Guidelines, policies and procedures overview manual 2015 2016

AC

ADÉMIE DE LA CAPIT

ALE

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

ACADÉMIE 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 Académie de la Capitale and AcadeKidz’s 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 Académie 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


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 l’apprenant de l’IB 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


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


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

SCHOOL MOTTO / NOTRE DEVISEInquisitive Minds Transcend Boundaries!

La curiosité intellectuelle transcende les frontières!

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 MISSIONAcadémie de la Capitale a comme but de

créer un village où l’estime, le respect et le

bien des autres sont valorisés.

Par le biais de l’apprentissage et de l’ensei-

gnement expérientiels, et à travers un cadre

évaluatif précis et rigoureux, nous favorisons

l’enquête, l’interaction et l’innovation en tant

qu’ingrédients de la réussite scolaire.

À cette fin, nous encourageons les ap-

prenants de tous les âges à apprendre de

manière holistique, à chercher des réponses,

à utiliser leur pensée critique et à agir.

Académie de la Capitale encourage ses

élèves à développer une passion pour l’ap-

prentissage dans toutes les sphères de leur

vie.

OUR MISSIONAcadémie 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, Académie de la Capitale encour-

ages learners of all ages to acquire holistic

learning, to seek answers, to use critical

thinking, and to act.

Académie de la Capitale encourages its stu-

dents to become passionate about learning

in all aspects of life.


… 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 AcadeCap’s

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.


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

Purpose of AgreementsAcadémie 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 the IB learner profile traits.

THE IB LEARNER PROFILE / PROFIL DE L’APPRENANT DE L’IBThe aim of all IB programmes is to develop internationally minded people who, recognizing

their common humanity and shared guardianship of the planet, help to create a better and

more peaceful world.

Tous les programmes de l’IB ont pour but de former des personnes sensibles à la réalité inter-

nationale, conscientes des liens qui unissent entre eux les humains, soucieuses de la respons-

abilité de chacun envers la planète et désireuses de contribuer à l’édification d’un monde

meilleur et plus paisible.

IB learners strive to be: / Les apprenants de l’IB s’efforcent d’être:Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-

takers, Balanced, Reflective

Chercheurs, Informés, Sensés, Communicatifs, Intègres, Ouverts d’esprit, Altruistes,

Audacieux, Équilibrés, Réfléchis

ACADECAP STUDENT CODE OF RESPECT

Students who respect themselves: … keep their word

… show a sense of responsibility

… are self-disciplined


… take care of their belongings

… are punctual and attend regularly

… respect assignment deadlines

… have a neat appearance and do neat work

… follow a healthy, well-balanced diet and take sufficient rest and sleep.

Students who show mutual respect by interacting, cooperating and collaborating with each other:

… respect the other person’s freedom

… respect the right to study

… share

… show open-mindedness by accepting diversity of opinions

Students who respect the school environment: … keep school equipment in good condition

… keep the surroundings clean and organized

… reduce, reuse, recycle and recover.

ACADÉMIE DE LA CAPITALE’S AND ACADEKIDZ COMMUNITY CODE OF CONDUCT— Based on the Ontario provincial Code of Conduct and the Education Act (Progressive

Discipline and School Safety), amended June 4, 2007, and enforced February 1, 2008.

Purposes of the Code § To ensure that all s of the Académie de la Capitale community, especially people in

positions of authority, are treated with respect and dignity.

§ To promote responsible citizenship by encouraging appropriate participation in the civic

life of the Académie de la Capitale community.

§ To maintain an environment where conflict and difference can be addressed in a manner

characterized by respect and civility.

§ To encourage the use of non-violent means to resolve conflict.

§ To promote the safety of people in Académie de la Capitale.

§ To discourage the use of alcohol and illegal drugs.

Standards of Behaviour: Respect, Civility, and Responsible Citizenship

Académie de la Capitale Community Members 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 of the school personnel, if necessary, to resolve conflict peacefully;

… respect all s of the Académie de la Capitale community, especially persons in positions of

authority;

… respect the need of others to work in an environment that is conducive to learning and

teaching;

… not swear at a teacher or at another person in a position of authority.

SafetyAcadémie de la Capitale Community Members do not/are not:

… engage in bullying behaviours;

… commit sexual assault;

… traffic weapons or illegal drugs;

… give alcohol 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;

… in possession of, or be under the influence of, or provide others with alcohol 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;

… commit an act of vandalism that causes extensive damage to school property or to

property located on the premises of the school.

ACADÉMIE DE LA CAPITALE’S AND ACADEKIDZ PARENT CODE OF CONDUCTParents/Guardians and/or Representative:

… Shall adhere to this AcadeCap Code of Conduct.

… Work together with the educators for the benefit of their children.

… Treat all members of the community with respect and therefore set a good example in

their own speech and behaviour.

… Seek to clarify a child’s version of events with the school’s view in order to bring about a

peaceful solution to any issue.

… Correct own child’s behaviour especially in public where it could otherwise lead to conflict,

aggressive behaviour or unsafe behaviour.

… Approach the school calmly and respectfully to help resolve any issues of concern.

… Avoid using educators as threats to admonish children’s behaviour.

P O L I C Y O V E R V I E W M A N U A L 1 0

… Shall not display disruptive behaviour which interferes or threatens to interfere with the

operation of a classroom, an employee’s office, office area or any other area of the school

grounds including outings and field trips.

… Shall not use of loud/or offensive language, abusive/or threatening language, profane

language or a display of temper.

… Shall not use threats of actual bodily harm to a member of school team or board of

directors, visitor, fellow parent/guardian or student

… Shall not damage or destruction of school property.

… Shall not send abusive or threatening e-mails or text/voicemail/phone messages or other

written communication

… Shall not use defamatory, offensive or derogatory comments regarding the school or any

of the student/parent/team, at the school on Facebook or other social sites.

… Shall address concerns one may have about the school through the appropriate channels

by making an appointment to speak the appropriate person (i.e. the homeroom teacher,

the course teacher, the Director or the Chairman of the Board), so they can be dealt with

fairly, appropriately and effectively for all concerned.

… Shall not use physical aggression towards another adult or child. This includes physical

punishment of your own child on school premises.

… Shall not approach to someone else’s child in order to discuss or chastise them because of

the actions of this child towards their own child. (Such an approach to a child may be seen

to be an assault on that child and may have legal consequences).

HOMEWORK AND ASSIGNMENTS

Purpose Homework furthers inquiry, learning and problem-solving; it encourages practice, consoli-

dation, preparation and/or extension of learning expectations aligned with the International

Baccalaureate PYP and MYP, the Ontario Ministry of Education elementary and secondary

curricula.

Homework is most effective when it is meaningful to the student and meets the indi-

vidual needs of the students. It will be assigned at a level that students can complete

independently whether done online, at home or other settings. It is never assigned for

disciplinary purposes. Formative homework is not graded. Completion of formative-type

homework may lead to higher results in summative assignments, tests, projects, etc...

Meaningful homework enables students to: … problem-solve

… reflect on new concepts;

… reflect on knowledge obtained through inquiry;

… assimilate, revise and consolidate knowledge;

… integrate skills through meaningful practice

… promote regular independent study practice;


… form solid study skills;

… organize time effectively outside the classroom;

… encourage self-discipline and independent learning;

… develop pride and responsibility towards one’s own learning;

… extend frontloading of knowledge;

… more time to complete assignments;

… provide enrichment and extension.

It can also serve to inform parents of the learning going on at school. It is also a way for each

family to support the school with a study environment that facilitates the child’s learning.

Homework activities may include developing questions pertaining to units of inquiry and

interdisciplinary projects, finding information, refining a skill, reading for multiple purposes

and comprehension, journal writing, learning dictation words and math facts, participating in

special projects, research and/or in long term assignments.

Duration and Weekly Frequency The following table serves as a guide to the average amount of time allotted to homework in

the Primary, Secondary Intermediate School programmes.

Pre-JK to SK none unless the child wishes to

take an activity home/readers

Grades 1 and 2 15 - 20 minutes/day




Grades 9 and 10 65 + minutes/day

Grades 11 and 12 75 + minutes/day

Respect of XXI Century Family Lifestyle The AcadeCap Team acknowledges valuable learning and numerous accomplishments take

place outside of school and /or in after-school programmes and activities. Parents and stu-

dents can make teachers aware of certain periods where flexibility regarding homework and

assignment due dates may be required. This flexibility should not translate itself into added

work and responsibility for the teachers; it will require clear communication and advanced

planning on the part of the student and his/her family.

AcadeCap students and their families travel and/or work regularly out of town. Homework

and assignments are to be requested at least two weeks in advance. Traveling and out of

town students have daily access to the classroom via webcam and online learning. Course

outlines, homework, links, readings, and other learning materials are available on AcadeCap

Wikispaces and Google Apps in Education and now, integrating ManageBAC (ask ITC teacher

for codes).

