A multi-ethnic group of elementary age children are playing together outside at recess. They are chasing each other and are playing tag.

Board Agenda Pages

Our Distinctiveness – Catholic Faith in Action

Catholic Education requires the collective effort and engagement of the entire system: trustees, staff, students, parents, parishes, priests, and the community – partners that promote a Catholic worldview.

As such, we are called on to affirm our Catholic faith in word and action. As a Board, our role is to celebrate and nourish the distinctive Catholic nature of our schools. Catholicity is central to the exceptional education experience we provide.

The teaching of religion and family life, the practice of prayer and worship, and the presence of Gospel values are embedded in the curriculum and daily life of our schools. They enrich the lives of our school community while they complement and support our commitment to meet or exceed all provincial educational standards and requirements. We strive to build a strong and collaborative relationship between home, school, parish, and the broader community. Working with our Catholic partners, it is our goal to provide a positive, enriching and nurturing Christ-centered Catholic learning environment for students entrusted to our care.
Religious Education

The Religious Education Program creates strong links between home, school and parish. Focusing on the interwoven themes of scripture, profession of faith, sacramental life, prayer, and Christian moral development, the Christian spirit permeates the entire curriculum and daily life of our Catholic schools. The teacher is a ‘model of faith’ for students: a living example who, through the Holy Spirit, proclaims the teachings and deeds of Jesus Christ by words and actions and invites students to do the same. The teacher creates a welcoming, nurturing environment where, along with the entire Christian community, students of all ages learn and grow in their faith.

Attendance at Mass – both in-school and at the parish – is part of the regular Catholic School program. These excursions to Mass at the parish involving bus transportation are exempt from Administrative Procedure #305 – Out of School Activities. Parents are hereby notified that students will periodically be transported to the parish by bus or the students will walk to the parish.
Family Life Education Program

The Family Life program instills Christian values based on the dignity of all persons. Its focus is on developing strong family and personal relationships, healthy attitudes toward human sexuality, and a commitment to making a positive contribution to the community and the world. For further information on Religious Education and Family Life visit the Board website at www.pvnccdsb.on.ca.

 

Student Engagement & Deep Learning Practices

One of the best indicators as to whether a person will report themselves as happy and content as an adult is the number of years they spent engaged in their education (John Hattie, TedEX Lecture Series 2010). This is some of the evidence which supports PVNC Catholic in its pursuit of Deep Learning. Deep Learning is an approach to teaching that places students’ questions, ideas and observations at the centre of learning experiences. Underlying this approach is the idea that both educators and students share responsibility for learning.

For students, the Deep Learning process often involves open-ended investigations into a question or a problem, requiring them to engage in evidence-based reasoning and creative problem-solving. For educators, the process is about being responsive to the students’ learning needs, and most importantly, knowing when and how to introduce students to curriculum content that will move them forward in their inquiry. Together, educators and students co-author the learning experience, accepting mutual responsibility for planning, assessment for learning and the advancement of individual, as well as class-wide understanding of personally meaningful content and ideas (Fielding, 2012).

 

Growth Mindset and Social Emotional Learning in Mathematics

Growth Mindset is a simple but powerful idea by Stanford University researcher Carol Dweck. According to the theory of Growth Mindset, basic abilities can be developed through dedication and hard work, not just “brains” and “talent”. This view is said to create a love of learning and a resilience that is essential for great accomplishments. During learning, the power of “yet” is used, which provides students a path to their future and identifies learning to come. It offers an approach to teaching and learning Mathematics in which a student’s mindset is more important than initial ability when it comes to Math success. This eliminates the “I’m just not good at math” frame of mind, and helps students to focus on improving in Math through hard work and dedication.

Social-Emotional Learning skills help students develop confidence, cope with challenges and think critically. This learning reflects current research and the commitment to student well-being and skill-building to help students see themselves as capable and confident math learners. The goal is to support students in developing social-emotional learning skills and applying mathematical processes, for example, problem solving and communicating across the math curriculum. Using the content of the curriculum, students learn to make connections between math and everyday life, at home and in the community. Through mathematical modelling and practice, students develop various strategies when working through challenging problems.

 

Multilingual Learners

Ontario schools, including those in PVNC Catholic, have some of the most multilingual student populations in the world. The first language of approximately 20 percent of the children in Ontario’s English-language schools is a language other than English. In addition, some students use varieties of English – also referred to as dialects – that differ significantly from the English required for success in Ontario schools. Many Multilingual Learners were born in Canada and have been raised in families and communities in which languages other than English, or varieties of English that differ from the language used in the classroom, are spoken.

