Terry Fox Secondary Staff Handbook 2014 - 2015

DRAFT
September 19, 2014
Terry Fox Secondary School
STAFF HANDBOOK
2014 2015
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Terry Fox Secondary Staff Handbook
MISSION
Terry Fox Secondary strives to create a challenging environment which fosters respect,
courtesy, and enthusiasm for learning.
Terry Fox Secondary strives to encourage students to show determination,
commitment, and perseverance in the pursuit of their fullest academic and personal
potential.
WE PURSUE EXCELLENCE
I just wish people would
realize that anythings possible
if they try, that dreams are
made if people try.
Terry Fox
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TABLE OF CONTENTS
Staff Handbook ............................................................................................................................................ 1
MISSION ......................................................................................................................... 2
PRINCIPALS MESSAGE ............................................................................................... 3
REPORTING TIMELINE 2013 2014 ............................................................................ 7
Introduction ................................................................................................................................................. 8
School Goals & APL (Action Plan For Learning) ..................................................................................... 8
TERRY FOX SECONDARY ADMINISTRATIVE RESPONSIBILITIES 2013 2014 ....... 9

TEACHING STAFF LIST .................................... ERROR! BOOKMARK NOT DEFINED.
SUPPORT STAFF LIST................................................................................................ 13
DEPARTMENT HEADS ................................................................................................ 14
SCHOOL HOURS/CLASS SCHEDULE ....................................................................... 15
School Day ................................................................................................................................................. 15
Announcements ........................................................................................................................................ 15
Inclement Weather (Policy #Ap132) ........................................................................................................ 15
School Opening Procedures .................................................................................................................... 16
Homeroom Procedures ............................................................................................................................ 16
School Assemblies and Presentations ................................................................................................... 16
Counsellors ............................................................................................................................................... 18
Department Heads .................................................................................................................................... 18
General Duties and Responsibilities of All Department Heads Include: ............................................. 18
Application and Selection Procedures for Secondary Department Heads ......................................... 20
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Fiscal Responsibilities of Department Heads ........................................................................................ 20

Department Head Review of Student Evaluation ................................................................................... 21
COMMITTEES AND REPONSIBILITIES ...................................................................... 24

CDMC.......................................................................................................................................................... 24
Professional Development ....................................................................................................................... 25
Technology ................................................................................................................................................ 25
Occupational Health and Safety Committee .......................................................................................... 25
BEAR AWARE PROCEDURES ................................................................................... 31

Emergency Actions ................................................................................................................................... 31
Pro-active Measures ................................................................................................................................. 32
EMERGENCY MAP ...................................................................................................... 36

RESPONSIBILITIES OF TEACHING STAFF ............................................................... 34
Teacher Attendance .................................................................................................................................. 35
Absenteeism Teacher on Call ............................................................................................................... 35
Attendance at Meetings ............................................................................................................................ 36
Communication ......................................................................................................................................... 36
Dos............................................................................................................................................................. 36
Donts ......................................................................................................................................................... 36
E-mail may be: ........................................................................................................................................... 36
Assessment and Evaluation .................................................................................................................... 37
Late And Missed Assignments ................................................................................................................ 39
REPORTING PROGRESS TO PARENTS AND STUDENTS ....................................... 41

Method of Reporting ................................................................................................................................. 41
Student Late Assignment Policy ............................................................................................................. 41
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Meaning of Symbols Used on Report Cards .......................................................................................... 41

Work Habits ............................................................................................................................................... 43
A Sample Rubric For Determining Student Work Habits ...................................................................... 44
Absence ..................................................................................................................................................... 45
Frequency of Reporting ............................................................................................................................ 45
Appeal Procedures ................................................................................................................................... 46
Student Reports ........................................................................................................................................ 47
Intermediate Reports (Grades 8 to 10) .................................................................................................... 48
Graduation Reports (Grades 11 and 12) ................................................................................................. 48
Promotion and Retention ......................................................................................................................... 48
Students with Special Needs ................................................................................................................... 49
English As A Second Language Students ............................................................................................. 49
STUDENT ATTENDANCE ............................................................................................ 50

Terry Fox Secondary School Attendance Policy (revised September 2008) ...................................... 50
Responsibilities ......................................................................................................................................... 51
Truancy ...................................................................................................................................................... 52
Attendance Procedures ............................................................................................................................ 52
THE THREE LEVEL ATTENDANCE INTERVENTION PLAN FOR UNEXCUSED

ABSENCES .................................................................................................................. 53
Level 1 The Three Step Teacher Intervention ..................................................................................... 53
Level 2 Counsellor Intervention ........................................................................................................... 53
Level 3 Administrative Intervention ..................................................................................................... 53
Student Attendance Roles and Responsibilities ................................................................................ 54
STUDENT DISCIPLINE AND SUSPENSION ............................................................... 56

Key Principles ........................................................................................................................................... 56
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General Discipline Guidelines: ................................................................................................................ 56

Dealing with Violent Students.................................................................................................................. 57
Student Smoking ....................................................................................................................................... 58
Weapons .................................................................................................................................................... 58
Drug or Alcohol Use ................................................................................................................................. 58
Commencement Ceremonies .................................................................................................................. 59
Procedure................................................................................................................................................... 59
Criteria For Valedictorian ......................................................................................................................... 59
STUDENT SERVICES .................................................................................................. 60

Learning Centre ......................................................................................................................................... 60
Skill Development ..................................................................................................................................... 60
Referral Procedure .................................................................................................................................... 60
Learning Assessment Policy ................................................................................................................... 61
SCHOOL-BASED TEAM .............................................................................................. 62

Medical Alert List ...................................................................................................................................... 63
SCHOOL SECURITY .................................................................................................... 63

Personal Property of Students and Teachers ........................................................................................ 63
Building Security ....................................................................................................................................... 63
School Keys ............................................................................................................................................... 63
ACCIDENTS STUDENT/STAFF ................................................................................ 64

Student Accident ....................................................................................................................................... 64
Staff Accident ............................................................................................................................................ 64
SUNSHINE FUND ........................................................................................................ 65

SCHOOL MAP ............................................................................................................. 66
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SCHOOL CALENDAR 2014-2015 ................................................................................ 69

APPENDIX A Code of Ethics ....................................................................................... 69
APPENDIX B Teacher Evaluation Procedures ............................................................... 70
APPENDIX C Inter-Ministerial Child Abuse Protocol ...................................................... 72
APPENDIX D Course Previews .................................................................................... 74
APPENDIX E District Code of Conduct ......................................................................... 76
APPENDIX F Field Trips and Special Activities .............................................................. 78
APPENDIX G Field Trip Approval Form ....................................................................... 80
APPENDIX H Terry Fox Bus Request Form ..................................................................... 81
APPENDIX I Terry Fox Large And Small School Bus Cost ............................................... 82
APPENDIX J Extra-Curricular Students at Terry Fox ...................................................... 83
APPENDIX K Medical Alert Students ............................................................................ 84
APPENDIX L Policy For Scheduling Students ............................................................... 94
APPENDIX M Graduation Program .............................................................................. 96
APPENDIX N Tech Support ......................................................................................... 98
APPENDIX O Code of Conduct.................................................................................... 99
APPENDIX P Reporting Timeline 2014 - 2015 ....................................................................... 106
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PRINCIPALS MESSAGE
Welcome to another great year here at Terry Fox Secondary. I am excited to start a year filled
with new experiences. Whether you are a relatively new teacher, seasoned master teacher or
somewhere in between, make the most out of the 2014-2015 school year.
Throughout the year, please come down and talk to one of us if you have any concerns. You
are on the front-line with our students and parents, and positive, open, two-way communication
with the administration benefits everyone. New ideas and suggestions are welcomed as we are
always looking for ways to improve and grow.
The guidelines set out in this handbook are here to help you and make things run effectively and
efficiently. If you have any questions regarding this handbook and its contents over the year,
please bring them to one of the administrators. The handbook is a dynamic document that will
grow and change as needed. Therefore, throughout the year we may add new or updated
pages to the handbook. Please take time to read the staff handbook as it contains district policy
and school practices that need to be followed.
We are privileged to be able to work at Terry Fox Secondary. We have approximately 1400
students whose parents trust us to teach and care for them as individuals. Make the most of
every moment the year will go by so fast!
Heather
INTRODUCTION
This school has been re-named and dedicated to the memory of Terry Fox. The students and
staff of Terry Fox Secondary are honored to be identified with the ideals and concern for others,
which Terry Fox exemplified. Terry was an ordinary teenager; he was proud of his school and
shared the same joys and sorrows, the same hopes and uncertainties, as did his friends at
PoCo. Terry never presumed to set standards for others, but he always did his best. He was
dedicated to the goal of raising money and awareness to defeat cancer.
SCHOOL GOALS & APL (ACTION PLAN FOR LEARNING)

We support the Ministry, District and School Goals. Terry Fox School Goals as outlined in our
APL (Action Plan For Learning)
1. To encourage and develop positive character traits at Terry Fox Secondary School
through the continuation of the Character in Action Program.
2. To foster student engagement through increased school and community activities.
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TEACHING STAFF LIST ( CTA)

