At Trillium Lakelands District School Board (TLDSB), we want to provide a safe and caring learning environment in each of our schools and buildings. There are many supports/resources available to our school communities to ensure all students can embrace learning as part of our commitment to high levels of student achievement. This handbook provides important information about the journey through the elementary and secondary school systems.
TLDSB is committed to supporting school environments where all individuals feel safe, accepted, and supported, and where students are provided with equitable access to healthy educational, physical, and social opportunities.
All members of our school community must:
TLDSB believes that a safe, caring, and inclusive, working and learning environment is essential for all members of the school community. We believe that an approach that respects the dignity and diversity of all peoples and groups, will help build and foster a school culture and climate that is safe, conducive to learning, and free from discrimination, physical and/or psychological abuse. This Code of Conduct procedure provides the guiding principles, standards of behaviour, mitigating factors, preventative measures, and consequences related to generating and maintaining a positive, safe, caring and inclusive environment.
Promoting positive student behaviour and the use of progressive discipline
The promotion of positive student behaviour is a primary goal of educators. It is the responsibility of all staff to build a supportive learning environment through appropriate interaction between all members of the school community. The emphasis on the development of positive student behaviour aligns with the learning outcome goals set out by the Ministry of Education, as well as Board initiatives for character development, restorative practices, and student success.
Progressive discipline is a whole-school approach that utilizes a continuum of prevention programs, interventions, supports, and consequences to address inappropriate student behaviour and to build upon strategies that promote and foster positive behaviours. When inappropriate behaviour occurs, disciplinary measures should be applied within a framework that shifts the focus from one that is solely punitive to one that is both corrective and supportive.
Consequences will focus on helping students to develop appropriate social skills, self-discipline, and learn to accept responsibility for personal actions. School staff will provide a fair process in establishing the credibility of information. The age and grade level, the previous record of conduct, and where the student is in a progressive discipline process will be considered when assessing appropriate disciplinary consequences. The range of consequences may include but is not limited to:
Principals may consider suspension for the following:
Suspension pending expulsion must be considered in the following cases:
Further detail about suspensions, the suspension pending expulsion process, expulsion hearings, and about appeals to suspension or expulsion decisions can be found in TLDSB Code of Conduct Procedure.
Mitigating factors will be considered in reaching a decision regarding consequences for student behaviours. Mitigating factors include:
Bullying is a relationship problem in which a person or group repeatedly uses power to cause fear, distress, or harm to another. Bullying can be verbal, physical or electronic. Sometimes it focuses on racial, ethnic or religious differences, sexual issues or disabilities.
TLDSB is committed to the development of positive school climates in all schools to ensure environments where students and staff can feel happy, comfortable, welcome, and safe. Schools work to build capacity on an ongoing basis to help students deal with difficult situations.
One of the strategies to assist students in learning how to deal with difficult situations includes helping students to understand the difference between bullying, teasing, and aggression.
Teasing:
Aggression:
Bullying:
Whenever a student feels they are in any type of difficult situation, they should tell an adult in their school, their parent/guardian, a friend, or report the incident using the online reporting tool. It is important for the student to tell someone so that school personnel can take steps to assist all individuals involved to repair the harm and restore the relationship.
All schools have a formal Bullying Prevention, Intervention, and Response Plan in place. The school’s response to bullying will typically involve the TLDSB five-step framework for responding to reporting of bullying behaviour: reporting, investigation, communication, intervention, and monitoring.
TLDSB is committed to working with parents/guardians, students, and staff to develop and maintain a safe and welcoming environment for all students, and to support students who require assistance with medical and/or mental health needs in order to attend school.
TLDSB is committed to recognizing and supporting the needs of every child. Students who report feeling mentally well are more ready to learn, feel a stronger sense of belonging at school, and perform better academically. Good mental health is foundational to achievement.
“Mental health is a desirable state of well-being or flourishing. Just like our physical health, our mental health changes – we all have times when we don’t feel mentally well.” – School Mental Health Ontario.
Schools are an ideal place for:
You know your child(ren) best. You have an important role in noticing when your child is experiencing distress that can result in changes in their thoughts, their feelings, or the way they behave.
Parents and caring adults may notice changes in behaviours and emotions that could be potential signs of a mental health problem. Ask yourself:
In TLDSB schools, there are mental health counsellors who help support students. If you want more information about this, reach out to your child’s teacher or school principal to request a consultation. Consultations are available for all students regardless of age, and recommended interventions are based on evidence-based best practices founded in developmental stage, readiness, and consent to service.