Multilingual Learners bring a rich diversity of background knowledge and experience in the classroom. These students’ linguistic and cultural backgrounds not only support their learning in their new environment but also become a cultural asset in the classroom community. Teachers will find positive ways to incorporate this diversity into their instructional programs and into the classroom environment.

In PVNC Catholic, students are supported to develop their English language skills and to learn curriculum content through appropriate adaptations and through scaffolded approaches.  Partnerships are established between the school, the family, ML Support staff and community support organizations, such as Settlement Workers in Schools. Students and Families should always feel welcome to ask questions to teachers, principals and other school staff. Language support, such as translation, is available to facilitate conversations when necessary.

 

Assessment, Evaluation and Reporting

PVNC Catholic is committed to supporting assessment, evaluation and reporting practices and procedures which promote student well-being and improve student learning. Such classroom learning environments are focused on clarifying and sharing learning goals and co-constructing success criteria; engineering effective classroom discussions, questions and tasks that elicit evidence of student learning; providing effective feedback that moves learning forward; activating students as owners of their own learning; and utilizing students as resources for their own and others learning. All assessment and instructional practices are based on the fundamental principles of Growing Success: Assessment, Evaluation and Reporting in Ontario Schools, 2010.

Both spiritual and intellectual growth are considered when evaluating progress and setting goals for continued learning. This formation process requires a gospel understanding of the Catholic Graduate Expectations. In assessing students, Catholic educators integrate assessment principles which best reflect our gospel values and respect the uniqueness of each individual within the community.

 

Assessment for Learning

The ongoing process of gathering and interpreting evidence about student learning for the purpose of determining where students are in their learning, where they need to go, and how best to get there. The information gathered is used by teachers to provide feedback and adjust instruction and by students to focus their learning. Assessment for learning is a high-yield instructional strategy that takes place while the student is still learning and serves to promote learning. (Adapted from Assessment Reform Group, 2002.)

Assessment as Learning

The process of developing and supporting student metacognition. Students are actively engaged in this assessment process: that is, they monitor their own learning; use assessment feedback from teachers, self, and peers to determine next steps; and set individual learning goals. Assessment as learning requires students to have a clear understanding of the learning goals and the success criteria. Assessment as learning focuses on the role of the student as the critical connector between assessment and learning. (Adapted from Western and Northern Canadian Protocol for Collaboration in Education, 2006, p. 41.)

Assessment of Learning

The process of collecting and interpreting evidence for the purpose of summarizing learning at a given point in time, to make judgements about the quality of student learning on the basis of established criteria, and to assign a value to represent that quality. The information gathered may be used to communicate the student’s achievement to the students themselves and parents. (Assessment, Evaluation and Reporting Handbook, Grades 1 – 12. Revised, 2018)
Equity and Inclusive Education

As Catholics, we believe that we are wonderfully made in the image and likeness of a God. God created us and loves us unconditionally – just as we are. In this way, we are called to love and celebrate one another, just as God loves and celebrates each one of us. We honour the inherent dignity of every person by treating one another with care, compassion, and respect. Pope Francis calls us “to discover the gifts of each person, to promote that which unites us, and to regard our differences as an opportunity to grow in mutual respect.”  (Fratelli Tutti, [134])  It is through these values and beliefs that PVNC Catholic embraces the provincial mandate of equity and inclusive education. We do this not only through our values but through our policies, procedures, personalized teaching practices, curriculum and resources. Schools have been introduced to complex issues of equity through a variety of means: diverse literature, Culturally Relevant and Responsive Pedagogy (CRRP), anti-racism, anti-oppression and anti-colonization materials. As part of our ongoing commitment to equity, students at PVNC Catholic are able to see themselves reflected in their school buildings and utilize voice and choice in their learning journey. It is our goal that all students feel a sense of belonging, allowing them to reach their God-given potential.

 

School Communication

Questions about your child’s education?

  • STEP #1 Talk to Classroom Teacher
  • STEP #2 Talk to School Principal
  • STEP #3 Talk to Superintendent of Schools
  • STEP #4 Talk to Director of Education

Your local school Trustee is elected to represent your interests and is always ready to hear and discuss your suggestions or concerns.

The Addressing Parental and Public Concerns Administrative Procedure formalizes the process for addressing concerns and questions that are within the jurisdiction of the Board. Administrative Procedure 1001 can be found on the Board website at: www.pvnccdsb.on.ca/policies-and-procedures/

 

Special Education

Special Education Services delivers programs and supports to exceptional students that will enable them to reach their highest possible potential. Catholic educators are called to reach out to all students regardless of their background, exceptionality, or complexity of their needs.

The parent guide for special education services and relevant information regarding the student’s Individual Education Plan can be found at https://www.pvnccdsb.on.ca/wp-content/uploads/2023/02/SES-A-Guide-for-Parents-and-Guardians-2022.pdf or by contacting your child’s special education resource teacher.