The AcadeCap Team will monitor and adjust demands accordingly during high periods of

homework and assignments over the year. Long weekends are protected to ensure that both

teachers and students get a well-deserved rest. Tests and/or major assignments are not to be


scheduled on the day of return from long weekends or breaks. AcadeCap respects students’

other obligations during periods of religious observance.

ConcernsIf students are consistently taking more than the stipulated time to complete homework, par-

ents are requested to inform the teachers of their concerns. The teacher(s) will then discuss

the matter with the students and the parents/guardians and will make recommendations to

alleviate the situation.

SupportStudents can use the after school homework period to obtain support with assignments.

Consequences for LatenessThe homeroom teacher will work with your child to determine a suitable homework time-

table. If a pupil fails to complete his or her homework on three occasions, the homeroom

teacher will contact the child’s parents/guardians to make a joint decision on what action

needs to be taken.

ACADEMIC INTEGRITYIt is the student’s responsibility to practice academic honesty when doing homework, com-

pleting assignments, doing research, creative writing essays, preparing class presentations

and seminars, doing quizzes, tests and exams.

Homework, lab reports, written reports, creative work, reflective assignments, take-home

tests, research projects, and presentations must be completed by the student, and be the

student’s own research, thinking and writing/speaking.

In developing IB Learner Profile, students are encouraged to become independent thinkers,

to believe in their own capabilities and to value their own opinion. We believe that self-confi-

dent students practice academic honesty.

Acknowledgement of SourcesIn programmes offered at school, students will learn and develop solid research skills in-

cluding acknowledgement of sources using various means such as online encyclopaedias,

Google Scholar, library resources, etc....

Plagiarism, fraud and Copyright Infringement

Students will not plagiarize works found on the Internet or other means/media. Plagiarism is

taking the ideas or writings of others and presenting them as if they are yours.

Students and personnel will respect the rights of copyright owners. Copyright infringe-

ment occurs when a work protected by a copyright is inappropriately reproduced. If a work

contains language that specifies appropriate use of that work, the expressed requirements

should be followed.


Consequences for students who cheat or plagiarizeThe penalties for academic dishonesty are at the discretion of the teaching team, but the

following should be taken into consideration when dealing with cases of plagiarism:

§ the maturity of the student

§ the number of incidents

§ the individual circumstances of the student

In most cases, the penalty for plagiarism will be a failing mark for the work in question. In all

cases of plagiarism the student’s parents or guardians will be informed.

INTERNET AND ITS ACCEPTABLE USEAll Académie de la Capitale International students are provided with an individual Google

Education account. This allows use of Google applications as learning tools throughout the

year. These applications will include, but are not limited to, Gmail for email communication,

Google Drive for data storage, Google apps for document creation, Google Calendar, Google

Contacts and Blogger for the creation of the student’s ePortfolio. Students can access course

outlines, course timelines, daily planning, assignments and achievement charts and reports

on ManageBac

All Académie de la Capitale International students will have access to the Internet and to any

technology device on the network under teacher supervision.

When communicating online, all Académie de la Capitale International students are expected

to abide by the generally accepted rules of digital citizenship. These include, but are not lim-

ited to, the following:

§ Be polite! Use kind and positive language in all your communications;

§ Be thoughtful! Technology is a tool to support your learning. Contribute thoughtfully;

§ Be safe! Do not reveal personal information such as personal addresses or phone numbers;

Represent! Be mindful that you are an ambassador for the school and that any comments

that are put into the cloud will stay there indefinitely, and will reflect your integrity and on

the school.

Middle Years Programme students and Secondary school students are provided with indi-

vidual e-mail accounts @acadecap.org, at the approval of their parents.

PJK, JK, SK to Grade 12 students and/or their parents/guardians must read must and sign the

Student Internet Account Agreement to be granted access to the Network. This Agreement

must be renewed on an annual basis. A parent can withdraw his or her approval at any time.

UMBRELLA form OPEN DNS is installed on all school computers to provide a level of cyber

protection. Students’ use of the Internet will also be monitored, however, it is impossible to

control all materials seen by the students. For that reason, users and their families accept

responsibility for safe and reasonable use.

DRESS CODEAll students are expected to wear the designated school uniform. It is the parents’ and

student’s responsibility to ensure the uniform and shoes are in a state of good repair. To

avoid confusion all uniform pieces should be marked with the student’s names. Jewelry is


permitted, however if a student wears a piece of jewelry or symbol(s) that are aggressive in

nature or demeaning to another culture they will be instructed to remove the item, and asked

not to wear it again.

SupplierAll items are ordered through Land’s End, the school’s uniform supplier. You can order from

them directly, either on-line or via the Land’s End booths in Sears’ stores in Ottawa, using

Académie de la Capitale’s Preferred School Number: 900126400.

The link to the school uniform portion of their site is http://www.landsend.com/ix/school-uni-

form/index.html?tab=13&seq=1&page=1&pageSize=12&store=le

As you enter the Académie de la Capitale code and access the Land’s End website, you can

view and order the school’s informal, special event and physical education attire.

Students are required to wear the Special Events Uniform at all school/student presentations

both in the school and at outside locations and for all events in which parents or guests are

being invited to attend.

Students are required to wear the Special Events Uniform every Monday of the week and on

all school outings unless there is written notification that the casual Every Day Uniform is

more appropriate for the outing.

Jiu-Jitsu GiThe Jiu-Jitsu Gi is to be purchased at the beginning of the school year through K2 Martial

Arts.

Uniform ExceptionsBirthday Break Day: Students are free to wear the clothing of their choice on their birthdays

and are asked to ensure the clothing is appropriate for school. Students whose birthday

is during a school holiday, vacation, or weekend may choose their free day with one week

notice being given to their homeroom teacher.

Theme Days: Throughout the school year there will be opportunities for students to wear

clothing other than the uniform. The school shall distribute a notice of the upcoming

Theme’s Day with one week’s notice to allow parents and students time to prepare if they

wish to participate.


III ACADEMICOVERVIEW OF PROGRAMMESAcadémie de la Capitale is an Ontario Ministry of Education inspected school and an IB

World School. It is also affiliated with AcadeKIDZ, also an Ontario Ministry of Education

licenced daycare.

Our students benefit from the philosophy, the approach and the curricula from the Ontario

Ministry of Education, the International Baccalaureate Primary Years Programme (IB PYP)

and Middle Years Programme (MYP).

Académie de la Capitale is authorized to offer IB PYP, for students age 3 to grade 6, and

is now, a candidate school for the MYP. From grade 7 to 10, we mesh the subject-specific

Ontario Secondary School Diploma content (OSSD) content with the concept-based frame-

work of the MYP to provide an engaging learning experience for our students.

Administration, coordinators and teachers verify that the OSSD grade 9 and 10 and the

MYP year 4 and 5 learning expectations meet the Ontario of Ministry of Education and the

International Baccalaureate requirements and standards. Evaluation also meets the require-

ments of both educational organizations.

In Grades 11 and 12, our students continue on with the OSSD curriculum (OSSD) prepped with

extensive knowledge, and various skill sets, including well-developed higher order thinking

skills, to achieve academic success.

At the end of grade 12, we offer an AcadeCap Bilingual Diploma.

LANGUAGE LEARNING At AcadeCap, we believe that the development of language and literacy skills is of the

highest priority, language being the main tool of learning and communication.

The language of instruction at AcadeCap is French and English, with both languages being

considered the primary language. The aim is for students to become competent communica-

tors, understanding and expressing ideas and information confidently, orally and in writing, in

both French and English.

In addition, students in Grade Two and up have the opportunity to study a third language,

primarily Spanish or Mandarin, as well as German, Polish, or Arabic, contingent on demand

and teacher availability. Furthermore, AcadeCap staff and the student community are from

diverse backgrounds and the diversity of languages is celebrated at AcadeCap to further

enrich language-learning.

At AcadeCap we endeavor to: … develop the skills of each student to the highest level

… produce confident students able to understand and use appropriately the varieties of

language available to them

… understand and appreciate the diversity of languages and cultures that enrich the global

community


… aid the monitoring of the teaching and learning of language.

… celebrate and preserve the language and cultural diversity of both the school community

and global community

… foster pride, identity and cultural awareness through language to promote global

citizenship

… ensure language skills are developed and used across the IB Primary Years Programme,

the IB Middle Years Programme and the Ontario Secondary School Diploma curriculum.

English and French Language ProficiencyAcadeCap will enroll children into the MYP and the secondary school if they show evidence

of being able to adapt to the language and programme, even if this will require a consider-

able period of transition. Due to the nature of the school and its student population, teachers

adjust their programs to accommodate the needs of the student during this transition.