ADMINISTRATION
Ms. Heather Murphy
Principal
Ms. Lisa Dub
Vice-Principal
Mr. J.J. Hyde
Vice-Principal
COUNSELLORS(4)
Mr. Rich Chambers
Ms. Tammy Ough
Ms. Rhonda Trunkfield
Ms. Nina Norlin
TEACHERS
Ms. Therese Baker
Mr. Dave Bifolchi
Mr. Grant Bohlen
Mr. Graham Bowers
Ms. Robin Charboneau
Mr. Steve Charboneau
Mr. Ryan Cho
Ms. Alissa Chojnacki
Ms. Lesley Chung
Mr. Chris Corrado
Ms. Rubi Corsi
Mr. Ed Csuka
Ms. Franca DAlfonso
Ms. Jennifer Dalrymple
Ms. Caz Davidson

Ms. Layla DEmanuele
Ms. Rosie Dhesi
Ms. Olga Dodic
Mr. Vern Fedorak
Ms. Jennifer Fort
Ms. Kelly Fridge
Mr. Doug Friend
Mr. Steve Fukui
Ms. Monica Gallo
Mr. Craig Geddes
Mr. Pietro Grossi
Ms. Nicole Hadden
Mr. Peter Haerdi
Ms. Amanda Herdman
Ms. Kathy Hess
Mr. Ian Hurst
Mr. Mike Jones
Ms. Melinda Kinder
Mr. Jorge Knizek
Mr. Doug Kong
Mr. Tom Kudaba
Ms. Dona Lawson
Mr. Jeff Leitch
Mr. Peter Maddrell
Ms. Anne Malo
Mr. Brett Malo (L)
Mr. R. Mazzucco
Ms. Susan Marino
Ms. Sheila Marshall
Ms. Renee Mazzucco (L)
Ms. Cheryl McCargar

Mr. Dave McCristall
Mr. Martin McDonnell
Mr. Brett McLean
Ms. Laura Menard
Ms. Veronica Miranda
Ms. Cristina Mohammed
Mr. John Murphy
Ms. Kyla Murphy
Mr. Andrew ONeill
Ms. Brenda Pasichnyk
Mr. Craig Percevault
Mr. Brad Peterson
Mr. Mark Prinster
Mr. Dejan Radic
Ms. Jeanette Reynolds
Mr. Adam Rigetti
Mr. Steve Sainas
Mr. Antonio Santarossa
Mr. Steve Snyder
Mr. Dan Tilsley
Mr. Tom Turnbull
Ms. Leah Ueda
Mr. Don Van Os
Mr. Richard Vickers
Mr. Dean Whitson
Mr. Derek Wintermans
Mr. Ron Williams
Mr. Dennis Wong
Mr. Len Wyatt
* Bold Admin, Department Heads
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TERRY FOX SECONDARY ADMINISTRATIVE RESPONSIBILITIES 2014 2015

X Responsible Ross
Involved
Heather
Departments
Career Prep/Transition Ed
Counseling
English
Tech Ed/Drama/Art/Theatre/Music
Home Economics/Planning
Library/Business Ed/Info Tech
Math
Modern Languages
E.A.L./International Students
Physical Education
Science
Social Studies
Student Leadership
Student Services/SEAS/IBS
Lisa
Patti
Chambers/Norlin
X
X
Marino
X
X
Murphy
Haerdi
McCristall
Bowers
DAlfonso
X
X
Malo/Chambers
Fedorak
After Grad
Announcements/Raven/Enews/Communication/
PR
Other
Haerdi
Skill Development
Dept. Head Meetings
OTHER RESPONSIBILITIES
Aboriginal Education (Youth Worker)
X
X
X
X
-
Bohlen
Chambers
Corsi
Kinder/Kudaba/Reynolds
Kinder
Youth Worker
Leslie/ Prinster
APL Action Plan for Learning

Articulation
Assemblies (Grade Assemblies)
Athletics
Attendance Monitoring / Auto dialer
Awards
BCeSIS
Breakfast Club
Bus Coordination
X
X
X
X
X
X
CADS Authorization
Cafeteria/Healthy School Initiatives/Vending
Calendar
Caretakers
CDMC
Commencement
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J.J.
Counsellors/Kinder
X
X
X
X
X
X
X
X
X
X
Vern/Rich/Tammy
X
X
X
X
Counselling/Vern
Rhonda
Laura Menard
Site Contacts
Leslie/Maureen and
Kathryn
X
X
X
X
X
X
Marty/Deb
Chambers
Counsellors/Kelly
Involved
Counseling A-E
Counseling F-K
Counseling L-P
Counseling Q-Z
Community Bookings
Course Handbook
Crisis Response Team
Discipline Referrals
Heather
Health and Safety Committee/WCB

Home room
Immunization
Inventory (Year End & Ongoing)
Legacy Project
L.I.F.
Link Crew
ISS
Lockers
Maintenance, Physical Plant, Work Orders
Mentorship
Ministry Forms Special Education/1701
Ministry Forms Course x Course
Ministry Surveys
Newsletters (to be emailed)
New Staff Orientation
Office Operations
Parent/Community Involvement
Active Youth Meetings
Parents Advisory Council (PAC)
Passport to Education (GPA/Honor Roll)
Peer Tutoring
Photography
Professional Development Committee
Purchasing
RCMP Liason
Reporting/Assessment
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Lisa
Patti
Nina
Rich
Tammy
Rhonda
X
X
X
X
L-Z
X
X
X
X
A-K
Rich
TRAX/Patti
X
X
Judy
Rich /Dean
Judy
Lesley Chung
Franca/Monica/Rich
Counselors
Franca
X
X
Via DH
X
X
X
X
X
X
X
X
Franca/Lesley/Rich/
Robin/Tammy
Tammy/Robin/Jen F
X
X
X
X
X
Maureen/Leslie
Franca
Kathryn
X
X
Kathryn
X
X
X
X
X
X
X
X
X
X
X
Leslie
Jen Fort
Dept Heads
Maureen
X
-
Counsellors
Counsellors
X
X
X
X
Other
Rhonda
X
X
X
X
Emergency Preparedness Fire/Earthquake
EPIC
Exams Provincial
Family of Schools
Field Trips
Finances/Budget
First Aid
Fundraising
Gifted
Graduation Dinner Dance
Grad Program
GTP/DPA
J.J.
RCMP Liason
Kathryn/Tammy
X
X
X
Norlin
MJM
Chairperson/Hess
Patti
X
-
X
-
Const Lovell
Kathryn
Involved
Heather
Scholars Dinner/Luncheon (alternating)

School Closure (June) Procedures
School Opening (Sept) Procedures
School Planning Council (SPC)
Social Committee/Sunshine
Staff Handbook
Staff/Department Head Meetings
Student Agenda
Student Council/District Student Leadership
Student Teachers
Summer eNews (Students & Staff)
Supervision of Instruction
Supervision of Students
Teacher Evaluation (Refer to Curriculum
Dept. Liaison)
Teachers On Call
Technology Implementation
Terry Fox Assembly
Textbooks
Theatre
Timetabling
Valedictorian
Video Security
Web Form
Yearbook
Youth Worker
J.J.
X
X
X
Lisa
X
X
X
Patti
Other
Franca/Monica
X
X
PAC
X
X
X
X
X
X
X
X
X
DH
DH
Robin/Dean/Rich
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Leslie
X
X
Committee
Leslie
Rich
X
X
Sylvia Russell
Kathryn/Counsellors
X
X
Kathryn
McCristall
Maarit
UPDATED J ANUARY 2014
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SUPPORT STAFF LIST ( CUPE )
Ms. Patti Webb

Ms. Judy Gwynn
Ms. Leslie Lunoch
Ms. Kathryn Newcombe
Ms. Maureen Viney
Ms. Carrie Kline

Ms. Lisheanna Lakovic
Ms. Autume Nicolle (T)
Ms. Lisa Nicholls (T)
Mr. Richard Olejniczak
Mr. Vic Pillay (L)
Ms. Michelle Trembath
CUSTODIANS
CAREER RESOURCE FACILITATOR
MAIN OFFICE
Ms. Deb Cowan

Mr. Jun Francisco
Mr. John Gorman
Ms. Jolanta Kantor
Mr. Bayani Hintay
Mr. Marty Petersen
Ms. Joselito Poblete
Ms. Debbie Sarsfield
Ms. Deborah Ticehurst (L)
Ms. Laurie Vnuk
Mr. Rex Wong
SPECIAL EDUCATION ASSISTANTS

Ms. Lelia Ang
Ms. Rita Anderson
Ms. Deborah Birza
Ms. Kristin Charyna
Ms. Sam Coutino (IBS Relief)
Ms. Marian Desmet
Ms. Rebecca Downes
Ms. Lynda Dunster
Ms. Joan Elliott (L)
Ms. Angela Hunter
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Ms. Carmen Moorhouse
RCMP LIAISON OFFICER

Constable Annelise Lovell
LIBRARY ASSISTANT
Ms. Pat Holmgren
CAFETERIA
Mr. Yoshi Cho
Ms. Lara Couto
Ms. Anita Hake (T)
Ms. Stephanie Leadbeater
Ms. Darshan Mann (L)
Ms. Joanne Martin
Ms. Nancy Thurston
Ms. Kim Weltz
YOUTH WORKER
Ms. Maarit Kell
DEPARTMENT HEADS/SCHOOL LEADERS 2014/2015

