TMS Family Handbook - Children's House 2/3 to Grade 6

EST.

1961

TMS Family Handbook Children’s House 2/3 to Grade 6 Lower School

Dear TMS Parents and Guardians, Welcome to the 2019-2020 school year! Given our theme of “Strong Back, Soft Front, Wild Heart” – inspired by University of Texas research professor Brené Brown – we are all excited about the three mindsets that augment our academic strength: resilience, positivity, and entrepreneurial thinking. Each play a critical role in preparing students for life and higher education and will be a focus at TMS over the coming years. Here’s a brief description of them:  Strong Back (resilience): Having the strength to carry on in the face of adversity.  Soft Front (positivity): Cultivating care and empathy for others.  Wild Heart (entrepreneurial thinking): Practicing ingenuity and viewing challenges as adventures.

I invite you to share in our journey as a school and in your child’s experience of developing these mindsets. You are our strongest partners in education and your child’s foremost role models. I am looking forward to joining with you to help realize these powerful, transformational strengths in your child and in all students at TMS. At the launch of the school year – and all throughout – I know you will find this handbook to be a valuable resource for navigating daily school life. This is one of our many efforts to keep you informed and to help you participate in all aspects of your child’s educational experience.

Please check here for everything you need to know about school philosophy, communications, procedures, expectations, schedules, safety and so much more. If you have any questions or have any difficulty accessing the Parent Portal on the My TMS section of our website, just reach out by phone (Lower School 905-889-6882) and we’ll be happy to help.

We are here to work closely with you to ensure your child is known, inspired, challenged and supported.

Sincerely,

David Young Head of School TMS

July 2019 2

Contents

ABOUT TMS ................................................................................................................................................... 6 Mission ...................................................................................................................................................... 6 Vision......................................................................................................................................................... 6 Ideals ......................................................................................................................................................... 6 Four Pillars of a Whole Child Education .................................................................................................... 6 School History ........................................................................................................................................... 6 Academic Program .................................................................................................................................... 6 School Accreditations ............................................................................................................................... 7 School Governance ................................................................................................................................... 8 COMMUNICATIONS ...................................................................................................................................... 8 The Home-School Partnership .................................................................................................................. 8 Channels of Communication ..................................................................................................................... 8 Faculty ..................................................................................................................................................... 10 TMS Parent Portal ................................................................................................................................... 10 Classroom Pages ..................................................................................................................................... 10 Headlines ................................................................................................................................................ 11 Going Beyond .......................................................................................................................................... 11 Thursday Curriculum Envelopes ............................................................................................................. 11 TMS Wall Calendar .................................................................................................................................. 11 DAILY PROCEDURES .................................................................................................................................... 11 School Hours ........................................................................................................................................... 11 Extended Care Program .......................................................................................................................... 11 Weather Closures.................................................................................................................................... 12 Transportation ........................................................................................................................................ 12 Shuttle Bus .............................................................................................................................................. 12 Lateness and Absences ........................................................................................................................... 12 Fire Drills and Lockdown ......................................................................................................................... 13 Visitors .................................................................................................................................................... 14 Telephone Calls ....................................................................................................................................... 14 Meals....................................................................................................................................................... 14 Pizza Lunches .......................................................................................................................................... 14 Cultural Celebrations and Birthdays ....................................................................................................... 14 Recess and Outdoor Activities ................................................................................................................ 14 July 2019 3

Inclement Weather and Outdoor Activities ............................................................................................ 15 Lockers .................................................................................................................................................... 15 Lost and Found........................................................................................................................................ 15 Personal Belongings at School ................................................................................................................ 16 DROP-OFF, PICK-UP AND PARKING PROCEDURES ...................................................................................... 16 Traffic Safety Policy ................................................................................................................................. 16 Drop-Off .................................................................................................................................................. 16 Pick-Up .................................................................................................................................................... 16 Drop-Off Zone ......................................................................................................................................... 17 Pedestrian Crossing................................................................................................................................. 17 Signage, Lane Marking and Traffic Calming ............................................................................................ 17 Parent Parking ......................................................................................................................................... 18 Parking and Traffic Enforcement ............................................................................................................ 18 HEALTH AND WELLNESS ............................................................................................................................. 18 Illness ...................................................................................................................................................... 18 Injury ....................................................................................................................................................... 19 Biting Behaviour in Children’s House...................................................................................................... 19 Communicable Conditions and Diseases ................................................................................................ 19 Student Medication ................................................................................................................................ 20 Medical Forms......................................................................................................................................... 20 Allergies................................................................................................................................................... 20 No Smoking or Vaping Policy .................................................................................................................. 21 Accidents at School ................................................................................................................................. 21 Concussions and Return to Learn (RTL) Protocol.................................................................................... 21 Return to Learn (RTL) Procedures ........................................................................................................... 23 DRESS CODE AND STUDENT UNIFORMS ..................................................................................................... 24 General Appearance ............................................................................................................................... 24 Formal Uniform ....................................................................................................................................... 25 Clothing and Uniform by Level................................................................................................................ 25 InSchoolwear .......................................................................................................................................... 26 Athletic Uniform...................................................................................................................................... 26 Civvies Days ............................................................................................................................................. 26 TEACHING AND LEARNING.......................................................................................................................... 27 Montessori Curriculum ........................................................................................................................... 27 Inclusion Policy........................................................................................................................................ 27 July 2019 4

Community Service ................................................................................................................................. 29 Technology .............................................................................................................................................. 29 Homework............................................................................................................................................... 29 Student Agenda – Elementary ................................................................................................................ 32 Field Trips ................................................................................................................................................ 33 Report Cards ........................................................................................................................................... 33 Parent-Teacher Interviews...................................................................................................................... 33 Books and Other Supplies – Elementary................................................................................................. 34 ATHLETICS ................................................................................................................................................... 34 Elementary House League Program........................................................................................................ 35 CO-CURRICULARS AND EXTRACURRICULARS.............................................................................................. 35 Co-Curriculars.......................................................................................................................................... 35 Extracurriculars ....................................................................................................................................... 36 A CULTURE OF GIVING ................................................................................................................................ 36 Sharing Time, Talent and Treasure ......................................................................................................... 36 Donate-a-Book Program ......................................................................................................................... 37 FINANCIAL AID ............................................................................................................................................ 37 Policy ....................................................................................................................................................... 37 CODE OF CONDUCT..................................................................................................................................... 38 TMS Ideals: Respect, Strive and Make Good Choices ............................................................................. 38 Standards of Behaviour........................................................................................................................... 39 Preventing Bullying at TMS ..................................................................................................................... 40 Roles and Responsibilities ....................................................................................................................... 41 When Behaviours Contravene Our TMS Ideals....................................................................................... 43 THRIVING AT TMS .......................................................................................... Error! Bookmark not defined.

July 2019 5

ABOUT TMS Mission

TMS delivers a seamless, internationally-acclaimed educational experience designed to inspire and challenge students to discover the best of who they are and to achieve their full potential.

Vision

To be embraced as an outstanding school with an unparalleled educational experience.

Ideals

Respect yourself and others through graceful and courteous conduct. Strive for your best in all areas: Academics, Arts, Athletics and Citizenship. Make Good Choices that have positive effects and productive outcomes.

Four Pillars of a Whole-Child Education

As TMS aims to develop well-rounded students with a range of experiences, we have developed the TMS Pillars: Academics, Arts, Athletics and Citizenship.

School History

TMS was established in 1961 as Toronto Montessori Schools by Mrs. Helma Trass with an initial enrolment of 12 students. In 1964, TMS moved from a rented basement in Don Mills to Richmond Hill and opened its Bayview Campus with two Children’s House classes and one Lower Elementary class.

From these modest beginnings, TMS has grown to an enrolment of nearly 800 students. We now have a Toddler Program (18 months to 3 years), a Children’s House Program (3 to 6 years) and an Elementary Program (Grades 1 to 6) located at our Lower School. In addition, our IB Middle Years Programme (Grades 7-10) and Diploma Programme (Grades 11 and 12) are located at our Upper School.

TMS creates an exceptional learning experience through the unique combination of two world-leading educational philosophies: Montessori and International Baccalaureate (IB). Toronto Montessori Institute (TMI), which is our teacher training institute, is also an integral part of TMS, allowing us to function as a model school for the benefit of all our students.

Academic Program A MONTESSORI START Up to Grade 6, TMS curriculum is based on the core premise of a Montessori education: that students need to drive their own learning. Using materials and processes that make abstract ideas concrete, students initiate their learning and can assess their own progress. This balance between the freedom and responsibility of a child produces highly competent learners who are self-reliant and self-disciplined.

We follow Dr. Maria Montessori’s developmental view of education: each stage of a child’s life requires a particular focus and learning approach based on windows of opportunity called Sensitive Periods. The first stage from birth to six years is a time of tremendous active growth. It is the period of the Absorbent Mind when the child literally absorbs their environment in order to become a citizen of their culture and July 2019 6

society. The second stage from six to twelve years of age is a period of great intellectual growth motivated by a strong imagination and a sense of reason. The elementary child demonstrates the capacity to deal with abstraction and to develop a sense of morality.

While the content and approach of the stages are unique, there are consistent practices running through each:  Classrooms are mixed in age. This grouping develops a sense of community with older children helping younger children, and with younger children looking forward to being able to reciprocate.  Learning is individualized so children are challenged to maximize their potential.  Children utilize the Montessori materials to understand abstract concepts.  The teacher has completed an accredited Montessori course emphasizing child development thus enabling them to implement the program.

AN IB FINISH From Grade 7 onward, students are immersed in the International Baccalaureate (IB) Programme.

Cultivating a full spectrum of human capabilities, the IB focuses on student-led inquiry, a balanced academic program and active citizenship. IB learners develop traits and skills essential for success in a complex and interconnected world, such as creative problem solving, open mindedness, commitment to others and the ability to adopt multiple perspectives.

The International Baccalaureate Organization (IBO) supports and accredits high quality programmes of international education to a worldwide community of almost 5000 schools in over 150 countries. At its heart, the IBO is motivated by a mission to create a better world through education. The IBO has a hardearned reputation for quality, high standards, international focus, and pedagogical leadership. The IBO achieves its goals by working with partner schools and by actively involving its stakeholders, particularly teachers and students.

All students in Grades 7 to 10 participate in the IB Middle Years Programme (MYP) and all students in Grades 11 and 12 are enrolled in the IB Diploma Programme (DP). At TMS, these two programs meet the needs of the third stage of child development. They provide a challenging and inspiring program that promotes the intellectual, personal, emotional and social skills that our students will need to live, learn and work in a rapidly globalizing and changing world.