Community resources are available. Find help in your community through the Children’s Mental Health Ontario website or reach out to your family doctor.
For more information about mental health services, please see the TLDSB Mental Health and Wellbeing page on our website. You can learn more about how Ontario’s schools support mental health by visiting the School Mental Health Ontario website.
If your child has a medical condition or a prevalent medical condition (diabetes, anaphylaxis, asthma, or epilepsy), we ask that you immediately contact the main office at your school to provide information about your child’s needs. With your collaboration, we will create an appropriate Plan of Care to support your child at school.
Should your child require medication stored and administered at the school during the school day, please contact the school principal to discuss next steps.
As a best practice and to support your child, please let the school know if your child is diagnosed with any type of medical condition or if their medical needs change throughout the school year so that the school is aware and can keep this information on file.
Please see TLDSB Policy OP 6602 Medical and Health Management in Schools Policy for further information about support in schools for student medical and health needs.
School attendance is critical to a student’s academic success. The best choice a student can make for their future is to show up to school every day. School absenteeism from a young age has significant negative consequences that can last a lifetime. Ontario elementary schools have 194 days of instruction. School absenteeism rates in elementary years can predict secondary dropout rates.
Parents/guardians can improve school attendance rates by helping their children arrive at school on time every day, following school timetables, locating sources of school anxiety that may make their children want to miss school and planning ahead to minimize absences. If your child is having difficulty getting to school every day, please contact your school’s principal to work on a solution together. If further support is necessary, your school principal may involve a mental health counsellors.
TLDSB commits to providing a safe environment for individuals with life-threatening allergies. While we recognize that it is not possible to guarantee a nut-free environment or reduce risk completely to zero, careful planning and communication can assist in creating an allergen-safe environment where students, staff and community members with allergies feel safe and supported.
We have had a number of queries in our schools about the use of imitation peanut/ nut spreads which are soy-based and have the consistency and visual appearance of peanut butter.
Please note the following regarding the use of these imitation peanut/nut spreads in schools:
TLDSB does NOT support the use of imitation peanut/nut spreads as an alternative to peanut butter or other nut-spreads in TLDSB schools;
In order to most effectively reduce the element of risk to students with allergies, and to continue to try to create an allergen-safe environment, we are asking that schools do not promote the use of imitation peanut/nut spreads and request that students who are bringing imitation spreads to school choose different lunch alternatives.
Trillium Lakelands District School Board (TLDSB) is committed to protecting privacy and developing technology that provides a safe online experience for students and staff.
Please see the TLDSB Policy BD-2120 Privacy, Information Management and Access to Information.
TLDSB collects, uses, retains, and discloses personal information in the course of meeting its statutory duties and responsibilities. The Board recognizes and acknowledges its responsibility regarding access to records and information and the protection of privacy, and complies with all applicable regulations in the Education Act, and Regulations, the Municipal Freedom of Information and Protection of Privacy Act (MFIPPA), The Personal Health Information Protection Act (PHIPA), Personal Information Protection and Electronic Documents Act (PIPEDA), and any other applicable legislation. To learn more about privacy and access, visit the website of the Information and Privacy Commissioner of Ontario.
Included in the MFIPPA are specific provisions of how personal information may be collected, used, retained, disclosed and disposed of. Personal information is to be used or disclosed only for the purpose for which it was collected, and for which the individual might reasonably expect it to be disclosed.
Under the MFIPPA, personal information may be used or disclosed by TLDSB:
The Child, Youth and Family Services Act (CYFSA) requires the Board to report to child protection services when there are reasonable grounds to suspect that a child is at risk.
More information can be accessed on the TLDSB Privacy and Freedom of Information page.
Trillium Lakelands District School Board (TLDSB) is committed to the success of each student and building strong relationships with parents and the community. School-to-home communication is key to the overall success of a child, ensuring that parents stay informed about activities, news, and events that enhance their child’s life.
Information about events taking place in our communities may be found on your school website, the Board website.
SchoolMessenger is a parent notification service that lets us communicate easily with you about the things that matter most. Things like school news, events, and important or urgent news from our Board you can receive through a phone call, email, text message, and/or app notifications – the choice is yours! To learn more or set your preferences, visit the Stay Informed page.
In TLDSB, we recognize every student is unique and each student must have opportunities to achieve personal success according to interests, abilities, and goals. Our priority is to provide the best possible learning opportunities and support for all students. We are committed to ensuring high-quality programs and services are in place for all students with special education needs.
