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A Guide for Students and Parents



Sudbury | Espanola | Manitoulin

hello 2009-2010 School Year

Trustees: Your Voice at the Board

Judy Hunda

Tyler Campbell

Sudbury, Area 6

Sudbury, Area 2

Ruth Ward

Dena Morrison

Doreen Dewar

Sudbury, Area 3

Sudbury, Area 4

Sudbury, Area 5

Larry Killens

Jeanna Miller

Grace Fox

Manitoulin, Area 7

Espanola, Area 8

First Nations

Board Chair 705.688.4598

Board Vice-Chair 705.674.6040

Adamsdale P.S. Carl A. Nesbitt P.S. Ernie Checkeris P.S. Queen Elizabeth P.S. Sudbury Secondary School

Judy Hunda

Chelmsford P.S. Lansdowne P.S. Larchwood P.S. Levack P.S. Chelmsford Valley District Composite School

Gord Santala 705.866.5229

Sudbury, Area 1

Copper Cliff P.S. Gatchell School Princess Anne P.S. R.H. Murray P.S. Walden P.S. Lively District Secondary School

Chair, Rainbow District School Board

Welcome to Rainbow Schools! On behalf of the Board of Trustees, I would like to thank you for supporting Rainbow Schools and working with us to reach minds and touch hearts. As we embark on a new school year, now is an opportune time to resolve to make this year the best ever. In Rainbow Schools, we are proud of the quality programs that we offer to English, First Nation/Métis/ Inuit and French Second Language learners in Sudbury, Espanola and Manitoulin. In partnership with the home and the community, our dedicated teachers and support staff are committed to inspiring success for all students from the early years and beyond.



Pinecrest P.S. Redwood Acres P.S. Valley View P.S. Confederation Secondary School

C.R. Judd P.S., Churchill P.S. Cyril Varney P.S., Markstay P.S. Monetville P.S., Northeastern Elementary School Westmount Avenue P.S. Lasalle Secondary School


Alexander P.S., Algonquin P.S. Long Lake P.S., MacLeod P.S. R.L. Beattie P.S., Ruth MacMillan Centre, Wanup P.S., Wembley P.S. Cecil Facer Secondary School Lockerby Composite School Lo-Ellen Park Secondary School

When educators and parents/guardians work together, they form a powerful partnership dedicated to ensuring that each and every student achieves his or her potential. The many community partners who support Rainbow Schools enhance what is taught in the classroom by giving students opportunities to gain hands-on experience and explore careers of interest. For this reason, we encourage parents/guardians to take an active interest in their child’s education and we invite community partners to help us mentor and nurture their future workforce. We also focus on character development as we look to build responsible and respectful citizens who care about each other and the world in which they live. A strong, publicly funded education system is vital to the prosperity of our community and our country. In 2009-2010, Rainbow Schools will remain vibrant, responsive and progressive, with students first and foremost.

Enjoy the year ahead!




Assiginack P.S. Central Manitoulin P.S. Charles C. McLean P.S. Little Current P.S. Manitoulin Secondary School

A.B. Ellis P.S. S. Geiger P.S. Webbwood P.S. Espanola High School

Billy Mekers

Student Trustee Lasalle Secondary School

705.377.4615 Atikameksheng Anishnawbek First Nation Aundeck Omni Kaning First Nation Dokis First Nation M’Chigeeng First Nation Sagamok Anishnawbek First Nation Sheguiandah First Nation Sheshegwaning First Nation Wahnapitae First Nation Wikwemikong Unceded Indian Reserve Whitefish River First Nation Zhiibaahaasing First Nation

Reaching minds. Touching hearts. |


We are leaders in learning in Sudbury, Espanola and Manitoulin, inspiring success for all students.


Rainbow District School Board provides quality programs and character education which enable students in Rainbow Schools to maximize their potential and fulfill their aspirations.


Q Ensure success for all students Q Build public confidence Q Maintain safe schools

Q Encourage community involvement Q Enhance communications Q Nurture staff

Q Provide sound leadership

Q Maximize the use of technology


We are committed to: Q ensuring success for all students Q providing high quality programs and character education Q encouraging innovation, initiative and creativity Q celebrating student, staff, school and system-wide success Q nurturing strong partnerships between the school, the home and the community Q keeping schools safe Q maintaining honest and open communication Q managing the resources in our trust efficiently, responsibly and effectively Q practising collaborative leadership and principled decision-making Q respecting diversity Q promoting continuous improvement and a sense of pride Q enhancing quality of life by encouraging life-long learning

Q Maintain quality facilities Q Focus on sustainability

Administrative Council

Director of Education

Diane Cayen-Arnold Superintendent of Business

Ada Della Penta Superintendent of Schools

Lesleigh Dye Superintendent of Schools

Reaching minds. Touching hearts. |

Director of Education, Rainbow District School Board

Parental involvement improves student achievement. As I look on the horizon, I see another school year filled with pride and promise. In the year ahead, we will continue to focus on literacy, numeracy, character development and environmental education. We will nurture success for all students and build good citizens who can lead us into the future.

Q Allocate adequate resources

Jean Hanson

Jean Hanson

Norm Blaseg Superintendent of Schools

Sharon Speir Superintendent of Schools

Parents, as the first teachers in the home, are important partners in this journey. Parental involvement improves student achievement, so I invite you to join with us as we enable students to maximize their potential and fulfill their aspirations. This Guide for Students and Parents is a first step in our efforts to build two-way communication between the home, the school and the communities that we serve. Please keep this publication in a handy place and refer to it often. It contains information about programs, policies and services as well as a list of key contacts and important dates. As parents/guardians, you will be invited to engage with the school in a variety of ways, by volunteering on School Council, attending parent/teacher interviews or participating in school activities and Board-wide events. Please take advantage of these wonderful opportunities to support student success. By working together, we can ensure that your child’s educational experience provides a solid foundation for a bright future. If you have any questions at any time, please contact your school or the Board Office. We also invite you to visit for current news throughout the school year.

Best wishes for a successful school year!


Junior and Senior Kindergarten

Early Learning and a Literacy Enriched Activity Program


arly years are critical years. Research has shown that the activities in Kindergarten form the foundation for future learning in academic subjects. In Kindergarten, play provides an important source of learning. Children participate in activity centres where they are encouraged to explore and solve problems in groups or on their own. By participating in these activities, children learn by doing. They have an opportunity to socialize and to develop their motor skills. They begin to understand spoken and written word associations and grasp number concepts.

Enrolment For enrolment in Junior Kindergarten, the child must be four years of age by December 31, 2009. For enrolment in Senior Kindergarten, the child must be five years of age by December 31, 2009. Junior Kindergarten is offered three full days one week and two full days the next week. Senior Kindergarten is a Literacy Enriched Activity Program offered five days a week. Parents/ guardians can enrol their children in the English Program or the French Immersion Program. Regardless of whether you choose Junior Kindergarten or Senior Kindergarten, in English or French Immersion, the skills that your child will gain in Rainbow Schools remain the same. Rainbow District School Board’s Kindergarten Programs are based on sound principles of early childhood education with a strong focus on character development. Intellectual stimulation, moral values, physical development, social/emotional development and self-discipline are emphasized on a daily basis. In Rainbow Schools, children learn important values such as sharing and co-operating with others. Teachers become important role models for the young children which further enhances the learning experience.

School Readiness There are many ways in which parents/guardians can prepare their children for school. Parents/guardians are strongly encouraged to read to their children daily to help them develop important language skills. Parents are also encouraged to instill in their children an enthusiasm for learning by reminding them of the exciting activities that await them in Kindergarten.

Registration For more information or to register, please contact the Rainbow School nearest you or visit

Say OUI to French Immersion and Core French Info Soirée

Thursday, February 4, 2010 6 pm to 7:30 pm Alexander Public School 39 St. Brendan Street, Sudbury Chelmsford Public School 121 Charlotte Street, Chelmsford Ernie Checkeris Public School 1570 Agincourt Avenue, Sudbury Lansdowne Public School 185 Lansdowne Street, Sudbury Levack Public School 100 High Street, Levack Northeastern Elementary School 45 Spruce Street, Garson R.L. Beattie Public School 102 Loach’s Road, Sudbury Valley View Public School 1840 Valleyview Road, Val Caron Walden Public School 249 Sixth Avenue, Lively Westmount Avenue Public School 511 Westmount Avenue, Sudbury

All parents/guardians and children welcome. Enjoy free workshops. Learn more about French Second Language programs. To register, call 523-3308, ext. 8217.

Elementary schools will host Open Houses for JK/SK registrations the week of

February 1 to 5, 2010 Contact the Rainbow School nearest you for details.

If registering your child for the first time, please bring his/her identification documents including birth certificate, birth registry/baptismal certificate, Ontario Health Card, and an immunization record.


Reaching minds. Touching hearts. |

Give your child the best start

Seamless entry from childcare into school gives children the best start in learning and life. Enrol your child today in before and after school programs and daycare (including JK alternative programs) being offered at area Rainbow Schools.

Before and After School Programs Adamsdale Public School

Long Lake Public School

Alexander Public School

MacLeod Public School

Algonquin Road Public School

Markstay Public School

Charles C. McLean Public School

Northeastern Elementary School

C.R. Judd Public School

Princess Anne Public School

Carl A. Nesbitt Public School

Queen Elizabeth Public School

Chelmsford Public School

R.L. Beattie Public School

A.B. Ellis Public School Alexander Public School Charles C. McLean Public School C.R. Judd Public School Chelmsford Public School Churchill Public School

Churchill Public School

Redwood Acres Public School

Best Start Hubs

Copper Cliff Public School

S. Geiger Public School

Cyril Varney Public School

Valley View Public School

Ernie Checkeris Public School

Walden Public School

Lansdowne Public School

Wembley Public School

Little Current Public School

Westmount Avenue Public School

181 First Avenue, Sudbury

39 St. Brendan Street, Sudbury

2650 Algonquin Road, Sudbury

43 Hall Street, Gore Bay

8 Lincoln Street, Capreol

1241 Roy Street, Sudbury

121 Charlotte Street, Chelmsford

1722 Fielding Street, Sudbury

50 School Street, Copper Cliff

1545 Gary Street, Sudbury

1570 Agincourt Avenue, Sudbury

185 Lansdowne Street North, Sudbury

18 Draper Street, Little Current

4420 Long Lake Road, Sudbury

310 Laval Street, Sudbury

7 Pioneer Street East, Markstay

45 Spruce Street, Garson

500 Douglas Street West, Sudbury

32 Dell Street, Sudbury

102 Loach’s Road, Sudbury

4625 Carl Street, Hanmer

355 Government Road, Massey

1840 Valleyview Road, Val Caron

249 Sixth Avenue, Lively

408 Wembley Drive, Sudbury

511 Westmount Avenue, Sudbury

Daycare Copper Cliff Public School Ernie Checkeris Public School Lansdowne Public School Levack Public School Little Current Public School MacLeod Public School

Supporting home, child care and school Best Start Hubs are family centres in schools offering children and their families a place to meet, to learn and to grow together. There are 13 Best Start Hubs in Greater Sudbury, including the following in Rainbow Schools: Algonquin Road Public School Northeastern Elementary School Churchill Public School Redwood Acres Public School Copper Cliff Public School

At your local hub, you will be able to: Q give your child a chance to play

and make friends

Q meet other parents/caregivers Q learn more about your child’s development Q help prepare your child for school Q enroll your child in a child care

or pre-school learning program

Q receive support and resources for your child Q have fun

Parents are welcome to attend hub activities at any site. For a complete list of sites, schedules and more information, visit or call 3-1-1. Reaching minds. Touching hearts. |

Markstay Public School Northeastern Elementary School Redwood Acres Public School S. Geiger Public School Valley View Public School Walden Public School

Rainbow District School Board

provides quality programs and character education to students in Sudbury, Espanola and Manitoulin in 38 elementary schools and 10 secondary schools. Approximately 15,000 students are enrolled in Rainbow Schools. Rainbow District School Board covers a geographic area of more than 14,000 square kilometres in the heart of Rainbow Country. Rainbow District School Board’s approved budget for the 2009-2010 school year is $168.4 million.


