, cheek, belly button, etc )
Jewellery: Religious medals or chains must be worn inside the blouse or shirt
Hair: All students are expected to have clean and well-groomed hair, clean shaved or a groomed beard/mustache A student’s hair must not obstruct the student’s face
Tattoos: Tattoos must not be visible at any time
Headgear: Hats, toques and hair apparel worn as informal attire are not permitted inside the building
Hair bands worn by Lower School students must be flat and subtle in style Religious headdress is permitted
Uniform Requirements
HTS Plaid Kilt Length
Kilts should be worn to a "reasonable length” As a guide, a skirt that is up to approximately 4" above the knee is generally acceptable Kilts that are worn shorter than that, such as at mid-thigh length, do not meet our expectations of what is appropriate for a school environment Parents will be notified if there are issues with kilt length Repeated issues with kilts that are not the correct length could result in detentions.
When purchasing the HTS plaid kilt, parents should ensure that it meets the school regulations. Please ask the Head of Division if unsure. Top Marks, the school’s uniform provider, is aware of our requirements.
Shirts
Students are expected to have their shirts tucked in so that the waistband of the kilt or pants is visible. Shirts are not to be “rolled” causing them to hang down over the waistband.
Shoes
Running shoes must be non-marking. Black leather shoes must be flat-heeled, non-marking and polishable.
Undershirts
Undershirts must be plain white shirts.
Phys Ed Clothing
HTS PE clothing is available from the Hawk Shop throughout the school year, and is compulsory wear for all PE classes and co-curricular activities from Grades 1 to 12. Team uniforms will be available through the HTS Athletic Department. HTS PE bags are required by all Primary School students and may be purchased through the Hawk Shop. For Middle and Senior school,on days when students have gym class, they should be coming to school in uniform and changing into their gym clothes before they have class in our change rooms Our Lower School students are able to come “dressed for the day” and can wear their HTS PE uniform to school on those days
Note: Students should take off any jewellery when going to their Phys Ed class for safety reasons
Athletic Clothing
Regulation HTS sports attire should be worn by all students during athletic activity and proper school uniform at all other activities All members of school teams must have an HTS tracksuit for team travel During times of regular uniform, Middle School students are allowed to remain in gym clothing after afternoon PE classes with a tracksuit
Tracksuits are compulsory in Grades 6 to 10 In Grades 11 and 12, students taking courses in physical health and education and/or playing on a school team must have a tracksuit
Spirit Wear
Spirit wear consists of HTS sweatshirts, hoodies and long-sleeved t-shirts that are sold through the Hawk Shop or ordered for teams, clubs and co-curricular activities On Wednesdays throughout the entire school year, all students may wear spirit wear over the HTS uniform (not in place of a uniform top)
Dress Down Attire for Sharing Days
During the school year, there are a number of days where our community may dress down in their home clothes During these days we continue to be part of our school community which has expectations on what is appropriate during dress down days
The following expectations for all students on those days are as follows: Students must wear shirts with sleeves that cover the shoulder and are able to be tucked in Students are not to wear tube tops or tops that expose their midriff, are off the shoulder, are low cut or have any words or statements on them that are suggestive or offensive in nature Sleeve openings should not expose any part of the torso
Jeans may be worn but must be in good condition
Skirts and shorts should be no shorter in length than their uniform kilt length. No one is to wear clothing that purposely exposes undergarments. Hats or headgear are never to be worn inside the building, other than for religious reasons.
Lost and Found Items
If students find abandoned items, they will bring them to their Division Head’s office. In order for items to be returned quickly, please ensure that your child’s belongings are labelled with their full name.
School Uniform
The Warm Weather Uniform may be worn during the period from the beginning of the school year in September until Thanksgiving
On Tuesday, October 14, #1 and #2 Dress will be in effect until the Head of School announces the Warm Weather Uniform may be worn sometime in late spring We are committed to wearing our Number 1 Dress uniform on Mondays, Fridays, during school ceremonies, on picture day, on school trips and any day requested by the Head of School Students are expected to wear their Number 2 Dress uniform on Tuesdays, Wednesdays and Thursdays
Additionally, with Spirit Wear Wednesdays On Wednesdays throughout the entire school year, all students may wear HTS spirit wear over top of their proper uniform
We are asking all families to have dedicated indoor shoes from K-12, so that the shoes worn between home and school are left in the student’s lockers/cubbies.