For more information about the Special Education Program, visit the Special Education page to access the Board’s Special Education Plan and the TLDSB Parent/Guardian Guide to Special Education.
Students are not to be in possession, under the influence, using, providing, selling or supplying others with tobacco, electronic cigarettes, vaporizers, nicotine products, cannabis, alcohol, illegal drugs or their related accessories on school property or at school activities, on school buses, field trips or events. Please see the TLDSB Code of Conduct for more information.
Enforcement of vaping is under the obligations of the Education Act and Smoke-Free Ontario Act, 2017.
Resources for parents/guardians:
Ministry of Education – information and helpful links related to the legalization of recreational cannabis
Government of Ontario – information and rules around legalization of cannabis
Simcoe Muskoka District Health Unit – information on the health impacts of cannabis use
Haliburton Kawartha Pine Ridge District Health Unit – information about cannabis
Trillium Lakelands District School Board respects the parent/guardian role in their child’s learning and understands families may choose to approach or teach topics related to Human Development and Sexual Health in a manner or at an age that differs from what is outlined in the Health and Physical Education Curriculum. Parents/guardians are therefore provided with the choice to exempt their child from participation in all instruction related to the Human Development and Sexual Health expectations for their grade.
Families will receive notice from their child’s school at least 20 days in advance of the instruction start date advising when the Human Development and Sexual Health expectations will be taught in their child’s class and next steps should a parent/guardian wish to exempt their child. Please note this exemption option applies only to the entire Human Development and Sexual Health expectations of the Ontario Health and Physical Education Curriculum Grades 1-8, Strand D: Healthy Living-Human Development and Sexual Health and not for instruction related to a group of expectations, a single expectation or a specific topic. The key topics for each grade related to Human Development and Sexual Health include:
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TLDSB is committed to providing a safe environment for all members of our school community and the possibility of a major threatening incident in our school must be considered. The level of preparedness to deal with such an incident by the school staff, students, police, and parents/guardians will have a major impact on the outcome of the incident. Our goal is to ensure the safety of all of our community members in a coordinated, effective, and expedient way.
A lockdown will be initiated when a major threatening incident or threat of school violence within the school, or in relation to the school has occurred. During a lockdown, all classrooms will be locked so that staff and students are safe in their location.
A hold and secure is initiated when it is desirable to secure the school due to an ongoing situation outside and not necessarily related to the school (example, a bank robbery occurs near a school but not on school property). During a hold and secure, the school continues to function normally, with the exterior doors being locked until such time as the administrator/manager of the site becomes aware that the situation has been resolved.
A shelter in place is initiated when an environmental or weather-related situation occurs and has required all occupants within the school to shelter in place in the building to protect them from an external situation (example: chemical spill or explosion in the community, tornado, flood, blackouts, hurricane, ice storm, etc.). During a shelter in place, staff and students remain in the school and classes proceed as normal.
TLDSB procedures require that every school has an Emergency Response Plan. Each school has a set of unique circumstances which necessitates specific items to be included. A copy of each school’s Emergency Response Plan is located in the school office and accessible by Board staff at the central office.
Much the same way that schools practice fire drills, lockdown drills are also practiced in an age appropriate manner. As part of the TLDSB Emergency Response Plan–Lockdown Procedure, lockdown drills are required to be held a minimum of three times per school year.
During a lockdown, hold and secure, or shelter in place situation, students are discouraged from using electronic devices, such as cellular phones, as their use may impede the ability of the police and school staff to respond to the situation at hand. It may also result in the dissemination of inaccurate information. In the event of an emergency at a TLDSB school, the Board will inform parents/guardians by using a number of communication formats including, but not limited to:
In the case of an emergency, the school’s intent is to ensure students remain in a safe location until there is no longer a threat to their safety. Although some parents/guardians may wish to pick up their child during an emergency, allowing anyone to enter or exit the building during an emergency situation could expose the students, staff, and visitors inside the school to further danger. The school board and emergency services personnel will determine when it is safe to pick up students, and parents/guardians will be informed of this information.
In the case that the students are still in our building following the conclusion of an emergency response, students will be reunited with parents/guardians in alignment with a Reunification Plan. If public safety officials require a school to be evacuated as part of an emergency situation, students, staff, and visitors will be safely directed to the designated evacuation site. Parents/guardians will be informed of the evacuation/reunification location(s) using a number of communication formats, including, but not limited to:
Child(ren) will only be released to individuals who are authorized to pick the student up which is listed in the student’s emergency contact information. Parents/guardians are asked to ensure that all contact information, including emergency contact information, on file at the school is accurate and up to date at all times.