School Accreditations

TMS is committed to ongoing improvement as a means to realizing our Vision, and we regularly survey TMS families, faculty and staff to assist us in this effort. In addition, a number of accrediting bodies with exceptionally high standards provide outside eyes and expertise to assist us in our commitment to improvement. We are accredited by:  Canadian Accredited Independent Schools (CAIS)  Canadian Council of Montessori Administrators (CCMA)  International Baccalaureate Organization (IBO)  Montessori Accreditation Council for Teacher Education (MACTE)  Ontario Ministry of Education TMS is also an active member of the Conference of Independent Schools of Ontario (CIS).

July 2019 7

School Governance

TMS is an independent school. It was incorporated as a non-denominational, non-profit organization in 1962 governed by a Board of Trustees which serves without remuneration (volunteer). It is recognized as a private school by the Ontario Ministry of Education. The purpose of the organization is entirely educational: to operate a Montessori/International Baccalaureate school and to provide opportunities for the development of the whole student.

As a not-for-profit independent school, TMS is not supported by government funding. Tuition pays for the basic costs of operating the School. Fundraising activities such as our Gala and Capital Campaigns support improvements and other capital projects. Annual Giving provides for desired enhancements which make a TMS education the best possible experience for each student.

The TMS Board of Trustees welcomes experienced and committed parents and others from the community to sit on the Board. The Board currently has a standing Finance Committee and ad hoc committees such as Strategic Planning as needed. Those who wish to share their time and talent to assist TMS by serving on a committee of the Board are encouraged to contact the TMS Board Chair or the Head of School to discuss their interest.

The TMS Board is at arm’s length. The operation of the School is the responsibility of the Head of School, David Young who, with the support of the School’s administrative team, oversees the daily operation, sets the pedagogical direction and implements TMS Board policies.

COMMUNICATIONS The Home-School Partnership

At TMS, we recognize the paramount importance of an effective home-school partnership. Please do not hesitate to contact us at any time in person, by telephone, by email or with a note. We much prefer to hear about issues or address concerns immediately, as well as hear any positive feedback you may have.

It is our belief that a successful partnership depends on good communication between the family and the School.

Channels of Communication Your child’s teacher is the first person to contact if you have questions about any situation concerning your child. If your question is not answered to your satisfaction, please see the appropriate Academic Head. Ultimately, you may also contact the Head of School. When students or parents want to initiate an event, implement an idea, discuss an area of concern or make recommendations about an issue, they should proceed as follows. Please contact the appropriate person via email or phone to schedule a meeting.

ACADEMIC MATTERS: School Policy, Teachers, Classroom Activities, Curriculum, Field Trips, Student Progress, Student Status, Specialty Programs, Montessori Materials, Parent Concerns Contact in this order: 1) The appropriate teacher 2) The appropriate Academic Head July 2019 8

3) The Head of School

Carolyn Reid, Head of Toddler/Children’s House: creid@tmsschool.ca 905-889-6882 Ext. 2251 Rachel Marks, Head of Elementary: rmarks@tmsschool.ca 905-889-6882 Ext. 2264 David Young, Head of School: dyoung@tmsschool.ca, Lower School: 905-889-6882 Ext. 2252 – Upper School: 905-780-1002 Ext. 3348 INDIVIDUAL STUDENT LEARNING STRATEGIES: Achievement Testing, Educational and Psychological Testing, Referral Process, Tutoring – please discuss all with appropriate Academic Head ATHLETIC PROGRAMS: Teams, House Leagues, Individual Sports David Cordner, Lower School Athletic Director: dcordner@tmsschool.ca 905-889-6882 Ext. 2372 EXTENDED CARE AND EXTRACURRICULAR: Program Content, Student Behaviour, Scheduling Jennie Yeung, Manager, Extended Care: jyeung@tmsschool.ca 905-889-6882 Ext. 2335 TEACHING AND LEARNING Blaine Seamone, Director of Teaching and Learning: bseamone@tmsschool.ca 905-889-6882 Ext. 2237 SAFE ARRIVAL/STUDENT ABSENCES 905-889-6882 Ext. 2263 COMMUNITY DEVELOPMENT: Admissions/Advancement/Marketing & Communications Kirsten Eastwood, Executive Director: keastwood@tmsschool.ca 905-889-6882 Ext.2234 ENROLMENT MANAGEMENT: Records, Student Placement Silvana Fazzari, Director of Enrolment Management Sharron Cooper, Enrolment Management Officer sfazzari@tmsschool.ca scooper@tmsschool.ca Lower School: 905-889-6882 Ext. 2230 905-889-6882 Ext. 2254 Upper School: 905-780-1002 Ext. 3226 ADVANCEMENT: Parent Volunteers, Fundraising, Alumni, TMS Community Rakesh Tripathi, Director, Advancement rtripathi@tmsschool.ca 905-889-6882 Ext. 2248 MARKETING AND COMMUNICATIONS: Websites (School, Discovery Day Camp, TMI), e-Notifies, Annual Report, Publications/Newsletters, Marketing, Advertising, PR materials Dionne Malcolm, Director, Strategic Communications and Marketing: dmalcolm@tmsschool.ca 905-889-6882 Ext. 2261

July 2019 9

DISCOVERY DAY CAMP: March and Summer Camps Blaine Seamone, Director: camp@tmsschool.ca Paula Ho Sing, Coordinator: PHoSing@tmsschool.ca 905-889-6882 Ext. 2237 905-889-6882 Ext. 2226 FINANCE: Tuition, Financial Aid Vince Haines, Chief Administration Officer: vhaines@tmsschool.ca 905-889-6882 Ext. 2233

Fayyaz Masood, Controller: fmasood@tmsschool.ca 905-889-6882 Ext. 2229

Contacting Faculty

When not teaching, TMS faculty are readily accessible by telephone, email, written notes or in person.

We strive to respond within one business day when we are contacted by parents.

Please note that immediately prior to the start of class, teachers are preparing to give their best effort to their students and can only casually chat or greet parents. Similarly, during dismissal, teachers are concerned with the wellbeing of students preparing to leave for the day.

TMS faculty are more than happy to schedule face-to-face meetings or telephone calls at times of the day when they are not focused on their students. While we recognize the importance of a true conversation in person or via telephone to discuss serious issues and concerns, there are times when an email is an effective and efficient way to raise a question. Teachers may then respond to emails from parents with serious concerns by scheduling a call or meeting.

TMS Parent Portal

TMS parents have access to the TMS Parent Portal through a personalized username and password. The Parent Portal contains calendars, forms, guides, photographs and TMS stories. Please note that some pages are password protected. Click here to access the Parent Portal. For any questions regarding the Parent Portal, please email us.

e-Notify

Every Monday morning, all TMS parents will receive an e-Notify (email), letting you know about the newest content that has been posted to the Parent Portal (with links), as well as a summary of any upcoming events or special reminders. e-Notify messages are also used (in conjunction with other communication) to notify parents of any school closures (e.g. weather related).

Classroom Pages

Classroom Pages is the platform we will use to communicate with you about the events in your child’s classroom at the Lower School. The Classroom Pages are designed specifically by each classroom teacher as a way to access updates, resources, and events. Specific information about your class schedule, trip letters and permission forms, major assignments and test dates, birthday lunches, celebrations and inhouse visits will all be included on the page. Each page will also feature an activity stream section where teachers will add reminders for school events such as Pizza Lunch days.

July 2019 10

The Classroom Page is one of the main tools our classroom teachers use to communicate with you. We encourage you to please check your child’s Classroom Page regularly. Homeroom teachers will update their Classroom Pages every Friday by 4:30 pm to provide information on activities, projects or events taking place the following week and celebrate the events of the current week. The Student Agenda will remain the main source of communication for individual follow-up work and communications.

While parts of the Parent Portal are not password protected, for obvious reasons, the Classroom Pages require a password. To access your child’s Classroom Page, click here and login using your TMS username and password.

Headlines

Headlines is our news feature conveniently located on the Parent Portal. We share a range of stories about the TMS community as they happen. Archived stories can also be found on the Parent Portal.

Going Beyond

Our bi-annual magazine, Going Beyond, provides you with information about happenings, achievements and accomplishments of our students, School and alumni. We invite you to provide us with stories we can share. Comments, articles, and photos for Going Beyond can be sent to the editor. A library of past and current issues is located here on the Parent Portal. Going Beyond comes out in the Spring and Fall each year.

Thursday Envelopes

Paper messages, forms, and other material may be sent home on Thursdays if required. In keeping with our efforts to “go green,” letters that apply to all TMS students will be distributed to the youngest sibling in the family. Families will not get duplicate copies. Letters that are specific to the classroom will continue to be distributed to each child in that classroom in hard copy or on the Classroom Pages.

TMS Wall Calendar

The TMS wall calendar will be distributed by the first week of school. Please contact the Main Office if you do not receive one. An electronic version of the wall calendar is also available. The most updated calendar is the electronic one housed on the Parent Portal.

DAILY PROCEDURES School Hours

Children’s House Program (Full Day) School Day: 8:30 am – 3:30 pm Staggered entry: 8:30 – 9:00 am Staggered dismissal: 3:30 – 4:00 pm

Extended Care Program

Elementary Program (Grades 1-6) Extended Care: 8:00 – 8:15 am (free for Grade 1-6) School Day: 8:15 am – 3:30 pm Dismissal: 3:30 or 4:00 pm

TMS offers fee-for-service before and after school care for students at the Lower School. To ensure each July 2019 11

student’s safety and the orderly running of the School, all students who arrive before or stay after regular school hours must be enrolled in the Extended Care Program. For more information, please call the Manager of Extended Care at 905-889-6882 Ext. 2335 or visit the Parent Portal.

Weather Closures

TMS will remain open during all but the most severe winter weather. If the decision is made to close the School, an email will be sent to all parents and staff before 6:30 am, information will be recorded on the school telephone line 905-889-6882 (press 7), on the Website main page, and available on radio stations 680 AM and CHFI 98.1 FM (including their Twitter feeds). School closures are also listed on the Storm Centre of 680news.com.

Please note we will be listed as TMS and not Toronto Montessori Schools.

In bad weather, absences and lateness will be excused if severe weather makes it difficult for a family to travel.

Transportation

TMS does not provide bus service between home and school. If you want this service, arrangements may be made directly by parents with private carriers. TMS does not accept any liability for the use of a private carrier.

Public Transit stops are located near both campuses.

Shuttle Bus

TMS provides a Shuttle Bus Service between our Lower and Upper Schools before and after school. This is a great way to create a single family drop-off and pick-up location for families with children at both campuses. It is also useful for families who find one campus a better drop-off and pick-up location for them.