 

Accessibility

The purpose of the Ontarians with Disabilities Act, 2001 (ODA) is to improve opportunities for people with disabilities and to provide for their involvement in the identification, removal, and prevention of barriers to their full participation in the life of the province. To this end, the ODA requires each school board to prepare an annual accessibility plan; to consult with people with disabilities in the preparation of this plan; and to make the plan public.

PVNC Catholic is committed to the continual improvement of access to school board facilities, policies, programs, practices and services for students, staff, parents/guardians, volunteers, and members of the community with disabilities.

The Board plan, prepared by the Accessibility Committee, describes the measures that the Board has taken in the past, and the measures that the Board will take to identify, remove, and prevent barriers for people with disabilities. This report further outlines the process which is used to establish the Accessibility Committee and includes its recommendations to the Board.

 

Notification of the Routine Collection, Use and Disclosure of Student Personal Information

The purpose of this notice is to make you aware of how the Peterborough Victoria Northumberland and Clarington (PVNC) Catholic District School Board and your school use the personal information you provide to us in accordance with the Education Act, the Municipal Freedom of Information and Protection of Privacy Act (MFIPPA) and other applicable statutes and regulations.

MFIPPA sets out rules that schools and district school boards must follow when collecting, using, disclosing, and/or disposing of students’ personal information. Personal information refers to recorded information about an identifiable individual. Some examples of personal information include: names, addresses, phone numbers, images, and date of birth.

The Education Act sets out duties and powers of the Board and authorizes school boards to collect personal information for the purpose of planning and delivering educational programs and services that best meet students’ needs and for reporting to the Minister of Education, as required. In addition, the information may be used to attend to matters of health and safety or discipline that best meet student needs.

The Act requires that the school principal maintain an Ontario Student Record (OSR) for each student attending the school. The OSR is a record of a student’s educational progress through school in Ontario, and follows students when they transfer schools. The Ontario Student Record Guideline sets out how OSRs are to be managed. The Board uses this OSR Guideline in addition to our own Administrative Policy – 1203 – Ontario Student Record (OSR) Management, which can be viewed here: www.pvnccdsb.on.ca/policies-and-procedures/

In addition to the OSR, we maintain secure electronic student records that contain personal information in our Student Information System (SIS).

The Board will only collect personal information where it is reasonably related to the Board’s mandate.

The Board will collect personal information directly from the individual to whom the information relates, except where an exemption under MFIPPA may apply.

Find out more about the Board’s Routine Collection, Use and Disclosure of Student Personal Information here:

www.pvnccdsb.on.ca/notification-of-the-routine-collection-use-and-disclosure-of-student-personal-information/

 

Mind • Body • Spirit: Be Well – PVNC Catholic Strategy for Mental Health and Well-Being

Well-Being is the positive sense of self, spirit and belonging that we feel when our cognitive, emotional, social, and physical needs are being met. Ontario’s Well-Being Strategy for Education, 2016

Mental Health is defined as a state of well-being in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community. World Health Organization, 2014

In 2021, PVNC Catholic renewed our Mental Health and Well-Being Strategy (2021-2025) as part of our ongoing commitment to promoting, supporting, and enhancing the well being of all of our learners. This plan now represents a pillar in our board Strategic plan of beingWELL. The Being Well strategy continues the approach of the Mind•Body•Spirit framework, which is designed to engage our whole learning community in an ongoing dialogue about the factors that impact all aspects of wellness from a holistic and faith-filled perspective, supporting students, staff and families.

Mind encompasses positive mental health and highlights the importance of hope, optimism, resilience and a positive thinking style. Body focuses on the core factors impacting all aspects of wellness including sleep, nutrition and physical activity. Spirit represents the foundational role that faith, our Gospel Values, and our Catholic Social Teachings have in terms of our overall well-being as an individual, a community, and as a society. Within this framework, we also pay attention to the importance of equity, inclusivity, and safety, as necessary conditions for beingWELL. Using this framework, we will continue to support schools to embed practices for mental health and well-being into daily routines so that students can develop the knowledge, attitudes, habits and skills to take care of their well being over their lifetime while providing the ideal conditions for learning in our classrooms and schools.