Secondary Schools

Where you belong


ainbow District School Board’s secondary schools offer exceptional opportunities in arts, athletics and academics in English and French Immersion. Caring teachers, quality programs and access to state-of-the-art technology prepare young minds to become the leaders of tomorrow.

Specialized Programs

Busing to Rainbow District School Board’s five specialized secondary school programs is offered to students within Greater Sudbury.

Science Technology Education Program

The Science Technology Education Program (STEP) enjoys a rich tradition at Lockerby Composite School. STEP is recognized as one of the most innovative secondary school programs in Ontario. With a focus on math, science and technology, the program is for students contemplating a career in medicine, science, health care, business, computer science or engineering. STEP students are actively engaged in their learning by keeping pace with the latest trends in science and technology through involvement in initiatives such as “anywhere, anytime” laptop learning, the provincially recognized Specialist High Skills Major in mining and health care, and courses in tele-robotics, genetics and forensics.

The International Baccalaureate Program

This internationally recognized comprehensive program encourages critical thinking and research skills and promotes service as part of the learning process. The IB Program is available at Lo-Ellen Park Secondary School to all students who have the required commitment, ability, interest and time to devote to the program. IB is designed to meet the highest standards required by any secondary school student in the world and is recognized by leading universities in most countries.

Arts Education Program

Sudbury Secondary School has earned a solid reputation as the School for the Performing Arts in Northern Ontario. The extensive arts education program includes drama, visual arts, film studies, vocal music, instrumental music and dance. Students not only gain a life-long appreciation for the arts, they also build important life skills including self-confidence, discipline and teamwork.

Co-operative Education The Co-operative Education Program integrates classroom theory with practical experience. Students divide their time between the school and the workplace, spending at least half the day with an employer. Co-operative Education prepares students for the challenges of tomorrow and enables employers to help develop the future workforce. To find out more about the program, contact the guidance office or Co-operative Education teacher at your local Rainbow School.

Ontario Youth Apprenticeship Program This Co-operative Education Program gives senior students an opportunity to begin a career in a skilled trade while attending high school. The program is designed to introduce students to a career path that will lead to skilled Visit trades, provide students to watch Building a with the opportunity Career in the Trades. to develop trade related Click on OYAP. competencies and accumulate hours toward a skilled trade as a registered or non-registered apprentice and encourage an early start toward a well paid and satisfying career. OYAP supports Student Success, particularly through program pathways, the Specialist High Skills Major and the School College Work Initiative. Students with special needs also have an opportunity to select OYAP as an option.

Continuing Education

School of Integrated Technology

Rainbow District School Board offers FREE credit courses during the day to any students 19 years of age and older who have been out of high school for at least one semester. Students can earn two high school credits in approximately six weeks. Night School credit courses are also free to any age group. These courses are two nights a week for 18 weeks. General interest courses are offered for a nominal fee. To register, visit the Continuing Education Centre at Sudbury Secondary School (College Street entrance, Room C-200) or call 675.5481 for more information.

Bilingual Trades Program

Adult Day School

The School of Integrated Technology at Lively District Secondary School offers enriched and specialized four-year programs combining science, mathematics, computer science and technology. Teachers work together with business and industry to provide relevant and meaningful activities to students, preparing them to be competitive in a global environment.

The Science and Technology Achieving Results through Trades Program (START) at Chelmsford Valley District Composite School is designed to meet the increasing demand for trades education in the 21st century with sector specific training opportunities. The main focus of the program is the interrelationship among mathematics, science, technology and the trades. Academic theory combined with practical knowledge will open the door to a variety of postsecondary destinations. The START program is designed to meet the needs and interests of individual students in areas such as hair and aesthetics, medical technologies, mining, and so much more! Program planning is on an individual basis with the assistance of guidance, parents/guardians and students. This program is offered in both official languages.


Block 1: September 9 to October 28, 2009 Block 2: November 2 to December 18, 2009 Block 3: January 6 to February 24, 2010 Block 4: March 1 to April 28, 2010 Block 5: May 3 to June 18, 2010

Night School Semester 1: September 21, 2009 to January 28, 2010 Semester 2: February 8, 2010 to June 10, 2010 Note: End dates are subject to change.

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First Nation Advisory Committee

First Nation, Métis and Inuit Education in Rainbow Schools

FNAC includes representatives from the following: Q Atikameksheng Anishnawbek First Nation Q Aundeck Omni Kaning First Nation Q Dokis First Nation Q Kenjgewin Teg Educational Institute Q M’Chigeeng First Nation Q N’Swakamok Native Friendship Centre Q Rainbow District School Board Q Sagamok Anishnawbek First Nation Q Sheguiandah First Nation Q Sheshegwaning First Nation Q Wahnapitae First Nation Q Whitefish River First Nation Q Wikwemikong First Nation Q Zhiibaahaasing First Nation

Voluntary Self-Identification

Schedule of FNAC Meetings Meetings of the First Nation Advisory Committee are open to the public. Thursday, September 17, 2009 Thursday, November 19, 2009 Thursday, February 18, 2010 Thursday, May 20, 2010 Please confirm meeting dates, times and locations by calling 705.674.3171, ext. 7213. Toll free 1.888.421.2661.

First Nation, Métis and Inuit Education Policy Framework First Nation, Métis and Inuit students in Ontario will have the knowledge, skills, and confidence they need to successfully complete their elementary and secondary education or training and/or to enter the workforce. They will have the traditional and contemporary knowledge, skills, and attitudes required to be socially contributive, politically active, and economically prosperous citizens of the world. All students in Ontario will have the knowledge and appreciation of contemporary and traditional First Nation, Métis and Inuit traditions, cultures and perspectives. Government of Ontario January 2007


n an effort to build bridges to success for First Nation, Métis and Inuit students, all families of students in Rainbow Schools have been invited to self-identify.

Self-identification data has been collected on the Rainbow District School Board Registration Form for all new students enrolled with the Board beginning in the 2008-2009 school year. The information collected is confidential and will be shared in aggregate form only. For families who have already registered, self-identification survey forms are available at your school office and on the Board’s website -

First Nation, Métis and Inuit Education Highlights Q Professional Development

for Staff builds bridges toward cultural understanding. Q A Guide for Staff assists staff in learning about First Nation, Métis and Inuit customs and practices. Q First Nation, Métis and Inuit Youth Group nurtures leadership skills in secondary students. Q First Nation, Métis and Inuit Support Workers offer support and build connections between school, home and community for First Nation, Métis and Inuit students in secondary schools. Q Transition Planning for Students on the Move helps ease the transition from one school to another. Q The Role Model Campaign highlights options and examples for students. Q The N’Swakamok Native Alternative School provides another educational avenue for students who are 16 years or older.

Q Ojbwe Language Courses offered

in some elementary and many secondary schools give all students an opportunity to learn Ojibwe. Q Native Studies Courses in many secondary schools offer all students an opportunity to learn about First Nation, Métis and Inuit people. Q The Grade 1 Reading Pilot engages early readers with First Nation, Métis and Inuit texts. Q Oral Language Strategies build early and advanced language skills. Q Resources in Schools provide teachers with culturally appropriate teaching and learning tools. Q Sharing Circle and Restorative Justice Practices create alternatives and opportunities for healing wrongs. Q Native Awareness Days celebrate the rich traditions of First Nation, Métis and Inuit people of Canada. Q Community Partnerships create seamless services for students and families.

Through Voluntary Self-Identification, we are asking students in Rainbow Schools

to tell us more about their ancestry so we can improve educational outcomes for all students. A first priority will be to enhance programs in keeping with Ontario’s First Nation, Métis and Inuit Education Policy Framework.

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Quality Schools

Where Character Counts

RespectED: Violence and Abuse Prevention Rainbow District School Board will continue to present the Canadian Red Cross RespectED: Violence and Abuse Prevention program in all of its secondary schools. Participants learn skills that help them develop healthy relationships at home, at school and in the community.

Roots of Empathy


he Roots of Empathy character development program will continue in Rainbow elementary schools. Each participating class adopts a baby who visits the classroom, along with his/her parent and a trained Roots of Empathy instructor, once a month for a full school year.

As the children observe the parent-infant interaction and follow the baby’s development, they learn how infants grow and develop. They also learn empathetic responses to the baby’s temperament, facial cues and feelings. In the process, they learn to be compassionate and caring citizens of the world.

The program focuses on all types of harassment and bullying, the abuse of power and authority, the rights and responsibilities of individuals, and intervention and prevention strategies to build safe and healthy communities. RespectED will be a key component of the Empowered Student Partnership (ESP) initiatives. Under the ESP program, students identify concerns in their schools and initiate projects to promote safe school environments.

Roots of Empathy program goals: Q to foster the development of empathy Q to develop emotional literacy

Q to reduce levels of bullying, aggression and violence Q to promote children’s pro-social behaviours

Q to increase knowledge of human development,

learning and infant safety

Q to prepare students for responsible citizenship

and responsive parenting

Character development is an integral part of

everyday life in Rainbow Schools. All school initiatives are designed to enhance education for students by setting high levels of student achievement, reducing gaps in student achievement and building increased confidence in publicly funded education. Our approach combines a strong academic program with a focus on character equity, citizenship development and respect for diversity.