Please note that if there is a snow day called by the York Region District School Board and school buses are not running, our shuttle bus is also cancelled. In the event of the shuttle bus being cancelled but TMS remains open for school, all families registered to use the shuttle bus will receive an email to that effect by 6:30 am.

The shuttle bus schedule is as follows:  7:45 am Leaves Lower School for Upper School  3:40 pm Leaves Upper School for Lower School  4:40 pm Leaves Upper School for Lower School If you would like to register for the shuttle bus, please click here. You may also contact the Main Office at either campus for an application form. Please note there is a cost for this service.

Lateness and Absences

Lateness interrupts the learning of classmates and has a negative impact on all classes. Parents are asked to arrive at school on time.

July 2019 12

Absences tend to put a child behind, frequently creating confusion and/or apprehension about what has been missed. In addition, depending on the level, missed assignments and evaluations impact negatively on a student’s achievement.  Please schedule appointments outside of the regular school day if at all possible.  Please schedule family holidays to coincide with the School’s calendar of holidays. The family and the student are responsible for making up lessons, assignments and tests missed due to holidays taken outside of the regular school holidays.

UNAVOIDABLE LATENESS AND ABSENCES The reporting of lateness and absences is intended to protect all students. Parents should call the School and connect to the Safe Arrival line 905-889-6882 ext. 2263 as soon as possible in the morning to report the reason for a student’s lateness or absence.

In the case of planned lateness or absence, a note or email should be sent to the student’s homeroom teacher prior to the absence. Teachers take attendance and notify the Main Office of any absences by 9:00 am each day.

If a student in Children’s House 2/3 or Elementary is not present and parents have not sent a note or email in advance or called the School, we will call the parents to confirm the child’s whereabouts.

All TMS student absences are recorded and included on a student’s report card to fulfill the Ontario Ministry of Education requirements.

EXCESSIVE LATENESS AND ABSENCES Excessive lateness and absences have a negative impact on learning. TMS engages the student and the family in avoiding being late or absent from school.

Parents will be contacted if a student is often late. If the tardiness continues, parents will be required to come in to meet with the appropriate Academic Head to arrive at a solution to support punctuality and optimal teaching and learning for all.

LEAVING SCHOOL EARLY If a student must leave school early, a note or a telephone call from the student’s parent/guardian is required indicating the time and reason for early dismissal.

DOCTOR/DENTIST APPOINTMENTS Whenever possible, parents are asked to make dentist and doctor appointments outside school hours so students will not miss valuable lesson time. If a student must leave the School prior to dismissal time, parents are required to send a note to the appropriate teacher or call the Lower School Main Office at 905-889-6882.

Fire Drills and Lockdown

As part of our commitment to safety, the School has a detailed plan for fire and lockdown procedures.

We regularly practice fire drills and lockdown. Parents in the building during either event are asked to follow staff direction. Parents who arrive when a fire drill is underway are asked to stay out of the building.

July 2019 13

Visitors

In accordance with our Safe School Policy and to protect our students, parents/guardians are provided with a TMS identification badge and are asked to wear it at all times on school property All visitors, including parents without their badges, are required to report to the Main Office to sign in and obtain a visitor badge, which must be worn while in the School.

Individuals under the age of 18 years who wish to visit the School must be accompanied by a parent, unless prior arrangements have been made for their visit. Staff and parents are asked not to allow anyone into the School unless they are identifiable by their badge.

Telephone Calls

We regret that we are unable to disrupt classes to give telephone messages to students. In addition, cell phones are not to be used by students. These devices should be turned off and stored in their lockers during class time.

Meals

Students are encouraged to bring a healthy lunch to school or to participate in the catered lunch program. For Children’s House-2 to Grade 6, the program is run through Healthy Head Start for Kids.

This program involves parents ordering lunches online directly from the caterer for delivery to TMS. Payment is made to the caterer based on program usage.

At all times, we remind students and parents that we are a Nut Safe School.

Pizza Lunches

TMS offers a Pizza Lunch to all full-day students once a month. If you wish to have your child participate in this fundraiser, please complete the Pizza Lunch form and submit it with your payment by the specified date to the Main Office. All Pizza Lunch dates are included on the School Calendar and Classroom Pages. The Pizza Lunch form CAN BE FOUND HERE.

Cultural Celebrations and Birthdays

TMS is a non-sectarian school. As Montessori includes the study of many diverse cultures and religious events, these celebrations are dealt with from an historical and cultural perspective.

At the Lower School, we would like to help celebrate your child’s birthday in a simple way that symbolizes your child’s life and accomplishments. Due to life-threatening allergies and TMS’ belief that students should be encouraged to eat healthy foods as often as possible, cupcakes or birthday cakes are not to be brought to school. Please discuss the food(s) you wish to contribute with your child’s teachers in advance to ensure that the day is special and acceptable for all students in the class.

Students in the Elementary Program can celebrate their special day with a catered lunch from an approved source. Please speak to your child’s teacher to ensure that the meal is safe for all students and that this information is added to the Classroom Pages.

Recess and Outdoor Activities July 2019 14

For Children’s House and Elementary students, outdoor activities, physical education classes and House League are an important part of the school day.    

  

All students are expected to go outside for recess.

Students must have the appropriate footwear, outerwear and accessories suitable for the day’s weather conditions in order to participate in outdoor activities.

Any student who is too ill to go outside for recess, house league or physical education should be considered too ill to attend school.

Any student with an injury may be able to attend school but not participate in recess or outdoor activities, in which case prior approval must be given by the Academic Head in discussion with the child’s parents.

The School provides adult supervision and carefully prepared areas for student activity.

Homeroom teachers regularly counsel and advise their students in advance with regard to safe and respectful play at recess and follow up when issues arise.

All faculty and staff members arrive for recess supervision promptly and supervise vigilantly in order to ensure the safety of each student.

Inclement Weather and Outdoor Activities

These are the School guidelines:  Children’s House 2/3 students will go outside for a shorter duration up to minus 19 degrees Celsius (with wind chill) and will not go outside when the temperature is minus 20 degrees Celsius and colder (with wind chill).  Elementary students will go outside when the weather is up to minus 19 degrees Celsius with wind chill.  Students will stay inside when it is minus 20 degrees Celsius or colder.

Lockers

Each Elementary student is assigned a locker for the duration of a school year. This locker is school property and as such, there should be no expectation of privacy. The school also reserves the right to remove locks to access a student’s property where there are safety concerns. Students are expected to keep the locker locked at all times and to arrange their belongings neatly. Students are reminded not to leave food items in lockers overnight. The Head of Elementary reserves the right to have a locker inspected.

If the Head of School, Head of Elementary, or designate has reasonable grounds to search a locker, then they may conduct a search with or without a student present. If the police wish to search a locker, they may do so. Examples of reasonable grounds include suspicion of illegal drugs or weapons. Parents and students do not need to be notified that the locker will be searched.

Lost and Found

It is imperative that personal belongings are identified with student name and that students take responsibility for their belongings. Parents are strongly encouraged to label all clothing and belongings in order to assist children in finding their items without difficulty. Some suggestions:  Clothing – the use of iron-on labels or marker on clothing tags is very helpful  Shoes – please mark the inside of the tongue in permanent marker or use stickers with the child’s name on the inside of the shoe (ball of the foot)  Musical instruments – please attach a luggage nametag to the handle of the instrument case July 2019 15



Gym clothes – please have your child keep these in a gym bag in the change rooms

Students will be given regular quick reminders to take an inventory of their belongings before leaving the School. It may help Elementary students to have a list of items needed at the front of their agenda; for example, coat, hat, gloves, boots, book bag, lunch box, water bottle, instrument, homework, etc. In this way, they can quickly cross reference the list with the items needed for the night.

“Lost” gym clothes not in gym bags hanging in the change rooms will be placed in the Lost and Found in the Gym office. Other “lost” items will be kept in a Lost and Found cupboard beside the Studio hallway.

Periodically, these items will be donated to a charitable organization or disposed of.

Please encourage your child to be responsible!

Personal Belongings at School

Students are strongly encouraged to leave items that are not required for learning at home, such as electronic games, iPods, and cell phones. If some of these items come to school, keep in mind that they should not be used during instructional time. In addition:  Cell phones should be turned off and stored in the child’s locker  Skateboards, heelies, rollerblades and scooters may not be used  Personal belongings may be confiscated if they are interfering with teaching and learning

DROP-OFF, PICK-UP AND PARKING PROCEDURES

Traffic Safety Policy

Student safety is the first and foremost consideration in determining how students are dropped off and picked up at our campuses. The TMS community must ensure that these guidelines are followed by all students, parents and staff with no exception to the rules.

Drop-Off

Students in Children’s House may be escorted to their classes. As part of our commitment to helping students to help themselves, we strongly encourage parents to drop off students in Children’s House and Elementary. Drop-Off is another important step in helping each student to develop an everincreasing sense of responsibility and confidence.

Student Drop-Off at the Lower School is supervised for all Children’s House and Elementary students from 8:30 – 9:00 am. During this time, students may be dropped off at the “Kiss and Go” location on the northeast side of the school building in the driveway circle near the hoardings.

Before 8:15 am, Lower School students may be dropped off at the main entrance on the west side of the School where they may sign in for Extended Care (Children’s House) or prepare themselves for the day by practicing mindfulness in their classrooms.

Pick-Up

Children’s House 2/3 students must be picked up at their classrooms. For students in Grade 1 and above, July 2019 16

we encourage parents to help students to help themselves by picking them up curbside at the “Kiss and Go” location.

Parents must complete a form from the Main Office to request “Kiss and Go” pick-up for their children.

Drop-Off Zone

Please do not leave vehicles unattended in the Drop-Off Zone (“Kiss and Go” area) or in the No Parking Zone. This zone is a fire route and parked vehicles are subject to being tagged or towed.

For reasons of both safety and courtesy, please:  Do not stop in the marked pedestrian crossing.  Do not stop in left lane next to the “Drop-Off Zone.”  Circle and park to pick up your child when a spot becomes available.

Pedestrian Crossing

When driving, please yield to pedestrians at the designated crossing. When walking, please cross only at the designated pedestrian crossing.

Signage, Lane Marking and Traffic Calming

To help everyone stay safe and to model safety and courtesy for students, please read and obey the traffic signs and respect the lane markings. Please note that maximum speed is posted at 20 km/h.

July 2019 17

Parent Parking

All students in Grade 6 or lower must be accompanied by an adult when in the parking lot. Please do not park in fire routes, accessible spaces (without a permit) or expectant mothers’ spaces. Violators may be tagged or towed. In addition, please do not double park or park in unmarked spaces.

