Parent Resources

2022-2023 TLDSB Handbook for Parents/Guardians and Students

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.

Expectations for our school communities

All members of our 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, for example, race, ancestry, place of origin, colour, ethnic origin, citizenship, religion, gender, sexual orientation, age, or disability.
  • Respect the rights of others.
  • Show proper care and regard for school property and the property of others.
  • Take appropriate measures to help those in need.
  • Seek assistance from a member of the school staff, if necessary, to resolve conflict peacefully.
  • Respect all members of the school community, especially persons in positions of authority.
  • Respect the needs of others to work in an environment that is conducive to learning and teaching.

Code of Conduct

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.

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.

Mental health

“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

When parents/caregivers have concerns about the mental health of their student, they can incorporate intervention strategies by working with their teacher or principal. If further intervention or linkages to community resources are needed, the principal and the parent/caregiver can discuss whether or not a referral to a mental health counsellor would be beneficial. At TLDSB, we work closely with School Mental Health Ontario and incorporate the WE CARE approach. You can learn more about how Ontario’s schools support mental health by visiting the School Mental Health Ontario website.

Medical needs

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.

Medication

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.

Attendance

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 for students. A student who misses 19 days of school is deemed persistently absent. 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 skip 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 the mental health counsellors.

Trillium Lakelands District School Board (TLDSB) is committed to protecting privacy and developing technology that provides a safe online experience for students and staff.


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.

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.

Notice of collection

Under the MFIPPA, personal information may be used or disclosed by TLDSB:

  • For the purpose for which it was collected, or a purpose which is consistent (a purpose consistent with the reason collected).
  • To Board or employees who need access to the information in the performance of their duties, if necessary, and proper in the discharge of the Board’s authorized functions.
  • To comply with legislation, a court order or subpoena, or to aid in a law enforcement investigation conducted by a law enforcement agency.
  • In compelling circumstances affecting health, safety, or discipline providing notice of disclosure to the individual.
  • In accordance with MFIPPA and the Education Act, releasing personal information for any other purposes requires the informed consent of:
    – The parent/guardian for children under 16 years of age
    – The parent/guardian and the student where the student is 16 and 17
    – The student where the student is over 18 or is 16 or 17 years of age and has withdrawn from parental control.

Information about events taking place in our communities may be found on your school website, the Board website, or through the other ways found on the Stay Informed page.

In TLDSB, we recognize that every student is unique and that 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 that 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 Guide to Special Education.

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 for behaviour

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:

  • Counselling
  • Reprimand
  • Notification to parents/guardians
  • Restorative action
  • Loss of privilege
  • Detention(s)
  • Restitution
  • Restorative circle or conference
  • Involvement of community or school resources
  • In school suspension
  • Police contact
  • Discretionary or mandatory suspension or expulsion from school

Restorative practices

TLDSB is committed to building safe and caring school communities through the use of restorative practices. Restorative practice seeks to foster healthy behaviours and strengthen relationships. This is best achieved when teachers, students, and parents/guardians learn to engage with one another in restorative ways. Restorative practice has two main goals:

1. To strengthen and build relationships

This can be achieved through regular classroom circles that teach students to share feelings and opinions and empower students to self-advocate and ensure their voice is heard.

2. Manage conflict and tensions by repairing harm as a way of building community

Restorative practice puts a premium on fair process through the use of the restorative questions to resolve conflicts:

  • Restorative questions allow us to focus on the past (what happened), the present (who has been affected), and the future (what do you think needs to happen).
  • Students are held accountable for their actions while the harm is repaired and relationships are re-established.

Restorative questions that help to guide discussion include:

  • What happened?
  • What were you thinking at the time
  • What have you thought about since?
  • Who has been affected?
  • In what ways?
  • What do you think needs to happen to make things better?

Bullying prevention and intervention

What is bullying?

Bullying is a relationship problem in which a person or group repeatedly uses power to cause distress 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.

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.