Counseling
Rich Chambers
English
Sue Marino
Home Economics/Planning
Nicole Hadden
Athletics Director/Athletic Leadership
Rhonda Trunkfield
Info Tech/Library/Business/Pro D
Dave McCristall
Mathematics
Graham Bowers
Modern Languages/ESL
Franca DAlfonso
Physical Education
Vern Fedorak
IB Implementation
Mark Prinster
Science
Grant Bohlen
Social Studies
Rubi Corsi
Student Services
Melinda Kinder
Technology Education/Visual & Performing Arts
Pete Haerdi
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SCHOOL HOURS/CLASS SCHEDULE

This school operates on a semester system with a few courses being offered on an all year
basis (linear).
The school operates on a 5-day weekly schedule with its blocks or periods from A to E. Classes
will begin at 8:00 a.m. for Block A and will normally run through to Block E which ends at 3:29
p.m.
Tutorials will run on alternating Wednesday mornings from 8:00 8:45 a.m. beginning
September 17, 2014.
Collaborative time will run on Wednesday mornings when Tutorials are not scheduled.
Lunch is 40 minutes long. Normally it begins at 12:05 noon 12:45pm.
SCHOOL DAY
Students select their courses at the end of February and then timetables are generated by the
student information system (BCeSIS). Class size limits are in accordance with SD43
requirements.
ANNOUNCEMENTS
Announcements are prepared daily (by 9:00am) and are to be read aloud during block B over
the P.A. Highlights of the Raven will be read over the P.A. at the end of Block B.
INCLEMENT WEATHER (POLICY #AP132)

On occasion, it is necessary to temporarily close a school facility when extreme weather
conditions might endanger the health and safety of students. The decision to close may also
involve a discussion with the Medical Health Office, the police, or transportation personnel.
In the case of extreme weather conditions, the Superintendent or designate has authority, on
behalf of the Board, to temporarily close a school.
1. As a general expectation, parents are to be advised that schools are open. If parents
believe the local conditions are unsafe, they may keep their child at home or arrange
his/her early dismissal. If schools are to be closed before morning classes begin, an
announcement will be made on local radio stations CKNW (980), CKWX (1130) and
CBC (690) by 7:30 a.m. if possible. Wherever possible, the decision will be announced
the previous day to enable parents more time to make alternate arrangements for their
children.
2. When schools are closed for extreme weather conditions, they are closed for students. If
the closure is communicated prior to school opening (7:30am), schools are also closed
for staff. All staff will be paid for this day.
3. If school is in session when the closure is announced, staff members are expected to
stay and assist with the dismissal of students. Unless the situation is unsafe for staff (as
determined by the principal in consultation with the assistant superintendent) they would
be expected to work the remainder of the school day.
4. The cancellation of a bus run does not mean that schools are closed.
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5. Authorization for early dismissal shall be obtained from the Superintendent or designate.
6. The Principal's Agenda Committee shall establish a 24-hour telephone "fan out" network
to distribute priority information affecting school operation which has been initiated by
the Superintendent.
SCHOOL OPENING PROCEDURES

First Day and First Week handouts will be sent by email prior to the morning Staff Meeting on
September 2nd. Printed copies will also be distributed at the start of the meeting.
HOMEROOM PROCEDURES
Homerooms at Terry Fox are provided to support the Grad Transition Program (GTP) for grades
10 -12. Health and Career Education 9 is the focus for the grade 9 homerooms and all levels
will also be working on the Daily Physical Activity (DPA) mandated by the Ministry of Education.
Departments may choose to work cross-curricularly to create Homeroom activities
reflective of our school goals and the DPA (as mandated by the Ministry of Education).
Teachers will be assigned a division and are responsible for assisting students with the learning
outcomes.
Primary Homeroom responsibilities:
Creating lesson activities that teach students the knowledge, skills and attitudes as
outlined in the PLOs and reflective of our school goals
Supporting student record keeping for assessment purposes
Remediating students when required
Secondary responsibilities:
Collating and disseminating school information (report cards, newsletters, etc.)
This years homerooms are:
September 3, 2014
September 4, 2014
October 23, 2014
December 4, 2014
January 29, 2015
March 26, 2015
May 14, 2015

June 25, 2015
SCHOOL ASSEMBLIES AND PRESENTATIONS

This years assemblies and presentations are:
September 9 & 10, 2014 - Grade Assemblies
September 12, 2014 - Terry Fox Assembly
September 25, 2014 Terry Fox School Wide Run
November 5, 2014 Gr. 9 Take Your Kid to Work Day
November 6, 2014 Grade 12 Grad Assembly, Block B
November 7, 2014 - Remembrance Day Assembly
January 23, 2015 Grade 8 Tour de Fox
February 19-27, 2015 Programming Assemblies
April 16, 2014 Grade 12 Grad Assembly, Block C
** Additional seasonal assemblies (approximately 1 or 2 a semester) may be scheduled by
Student Leadership and/or for administration.
Prior to the assembly classroom teachers will remind students what appropriate assembly
behaviour looks like. We expect and would appreciate it if teachers accompany students to the
assembly and then remain with them. If there is a presentation in the theatre the teacher in
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charge must ensure there is appropriate and adequate supervision. There are to be no hats,
electronics or backpacks
Mon, Tues, Thurs, Fri
Warning
7:55
Bell
Block A
8:00 9:17
Block B
9:22 - 10:43
Block C
10:48 - 12:05
Lunch
12:05 - 12:45
Block D
12:50 2:07
Block E
2:12 3:29
Early Dismissal Schedule

Warning
7:55
Bell
Block A
8:00 9:07
Block B
9:12 - 10:24
Block C
10:29 - 11:36
Lunch
11:36 - 12:16
Block D
12:21 1:28
Block E
1:33 2:40
Wed
Team
Meeting/Tutorials
Warning Bell
Block A
Block B
Block C
Lunch
Block D
Block E
8:00 -
8:45
8:45
8:50
10:02
11:18
12:25
1:10
2:22
9:57
- 11:13
- 12:25
1:05
2:17
3:29
Homeroom Schedule
Warning Bell
7:55
Block A
Block B
Homeroom
Block C
Lunch
Block D
Block E
8:00
9:14
10:32
11:12
12:21
1:06
2:20
9:09
- 10:27
- 11:07
- 12:21
1:01
2:15
3:29
*Assembly Schedule
Will be published prior to
each event.
*Announcements:
Will take place at the
end of Block B
TERRY FOX BELL

SCHEDULE 2014 2015
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TEACHER RESPONSIBILITIES / PROCEDURES

COUNSELLORS
Students are assigned to counselors for course programming as follows:
Ms. Trunkfield
Ms. Norlin
Mr. Chambers
Ms. Ough
A-E
F-K
L-P
R-Z
(Athletic Director)
(Scholarships, TF Alliance, Peer Tutors )
(Dept. Head, International Students, EAL)
(Awards)
Students are free at any time, except during a scheduled class, to see any counselor regarding
general information, programs, or personal problems. In addition to the above, students may
seek help from any teacher, or see their vice-principal.
Some of the counseling services provided are:
1. Career information and CHOICES (in the Career Resource Centre)
2. Employment information (in the Career Resource Centre)
3. Scholarship information
4. Study skills assistance for students
5. Support to teachers and students in dealing with student problems
6. Support to staff in monitoring student attendance
7. Arranging for District Services in testing, speech therapy, hearing services, gifted
services and visiting teacher services
8. Peer-counseling services
DEPARTMENT HEADS/SCHOOL LEADERS

Department Heads carry out their duties in accordance with provision of the School Act, its
Regulations, and District and School policies. They are responsible to the Principal for the
performance of their school-based responsibilities and work closely with other district personnel
in carrying out those functions related to system-wide education. Each department head will
bring to the position his/her own individual strengths and perspective of the role. Within this
organizational framework they may be called upon to:
GENERAL DUTIES AND RESPONSIBILITIES OF ALL DEPARTMENT HEADS INCLUDE:

School-Based Duties:
1. Provide leadership in curriculum refinement and development activities
2. Demonstrate an appropriate balance between advocating for ones departmental needs,
and understanding and supporting school-wide needs.
3. Attend and participate in discussion at School Leader/Department Head meetings.
4. Facilitate bi-weekly department initiatives during Wednesday collaborative time,
communicate meeting minutes to administration.
5. Communicate issues of potential interest/concern to administrator liaison
6. Facilitate program implementation and evaluation
7. Encourage professional growth of staff and communicate with Pro-D Committee
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8. Keep current with the latest in technological support for the curriculum and in
assessment/evaluation practices
9. Provide consultative services and assistance on instructional methods and teaching
strategies
10. Assist with pupil evaluation, grading requirements and reporting practices monitor
student achievement results
11. Co-ordinate learning resources, materials and equipment
12. Plan or implement changes in curriculum and instruction
13. Ensure appropriate use of department budgets, gathering input from department
members where appropriate
14. Prepare necessary supply orders, textbook requests, items for maintenance, and a list of
ongoing replacement items.
15. Complete yearly inventory of equipment belonging to the department.
16. Support the teachers in your department, i.e. with technology, reporting procedures, new
initiatives, share resources, classroom management etc.
17. Provide contact and communication with feeder schools, counselors, learning assistance
and other staff
18. Orient and assist new staff, teachers-on-call and student teachers
19. Perform administrative routines, maintain records and assist with school procedures
20. Provide information for school e-news as requested by the principal
21. After consultation the entire department department heads will submit the
departments award recipients for the year-end award ceremonies
22. Exhibits a balanced, positive view of school programs.
District Duties:
1. Shows evidence of continuing professional growth and leadership (workshops, district
committees, etc.)
2. Has demonstrated ability to provide leadership, to plan, to organize and to work
effectively with others
3. Exhibits a balanced, positive view of district programs
4. Possesses curriculum knowledge and expertise
5. Has a record as a highly successful teacher, with unless otherwise approved, a full time
continuing school assignment and professional certification
6. Facilitates articulation among schools through participation in district-wide department
head meetings
7. Assist, as required, with the planning and implementation of district professional
development and curricula activities
8. Assist, as required, in the interpretation of district assessment and examination results
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APPLICATION AND SELECTION PROCEDURES FOR SECONDARY DEPARTMENT