Teachers address their students’ individual needs, and of course, with the range of language

proficiencies at a school like this, each teacher can be expected to develop individualized

programs and expectations.

Students are placed in appropriate instructional settings based on the data of our multi-

dimensional assessment procedures (i.e. ESL support classes). Assessment of students’

academic and language accomplishments and needs is conducted on an ongoing basis.

Students’ accomplishments and needs, as they progress are communicated regularly to the

parents.

Reading and Writing Success for AllAt AcadeCap, we are aware that students with Dyslexia generally exhibit many of the char-

acteristics of the IB Learner Profile, the IB attitudes as well as those of gifted and talented

leaners. Since these attributes are elements of the IB Learner Profile and since our teachers

use a variety of teaching methods applying the principles of Bloom’s Taxonomy and of

Multiple Intelligence approach, students with Dyslexia can be very successful at AcadeCap.

We recognize that reading is a series of complex cognitive skills and reading difficulties are

not a reflection of the student’s overall potential.

For some students, even secondary school-age students, learning to read is a gradual pro-

cess requiring a systematic teaching methodology; therefore we provide the Simultaneous

Multisensory Teaching Method, developed by the Canadian Association for Dyslexia and

based on the Orton-Gillingham Method. We also offer the equivalent E.M.S. method in

French, for francophone students.

THE ARTSStudents age 3 and up benefit from a weekly 45 minute visual arts classes as well as by-

weekly 45 minute music classes. The music classes include learning to play the violin. The

dramatic arts are taught across the PYP curriculum; MYP students have a weekly 45 minute

period.


PHYSICAL EDUCATION Students participate in regular indoor and outdoor physical education classes, developing

skills for team sports including a focus on sports activities that can be enjoyed throughout a

lifetime.

Martial ArtsAcadeCap teams up with K2 Martial Arts which offers a unique jiu-jitsu programme that fuses

sport, self defense, exercise, leadership skills and character development. The K2 Martial Arts

credo aligns well with the IB Learner Profile.

STEM The STEM programme ensure our students make links in Science, Technology, Engineering

and Math (STEM) subject areas through innovative projects, labs and activities. This affords

our students the opportunity to create, explore, take risks and be challenged in the class-

room and beyond. With the creation of a specialized lab area for hands-on work, the students

make Engineering and Science come to life in ways not normally seen in other schools.

Within the STEM programme, AcadeCap also offers specialized computer technology

courses for all ages, allowing students to progress at their own pace while learning valuable

computer skills. Each school year sees many of our students competing in local and interna-

tional mathematics competitions, science fairs and other local extra-curricular activities.

From preschool to secondary school, students journey towards a comprehensive under-

standing of informational technology and computational problem-solving. Along the

way, these core capacities are put into practice with the goal of promoting innovation and

entrepreneurship.

Students of every age will use a range of ICT devices, functions and applications across the

curriculum to inquire, create, collaborate and communicate and to manage, store and retrieve

information and data. Students will understand and consider the role and impact of ICT on

society. They will develop and learn to apply ethical, safe and responsible practices when

working with ICT in online and stand-alone environments.

The Computer Programming component of STEM explores how computers work, how they

can be instructed to do various things. Students, JK to secondary school engage in a com-

plete application of math, physics, creativity and systematic approach to solving problems.

They learn to instruct the computer to do logical sequences of actions required to accom-

plish tasks.

YEAR-ROUND LEARNING PROGRAMMESThe preschool programmes are offered on a 10 or 12 month basis. During the March Break

and the summer months, the students attending the 12 month preschool programme join the

AcadeCamp sessions, based on the IB PYP inquiry-based approach.

AcadeCap offers computer programming sessions twice a month during the school year via

Super Sats and during the summer via AcadeCoders Summer Sessions.


REACH-AHEAD OPPORTUNITIES FOR ELEMENTARY SCHOOL STUDENTSUnder exceptional circumstances, an individual student in Grade 8, with parental consent,

may be given permission by the director of a secondary school to “reach ahead” to take

secondary school courses, either during the school year or in the summer prior to entering

Grade 9.

The director will decide, on a case-by-case basis, whether “reaching ahead” to take a sec-

ondary school course is in the best interest of the student. The director of the secondary

school will assume responsibility for evaluating the student’s achievement and for granting

and recording the credit.

If the director decides that student will have a “reach ahead” opportunity, a ‘REACH AHEAD

COURSES AUTHORIZATION’ form will be filled and signed by the student, parents and

school director.

Students in Grade 8 may also have the opportunity to reach ahead to start earning commu-

nity involvement hours prior to entering Grade 9.

OPEN CONCEPT AND DEVELOPMENT OF 21ST CENTURY SKILLS SETS Designed to foster interaction between students of different age, grade, and ability;

AcadeCap feels more like a creative, cutting-edge workplace than a traditional amalgam of

discrete classrooms.

Small workgroups of multi-level classmates pepper the space, sometimes moving about,

most often hard at work. These small groups allow students to develop a collaborative

skillset by intimately working with peers of different backgrounds and capabilities. They also

provide students with the opportunity to constantly interact with teachers, various special-

ists, and invited guest speakers as well as with the ability to have their own ideas heard and

their contributions noted.

The learning environment is therefore organized to serve more than one group of students

across grades and course types. As in the regular school setting, AcadeCap teachers clearly

outline the expectations and the assessment and evaluation procedures for each course.

INDEPENDENT STUDYWhere appropriate, the school takes independent learning as an approach to learning which,

in the context of widening access and acquiring skills for life-long learning, values and pro-

motes the development of learner autonomy or learner independence.

Independent learning may well complement an on-site course or a distance learning op-

portunity which the support of technology. Planned and integrated independent learning

experiences, with individual learning support and advice close at hand, is used as an ap-

proach to learning.

DIFFERENTIATED LEARNING ENVIRONMENT At AcadeCap, differentiation is acknowledged as a sound teaching practice and applies to all

students. It is important to ensure that each individual is supported to make the most effec-

tive use of the range of learning opportunities provided. Teachers use a variety of activities


and resources that match the learners’ goals and learning strategies and that are relevant to

their conceptual skills and knowledge development. It is essential that all students have an

understanding of themselves as learners so that they will be able to self-advocate indepen-

dent learning skills within the PYP, the MYP, the OSSD and beyond.

The open-concept space and the small class sizes at AcadeCap allow for a great deal of flexi-

bility and opportunity to differentiate. To accommodate the learning needs and the potential

of each and every student, including the visually impaired, all teachers (homeroom and spe-

cialist) and early childhood educators, adjust their own teaching strategies, as well as their

schedules. Teachers apply their understanding of conceptual learning, Bloom’s Taxonomy, the

revised Bloom’s Taxonomy, and the theory of Multiple Intelligences, to ensure that all types of

intelligences are respected and that in-depth thinking is achieved.

Académie de la Capitale offers flexible schedules for students who participate in extra-curric-

ular competitive level activities, such as dance, hockey, singing, skiing, and other.


IV ASSESSMENT, EVALUATION AND REPORTINGACADECAP ASSESSMENT MODELThe assessment model adopted by Académie de la Capitale, stems from the Ontario Ministry

of Education policy document Growing Success, covering Gr. 1 to 12, 2010 and from the IB

Middle Years programme assessment practices and requirements.

Teachers:

… use criterion-related assessment, so students are measured against pre-specified criteria

for category of each subject group

… provide examples of exemplar-type work for students

… provide students with Ministry achievement charts and/or assessment rubrics with each

task

… provide continuous feedback enabling students to improve through self-assessment and

self-adjustment.

… use a variety of “practice” assessment tasks leading up to the “real” assessment task

… ensure authentic performance by anchoring and focussing assessment on authentic tasks.

… set up assessment tasks for students to develop, offer and substantiate sophisticated

explanation and interpretation

… develop Approaches to Learning (ATL) skills

… use students’ achievement to improve teaching practices

… work with other teachers to standardize assessment

… use MYP external summative e-assessment in Year 5 (Grade 10)

… use e-portfolios as evidence of student learning and as a means to celebrate student work

and progress.

ONTARIO ASSESSMENT & EVALUATION PRINCIPLES AND GUIDELINESThe primary purpose of assessment and evaluation is to improve student learning.

The Seven Fundamental Principles (Growing Success, p.6)

To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead

to the improvement of learning for all students, teachers use practices and procedures that:

… are fair, transparent, and equitable for all students;

… support all students, including those with special education needs, those who are learning

the language of instruction (English or French), and those who are First Nation, Métis, or

Inuit;


… are carefully planned to relate to the curriculum expectations and learning goals and, as

much as possible, to the interests, learning styles and preferences, needs, and experiences

of all students;

… are communicated clearly to students and parents at the beginning of the school year or

course and at other appropriate points throughout the school year or course;

… are ongoing, varied in nature, and administered over a period of time to provide multiple

opportunities for students to demonstrate the full range of their learning;

… provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to

support improved learning and achievement; and

… develop students’ self-assessment skills to enable them to assess their own learning, set

specific goals, and plan next steps for their learning.