Lower School – Kindergarten
Uniform
Navy pants
HTS golf shirt long or short sleeve
HTS red ½ zip sweatshirt
Navy socks
Running shoes
Warm Weather Uniform:
Navy pants
Navy skort
Navy walking shorts
HTS golf shirt
White socks
Running shoes
Lower School – Grades 1 to 3
#1 Dress:
Navy pants with black belt
HTS plaid tunic
Bike shorts (worn under tunic)
HTS white dress shirt (long or short sleeves)
HTS Primary School tie
HTS navy v-neck sweater or navy cardigan
Navy dress socks, navy knee socks or navy tights
Black dress shoes
#2 Dress:
Navy pants with black belt
HTS golf shirt (long or short sleeve)
HTS red 1/2 zip sweatshirt
Navy socks
Black dress shoes
Warm Weather Uniform:
HTS crested golf shirt
Navy walking shorts or navy skort
White socks, running shoes; or
Navy pants, navy dress socks, black dress shoes
Health and Physical Education Clothing
HTS navy shorts
HTS red t-shirt
HTS house t-shirt
HTS leggings (optional to be worn under gym shorts, or during yoga or dance class)
HTS navy gym sweatpants (optional)
HTS track suit (optional)
White socks, running shoes
Lower School – Grades 4 and 5
#1 Dress:
HTS crested school blazer
Beige dress pants with black belt
HTS plaid kilt
Bike shorts (worn under kilt)
HTS white dress shirt (long or short sleeve)
HTS Junior School tie
Navy dress socks, navy knee socks or navy tights
Black dress shoes
#2 Dress:
HTS plaid kilt
Bike shorts (worn under kilt)
Navy pants with black belt
HTS golf shirt long or short sleeve
HTS navy ½ zip sweatshirt, v-neck sweater or cardigan
Navy dress socks, navy knee socks or navy tights
Black dress shoes
Warm Weather Uniform:
HTS crested golf shirt
Navy walking shorts, or navy skort
White socks, running shoes; or
Navy pants, navy dress socks, black dress shoes
Phys Ed Clothing:
HTS navy gym shorts
HTS red gym t-shirts
HTS House t-shirt
HTS leggings (optional to be worn under gym shorts, or during yoga or dance class)
HTS navy gym sweatpants (optional)
HTS track suit (optional)
White socks, running shoes
Middle School – Grades 6 to 8
#1 Dress:
HTS crested school blazer
Beige dress pants with black belt
HTS plaid kilt, no more than 4” above knee
Bike shorts (worn under kilt)
HTS white dress shirt (long or short sleeves)
HTS Middle School tie
Navy dress socks, navy knee socks or navy tights
Black leather shoes
#2 Dress:
Beige dress pants with black belt
HTS plaid Kilt, no more than 4” above knee
Bike shorts (worn under kilt)
HTS white dress shirt (long or short sleeves)
HTS Middle School tie
HTS navy ½ zip sweatshirt, v-neck sweater or cardigan
Navy dress socks, navy knee socks or navy tights
Black leather shoes
Warm Weather Uniform:
HTS crested golf shirt
HTS plaid kilt (with bike shorts worn under kilt), navy knee socks or tights, black shoes; or
HTS beige dress pants, navy dress socks, black shoes; or
Navy walking shorts or navy skort, white socks, running shoes
Phys Ed Clothing:
HTS navy gym shorts
HTS red gym t-shirt
HTS House t-shirt
HTS tracksuit
HTS leggings (optional to be worn under gym shorts, or during yoga or dance class)
HTS navy gym sweatpants (optional)
White socks
Running shoes
Senior School – Grades 9 to 12
#1 Dress:
HTS crested school blazer
Beige dress pants with black belt or;
HTS plaid kilt, no more than 4” above knee
Bike shorts (worn under kilt)
HTS white dress shirt (long or short sleeves)
HTS Senior School tie
Navy dress socks, navy knee socks or navy tights
Black leather shoes
#2 Dress:
Beige with black belt
HTS navy kilt or plaid kilt, no more than 4” above knee
Bike shorts (worn under kilt)
HTS white dress shirt (long or short sleeves)
HTS Senior School tie
HTS navy ½ zip sweatshirt, v-neck sweater or cardigan
Navy dress socks, navy knee socks or navy tights
Black leather shoes
#2 Dress Option for Grade 12 Students Only: HTS pale blue dress shirt
Warm Weather Uniform:
HTS crested golf shirt
Beige dress pants with black belt or;
HTS navy kilt or plaid kilt, no more than 4” above knee
Bike shorts (worn under kilt)
Navy dress socks, navy knee socks or navy tights
Black leather shoes
Phys Ed Clothing:
HTS navy gym shorts
HTS red gym t-shirt
HTS House t-shirt
HTS leggings (optional to be worn under gym shorts, or during yoga or dance class)
HTS navy gym sweatpants (optional)
HTS tracksuit*
White socks
Running shoes
*Grades 9 and 10 the tracksuit is compulsory
*Grades 11 and 12 — Students taking physical education and/or playing on a school team must have a tracksuit