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Quality Schools

Character Development For students, character development is about having a sense of responsibility to complete tasks with reliability, dependability and commitment.

Where Character Counts T

he many character development programs and activities in Rainbow Schools complement the Board’s Code of Conduct, which promotes responsibility, respect, civility and academic excellence in a safe learning and teaching environment.

It’s about pursuing valuable goals with determination and patience while exhibiting fortitude when confronted with failure. It’s about treating others with kindness, compassion and generosity. It’s about demonstrating hard work and giving your best regardless of  the obstacles. It’s about being law-abiding citizens and making a positive contribution to the school, the community and the world in which we live. It’s about telling the truth and admitting wrongdoing, being trustworthy and acting with integrity. It’s about doing the right thing when faced with tough decisions, following your conscience instead of the crowd. It’s about practising justice, equity and equality, co-operating with one another, recognizing the uniqueness and value of each individual within our diverse society.

By nurturing a strong partnership between the school, the home and the community, Rainbow Schools ensure that students receive an education that includes personal, social and citizenship development. Respect, responsibility, honesty, integrity, fairness, inclusiveness, teamwork, trust, initiative, perseverance, determination, optimism and compassion are some of the individual qualities being nurtured in students both inside and outside of the classroom. Character development not only encourages students to become positive and productive members in a global society, it also instills in them skills that are essential for learning and for life. In Rainbow Schools, the school staff will display and communicate the school’s expectations, teach the rules and procedures of the school, teach any behavioural and social skills necessary for school success, and provide leadership and other learning opportunities to all students. Staff will also encourage and reinforce appropriate student behaviour, provide students with feedback and evaluation regarding their behaviour, undertake to be good role models, provide structure and supervision required for the prevention of misbehaviour, and partner with parents/ guardians to build student success.

School personnel use many strategies aimed at producing appropriate student behaviour. Staff may… Q Correct students, redirect them and review required


It’s about showing high regard for authority, treating others as we would want to be treated and understanding that all people have value as human beings. It’s about letting moral values guide choices and putting service to others before self. In Rainbow Schools, character development is a positive and proactive approach to moral development - the very core of a caring school community.

Q Provide tutorials on appropriate student conduct

Q Assign special learning projects designed to improve student

knowledge and performance related to school behaviour

Q Provide guidance and counseling

Q Change supervision, structure, procedures and work

locations as required

Q Use problem solving and resolution strategies

Q Require students to write plans for future success Q Arrange mentoring

Q Provide students with time out to regain their self-control and composure

Q Engage students in special programs for anger management, social skills, etc. Q Use peer counseling and conflict resolution

Q Require restitution and/or community service

Q Have students make up time lost due to unnecessary absence Q Employ tracking sheets to monitor success

Q Make referrals to other personnel or agencies to increase support for students Q Communicate with parents to increase teamwork and plan joint resolution

of problem behaviours

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Rainbow District School Board

Code of Conduct

Changes to Rainbow District School Board’s safe schools policies and procedures came into effect on February 1, 2008 with the passing of Bill 212, the Education Amendment Act, (Progressive Discipline and School Safety).


he policy and procedures for suspension and expulsion were revised. Two new policies and procedures were created for bullying and progressive discipline. These policies are available on the Board’s website - Policy 6.06: Suspension Policy 6.08: Expulsion Policy 6.14: Progressive Discipline Policy 6.15: Pupil Bullying

Rainbow District School Board also has a new Code of Conduct, which replaces the Discipline Policy. With these new policies and procedures, school staff will continue to work respectfully and collaboratively with students and parents/guardians, using a progressive approach to discipline with school safety first and foremost.



school community promotes responsibility, respect, civility and academic excellence in a safe learning and teaching environment. A school community includes School Board trustees and School Board personnel. All students, parents/guardians and staff have the right to be safe and feel safe in their school community. With this right comes the responsibility to be law-abiding citizens and to be accountable for actions that put the safety of others or oneself at risk. Rainbow District School Board believes that every student has the right to an education without disruption, along with the equally important responsibility not to deny this right to any other student. Rainbow District School Board’s Code of Conduct encourages positive student behaviour. A firm and fair application of this Code of Conduct shall prevail in all matters related to Rainbow District School Board, including school activities, School Board business and school buses.

Positive Attitudes Rainbow District School Board strives to create positive attitudes towards punctuality, regular attendance, completion of classroom assignments, and interest in learning through classroom participation.


Parental Support Parents/guardians support Rainbow District School Board staff by encouraging students to fulfill their responsibilities towards their school, other students and themselves. The Board recognizes that an important factor in success at school is the regular completion of homework and regular attendance which requires the co-operation of the home.

Guiding Principles Rainbow District School Board’s Code of Conduct is shaped by the Ontario Schools Code of Conduct. All participants in the publicly funded school system – students, parents/ guardians, volunteers, teachers and other staff members – are included in this Code of Conduct, whether they are on school property, on school buses or at school-authorized events or activities. All members of the school community must be treated with respect and dignity, especially persons in positions of authority. Responsible citizenship involves appropriate participation in the life of the school community. Active and engaged citizens are aware of their rights, and more importantly, they accept responsibility for protecting their rights and the rights of others. Members of the school community are expected to use non-violent means to resolve conflict. Physically aggressive behaviour is not a responsible means for interacting with others.

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The possession, use or threatened use of any object to injure another person endangers the safety of oneself and others. Alcohol and illegal drugs are addictive and present a health hazard. Schools will work co-operatively with police as well as drug and alcohol agencies to promote prevention strategies and, when necessary, respond to school members who are in possession of, or under the influence of, alcohol or illegal drugs. Insults, disrespect, and other hurtful acts disrupt the teaching, learning and business in a school community. Members of the school community have a responsibility to maintain an environment where conflict and differences can be addressed in a manner characterized by respect and civility.

Roles and Responsibilities of the School Community School members include principals, teachers, staff, students, parents and/ or guardians, school councils, trustees, volunteers and visitors.

TRUST hold everyone to the highest standard of respectful and responsible behaviour. As role models, teachers and school staff uphold these high standards when they:

Q help students work to their full

potential and develop their sense of self-worth; Q empower students to be positive leaders in their classroom, school and community; Q communicate regularly and meaningfully with parents/guardians; Q maintain consistent standards of behaviour for all students; Q demonstrate respect for all students, staff, parents, volunteers and the members of the school community;

RESPECT Principals, under the direction of the School Board, take a leadership role in the daily operation of schools. They provide this leadership by:

Q demonstrating care and commitment

to academic excellence and safe teaching and learning environments; Q holding everyone under their authority accountable for their behaviour and actions; Q empowering students to be positive leaders in their school and community; Q communicating regularly and meaningfully with all members of their school community. Teachers and school staff, under the leadership of their principals, maintain order in the school and are expected to

Q prepare students for the full

responsibilities of citizenship. Students are to be treated with respect and dignity. In return, they must demonstrate respect for themselves, for others and for the responsibilities of citizenship through acceptable behaviour. Respect and responsibility are demonstrated when a student:

Q comes to school prepared, on time

and ready to learn; Q shows respect for himself/herself, for others and for those in authority; Q refrains from bringing anything to school that may compromise the safety of others; Q follows the established rules and takes responsibility for his or her own actions;

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Q dresses in accordance with the school

dress code. Parents/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/guardians fulfill their responsibility when they:

Q show an active interest in their child’s

homework, school work and progress;

Q communicate regularly with the school; Q help their child be neat, appropriately

dressed and prepared for school; Q ensure that their child attends school regularly and on time; Q promptly report to the school their child’s absence or late arrival; Q become familiar with the provincial Code of Conduct, the Board’s Code of Conduct and school rules; Q encourage and assist their child in following the rules of behaviour; Q assist school staff in dealing with disciplinary issues involving their child. School council members serve as a valuable support mechanism to their local schools when they: Q act as a liaison group on school-related

issues; Q act in an advisory capacity to principals on specified school policies. Police and community members are essential partners in making our schools and communities safe. Community members need to support and respect the rules of their local schools. Community agencies deliver prevention or intervention programs that may be used by the school community. Protocols are effective ways of establishing linkages


Rainbow District School Board

Code of Conduct

between boards and community agencies and of formalizing the relationship between them. These partnerships must respect all applicable collective agreements. The police play an essential role in making our schools and communities safer. The police investigate incidents in accordance with the protocol developed with the local school board. These protocols are based on a provincial model that was developed by the Ministry of the Solicitor General and the Ministry of Education.

Q seek assistance from a member of

Standards of Behaviour

All members of the school community must:

The standards of behaviour apply to students, staff, parents/guardians, volunteers, school council members, trustees and visitors engaged in any school activity. In addition, principals will, in conjunction with members of the school council, develop a school Code of Conduct clarifying acceptable and non-acceptable behaviour for all members of their school community. These school Codes of Conduct are subject to review on a regular basis.

Respect, civility and responsible citizenship All members of the school community must: Q respect and comply with all applicable federal, provincial and municipal laws; Q demonstrate honesty and integrity in achieving academic excellence and in the appropriate use of technology; Q respect differences in people, their ideas and their opinions; Q treat one another with dignity and respect at all times, and especially when there is disagreement; Q respect and treat others fairly, regardless of, for example, race, ancestry, place of origin, colour, ethnic origin, financial status, citizenship, religion, gender, sexual orientation, age, or disability; Q respect the rights of others; Q show proper care and regard for school property and the property of others; Q take appropriate measures to help those in need;


the school staff, if necessary, to resolve conflict peacefully; Q respect all members of the school community, especially persons in positions of authority; Q respect the need of others to work in an environment that is conducive to learning and teaching; Q not swear at a teacher or at another person in a position of authority.


Weapons including but not limited to firearms; Q not use any object to threaten or intimidate another person; Q not use any object to cause personal injury.

Alcohol and Drugs Q not be in possession of, or be under

the influence of, or provide others with alcohol or illegal drugs; Q not traffic weapons or illegal drugs; Q not give alcohol to a minor.

Q not inflict or encourage others to inflict

Q not engage in bullying behaviours; Q not commit sexual assault; Q not commit robbery;

Q not engage in hate propaganda and

other forms of behaviour motivated by hate or bias;

Note: Bullying is typically a form of repeated, persistent and aggressive behaviour directed at an individual or individuals that is intended to cause (or should be known to cause) fear and distress and/or harm to another person’s body, feelings, self-esteem or reputation. Bullying occurs in a context where there is a real or perceived power imbalance. The purpose of a suspension is to caution students and deter them from continuing with or repeating unacceptable behaviours; prevent other students from being exposed to or involved in dangerous and damaging activities; discipline students who have transgressed the rules of the school; and to warn parents or guardians of serious discipline problems with their children. The primary purpose underlying the implementation of a suspension is to result in a change in behaviour for the student.