Parking and Traffic Enforcement

Parking is available only in designated areas. Vehicles parked in No Parking zones (including fire routes), in the Drop-Off “Kiss and Go” area, or in accessible spaces without a permit may be ticketed and/or towed by the City of Richmond Hill which enforces municipal by-laws.

Please note that TMS cannot prevent the City of Richmond Hill from enforcing the by-laws and issuing tickets, nor will TMS pay for tickets which have been issued.

HEALTH AND WELLNESS Illness

In the case of illness, students should stay home to get better. Please notify the School if your child is unable to attend classes because of illness.

Parents are asked to assist the School in preventing the transfer of communicable illnesses by keeping children home when they are ill. We do not have the space or personnel to take care of children who are not well enough to participate in regular educational activities and will call parents or guardians to have children picked up if they are ill.

Here is a helpful guideline: if a student is not well enough to participate in recess, they are not well enough to attend school.

In particular, please watch for:  High Temperature - Your child should remain at home if they have a temperature over 38 degrees Celsius (100.4 degrees Fahrenheit). Please do not bring your child back to school until their temperature is normal and they have been fever free, without the aid of acetaminophen, for 24 hours.  Ear Infection - If your child has an ear infection, please do not bring them to School until they have been on antibiotics for 24 hours.  Stomach Ache - If your child has a stomach ache, please keep them at home until they regain an appetite and have normal bowel movements.  Vomiting/Diarrhea - Your child may return to school when they have not vomited or had diarrhea for 24 hours under normal circumstances and 48 hours during an outbreak.

In all circumstances of absence for medical reasons, seek the advice of your child’s doctor to determine an appropriate time to return to school.

July 2019 18

Injury

If a child is injured and not well enough to attend school, they should stay home to get better. This might be because of a fall or broken bone where they would have difficulty participating in the life of the School. If a child is mending from an injury (i.e., cast on their arm) but able to participate in most aspects of school life, they should come to school.

In all cases, parents need to make the best decisions for their child and consult as needed with their child’s teacher.

Biting Behaviour in Children’s House

In our ongoing commitment to keep students safe and establish socially positive behaviours, we have developed the following policy on biting.

When a biting incident occurs, the children will be immediately separated. The “biter” will be monitored to ensure that no other children are injured. The focus at this time is on the “victim.” The injured child will be seen by the nurse and an accident/incident report will be completed. Then, a conversation with the “biter” will occur to determine the cause of the biting and to explain that this behaviour is not acceptable. In the case of Toddlers, the conversation may be limited due to the child’s age and ability to express themselves verbally.

At this point, the following procedure will be followed: 

  







The parents of both children will be notified by telephone so TMS can explain the situation and discuss appropriate next steps. All information regarding the telephone calls will be documented on the accident/incident report.

The Academic Head will be informed and receive the accident/incident report.

Teachers will monitor children closely and be alert for any indication that this behaviour may be repeated.

The School and parents will work as a team to assist the child and support each other. This may require a meeting with parents, teacher and Academic Head to review concerns and develop solutions.

If the behaviour is habitual (more than three occurrences), the “biter” may be shadowed by staff for a period of time. This individual will remain at arm’s length from the child at all times. They will observe, track and intervene if necessary. This individual is not to interact with the child because a 1:1 ratio will be seen as a positive for the child and we do not want to give positive reinforcement for a negative behaviour. The duration of this arrangement will be determined by the Academic Head.

A child will not necessarily be sent home for this behaviour. The decision will depend on the context of the situation. In some cases, the child may be brought to the office of the Academic Head to ensure the safety of their classmates.

In the case of a habitual behaviour, the School may ask for the child to be removed from the School.

Communicable Conditions and Diseases

If your child contracts a communicable condition or disease (e.g. chicken pox, measles, lice etc.), you must keep your child at home and immediately report this to the Main Office at TMS. This will enable July 2019 19

faculty and staff to watch for symptoms in other students and to inform a student’s parents and the office if symptoms emerge. We will work to keep all students safe.

An email will be sent to parents when there is a public health requirement to inform about a situation in a given class.

Head lice (pediculosis) are common and communicable. They may spread in any situation where individuals gather and are in close contact. From time to time, students in school may be identified with head lice. It is important to note that the presence of head lice on a student is not a reflection of the level of cleanliness or parenting skills in a home. Head lice are primarily a social nuisance and do not transmit disease. They are NOT a health problem.

When a student is identified as having head lice, the parent/guardian of that individual is informed and provided with an information package. The student is sent home. If the student has a sibling, the school nurse/designate will also check the sibling. A letter of notification and the York Region Department of Health information sheet is sent to all parents of children in classrooms where head lice have been identified.

Students are NOT to return back to school until:  Treatment is completed by a professional lice screening agency (information can be obtained from the school nurse).  Parent obtains a note of clearance stating the student may return to school.

Student Medication

The School needs to be informed about any medication a student is taking. The protocol for taking physician-prescribed medication must be arranged among parents, teachers and school nurse.

School personnel will not administer medication without a written parental consent except in cases of an emergency. The written parental consent forms are available at the Main Office at both campuses.

All medications are to be inaccessible to children. They are to be stored in a locked box in the Nurse’s Office. Medication must be properly labeled, with the exact dosage and the time that it is to be administered. If medication requires refrigeration, it will be kept in the Nurse’s Office (in a lock box in the fridge).

Medical Forms

It is crucial for each student’s wellbeing that parents provide TMS with a completed medical form before the first day of school each year. Medical forms are mailed out to all parents in June and should be returned to the Main Office at either campus by the end of June.

Parents are reminded to contact the School to update any information immediately regarding changes to a student’s health, medication, contact numbers or address.

Allergies

Some students and adults at TMS have life threatening allergies to various substances. It is the responsibility of all parents to respond cooperatively to requests from the School to eliminate allergens from packed lunches and snacks. Parents are also asked to encourage children to respect anaphylactic July 2019 20

children and the School policies.

All allergies must be listed on the student’s medical form in order to allow the School to properly assist them. In the case where an individual in a given class has a life threatening allergy, parents of all students in that class will be informed and may be requested to refrain from sending foods containing that allergen.

NUT SAFE SCHOOL Peanut/nut products are a common fatal allergen for many individuals. Even the residue of nut oil left on furniture or utensils can cause a life-threatening reaction. As a result, TMS works to be nut safe. No peanut or nut containing products are to be brought to TMS. EPIPEN RESPONSIBILITY Based on feedback from Anaphylaxis Canada, students with anaphylactic allergies in Elementary must wear their auto-injector at all times. TMS will continue to store a second EpiPen in the Nurse’s Office.

For children in Children’s House 2/3, the family is asked to provide two EpiPens. One will remain in the student’s classroom and one will be stored in the Nurse’s Office.

No Smoking or Vaping Policy

Staff, volunteers, parents and visitors are advised that smoking and vaping of both tobacco and cannabis is prohibited on school premises, including the parking lot and playground area, whether children are present or not. This also applies to cannabis edibles.

Accidents at School

TMS works to prevent student accidents and injuries by carefully selecting and monitoring student activities. Thoughtful and caring attention will be provided for any student injured during school hours.

This includes the administration of first aid, contacting 911 if warranted, and informing the School Nurse. Every attempt will be made to notify parents for any child receiving any serious injury requiring further medical attention.

All accidents during the school day are reported to the Main Office and kept on file. Academic Heads will review accident reports at the end of each day to ensure appropriate preventative measures were in place and follow up where necessary. Parents with questions about any incident leading to an accident or injury should contact the appropriate Academic Head.

Concussions and Return to Learn (RTL) Protocol

The symptoms of a concussion can be seen in any of four ways: How a student might FEEL PHYSICALLY

How a student might LEARN

How a student might SLEEP and have ENERGY

How a student might FEEL EMOTIONALLY

(Physical Symptoms)

(Cognitive Symptoms)

(Maintenance Symptoms)

(Emotional Symptoms)

Headaches Blurry vision/seeing double Dizziness July 2019 21

Feel mentally ‘foggy’ Easily confused Feel ‘slowed down’

Fatigue Drowsiness Excess sleep

Personality change Inappropriate emotions Feeling more emotional

Disorientation Nausea Sensitivity to noise Sensitivity to lights

Slowed speech (may be due to word finding difficulty) Difficulty remembering Difficulty concentrating

Too little sleep Trouble falling or staying asleep

Irritable Sad Nervous or anxious Lack of motivation

Below is a Return to Learn protocol adapted from REAP Concussion Management Program, 2012, and the Brain Injury Association of Vermont and created in consultation with Holland Bloorview Kids Rehabilitation Hospital, Concussion Centre.

Please note that progression is individual and all concussions are different. A student may start at any step as symptoms dictate and remain at that step as long as needed. Also, a student may return to the previous step if symptoms worsen.

STAGE

PROGRESSION

DESCRIPTION

1) HOME

Rest and Energy Conservation

Cognitive rest - no electronic devices (laptop, homework, texting, reading, video games, or TV).

2) HOME

Light Mental Activity

Gradual introduction of academic activity (5 to 15 minutes at a time as per doctor’s instructions to a maximum of 30 minutes per day). Light reading or homework questions. No prolonged concentration. No electronic devices.

Progress to the next level when able to handle up to 30 minutes mental exertion without worsening of symptoms.

3) HOME

Homework or school work at home

Some school work in gradual increments (no laptop, 20-30 minutes at a time, as per doctor’s instructions to a maximum of 60 minutes per day). Reading, note-taking, homework questions. No electronic devices.

4) SCHOOL

Re-entry to school: part time (shortened days and schedule with built-in breaks)

Attend part of the day at school as tolerated (1-2 classes per day). Observe in class and participate when able, no notetaking during class at this stage. 60-90 minutes of homework at home as tolerated. Reading, making notes, homework questions. Do not participate in physical education, tech or music classes (do not attend assembly). If a video is shown in a class, students should be excused during the video and alternate arrangements made by the teacher for them to attend another class or library at this stage. They can return

July 2019 22

once the video presentation has ended. Quiet place is provided for scheduled mental rest (Learning Strategy room or Library).

Meet with a friend for lunch in a quiet place. Additional time is provided to complete modified assignments. No electronic devices.

Progress to the next level when able to handle 60 minutes mental exertion without worsening of symptoms.

5) SCHOOL

Gradual reintegration into school and classes: part time

Increase to full day of school. Do not use a laptop. In-class template provided for noting topics and main ideas for classes.