INTERNATIONAL BACCALAUREATE PYP AND MYP ASSESSMENT & EVALUATION PRINCIPLES AND GUIDELINESThe aim of MYP assessment is to support and encourage student learning. Assessment in the

IB PYP and MYP will:

… support and encourage student learning by providing feedback on the learning process

… inform, enhance and improve the teaching process

… provide opportunity for students to exhibit transfer of skills across disciplines, such as in

the personal project and interdisciplinary unit assessments

… promote positive student attitudes towards learning

… promote a deep understanding of subject content by supporting students in their inquiries

set in real-world contexts

… promote the development of critical- and creative-thinking skills

… reflect the international-mindedness of the programme by allowing assessments to be set

in a variety of cultural and linguistic contexts

… support the holistic nature of the programme by including in its model principles that take

account of the development of the whole student.

ALIGNMENT BETWEEN ONTARIO MINISTRY OF EDUCATION AND INTERNATIONAL BACCALAUREATE CRITERION-BASED ASSESSMENTAcadeCap uses criterion-related assessment defined by the Ontario Ministry of Education

and the MYP to assess, evaluate and report on overall student learning. This type of assess-

ment is based on pre-determined and clearly articulated outcomes that are shared with

students. These outcomes are both age and stage appropriate and focus on what students

know rather than what they do not know. Also, criterion-related assessment measures how

well a student performs against each outcome rather than against other students.


OSSD ACHIEVEMENT CATEGORIES OSSDGRADE

PERCENTAGE BOUNDARIES

IB MYP BAND LEVEL IB GRADE PERCENTAGE BOUNDARIES

Achievement surpasses the provincial standard. The student demonstrates the specified knowledge and skills with a high degree of effectiveness. Achievement at level 4 does not mean that the student has achieved expec-tations beyond those specified for the grade/course.

4+ 95-100 % Produces high-quality, frequently innovative work. Communicates com-prehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with indepen-dence and expertise in a variety of complex classroom and real-world situation

7

8

96 – 100%

Achievement surpasses the provincial standard. The student demonstrates the specified knowledge and skills with a high degree of effectiveness. Achievement at level 4 does notmean that the student has achieved expec-tations beyond those specified for the grade/course.

4 87-94 % Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with so-phistication. Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations, often with independence.

6

7

93 – 96%

Achievement surpasses the provincial standard. The student demonstrates the specified knowledge and skills with a high degree of effectiveness. Achievement at level 4 does not mean that the student has achieved expec-tations beyond those specified for the grade/course.

4- 80-86 % Produces generally high-quality work. Communicates secure under-standing of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistica-tion. Uses knowledge and skills in famil-iar classroom and real-world situations, and, with support, some unfamiliar real-world situations.

5

5-6

84 – 92 %

Achievement is at the provincial stan-dard. The student demonstrates the specified knowledge and skills with considerable effectiveness.

3+

3

3-

77-79 %

73-76 %

70-72 %

Produces good-quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.

4

4

72 – 83%

Achievement approaches the provin-cial standard. The student demon-strates the specified knowledge and skills with some effectiveness.

2+

2

2-

67-69 %

63-66 %

60-62 %

Produces work of an acceptable quali-ty. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstand-ings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.

3

3

61 – 71 %

Achievement falls much below the provincial standard. The stu-dent demonstrates the specified knowledge and skills with limited effectiveness.

1+

1

1-

57-59 %

53-56 %

50-52 %

Produces work of limited quality. Expresses misunderstandings or signifi-cant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.

2

2

50 – 60 %


Credit not granted R Below 50% Produces work of very limited quality. Conveys many significant misunder-standings or lacks understanding of most concepts and skills. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.

1

1

Below 50%

REPORTINGReporting at Académie de la Capitale is designed to document and to provide parents/

guardians with information regarding their child’s competencies reflected in the teaching

and learning process. Students are evaluated according to grade level and each report is a

representation of their development, competencies, progress and achievement at the time of

reporting.

Report Card A copy of each completed report card is placed in the Student Ontario Record (OSR)

following the reporting period. The report card is only one part of the reporting process be-

tween home and school. Open communication is encouraged between students, parents and

teachers at formal and informal conferences throughout the year.

Reporting Timeline

November Progress Report

January First Report Card (End of Term 1)

April Progress Report 3-way conferences / e-Portfolios

June Second Report Card (End of Term 2)

Grade 9 & 10 report card will show the OSSD grade and the MYP grade; the Grade 11 & 12

report card, will show the OSSD Grade only.

ManageBacFor the 2014-2015 academic school year, Académie de la Capitale is introducing ManageBac,

an online learning platform for IB World Schools. ManageBac enables efficient curriculum

planning, assessment and reporting, while eliminating paperwork and enhancing commu-

nication between teachers, parents, and students. ManageBac allows parents to view their

child’s curriculum plan & assignments. Parents can track their child’s academic progress and

community and service activities.


V BEHAVIOUR MANAGEMENTThe Reach for the IB Learner Profile, the AcadeCap School Code of Respect, the AcadeCap

Code of Conduct, the school/class agreements all promote realistic learning and behavioural

expectations in accordance with the school’s vision, mission and motto. Behaviour manage-

ment and self-control are necessary components of a child’s education. We attempt to teach

appropriate behaviour through a system of modeling, logical consequences and self-reflec-

tion in which the student makes choices that are acceptable in the situation. Consequences

and discipline will be consistent and appropriate for the developmental level of the child.

CHILD GUIDANCE AND MANAGEMENT STRATEGIES USED BY TEACHERS AND ADMINISTRATORS § Have realistic expectations of children

§ Structure the environment to facilitate the learning atmosphere desired

§ Develop Class Agreements, according to the Student Profiles and attitudes using students’

input

§ Set clear, simple and reasonable limits

§ Be aware of body language, facial expression, and tone of voice

§ Refer to the Class Agreements when the child misbehaves

§ Be kind but firm in upholding Class Agreements

§ Know, understand, refer and use various strategies listed in related policy

Suspension Bullying, physical violence, verbal aggression and threats, alcohol and drug use, theft, van-

dalism, trespassing and/or the possession of weapons are not tolerated. Any object that

can physically hurt another person will be considered a weapon (see list under Weapons).

Pinching, biting, punching and kicking are considered as an act of physical violence. Any

student, of any age, guilty of such offences will automatically and immediately be sent home

for one day or more.

Expulsion With respect to the above, Académie de la Capitale also reserves the right to judge whether

it is appropriate to keep or to expel a student who severely and/or continually disrupts the

learning process in any way and/or who transgresses the rules that provide a safe learning

environment for the students and teachers. This procedure would be undertaken once, the

director of Académie de la Capitale/AcadeKidz in cooperation with the parents/guardians,

the Board of Directors and the student, have undertaken steps to try and rectify the student’s

issue(s). Parents/guardians are held financially responsible for the Education Fee as de-

scribed in the Enrolment Contract and for reimbursing the school for any damage to school

property.


PROFESSIONAL STANDARDSAcadémie de la Capitale upholds professional standards for behaviour management, which

include the following restrictions:

§ No corporal punishment or verbal abuse

§ No deliberate harsh or degrading measures that would humiliate a child or undermine his/

her self-respect

§ No denial of basic needs such as food, clothing, shelter or bedding

§ No confinement of a student

Adherence to the professional standards is monitored by regular observation and perfor-

mance evaluation of teachers, assistants and instructors.


VI COMING AND GOINGACCESS AND ALARMAcadémie de la Capitale is protected by Canadian Security Team (CST). Coded wipe cards

and passwords are used by personnel to enter the building. Access times as well as access

to the school are monitored by Lee Valley Tools Facilities. Specific access times are in place

to allow parents and students entrance to the school, for drop off in the morning and pickup

purposes in the afternoon.

After access hours, the doorbell is rung once and visitors and clients wait for the red lighted

dots to turn green in box. Before allowing anyone to enter the facility, faculty members

check visually who is ringing the doorbell. AcadeKidz Daycare visitors and clients as well as

the AcadeCap Preschool clients are buzzed in via a video camera system.

The CST monitoring and alarm systems are in place to protect the school and its facility from

break and entering, theft, vandalism and other possible emergencies. At all times, all four

emergency exit doors sound an alarm when opened.

HOURS OF OPERATION AT 1010 MORRISON, SUITES 200/201The facility is in use from 7:30 a.m. to 5:25 p.m. At all times, students are to be under

the direct supervision of an Académie de la Capitale and/or AcadeKIDZ staff member.

Maintenance personnel are not to assume this responsibility. The programme hours are from

9:00 a.m. to 4:00 p.m.