Activities Leading to Possible Suspension

Physical Aggression


causes extensive damage to school property or to property located on the premises of the school; Q not use the Internet and electronic devices in a manner that violates the privacy or dignity of others.


Q not be in possession of any weapon,

bodily harm on another person; Q seek staff assistance, if necessary, to resolve conflict peacefully.

Q not commit an act of vandalism that

Suspension shall be considered when a principal’s investigation of an incident, which should include consultation with the pupil’s parent/guardian and pupil or the adult pupil, determines that the pupil has committed one or more of the infractions outlined below on school property, during a school-related activity or event, and/or in circumstances where the infraction has an impact on school climate. A student may be suspended for a minimum of one (1) school day and a maximum of twenty (20) school days.


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The infractions include: a. Uttering a threat to or inflicting serious bodily harm on another person b. Possessing alcohol or illegal drugs c. Being under the influence of alcohol d. Swearing at a teacher or at another person in a position of authority e. Committing an act of vandalism that causes extensive damage to school property f. Bullying g. Use of profane or improper language h. Smoking on school board property i. Academic dishonesty j. Inappropriate use of technology k. Inappropriate dress l. Any act considered by the principal to be injurious to the moral tone of the school m. Any act considered by the principal to be injurious to the physical or mental well-being of members of the school community n. Any act considered by the principal to be contrary to the Board or school Code of Conduct

Suspension Reviews The parent/guardian or the adult pupil may request a review of a decision to suspend where a suspension has been issued. A written request setting out the reasons for a review must be made within three (3) days of receipt of notice of the suspension. The time for requesting the review may be extended at the discretion of the Superintendent of the school where circumstances precluded a request within the requisite time frame. The review shall take place upon receipt by the Superintendent of the school of a request for a review.

Suspension Appeals Where a suspension review has occurred, the pupil’s parent/guardian or the adult pupil may appeal the suspension imposed by the principal. In accordance with the Board’s administrative procedures, the appeal must be made in writing and

FAIRNESS delivered to the Director of Education within ten (10) days of the commencement of the suspension.

Expulsion Expulsion shall be considered when a principal’s investigation of an incident, which should include consultation with the pupil’s parent/guardian and pupil or the adult pupil, determines that the pupil has committed one or more of the infractions outlined below on school property, on a school bus, and/or during a school-related activity or event, and/or in circumstances where the infraction has an impact on the school climate.

Activities Leading to Possible Expulsion The infractions for which a principal may consider recommending to the Discipline Committee of the Board that a pupil be expelled from the pupil’s school or from all schools of the Board include: a. Possessing a weapon or object, including possessing a firearm b. Using a weapon or object to cause or to threaten bodily harm to another person c. Committing physical assault on another person that causes bodily harm requiring treatment by a medical practitioner d. Committing sexual assault e. Trafficking in weapons and/or in illegal drugs and/or possession of weapons and/or illegal drugs for the purpose of trafficking f. Committing robbery g. Giving alcohol to a minor h. An act, including opposition to authority, considered by the principal to be significantly injurious to the moral tone of the school and/or to the physical or mental well-being of others

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i. A pattern of behaviour that is so inappropriate that the pupil’s continued presence is injurious to the effective learning and/or working environment of others j. Activities engaged in by the pupil on or off school property that cause the pupil’s continuing presence in the school to create an unacceptable risk to the physical or mental well-being of other person(s) in the school or Board k. Activities engaged in by the pupil on or off school property that have caused extensive damage to the property of the Board or to goods that are/were on Board property l. The pupil has demonstrated through a pattern of behaviour that s/he has not prospered by the instruction available to him or her and that s/he is persistently resistant to making changes in behaviour which would enable him or her to prosper m. Any act considered by the principal to be a serious violation of the Board or school Code of Conduct

Restart: Sudbury, Restart: Espanola, and Restart: Manitoulin are programs for students who have been suspended or expelled. Students are supported in both academic and non-academic  areas. For more information, talk to your school principal.

Expulsion Appeals A pupil’s parent/guardian or adult pupil may appeal a Board’s decision to expel a pupil to the Child & Family Services Review Board in accordance with the procedures set out by the Ministry of Education. Rainbow District School Board is committed to the promotion of respect, responsibility and civility in its elementary and secondary schools.


Maintaining safe schools In our ongoing efforts to maintain a safe learning environment for our students, a number of schools now have controlled access. Please press the buzzer on the main door and school staff will be pleased to assist you.

Important message

about the use of the Internet and electronic devices The Internet and electronic devices have changed our world, offering unparalleled resources and associated challenges. As the technology has expanded, so have the implications related to the safety and privacy of students and staff. Rainbow Schools remind students and parents/guardians that cell phones, digital cameras, personal digital and other electronic devices can be disruptive and must not be activated in class or during examinations and/or assessments without the permission of school staff. Electronic devices must not be used in a manner that violates the privacy or dignity of others. This includes the use of cell phones with cameras (and similar devices) in washrooms, change rooms and any other areas where privacy prevails; taking photographs of a person or persons on school property and/or at school events without the permission of the person or persons being photographed; and posting photographs on the Internet and/or electronically transmitting photographs of a person or persons taken on school property and/or at school events without the  permission of the person or  persons in the photograph. Using the Internet and electronic devices with care will ensure that the safety and privacy of students and staff remain first and foremost. For information about streetproofing, visit Click on parents. Click on streetproofing.

What is a lockdown? In order to ensure the ongoing safety and security of students and staff, Rainbow Schools are required to practice lockdown procedures much like fire drills. When there is a threat to the school from within the building, staff and students go into lockdown. Doors are locked, blinds are closed and lights are turned off. Everyone moves to the location in the room where it is most difficult to be seen from the classroom door window. Students outside the building at the time of the lockdown are escorted to a predetermined gathering point at the school. When there is a threat to the school from outside the building, staff and students go into hold and secure. Doors are locked, blinds are closed and lights are turned off. Normal classroom activities are maintained. When there is an environmental incident posing a potential risk to a school, such as a chemical leak in the community, staff and students go into shelter in place. This ensures that everyone remains indoors until further notice.

What is the Trauma Team? When there is a critical incident affecting a school, such as the death of a student, Rainbow District School Board’s Trauma Team may go to the school to provide support. The team is made up of Board employees who are trained to assist students in need and call in additional resources that may be required. The Trauma Team may also provide information to parents/guardians on how to help their children after a crisis. The Trauma Team works closely with staff from the Child and Family Centre.

Thursday, September 10, 2009

Tips for Parents

Media Violence: What parents can do...

Q Be aware. Home computers and televisions

should be in a common area where parents can supervise as children surf the web, watch television and play video games. Q Talk to your children. Children and teenagers need to know that you are interested in what they are viewing. They need to learn how to become critical viewers. Q Become savvy. Surf, watch and view television programs, websites and video games that are popular with children and teenagers. Q Check available safeguards. Software packages exist that limit and filter web content and sites, and most are readily available. Q Don’t encourage dependency. Television or video games should not be used as babysitters. Children and adolescents should have a diversity of activities, with only a portion made up of television viewing, web surfing and video playing. Q Impose limits. A maximum amount of time for media – two hours or less – should be imposed on children and they should not be allowed to play or watch until other duties are done (such as homework or chores). Q Check age-appropriateness or ratings. Video games, movies and now television shows come with ratings. If they are not age-appropriate for your children, do not let them watch. Q Offer explanations. Rules should be imposed but, more important, explained. If you do not want your child to play a particular game or watch a television show, explain why. Be aware that your explanation may have to be repeated often. Q Be involved. Watch television shows or movies with your children or play video games with them and talk about the content. Q Identify appropriate content. Encourage your children to watch and use age-appropriate content. Q Teach children to become critical consumers. Make sure that the criteria for measuring the difference between a good show or game and a bad one include factors such as violence, commercialization and ill-treatment of women, among others. Q Make your thoughts and feelings known. If your local video store is renting inappropriate games or videos to your child, bring the products back and make sure the staff knows this is a concern by speaking to the manager. This information was prepared by the Media Violence Coalition.

is Stand Up Against Bullying Day in Rainbow Schools. 14


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Say OUI to French Immersion and Core French P

arents can enroll their children in the English Program or the French Immersion Program. The English Program includes a Core French component. French Immersion provides a balance of English and French instruction.

Core French In Rainbow Schools, Core French is offered daily beginning in Grade 1. The aim of the Core French program is to develop basic communication skills in French and an understanding of the nature of the language, as well as an appreciation of French culture in Canada and in other parts of the Frenchspeaking world. The Core French program offers students the opportunity to develop a basic usable command of the French language that can be expanded through further study at the secondary school level.

French Immersion Elementary Schools

Q In Junior Kindergarten, 25 per cent of instruction is

in French at the beginning of the year with gradual progression to 100 per cent by the end of the year. Q In Senior Kindergarten, the teachers speak French all of the time, with the exception of a 20-minute English literacy block daily. Students are encouraged to respond in French as much as possible. Q In Grades 1 and 2, 100 per cent of the classroom instruction is in French, with the exception of a 20-minute English literacy block daily. Q In Grades 3 and 4, French language arts, mathematics, social studies, health, physical education, music, art, and technology are taught in French and English language arts and science are taught in English. Q In Grades 5 to 8, French language arts, social studies (history, geography), music, art, physical education and health are taught in French while English language arts, science, and mathematics are taught in English.

Secondary Schools The French Immersion Program at the secondary school level provides students with the skills they need to communicate in a second language and thereby enhance their ability to perform effectively and meet with success in a rapidly changing global economy. Learning a second language enhances career choices, develops thinking and communication skills, and provides a greater appreciation of diversity. Students in Rainbow Schools may obtain a French Immersion Certificate upon graduation by completing a minimum of ten courses taught in French. These include four Immersion French courses, plus six other courses from a wide variety of choices – physical education and health, Canadian geography, Canadian history, civics, career studies, dramatic arts, business studies, social sciences and the humanities, Canadian and world studies, music, visual arts, science, technological education and co-operative education.

French Immersion In French Immersion, students learn to speak French through the study of other subjects. This enriches their vocabulary, develops their problem solving skills, and increases their opportunities to speak French in meaningful contexts. French Immersion provides students with an understanding of the cultures of French-speaking societies by integrating cultural studies into daily language instruction. Students also develop strong fundamental skills in oral communication (listening and speaking) as well as reading and writing.