Workload and agenda monitored by the Director of Teaching and Learning. 60-90 minutes of homework at home as tolerated. Reading, making notes, homework questions. No tests or assignments unless arranged by the Director of Teaching and Learning. Additional time is provided to complete modified assignments. Short duration of electronic devices: no more than 15 minutes total.

Progress to the next level when able to handle 90 minutes mental exertion without worsening of symptoms.

6) SCHOOL

Resume full cognitive workload: full time attendance

Introduce testing and catch up with essential work. Limited laptop or computer use may resume. All make-up work and identifying essential work will be done through Learning Strategist (with teacher input). Student will check agenda/calendar for daily work as noted with a Director of Teaching and Learning. Accommodations such as quiet location and rest breaks are provided for essential tests. Decrease of additional time to complete assignments.

Progress to the next level when able to handle 90 minutes mental exertion without worsening of symptoms.

7) SCHOOL

Full academics: full time

Return to Learn (RTL) Procedures

Attends all classes and completes academic work on regular timeline. No accommodations provided.

When students have experienced a major life event (e.g., a concussion, extended illness, or a family tragedy), a specialized program will be put in place. During these extenuating circumstances, students will need special accommodations in returning to the regular program. The Director of Teaching and Learning, in conjunction with the Head of the Division, will devise a Return to Learn plan in order to facilitate a supportive and healthy return to the regular school program.

July 2019 23

If a concussion has been diagnosed at any time, inside or outside of school hours, parents are asked to notify the main office. A Request to Resume Academics Form and/or a Physical Activities Due to Concussion Related Injuries Form must be completed by a physician before the student returns to any class, intramural or co-curricular activity. The forms may be obtained from the Main Office.

The Return to Learn process includes:  A discussion with parents accompanied by the appropriate medical documentation;  A temporary plan created by the Director of Teaching and Learning, Head of the Division that will include appropriate steps to return to learn;  Communication from the Director of Teaching and Learning to parents and teachers as to what the plan is and the roles of the people involved;  Ongoing communication from teachers to the Director of Teaching and Learning regarding the progress of the student; and  Ongoing monitoring by the teacher, Director of Teaching and Learning, and parent.

When students have experienced a concussion, a specialized program may need to be put in place that outlines special accommodations in order to facilitate a healthy return to the regular academic program.

The Director of Teaching and Learning in conjunction with the Academic Head will devise a Return to Learn plan in order to facilitate a supportive and healthy return to the regular school program.

DRESS CODE AND STUDENT UNIFORMS How our students dress and present themselves contributes to our shared identity and reflects pride in TMS. Our school uniform helps TMS students to meet certain standards of appearance, eliminates unnecessary competition, and sends a message to others that dressing appropriately is important.

Consequently, students are expected to wear their uniforms correctly at all times. The dress code at each level is to be adhered to by all students beginning on the first day of school. The school uniform is to be worn each school day and also at school functions.

Parents and students will be notified of designated days when students need not wear the uniform, such as civvies days, which are all marked on the School Calendar. Faculty and staff understand the importance of acting as role models when it comes to how they present themselves.

General Appearance

Parents are asked to assist by ensuring children leave home properly attired with attention to the following details:  The uniform is to be kept clean and in good repair at all times  Shoes are to be polished and in good condition  No platform shoes or heels higher than one inch are permitted  Kilts, tunics and skorts are to be no shorter than two inches above the knee  When a tie is worn, the shirt collar is to be buttoned and the tie knotted at the neck  Hats or caps are not permitted inside the School, except where religious customs dictate  Trousers are to be well-fitted July 2019 24

     

Hair is to be neat, clean and well-groomed; no inappropriately dyed or coloured hair Students are allowed to wear a maximum of one stud or simple small hoop earring in each ear No obvious make-up No visible tattoos (including temporary) or body piercing Necklaces, bracelets and rings must not be excessive Any hair accessory worn should be in line with TMS options below

Formal Uniform

In Grade 1 and above, formal uniform is required:  Every Monday  When traveling as a member of a team or group as deemed appropriate by teacher-supervisors  When representing TMS at special functions  At any time when requested from the appropriate Academic Head Regular uniform will be worn on all other days, except for special Civvies Days and Spirit Days.

Clothing and Uniform by Level

CHILDREN’S HOUSE (AGES 3-6) Students have a choice of wearing any of the items listed below: Navy crested V-neck sweatshirt Navy crested sweatpants Navy/white crested short/long sleeve polo shirt Navy or white socks to be worn with the sweatpants Navy full zip sweatshirt Navy, white or TMS tartan hair accessories (if worn) Grey dress pants Grey socks to be worn with the dress pants Navy mock fly shorts* Navy or tartan junior skort Navy tights or knee socks to be worn with the skort Navy crested cardigan Navy crested V neck vest Navy outdoor jacket (“swacket”) Footwear – Children’s House Only: Students in the Children’s House program do not change for gym. Running shoes are required.

The choice of shoes to be worn with uniforms is left to the discretion of parents. Colours of black dress or white running are preferred. Ensure that the shoes provide comfort and safety for your child on the playground. Open toed sandals and Crocs are not appropriate footwear.

LOWER ELEMENTARY (GRADE 1-3) Formal uniform is to be worn EVERY MONDAY and on official occasions. Students have their choice of wearing the formal or regular uniform Tuesday-Friday.

FORMAL UNIFORM Tartan tunic/kilt shorts July 2019 25

REGULAR UNIFORM All items listed as well as:

Navy/white crested long/ short sleeve polo shirt ‘Katie’ collar white long or short sleeve shirt Navy crested v-neck vest Grey dress pants Navy walking shorts* White long/short sleeve crested shirt Navy skort Navy crested cardigan Navy full zip sweatshirt TMS tie Grey socks or tights Navy outdoor jacket (“swacket”) Black oxfords, loafers or Mary Janes (heels not to exceed 1 inch; no platforms) non-marking soles PHYS. ED UNIFORMS Navy, white or TMS tartan hair accessories (if worn) Navy crested gym shirt & shorts White sport socks PLEASE NOTE: Running shoes Tunic, walking shorts and skort length is to the knee.

Gym bag UPPER ELEMENTARY (GRADE 4-6) Formal uniform is to be worn EVERY MONDAY and on official occasions. Students have their choice of wearing the formal or regular uniform Tuesday-Friday.

FORMAL UNIFORM Tartan kilt/kilt shorts White long/short sleeve crested shirt or ¾ sleeve white crested shirt Navy crested blazer Grey dress pants TMS tie Grey socks or tights Black oxfords, loafers or Mary Janes (heels not to exceed 1½ inches; no platforms) non-marking soles Navy, white or TMS tartan hair accessories (if worn) PLEASE NOTE: All skirts, walking shorts and skort lengths are not to be shorter than 2 inches above the top of the knee.

REGULAR UNIFORM All items listed as well as: Navy/white crested long/short sleeve polo shirt Navy crested vest Navy full zip sweatshirt Navy walking shorts* Navy outdoor jacket (“swacket”) PHYS. ED UNIFORMS Navy crested gym shirt and shorts White sport socks Tracksuit (optional) Running shoes Gym bag

*Shorts can be worn between the months of May and September.

InSchoolwear

For school uniforms, please visit InSchoolwear for the store’s current hours and location or call 905-7373031.

Athletic Uniform

TMS has partnered with Under Armour for all our athletic wear. We are excited about the options for gym uniforms and sports teams. Click here to go to the TMS Athletic Wear online store.

Civvies Days

Periodically during the school year, Civvies Days are held. The dress code for these days includes appropriate, casual, comfortable clothing with the following exceptions: July 2019 26

 No spaghetti straps  No midriff tops  No bandanas

 No inappropriate t-shirt designs, slogans or names  No ripped clothing  Skirts/shorts should be modest

Parents are asked to maintain the same appropriate sense of appearance, whether students are wearing civvies or uniform.

TEACHING AND LEARNING Montessori Curriculum

The Montessori curriculum endeavours to meet, and usually far exceeds, grade level requirements pursuant to the Ontario Curriculum. While this is true, specific outcomes of the Ministry curriculum may not be covered in the same year, but rather over the three years of each level of our Montessori curriculum. This three-year age grouping is integral to the Montessori philosophy. In addition, each student is encouraged to pursue areas of independent work and study. We have high academic standards at TMS and although children are progressing at their own pace, there are clearly defined expectations for each level.

TMS strives to be a leader in instructional pedagogy. Thus, to ensure the success of students, we take many steps.

Students are provided with:  exceptional instruction based on proven and current research  opportunities for extra assistance after school through daily tutorials  space to complete homework after school in selected supervised areas  one on one attention within classes  excellent communication with teachers within classes or through email  regular monitoring of student progress through grade-level meetings  clear expectations for assessments, well ahead of due dates  teaching strategies and assessment practices that accommodate the needs of all students

Inclusion Policy

TMS is an inclusive school where we focus on the wellbeing and progress of every child and where all members of our community are of equal worth. All children share a common entitlement to a broad and balanced curriculum which meets their social and learning needs.

We recognize, respect and value difference and understand that diversity is a strength. We take account of differences and strive to remove barriers and disadvantages which people may face in relation to disability, ethnicity, gender, religion, belief or faith and sexual orientation. We believe that diversity is a strength which should be respected and celebrated by all those who learn, teach and visit the School.

We want all members of our school community to feel a sense of belonging within the School and wider community and to know that they are respected and able to participate fully in school life.

We are committed to giving all of our children every opportunity to achieve the highest of standards.

July 2019 27

AIMS AND OBJECTIVES 1. To ensure equality of opportunity for all our pupils in all areas of school life.

2. To ensure that individual strengths are recognized and all pupils achieve their potential.

3. To remove the barriers to learning and participation that can hinder or exclude individual pupils, or groups of pupils.

4. To ensure that all staff are aware of the systems and procedures in place within the School in order that all children have the opportunity to make progress.

All children share a common entitlement to a broad and balanced curriculum, which meets their social and learning needs. We recognize that it is the teacher's responsibility to meet the needs of all children in their class and ensure that all children:  feel secure and know that their contributions are valued  appreciate and value the differences they see in others  experience success  use materials that reflect a range of social and cultural backgrounds, without stereotyping  have a common curriculum experience that allows for a range of different learning styles  have challenging expectations that enable them to succeed  participate fully, regardless of disabilities or medical need We meet these needs through setting suitable learning challenges and responding to children's diverse learning needs. If a child is making less than expected progress, then the teacher will adapt their teaching to target the specific areas; this may include modifying teaching, use of apparatus or in class support. The majority of students’ needs will be met through high quality teaching.

Teachers and Academic Heads meet at least once a term to analyze pupil progress. The termly progress meetings will address the key questions above. Data is used to monitor pupil progress against targets and ensure adequate planning and provision is in place, at individual, class, year group and whole school levels.