PYPHomeroom (Morning Exercises) 8:45 a.m. to 9:00 a.m.

1st period 9:00 a.m. to 9:45 a.m.

2nd period 9:45 a.m. to 10:30 a.m.

Recess 10:30 a.m. to 10:50 a.m.

3rd period 10:50 a.m. to 11:35 a.m.

4th period 11:35 a.m. to 12:20 p.m.

Lunch 12:20 p.m. to 12:45 p.m.

Recess 12:45 p.m. to 1:20 p.m.

Sustained Reading 1:20 p.m. to 1:35 p.m.

5th period 1:35 p.m. to 2:20 p.m.




Study, homework, reading, grace period 4:00 p.m. to 4:30 p.m.


MYP Grades 7 to 9Homeroom (Morning Exercises) 8:45 a.m. to 9:00 a.m.



Recess 10:30 a.m. to 10:45 a.m.



Lunch 12:15 p.m. to 12:45 p.m.







OSSD Grades 9 to 12

Homeroom (Morning Exercises) 8:45 a.m. to 9:00 a.m.



Recess 10:30 a.m. to 10:45 a.m.



Lunch 12:15 p.m. to 12:45 p.m.







Supervision Hours PJK, JK and SK 7:30 a.m. to 8:45 a.m.

4:00 p.m. to 5:30 p.m.

Grade 1 to Grade 8: 7:30 a.m. to 8:45 a.m.

4:15 p.m. to 5:30 p.m.


Period of GraceGrades 1 to 8 …after 8:30 am

…by 4:30 pm sharp

ATTENDANCE

LatenessIt is important for students to arrive to school on time. The Homeroom Period is crucial for

taking attendance, listening to morning announcements, individual conferencing and getting

ready to learn.

Parents or guardian please call the school at 721-3872 or e-mail [email protected] prior to

8:15 a.m. if a student will be late. Upon arrival at school, students will sign-in at the office and

then proceed to their learning area. Students are responsible for completing all missed work

due to lateness. Late arrivals are indicated on the report cards.

AbsencesParents/guardians are asked to e-mail at [email protected] or call the school at 613-721-

3872 prior

to 8:15 a.m. if a student will be absent. Using the wiki or other available online tool, students

are responsible for completing all missed work due to an absence.

Absences are indicated on the report card.

COMING AND GOING PROCEDURES

Arrival

AcadeKidz Daycare and Preschool including AcadeCap Intl.Preschool

Parents/guardians must use the assigned code to sign-in their child on the laptop/tablet at

the upper level daycare entrance. Morning supervision will be in the AcadeKidz preschool

room.

AcadeCap Intl. SK Students to Grade 8

AcadeCap parents/guardian must use the assigned code to sign-in their child on the laptop/

tablet in the front foyer.

Period of Grace

Parents/guardians of Grade 1 to 8 can drop off their child, after 8:30 am, without being

charged supervision fees.

Secondary School Students

Secondary School Students must use the assigned code to sign-in on the laptop/tablet in the

front foyer.


Arrival Routines

Parents/guardians and students store neatly lunch boxes, back packs and all other belong-

ings in designated bins and shelves.

Parents/guardians are responsible, at all times, for their child’s safety in the AcadeCap

drop-off area and parking lot.

DismissalAcadeKidz Daycare and Preschool including AcadeCap Intl.Preschool

Parents/guardians sign out their child using their assigned code on the laptop/tablet at the

upper level daycare entrance. Afterschool supervision will be in the AcadeKidz preschool

room.

AcadeCap Intl.SK to Grade 8

Student dismissal time for SK classes and higher is 4:00 p.m. Parents/guardians may pick up

their child at that time. Parents/guardians and students are asked to clear the hallway and

vestibule area promptly by 4:15 p.m. allowing staff to plan for the next day, to attend meet-

ings or training sessions. Parents/guardians sign out their child using their assigned code

on the laptop/tablet in the front foyer. Parents/guardians of AcadeCap Intl. students must

pick-up and sign-out their child by 4:30 pm sharp not to incur supervision fees.

SK students and higher who remain in Afterschool Supervision Programme will proceed to

the assigned locale. When picking up their child, parents/guardians sign out their child using

their assigned code on the laptop/tablet in the front foyer.

Secondary School Students

Secondary School Students must use the assigned code to sign-out on the laptop/tablet in

the front foyer.

After School Extracurricular Activities

All AcadeCap Intl. students and AcadeKidz preschool students are invited to participate in

extracurricular activities geared to their interest, age group and abilities. Students will return

to the designated supervision locale at the end of the activity. Students, participating in

the extracurricular activities, not signed up for the Afterschool Supervision Programme or

AcadeCap Intl. or AcadeKidz preschool programmes will be charged a supervision fee.

Departure Routines

Parents/Guardians accompany their child to the vestibule to ensure all belongings left at

school are neatly stored in designated bins and shelves, including shoes. Parents/guard-

ians are responsible for their child from the time they enter the upper level entrance door.

Parents/guardians proceed to sign out only as they leave.

Parents/guardians are responsible, at all times, for their child’s safety in the AcadeCap

drop-off area and parking lot. Please remind your child never to leave the facility, using the

upper level front door, without you!


Early Dismissal

AcadeKidz children and AcadeCap students who need to leave the school prior to dismissal

or closing times are to send an e-mail or present a note to the school administrator at the

beginning of the school day. The parent/guardian will pick up his/her child at the office.

Parents are asked not to attend the child’s class.

The parent/guardian must sign the student out, using their assigned code on the laptop/

tablet, prior to leaving for an appointment or for the day.

Students will be released from school only to their parents/guardians or to the persons au-

thorized in writing by parents (with signature) and made known to teacher/office personnel/

administrative staff. E-mail authorization for pick-up is not acceptable.

Students leaving the school and returning the same day shall sign both in and out with the

office.

If school personnel are unsure of whether a parent has given permission for a student to

leave, the school will not release the student until contact has been made with a parent/

guardian.

Pick-Up Permission (Alternate)

Children will only be released to specifically authorized individuals. These individuals include

all persons who have been listed in the ALTERNATE PICK-UP PERMISSION box in Schedule 1

of the Enrollment Contract. Last minute e-mail or phone call authorization for pick-up is not

acceptable.

An ALTERNATE PICK-UP PERMISSION can also be completed when parents/guardians wish

to give permission for another individual to pick up their child. This permission can be appli-

cable on a special day or on a long-term basis. Please ensure your alternate pick-up knows

your child’s sign-in and out code.

Late Pick-ups

Parents/guardians who do not sign-in or out using the code, will be charged supervision fees

as well as any client who picks-up and signs-out their child after 5:25 pm.

RecessAll students are reminded to wear outdoor attire appropriate for the weather, including

raingear. Students are not permitted to leave school grounds at any time. Académie de la

Capitale personnel supervise the school grounds at recess.

VISITORSStudents are not permitted to bring guests or visitors to school during regular hours unless

they have submitted a written request by e-mail or has discussed it with the homeroom

teacher and/or director of the school, explaining the purpose of the visit.

All visitors must report to the main office to sign in and out through the main entrance

stairway and door near the office. This is the only door, which remain accessible to visitors

throughout the school day. These doors are locked, but visitors should ring the doorbell and

wait for an authorized person (not a student) to admit them.


VII COMMUNICATION AND ACCESS TO INFORMATIONAcadémie de la Capitale has established a comprehensive system of communication.

Numerous ways (letters, memos, minutes, surveys, the family folder, photos and videos,

bulletin boards, e-mail, web site, parent portal, telephone) of obtaining and disseminating

information about what is going on at school are available to the Académie de la Capitale

community. Care is taken to cultivate both sides of the communication loop – the giving out

of information and the taking in of your opinions, concerns and ideas.

How to Obtain InformationAppointments are required for any and all communication with the school administrative

personnel and the founding director.

By various means, hassle-free information is obtained or provided about the following:

About Your Child § Student curated and displayed work throughout the learning environment

§ Policy for parent involvement in the classroom

§ Student agenda

§ Class website, blogs, Facebook page, school website, e-portfolio and many other virtual

tools

§ Individual Programme of Education for identified students

§ 3 formal achievement/progress report cards

§ 2 Student-Parent-Teacher Conferences/Interview and 1 Student-Led-Conference

§ Telephone interviews/exchanges of info with teacher(s)/parents/guardians upon request

§ Appointments with your child’s Homeroom Teacher, Subject Teacher, Teacher-Mentor

§ Appointment with the Founding Director upon request via your child’s homeroom teacher

or the office administrator.