HEADS
It is suggested that the following procedures be used by school for application and selection of
secondary school department heads:
1. All teachers will be made aware of department head position vacancies and interested
teachers invited to apply.
2. Teachers are to be made aware of the responsibilities of the position and qualifications
criteria.
3. Teachers are to be given the opportunity to provide input regarding school-based needs
for the position and the selection process.
4. Interviews are to be conducted and the successful candidate(s) informed that the
Principal will be recommending their appointment(s) to the Human Resources
Department.
5. All unsuccessful applicants are to be informed and given the opportunity to discuss the
reasons why they are not the successful applicant(s).
FISCAL RESPONSIBILITIES OF DEPARTMENT HEADS

Department heads assist the school administration in the requisitioning and allocation of
supplies and equipment, in the maintenance of the school plant, and in the collection,
distribution and control of school and student fees. Department head authorization is necessary
before the administration will approve expenditures or requisitions in any area.
School Board Budget Items
Each year the school submits requests for building maintenance, for repair and replacement of
equipment and for teaching supplies to the School Board Office for inclusion in the school
district budget for the coming year. Tentative dollar allocations are provided for equipment and
supplies each fall and are subject to final budget approval by the School Board each spring.
Maintenance allocations are determined after requests from schools have been submitted to the
School Board Office.
Maintenance
Maintenance items provide for school repair and upkeep and must be restricted to this. Capital
development of the building or site and renovations may not be included in the maintenance
section. Such requests are submitted for possible inclusion in a future Capital Expense
Proposal.
Maintenance includes all repairs, carpentry, plumbing, painting, electrical and grounds
personnel. Requests should be given to the vice-principal throughout the year as requirements
become evident. Emergency repairs, particularly those involving building or personal safety
should be requested when recognized. Generally, the district budget includes a sum for
emergency and/or vandalism repairs. If the cost of such repairs becomes excessive in any one
year, then certain non-essential items must be deleted from the annual maintenance list to
provide funds.
Repair and Replacement of Equipment
School Board policy provides for the repair and replacement of school equipment according to a
formula based upon the value of equipment in the school and the age of the equipment. All
equipment, including office, kitchen and custodial equipment is included. Repairs must be
provided for first, then replacement.
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Items of $25.00 unit cost and over are included. Classroom furniture, drapes, teaching
hardware and laboratory, shop and gym equipment are examples.
Department heads and school administration review the equipment budget annually. School
orders for the current year are identified through collaboration and priority setting. Emergency
equipment needs, during the school year, are considered by the department head committee
and the administration.
School Supplies
This section includes all items of generally less than $25.00 unit cost, as well as consumable
supplies of higher cost. Some variation in unit cost is permitted depending on the nature of the
item. Supply budget requests are due in May. Allocations to the school are based on
enrolment and then cost of specific subject materials. Each department has a budget and will
need a blue sheet to request supplies from Maria.
Certain emergency items and live specimens for science may be purchased from funds
provided to the school for this purpose.
Internal Department Accounts
Many departments have supply accounts kept in the school. Access to these accounts is by
approval of the administration before a purchase is made. A school purchase order will be
issued before the order is placed. (Some departments do have charge accounts or standing
purchase orders, e.g. Automotive, Construction and Foods).
1. Tech Education makes out bills for enhanced student projects and all the money is
collected at the general office.
2. T-shirts, etc. for Athletics, Grad, Drama, etc. are priced and the money collected before
the order is placed.
3. The school store purchases some items for stock and sale to students.
4. Course manuals and workbooks should be paid for upfront and the money collected and
replaced in the appropriate account.
DEPARTMENT HEAD REVIEW OF STUDENT EVALUATION

Department heads will review with department members course outlines. Course outlines
containing information about course and behaviour expectations as well as evaluation and
assessment should be kept by Department Heads.
Possible Areas of Review
1. Discuss marks analysis for consistency within the department, validity and accuracy.
2. Review term marks relative to evaluation during the term on tests, assignments,
projects, etc.
3. Discuss evaluation methods, including policies set for zeros and late work.
4. Review mark distributions by course and by teacher.
5. Review strategies used to improve student performance.
6. Review final course marks relative to the two term marks.
7. Implement the review of provincial exam results as required by school board policy.
8. The adjudication of final failures and discuss with the appropriate admin liaison.
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Adjudication
1. The vice-principal will set a deadline for marks to be submitted on the marks gathering
form.
2. Teachers should finalize their student marks early enough to allow time for a review of
their marks with the department head in the two or three days prior to marks gathering
day.
SCHOOL LEADER POSITIONS 2014-2015

1. ATHLETIC DIRECTOR/ATHLETIC LEADERSHIP
Duties as per Coach's Handbook 2013 UPDATE.doc Pg 13
2. TECHNOLOGY/ LIBRARY AND BUSINESS ED

1. Assist if required with the maintenance of the school website
2. Provide leadership in instructional technology
3. Contribute to the school tech plan, in conjunction with tech steering committee and
the principal, for new initiatives, resource acquisition, etc.
4. Participate with an administrator monthly technology steering committee meetings
5. Provide leadership in BCESIS along with site contacts
3. ENGLISH
1. All of the above General Duties
2. Assist with AP English literature program (registration, exams, etc.)
3. Assist with organization of school based Speech Meet and Spoken Word if it is
decided by the department to run such activities
4. COUNSELLING/STUDENT LEADERSHIP
1. Provide leadership, in conjunction with school administration, for school-based
Leadership for example: LINK, Student Council, Grade 12 Legacy programs
2. Work in conjunction with staff involved in other student leadership initiatives to
schedule, plan, and implement student leadership activities including fundraising
3. Assist with school wide assemblies, spirit, Terry Fox Assembly, etc.
4. Provide leadership, in conjunction with school administration and other involved staff
in coordinating the following activities related to Grade 9 Transition:
Orientation activities for grade eight students in late spring and late summer
Welcoming activities throughout the school year for grade nine students
Communicate pertinent procedures and upcoming events with grade nine
students and their parents
Assist with the support of volunteers for special and on-going events
EAL/International Education// AP
1. All of the above
2. Coordinate Grad Transitions Program
3. Peer Tutoring
4. Coordinate scholarships
5. Assist if required or necessary with awards and commencement committees
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5. LANGUAGES
6. MATHEMATICS
2. Plan, organize math contests if it is decided by the department that those are to
occur.
8. PE
9. SCIENCE
2. Assist with the Science Co-op program if required
10. SOCIAL STUDIES

2. Assist with any SS contests for example: Begbie if the department decides to run
such contests
3. Assist with AP Psych registration and exams
11. STUDENT SERVICES

1.
2.
3.
4.
All of the above General Duties

Coordination of SEA allocations/timetable with liaison Vice-Principal
Chair school based team meetings
Responsible for ISS program
12. TECH ED/ART/ DRAMA/THEATRE

13. HOME EC/PLANNING

2. Seniors Tea
3. Staff Meeting Food
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COMMITTEES AND RESPONSIBILITIES