The beingWELL portal connects students, staff and families with community agencies throughout the PVNC Catholic regions and provides access to mental health resources, links and articles to promote positive mental health and well being: https://beingwell.pvnccdsb.on.ca/

Visit our website for more information on how to build your mental health and wellbeing in all aspects: https://www.pvnccdsb.on.ca/our-board/mental-health-and-well-being/

STUDENT HEALTH

Creating a Healthy School Nutrition Environment

Administrative Procedure 813 – Nutrition outlines standards for foods and beverages that can be served and sold in schools. In addition, it promotes nutrition education in the curriculum, encourages community partnerships, and provides a supportive environment for healthy choices. It is designed to complement the efforts of other settings, including those of the home and larger community, to support healthy eating. Administrative Procedure 813 can be found on the Board website at www.pvnccdsb.on.ca/en/ourboard/policiesandprocedures.asp

Immunization

Public Health Departments are required by law to keep immunization records of all school-aged children. The review of immunization records is a routine process mandated by the Immunization of School Pupils Act (ISPA). Under the Act, students under the age of 18 must provide proof of up-to-date immunization against: diphtheria, tetanus, polio, measles, mumps, and rubella. The Act also requires Public Health Departments to issue orders to Principals to exclude children whose records are incomplete.

Pediculosis (Head Lice) in Schools

The Board believes that communication and education are essential for dealing with the costly nuisance of pediculosis. Pediculosis may become a school issue when nits or lice are detected on students attending school. The treatment and eradication of pediculosis is ultimately the parent’s responsibility.

Parents of students having pediculosis will be requested to administer head lice treatment, which includes the removal of all lice and nits, prior to the student’s return to school.

Each school has an action plan to respond to cases of pediculosis that includes education, prevention, screening, a treatment process for parents, a re-admission procedure, confidentiality, and communication.

The Administrative Procedure for Pediculosis in Schools (AP 803) can be found on the Board website at: https://www.pvnccdsb.on.ca/policies-and-procedures/

 

Our Athletics Program

The Board aims to provide students with an education that offers a variety of year-round sport specific training and athletic activities. Athletics provides students with continuing opportunities to build self-confidence, develop physical fitness, learn movement and fair play skills, demonstrate courage and commitment, experience success, and participate in a sharing of talents in a fun and safe environment.

Guiding Principles

All Peterborough Victoria Northumberland and Clarington Catholic District School Board administrators, teachers, and coaches are encouraged to commit themselves to follow these guiding principles:

  • To provide balanced school Healthy Active Living and Sport programs which offer significant opportunities for all students to benefit from their involvement with sport and physical activity in schools.
  • To recognize the existence of barriers to participation which exist for our students, including issues related to gender, physical development, and accessibility to programs. We strive to take action to alleviate these barriers through inclusive programming.
  • To provide fun, safe, and positive environments for the optimal realization of Ontario Catholic Graduate Expectations.
  • To ensure that ethical conduct governs all forms of physical activity. This standard of behaviour includes abiding by the rules and the spirit of the game. Teacher coaches model this behaviour and communicate the expectations.
  • To ensure that the environment for physical activity excludes drugs, tobacco, and alcohol.
  • To support professional development opportunities for all teachers and coaches in the areas of Healthy Active Living and Sport.

 

ROWAN’S LAW – CONCUSSION SAFETY, 2018

Bill 193, an Act to enact Rowan’s Law (Concussion Safety), 2018 and to amend the Education Act, received Royal Assent on March 7, 2018.

The Act imposes various requirements on sport organizations, including:

  • annual review of concussion awareness resources that prevents, identifies and manages concussions that coaches and educators would be required to review before registering in a sport;
  • removal-from-sport and return-to-sport protocols, to ensure that an athlete is immediately removed from sport if they are suspected of having sustained a concussion, giving them the time needed to heal properly; and
  • a concussion code of conduct that would set out rules of behaviour to minimize concussions while playing sport.

Concussion Protocols

A concussion:

  • is a brain injury that causes changes in the way in which the brain functions and that can lead to symptoms that can be physical (e.g., headache, dizziness), cognitive (e.g., difficulty in concentrating or remembering), emotional/behavioural (e.g., depression, irritability), and/or related to sleep (e.g., drowsiness, difficulty in falling asleep);
  • may be caused either by a direct blow to the head, face, or neck or by a blow to the body that transmits a force to the head that causes the brain to move rapidly within the skull;
  • can occur even if there has been no loss of consciousness (in fact, most concussions occur without a loss of consciousness);
  • cannot normally be seen by means of medical imaging tests, such as X-rays, standard computed tomography (CT) scans, or magnetic resonance imaging (MRI) scans.

At PVNC Catholic, we continue to establish a culture of safety-mindedness when students are physically active as it is an important approach to concussion prevention. Educating parents/guardians and all school staff is a key element of this culture as they all play a vital role in the prevention of concussions.

Symptoms

Cognitive:

  • Difficulty recalling; time, date, place, period of game, opposing team, score of game; general confusion; cannot remember things that happened before and after the injury; knocked out.