Where the attainment of a child significantly exceeds the expected level of expectation, teachers will provide extension materials for areas which the child shows particular aptitude.

ACADEMIC SUPPORT The Student Success Team, which comprises the Head of Division, subject teachers and Learning Strategist, works in collaboration with the family to devise strategies for student success.

If you have a concern about your child’s academic progress, please contact the teacher and the division Head.

Support strategies may include:  a meeting with parents to help the student achieve success  attendance at teacher tutorials for assistance  in class or out of class one on one/group support with the learning strategist  monitoring and/or limiting of co-curricular activities Through teacher observation, student-success meetings, and/or parent suggestion, it may be necessary that the student go through an educational assessment to ascertain how the School can support the child better.

July 2019 28

Community Service Giving back to the community and cultivating the growth of compassionate students is at the forefront of the work we do at TMS. Citizenship begins with kindness initiatives in our own TMS hallways but extends to the local and global communities as fostered in our curriculum and the social/emotional growth of our students. Students are encouraged to support and lead school-wide drives and fundraisers at any age. School Spirit Days are also encouraged to further foster joy and comradery in our students and staff.

Technology

TMS provides access to technology for students in an age appropriate fashion consistent with our Montessori/IB educational philosophy. We understand that technology is a valuable tool for learning when it is incorporated into the curriculum.

Elementary students use technology as a tool for learning in an age-appropriate manner. TMS provides these students with a user name and password to access the School’s network. Use of the school computers and network is a privilege that requires all students to use the system wisely. Failure to do so is likely to result in the loss of access to computers at school.

All TMS students with access to technology must sign the TMS Student Acceptable Technology Use Policy form together with their parents prior to accessing the network or using any TMS computer.

Copies of this policy are included on the Parent Portal under Forms.

Access The use of technology is intended for school purposes. Students may not make personal use of the technology if it compromises their academic obligations. They are expected to comply at all times with the terms of this policy and any other policies and/or guidelines applicable to students.

Appropriateness Each student shall use the technology in a fashion consistent with the School's values and in an ethical and lawful manner.

Homework

In Lower Elementary, ‘homework’ generally means: 1. Being prepared for the next day with books, gym uniform and other special items 2. Completing ‘follow up work’ that is due that was not completed in class 3. Reading each night 4. Being ready for spelling tests/dictation in English and French 5. Practicing French and Music when it is assigned As a guideline, beginning in Elementary, TMS students are generally expected to spend about 10 minutes per grade, per night on work in the evening. For example, a Grade 4 student should have about 40 minutes of work time. Homework can mean many things at TMS, but should never be “make work” (homework for homework sake). It may include: July 2019 29

          

Reading Completing work that was expected to be completed in class Assignments for the next lesson Work to advance a long-term project Organizing materials and reviewing Reflection Review Studying Music practice French vocabulary practice Spelling tests

If a student legitimately works for the prescribed length of time and is unable to complete the work, the student should stop working. It is likely that the student does not clearly understand the assignment, the content or the teacher’s expectations. The student and their parent should inform the teacher immediately at that point via a telephone message, email or written note so that any difficulties the student is encountering are recognized and steps taken to remedy the situation.

As part of teaching students to be independent and responsible, teachers work with the students to ensure they are completing their Agenda. As partners in this, TMS parents ensure that part of each student’s ‘homework’ routine includes the organization of uniform, bags and materials for the next school day. This also includes:  Having work that is due set aside so that it is ready to hand in  Arranging to submit work early or perhaps electronically if a student will be absent when a piece of work is due  Having various pieces of work ready to submit prior to the start of classes on the day a student returns to school when they have been unexpectedly and unavoidably absent TMS faculty recognizes that providing feedback on homework, assignments and presentations must be prompt in order to assist their students to continue to make effective progress. In addition, TMS teachers follow up appropriately with students when work is absent, incomplete or poorly done. First they seek to understand why the situation has occurred so that they can assist the student to do their best. Actions may then include a warning and/or the expectation that the work be completed for the next class. The student may also be asked to make time at lunch or after school to complete the work as a natural consequence.

If homework becomes a chronic problem, the appropriate Academic Head will be notified and a meeting with the student, appropriate teacher(s), parents and Academic Head will be held to identify the root of the student’s difficulty. A plan will be created and implemented to assist the student to be successful in striving to do their best work on a go-forward basis.

If a student fails to submit an assignment or a project by its due date, the parent/guardian will be contacted immediately by the teacher to discuss the situation and arrive at an effective solution.

A NOTE TO SHARE WITH STUDENTS ABOUT HOMEWORK AND ASSIGNMENTS 1. Do your own thinking, work and writing There are two main purposes TMS students are asked to complete homework, assignments, projects, July 2019 30

tests and other educational work.  We all learn best by doing. Completing meaningful academic work and demonstrating knowledge and ability is a learning experience.  Teachers use observation and assessment to determine each student’s current level of understanding and ability. If your work has been copied as a result of cheating or plagiarism or if it has been done by someone else such as a parent, the teacher will not be able to effectively assess your ability or needs.

Making the choice to cheat, plagiarize or have someone else do your work has serious consequences:  The work will have to be done properly based on discussions in class about expectations.  A meeting with the student, teacher, parents and appropriate Academic Head will take place to assist you in making more effective choices going forward.

In addition, depending on the nature of the infraction, and the student’s age, grade and history of previous offences, this sort of behaviour is likely to result in forfeiture of Ministry and IB credits, and suspension or expulsion.

2. Be at school for quizzes, presentations, tests and exams If you will be absent during one or more of these activities, inform your teacher(s) and arrange a time outside of regular class hours to complete it.

If your absence is unexpected and unavoidable, be prepared to write on the day of return to school.

Have your parent send an email or make a telephone call to your teacher to arrange a time to complete the activity. Remember that your teacher may choose to modify the activity after your absence so it is not exactly the same as what other students have done.

3. Get involved and participate. Say, “How hard can it be?” and “Try it anyway!”

At TMS, it is ‘cool’ to try new things and get involved. This is your school; help make it the best it can be.  Recognize that it is natural when you first attempt something to feel uncomfortable or find it awkward.  Realize that putting forth a strong effort results in becoming more engaged in an activity.

Something that looked hard or daunting becomes easier and rewarding.

ACTIONS TMS PARENTS CAN TAKE TO SUPPORT YOUR CHILD 1. Promote your child’s understanding that striving to do their best is important. Regularly talk together about how learning, work and organizational habits affect their ability to do their best.

2. Help your child to help themself. Teachers and parents are effective when they coach, demonstrate and inspire. They are not effective when they do the work or put down the student.

3. Encourage your child to be organized. At TMS, the goal is not to organize the student; rather, it is to assist the student to be organized. Please take time to develop and implement a family routine that helps your child to:  Use the Student Agenda. Is it present, completed and consulted?  Have non-academic pursuits and time to just play and be with family. As a family, it is helpful to design and practice an effective home routine each night that includes having a set time and place for a student’s evening work.

July 2019 31

  

Develop and use a checklist of items that must go back and forth daily.

Ensure that loose papers are put in the correct place; pencils, paper, gym clothes and other materials are brought together, packed and set by the door for the morning.

Monitor how your child is keeping track of work they bring home and communicate with the teacher if you are noticing difficulties.

4. Promote the development of time management skills.  At TMS, we encourage students to manage the completion of longer term assignments and projects with a work plan. Your guidance at home to monitor and review these plans reinforces what we are trying to show and tell the students at school.  Focused effort is effective and efficient. Social media, email, the telephone, TV, siblings and the fridge can all be distractions. A student may need help to understand that each time they stop work to do something else, it takes time to become re-immersed in the learning at hand.

Something that could normally be completed in 15 minutes may end up taking twice or even three times that amount of time. Parents may assist in this regard by limiting potential distractions to periods outside of work, reading or musical practice.

If a student is spending inordinate amounts of time doing work at home, this is not productive and not consistent with our philosophy.

If a parent sees either too much work or no signs of work, a problem exists. Contacting the teachers and involving the child in a proactive manner allows for the problem to be addressed successfully.

Time management at home is a difficult skill for many children to master. They need parental assistance and guidance to learn to transfer their school-day ability to focus on one activity at a time in a productive manner and set priorities.

Student Agenda – Elementary

In Grade 1, students receive their first Agenda in January when their reading and writing skills are sufficiently developed that they can be successful with the Agenda. Students in Grades 2-6 receive their agendas every year in September.

All students are expected to make use of their Agenda daily. This may include:  Recording all follow-up work, homework, assignments, tests and due dates in each class or subject.  Reviewing their Agenda prior to leaving the School to ensure all the required materials are packed.  Consulting the Agenda upon arriving home to organize their efforts that evening.

The Agenda is given to all students to assist in recording homework assignments, planning for long-term projects and tests, organizing extracurricular activities and developing a productive approach to time management. Teachers will work with the students to assist them in this regard. In the Elementary Program, parents are expected to review their child’s Agenda daily and help the student to use it effectively. The Agenda is also often the “first line” of communication between home and school.

TMS faculty and parents are expected to monitor a student’s use of the Agenda to ensure effective habits are being developed. A student who is not using the Agenda effectively at a given age and stage July 2019 32

will be assisted directly by teachers and parents in the effective development of this life skill.

Field Trips

At TMS, we endeavour to provide our students with a depth of experience which enriches their understanding of the curriculum. We go beyond traditional ways and means of teaching content, and seek to develop tangible connections between classroom theory and real-world experience. One of the most important ways of doing this is through field trips.

Field trips are not superfluous. Considerable care is taken to select excursions which are directly relevant to the course of study. Although we certainly hope these excursions provide our students with enjoyable and memorable learning experiences, they are not meant to provide them with extra holiday time. In keeping with the Montessori notion of hands-on learning and “going out” into the larger community as well as the IB values of holistic learning and intercultural understanding, field trips are a central and intrinsic part of the TMS experience. As such, for our Elementary students, field trips are never considered to be optional. It is expected that all students will participate fully.

As students grow older, the trips tend to become longer in duration and take the students farther afield.

By the time students reach the Upper Elementary level, they may participate in one overnight excursion each year.

There are additional costs involved with these excursions for Elementary students which are invoiced separately at the start of the school year. Specific information regarding the time frame, destinations and cost for field trips for each grade in the coming year are provided as they become available.

Trip Updates: Call 905-889-6882 Ext. 4403 PARENT INVOLVEMENT IN FIELD TRIPS All parents volunteering to assist with supervision of a field trip must have a Vulnerable Sector Check before they can be approved to assist with a field trip. Information is included on the Parent Portal.