Uniform Purchases
Uniform orders can be placed through Top Marks, our uniform provider Top Marks will provide a postagepaid return shipping label and reusable shipping bags for all exchanges or returns Orders can be placed online at wwwtopmarksca (password HTS01) or by sending your completed order form by email or fax
For assistance, please call Top Marks Customer Service at 1-800-667-7105 (Monday - Friday, 9:00 am - 5:00 pm)
Instructions on how to place your order and the order forms can be found here Please refer to the HTS Uniform guidelines prior to placing your order
Hawk Shop
The HTS gym uniform, house t-shirts and spirit wear are available for purchase in the school store, The Hawk Shop Uniform pieces are also available in the Hawk Shop
Hawk Shop Regular Hours:
Monday & Wednesday
2:00 pm - 4:30 pm
Tuesday & Thursday
8:00 am - 10:00 am
The Hawk Shop will be open in August 2025: Monday, August 18 - Thursday, August 21, 2025: 10:00 am – 2:00 pm
September 2025:
Tuesday, September 2 and Wednesday, September 3: 8:30 am – 12:30 pm 2:30 pm – 6:00 pm
Thursday, September 4 and Friday, September 5, 8:00 – 10:00 am 2:00 – 4:30 pm
Regular hours resume Monday, September 8, 2025
Financial Overview
Tuition
Tuition fees and student charges (discussed below) are due on or before the payment dates published in the annual tuition and student charges fee schedule An online enrolment package, including the tuition and student charges fee schedule that gives a detailed outline of the payment plan options, is typically shared with parents in early December for the upcoming school year The online enrolment form is typically due by mid-January or another date specified by the school There will be a $25 service charge for any payments unable to be processed due to N S F (not sufficient funds) HTS does not have part-time tuition fees Students in Grades 9 to 12 are considered to be full-time regardless of how many courses they are taking
Student Charges (non-refundable)
Student charges, which include HST, are standard fees that apply to Grades 6-12 to cover the cost of essential educational trips, book rentals (Grades 6-9), and other sundry items
There are no refunds or credits for non-participation on trips, including Breakaway, since the trip cost allocated to students has been calculated based on the assumption that all students will participate
Optional Fees
Families of all students may register for optional items via Jotforms or make purchases by other means designated by the school
Optional items, services and activities that incur an extra charge include (but are not limited to): E-text and online courses
One Schoolhouse Advanced Placement (AP) Courses and AP Exams
Summer School
Summer Camp Hawk Shop purchases Team/Club hoodies
Charges to Student Accounts
Additional charges may be billed from time to time throughout the year for all grades (ie for the cost of replacing lost or damaged library books, sports uniforms, locks or other school equipment, replacement of security cards, etc ) Student account statements of non-zero account balances are emailed monthly to parents If there is a balance owing, it is due upon receipt of the Student Statement of Account To make a payment for charges on the student account before the first day of the next month, the school accepts manual payments through Finalsite, online banking payments or cheques If there is a remaining outstanding balance or any new charges on the student account, it will be automatically paid on the first day of the next month via Finalsite There will be a $25 service charge for any payments unable to be processed due to N S F (not sufficient funds)
Overdue Accounts
Accounts that are not paid on or before the due date will be charged interest at the rate of 1 5% per month or 18% per annum at the discretion of HTS Finance charges appear on the Statement of Account Failure to clear overdue accounts may result in the removal of students from the school
If parents believe they have been billed incorrectly, they should contact the school when the statement is received and provide details In general, credits will be issued up to 30 days after the statement date
Income Tax Receipts
Religious Instruction Tax Receipts