Child’s complaints:

  • Headache; dizziness; feels dazed; feels “dinged” or stunned; sees stars, flashing lights; ringing in the ears; lethargic; sleepiness; loss of vision; sees double or blurry; stomach ache, stomach pain, nausea.

Other problems:

  • Poor coordination or balance; blank stare/glassy eyed; vomiting; slurred speech; slow to answer questions or follow directions; easily distracted; poor concentration; strange or inappropriate emotions (ie. laughing, crying, getting mad easily); not playing as well.

What causes a concussion?

  • Any blow to the head, face or neck, or a blow to the body that causes a sudden jarring of the head may cause a concussion (ie. a ball to the head, being checked into the boards in hockey).

What should you do if your child gets a concussion?

  • Your child should stop playing the sport right away. They should not be left alone and should be seen by a doctor as soon as possible that day. If your child loses consciousness, call an ambulance to take him/her to the hospital immediately. Do not move your child or remove any equipment such as a helmet, in case of a cervical spine injury. Wait for paramedics to arrive.

How long will it take for my child to get better?

  • The signs and symptoms of a concussion often last for 7-10 days but may last much longer. In some cases, children may take many weeks or months to heal. Having had previous concussions may increase the chance that a person may take longer to heal.

How is a concussion treated?

  • The most important treatment for a concussion is rest. Parents should seek medical attention for the child and, if possible, the child should be seen by a doctor with experience in treating concussions.

When can my child return to normal activity?

  • A student with a diagnosed concussion needs to follow a medically supervised, individualized, and gradual Return to Learn/Return to Physical Activity Plan. The Return to Learn/Return to Physical Activity Plan is a combined approach to supporting students recovering from a concussion. Students are monitored for return of concussion signs and/or symptoms and/or deterioration of work habits or performance through each step of the plan.

 

STUDENT TRANSPORTATION

Transportation is a shared responsibility between the board and families. The Board is committed to providing eligible students with a safe environment while travelling on school buses and school transport vehicles.

In order to keep our transportation system as safe as possible, Rules of Conduct on School Buses have been established for your child’s protection.

Rules of Conduct on School Buses

Rules of conduct have been established at each school to provide guidance to students regarding the Board’s expectations of acceptable behaviour while being transported.  These rules form the basis for the submission of the Student Behaviour Report Form (Appendix A of Administrative Procedure AP-TRAN-1304) to be used when dealing with inappropriate conduct.

School Bus Discipline

Riding on the bus is a privilege, not a right. A student guilty of misconduct may lose this privilege.  Restoration of the privilege will be at the discretion of the principal after consultation with the student, his/her parent/guardian and where necessary, the respective school Superintendent.

Video Camera and Digital Video Recording Devices on Buses

To assist with the monitoring of safe practices on school buses, the Board endorses the practice of videotaping/recording of passengers while riding the bus. Video cameras or digital video recording devices are considered tools to assist drivers and staff in dealing with misconduct on buses.

For further information on the Board’s Transportation Policies, visit the website at www.pvnccdsb.on.ca – go to Our Board/Policies and Procedures (See 1300 Transportation for all transportation related policies) or contact your local school.

 

STUDENT SAFETY

Safe Schools: An Overview

The Board has policies that reflect the law and the Ministry of Education Policy and Program memoranda such as:

  • Suspension, Expulsion and Appeal
  • Progressive Discipline and Promoting Positive Student Behaviour
  • Bullying Prevention and Intervention
  • Code of Conduct
  • Anti-Sex Trafficking
  • Police School Board Protocol

These policies and administrative procedures can be found on the Board website at https://www.pvnccdsb.on.ca/policy-category/safe-and-accepting-schools/.

The legislation is rooted in progressive discipline to support positive student behaviours; a safe learning environment; emphasis on the school as a learning community; and intervention to assist students to remedy their behaviour where necessary.

Video Use and Safe Schools

Video surveillance is in effect on some school properties to support student safety. Video surveillance may be used at Appeal of Suspension or Expulsion hearings.

To ensure our schools are safe, all visitors entering the school building, or on school property, are to report directly to the office and sign the visitor sign-in log. The procedure applies to all visitors, including parents.  Kindly sign the log-in book when you visit your child’s school. To read the administrative procedure, Visitors to Schools, located on the Board website.

Parents/guardians volunteering at a school or on a school trip are required to have a criminal record check. Please refer to Policy and Administrative Procedure 707 – Volunteers in our Schools – for more information. This policy can be found at www.pvnccdsb.on.ca/en/ourboard/policiesandprocedures.asp

Code of Conduct

Our Catholic schools will follow the Board’s Code of Conduct. The Peterborough Victoria Northumberland and Clarington Catholic District School Board’s Code of Conduct sets clear standards of behavior. These standards of behavior apply to students whether they are on school property, in a virtual learning environment, on school buses, at school-related events or activities, in before-and after-school programs, or in other circumstances that could have an impact on the school climate or on the mission of Catholic education. They also apply to all individuals involved in the publicly funded school system – principals, teachers, early childhood educators, other school staff, parents, school bus drivers, volunteers, and members of various community groups.