Suspensions

Principals may consider suspension for the following:

  • Uttering a threat to inflict serious bodily harm on another person.
  • Possessing alcohol, non-medically prescribed cannabis, or restricted drugs.
  • Being under the influence of alcohol or non-medically prescribed cannabis.
  • Selling or supplying tobacco, cannabis, or alcohol.
  • Smoking (including e-cigarettes) or vaping on school property or at school events.
  • Swearing at a teacher or at another person in a position of authority.
  • Committing an act of vandalism that causes extensive damage to school property at the student’s school or to property located on the premises of the student’s school.
  • Bullying.
  • Any act considered by the principal to be injurious to the moral tone of the school.
  • Any act considered by the principal to be injurious to the physical or mental well-being of any member of the school community.
  • Any act considered by the principal to be contrary to the board or school Code of Conduct.

Suspensions pending expulsion

Suspension pending expulsion must be considered in the following cases:

  • Possessing a weapon, including possessing a firearm.
  • Using a weapon to cause or to threaten bodily harm to another person.
  • Committing physical assault on another person that causes bodily harm requiring treatment by a medical practitioner.
  • Committing sexual assault.
  • Trafficking in weapons or illegal or restricted drugs.
  • Committing robbery.
  • Selling or supplying tobacco, cannabis, or alcohol.
  • Giving alcohol, cannabis, or illegal or restricted drugs to a minor.
  • An act considered by the principal to be significantly injurious to the moral tone of the school and/or to the physical or mental well-being of others.
  • A pattern of behaviour that is so inappropriate that the student’s continued presence is injurious to the effective learning and/or working environment of others.
  • Activities engaged in by the student on or off school property that causes the student’s continuing presence in the school to create an unacceptable risk to the physical or mental well-being of other person(s) in the school or board.
  • Activities engaged in by the student on or off school property that have caused extensive damage to the property of the board or to goods that are/were on board property.
  • The student has demonstrated through a pattern of behaviour that they have not prospered by the instruction available to them and that they are persistently resistant to making changes in behaviour which would enable them prosper.
  • Any act considered by the principal to be a serious violation of the board or school Code of Conduct.
  • The student has engaged in conduct which is so refractory as to demonstrate that the student is unwilling to respect or respond to authority and/or to respect the rights or dignity of other members of the school community, despite having been given a reasonable opportunity to do so.

Suspension/expulsion process, appeals, hearings

Further detail about suspensions, the suspension pending expulsion process, expulsion hearings, and about appeals to suspension or expulsion decisions can be found in TLDSB OP-6021 TLDSB Code of Conduct Procedure.

Mitigating factors

Mitigating factors will be considered in reaching a decision regarding consequences for student behaviours. Mitigating factors include:

  • The student does not have the ability to control their behaviour.
  • The student does not have the ability to understand the foreseeable consequences of their behaviour.
  • Despite either of the above being true, the student’s continued presence in the school does not create an unacceptable risk to the safety of any person.
  • The student’s history.
  • Whether a progressive discipline approach has been used with the student.
  • Whether the activity for which the student may be or is being suspended or expelled was related to any harassment of the student because of his or her race, ethnic origin, religion, disability, gender or sexual orientation or to any other harassment.
  • How the suspension or expulsion would affect the student’s ongoing education.

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.

You may be concerned about the impact the legalization of recreational cannabis may have on our schools. The following information and resources will help you to understand how TLDSB is addressing the recreational cannabis legislation.

Recreational cannabis is not to be used, possessed, bought, or cultivated by individuals under 19.

All existing rules about recreational cannabis use by students remain in effect:

  • While recreational cannabis is no longer classed as an illegal substance, possession is still illegal for students under the age of 19.
  • Students may not vape, smoke, buy, sell, or be under the influence of recreational cannabis on school property.
  • The TLDSB Code of Conduct will apply for the use, possession, purchase, selling, or being under the influence of recreational cannabis during the school day.

Recreational cannabis is not to be used by members of the public on or near school property

The Ontario government prohibits recreational cannabis consumption at schools and places where students gather.