CDMC
The Terry Fox Collaborative Decision-Making Committee (CDMC) Mandate is as follows:
1. The CDMC shall consist of 5 teachers, 1 administrator, 2 CUPE representatives, and the
CTA Staff Rep.
2. Meetings are open to any staff member in the school.
3. A meeting requires a quorum of six members, including the chairperson, the
administrator, the CTA representative, a CUPE representative, and two teachers.
4. Parents would be welcome to attend CDMC meetings when invited, but would have
advisory status only.
5. Nominations for the CDMC will be taken prior to the June staff meeting. Elections, if
needed, will be held at the June staff meeting.
6. The administrator will call the first CDMC meeting in September. A chairperson will be
elected at that meeting.
7. All CDMC members will receive a copy of the CDMC Mandate at the first meeting of the
school year.
Operating Principles of the Collaborative Decision-Making Committee:
1. The CDMC is a vehicle that ensures that all staff voices are heard.
2. The role of the CDMC role is to make recommendations to the staff and administration
with regard to any issues it investigates as per the provisions of Article D7 of the
Collective Agreement.
3. The CDMC chairperson in collaboration with the principal will be responsible for
preparing the agenda for each CDMC meeting.
4. It is the responsibility of the CDMC chairperson to ensure that, before items are
accepted for inclusion on the agenda, any staff member directly involved in that issue
has been consulted. This procedure reflects policy enshrined in The BCTF Code of
Ethics (Article 5) and the School District Appeals Process (Pg. 32 Terry Fox Planner)
5. Most of the work of the CDMC will be directed towards enhancing the teaching and
learning environment at Terry Fox Secondary.
6. The CDMC chairperson may, on occasion, suggest that another school committee or
staff person might more appropriately handle an issue submitted to the agenda. If the
staff member who submitted the item accepts the suggestion, it will be noted as a
referral on the agenda.
7. Before issues progress to discussion, the CDMC will clearly identify what the issue is.
The CDMC may request more information before embarking on discussion or making
recommendations.
8. The CDMC recognizes that time and resources are limited and that the CDMC may not
be able to address all issues that are brought to its attention. The CDMC will prioritize
issues as deemed necessary.
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9. As the school year progresses, the CDMC chairperson will document any deficiencies
and/or lack of clarity in this mandate. This documentation will be reviewed at the May
CDMC meeting and revisions may be made to the mandate at that time.
For additional information regarding the CDMC, refer to Articles D2.1b and D7 of the Collective
Agreement.
PROFESSIONAL DEVELOPMENT
There is a professional expectation and responsibility for all teaching staff to attend and
participate actively in professional development activities. There is a Professional Development
Committee which meets and coordinates Pro-D Activities periodically throughout the year.
Teachers are expected to attend Professional Development events scheduled on the dates
found in the school calendar. Permission to be absent may be realized through direct
conversation with the Principal.
Educators involved with District supported Learning Teams, or school funded training /
instructional sessions are expected to share their learning with the staff.
TECHNOLOGY
Site Contact Dave McCristall
SharePoint Contact Dennis Wong
Calendar Patti Webb, Dennis Wong & Lisa Dub
Electronic Sign Patti Webb
* See Appendix L for more information
OCCUPATIONAL HEALTH AND SAFETY COMMITTEE

The Occupational Health and Safety Committee will consist of at least four staff members: one
administration rep, one CUPE rep and two CTA reps, as well as a designated first aid attendant.
The School Safety Committee will meet monthly to review district committee minutes & school
injuries & violent incidences, to consider items referred by any member of staff, and to do site
inspections. WCB Occupational Health and Safety manuals are in the appropriate viceprincipals office.
Members are: Lisa Dub, CTA Rep TBA, and CUPE Rep Marty Peterson
Safety Committee Recommendations
1. Hazardous materials and spray bombs are not to be put in wastebaskets. Please let
the admin liaison know if such materials are present, so that he can arrange
appropriate pick up.
2. Approaches to and from all exit doors must remain clear and free from equipment or
stored items.
3. Students must not be left without staff supervision in those special areas where
safety hazards exits, e.g. labs, gym, weight room, shops, etc.
Fire Alarms
1. In the event of a fire alarm, the building will be evacuated of all staff and students,
according to Emergency Procedures.
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2. Teachers are to lead their classes out by the nearest designated exit. A specific student
is to be designated to see that all students leave the room and the building, to close
classroom doors, and to report to the teacher when the class is assembled outside.
3. Windows and doors of the classroom are to be closed.
4. Teachers are to take their attendance records with them and make an attendance check
when all students are clear of the building. Students are to be cleared well away from
the building.
5. No one is to re-enter the building until the all clear sounds.
6. Province of British Columbia Guidelines Fire Exit Drills for Schools is to be posted
throughout the school. Each fire exit and emergency evacuation route will be posted in
each classroom.
Earthquake Preparedness
Earthquakes happen with no warning: therefore life-protecting actions must be taken at the first
indication of ground shaking. Even in the most severe earthquakes, buildings rarely collapse
completely. Injury and death are most often caused by shattering and falling of non-structural
elements such as window glass, ceiling plaster, lighting fixtures, etc. There will be no time to
think what to do; therefore, of all earthquake preparedness measures, Earthquake drills are the
most important. Drills should simulate emergencies such as jammed doors, and blocked
hallways and stairways.
The following are recommended drill procedures for a teacher and a class of students.
When the earthquake begins:
1. TAKE COVER under desks and tables.
2. FACE AWAY from windows.
3. ASSUME CRASH POSITION on knees, head down, hands clasped on back of neck, or
head covered with book or jacket.
4. COUNT ALOUD TO 60; earthquakes rarely last longer than 60 seconds and counting is
calming.
The teacher should:
1. Issue the TAKE COVER order.
2. Also take cover for 60 seconds.
3. Review evacuation procedures.
If the teacher is injured, two student monitors (preferably with some emergency training) should
have designated authority to give instructions.
If tremors are not felt by all, evacuate on sound of fire bell, announcement or air horn as per
instructions below.
All staff are to familiarize themselves with the emergency evacuation and emergency
preparation plans in this staff handbook.
Evacuation for Fire and Earthquake
(once the above procedure has been followed)
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Evacuate the building as per the plan. (see map on following page)
1. Lock doors behind you. Keep class together.
2. Reconvene on the football field oval, in the general areas designated for your part of
the building. (see attached map)
3. Students are to line up at edge of field, or on oval, in groups of two, with no talking or
wandering about.
4. Teacher will take attendance on sheet (see attached), and send it to Command
Centre (centre of field)
5. Teachers will be at front of class, on the field, facing the command centre.
6. All teachers not teaching and students with an off block will report to South End Zone
to receive instructions from J.J. Hyde.
7. All other extra staff will report to command centre.
8. For students with special needs, refer to the emergency evacuation plan for that
student.
Lockdown Procedures
When you move to a lockdown you move to a heightened state of safety and security. Always
keep in mind that lockdown is a scary word for parents, students and teachers. You move to a
lockdown whenever it is not safe to evacuate. The intention is to minimize the threat to the
school and/or to isolate the threat. A lockdown means it has been deemed safer for students to
remain in rooms behind locked doors. A lockdown means no one enters or leaves the building
without permission. A lockdown will create fear but maybe the fear of the threat will save lives. It
creates a manageable level of anxiety. Lockdowns may be required within classrooms or in the
main gym. Listen carefully to the announcement and act immediately.
Possible Reasons to Move to Lockdown
1. bomb threat (not safe to evacuate until exits and pathways to exits are cleared by
police)
2. armed intruder
3. shooter outside
4. wild animal outside
5. chemical spill nearby
6. violent incident in neighborhood
There are two types/levels of lockdowns:
CODE YELLOW LOCKDOWN

Code YELLOW Lockdown
School District 43 Coquitlam / Port Moody Police / R C M P
This is a procedure which allows the school to continue with the normal school day, but forbids outside
activity and unnecessary room-to-room transit. No unauthorized personnel are to enter the building.
Code YELLOW is most commonly used when an incident is occurring outside the school building, on or
27 | P a g e
off school property, and there is no immediate or active threat. A Code YELLOW may be initiated by the
Police or by School Administrators.
Steps to implement Lockdown after possible threats have been identified:
1. Lockout signal is given via PA speakers:
This is a Code Yellow Lockdown (repeated 3 xs): Code Yellow Lockdown Code
Yellow Lockdown Code Yellow Lockdown.
2. Office staff may call 911 and then call or email the School Board Office and their Assistant
Superintendent.
3. Staff / Students go directly to their respective classrooms. Have students who are outside
immediately return to school building by bell tone or bullhorn signal.
4. Administrators and / or assigned staff check that all exterior doors and entrances are
locked and secure. Non-enrolling teachers / staff go to nearest classroom or staffroom or
office.
5. Teachers / Staff secure classrooms:

Close windows and blinds
Lock the door
Take and submit attendance
Record any additional staff / students that are in the room
6. Teachers log onto their district email for situation updates. Updates may also come over
the P.A. Teachers can inform students of situation updates.
7. Teachers may have students do quiet seatwork. This ensures no new announcements are
missed. Do not open doors (NO bathroom / drinks). Ignore fire alarms unless FIRST hand
knowledge of fire or emailed information to respond. If exiting, go to rally point not
grounds.
8. Monitor main entrance and allow only AUTHORIZED personnel into building through this
point.
NOTE: Code YELLOW may move to Code RED should threat become immediate and active.
9. Code GREEN All Clear x 3 on PA called only after threat has been resolved and/or an e-mail
sent to all staff via district e-mail.
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CODE RED LOCKDOWN

Code RED Lockdown
School District 43 Coquitlam / Port Moody Police / R C M P
This is a procedure is used when there is an immediate and imminent threat to the school building population.
School staff and students are secured in the rooms they are currently in and no one is allowed to leave until the
situation has been safely resolved or evacuated safely. Most commonly implemented when the building has an
intruder. A Code RED can be initiated by Police or School Administrators.
Steps to implement Lockdown after a threat has been identified:
10. Lockdown signal is given via PA speakers;
This is a Code Red Lockdown (repeated 3 xs): Code Red Lockdown Code
Red Lockdown Code Red Lockdown.
11. Office staff call 911 remain on the line with the Police (Port Moody or RCMP).
12. Call / e-mail the Superintendents office as soon as safely possible.
13. All persons report to the nearest securable classroom immediately.
14. Teachers / Staff check hallways for students. Once students are in the classroom:
Secure and barricade doors
Turn out lights
Cover windows
Pull shades
Move students out of line of sight of doors and windows
Hide
No talking
15. Teachers/Staff are not allowed to open doors for ANYONE under ANY circumstances.
16. Teachers/Staff take attendance and record staff/students that are in the room, missing and
extra students from the hall and await further instructions.
17. Teachers/Staff log onto their district e-mail and monitor for updates.
18. All activities cease. Ignore fire alarms unless FIRST hand knowledge of fire or emailed information
to respond. If exiting, go to rally point predetermined site or to where directed by police.
19. Students/Staff outside building must evacuate to a predetermined, off-campus location. Rally point
may change under direction of police.
20. In the event of an Active Shooter / Homicide in Progress:

Follow instructions above. Stay secure/barricaded and hidden!
Proximity = Jeopardy. In the presence of deadly threat, discretion to remain in lockdown,
confront the intruder or to evacuate immediately by means other than hallways may have to be
exercised.
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Go to the rally point
NOTE: WHEN EVACUATING, LEAVE WITH HANDS UP UNTIL CLEAR OF POLICE PERIMETER
21. Code GREEN All Clear x 3 on PA and/or using district e-mail. Called only after building is secured and
most have been evacuated by police. Only open doors / come out of hiding for identified police officers.
Lockdown Check List

1. Lock all classroom doors.
2. Lock all exterior doors (custodians & admin)
3. Keep one telephone line open so that Police, Board office can contact the school.
(Admin have cell phones)
4. Take attendance in each room. Note those who are absent (especially note those
who were present at the beginning of the class and now they are not in class.) You
may be required to email it or submit it after the all clear.
5. Open email (Outlook) in case it is used as a form of communication.
6. Keep everyone facing away from the glass and doors where possible.
7. Pull shades or drapes and turn off lights if appropriate (Level II).
8. Release no one except by the direction of the principal or designate or the police.
9. Do not release students or staff for restrooms or lockers.
10. Do not use radio, TV, or cell phones in classrooms.
11. Everyone should lie on the floor if gunshots are heard.
12. Call the school office with vital information. (E.g. I see a person in the NW Hallway,
etc.)
13. Only open the doors when an all clear or Release is given.
14. Have a consistent message for parents who are calling the school during the
lockdown.
15. Call other schools in immediate vicinity, which may be affected by the circumstances
that created the need for the lockdown.
WHMIS (Workplace Hazardous Materials Information System)
It is the responsibility of each staff member to familiarize themselves with the use and location
of the two sets of WHMIS manuals. Present locations are:
1. medical room
2. science preparation room
Bomb Threats
While the police are involved in searching the building, the following procedure will be followed
during a bomb threat:
1. No student will leave the class without permission of the teacher or administrator and no
students will be dismissed early.
2. Evacuate as per the Emergency Evacuation Plan if required.
3. The teacher will take attendance and proceed with evacuating the building in an orderly
manner.
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*INDIVIDUAL STUDENT SAFETY PLANS WILL BE CREATED AND SHARED IN SEPTEMBER.
BEAR AWARE PROCEDURES

A. Daily Procedures:
1. Hallway Exterior Doors unlocked between 6:00am to 10-30pm to allow for students or
parents to enter the building if bear is sighted.
2. Exterior garbage cans emptied.
3. Administration visually checks playfield prior to students being dismissed at recess and
lunch
4. Staff on supervision wear safety vests and carry whistles.
EMERGENCY ACTIONS
B. Bear Sighting off of school grounds:
1. Phone call from neighbor or parent received. Time and location of bear sighting are
noted.
2. Announcement made to notify school if sighting is near a dismissal time.
3. Students kept indoors if time of bear sighting is near a break time (recess, lunch)
4. Students and parents advised of bear sighting in neighborhood if sighted near 1:45pm.
Students must be under direct supervision of their parent or daycare provider when
released. Students walking home alone will be kept at school and provided with further
instructions from Principal.
5. Coquitlam RCMP and Conservation Officers are contacted immediately for assistance or
further instructions.
C. Sighting of bear on school grounds during instruction time:
1.
2.
3.
4.
5.
Staff report bear sighting to office.

Announcement made to notify school that a bear is on school grounds.
Students kept in at recess and lunch (Indoor Day)
Daycare notified. 778-285-8535 (Offsite & BRIGHTSTART)
Coquitlam RCMP and Conservation Officers are contacted immediately for assistance or
further instructions
D. Sighting of bear on school grounds if students or staff are outdoors (Morning;

Recess; Lunch or Afterschool)
1. If sighted by supervising staff, a whistle is blown.
2. Announcement made asking everyone to proceed indoors.
3. Students enter the school via the nearest unlocked exterior door. Move calmly towards
entrances. Students then proceed to the gymnasium or commons once they are in the
school.
4. Daycare is notified. 778-285-8535 (Offsite & BRIGHTSTART)
5. Coquitlam RCMP and Conservation Officers are contacted immediately for assistance or
further instructions.
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E. If You See a Bear:
Remain calm; dont panic. Often the bear is simply looking for food and will move
on if it finds nothing to eat.
Keep away from the bear and go inside bring all students inside.
Never approach the bear and do not run from the bear. Do not act submissively by
crouching down or whispering.
Warn others of the bears presence, but dont do it by yelling
If the bear climbs a tree, keep people and pets away. Eventually when things quiet
down, the bear will come down and leave. This usually happens after dark when the
bear feels safe. Once the bear is safely out of the area, check the area to ensure
there are no attractants available.
Staff, students and parents are instructed to not approach the bear or cubs.
For any bear announcements, use #00 on intercom (Inside and Outside Speakers)
PRO-ACTIVE MEASURES
BEAR AWARENESS FOR:
Teachers or EAs:
Wear safety vests; bring whistle; cell phone or walkie talkie or other audible alarm when
outdoors with students.
Administration:
Notify staff member when proceeding outdoors to conduct a bear sweep. Check in with staff
member upon return. Bring cell phone, walkie talkies, whistle or other audible alarm.
Caretaker:
Caretakers should remove garbage during daylight. Whistles are issued to caretakers.
Caretakers should secure garbage bins. If possible, move vehicle close to exit door.
Casual Employees, Trades/Shops Personnel, Maintenance or Grounds Crew:
Notify visiting employees if a bear has been sighted in the area.
Moving Safely:
Look out window before going out exterior door. Be careful when going around a corner. This
will minimize the chances of startling a bear if it is outside your door.
Recent School Actions:
Removal of Blackberry bushes.

Communication with Bear Aware, RCMP and Conservation Officers
Communication with River Springs community regarding outdoor garbage
Newsletters, PA announcements and Assemblies
Staff Meeting Discussion/ Emergency Prep
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Who Are You Going To Call?

Conservation:
1-877-952-7277
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Coquitlam RCMP:
604-945-1550 or 911
Off-Site Daycare:
778-285-8535
EMERGENCY MAP
North
Riverwood Gate
Parent
Reception
First Aid
Upper Floor
East Wing
Rooms 229238
Upper Floor West

Rooms 201 - 221
Languages
Rooms 222228
Bus.Edu
Theatre
Command
Centre
Art
Tech Ed
Home Ed
Lower Floor West

Rooms 101 - 118
Terry Fox Secondary
Band
Portables 1-8
9, 9A, 9B
Gyms
Library
Non-Scheduled Students
South End Zone
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RESPONSIBILITIES OF TEACHING STAFF

B.C. Public school teachers in the province are required to perform their duties as outlined in the
School Act Regulations and School District No. 43 (Coquitlam) Policy. Every teacher should be
familiar with the Public School Act, Regulations and Ministerial orders. A School Board Policy
Book is kept in the main office and is available to staff.
TEACHER ATTENDANCE
Teachers are expected to be in the school during their regular instruction hours. Teachers are
expected to be in the school at least 15 minutes before their first class and 15 minutes after their
last class. If a circumstance arises that may cause a teacher to be late, please telephone the
school to advise and arrange for your class to be covered. Teachers may leave the building
during their scheduled lunch break. Please advise the office in such a case so telephone
messages can be taken.
Teachers will normally be expected to do their preparation and marking in school during their
preparation period. Should it be necessary to leave the building during a preparation period,
please let the office know.
Teachers are responsible to be present for all regular and altered schedules including:
1. Wednesday Morning Department Meetings / Tutorials (8:00 am)
2. Monthly Staff Meetings (2:45 pm)
3. Scheduled Homerooms;
4. Scheduled Parent Orientation Meetings and Parent Teacher Conferences;
Altered schedules will be listed on the school calendar, updated at monthly staff meetings and
listed in the Raven daily announcements whenever possible.
ABSENTEEISM TEACHER ON CALL