Standards of Behaviour

Respect, Civility, and Responsible Citizenship –

All members of the Catholic school community must:

  • respect and comply with all applicable federal, provincial, and municipal laws including the teachings and principles of the Roman Catholic Church;
  • 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, creed, sex, sexual orientation, gender identity, gender expression, age, marital status, family status, 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;
  • not swear at a teacher or at another person in a position of authority; and
  • respect the need of others to work in an environment that is conducive to learning and teaching, including by ensuring the use of personal mobile devices during instructional time is permitted only under the following circumstances:
    • for educational purposes, as directed by an educator;
    • for health and medical purposes; and
    • to support special education needs.

Safety

All members of the Catholic school community must not:

  • engage in bullying behaviours, including cyber-bullying;
  • commit sexual assault;
  • traffic weapons or illegal drugs;
  • give alcohol or cannabis to a minor;
  • commit robbery;
  • be in possession of any weapon, including firearms;
  • use any object to threaten or intimidate another person;
  • cause injury to any person with an object;
  • be in possession of, or be under the influence of, or provide others with alcohol, cannabis (unless the individual has been authorized to use cannabis for medical purposes), or illegal drugs;
  • inflict or encourage others to inflict bodily harm on another person;
  • engage in hate propaganda and other forms of behaviour motivated by hate or bias; or
  • commit an act of vandalism that causes extensive damage to school property or to property located on the premises of the school.

Roles and Responsibilities

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 behavior. Respect and responsibility are demonstrated when students:

  • come to school prepared, on time, and ready to learn;
  • show respect for themselves, and for others, and for those in positions of authority;
  • refrain from bringing anything to school that may compromise the safety of others; and
  • follow the established rules and take responsibility for his or her own actions.

Parents

Parents play an important role in the education of their children, and can support the efforts of school staff in maintaining a safe, inclusive, accepting, and respectful learning environment for all students. Parents fulfil their role when they:

  • are engaged in their child’s schoolwork and progress;
  • communicate regularly with the school;
  • help their child be appropriately 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;
  • become familiar with the provincial Code of Conduct, the Board’s Code of Conduct, and school rules;
  • encourage and assist their child in following the rules of behaviour;
  • assist school staff in dealing with disciplinary issues involving their child.

Bullying Prevention and Intervention

“Bullying” means aggressive and typically repeated behaviour by a pupil where:

  • the behaviour is intended by the pupil to have the effect of, or the pupil ought to know that the behaviour would be likely to have the effect of,
    1. 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
    2. creating a negative environment at a school for another individual, and
  • the behaviour occurs in a context where there is a real or perceived power imbalance between the pupil 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.

Bullying

For the purposes of the definition of “bullying” in this section, behaviour includes the use of any physical, verbal, electronic, written or other means.

Cyber-bullying

For the purposes of the definition of “bullying” in subsection (1), bullying includes bullying by electronic means (commonly known as cyber-bullying), including:

  1. creating a web page or a blog in which the creator assumes the identity of another person;
  2. impersonating another person as the author of content or messages posted on the internet; and
  3. communicating material electronically to more than one individual or posting material on a website that may be accessed by one or more individuals.

Aggressive behaviour is an action that may be intentional or unintentional, direct or indirect. It can take many forms, including physical, verbal, and social. If aggressive behaviour is physical, it may include hitting, pushing, slapping, and tripping. If it is verbal, it may include name calling, mocking, insults, threats, and sexist, racist, homophobic, or transphobic comments. If it is social, or relational, aggression, it is more subtle and may involve such behaviours as gossiping, spreading rumours, excluding others from a group, humiliating others with public gestures or graffiti, and shunning or ignoring. Social aggression may also occur through the use of technology (e.g., spreading rumours, images, or hurtful comments through the use of e-mail, cell phones, text messaging, internet websites, social networking, or other technology).

Harm means injury that can be experienced in a number of ways, including physical, mental, emotional, and psychological.

It is the policy of the Peterborough Victoria Northumberland and Clarington Catholic District School Board to provide safe, disciplined, respectful, and purposeful learning communities within the Catholic schools under its jurisdiction. The Board requires all its Catholic schools to use bullying prevention and intervention strategies which foster a positive learning and teaching environment for all students to help them achieve their full potential. A Bullying Prevention program is implemented in each school. Anti-bullying intervention will follow the guidelines of progressive discipline up to and including consideration of suspension. Conduct off of school property or outside of school hours might have a related impact on the Catholic school community and become a matter for disciplinary measures by the school. If you have a concern related to bullying, report it to your child’s teacher and/or principal. Bullying prevention and intervention is a shared community responsibility.