French Immersion is offered at the following Rainbow Secondary Schools: Q Chelmsford Valley District Composite School Q Confederation Secondary School Q Lasalle Secondary School Q Lockerby Composite School Q Lo-Ellen Park Secondary School Q Sudbury Secondary School

Upon graduation from Grade 8, students receive an Elementary French Immersion Certificate. French Immersion students are encouraged to continue to study in the French Immersion Program at the secondary school level. French Immersion is designed for English-speaking parents/ guardians in such a way that they can support their children in school. Reaching minds. Touching hearts. |


Special Education

Programs and Services Rainbow District School Board is committed to ensuring that every exceptional student is provided with the most inclusive environment, enabling the student to fulfill his/her potential. The Board provides special education programs and services based on the following philosophy: Q All exceptional students have a right to quality education. Q The education of exceptional children is a responsibility shared by the school, the student,

parents/guardians and Rainbow District School Board.

Q All exceptional students are an integral part of society, entitled to respect and dignity. Q All exceptional students should have quality of educational opportunities regardless of class,

economic status, gender, ethnic origin or religion.

Q The majority of exceptional students can best be served within an inclusive education program. Q The array of needs of exceptional students can best be served by a continuum of support. Q Programming is of utmost importance in any assessment or diagnostic procedure undertaken

on behalf of exceptional students.

Q Communication and interaction amongst special education and regular education personnel

must be ongoing and goal directed in support of exceptional students.

Q All exceptional students share in the responsibility for learning and in the planning of their

program, based upon maturity and capability.

Overview of Programming Rainbow District School Board believes that integration should be the norm wherever possible. For some students, an alternative setting may be necessary when their needs are so great that they cannot be met in an integrated setting.

Special Education Services In accordance with the Education Act, “special education services” means facilities and resources, including support personnel and equipment, necessary for developing and implementing a special education program. Rainbow District School Board provides a range of specialized services to support teachers, parents/ guardians and exceptional students through consultations, system screening activities, assessments and direct instructional support. Rainbow District School Board provides individual psychoeducational assessments and educational programming through Individual Education Plans (IEPs) and special education placements through Local Area Admission, Review and Demission Committees (ARDs). The Board also provides leadership in systemwide assessment and consultation activities at the Junior Kindergarten, Senior Kindergarten, and Grade 4 and Grade 7 levels, as well as transition planning at the time of school entry and leaving. The Principal of Special Education Programs and Services, Consultants/Co-ordinators and Psychological Services staff act as a resource to parents/guardians, teachers, principals, and superintendents in designated schools/ areas in matters pertaining to the learning and behavioural needs of students and in the design and implementation of programs and services for exceptional pupils. The Speech and Language Pathologists provide individual assessments for students with complex language needs. They also offer consultative support to Education Centre staff, special education resource teachers, classroom teachers and local area teams. They provide leadership in system-wide endeavours and supervision of Communicative Disorders Assistants. Educational Assistant support in regular or self-contained classes may be provided in relation to developmental, corrective or care needs. The work of the Educational Assistant is planned and directed by a certified Special Education Teacher. Special Education Teachers facilitate the identification of and programming for exceptional students. They provide instruction to exceptional students and consult with classroom teachers, central special education staff, parents/ guardians and community agencies to plan and implement special education programs and services. Special Education Resource Teachers work hand-in-hand with the classroom teacher to support the learning of exceptional students within the regular classroom environment. Rainbow District School Board’s Special Education Plan complies with the Canadian Charter of Rights and Freedoms, the Ontario Human Rights Code, the Education Act and regulations made under the Act.

Free Field amplification systems, installed in Grade 1, 2 and 3 classrooms, give students a front row seat by optimizing classroom sound quality and creating a more intimate environment for learning.


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Special Education

Special Education Advisory Committee SEAC includes representatives from the following: Q Attention Deficit Hyperactivity Disorder Parent Support Group Q Autism Society of Ontario – Autism Chat (Sudbury Chapter) Q Canadian Hearing Society Q Canadian National Institute for the Blind (V.I.E.W.S.) Q Child Care Resources Q Council for Exceptional Children Q Down Syndrome Association of Sudbury Q Learning Disabilities Association of Ontario – Sudbury Chapter Q Sudbury Community Service Centre SEAC also includes First Nations members, trustees and members at large in Sudbury, Espanola and Manitoulin.

Schedule of SEAC Meetings Meetings of the Special Education Advisory Committee (SEAC) are open to the public. SEAC meetings are held the first Wednesday of the month during the school year (Please note: The September meeting is held on the second Wednesday of the month). Meetings take place from noon to 2 pm at The Gord Ewin Centre for Education at Lo-Ellen Park Secondary School, 275 Loach’s Road in Sudbury (Howard Shecter Room). September 9, 2009 October 7, 2009 November 4, 2009 December 2, 2009 January 6, 2010 February 3, 2010 March 3, 2010 April 7, 2010 May 5, 2010 June 2, 2010

Please confirm meeting dates by calling 705.674.3171, ext. 7216. Reaching minds. Touching hearts. |

Frequently Asked Questions for Parents/Guardians of Exceptional Students What is an Individual Education Plan? An Individual Education Plan (IEP) is developed for each student who has been identified as exceptional by an Identification, Placement and Review Committee (IPRC) within 30 school days of the student’s placement in a special education program. The IEP is reviewed and updated annually at the beginning of each school year. An IEP is a written plan. It is a working document that describes the strengths, needs and the specific educational expectations of an exceptional pupil. It outlines the special education program and services required to meet that student’s needs, and how the program and services will be delivered. It also indicates how a student’s progress will be monitored.

When is the IEP developed? The IEP is developed within 30 school days of placement in a special education program. It is reviewed and updated in September of each school year.

Should parents/guardians provide input for the IEP? The input of parents/guardians is required in order to develop the best IEP possible. Please contact your school to participate in your child’s IEP. For information about the IEP, please see the Ministry of Education document The Individual Education Plan (IEP) – A Resource Guide 2004 available online at index.html. You can also access information about Special Education on the Board’s website at or by contacting the Board Office.

What is SEAC? The Special Education Advisory Committee (SEAC) advises Rainbow District School Board on matters related to special education. The majority of SEAC members are volunteer representatives from parent and community associations. Two Board trustees also sit on the committee. Members of the public are welcome to attend SEAC meetings held on the first Wednesday of the month throughout the school year. Please note: The September meeting is held on the second Wednesday of the month.

I think my child has a special need or learning disability that the school hasn’t identified. What should I do? First, you should meet with your child’s classroom teacher or the school principal. Every school also has a special education consultant/co-ordinator. In addition, school officials can provide you with the names of parent support groups such as the Learning Disabilities Association of Ontario.

What is an IPRC? The Identification, Placement and Review Committee (IPRC) meets and decides if a student should be identified as an exceptional pupil, and, if so, the placement that will best meet the student’s needs. Once identified as an exceptional pupil, an IPRC review meeting takes place annually. Additional IPRCs can be scheduled upon the request of the school or the parent/ guardian after the placement has been in effect for a period of three months.

When do annual IPRC review meetings take place? Invitations to annual IPRC meetings are usually extended in early fall or spring.

Where can I find out more about special education or my child’s exceptionality? Your school can provide you with A Parent’s Guide to Special Education, a booklet produced by the Rainbow District School Board. The following websites will also be of interest:


Engaging students in new and innovative ways Student Success Teams Each secondary school has a dedicated team that provides extra attention and support to students when needed. The Student Success Team works with school staff, students, parents/guardians, and the community to ensure more students in  Rainbow Schools earn the credits they need to  graduate.

Expanded Co-op Credit Students can now apply two Co-operative Education credits towards their compulsory graduation requirements. Rainbow Schools are developing stronger partnerships between education, business and community organizations in order to increase the number of co-op and job placement opportunities for students.

Dual Credit Programs Students can now earn credits that can be applied towards both their secondary school diploma and their postsecondary diploma, degree or apprenticeship certification. Rainbow District School Board is offering a number of Dual Credit Programs at Cambrian College, including Chef Training, Exploring Business and Health Sciences, Precision Measurement, College Connections and a number of Level I Apprenticeship programs.

Specialist High Skills Major Rainbow District School Board offers Specialist High Skills Major (SHSM) programs in five sectors: Arts and Culture, Business, Energy, Health and Wellness and Mining. Each Specialist High Skills Major is a bundle of 8 to 10 courses in a selected field. Students learn on the job and can earn valuable industry certifications.

Design and Technology for Grade 7 and 8 students A design and technology program was developed and launched with Grade 7 and 8 students at Lively District Secondary School and Chelmsford Valley District Composite School. Each Rainbow District School Board elementary school will have the opportunity to offer the program in all Grade 7 and 8 classrooms in 2009-2010.

Grade 8 to 9 Transition In Rainbow Schools, elementary and secondary teachers work together to ease the transition, through special open houses for students/parents, transition activities in secondary schools, more dialogue between teachers in both panels, increased professional learning to share best practices and improved tracking of students and their progress.



econdary schools are changing to meet the individual needs of students. For more ways to succeed in high school, pick up a copy of the Ministry of Education’s guide for parents and students, available at Rainbow Secondary Schools and online at


the guide:

• Courses focused towards a career • Earning more credits through workplace experience • Help for struggling students and those who have dropped out • E-learning and technological education courses • Individualized attention and caring • Earning high school and postsecondary credits • Helping students succeed in high school • Adjusting to high school

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Nine essential skills

for learning and life

According to Human Resources and Skills Development Canada, Nine Essential Skills provide the foundation for learning all other skills and enable people to evolve with their jobs and adapt to workplace change. These skills are used in nearly every occupation and throughout daily life in different ways and at different levels of complexity.

Reading Text The comprehension of text consisting of sentences and paragraphs

Document Use The use of labels, lists, signs, graphs, charts, tables, forms and other similar materials

Writing The preparation of written materials for a variety of purposes

Oral Communication The use of speech for a variety of purposes

Computer Use The use of any type of computerized technology

Numeracy Using numbers and thinking in quantitative terms to complete tasks

Thinking Skills The process of evaluating ideas or information to reach a decision

Working with Others Working with other employees to carry out tasks

Continuous Learning Participating in an ongoing process of acquiring skills and knowledge

Student Success is inspiring success for all students in all pathways: independent living, work, apprenticeship, college and/or university.

Every student learns differently. Now there are new ways for students to participate in secondary school and earn the credits they need to graduate. For more information on how you can benefit from more opportunities to succeed, contact the Guidance Department.

Reaching minds. Touching hearts. |


Parental Involvement

Improves Student Achievement Students benefit. Schools flourish.


s a child’s first teacher, parents/guardians are important partners in the learning process. Your involvement in your child’s education gives you the opportunity to strengthen that partnership and to be part of a team dedicated to building collaborative learning environments for young people. When strong links are developed between home and school, students benefit and schools flourish. By supporting classroom lessons and reinforcing good behaviour, you will be making significant contributions to your child’s success inside and outside of the classroom. All of us in Rainbow Schools are committed to working in partnership with parents/guardians. We encourage you to take an active interest in your child’s education. The helpful hints and handy tips in this publication are designed to inform and inspire you to expand your roles as teachers, nurturers and mentors at home, at school and in the community.