A CADS form will be made available at the beginning of the school year to each teacher. All
staff are required to use the CADS system whenever they are going to be absent regardless of
whether a TOC is required.
A TOC folder must be kept current and organized so that in addition to lesson plans the
replacing employee has readily available information on the school organization, emergency
procedures and personnel to contact. This must be done by individual teachers.
At minimum, the folder should include:
1. Paper copy of up to date class rosters and attendance instructions.
2. Seating plan if applicable.
3. Bell schedule
4. School map
5. Emergency Information
6. Department heads name, room number and extension number
7. Outline of behaviour/attendance expectations in your class.
8. Lesson plans with associated handouts.
9. A list of helpful student volunteers.
10. End of class / day summary sheet to be filled in by the TOC
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ATTENDANCE AT MEETINGS
There are meetings throughout the year that staff are required to attend. Staff Meetings are
generally scheduled for the first Monday of every month. They will be held in the theatre or the
library (depending on availability) and will start at 2:45. Please see the School Calendar and emails that precede these meetings. Permission to be absent may be realized through direct
conversation with the Principal.
Teacher attendance at all Department Meetings (in addition to the scheduled Collaborative
Time) is a part of the professional expectations for the sharing of organizational implementation
and dissemination of information.
COMMUNICATION
Teachers are reminded that communication in any school is difficult but more difficult in large
schools such as Terry Fox. Staff are expected to make sure that e-mail is read and noted at
least once a day; voice mail is listened to at least once a day and calls replied to or returned in a
timely manner. Mail is dealt with daily by the secretarial staff. Staff have a professional
responsibility to keep up to date, keep their mail slots clean and respond to or deal with notes
from colleagues, admin or parents. The surest and most effective way to communicate with
people is face to face.
Email & SharePoint Goals:
1. to reduce paper consumption
2. to increase efficiency in communication
3. maintain professionalism at all times
Everyone will have an e-mail address and access to a computer in his or her classroom or
office. In addition, directories have been set up for departments and various groups (eg.
Athletics); messages can be sent, therefore, to everyone, to individuals or to groups. Keeping
our goals in mind, there are a few rules that need to be established.
DOS
1.
2.
3.
4.
5.
check your e-mail and school website daily

keep messages concise and to the point
organize your mail-box regularly, once or twice a month
save time by replying to messages rather than starting a new message
be polite and positive, as you would in any written communication
DONTS
1. print out your messages, thereby defeating goal #1
2. send jokes, chain letters, advertisements, junk mail or down-load huge information
packages
3. send attachments that consume large amounts of memory and time to load and read
4. use e-mail to expound philosophically, attack policy, or simply vent the better venue for
these acts is face-to-face conversation
5. overuse exclamation points or uppercase letters (the equivalent to shouting in
someones ear)
6. send personal or private e-mail (remember: there is no such thing as private email)
E-MAIL MAY BE:
1. read by the system administrator
2. forwarded to someone else
36 | P a g e
3. sent in error to someone

4. saved on the central hard-drive as the system is backed up
Always use discretion in your e-mail content and pay special attention to the tone of your
messages. The recipient cant see your smiling face and recognize when youre joking!
Course Outlines:
Preview outlines and Assessment/Evaluation outlines must be provided to students during the
first two weeks of each semester. See Appendix D.
Accurate and Up to Date Attendance:
Please ensure attendance is accurate and up to date. Remember the Autodialer phones the
students home at the end of the day on the BCesis attendance information.
It is imperative that attendance is taken and a paper copy is submitted to the office before the
departure of a field trip.
ASSESSMENT AND EVALUATION

Teaching staff have a professional responsibility to assess students work in a timely manner.
Students cannot be expected to improve if we have not marked and returned student essays,
projects, assignments and tests with meaningful and comprehensive feedback. We have a
professional responsibility to provide students with feedback so that time to practice and
improve is available.
Judging vs Coaching
However, not every piece of student work necessarily needs to be graded. The key is feedback
whether it be verbal or written. Students will rarely take the time to practice if a grade is on every
assessment that is returned to them. Assessment should always be about learning outcomes
and not about things like neatness or timeliness. Whenever possible, homework that is
considered practice should not be included in a students overall grade. Last, criterion
referenced assessment with examples of previous student should be used to help students
better understand how you will judge their work.
Not everything that can be counted counts and not everything that counts can be counted Einstein
Make it about the learning and not necessarily about the marks.
5 Formative Assessment Strategies:
Provide learners with clarity about, and understanding of, the learning intentions for the
work at hand and the criteria for success.
Design thoughtful classroom discussions and questions that generate evidence of
learning.
Provide immediate feedback that moves learners forward.
Put learners to work as learning/ teaching resources for each other.
Do everything you can think of to make sure that learners are the owners of their own
learning.
2 Big Ideas:
Use evidence about learning to adapt instruction to meet learner needs.
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Make sure that we focus on learner metacognition so the learner figures out how to self
coach.
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LATE AND MISSED ASSIGNMENTS

It must be made clear to students early in the school year that they are responsible not only for
their behavior in the classroom and the school but also for providing evidence of their
achievement of the overall expectations within the time frame specified by the teacher, and in
the form approved by the teacher. Students must understand that there will be consequences
for not completing assignments for evaluation or for submitting those assignments late.
Where in the teachers professional judgment it is appropriate to do so, a number of strategies
may be used to help PREVENT and/or address late and missed assignments. They include but
are not limited to:
Asking the student to clarify the reason for not completing the assignment;
Helping students develop better time-management skills;
Collaborating with other staff to prepare and part-time or full-year calendar of major
assignment dates;
Planning for major assignments to be completed in stages, so that students are less
likely to be faced with an all-or-nothing situation at the last minute;
Maintaining ongoing communication with students and/or parents about due dates and
late assignments, and scheduling conferences with parents if the problem persists;
Setting up a student contract;
Using counselling or peer tutoring to try to deal positively with problems;
Reviewing whether student require special education services;
Providing alternate assignments or test/exams where, in the teachers professional
judgment, it is reasonable and appropriate to do so;
For Aboriginal students, involving the Aboriginal department and youth workers and
members of the extended family;
Understanding and taking into account the cultures, histories and context of Aboriginal
students and parents and their previous experiences with the school system;
Teacher Roles and Responsibilities
o Recognize that classroom policies and procedures should be designed to motivate
and facilitate completion of work and demonstration of learning outcomes and, where
appropriate and possible, allow for additional and/or alternative opportunities to do
so;
o Recognize that it is the responsibility of the classroom teacher, preferably in
collaboration with students, to establish deadlines for the submission of assignments
for evaluation and to clearly communicate those deadlines to students and, where
appropriate, to parents;
o Ensure that mark deduction will not result in a percentage mark that, in the
professional judgment of the teacher, misrepresents the students actual
achievement;
o Consider Process, Product and Progress criteria when determining a students
percentage grade;
o Provide clear procedures for determining a percentage mark for the report card for a
student who has failed to submit one or more assignments for evaluation on time or
at all; for example: alternative ways for students to show what they know.
o Late and missed assignments will be noted on the students report card as part of the
evaluation of a students work habits.
o
39 | P a g e
In Context
There are strong and often divergent opinions on the issue of how to deal with late and
missed assignments. Many stakeholders, including many parents and students, believe that
marks should be deducted when assignments are late and that a zero should be assigned
when a student does not submit an assignment. These stakeholders are of the opinion that
there should be clear boundaries on student behavior and known consequences for not
submitting assignments for evaluation or for submitting them late. Proponents of this view
believe that unless students face academic consequences for non-performance in school,
they will not learn to be accountable to themselves and others will not be prepared to meet
the requirements of employers or of post-secondary educational institutions. They also
believe that a lack of consequences for non-performance is unfair to students who meet
known requirement and constitutes an inequitable approach.
On the other hand, many experts in the field of assessment and evaluation (Ken OConnor &
Tom Schimmer) discourage the deducting of marks or giving zeros for late and missed
assignments, arguing that such measures do not make students change their behavior or
help them succeed in the long run. They believe that success is the best way to breed more
success (a winning streak), that punitive measures such as deducting marks only serve to
discourage students and promote failure, and that it is more appropriate and more
productive to focus on preventative measures. These experts are also concerned that,
because every assignment whether submitted on time or late provides evidence of
learning, deducting marks for late assignments could misrepresent the students true level of
achievement. They believe that lateness and failure to submit assignments are most
appropriately reported and addressed as issues relating to work habits. Supporting nonperforming students by helping them develop learning skills and work habits, rather than
using punitive measures, are a matter of meeting individual students needs and should not
be considered a form of unwarranted special treatment.
The professional responsibilities of the teacher, acting within the policies and guidelines
established by the BC Ministry of education
(http://www.bced.gov.bc.ca/classroom_assessment/) and the Coquitlam School Board
(http://my43.sd43.bc.ca/departments/superintendents/Board%20Policies%20and%20Admini
strative%20Procedures/Administrative%20Procedures%20%20AP300/AP%20360%20Student%20Assessment%20and%20Evaluation.pdf), is critical
in determining the strategy that will most benefit student learning.
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REPORTING PROGRESS TO PARENTS AND STUDENTS

METHOD OF REPORTING
Continuous daily assessment of student participation and progress provides for ongoing reports
to students and parents. The following methods of reporting student progress are utilized:
Marks on projects, assignments, discussions, quizzes, tests and exams are given
directly to the student as the activities are completed. Teachers will use their
professional judgment to decide a students grade.
Avoid letting a computer decide what % or grade your student achieves.
Anecdotal and/or Interim Reports are sent home throughout the year.
Formal computer-produced report cards are sent home during and at the end of each
semester.
Telephone contacts and dialogue with parents provide reports during the year as
necessary. Please document.
As soon as a student begins to show signs of not meeting expectations, the teacher
should clearly identify the problem and set out a plan of action that involves the student
and parents. Direct contact with parents is essential when giving an I report.
Parent/counsellor/teacher conferences are held during the year as circumstances
warrant.
STUDENT LATE ASSIGNMENT POLICY