During Children’s House field trips, parent volunteers must be responsible for approximately four children. Parent driving is not allowed as their presence is required on the bus.

For Elementary students, parents are encouraged to join us for games, tournaments and other competitions. Vulnerable Sector Checks are not required for parents who want to come and support their child’s athletic event.

Report Cards

Elementary Reports are issued three times in a year in December, March and June.

Parent-Teacher Interviews

These meetings are held formally two times per year, once in November and again in April. All interviews will be booked through the online booking system on the Parent Portal, once you log into the Portal. Using this system, you can schedule an interview for both homeroom and specialist teachers. All interview times must be booked through the online system. An email will be sent out prior to each interview session with the link to our interview site and detailed instructions on how to book your interviews.

July 2019 33

Books and Other Supplies – Elementary

The cost of educational and musical supplies varies from grade to grade. A specific list of necessary supplies, including musical instruments, is online on the Classroom Pages.

ATHLETICS TMS is committed to excellence in athletics as a part of a larger commitment to excellence in education.

At TMS, athletics is an integral component of student life, and we strive to provide an innovative and successful program. We pride ourselves in providing an educational experience that is balanced amongst our Four Pillars: Athletics, Arts, Citizenship and Academics. It is our belief that through participating in athletics, student-athletes are further developing character traits of high value that not only enhance success in the classroom, but also make an impact later in life as they progress through university and adulthood.

The primary focus of the TMS Athletic Program is to provide a venue for students to develop their fitness, physical literacy and sport specific skills through healthy competition and training. We closely align our specific program goals with the Long Term Athlete Development Framework designed by the Canadian Sport for Life Organization. We feel this is how we can best support our student-athletes in their pursuit of excellence. The learning process outweighs the outcome at TMS; we highly value that our student-athletes are provided ample opportunities to grow within their sport and achieve personal health, fitness and sport-related goals. Character development through athletics is of utmost importance; perseverance, accountability and sportsmanship are essential to the process.

Program goals and considerations include but are not limited to:  

   

providing a structured and appropriate periodization of training and competition to support various ages and stages of athlete development; further developing, refining and applying: o overall physical literacy o fundamental movement skills o sport-specific movement skills (basic and complex), knowledge and strategies o fitness-related skills such as speed, power, agility, coordination, reaction time and balance, etc. o health-related components of fitness, including muscular strength, muscular endurance, cardio-respiratory capacity (aerobic and anaerobic) as well as joint flexibility; learning how to cope with the various physical and mental aspects of competition through positive self-talk, mental imagery and visualization; adopting strategies to manage emotions (anger, stress, anxiety, etc.) effectively, and build resiliency and self-discipline; developing positive team players, supportive leaders and effective communicators; and introducing time-management skills related to sport involvement.

July 2019 34

For full details of the Lower School Athletics Program, please look at the Athletics Handbook on the Parent Portal.

Elementary House League Program

TMS offers an in-school House League program for students in Grades 1 to 6. While skill development is encouraged, emphasis is placed on fun, friendship and physical activity.

The House League system in the Elementary Division has three purposes:  Provide a positive and fun learning experience  Develop the skills of co-ordination, alertness, and self-control  Develop concepts of sportsmanship, team effort, and respect for others The program is operated on a drop-in basis and teams are formed each day.

Students are educated about the House League program during the physical education classes. The daily schedule for each age division is also posted on the bulletin boards outside of the change rooms.

Students are given an opportunity to further work on their leadership skills, teamwork, sportsmanship, and individual skill development while participating in a variety of sports.

COCURRICULARS AND EXTRACURRICULARS Co-Curriculars

The Lower School Co-Curricular Program is designed to complement the Four Pillars of Arts, Athletics, Academics and Citizenship. Each program has been created to support our students’ desire to experiment, take risks and extend their knowledge. TMS students develop spirit and courage while they pursue new experiences such as helping communities in need, playing sax in the band, joining the robotics team, singing in the choir or perfecting a basketball layup. It is a place where students expand the depth of how they are known at TMS. In some cases, students tryout or apply for these groups.

Examples of Co-Curricular Programs include:  Elementary French Club  Elementary Science Club  CIS Music Festival  Tutorials  Environmental Club  Choirs (Grades 1 to 3 and 4 to 6)  Junior & Senior Concert Bands  Drama Group  Art Club  Media Creation Team  TMS Robotics Team

July 2019 35

          

Friends of the Community Lower School Ambassadors Elementary Intra-murals Cross Country Running Indoor Soccer Outdoor Soccer Basketball Badminton Bowling Track and Field Ball Hockey

Extracurriculars

TMS offers a range of Extracurricular Programs to students from Children’s House 1 to Grade 6.

Discovering new interests, finding hidden talent and committing to something bigger than oneself are important moments in the growth of any child. That’s why we offer optional clubs and activities to engage the mind and excite the spirit. These programs run after school, some for eight weeks and others for the full year. The programs range in cost from $150 to $1,000 depending on topic and length. Some programs are open to students in Children’s House while others are for Elementary students only.

Extracurricular Programs are not part of our in-class work and are completely optional.

Students can choose from the following Extracurricular Programs:  Aerospace/Robotics  Piano  Ballet  Sportball  Chess  Stand up & Speak  ESL and ELD  Stretch ‘N’ Grow  Friends of the Community Gymnastics  Tennis/Badminton  Karate  Violin  Lego Brick Club  Yoga  Mandarin

A CULTURE OF GIVING At TMS, we are committed to creating a Culture of Giving. We define a Culture of Giving as an “all in” culture that is evident through the whole TMS journey and experienced in a similar way in all parts of the School. At the heart of this Culture of Giving is creating good connections with parents, building I Am Known into everything we do, providing clear communications and using inclusive language.

Sharing Time, Talent and Treasure

A Culture of Giving clearly places equal value on the many ways in which our community can engage with the School. At the heart of our Culture of Giving, we focus on the concept of Time, Talent and Treasure.

Time is a way to define and celebrate meaningful volunteer opportunities. We welcome the involvement of parents to help with a range of activities and events and to be active participants in the daily life of the School. We have a range of volunteer opportunities such as parent representatives and event organizers. Volunteer opportunities are listed on the Parent Portal.

Talent refers to opportunities where parents lend us their expertise. Knowing we can count on parents’ specific expertise or knowledge makes a big difference to the School. Examples of this in action are speakers at our Upper School Career Day or committee positions such as finance and strategic planning, Treasure, of course, refers to financial donations to TMS. We are an independent, not-for-profit organization with charitable status. This means that the majority of the school tuition annually paid by families is used to cover the costs associated with the School’s day-to-day operations. TMS relies on the July 2019 36

kind support of our families to raise funds to assist with the development of new and existing facilities and the enhancement of programs.

TMS offers two ways to help financially:  Annual Giving is a way to make a donation to support a specific need at the School. In the past, Annual Giving has gone to pay for items of great benefit to both students and parents such as new audio visual equipment. As part of our Strategic Plan, all donations from now to 2021 will support the TMS Building our Significance Capital Campaign.  TMS recently launched the Building our Significance Capital Campaign. Capital campaigns are special appeals to raise large sums, typically for long-term improvements such as our new Campus Development Plan. We are well underway with the planning for these changes and, thanks to the support of our families, we are already making significant progress towards our goal of creating beautiful new spaces to animate the work of our students. You can see the progress of our plans here.

For more information about TMS’s Culture of Giving or to get involved with your time, talent or treasure, please contact our Director of Advancement, Rakesh Tripathi at rtripathi@tmsschool.ca or 905-889-6882 x2248.

Donate-a-Book Program

Parents can donate to the TMS library in celebration of their child’s birthday or another special occasion through the Donate-a-Book Program. With every contribution, your child’s name will appear in the front of the book, inscribed on a personalized TMS bookplate. You may select a book of your choice or allow the TMS Librarian to choose an age-appropriate book on your behalf.

FINANCIAL AID The School believes in making a quality TMS education available to as many students as possible. As a tangible demonstration of this support, the School provides financial aid to TMS families within the context of a sound fiscal framework. CLICK HERE to access the financial aid application.

Policy

The amount of funds provided for financial aid will be set by the TMS Board annually, typically when tuition fees are set for the upcoming year. The aid provided to any student in an academic year will not exceed 50% of the tuition.     

No more than one student in a family may receive financial aid in a given academic year Financial aid award details will be kept confidential to respect the privacy of the families Financial aid is only provided for students in Children’s House-2 or older Financial aid will be provided in the form of a credit to the student’s account, not a cash award Financial aid will be provided only for tuition, not for other costs such as trips, supplies, before/after school care, etc.

Financial aid awards will be made by a Financial Aid Committee consisting of: July 2019 37

   

Chief Administrative Officer (Committee Chair) Head of School Director of Enrolment Management Academic Heads

Financial aid will be awarded by the Committee based on the following criteria:  Demonstrated financial need  Academic ability of the student  Good citizenship of the student and family within the TMS community  Match between the student and the TMS vision  Grade, with a preference toward more senior grades  Enrolment within the class, with a weighting toward classes which would otherwise not be full  Number of years student has been at the School  Likely duration of the financial need

CODE OF CONDUCT All members of the TMS community – students, staff, parents and others – have the responsibility to act in a manner that promotes Grace and Courtesy. We promote these values by asking all members of the TMS community to follow the TMS Ideals at all times.

TMS Ideals: Respect, Strive and Make Good Choices

1. Respect yourself and others through graceful and courteous conduct.

2. Strive for your best in all areas: Academics, Arts, Athletics and Citizenship.

3. Make good choices that have positive effects and productive outcomes.

All TMS students are expected to understand and follow these ideals. Faculty, Staff and Parents are asked to encourage students to live by these ideals and model them at all times.

Each member of the TMS community must be committed to creating a supportive and caring environment in and out of school. When a member of the community chooses to act in a manner that contravenes our TMS Ideals, the faculty and administration will work with that individual to provide appropriate consequences. In serious cases, these consequences may include suspension or expulsion of students, and suspension or dismissal for faculty and staff. The Head of School is the final arbitrator in the case of all consequences.

ACTIONS TMS STUDENTS ARE ASKED TO TAKE WHEN BEING GRACEFUL, COURTEOUS AND RESPECTFUL 1. TMS students help others and make the School a positive and inviting place for all by: a. greeting everyone with a smile and a kind word; b. looking for reasons to compliment others; c. holding doors for others; d. helping without being asked; July 2019 38

e. f. g. h.

including everyone in an activity; looking for the best in each person; avoiding teasing and finding positive ways to give and get others’ attention; and looking after their possessions, other peoples’ possessions and the School’s possessions with care and attention.