About School Life and Learning Community § Le Voyageur highlighting monthly school activities and events under Up-coming Event

website

§ Academic school, preschool and daycare yearly calendars

§ White and Bulletin Boards: Service to the Community activities, Le Voyageur, Unit of

Inquiry and Student work, sports etc…

§ Special Functions: Meet-The-Teacher Corn Roast, Oral Presentations, Festive Season

Extravaganza, Mathematica Olympiads, Jiu-Gym-Dem, Science and/or Environmental Fair,

Rube Goldberg, Art Exhibit, AcadeCap Cabaret, Year End BBQ and Strawberry Social

§ Interactive website and smart phone app

§ AcadeCap Village Meetings and Mini-Village Meetings


About the Curriculum § Curriculum Nights

§ Scheduled appointments with PYP Coordinator, the MYP Coordinator and the OSSD

Coordinator and/or the Director

§ Manage BAC

About OSSD Course Information § Up-to-date course outlines are maintained on file by the school director and are available

upon request for parents and students to examine.

§ Course outlines are handed to parents at Curriculum Night.

§ Parents and students have access to up-to-date course outlines on ManageBac.

About the Ontario Ministry of Education Policy Documents § Online at http://www.edu.gov.on.ca/eng/

About the AcadeCap Policies based on the Ontario Ministry of Education Policy Documents § Summarized in the School Prospectus and unabridged version of the policies are available

from the director.

About the International Baccalaureate Programmes § Online at www.ibo.org

About the Day-to-Day Operations and Finances § Daily contact with Office Administrators

§ On-site weekly contact with School Financial Officer

§ Guidelines, Policies and Procedures Manual

About the Admission’s Process and Financial Information § Admission’s Officer at [email protected]

§ School Financial Officer at [email protected]

§ Admission and Financial Information sections of the school web site at www.acadecap.org

Discussing A Child’s Progress (Steps to…)

Parents/guardians with immediate concerns about their child’s progress should always re-

quest a telephone exchange and/or an appointment with the teacher first, by means of the

student planner or through the office. If the situation is not resolved in a satisfactory manner,

parents/guardians should contact their child’s teacher again to try and resolve their concern.

Before and after school (unscheduled) hallway exchanges, information meetings, athletic

and social events, etc, are never times for parent-teacher conferences. Proper scheduling of

conferences ensures that the parents, students and teachers can enjoy these events, and that

confidentiality of the student is safeguarded.


Electronic MailShould you wish to be added to Académie de la Capitale’s e-mail address lists, par-

ents/guardians are requested to e-mail their request to Académie de la Capitale’ Office

Administrator at [email protected].

At the beginning of each school year, students in Grade 3 and up will be assigned student

e-mail address name @acadecap.org to which the homeroom teacher will have the password.

The e-mail address will be used by the homeroom teacher to send out homework and to

communicate with the child’s parents.

Financial InformationPlease address inquiries about fee structures, payment schedules, tax credits, receipts, and

the refund policy to the Académie de la Capitale’s Financial Officer at [email protected].

Parties Invitations to outside birthday parties should not be given out at school unless every student

in the class is invited.

Personal Family FolderEach student has a personal folder located near the main office in the front foyer.

Information pertaining to school activities, messages for students and parents/guardians, and

other memos may be accessed in this file.


VIII FINANCE AND FUNDRAISINGFINANCIAL RESPONSIBILITIESParents or guardians financially responsible for any student attending Académie de la

Capitale and AcadeKIDZ are required to sign an Enrolment Contract that delineates the pay-

ment amounts and schedule as well as the school’s and parents’ responsibilities. Operating

as a not-for-profit charitable organization, Académie de la Capitale/ École internationale

AcadeCap International School also relies on donations and fund-raising activities for the ac-

quisition of some educational materials, equipment and contingencies. École internationale

AcadeCap International School issues tax receipts for all financial donations.

Childcare receipts are issued for tuition paid to École internationale AcadeCap International

School. A portion of the fees is a tax deduction. For children under 6, the full amount of the

tuition is given as a receipt. Please consult the Income Tax Act to determine your eligibility

and the amount of any personal allowable deduction.

ACADEQUIZFunds raised supplement Académie de la Capitale’s educational programmes and further

equip labs; additionally 20% of ticket sales are directed to a charity of the school’s choice.

The main attraction is a clever and often humorous trivia game consisting of 8 categories,

from Pop Culture to All About Canada. Enthusiastic participants are placed on teams for

some healthy competition.

BIRTHDAY BOOK DONATIONParents are encouraged to donate books, of their child’s choosing, for the school’s library to

commemorate their child’s birthday.


IX PARENTAL INVOLVEMENTParent volunteers are an essential part of the life of AcadeCap. Parental support provide

students with a well-balanced education.

There are many ways in which parents/guardians can take an active role in the classroom and

in the school. How parent volunteers can be supportive in the school is only limited by our

imagination.

The purpose of inviting volunteers in the classroom and in the school is to:

§ Encourage participation in order to enhance school-based activities and academic

learning

§ Access an invaluable knowledgeable and skilled resource

§ Increase communication and positive relationships between the school, parents and the

community

QualificationThe most important qualification of a volunteer is to have genuine interest in young people.

Confidentiality and discretion are necessary. Warmth and empathy are essential. No special

educational background is required.

Benefits for Parents/guardians § Observe your child in the learning environment

§ Learn a second language and understand the bilingual world of a child

§ Build a resume to move back into the workforce

VolunteeringParents/guardians wanting to share their ideas and their expertise with our learning commu-

nity are encouraged to indicate their availability on the VOLUNTEER SIGN-UP SHEET.

All volunteers must provide the school with a Criminal Reference Check before being allowed

to offer their services.

At no time are volunteers responsible for or permitted to discipline individual students or the

class. The teacher remains fully responsible for the safety and discipline of each student and

class.

Students will be respectful courteous to class and/or school volunteers.


X HEALTH ANIMALS

HusbandryAll animals entering the Académie de la Capitale and AcadeKidz premises are healthy and

are checked by a veterinarian. All cages are cleaned weekly and disinfected by-weekly. The

turtle tank water is changed weekly and the tools disinfected after every use. Should addi-

tional cleaning be required, it is done. A husbandry log is kept.

HandlingThe animals are handled under teacher supervision. Handling is immediately followed by a

hand washing with soap.

ALLERGIESPlease inform the office administrator and the teacher of your child’s allergies, if applicable.

Photos of the students with allergies are posted, in different areas in the school, along with a

symbol indicating the type and severity of the allergy. Students with allergies are introduced

to all Académie de la Capitale students and personnel at the first school assembly of the

school year. Académie de la Capitale is a nut-aware establishment.

ILLNESS

Notification of IllnessPlease notify the school’s office administrator at 613-721-3872 or send an e-mail to info@

acadecap.org, prior to 8:15 a.m., if your child will not be attending school for a day or for an

extended period of time. Teachers should be informed of injuries or illness so they may pro-

vide the best care for your child and others.

Children should remain at home, nor attend school activities, if they are feverish, have an

upset stomach or diarrhoea, heavy nasal discharge, undetermined rash/eruptions or any form

of communicable disease; the student should not be at school or at any school activity. A

student must be free of illness and/or fever without the benefit of fever reducing medications

for forty-eight (48) hours before returning to school.

If a child becomes ill during school hours or needs special medical attention, parents/guard-

ians will be contacted immediately. If the need is urgent and parents/guardians cannot be

reached, persons listed on the emergency form will be contacted. Please ensure that all

numbers are current for parents/guardians and emergency contacts. A NOTICE OF ILLNESS

form, detailing the reasons for sending the student home, will be completed and kept in the

child’s school file.

COMMUNICABLE DISEASESAcadémie de la Capitale requires immediate notification by the parents/guardian when they

suspect their child has a communicable disease or when a health care provider diagnoses the


condition. Many childhood conditions are contagious and require exclusion. These include,

but are not limited to, chicken pox, measles (German or red), severe colds, conjunctivitis,

impetigo, pediculosis (lice), strep infections (strep throat and scarlet fever). A child who has

been prescribed antibiotics for a communicable disease requires a 24-48 hours of adminis-

tration of antibiotic before returning to school.

Monitoring and reporting absenteeismTo help monitor the spread of the novel viruses, we will take the following measures con-

cerning absenteeism:

§ Ask that parents notify you of the reason for their child’s absence when they have

respiratory or gastrointestinal symptoms (e.g., fever, cough, shortness of breath, diarrhea

and vomiting)

§ Complete A NOTICE OF ILLNESS form, detailing the reasons for sending the student

home, to be kept in the child’s school file.

§ If more than 10 per cent of the children or adult personnel in the school are ill, the director

will notify Ottawa Public Health by calling 613-580-6744

§ Daily taking of temperature and promoting hand hygiene and cough etiquette

§ Children and adults working with children will take these simple steps to help prevent

illness:

§ Upon arrival at the school, take everyone’s temperature and send home immediately those

running a fever

§ Wash your hands frequently with soap and water for at least 15 seconds. If running water

is not readily available, a 60-90 per cent alcohol-based hand rub is also effective.