As religious instruction and daily Chapel are included in the curriculum at HTS, we are permitted to issue a tax receipt for the small portion of the tuition fees that are considered to be for religious instruction This amount is calculated in accordance with Information Circular 75-23 issued by the Canada Revenue Agency, which will vary from year to year A tax receipt for religious instruction is issued annually in the name of the person or organization that paid the tuition fees for each child enrolled in the school
Child Care Tax Receipts
The school issues tax receipts for the portion of the tuition fees considered to be for childcare In general, this represents the time the children are supervised, but are not in class (e g breaks and after school activities) Tax receipts are automatically issued for students who are under 16 years of age at any point during the calendar year. Child care tax receipts are issued in the name of the person or organization that paid the tuition fees to the school.
Tuition fees are not deductible for income tax purposes. The school is not permitted to issue T2202 forms because HTS is not a post-secondary institution.
Student Accident Insurance Plan
Students enrolled at HTS are insured under the terms of an accident policy underwritten by Industrial Alliance Insurance and Financial Services Inc
The policy provides 24-hour coverage every day throughout the school year including weekends, summer vacations and other school breaks Links and details of the risks insured and the benefits provided, along with a claim form, can be found in the HTS Community through OneLogin, under Student Accident Insurance Students have coverage under the BASIC Program, and the Policy Number is 120-22043
If your child has been involved in an accident, a claim form may be completed and submitted directly to IA Financial Group Any determinations under this policy are made by IA Financial Group subject to the terms and conditions of the applicable plan.
Financial Assistance
HTS is pleased to offer bursary assistance to eligible families To determine eligibility, applications must be submitted online at wwwapplefinancialservicesca no later than December 15, 2024 for the 2025-2026 academic year Apple Financial Services will complete a financial assessment and provide a recommendation to the HTS Financial Assistance Committee for consideration Bursaries are intended to be for short-term assistance and are available for up to 50% of tuition costs
Donations
HTS is a registered Canadian charity and complies with the regulations set forth by the Canada Revenue Agency (CRA). We devote all of our resources (funds, staff and our campus) to deliver an outstanding educational program for our learners As a not-for-profit and registered charity, HTS depends on, and is sincerely grateful for the generosity of our community that comes together each year to further our mission by making financial contributions to the school through the HTS Annual Fund, Financial Assistance program and other campaigns Every dollar given to HTS is invested in our incredible programs, people and spaces
Each year, parents are asked to donate a minimum of $2,000 per child to the HTS Annual Fund Your donation is tax deductible and a tax receipt will be issued for your contribution according to CRA rules Your Annual Fund donation will be recognized on the donor wall and in the Annual Review publication Your company may be one of the many organizations who will match your donation to HTS, therefore doubling your gift Please check with your employer to find out if they participate in the corporate matching gift program HTS is a registered charity charitable registration #122397417RR0001
HTS is proud to offer exclusive naming opportunities for leadership gifts, providing a meaningful way to leave a lasting legacy while supporting the next generation of learners We also offer the option to name awards in recognition of philanthropic support To discuss how you can make a difference through your charitable giving, please contact our Executive Director of Advancement
To learn more about donating to HTS, please visit https://hts.on.ca/donate We appreciate your generosity!
Donation Receipts
Official donation receipts for income tax purposes are issued annually for all cash donations and for the fair market value of qualifying in-kind donations For online contributions, donors receive an immediate tax receipt via email, providing instant confirmation and documentation for their records