  • Smoking or vaping recreational cannabis will not be permitted for any member of the school community at school, on school grounds, and all public areas within 20 metres of these grounds.
  • The TLDSB Smoke-Free Environment Procedure has guidelines in place in accordance with Ontario Bill 174: Ontario Cannabis Act 2017, Ontario Cannabis Retail Corporation Act, 2017, 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

Grade 1-8: Human Development and Sexual Health topics

Trillium Lakelands District School Board respects the parent/guardian role in their child’s learning and understands that 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 that 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:

GradeUnderstanding health conceptsMaking healthy choicesMaking connections for healthy living

1

  • Body parts
  • Senses and functions
  • Hygienic procedures

2

  • Stages of development
  • Body appreciation
  • Oral Health

3

  • Healthy relationships, bullying, consent
  • Physical and social-emotional development
  • Visible and invisible differences, respect

4

  • Puberty- changes; emotional, social impact
  • Puberty- personal hygiene and care

5

  • Reproductive system
  • Menstruation, spermatogenesis
  • Self-concept, sexual orientation
  • Emotional, interpersonal stresses- puberty

6

  • Sexually explicit media
  • Understanding of puberty changes, healthy relationships
  • Decision making, consent
  • Visible and invisible differences, respect

7

  • Delaying sexual activity
  • Sexually transmitted and blood-borne infections (STBBIs)
  • STBBIs and pregnancy prevention
  • Sexual health and decision making
  • Relationship changes at puberty

8

  • Decisions about sexual activity; supports
  • Gender identity, gender expression, sexual orientation, self-concept
  • Decision making considerations and skills
  • Relationships and intimac

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.

Below are some frequently asked questions by parents/guardians:

What is a lockdown?

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.

What is a hold and secure?

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.

What is a shelter in place?

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.

How does my child’s school handle emergency situations?

Every school in TLDSB has an Emergency Response Plan, which is based on the OP 6520 Emergency Response Plan–Schools and Worksite Procedure and the OP 6540 Emergency Response Plan–Lockdown Procedure. 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.

How does my child know what to do in an emergency situation?

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.

How do I get information in emergency situations?

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:

  • TLDSB social media accounts and websites
  • Local media
  • Direct communication sent through SchoolMessenger

Am I allowed to pick up my child if there is an emergency situation in or around the school?

In the case of an emergency, the school’s intent is to ensure that 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.

What is the plan to reunite parents/guardians and children?

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:

  • TLDSB social media accounts and websites
  • Local media
  • Direct communication sent through SchoolMessenger

Who (else) can pick up my child(ren)?

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.

What if my child is on a field trip at the time of an emergency situation?

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.

What about my child’s medication?

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 Plan

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:

  • Major fire
  • Natural disaster (earthquake, flooding)
  • Environmental incident (hazardous materials incident, gas leak)
  • Threatening incident (a situation involving a potentially armed individual or individuals posing an immediate threat to life; i.e. has or may have a weapon) or terrorist attack
  • Pandemic

In a Reunification Plan, the objective is that:

  • Every student has been accounted for
  • Every staff member has been accounted for
  • Every student still in the school’s control is reunited with their parent/guardian

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.

What behaviours initiate a Threat Risk Assessment?

A student threat risk assessment will be initiated when behaviours include, but are not limited to:

  • Serious violence with the intent to kill or harm
  • Verbal/written threats to kill or seriously harm others (clear, direct and plausible)
  • Internet/website/social media threats to seriously harm or kill others
  • Possession of weapons, including replicas
  • Bomb threats (making and/or detonating explosive devices)
  • Fire setting
  • Gang related intimidation and violence
  • Significant worrisome behaviour
  • Initiation of a Threat Risk Assessment may occur depending on the context of the incident or worrisome behaviour

Duty to Report

To keep our school communities safe, all stakeholders must report all threat related behaviours. In Trillium Lakelands District School Board, we have an expectation that staff will report any acts of violence or threats that they are privy to, to their school administrator.

What is a Threat Assessment Team (TAT)?

Each school has a multi-disciplinary team. The team consists of an administrator, a police officer, a school support person (psychologist, student services/attendance counsellor, guidance counsellor) and additional people that may include community resources.

What is the purpose of a Threat Risk Assessment?

  • To ensure the safety of students, staff and parents, and school community.
  • To understand, based on the data gathered, the factors which contribute to the threat maker’s behaviour.
  • To develop an Intervention Plan that addresses the emotional and physical safety of the threat maker and others.

What is the process?

  • All threat making behaviours are reported to a school administrator who may activate the protocol.
  • A team is formed and team members will gather relevant data.
  • Information will be obtained from multiple sources which may include:
    – Teachers, students, targets, threat makers
    – Parent/guardian/caregiver
    – Current and previous school records
    – Law enforcement
    – Support groups/agencies
    – Online sites-Facebook, Twitter, Instagram, etc.
    – Locker and backpack search, home search
  • The team will share data and determine a current level of risk.
  • A comprehensive intervention plan will be developed.

