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Guidelines, policies and procedures overview manual 2015 2016

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Text of Guidelines, policies and procedures overview manual 2015 2016

  • ACADMIE DE LA C

    APITALE

    ACADECAP.ORG | ACADEKIDZ.ORG | 613-721-3872 1010 MORRISON DR., SUITES 200 & 201, OTTAWA

    ACADMIE DE LA CAPITALEGUIDELINES, POLICIES AND PROCEDURES OVERVIEW MANUAL 2015-2016

  • P O L I C Y O V E R V I E W M A N U A L 2

    All guidelines, policies and procedures overview shall be consistent with Acadmie de la Capitale and AcadeKidzs vision, mission statement, motto, the International Baccalaureate PYP and MYP requirements and the Ontario Ministry of Education and the Ontario Education Act.

    The following 2015-2016 Guidelines, Policies and Procedures Overview Handbook apply to Acadmie de la Capitale (AcadeCap) preschool, school and students, parents/guardians and personnel and the AcadeKidz preschool students, parents/guardians and personnel.

    Lucie Lalonde, Founding Director

  • P O L I C Y O V E R V I E W M A N U A L 3

    CONTENTSI Vision, Purpose and Action 5

    School Purpose 5

    Our Mission / Notre Mission 5

    School Motto / Notre Devise 5

    PreSchool Motto 5

    PreSchool Mission 5

    Students who Transcend Boundaries 5

    II Agreements, Codes and Understandings 7Student Behaviour Agreements 7

    The IB Learner Profile / Profil de lapprenant de lIB 7

    AcadeCap Student Code of Respect 7

    AcadeCap Code of Conduct 8

    AcadeCap Parent Code of Conduct 9

    Homework and Assignments 10

    Academic Integrity 12

    Internet and its Acceptable Use 13

    Dress Code 13

    III Academic 15Programmes 15

    Language Learning 15

    The Arts 16

    Physical Education & Martial Arts 17

    STEM 17

    Year-Round Learning Programmes 17

    Reach-Ahead Opportunities 18

    Open Concept and 21st Century Skills Sets 18

    Independent Study 18

    Differentiated Learning Environment 18

    IV Assessment, Evaluation and Reporting 20AcadeCap Assessment Model 20

    Ontario Assessment & Evaluation Principles and Guidelines 20

    IB, PYP and MYP Assessment & Evaluation Principles and Guidelines 21

    Alignment between Ontario Ministry of Education and IB 21

    Reporting 23

    V Behaviour Management 24Child Guidance and Management Strategies 24

    Professional Standards 25

  • P O L I C Y O V E R V I E W M A N U A L 4

    VI Coming and Going 26Access and Alarm 26

    Hours of Operation & Timetable 26

    Attendance 28

    Coming and Going Procedures 28

    Visitors 30

    VII Communication and Access to Information 31

    VIII Finance and Fundraising 34Financial Responsibilities 34

    AcadeQUIZ 34

    Birthday Book Donation 34

    IX Parental Involvement 35

    X Health 36Animals 36

    Allergies 36

    Illness 36

    Communicable Diseases 36

    Cleaning 38

    Pediculosis (Head Lice) 38

    Dispensing Medication 38

    Immunization 39

    Snacks 39

    XI Safety and Security 40Accident/Incident 40

    Confidentiality 40

    Criminal Reference Check 40

    Emergency Evacuation 40

    Field Trips 41

    Internet Safety 41

    Care of Personal Belongings 42

    Playground, Sports Fields and Rinks 42

    Recess 42

    School/Daycare Closure 43

    Phone Usage 43

    Theft, Vandalism and Weapons 43

    Transportation 44

    XII Supplies 45Books and References 45

    ICT Equipment 45

    Musical Instruments 45

    School Supplies 45

    XII AcadeCap Team for 2015-2016 Academic Year 46

  • P O L I C Y O V E R V I E W M A N U A L 5

    I VISION, PURPOSE AND ACTIONSCHOOL PURPOSETo empower learners by providing an education beyond boundaries!

    SCHOOL MOTTO / NOTRE DEVISEInquisitive Minds Transcend Boundaries!

    La curiosit intellectuelle transcende les frontires!

    PRESCHOOL MOTTOYoung Inquisitive Minds Transcend Boundaries!

    PRESCHOOL MISSIONThe Preschool Programme is dedicated to providing a caring, stimulating and safe environ-

    ment that enables young children to develop to their full potential. Curiosity, inquisitiveness

    and creativity are allowed to flourish and become rooted in their approach to learning.

