Admin

SUBJECT:                School Zones – Placement of Students in Neighbourhood Schools

EFFECTIVE:             March 4, 2002

REVISED:                 August 23, 2005; August 1, 2008; August 19, 2013

PURPOSE:                           To establish and regulate the placement of students in neighbourhood schools.

REGULATION:

1. The fundamental guiding principle regulating the placement of students in schools is that students will normally be placed in the school(s) designated to serve the neighbourhood in which they live.

2. School boundaries will be defined and described by the Superintendent and will be subject to periodic revision as circumstances dictate.

3. In the event of a school closure, school(s) will be designated by the Superintendent to serve students living in neighbourhoods affected by such school closure(s).

4. Exceptions to this school-placement principle and regulation will be considered only if room permits.  A decision to place a student in a school other than his designated neighbourhood school must be approved by the Superintendent or his designate, and the reason(s) for such a placement and conditions of placement must be recorded in writing and kept on file.

5. The transfer of students for disciplinary reasons must not occur without prior consultation between both principals concerned and a district office representative.  Such transfers must be the exception rather than the rule.

6. A student, who is attending a school other than his designated neighbourhood school, will be required to meet the bus or contractor at the designated loading point.  Existing conveyance runs will not be altered to meet the transportation requests of these students.

7. All requests for exceptions must be made in writing to the Superintendent.

SUBJECT:                Emergency Response (Crisis Intervention)

EFFECTIVE:             March 4, 2002

REVISED:                 August 19, 2013

PURPOSE:                           To provide for the development, maintenance, and training of school and district emergency response (crisis intervention) teams.

REGULATION:

The district, and each school within the district, will provide for the development and training of district and school crisis intervention teams.

Specifically,

1.         The district will have a crisis intervention team.

2.         Each school will have a crisis intervention team.

3.         The district and each school must develop protocols, communication strategies, training programs, workshops, and procedures to follow in the event of a crisis.

4.         Protocols should be developed in respect to a death in school, a death outside school, a death of a relative of staff or student, an attempted suicide or parasuicide, and accident in school, a bus accident, natural or man-made disasters, threats to security, and any other crisis, in general.

5.         Community and external resources to be invoked in a crisis should be identified, catalogued, and involved in planning for emergency response.

SUBJECT:                Use of School Equipment

EFFECTIVE:             March 4, 2002

REVISED:                 August 19, 2013

PURPOSE:                           To restrict use of all school and district equipment to school and/or district purposes and premises; to prohibit the use of school and district equipment for personal purposes.

REGULATION:

1. School equipment (computers, photocopiers, cameras, VCRs, sound systems, projectors, etc.) must only be used for school purposes.

2. The use of school or district equipment for personal purposes is prohibited.

3. Any exception(s) to this regulation must be approved by the Superintendent or designate.

SUBJECT:                            Student Placement and Promotion (Grade Acceleration)

EFFECTIVE:                         November 7, 2022

REVISED:                            

PURPOSE:                           To give students, who are achieving learning goals at an accelerated pace, opportunities for advancement within grade levels.       

REGULATION:

Anglophone North School District recognizes the consideration of grade acceleration as an option for students under specific circumstances. Identification of such students shall be multidimensional rather than based on a single measure of intelligence or on a single instrument.  Any consideration for grade acceleration will be initiated at the discretion, and based upon the recommendations, of school-based personnel.

1. If a student is being considered for grade acceleration, a case conference meeting of the school-based Education Support Services Team consisting of administration, ESST-G, ESST-R, a district representative, and teachers will be held on or before May 31^st of each academic year.  A copy of the minutes must be included in the school-based Education Support Services Team minutes.

• Discussions at the case conference should include, but will not be limited to, an identification of the student’s strengths and challenges as they relate to social-emotional, academic and motivational development.  Evidence must be provided as to the student’s previous participation in enrichment opportunities such as curriculum compacting, mentoring, inquiry-based learning, flexible grouping, differentiation, competitions, and/or independent studies, as well as formal assessments on cognitive, academic, social-emotional, and behavioural functioning.

• Following the case conference, the committee will decide on the placement of the student and recommend a plan of action to be followed.  This plan of action should include opportunities for continued enrichment, measures to address gaps in skills, strategies for social-emotional skills building, as well as any other elements, such as parental support and student motivation, which the school-based team deems necessary for the student’s continued academic success.

• Students may be permitted to complete grades Kindergarten through eight in eight years.  Grade acceleration should be considered a trial placement and the option of returning to age-appropriate placement should be clear. Consideration of a student’s social-emotional development and wellbeing must be a priority when grade acceleration is presented as an option. 

• A Grade Acceleration Case Conference Form (Appendix A) must be completed and included in the Education Support Services Team minutes. The Grade Acceleration Case Conference Form and all supporting documentation must be forwarded to the Director of Educational Support Services and the Director of Curriculum and Instruction. 

SUBJECT:                            Food and Nutrition

EFFECTIVE:             September, 2003

REVISED:                 August 23, 2005; August 19, 2013

PURPOSE:                           The mission of the Food and Nutrition Regulation is to contribute to the health and well-being of the Anglophone North School District students by developing healthy eating habits through education in an economically, socially and environmentally responsible manner.

REGULATION:

1. School Food Services will follow Eating Well With Canada’s Food Guide to ensure that the nutritional needs of students are met and will promote the development of healthy eating habits.

2. Schools will provide nutrition education through the school health curriculum and classroom activities in order to positively influence students’ nutrition knowledge, attitudes and eating habits.

3. Guidelines, which reflect the intent of the regulation, will be established by the District Health Advisory Committee and will be part of the tendering process.

MONITORING:

Progress toward implementation of the guidelines will be reviewed on an annual basis.