School administration will communicate with any staff supervising classes that may be off-site at the time of an emergency situation. Staff and students will not return to the school until it has been determined by administration and emergency services personnel as safe to do so.
In the event of an emergency situation, staff and students have an obligation to follow emergency procedures. Schools will plan for continuity of care in emergency situations and emergency services personnel will be notified of any individuals with specific medical needs as outlined under a Plan of Care or on an Authorization for Storage and Administration of Medication form. Student medical or health needs will be responded to as soon as it is safe to do so.
Reunification is an organized process that ensures students are safely reunited with parents/ guardians following an event.
An emergency incident that may require a reunification process may include:
In a Reunification Plan, the objective is that:
Trillium Lakelands District School Board (TLDSB) recognizes all members of the school community have the right to be safe and feel safe in the school community.
Under certain conditions, students may undergo a “Threat Risk Assessment.” This assessment determines the level of risk to others and themselves.
*All Trillium Lakelands District School Board policies and procedures align with the Safe Schools Act.
*The model presented in this document reflects the work of Kevin Cameron, Director for the Canadian Centre for Threat and Risk Assessment.
Immediate risk situations: These situations included armed (e.g. gun, knife, explosives or other device/weapon capable of causing serious injury or death) intruders inside the building or on the periphery, who may pose a significant risk. When immediate risk is identified, a lockdown plan will be activated immediately, followed by a call to 911. In these cases, a threat is unfolding, and the matter is one of immediate police intervention and protective site-specific response, TLDSB will refer to the Police-Board Protocol.
A student threat risk assessment may be initiated when behaviours include, but are not limited to:
To keep our school communities safe, all stakeholders must report all threat related behaviours. In Trillium Lakelands District School Board, we have an expectation staff will report any acts of violence or threats they are privy to, to their school administrator.
Each school has a multi-disciplinary team. The team consists of an administrator, a police officer, a school support person (psychologist, mental heath counsellor, guidance counsellor) and additional people that may include community resources.
Users of technology, content, and technology services will follow the Appropriate Use of Digital Technology and Technology Services procedure.
Users will access school board technology and technology services for educational purposes by:
Whenever a student feels they are in any type of difficult situation online (e.g. cyberbullying), they should tell an adult in their school, their parent/guardian, a friend, or report the incident using the online reporting tool. It is important for the student to tell someone so school personnel can take steps to assist all individuals involved to repair the harm and restore the relationship.
No user may disrupt other users or compromise the functionality of the school board network by:
TLDSB technology including, but not limited to, desktops, laptops, chromebooks and iPads, may only be used by those with a TLDSB account. To maintain security and safety, personal accounts may not be used. Content filters are in place to protect students from unacceptable material, and security filters are running in the background of applications to ensure protection from known internet threats.
Student guidelines for the use of 1:1 devices (where issued):
While TLDSB endeavours to maintain the efficient operation of the district digital network and resources, outages, and equipment, failures may occur.
Personal mobile devices must be powered off or set to silent and put away during class time. Personal mobile devices include phones, tablets, and smartwatches.
Students may use their personal mobile devices in school if:
If a personal mobile device is not powered off or set to silent and put away, educators will ask the student to hand it in and appropriate progressive discipline steps will be taken, if applicable.
Damaged, lost, or stolen devices are not the responsibility of the school/Board.
We believe that device use, particularly cell phone use, is having a negative impact on student learning, engagement, mental health, and social and emotional development.
The goal is to remove distractions in the learning environment.
We also know that having personal mobile devices put away will:
The Ministry of Education released a revised edition of PPM 128: The Provincial Code of Conduct and School Board Codes of Conduct to school boards in April 2024, with an implementation date of September 2024. Within the revised provincial code of conduct is direction on the development, implementation, enforcement, review, and assessment of codes of conduct for school communities.
September 3, 2024.
For students in Grade 6 and below, personal mobile devices must be put away and powered off or set to silent mode throughout the full instructional day, except when their use is explicitly permitted by the educator.
For students in Grades 7 to 12, personal mobile devices must be put away and powered off or set to silent mode during instructional time, except when their use is explicitly permitted by the educator.
Personal mobile devices include phones, tablets, and smartwatches.
If a personal mobile device is not put away and powered off or set to silent mode, educators will ask the student to hand it in and appropriate progressive discipline steps will be taken, if applicable.