Appropriate use of digital technology, content, and services

Users of technology, content, and technology services will follow the Appropriate Use of Digital Technology, Content, and Services Policy and procedure.

Users will access school board digital technology, content, and services for educational purposes by:

  • Observing standards of courtesy and behaviour consistent with the practices and policies of TLDSB when sending or publishing messages or other information on the internet.
  • Using the digital technology, content, and services in a responsible manner consistent with the educational, informational, and co-curricular purposes for which they are provided.
  • Using TLDSB’s digital technology, content, and services to support the user’s education needs only.
  • Only using the login and password assigned to them, and refrain from providing their login credentials to others.
  • Accurately citing information from the internet. Students will not plagiarize.

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 that 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:

  • Using the school board technology or services for illegal or unethical purposes.
  • Seeking unauthorized access to, or seeking to damage/alter, or knowingly use any methods to bypass any of the Board’s digital technology, content, and security services.
  • Sending, receiving, storing, downloading, posting, publishing, or displaying any defamatory, abusive, obscene, profane, sexually orientated, threatening, or racially offensive messages, pictures or graphics from any source.
  • Transmitting or downloading information or software in violation of copyright laws.
  • Transmitting or knowingly receive software or other files which could damage computer systems or software.
  • Attempting to harm, destroy, alter, copy, or gain access to digital content of any person, digital service, or technology.
  • Damaging or altering software components of any school board network device.
  • Impersonating other users by any means or by using their login credentials.

Digital safety

  • To ensure the online safety of all users, students will not share personally identifiable information about themselves or others. Personally identifiable information includes, but is not limited to, last name, age, gender, location(s), home address(es), telephone numbers, pictures and videos with location information and other identifiable data.
  • Students will promptly inform school staff if accidental access to inappropriate materials occurs or if contacted by unacceptable users.
  • Students will report cyberbullying concerns to an adult in their school, their parent/guardian, or a friend even when it does not have a direct impact on them.

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):

  1. I understand that my 1:1 device has been issued to me for educational purposes only.
  2. I will use my time wisely to get the most out of the digital resources I am provided with.It is my responsibility to keep my device charged and ready for use at school.
  3. I will carry my device with care at all times.
  4. I will be the primary operator of my device.
  5. My online communication will be respectful and kind.
  6. I will only download content to support my learning and which has been authorized by my teacher(s).
  7. I will respect copyright agreements.
  8. I understand that my teachers have the right to take the device away if it is being misused.
  9. I will give parents/guardians full access to my Chromebook to review my work.
  10. I will return the Chromebook, and power cord when requested.
  11. I understand I will be responsible for paying for any damage to my device caused by intentional or unintentional abuse and/or neglect. Replacement costs are approximately $400 per device, and $60 per power cord.
  12. I will follow the BU-3036 Appropriate Use of Digital Technology, Content, and Services Procedure at all times.

Disclaimer

While TLDSB endeavours to maintain the efficient operation of the district digital network and resources, outages, and equipment, failures may occur.

Cooperation and consideration are the keys that make travel on the school bus safe and comfortable. The following conduct is required:

  • Follow the school bus driver’s instructions
  • Remain in your seat while the bus is in motion
  • Respect the safety of others on the bus
  • Speak quietly and use acceptable language
  • Respect the property of others
  • Do not eat or drink on the school bus
  • Keep all parts of your body inside the bus at all times
  • Do not smoke or hold any lighted medical cannabis or lighted tobacco product including e-cigarettes or vaporizers on the bus

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.

What about bus cancellations?

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 canceled 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 on school buses

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.

Other information/resources​

Cyber Awareness

October is internationally recognized as Cyber Security Awareness Month to help the public learn more about the importance of cyber security. This Cyber Awareness Month (CAM) campaign is tailored for K-12 needs, with a focus on cyber security, online safety, and online privacy.

The campaign focuses on four weekly themes, based on the foundation that technology and the internet are part of our lives, and information and tips will be shared to help protect privacy and stay safer and more secure online.

Visit the K-12 Cyber Awareness Month (CAM) campaign overview

To learn more about Cyber Awareness Month and to view past resources, visit the October is Cyber Awareness Month in Canada page on the Government of Canada’s website.

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