2. When they encounter difficulty with another person, TMS students take the time to address it in a positive fashion. They do not turn difficulty into greater conflict. TMS students know to approach disagreements in the following manner: a. ignore something if it is truly small; b. talk about disagreements and concerns to calmly resolve them; and c. involve a teacher or adult to help talk with and resolve an issue.

Above all, TMS students know to not escalate a situation by making it worse. Students are also taught how to use the STOP technique for problem solving.

Standards of Behaviour

By enrolling at TMS, students and families automatically assume the obligation to comply with the provisions of the Code of Conduct. Central to the Code of Conduct is the understanding that each student and family will follow certain standards of behaviour. Self-discipline and a willingness to accept responsibility for one’s actions and conduct are fundamental to the Code of Conduct.

RESPECT, CIVILITY AND RESPONSIBLE CITIZENSHIP All members of the school community must:  respect and comply with all applicable federal, provincial, and municipal laws;  demonstrate honesty and integrity;  respect differences in people, their ideas, and their opinions;  treat one another with dignity and respect at all times, and especially when there is disagreement;  respect and treat others fairly, regardless of, race, ancestry, place of origin, colour, ethnic origin, citizenship, religion, gender, sexual orientation, age, disability etc.;  respect the rights of others;  show proper care and regard for school property and the property of others;  take appropriate measures to help those in need;  seek assistance from a member of the school staff, if necessary, to resolve conflict peacefully;  respect all members of the school community, especially persons in positions of authority;  respect the need of others to work in an environment that is conducive to learning and teaching; and  use respectful language including not swearing at another person.

SAFETY All members of the school community must not:  engage in bullying behaviours;  commit crimes;  be in possession of any weapon;  use any object to threaten or intimidate another person; July 2019 39

    

cause injury with an object to any person; be in possession of, or be under the influence of, or provide others with cigarettes, alcohol, cannabis or illegal drugs on school property inflict or encourage others to inflict bodily harm on another person; engage in forms of behaviour motivated by hate or bias; and commit an act of vandalism that causes damage to school property.

Preventing Bullying at TMS

A positive school climate is a crucial component of prevention; it may be defined as the sum total of all of the personal relationships within a school. When these relationships are founded in mutual acceptance and inclusion, and modeled by all, a culture of respect becomes the norm. A positive school climate exists when all members of the TMS community feel safe, comfortable and accepted.

TMS recognizes the following:  Bullying adversely affects a student’s ability to learn.  Bullying adversely affects healthy relationships and the school climate.  Bullying adversely affects a school’s ability to educate its students.  Bullying will not be accepted on school property, at school-related activities, on school buses, or in any other circumstances (e.g. online) where engaging in bullying will have a negative impact on the school climate.

Bullying is defined as aggressive and typically repeated behaviour by a person where, a. the behaviour is intended by the person to have the effect of, or the person ought to know that the behaviour would be likely to have the effect of, i. causing harm, fear or distress to another individual, including physical, psychological, social or academic harm, harm to the individual’s reputation or harm to the individual’s property, or ii. creating a negative environment at a school for another individual, and b. the behaviour occurs in a context where there is a real or perceived power imbalance between the person and the individual based on factors such as size, strength, age, intelligence, peer group power, economic status, social status, religion, ethnic origin, sexual orientation, family circumstances, gender, gender identity, gender expression, race, disability or the receipt of special education. This behaviour includes the use of any physical, verbal, electronic, written or other means.

Cyber bullying means bullying by electronic means, including, a) creating a web page or a blog in which the creator assumes the identity of another person; b) impersonating another person as the author of content or messages posted on the internet; and c) communicating inappropriate material electronically to more than one individual or posting material on a website that may be accessed by one or more individuals.

Bullying is a dynamic of unhealthy interaction that can take many forms. It can be physical (e.g., purposely hitting, pushing, tripping), verbal (e.g., name calling, mocking, or making sexist, racist, or homophobic comments), or social (e.g., excluding others from a group, spreading gossip or rumours). It may also occur through the use of technology (e.g., spreading rumours, images, or hurtful comments through the use of email, cell phones, text messaging, internet websites, or other technology).

July 2019 40

TMS recognizes that while bullying is distinct from teasing, the line between the two is often unclear depending on perspective, and the School will investigate all incidents with a high degree of care.

Teasing Based in fun Reciprocal Not intended to hurt Maintains basic dignity Pokes benign fun

Bullying Based in contempt Attack with imbalance of power, one-sided Intended to harm Humiliating, cruel, bigotry disguised as joke Laughter at target, target no intended to laugh

INTERVENTION AND SUPPORT STRATEGIES TMS will apply a comprehensive intervention strategy to address incidents of bullying, including appropriate and timely responses. Intervention and support will be consistent with a progressive discipline approach. The strategies range from early interventions to more intensive interventions in cases of persistent bullying, with possible referral to community or social service agencies. Ongoing intervention and support may be necessary to sustain and promote positive student behaviour. For a student with special education needs, interventions, supports, and consequences will be consistent with the student’s strengths, needs, goals, and expectations contained in their individual education plan.

Roles and Responsibilities

The Code of Conduct recognizes that all members of the school community, including the Head of School, teachers and other staff members, students and parents have an obligation to comply with the standards of behaviour outlined in this policy.

TMS will provide direction to ensure opportunity, academic excellence and accountability in the School.

It is the responsibility of TMS to:  develop policies that set out how TMS will implement and enforce its Code of Conduct and other rules that promote and support respect, civility, responsible citizenship and safety;  review policies regularly with students, staff, parents, volunteers and the community;  seek input from the Board of Trustees, parents, students, staff members and the school community;  establish a process that clearly communicates the Code of Conduct to all parents, students, staff members, and members of the school community in order to obtain their commitment and support;  develop effective intervention strategies and respond to all infractions related to the standards for respect, civility, responsible citizenship, and safety; and  provide opportunities for all of the staff to acquire the knowledge, skills, and attitudes necessary to develop and maintain academic excellence in a safe learning and teaching environment.

Head of School Under the direction of TMS, the Head of School takes a leadership role in the daily operation of the School. The Head will provide this leadership by:  Demonstrating care for the school community and a commitment to academic excellence in a safe teaching and learning environment;  Holding everyone under their authority accountable for their behaviour and actions; July 2019 41

  

Empowering faculty, staff and students to be positive leaders in their school and community; Communicating regularly and meaningfully with all members of the school community; and Providing an example of respect and civility for all members of the school community.

Teachers and Other School Staff Members Under the leadership of the Head of School, teachers and other school staff members maintain order in the School and are expected to hold everyone to the highest standard of respectful and responsible behaviour. As role models, teachers and school staff uphold these high standards when they:      

Help students work to their full potential and develop their sense of self-worth; Empower students to be positive leaders in their classroom, school, and community; Communicate regularly and meaningfully with parents; Maintain consistent standards of behaviour for all students; Demonstrate respect for all students, staff, parents, volunteers, and the members of the school community; and Prepare students for the full responsibility of citizenship.

Teachers shall also assist the Head of School in maintaining close co-operation with the school community and in establishing and maintaining consistent disciplinary practices in the School. In addition, teachers must assist the Head of School by reporting incidents and assisting the Head of School in conducting an investigation.

Students Students are to be treated with respect and dignity. In return, they must demonstrate respect for themselves, for others, and for the responsibilities of citizenship through acceptable behaviour. Respect and responsibility are demonstrated when a student:  Comes to school prepared, properly dressed in their uniform, on time, and ready to learn;  Adheres to school uniform rules;  Shows respect for themself, for others, and for those in authority;  Refrains from bringing anything to school that may compromise the safety of others; and  Follows the established rules and takes responsibility for their own actions.

Responsibilities of a Student as a Bystander TMS is committed to providing a healthy school environment that is nurturing, caring and respectful of everyone. TMS teaches social skills that will serve its students well throughout their lives. This includes acting responsibly as a bystander.

If a student has witnessed bullying behaviour, they are required to confide in an adult at the School. If the School is not aware of an incident, it cannot act. A student is not tattling by contacting an adult; they are, in fact, upholding TMS’s core values and demonstrating courage by appropriately standing up for themself. No one has the right to bully, intimidate or threaten another person. It takes courage to stop such behaviour in a mature and responsible way.

Overall, if a student witnesses an act of bullying, intimidation or threats, they are a bystander and are expected to take steps to help. It is part of their responsibility as a TMS student.

July 2019 42

Parents and Guardians Parents and guardians play an important role in the education of their children and have a responsibility to support the efforts of school staff in maintaining a safe and respectful learning environment for all students. Parents and guardians fulfill their role when they:  Show an active interest in their child’s school work and progress;  Communicate regularly with the School;  Help their child be neat, properly dressed and prepared for school;  Ensure that their child attends school regularly and on time;  Promptly report to the School their child’s absence or late arrival;  Show that they are familiar with and follow the TMS Code of Conduct and school rules;  Encourage and assist their child in following the rules of behaviour; and  Assist school staff in dealing effectively with disciplinary issues involving their child.

When Behaviours Contravene Our TMS Ideals

At TMS, behaviours that are inappropriate will result in disciplinary action in accordance with the seriousness of the action. Consequences may be as serious as expulsion or suspension and will always be determined through due process and in terms of the specifics of each case. The School has the right to involve the police from time to time. The School may also undertake disciplinary action when a student takes part in inappropriate behaviour off School property, including the internet, when the conduct has or will have an impact on the school climate.

When exercising its discretion to determine the appropriate consequence to apply to an offence, TMS will take into account:  The seriousness of the offence or the attempt to commit the offence;  The intention of the student; and  The impact of the offence on the standards of behaviour and integrity that TMS tries to cultivate in the school community.

The range of consequences that TMS will apply to offences includes:  The School reserves the right to remove a student from a school activity, special program or recess to complete work or a special assignment designated by the teacher;  Detention;  Probation;  In-school suspension;  Arrangement of a behaviour or performance contract with the involvement of the student, teachers and parents;  Formal suspension from school. In this instance, conditions to return to school will be discussed with parents and student in accordance with the school policy; and/or  Expulsion from school.

The School reserves the right to expel a student when the continued attendance of that student would not be in the best interests of that student or the School. The School also reserves the right to expel a student when their behaviour is in breach of the Code of Conduct, seriously jeopardizes the School's ability to guarantee the dignity and safety of its students and interferes with learning, or involves conduct which is injurious to the School's moral tone or to the physical or mental wellbeing of others. In July 2019 43

these circumstances, the School will make reasonable efforts to assist the student's family in securing suitable alternative education arrangements.

July 2019 44