If a student needs to be in contact with their parent/guardian, they can talk to their teacher about going to the school’s main office to make a call.
If a parent/guardian would like to contact their child during the school day, they can call the school’s main office.
Each student is responsible for their personal mobile device(s), how they use them, where they store them, and the consequences of not following the TLDSB policy on personal mobile device use and TLDSB Code of Conduct found under “Safe and Accepting Schools.”
Yes, for:
At home, in the student’s backpack or locker, or as designed by a teacher or principal.
Learn more by viewing the updated TLDSB Code of Conduct Procedure found under “Safe and Accepting Schools,” or see the Provincial Code of Conduct.
Being without your device may be difficult. Breaking habits is hard. Students are encouraged to speak to a parent/guardian, a teacher, or a guidance and/or mental health counsellor if these feelings become overwhelming.
Social media platforms are blocked on the wifi at all Trillium Lakelands District School Board schools and buildings.
Cooperation and consideration are the keys that make travel on the school bus safe and comfortable. The following conduct is required:
The school bus is considered to be an extension of the classroom and students are responsible to their school principal for conduct on the bus. The first time any rules are broken, the bus driver warns the student and contacts the principal. For a second infraction, the principal is notified, discipline is undertaken, and the student’s parents will be notified. For a third infraction, the principal will be notified, the student’s bus riding service may be suspended and the student’s parents will be notified. Parents/guardians are fully responsible for getting students safely to and from bus pick-up and drop-off locations.
In case of unsafe road conditions, cancellations are reported on the Board website, or www.mybustoschool.ca, social media, and repeated on local radio stations. The decision to cancel buses is made in conjunction with bus operators as soon as road conditions are known in the morning. Decisions are made for each area of the school board independently, as weather conditions vary. If buses are cancelled in the morning, they will not run in the afternoon. Therefore, if you drive your child to school on a bus cancellation day, you must also pick up your child. You may view transportation arrangements and subscribe to receive email notifications for delays more than 15 minutes and cancellations due to inclement weather by using the parent login on www.mybustoschool.ca.
Video surveillance systems are sometimes placed on buses and are used to complement other means to promote and foster a safe and secure environment. These systems are used to provide for the safety of students and protect property against vandalism and theft.
A video surveillance system may be a video, physical or other mechanical, electronic, wireless or digital surveillance system or device that enables continuous or periodic video recording or monitoring on school buses transporting TLDSB students.
All schools in TLDSB are required to provide specific information to families a minimum of 14 days in advance of a third-party speaker or external presentation taking place in schools for student audiences during the school day. This includes, but is not limited to, guest speakers and live performances, clubs, or workshops, whether virtual or in-person.
This requirement applies to events organized by the principal, a department, classroom teachers or other staff members, the school council, a student group, or central office staff.
To ensure transparency and adequate communication, information related to external organizations and guest speakers, schools must use the current communication tools supported by the Board to share the following information:
If at any time there are changes to event and presentation planning that may occur due to unforeseen circumstances, or if arrangements at the school level do not allow for the 14 days notice, schools are required to communicate this information to families as soon as final arrangements are confirmed.
TLDSB may exclude certain information, such as the date and time of an activity, where the Board determines that the posting of such information would pose a safety risk to students and/or staff.
Education is a shared experience involving the home and the school and it can be strengthened by open communications between the two. Follow these steps if you have a concern about your child’s education:
First: Contact the classroom teacher and discuss the situation.
Then – if the situation has not been resolved:
Contact the principal or vice-principal and request help in dealing with the matter.
Then – if necessary:
Contact the superintendent of your child’s school. Call 1-888-526-5552 and ask for the name of the superintendent for your child’s school.
Then – if necessary:
Contact the director of education through the school board office at 1-888-526-5552.
Then – if necessary, and if the situation has not been resolved:
Contact your local trustee. Contact numbers can be found on our website.
Concerns pertaining to things other than your child’s education may be directed to [email protected] or 1-888-526-5552.
If you require this information in an accessible format, contact Communications Services at [email protected].
300 County Road 36, Lindsay, ON K9V 4R4
1271 Cedar Lane, Bracebridge, Ontario P1L 1N4
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Lindsay Education Centre
300 County Road 36, Lindsay, Ontario K9V 4R4
Muskoka Education Centre
1271 Cedar Lane, Bracebridge, Ontario P1L 1N4
Phone: 1-888-526-5552
Email: [email protected]