Progressive Discipline and Promoting Positive Student Behaviour

It is the policy of the Peterborough Victoria Northumberland and Clarington Catholic District School Board to maintain respectful and purposeful learning communities within the Catholic schools under its jurisdiction. The Board supports the use of progressive discipline and the promotion of positive student behaviour outlined in Board policy, Roman Catholic Church teaching, and the Education Act and its Regulations. Progressive discipline is a whole-school approach that utilizes a continuum of intervention, supports and consequences to address inappropriate student behaviours. Catholic schools will implement early and ongoing intervention strategies as a measure to prevent unsafe or inappropriate behaviours in school or school-related activities. Catholic schools will address student misbehaviours with a range of interventions, supports, and consequences including short-term suspension, long-term suspension, or expulsion that are developmentally appropriate with consideration of the particular student and circumstances, the nature and severity of the behaviour and the impact on the principles and mission of Catholic education.

Bring Your Own Device (BYOD)

Why BYOD?

At PVNC Catholic, in addition to supporting our students in school, we are committed to educating them for their future by encouraging the development of independent learning. BYOD is a rapidly increasing trend in the world and as the growth continues, students will need to develop, apply and maintain the necessary digital skills in order to gain a competitive advantage. Our goal is to continue to teach students the concepts of digital citizenship focusing on the norms of appropriate, respectful and responsible technology use. Technology is not only used as a learning tool, it is a vehicle to prepare students for a vastly changing culture.

When Can Students Bring Their Devices?

Students will be invited to bring their device after they have completed the Acceptable Use of Technology form and returned it to the school. Student use of personal devices is at the discretion of their teacher.  Students must understand and follow Administrative Procedure 314, “Personally Owned Network Devices”. Users of their device agree that, while the device is on Board property, they are bound by the Board’s Acceptable Use, specifically Administrative Procedure 313 for Students. Home use for students may also be subject to the “Nexus” provision of Administrative Procedure 909, Safe Schools – Code of Conduct. Refer to these policies for more details.

PVNCCDSB BYOD Wireless Network

Students are required to use the board’s wireless guest network, which they can access for free while at school. They will not be permitted to access their paid data plans while in class. The network’s filter will also help to prevent students from accessing inappropriate web content while they are logged on at school.

Plan to Keep Devices Secure

As parents, you’re concerned about your child keeping their device safe. In a BYOD environment, devices are out in the open so students are more aware of their devices. Typically, we see few thefts and lost devices. Schools will have a plan to help students keep their devices secured. Ultimately, though, students are responsible for lost, stolen and/or damaged personal electronic devices, just as they are for any other personal items they bring to school.

Adapted from the Board’s BYOD Resource Page at https://lt.pvnccdsb.on.ca/bring-your-own-device/

 

SAFE AND CARING SCHOOLS: VIOLENCE PREVENTION

“Fair Notice and Process”

The Peterborough Victoria Northumberland and Clarington Catholic District School Board and Community Partners are committed to making our schools safe for students and staff. As a result, the Board will respond to all student behaviours that pose a potential risk to other students, staff, and members of the community using the Violence Threat Risk Assessment framework.  It is hoped that support for early intervention measures by our school Board and community partners will prevent school violence.

Duty to Report

In order to keep our school communities safe, the Board expects anyone in a school community having knowledge of high risk student behaviour, or having reasonable grounds to believe there is a potential for high-risk or violent behaviour, to promptly report the information to the school principal or designates. All Board policies, procedures, and protocols align the Ministry of Education’s safe schools initiatives and other appropriate legislation.

For further information: Call your school principal.

FIRE DRILLS

In the event of a fire or a fire drill, both teachers and students have specific responsibilities.

Teachers:

  • Ensure students evacuate safely and proceed to a safe area away from the scene;
  • Close all doors and windows;
  • Keep a copy of the current class list, and take attendance;
  • Report unaccounted absences to the school administration; and
  • Return to class when it is safe and take attendance again.

Students:

  • Move quickly and quietly to the safe area;
  • Remain there with their teacher until directed; and
  • Return promptly to class when directed.

Fire drills are held over the course of the year to ensure familiarity with the procedures.