Help your Child Succeed


for these FREE presentations for all parents/guardians

Eva Olsson

Holocaust Survivor Wednesday, September 30, 2009 Sudbury Secondary School – 7 pm The outbreak of World War II plunged Eva Olsson into the heart of the Holocaust-concentration camps, slave labour factories, disease, and the deaths of millions, including most of her family. Come hear her poignant and powerful life story.

Allan Johnson

Be generous with praise

Observe your child carefully and comment on the things that are done well. When you see an area that needs improvement, find a positive way to talk about it with your child.

Encourage personal best

Parents as Partners Wednesday, October 7, 2009 Manitoulin Secondary School – 7 pm

Help your child by encouraging him or her to do the best in school and at home. Remember, personal best does not mean perfect, and learning is not the same as high grades. Children, like adults, need the freedom to make mistakes and to learn from them.

Thursday, October 8, 2009 Sudbury Secondary School – 7 pm

Make learning a priority

Want to gain insight into the mind and behaviour of your children?

Your attitude toward school attendance, education and involvement in the school makes a strong and lasting impression on your child. Show your child, by example, that learning is a priority.

Show interest in school work

Q Talk about school each day. Q Ask to see class work. Q Have your child read aloud to you. Q Show appreciation for good efforts.

Q Read to and with your child from

a variety of material.

Q Encourage your child to discuss

Want to learn informative ideas on partnering with the school for student success? Mark your calendar and join us for this high-energy, interactive workshop for parents.

new ideas and opinions.

Offer suggestions for success

Help your child use the following strategies to improve performance in school: Q Read the assignment when it is given. Q Proofread assignments to catch errors Q Keep a list of new vocabulary. before writing a final draft. Q Review notes before a test.

Volunteers Welcome

Schedule study time

Volunteers are an essential part of Rainbow school communities. Across the Board, volunteers participate in a wide range of activities that support student success and enhance the quality of Rainbow Schools.

Support 100% attendance

Good schools become that much better with the active participation of parents/guardians in special events, including school fairs, open houses and music, drama and sports activities.

Set up an area for homework away from noise and distractions. Post a family calendar that schedules school project deadlines, after-school activities, mid-term dates, exam periods and report card dates. Some kinds of absences are unavoidable, but taking students out of school unnecessarily is disruptive for learning and reduces chances for success.

Help set goals

At the beginning of each term, help your child identify three or four goals. Put the goals where they can be frequently seen. (The refrigerator is always an excellent spot.) Make sure the goals are specific.

Get involved

Attend school activities such as open houses, parent/teacher interviews and school council meetings. When your children see you involved, they will also see education as a high priority. Encourage your child to join school clubs, teams or activities.

Make direct contact with the school

Contact your child’s school for more information about how you can become a volunteer.

Info at your fingertips Parents/guardians can access a wealth of information on the Rainbow District School Board’s website. To learn more about School Councils and the Parent Involvement Committee, visit and click on the section for parents.

Try to make early and positive contact with your child’s teacher. Visit the school or phone your child’s teacher with any questions or concerns.


Reaching minds. Touching hearts. |

The Parent Involvement Committee The Parent Involvement Committee (PIC) provides a forum for School Council members in Rainbow Schools to network, share ideas and provide input. Each School Council will appoint a parent member to attend a minimum of one Parent Involvement Committee meeting during the school year.

Schedule of Meetings and Topics (All meetings begin at 7 pm.)

Partners in Education

School Councils and the Parent Involvement Committee In Rainbow Schools, we believe that education is a shared responsibility between the home, the school and the community. Supportive parents, caring educators and active community members are partners in education working together for the benefit of children. We welcome and encourage the participation of our partners in education in our schools and on our parent organizations, including School Councils and the Board-wide Parent Involvement Committee (PIC).

What are School Councils?

Tuesday, September 15, 2009 Volunteering 101 Board Office, 69 Young Street, Sudbury

Tuesday, October 13, 2009 Taking a Stand Against Bullying

Using a Social Inclusion Approach Board Office, 69 Young Street, Sudbury

Tuesday, November 10, 2009

Annual General Meeting / School Council Orientation Session Lockerby Composite School, 1391 Ramsey View Court, Sudbury

Tuesday, December 8, 2009

Meet and Greet and Accommodation Review Process Board Office, 69 Young Street, Sudbury

Tuesday, January 12, 2010

School Yard Rejuvenation Board Office, 69 Young Street, Sudbury

School Councils are an important part of Rainbow Schools. Elected annually, they provide a forum through which members can contribute to improving student achievement and school performance. Working in an advisory capacity, School Councils provide input and make recommendations to the school Principal and the Board on a wide range of topics. Examples of areas that may require consultation with School Councils include school budgets, school renovation plans, provincial test results, student code of conduct and parental involvement. If you are a parent/guardian interested in joining the School Council at your child’s school, please complete a Self-Nomination Form and return it to the school Principal. If you know someone else who may be interested in joining the School Council, please complete the Candidate Nomination Form. Board staff and students interested in becoming involved in School Councils should contact the Principal of their school.

What is the Parent Involvement Committee?

Tuesday, February 9, 2010

Addictions Board Office, 69 Young Street, Sudbury

Tuesday, March 9, 2010

Quilt of Honour – Children’s Mental Health Gatchell School, 31 Tuddenham Avenue, Sudbury

Tuesday, April 13, 2010

School Council Appreciation Evening Lockerby Composite School, 1391 Ramsey View Court, Sudbury

Tuesday, May 11, 2010

School Council Appreciation Evening Little Current Public School, 18 Draper Street, Little Current

Tuesday, June 8, 2010

Working meeting to establish PIC schedule for 2010-2011 Board Office, 69 Young Street, Sudbury

For more information about the Parent Involvement Committee, talk to your school Principal, visit or phone 705.674.3171, ext. 7213. Sharina Appanna, Chair of the Parent Involvement Committee, can be reached at 705.523.6292 or

The Parent Involvement Committee (PIC) enhances the learning environment for students by engaging parents in Rainbow Schools. The Parent Involvement Committee provides a regular opportunity for School Council members to network, share ideas, offer input and enjoy informative presentations on a number of education related topics throughout the school year. PIC makes parental engagement a priority by providing support on a system-wide basis and promoting dialogue between School Councils, the Board and members of the community.

What role can you play? Participating on School Council is a rewarding experience for those who value the opportunity to improve student success and enhance school communities. By becoming involved, you will… Q Be an important partner in education Q Have the opportunity to provide your input Q Be a valued member of the school on school related topics Q Have greater influence in education at the and school board community Q Be a good role model school, Board and provincial levels Q Make a difference in the education of your Q Contribute to the shared goal of ensuring child and other children in your community continued excellence in education and the effective operation of schools

The ABCs of parental partnerships (Contact your child’s school for more information.) At home, at work or at school, there are many ways parents/guardians can contribute to their child’s education.

A - At Home

Q Work in collaboration with the school Q Read to and with your child Q Tutor your child and/or other students Q Refer to “A Guide for Students and

Parents” and throughout the school year Q Involve your child in daily activities such as banking and cooking

B - At Work

Q Display your child’s work Q Support job shadowing Q Hire a summer student Q Offer Co-op or OYAP placement


Q Organize workplace tours and visits

Reaching minds. Touching hearts. |

C - At School

Q Volunteer to help out with school events Q Take part in fundraising activities Q Attend parent-teacher interviews Q Support the school’s special presentations and programs

for parents/guardians

Q Attend open houses, school fairs, school concerts and sports activities Q Showcase your trade or profession at career fairs Q Coach a sports team Q Join a School Council Q Attend a Parent Involvement Committee (PIC) meeting


Making the Transition

Finding your way from Grade 8 to Grade 9 Tuesday, November 17, 2009

7 pm to 8:30 pm • Cambrian College Student Centre • 1400 Barrydowne Road Free parking on site in Lot # 15 next to the Student Centre.

Tuesday, November 24, 2009 7 pm to 8:30 pm • Espanola High School • 147 Spruce Street, Espanola


arents/guardians and students in Grades 7 and 8 are invited to an interactive information session designed to help students make key decisions in the transition from elementary school to secondary school. All students are welcome to participate along with their parents/guardians, regardless of which elementary school they currently attend. This free information session will focus on the changes, challenges and choices students face as they enter high school. A number of topics will be explored, including how to read timetables, how to choose courses and programs, how to ease into a new school environment, what resources are available, skills students need to be successful, and helpful tips. Information will be provided for all pathways – independent living, work, apprenticeship, college and university. In addition to a presentation, those who attend will be able to tour booths and talk to staff about programs such as Co-operative Education.



begins here!”

This guide for students and parents will be distributed at the information session. It’s a must-read for all students making the transition from Grade 8 to Grade 9. You will also be able to follow our transition team in a dynamic video. To access the guide online, visit Click on the parents section.

OSSD • options • course codes • timetables • semesters • school life • tips • career choices


Reaching minds. Touching hearts. |

Enough for All Forever

Education for Sustainable Development: Sustainability of the environment, the economy and a just, humane, democratic, respectful society


ducation for sustainable development is a priority in Rainbow Schools. Sustainable development means “development that meets the needs of the present without compromising the ability of future generations to meet their own needs” - in other words, enough for all forever. In Rainbow Schools, sustainability focuses on three pillars: the environment, the economy and a just, humane, democratic, respectful society.

What makes a sustainable school? A school that:

Q makes significant strides

in energy, water and waste reduction Q incorporates features that protect the natural environment and resources Q incorporates features that facilitate a more progressive learning environment Q is designed by teams comprised of architects, contractors, teachers, students, landscapers, maintenance staff and school board members Q is designed to minimize the carbon footprint of new buildings Q provides a healthy place to learn Q is willing to question and seek alternative methods in order to develop strong, socially-minded individuals Q is committed to prominent ecological, environmental and character development in the curriculum Q incorporates social-minded behaviours and interaction with the community Q encourages children to take responsibility for future initiatives

Reaching minds. Touching hearts. |

Revitalizing Rainbow Schools Second green school opens this fall When the new Valley View Public School opened in September 2007, Greater Sudbury became home to the first green school in Northern Ontario. Rainbow District School Board’s second green school, Walden Public School, will bring together students from George Vanier Public School and Jessie Hamilton Public School. The school, opening in the fall of 2009 on Sixth Avenue in Lively, will offer English and French Immersion programs for students in JK to Grade 6. Like Valley View Public School, the new school in Sudbury West will be a model for sustainable development, with geothermal heating and cooling systems, radiant floor heating, displacement ventilation, energy efficient fixtures, occupancy sensors and waterless urinals.