§ Cough or sneeze into your sleeve or arm – not your hand.

§ Don’t share things that go in the mouth, such as cups, juice boxes, water bottles, forks/

spoons, musical instruments with mouthpieces, mouth guards, etc.

§ Don’t share school supplies such as pencils, erasers, etc…

Watching for flu-like symptomsWhen children show flu-like symptoms such as fever, chills, cough, sore throat, headache,

muscle aches and possibly vomiting or diarrhea, they are advised to stay home until they no

longer have a fever and are feeling better (see Sick Child Policy). They should avoid coming

to school, childcare facilities, sports, extracurricular activities, shopping centres, places of

worship, visits to friends and other activities where they might come in contact with others.

Isolating children who are illIf children develop flu-like symptoms at school:

§ their parents will be called and ask to pick up their child immediately

§ ill children will isolated from other children until their parents pick them up; a two-metre

distance from the ill child will be maintained

§ extra cleaning precautions as explained in the fact sheet “Environmental Cleaning and

Disinfection” will be undertaken.


Caring for children who are ill (until parents pick them up)In cases where parents cannot pick up sick children immediately, care for children who expe-

rience mild symptoms will include:

§ limiting contact with other children and personnel

§ arranging for separate living and sleeping quarters to isolate them from other children

until their parents are able to pick them up

§ teaching them to cough and sneeze into their sleeve instead of their hands

§ ensuring they wash their hands frequently

§ giving them plenty of fluids to help prevent dehydration

§ making sure they get adequate rest

If children experience severe symptoms such as high fever and difficulty breathing, we will

make sure they are seen by a health care provider or go to a hospital.

CLEANING PREMISESFrequently touched surfaces such as door handles, railings, faucet taps, bathrooms, toilet

flush handles, keyboards, working surfaces and various personal items are cleaned and disin-

fected daily with approved products.

PEDICULOSIS (HEAD LICE)Students may be subject to inspection for head lice when warranted. Parents/guardians shall

be notified should a case be diagnosed in their children’s homeroom. An affected child may

return to school when, and not before, he/she undergoes an inspection from the office per-

sonnel, and parents/guardians complete documents attesting to appropriate treatment, and

the elimination of lice and nits.

DISPENSING MEDICATIONThe school and the daycare will not dispense medication to students except when prescribed

by a doctor and provided by the parents/guardians. Only those students with a permanent

condition (not a temporary illness or infection) requiring daily medication will be able to have

medication administered from the office. The school personnel will not administer any other

type of medication.

If a child is on medication for a permanent condition (not a passing illness) and the med-

ication must be administered during school time, the parent/guardian must complete the

PERMISSION TO DISPENSE MEDICATION AND WAIVER in the office. All medication must

be in the original prescription container. All medicines must be brought to the school office

by the parent/guardian at the beginning of the week/month. Students may not carry medi-

cines on their person. The office administration personnel only, can administer medication at

school.

Teachers may dispense sunscreen and insect repellent with written parent authorization, only.


IMMUNIZATION Up to date immunization records are required of all students as recommended by the Ottawa

Carleton Regional Health Department. A newly enrolled student will not be permitted to

start class until the immunization record is available.

It is the responsibility of Académie de la Capitale and AcadeKidz personnel, parents and

parent volunteers to ensure their own immunizations are up to date.

SNACKSParents/guardians are asked to provide two nutritious snacks a day for their child. Water

is the drink of choice. As often as possible, try to reduce paper waste and pack litter free

lunches.

Please do not send snacks which may or do contain nuts and sesame as we have students

with severe/mortal nut allergies. Académie de la Capitale is a nut and sesame aware estab-

lishment. Please check Picture Notice Board to identify students/adults with anaphylactic

reactions to nuts or other foods.


XI SAFETY AND SECURITYACCIDENT/INCIDENTAny time a child is injured, an ACCIDENT/INCIDENT REPORT is completed by the teacher/

office administrator and a copy given to the parents after the teacher/office administrator

discusses the accident/incident with the parents/guardians. The signed report is kept in the

Incident/Accident Report binder in the office.

CONFIDENTIALITYThe sharing of private information is an integral part of conducting business in a school set-

ting. Académie de la Capitale and AcadeKidz administration and personnel are responsible

for the security of confidential information, e.g., report cards, medical exams, psycho educa-

tional assessments, psychological testing, collected and stored in the Ontario Student Record

(O.S.R.).

Académie de la Capitale and AcadeKidz administration, teachers, supply teachers, parents,

volunteers, students, therapists, and psychologists must observe the confidentiality of this

information. Confidential information is to be shared “behind closed doors”, on a need-to-

know-basis only.

With a written request, parents/guardians and students over 16 have the right to access any

information, stored in the O.S.R., about themselves or their child.

Parents/guardians and Académie de la Capitale and AcadeKidz administration and personnel

are required to sign the CONFIDENTIALITY AGREEMENT FORM.

CRIMINAL REFERENCE CHECKCriminal reference checking is a precautionary measure and is mandatory for a private

school. An educational institution must ascertain whether individuals providing direct service

to children have a criminal history which could potentially make them unsuitable for certain

positions of trust. Such checks assist the school in ensuring the safety and the well-being of

the personnel and its clientele.

Administrative and office personnel, teachers, supply teachers, assistants, instructors, custo-

dians, parent volunteers, anyone coming in direct contact with the students must provide a

Criminal Reference Check Record.

EMERGENCY EVACUATION

Emergency/Fire DrillsEmergency/Fire Drills usually take place at the end of September and October and are

recorded by Académie de la Capitale. The director and personnel are responsible for super-

vising the students during these emergency/fire drills.

Students and personnel must always wear shoes in the classroom, in the daycare, in the gym, in the school.


Emergency/Fire Route to Designated Safe AreaAs students line up in the designated safe area, the Lee Valley Tools parking lot, attendance

will be taken by checking the students’ names against the Attendance Registry.

Académie de la Capitale director, personnel and students will be allowed back into the

building once the proper authorities have given authorization to do so.

Should we not be allowed back into the building within 10 minutes during the winter, all s of

the Académie de la Capitale community will take shelter in the Lee Valley Tools store, located

at the corner of Greenbank Road and Morrison Drive. The second designated safe area is the

Lee Valley Tools’ administration “green” building located at 1090 Morrison Drive, Ottawa ON

K2H 1C2.

The office administration personnel and the Telephone Fan Out Committee will request that

parents/guardians pick-up their child as quickly as possible.

Lockdown Procedures In keeping with the commitment to maintain a safe learning environment for all students and

personnel, AcadeCap recognizes that in life-threatening situations where there is an active

threat, the safety of the persons at the school is best insured by Lockdown Procedures. In

such instances, the School Administration shall suspend the normal daily routine and activate

Lockdown Procedures prior to the arrival of the emergency services.

The purpose of Lockdown Procedures is two-fold: prevent persons at the school from being

harmed during a life-threatening situation and secondly to clear the way for emergency ser-

vices to respond to the life-threatening situation.

The AcadeCap Lockdown Procedures Drills take place randomly, at least twice a school year.

The Procedures have been developed with the guidance of the Community Police Officer and

are available at the office.

AcadeCap personnel are trained in risk-threat assessment.

FIELD TRIPSField trips are educationally based and serve as extensions to the curriculum, more specifi-

cally a unit of inquiry. The outings are academically oriented with well-planned preparation

and follow-up. It is understood that class educational trips at all grade levels are privileges.

The school will organize transportation, to and from the activity.

Students are reminded that during off site field trips, they are expected to remain with their

assigned group and to be respectful ambassadors of the school.

Parents must complete the FIELD TRIP WAIVER, once. For every field trip planned, parents

must complete the PERMISSION FORM by the due date before a student may participate in

an outing. Permission given over the phone will not replace the signed PERMISSION FORM.

INTERNET SAFETYUMBRELLA form OPEN DNS is installed on all school computers to provide a level of cyber

protection. Students’ use of the Internet will also be monitored, however, it is impossible to


control all materials seen by the students. For that reason, users and their families accept

responsibility for safe and reasonable use.

CARE OF PERSONAL BELONGINGS

CloakroomStudents are assigned storage space in the cloakroom at the beginning of the school year.

It is the students’, as well as the parents/guardians’, responsibility to clean out the storage

space on a weekly basis. Old lunches attract bugs! Spot checks will be done on a regular

basis.

Lost and FoundTo facilitate the recovery of lost property, report lost or found articles to the office.

Personal PropertyParents/guardians and/or students shall ensure that items of clothing be marked with the

student’s name.

The use of cell phones, I Pods, MP3s, video games and other electronic gadgets is not per-

mitted during class time.