LOCKDOWNS

In the event of an external or internal emergency, it may be necessary to keep all students in their classrooms for an extended period of time. A lockdown will be called for the safety and security of all members of the school community. Students are expected to remain in their classrooms and comply with teacher directions. Failure to do so may jeopardize their personal security and that of other students. On the advice of local policing authorities, cell phone use is prohibited during a lockdown as it interferes with police communications. Lockdown drills are held over the course of the year to ensure familiarity with the procedures.

There are three terms under the Lockdown Administrative Procedure:

Lockdown

“Lockdown” is the term used for the resulting school safety response when a major incident or threat of school violence within the school, or in relation to the school, has occurred. Interior doors are locked. Exterior doors remain locked or unlocked in accordance with normal practice.

Hold and Secure

“Hold and Secure” is the term used for the resulting school safety response when there is an ongoing threat to safety or emergency outside and not related to the school. Exterior doors are locked. Interior doors remain locked or unlocked in accordance with normal practice.

Shelter in Place

“Shelter in Place” is the term used for the resulting school safety response when there is an environmental or weather related situation where it is necessary to keep all the occupants within the school to protect them from external harm. Exterior and interior doors remain locked or unlocked in accordance with normal practice.
CLARINGTON SCHOOLS ONLY

Emergency Preparedness – Clarington Schools

Catholic elementary and secondary schools in the Municipality of Clarington are within the evacuation zone for the Ontario Power Generation – Darlington Nuclear Generating Station. In the unlikely event of a nuclear incident or if an emergency is declared at the Power Plant, students and staff of our Catholic schools will be evacuated and bused to Peterborough. The students will be cared for at a shelter until parents arrive.

Peterborough has been designated as a Reception Centre because it is located outside the
10-mile (16 km) emergency planning zone. Parents will be informed by radio announcements where their child(ren) will be taken, how to pick up their child(ren), and emergency telephone numbers to call for information.

In an emergency situation, parents are urged to listen to local radio and television and follow the instructions of police and emergency personnel.
Note to Parent/Guardian(s):

  • Pick up children at their designated Reception Centre, not their schools;
  • Turn on your radio or television to an emergency broadcast station and listen for official information; and
  • Make sure you know your Emergency Response Planning Areas (ERPA) for both work and home.

The entire evacuation plan is available at your local Catholic school.

PROTECTING STUDENTS WITH LIFE-THREATENING ALLERGIES
SABRINA’S LAW – BILL 3

On January 1, 2006, legislation was enacted to protect students living with life-threatening, anaphylactic allergic reactions in a school setting.

It is important to note that any food can cause a reaction. The priority food allergens as identified by Health Canada are peanuts, tree nuts, eggs, shellfish, seafood, milk, wheat, sesame seeds, sulphites, mustard and soy products. While food is one of the most common causes of anaphylaxis, insect stings, medications, latex and exercise (alone or sometimes after eating a specific food) can also cause reactions. The recommended treatment for anaphylaxis is epinephrine (e.g., EpiPen®).

It is the duty of each school to develop and implement an Anaphylaxis Prevention and Management Plan that fulfills the school’s obligations through information sharing; creating awareness; reducing risks; and executing emergency procedures. Further the school will create an individualized Plan of Care for each student who lives with a life-threatening allergy.

Parents must inform the school about their child’s life threatening allergies; complete an Authorization for Administration of Medication form annually; and ensure their child carries an EpiPen® at all times. In addition, an additional emergency EpiPen® must be provided to the school, to be kept in an accessible location. As of January 1, 2018, EpiPens are now covered under OHIP.

All staff receive anaphylaxis training annually. A brochure entitled Keeping Schools Safe: Protecting Students With Life-Threatening Allergies is available on the Board website: www.pvnccdsb.on.ca under Our Board/Publications, or by request to the Communications Department. Further information is also available in the Board Administrative Procedure entitled Anaphylaxis: Reducing the Risks, which can be found on the Board website under Policies and Procedures.

RYAN’S LAW – ENSURING ASTHMA FRIENDLY SCHOOLS

In accordance with Ryan’s Law – Ensuring Asthma Friendly Schools – 2015, parents are responsible for providing the school with the most recent diagnosis and treatment plan for their child’s asthma, as prescribed by a physician. Then, school principals are responsible for the development of an individual student asthma management plan, also known as a Plan of Care, based on the information provided, as well as for the communication of that plan with those adults who would be interacting with the student. Students are permitted to carry their inhalers on their person, if they or their parents so choose. At a minimum, a student’s asthma medication must be readily available to them. For further details, please see Ryan’s Law and PVNC’s Administration of Medication or Health Support Services, and Emergency Response Administrative Procedure.

STUDENT ACTIVITY FEES

Student activity fees are voluntary amounts that are used to supplement a student’s school experience through materials and activities such as student agendas, student recognition programs, yearbooks, extracurricular activities, school dances, or theme days.