Renewal of Sudbury Secondary School Sudbury Secondary School will be renovated over the next two years, with energy efficient ventilation, lighting and heating systems as well as new windows and washrooms. The entire facility will be accessible. The oldest portion of the school, which runs along Baker Street and College Street, will be demolished. A 35,000 square foot addition to the school will accommodate the Arts Education Program, with modern music rooms and studios for dance, drama, visual arts, photography and media arts. The Arts Education wing will be connected to the Sheridan Auditorium, which will also be upgraded for school and community use as part of the renewal project.

Expansion of Princess Anne Public School In the next two years, Princess Anne Public School will be renovated using green technology, wherever possible. The school will be getting a new boiler, new roof, new windows, new flooring, and new electrical and heating system upgrades to make it more energy efficient. A second floor will also be added to the school. When complete, the school will provide excellence in education to students from Junior Kindergarten to Grade 8 from Princess Anne Public School and Wembley Public School, including students from Wembley’s three Intensive Support Programs.


Peanut-safe Schools

Anaphylaxis Alert!

Communities Working Together To Protect Our Children


any children have allergies. Some allergic reactions can be life threatening. This medical condition is called anaphylaxis. Some children, for example, are severely allergic to nut products, including peanut butter. Even a tiny bit can be fatal within minutes. Rainbow District School Board promotes co-operation towards peanut-safe schools.

However, we cannot guarantee a nut-free environment. We caution parents/guardians of an anaphylactic child that traces of nut products can be hidden. Students can fail to recognize they have nut products in their lunches, and/or students may not admit that they have nut products.

Please contact your school Principal as soon as possible. If you are a parent/guardian of a child with a life-threatening allergy, we need your co-operation in providing the school with current medical information and in developing a plan with your child’s Principal to protect your child from danger. Please also contact the Sudbury Student Services Consortium at 705.521.1234 and alert your child’s bus driver of your child’s condition.

Avoiding Peanuts in Schools We encourage all parents/guardians to send foods to school without nuts or nut products. Q Q Q Q


TIPS for Packing

Peanut-safe lunches and snacks

READ all ingredient lists very carefully. Although some food product labels note “may contain traces of peanuts”, this information is not consistently provided by all manufacturers. RE-CHECK the list each time you buy a product to make sure that the ingredients have not changed. If you have questions about the product, contact the manufacturer directly. If you cannot contact the manufacturer, do not purchase the product. AVOID any products that do not carry a complete list of ingredients (e.g. on-site bakery and

bulk food products). As well, there is a much greater risk for cross-contamination with bulk food products. “Safe foods” become “unsafe” through contact with peanuts or peanut products. Keep this in mind when buying foods from bulk bins.

PREPARE FOOD SAFELY. Wash hands thoroughly and make sure that all cutting boards, food preparation utensils, counter tops and containers are clean and sanitized. Peanut residue can easily be passed on to other foods during preparation (e.g. don’t dip the knife used to spread peanut butter in the jelly jar). TEACH children to wash their hands and faces well with soap and water before and after eating meals, both at home and at school. Remind them not to share their lunch and snack foods, utensils or food containers with classmates. WORK with your school community to create a peanut-safe environment.

School Lunch and Snack Ideas A well-balanced lunch should contain at least three of the four food groups from Canada’s Food Guide to Healthy Eating. Snacks should contain at least two of the four food groups. Mix and match from each column to plan a nutritious lunch or snack! Grain Products

Vegetables and Fruits

Milk Products

Meat and Alternatives

Plain cooked rice Couscous Pasta, Breads, Bagels Rolls and buns Pita bread Flour tortilla Crackers, Melba toast Pizza crust, flatbread Breadsticks English muffins Breakfast cereal Muffins

Fresh fruit and fruit salads Canned fruit in juice Fruit juices and fruit blends Dried fruits Raw, cooked and canned vegetables Vegetable-based salads (e.g. tossed, coleslaw, potato salad) Vegetable or tomato juice Vegetable-based soups Salsa

Milk – skim, 1%, 2% Soy, rice beverages Yogurt, yogurt tubes Block cheese Cottage cheese Cheese strings Milk-based cream soups Milk pudding Custard Processed cheese slices

Hard boiled eggs Cold meats (e.g. chicken, roast beef, ham, turkey) Deli meats (e.g. roast beef, ham, turkey, pastrami) Leftover meatloaf, meatballs, pizza, chili Cooked lentils, chickpeas, beans Water-packed tuna or salmon Back bacon Ground beef, turkey, chicken Canned baked beans

ALWAYS read ingredient lists very carefully.

PACK FOOD SAFELY! Using a wide-mouth thermos, add piping hot foods and close the lid tightly. A small freezer pack or frozen juice box will help keep cold lunch and snack items safe inside an insulated lunch bag. This fact sheet is provided for information purposes only and is not intended to replace medical advice. If you have questions about a child’s allergy, please speak to the child’s physician. This information was produced by the Dietitians/Nutritionists of the Sudbury & District Health Unit.

Reaching minds. Touching hearts. |

Alternative Programs Alta Cambrian Alta Cambrian is designed to support students, aged 17 and 18, who will benefit from a small class learning environment and who have not been successful in a secondary school setting. This program is being offered in partnership with Cambrian College. The alternative setting, with small class size and individualized curriculum, will focus on individualized programming designed to meet student needs. Students will earn credits, build social skills, and develop links to community college programs including Dual Credits. Students will also have access to Youth Employment Services through which they can explore pathways to work, apprenticeship, college and university. The program will encourage students to stay in school or find viable employment. Students in the Rainbow District School Board can obtain more information about this program through their home school Principal.

Alta Bancroft Alta Bancroft is an alternative program for secondary school students (ages 14 to 16) who will benefit from a small class learning environment and who have not been successful in a regular secondary school setting. Students will receive assistance to develop personal, interpersonal and academic skills. The non-traditional, structured program will support students and encourage them to make positive life choices. The ultimate goal is to enable students to develop the skills that will allow them to reintegrate into their home school to complete their studies. Students in the Rainbow District School Board can obtain more information about this program through their home school Principal.

Alternative Program Elementary This program gives students in Grades 6 to 8 an opportunity to develop the personal, interpersonal and academic skills that, in the past, have prevented them from succeeding in a regular school program. Student attendance, with consistent participation, is a primary goal of the program. Teacher instruction will focus on improving language, mathematics and learning strategies. Students will develop appropriate behaviour and life skills, including responsibility, positive attitudes and respect for self and others, that will lead to their re-integration into regular academic programs.

About our logo The symbol

The apple is a long-standing emblem of the relationship between teacher and learner. The rainbow carved out of the apple and the series of pathways in the form of rainbows reflect the essence of Rainbow Schools - leaders in learning inspiring success for all students. Students enter Rainbow Schools in Kindergarten and journey forward towards their destination of choice - independent living, work, apprenticeship, college and/or university. The pathways continue into infinity, a symbol of lifelong learning and learning for life. The three lines that form the stem of the apple represent the Board’s vast geographic coverage area (Sudbury • Espanola • Manitoulin), the levels of learning (Elementary • Secondary • Continuing Education), and the programs offered (English • Core French • French Immersion). The parallel lines illustrate equality and diversity in public education - the foundation for a democratic, prosperous, humane, just and respectful society.

The colour The logo is two variations of blue. The symbol, a vibrant and versatile sky blue, provides a perfect canvas for the stylized rainbows. The word mark, a traditional and timeless navy blue, offers maximum legibility for Rainbow Schools. The colours of the rainbow come to life through the integration of four additional colours – red and yellow (primary colours) and purple and green (secondary colours.)

The slogan The slogan captures the Rainbow District School Board’s mission – to provide quality programs (reaching minds) and character education (touching hearts), which enable students in Rainbow Schools to maximize their potential and fulfill their aspirations. Quality programs ensure student success in all pathways. Character education builds good citizens who can lead us into the future.

Student Accident Insurance Rainbow District School Board does not provide accident insurance coverage for student injuries that occur on school premises or during school activities.

Accidents can and do happen. Some injuries result in medical, dental or other expenses that are not covered by provincial health care or employer group plans. As a parent or guardian, you become responsible for these expenses. Rainbow District School Board has an Accident and Life Insurance Program available for students. Participation in this program is voluntary and the costs are to be paid by the parent or guardian. For your convenience, Rainbow District School Board has arranged a Student Accident Insurance Policy exclusively through Reliable Life Insurance Company. This program offers a variety of plans and benefits at affordable prices. Benefits include: dental expenses (resulting from an accident), total and permanent disability, paralysis/loss of use, special disability benefits and death benefits. If your child participates in co-curricular activities or activities outside the school day, there is a plan tailored to your needs. All rates are one-time annual premiums. Family rates for three or more children are also offered. The insurance agreement is between you and Reliable Life Insurance Company. If you wish to subscribe, apply directly online at Any questions should be directed to Reliable Life Insurance Company toll free at 1.800.463.KIDS (5437). Reaching minds. Touching hearts. |


Important Dates

Attention Parents/Guardians

First Semester

Secondary School

Please ensure your child is at school to write these important provincial assessments administered by the Education Quality and Accountability Office.


Primary EQAO Assessment Junior EQAO Assessment (reading, writing and math) Grade 9 math EQAO Assessment

August 31, 2009 to January 29, 2010

Written during the weeks of

Second Semester

May 31 to June 11, 2010 May 31 to June 4, 2010

Secondary School

February 1, 2010 to June 28, 2010

Semester One January 7 to January 22, 2010

Semester Two June 3 to June 18, 2010

Literacy Test

Written on

Ontario Secondary School Literacy Test

Examination Days Secondary School

January 22 to January 28, 2010 June 21 to June 25, 2010

April 8, 2010

Successful completion of the OSSLT is a graduation requirement in secondary schools. For more information, visit

Please Note:

Secondary School Open Houses

Parents are asked to note examination dates and avoid scheduling vacations during this period.

Information Sessions and Open Houses in Rainbow Secondary Schools will give students and their parents/guardians an opportunity to ask questions and explore options. All Grade 8 students and their parents/guardians are invited to participate in these evening sessions, regardless of which elementary school students currently attend.

Professional Activity Days

Confederation Secondary School........................................................................................January 13, 2010 Sudbury Secondary School...................................................................................................January 13, 2010 Chelmsford Valley District Composite School................................................................January 14, 2010 Lively District Secondary School.........................................................................................February 9, 2010 Lo-Ellen Park Secondary School.........................................................................................February 11, 2010 Lasalle Secondary School.......................................................................................................February 16, 2010 Lockerby Composite School.................................................................................................February 18, 2010 Manitoulin Secondary School..............................................................................................February 24, 2010 Espanola High School............................................................................................................February 24, 2010 Please contact schools for start times.