The school is not responsible for lost/broken items.

PLAYGROUND, SPORTS FIELDS AND RINKSThe school grounds are checked regularly for objects harmful to students. The playground

and sports’ fields, used by Académie de la Capitale, are maintained and inspected on a rou-

tine basis by the City of Ottawa.

Students are reminded to play safely on the structures and on the playground and to show

sportsmanship with participating in outdoor team sports. Running, pushing, shoving and/

or play fighting are not permitted on the climbing apparatuses. Student playing on the slide

must climb using the steps or ropes. Pushing, shoving, hitting, kicking and/play fighting are

also not permitted on the playground and on the rinks.

Students, skating or playing hockey on the rinks, must wear helmets. Only skates are per-

mitted on the rinks.

The personnel and students are committed to protecting the school environment by prac-

ticing the 4Rs, to REDUCE, REUSE, RECYCLE and RECOVER.

RECESSAll students are required to go outside for recess, except during inclement weather.

All students are reminded to wear outdoor attire appropriate for the weather.

Students are not permitted to leave school grounds at any time.

Académie de la Capitale personnel supervise the school grounds at recess.


SCHOOL/DAYCARE CLOSUREWhen weather conditions cause school opening to be questionable, the Director or Office

Administrator will inform the AcadeCap Community via the school website as well as make

one of the following announcements to local radio and television stations:

§ Académie de la Capitale/AcadeKIDZ will be closed.

§ Académie de la Capitale/AcadeKIDZ will be on a delayed schedule, beginning at 10:00

a.m.

§ The Morning Supervision Programme is cancelled.

Should the severe inclement weather begin during the school day, information will be pro-

vided through the same media sources, the school website and the Telephone/e-mail Fan

Out Committee.

Please do not call the school during a day on which inclement weather occurs. This unneces-

sarily ties up the phone lines. Please see the website or listen to the media for updates.

Should there be a loss of essential services to the building, e.g., hydro, water, heat and tele-

phone; the Telephone/e-mail Fan Out Committee will inform the parents/guardians as quickly

as possible.

TELEPHONE USAGEThe school telephones are used for business purposes and are not accessible to students

except in case of emergency. If, however, an emergency occurs during the day and you must

communicate a message to your child, please give the message to the office administrator

and it will reach your child.

Teachers do not make us of smart phones for sending or receiving personal texts, calls and

e-mails during instructional and supervision hours.

THEFT, VANDALISM AND WEAPONSTheft, vandalism and possession of weapons are prohibited and a violation of this rule may

render the student liable to suspension or expulsion.

TheftStudents are reminded to leave all items having high monetary value at home.

Students should report any incidents of theft to the Office Administrator.

The school assumes no responsibility for stolen property.

When there is evidence of theft by students, they are suspended for a day and are held

responsible, through their parents, for returning the stolen item or for paying replacement

costs.

VandalismVandalism is a serious act of destruction. Students, through their parents, are responsible for

all costs to restore or replace the vandalized property to the condition in which it was before

it was vandalized.


Students will also be suspended for a period of one to five days, depending upon the seri-

ousness of the incident.

WeaponsStudents are not permitted to possess knives, firecrackers, matches, lighters or anything that

resembles or could be used as a weapon. Violation of this rule may constitute a criminal

offence. The student will be subject to immediate suspension and possibly dismissal from the

school.

TRANSPORTATION Parents/guardians are responsible for transportation to and from school.

BicyclesStudents who bike to school are expected to walk their bicycle on school property, especially

in the parking lot. Bicycles should be locked to the bike rack. The school does not assume

responsibility for lost or stolen bicycles.

Cars and the Parking LotParents/guardians are requested to walk children, across the parking lot, to the play yard, to

the front doors and up the stairs.

Never leave your child unsupervised in the drop-off/pick-up area and the parking lot.

Parents/guardians, students, personnel and visitors are reminded to exercise extreme caution

when driving into and backing up from their parking space.

Students are reminded never to run between parked cars and in the parking lot.

SkateboardsUse of skateboards are not permitted on the school grounds.


XII SUPPLIESBOOKS AND REFERENCES Books, workbooks and library references and books are provided for the use of the students

by the school. Students must keep their books covered at all times, and should carry them

in a book bag or pack. Adhesive book covers as well as adhesive tape should not be used as

this damages the book covers. Students are responsible for maintaining their textbooks and

will be required to pay for damage, defaced or lost books.

ICT EQUIPMENTAcadeCap provides ICT equipment for learning purposes. All students are responsible for

proper use and handling of any ICT equipment belonging to the school, from cameras to i

pads. Repairs or replacement costs of equipment damage due to negligence or misuse will

be the parent/guardian’s responsibility.

MUSICAL INSTRUMENTSViolins are the property of the school and they are expensive to repair or to replace.

Borrowed violins are to be signed out at the end of the day with the music teacher and/or

with the office. They must be returned in good condition. Parents/guardians will receive

invoices for replacement fees for lost or damaged violins.

SCHOOL SUPPLIESThe teacher(s) and specialist(s) will distribute supplies such as notebooks, paper, binders,

scrapbooks, art portfolios and planners at the beginning of each semester. Students are

responsible for taking good care of the distributed supplies and for coming to class ready to

work with the necessary materials.

Students who abuse the supplies will become responsible, through their parents/guardians,

for buying their own supplies.


XIII ACADECAP TEAM FOR 2015-2016 ACADEMIC YEAR

PROGRAMME RESPONSIBILITIES GRADE NAME

ACKIDZ TODDLERS Supervisor, Caregiving Toddlers Stephanie Greenberg RECE

ACKIDZ PRESCHOOL, AC PYP COORDINATOR

POI PJK-JK Nora Ibrahim RECE

ACKIDZ PRESCHOOL ; PYP POI PJK-JK Mélanie Taylor RECE

AC PYP, MYP, OSSD POI ; Arabic SK- 1, 2 - 9, 10 Sadjia Sam B.A. B.Ed.

AC PYP, OSSD POI ; Math 3-4, 5-6, 9 Lola Djembo-Lobetti B.sc.soc., B.ED

AC PYP, MYP, OSSD POI ; Art dramatique; TBD 5-6 ; PK-12 Brinda Appanah B.Ed.

AC PYP, MYP, OSSD POI; English, PM Benchmarks, Math and Science for the Blind

PJK - 12 Andrea Shoup B. A. Child and Youth Studies, B.Ed.

AC PYP STEM; Computer Programming SK - 6 Sarah Sumner B.Sc.H., M.Sc. Mathematics

AC PYP Mandarin 1-6 Jie Tang B.A. Chinese Literature

AC PYP, MYP, OSSD VP; MYP Coord.; SMT; English PK-12

7-12

Linda Halberstadt B.A., B.Ed.

AC MYP, OSSD Français; Études sociales ; Français langue seconde; EMS; Soutien pour enfants aveugles

7-12 Angelina Sabine B.A.,

M. AC American Civilization

M.Ed.. French Language Education

AC PYP, MYP, OSSD PSPE/Phys. Ed.; ESL; Spanish; Civics; Careers

PK-10 Priscila Fuentes B.A. Psychology; B.Ed.

AC PYP, MYP, OSSD STEM ; Math, Science, Physics, Design

7-12 Neena Parbhakar B. Eng. Electrical

AC OSSD OSSD Coordinator; Chemistry, Math; AC Tutoring, à la carte credit courses

9-12 Talha Tariq B.Sc Chemical Engineer, M.Sc Engineering Management

AC OSSD STEM; Computer Science, 9-12 Edna Braun PhD. ( Computer Science)

AC MYP, OSSD Braille and ESL 7-12 Kim KilPatrick B. A. GTT instructor

ACKIDZ, AC PYP, MYP, OSSD School Administrator, SMT Mary Sirskyj B.A. & B. Ed

ACKIDZ, AC PYP, MYP Jiu-Jitsu PK-8 Scott FitzPatrick Renchi (master instruc-tor) (Black Belt)

ACKIDZ, AC PYP, MYP Jiu-Jitsu PK-8 Phil Page Sampei (Black Belt)

ACKIDZ, AC PYP, MYP Music, Violin PK-9 Marta Talanzcuk B.Ed; BFA

ACKIDZ, AC AcadeCamp; Supply Caroline Robson Candidate: Child and Youth Studies


ACKIDZ, AC Partnerships; AcadeCODERS; Super Sats; Minecraft EDU

Stefan Trivuncic Candidate: Criminology & Criminal Justice, and Business.

ACKIDZ, AC AcadeCODERS; Super Sats; Minecraft EDU

Rodrigo Sandoval Candidate: Electrical Engeneering

ACKIDZ, AC PYP, MYP, OSSD Founding Director Lucie Lalonde B.A. Applied Linguistics

B.Ed, M.A. (Second Language Teaching)