    THE MEANING OF STUDENTS WHO TRANSCEND BOUNDARIESStudents:

    construct learning according to their potential rather than solely based on their age and/

    or grade level;

    review, accelerate and compact learning expectations, through expert differentiation;

    NOTRE MISSIONAcadmie de la Capitale a comme but de

    crer un village o lestime, le respect et le

    bien des autres sont valoriss.

    Par le biais de lapprentissage et de lensei-

    gnement exprientiels, et travers un cadre

    valuatif prcis et rigoureux, nous favorisons

    lenqute, linteraction et linnovation en tant

    quingrdients de la russite scolaire.

    cette fin, nous encourageons les ap-

    prenants de tous les ges apprendre de

    manire holistique, chercher des rponses,

    utiliser leur pense critique et agir.

    Acadmie de la Capitale encourage ses

    lves dvelopper une passion pour lap-

    prentissage dans toutes les sphres de leur

    vie.

    OUR MISSIONAcadmie de la Capitale aims to create a

    village where consideration, respect and care

    for others are valued.

    Through experiential learning and teaching,

    and through accurate assessment, it aims to

    develop inquiry, interaction and innovation as

    well as academic achievement.

    To this end, Acadmie de la Capitale encour-

    ages learners of all ages to acquire holistic

    learning, to seek answers, to use critical

    thinking, and to act.

    Acadmie de la Capitale encourages its stu-

    dents to become passionate about learning

    in all aspects of life.

  • P O L I C Y O V E R V I E W M A N U A L 6

    study and go beyond the confines of traditional subjects through themes of global

    significance;

    use and develop higher-order thinking skills (conceptual learning);

    participate in interdisciplinary and/or transdisciplinary problem-solving;

    develop collaborative social and workplace skills through interaction across the ages;

    learn to work respectfully alongside each other in an open-concept facility;

    become totally bilingual, and even multilingual;

    engage easily in learning beyond the classroom as a result of the pick-up and go

    potential of the small class;

    participate in e-long-distance learning to support geographical mobility and travel;

    understand connections between learning and the real world;

    play, inquire, problem-solve, develop passion and purpose;

    travel and experience new environments;

    develop mastery and achieve academic success

    Interactive and Experiential LearnersChildren, tweens and teenagers engage in on-going teamwork with adults, other children and

    peers to solve relevant problems, thus to engage in learning

    Interactive and Experiential Educators and EnvironmentEducators tailor authentic problem-solving learning experiences, offer guidance throughout,

    as well as nourish love of learning. With open-mindedness, flexibility and small class size,

    educators take the time to interact with each and every student.

    Intercultural Awareness and UnderstandingIntercultural awareness and understanding are concerned with developing AcadeCaps

    students attitudes, knowledge and skills as they learn about their own and others social

    and national cultures. By encouraging students to consider multiple perspectives, intercul-

    tural awareness not only fosters tolerance and respect, but may also lead to empathy and

    understanding.

    Community Service, Action and Sustainable WorldBy getting involved at various levels of personal, social and environmental action and

    reflecting upon such involvement, students become aware of their roles and their responsibil-

    ities as members of communities. Students participate in hands-on outdoor activities in order

    to foster care for other living things, and to become more aware of their local environment.

    With the aim that they become active participants in their community, and to make respon-

    sible choices to preserve their natural environment.

  • P O L I C Y O V E R V I E W M A N U A L 7

    II AGREEMENTS, CODES AND UNDERSTANDINGSSTUDENT BEHAVIOUR AGREEMENTS Based on RESPECT and IB Learner Profile International Baccalaureate Organization 2013

    Purpose of AgreementsAcadmie de la Capitale (AcadeCap) provides a setting that is conducive to an awareness of

    oneself, others and the environment. The school endeavours to create a learning environment

    in which every student is engaged, safe, motivated, and respected. School and class agree-

    ments are developed to help students understand their rights as learners and to develop a

    sense of responsibility that comes along with having these rights. Students are responsible

    for their learning and their actions within the AcadeCap learning community. They learn to

    care for and value classmates and teachers in such an environment.

    The learning environment is thus a context in which various patterns of behaviour are mod-

    elled, which the student can then transfer to the world at large, and thereby make a personal

    impact. It is by such coordination that students can create links and express in their lives

    the values of international humanism.

    The agreements, reached at the beginning of the school year, can be revisited as needed.

    They encompass