Inclement Weather In the event of inclement weather listen to the radio for cancellation of buses and classes or visit In the interest of the safety and well-being of staff and students, classes will be cancelled when weather conditions warrant such action. To find out if schools are closed or buses are operating, please listen to the radio. Every attempt will be made to announce class cancellations on the  various radio stations by 7 am. When classes are cancelled, Rainbow District School Board staff are expected to report to work when it is safe for them to do so. In extreme conditions, there may not be anyone present to receive students upon their arrival. It’s important for parents/guardians to note that students will only be admitted to school when accompanied by a teacher or other person authorized by the Principal. So please listen to the radio in the event of inclement weather. If classes are cancelled, please do not bring your child to school.


August 31, 2009 October 2, 2009 November 27, 2009

January 29, 2010 April 23, 2010 June 28, 2010

Please Note: The first instructional day of the school year (September 1, 2009) will end 30 minutes earlier than normal. The last instructional day of the school year (June 25, 2010) will end 30 minutes earlier than normal.

Transportation Working in partnership with the four area school boards, the Sudbury Student Services Consortium oversees the transportation of close to 22,000 students on 427 buses daily in the Greater Sudbury area, Espanola and Manitoulin. For more information about transportation, including student eligibility and bus cancellation procedures, please call the Sudbury Student Services Consortium at 705.521.1234 or toll free at 1.877.225.1196 (from 7 am to 5 pm, Monday through Friday), email or visit

If schools are open but buses are cancelled and you drop your child off, please remember that you must pick your child up at the end of the day. For school bus cancellations and school closures, visit and click on Transportation under Highlights. If you would like inclement weather notices emailed to you, please contact the Sudbury Student Services Consortium at

Board Meetings Board meetings are open to the public. Meetings are usually held at the Board Office, 69 Young Street in Sudbury, on Mondays beginning at 6:30 pm. Please confirm location and start time by calling 705.674.3171, ext. 7254 or visit our website

Schedule of Meetings September 21, 2009 October 19, 2009 November 16, 2009 December 14, 2009 January 18, 2010 February 16, 2010 March 22, 2010 April 19, 2010 May 17, 2010 June 21, 2010

Reaching minds. Touching hearts. |

Rainbow District School Board

2009-2010 School Year Calendar September 2009 s 6 13 20 27

m t 31 1 7 8 14 15 21 22 28 29

w 2 9 16 23 30

October 2009 t 3 10 17 24

f 4 11 18 25

s 5 12 19 26

December 2009 s



m t w t f s 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

4 5 6 11 12 13 18 19 20 25 26 27

w 7 14 21 28

t 1 8 15 22 29

f 2 9 16 23 30

s 3 10 17 24 31



t w t f s 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

f 1 3 4 5 6 7 8 10 11 12 13 14 15 17 18 19 20 21 22 24 25 26 27 28 29 31






4 11 18 25

5 12 19 26

6 13 20 27

7 14 21 28

t 3 10 17 24

w 4 11 18 25

t f s 5 6 7 12 13 14 19 20 21 26 27 28


s 2 9 16 23 30


m t 1 2 7 8 9 14 15 16 21 22 23 28

w 3 10 17 24

t 4 11 18 25

f 5 12 19 26

s 6 13 20 27

t f s 1 2 3 8 9 10 15 16 17 22 23 24 29 30







5 12 19 26

6 13 20 27

7 14 21 28

s 1 8 15 22 29

2 3 4 9 10 11 16 17 18 23 24 25 30 31

w 4 11 18 25

t 5 12 19 26

f 6 13 20 27

s 7 14 21 28

August 2010





4 11 18 25

5 12 19 26

6 13 20 27

7 14 21 28

Reaching minds. Touching hearts. |

m 2 9 16 23 30

May 2010


Secondary Exams

s 1 8 15 22 29

February 2010

July 2010

June 2010

First/Last Day of School


April 2010

March 2010



January 2010

t w t f s 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31



November 2009


t 1 8 15 22 29

f 2 9 16 23 30

s 3 10 17 24 31

s 1 8 15 22 29

Christmas/Mid-Winter Break

m 2 9 16 23 30

t 3 10 17 24 31

Professional Activity Days


Rainbow District School Board – 2009-2010 School Year

Sudbury | Espanola | Manitoulin

69 Young Street, Sudbury, Ontario P3E 3G5 | Tel: 705.674.3171 | Toll Free: 1.888.421.2661 | Fax: 705.674.3167 | |


Adamsdale Public School Alexander Public School (FI) Algonquin Road Public School C.R. Judd Public School Carl A. Nesbitt Public School (FI) Chelmsford Public School (FI & EP) Chelmsford Valley District C.S. (Grade 7 & 8) Churchill Public School Copper Cliff Public School Cyril Varney Public School Ernie Checkeris Public School (FI) Lansdowne Public School (FI & EP) Larchwood Public School Levack Public School (FI & EP) Lively District Secondary School (Grade 7 & 8) Long Lake Public School MacLeod Public School Markstay Public School Monetville Public School M.W. Moore Public School Northeastern Elementary School (FI & EP) Pinecrest Public School Princess Anne Public School Queen Elizabeth Public School R.H. Murray Public School R.L. Beattie Public School (FI) Redwood Acres Public School Valley View Public School (FI) Walden Public School (FI & EP) Wanup Public School Wembley Public School Westmount Avenue Public School (FI)


Chris Bourré Jacques Mantha Lona Dabous Michael Bellrose Mary French Pam DeMarco Leslie Mantle Dave Farrow Dawn Chew Bob Deeth Mary French Chantal Lacroix Susan Cousineau Gisèle LaLonde Judy Noble Lona Dabous Ardeth Gordon Stephen Winckel Pablo Gil-Alfau John Capin Kathy Wachnuk Randy Wallingford Maj Myers Jane Davey Jack Mallette Lynne Kulha Michelle Walton Paul Dupont Lesley Fisher Pierrette Zuk Colleen McDonald Denise Goodmurphy


Chelmsford Valley District C.S. (FI & EP) Bilingual Trades Program Confederation Secondary School (FI & EP) Lasalle Secondary School (FI & EP) Lively District Secondary School School of Integrated Technology Lockerby Composite School (FI & EP) Science Technology Education Program Lo-Ellen Park Secondary School (FI & EP) International Baccalaureate Program M.W. Moore Secondary School Sudbury Secondary School (FI & EP) Arts Education Program

A.B. Ellis Public School S. Geiger Public School Webbwood Public School


Mike Mirka Jeff McKibbon Judy Noble

705.671.5948 705.566.2280 705.692.3671

Heather Gaffney


Craig Runciman


John Capin Paul Camillo

705.263.2038 705.674.7551

Leslie Mantle


Terry Moss Kendra Mihell Lynn MacDonell


Espanola High School


Marty Punkari

FI - These schools offer the French Immersion Program. FI & EP - These schools offer the French Immersion as well as the English Program. All other schools offer the English Program.


705.566.6020 705.675.5961 705.522.3171 705.671.5953 705.566.3935 705.671.5945 705.675.0225 705.566.5130 705.682.4721 705.566.2424 705.566.7610 705.675.6451 705.671.5944 705.671.5943 705.692.3671 705.522.6168 705.522.8040 705.671.5946 705.898.2785 705.263.2038 705.675.0204 705.675.0200 705.673.6516 705.675.6198 705.671.5942 705.522.7178 705.675.0202 705.671.5956 705.692.3602 705.522.2671 705.673.1381 705.566.1770






Assiginack Public School Central Manitoulin Public School Charles C. McLean Public School Little Current Public School


Wayne Murdock Tracey Chapman Anna Armstrong Jamie Mohamed


705.368.7010 705.368.7005 705.368.7015 705.368.2932


Manitoulin Secondary School


Laurie Zahnow




Alternative Program Elementary Alta Cambrian Alta Bancroft Cecil Facer Secondary School Children’s Treatment Centre Continuing Education Centre Co-operative Education First Nation, Métis and Inuit Education Frank Flowers School Program Gatchell School N’Swakamok Native Alternative School Ontario Youth Apprenticeship Program Program Ruth MacMillan Centre Senga House Special Education Programs/Services Student Success

Principal/Contact Iva McNair Paul Camillo Paul Camillo Linda Mende Iva McNair Gloria Trudel Darlene Cousineau Katherine Ranney Linda Mende Iva McNair Paul Camillo Sharon Orlak Lisa Piquette Iva McNair Linda Mende Margaret Stringer Bruce Bourget


705.674.1221 705.566.8101 705.524.5490 705.522.0196 705.560.8000 705.675.5481 705.688.0888 705.671.5940 705.524.3354 705.674.1221 705.674.2128 705.688.0888 705.523.3308 705.675.5900 705.983.2787 705.523.3308 705.523.3308

Educational Media Centre 705.675.3028 The Gord Ewin Centre for Education 705.523.3308 Transportation Inquiries 705.521.1234 (Sudbury Student Services Consortium) Toll Free: 1.877.225.1196 For bus cancellations, visit and click on Transportation.


Judy Hunda - Chair Tyler Campbell - Vice-Chair Grace Fox Gord Santala Ruth Ward Dena Morrison Doreen Dewar Larry Killens Jeanna Miller Billy Mekers - Student Trustee

Sudbury, Area 6 Sudbury, Area 2 First Nations Sudbury, Area 1 Sudbury, Area 3 Sudbury, Area 4 Sudbury, Area 5 Manitoulin, Area 7 Espanola, Area 8

705.688.4598 705.674.6040 705.377.4615 705.866.5229 705.897.6787 705.693.0484 705.682.9449 705.859.2371 705.869.2282


705.869.1651 705.865.2052 705.869.3751




Board Office Jean Hanson Diane Cayen-Arnold Norm Blaseg Ada Della Penta Lesleigh Dye Sharon Speir Nicole Charette

705.674.3171 Toll Free: 1.888.421.2661 Director of Education Superintendent of Business Superintendent of Schools Superintendent of Schools Superintendent of Schools Superintendent of Schools Senior Advisor Corporate Communications and Strategic Planning

ext. 7254 ext. 7254 ext. 7216 ext. 7213 ext. 7216 ext. 7213 ext. 7217

Reaching minds. Touching hearts. |

Profile for Rainbow District School Board

Guide for Students and Parents  

Back to school guide 2009-2010 for Rainbow Schools

Guide for Students and Parents  

Back to school guide 2009-2010 for Rainbow Schools


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