1. The policy should include an incentive to complete all assigned work, preferably on time.
2. Work habits and attendance cannot directly impact a students mark on individual
assignments.
3. The final mark on assignments should reflect the understanding the student has of the
learning outcomes. Keep in mind you are assessing learning outcomes.
The departmental policy should be in course previews provided to administration, students and
parents. Teachers should clarify the policy to their students and parents. Departments should
review the policy as needed, but at minimum should do so before the first formal report period of
each semester.
I week is part of our designated days of instruction and therefore must be incorporated in the
departments and individual teachers plan to remediate students. All students are entitled to
utilize these days in an effort to further develop their skills and level of achievement in relation to
the learning outcomes.
MEANING OF SYMBOLS USED ON REPORT CARDS

The following are to be used:
A
86% - 100% Excellent Achievement

The student demonstrates excellent or outstanding performance in relation to the
expected learning outcomes for the course or subject and grade.
73% - 85%
Very Good Achievement
The student demonstrates very good performance in relation to the expected learning
outcomes for the course or subject and grade.
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C+
67% - 72%
Good Achievement
The student demonstrates good performance in relation to the expected learning
60% - 66%
Satisfactory Achievement
The student demonstrates satisfactory performance in relation to the expected learning
C-
50% - 59%
Minimally Acceptable Achievement
The student demonstrates minimally acceptable performance in relation to the expected
learning outcomes for the course or subject and grade.
In Progress or Incomplete
The student, for a variety of reasons, is not demonstrating minimally acceptable
performance in relation to the expected learning outcomes. An "I" letter grade may only
be assigned in accordance with section 3. Expectations and timelines must be attached
for each assigned I. Where an "I" (In Progress or Incomplete) is assigned, the "I" letter
grade must be converted to another final letter grade(teachers must have confirmation
(verbal) that I written reports have been received by parents):
(a) when letter grades are recorded on the permanent student record card,
(b) before submission to the ministry for inclusion on that student's transcript of
grades, and
(c) before a student's records are transferred to another school unless there is
agreement between the principals of the two schools to defer the conversion of
the "I" letter grade.
0% - 49%
Failed
The student has not demonstrated the minimally acceptable performance in relation to
the expected learning outcomes for the course or subject and grade. F (Failed) may only
be used as a final letter grade if an "I" (In Progress) letter grade has been previously
assigned or the "F" is assigned as a result of failing a provincially examinable course.
The following letter grades can only be assigned by an administrative officer:

W
Withdrawal
According to board policy, the administrative officer in charge of a school may grant
permission to a student to withdraw from a course or subject. This may be done on the
request of the parents or, when appropriate, the student.
SG
Standing Granted
Although completion of normal requirements is not possible, a sufficient level of
performance has been attained to warrant, consistent with the best interests of the
student, the granting of standing for the course or subject and grade. This symbol can be
used in such cases as serious illness, hospitalization, late entry or early leaving, but may
only be granted as the result of an adjudication process authorized by the administrative
officer in charge of the school.
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WORK HABITS
The attitude, behaviour, effort, participation, preparation and work habits displayed by the
student (as compared to the general standard of performance widely expected for that subject
course):
E
G
S
N
=
=
=
=
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Excellent
Good
Satisfactory
Needs Improvement
A SAMPLE RUBRIC FOR DETERMINING STUDENT WORK HABITS

Departments should use this as a starting point for discussions regarding consistency of student
work habits.
Criteria
N
Arrives late
Punctuality
N/S
S/G
Arrives just on
Arrives, has
time but needs
textbook,
class time to get
notebook,
settled and
equipment on
organized
desk
Quiet,
Works quietly on
daydreaming;
assignment,
eventually may asking questions
get to work on when necessary
assignment
Arrives, has
Always arrives on
textbook and
time, has textbook
notebook open,
and notebook
ready to start
open, ready to
start
Remains on task Responsible for
without reminders; self as a learner;
works quietly and makes efficient
efficiently using
use of time;
notes and
confident in
textbooks
abilities and
problem solves
before seeking
assistance
Distracts
others; talks
to others
instead of
Works
working;
Independently teacher must
remind
student about
getting to
work
Has difficulty
Rarely
Participates
Volunteers to
Actively works to
starting to participates; starts when asked;
answer and ask
improve the
work; doesn't
work when
begins to work
questions; will
classroom
ask for help; reminded; seldom
when
help others;
environment;
doesn't get
asks for help
assignment knows what needs readily committed
Initiative
caught up
given; works
to be done and
and engaged to
after
hard most of the
does it
class or group
absence;
time
activities and
doesn't
goals; shows
participate
leadership
Few
Some
Homework and Homework and
Homework and
assignments assignments and assignments
assignments
assignments
and
homework
usually complete
complete,
completed
Homework &
homework
complete;
but answers are answers have
consistently and
Work Habits complete; answers checked
not always
been checked,
conscientiously;
answers not
occasionally
checked and
corrections are
takes risks as a
checked
corrected
made
learner
Does not
Does not have
Notebook is
Notebook is
Takes the time to
bring
notes and work fairly complete
organized and ensure notebooks
notebook, up to date; notes but needs some complete; uses and materials are
textbook,
are not in order organization of
the agenda to
orderly, current
Organization
pencils,
pages falling out; pages etc.; uses
record all
and readily
paper...
has agenda but the agenda most
homework,
accessible;
rarely used
of the time
assignments and responsible and
important dates
disciplined
Interrupts,
Does little to
Cooperative,
Demonstrates
Shows a strong
distracts, or participate; lets participates and
cooperation,
sense of group
Teamwork
disrupts
others do the
follows the lead
respect, and
mindedness and
others;
work
of others
leadership
accountability; can
44 | P a g e
difficult to
work with
describe and work

toward an ideal
ABSENCE
This is the number of class periods missed during this reporting period but should not include
absenteeism (excused absence) when students are in attendance at school sanctioned events
such as field trips, sporting events or music trips.
FREQUENCY OF REPORTING
The Ministry states that three reports per year are required. The intent is that three reports per
course be issued which means three per semester in this school.
TERRY FOX SECONDARY SCHOOL

REPORTING TIMELINE 2014-2015
Semester 1
Dates
1st Term
(Formal)
Sept. 3 Oct. 14
Number of In
Class
Days
28 days
Notes
Marks due Friday, October 17, 9:00 AM

Report distributed Thursday, Oct. 23
Parent -Teacher Interviews Wednesday, Oct. 29
2nd Term
(Formal)
Oct. 15 Nov. 27
29 days
Marks due Monday, Dec 1, 9:00 AM

Report cards issued in Home Room Thursday, Dec. 4
3rd Term
(Final)
Nov. 28 Jan. 22
29 days
3 days of Exams commences Monday, Jan. 19 to

Thursday. Jan. 22
Marks due Monday, Jan. 26, @ 9:00 AM
Report cards issued in Home Room on Thursday, Jan. 29
86 TOTAL
Semester 2
Dates
4th Term
(Formal)
Jan. 26 March 6
Number of In
Class
Days
28 days
Notes
Marks due Monday, March 23, 9:00 AM

Report cards issued in Home Room Thursday, March 26
Parent -Teacher Interviews Tuesday, March 31
5th Term
(Formal)
Mar. 23 May 5
29 days
Marks due Friday, May 8, 9:00 AM

Report cards issued in Home Room Thursday, May 14
6th Term
(Final)
May 4 June 17
29 days
Exam week & Principals adjudication Monday, June 22

Marks due Monday, June 22
Report cards issued in Home Room Thursday, June 25
86 TOTAL
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I reports may be sent home with students throughout the year.

Students who are behind in their work and/or who have failing marks must receive an I Report
at each report time. It is suggested that students with a mark below a C should receive
anecdotals.
APPEAL PROCEDURES
Appeal procedures exist in three areas:
1. School Mark
2. Provincial Exam Mark
3. Graduation
1. School Mark
a. The student and/or parent should contact the teacher to discuss the concern.
The school counsellors are available to assist.
b. Should parent teacher contact not resolve the concern, the parent should
contact the principal. The principal will consider the appeal and consult with staff
to ensure that all relevant factors receive due consideration. A final decision will
then be made.
c. If a special appeal is made by a parent, the superintendent and staff will meet to
ensure that a final District Appeal is considered.
2. Provincial Exam Mark
a. For a fee, any student may have a Provincial Examination re-read and remarked. This fee will be refunded if there is an increase of five percentage
marks or more on the examination score, or if there is an improvement in the
students final letter-grade standing. A student may request a re-read for any
number of exams, but no examination may be re-read more than once.
b. The deadlines, established by the Ministry of Education, for requests for re-reads
must be observed. No late requests will be considered.
3. Graduation and Attendance at Grad Activities
a. The student and/or parent should contact the principal at the earliest possible
date to discuss the concern.
b. If agreement cannot be reached, the appeal may be referred to the District
Appeal Committee.
COMMUNICATING STUDENT LEARNING

Relevant findings from District and Provincial surveys on student attitude and achievement,
which may be taken from time to time, should be interpreted and incorporated into the annual
goals and objectives established by schools and the District.
The District will provide in-service in the following areas:
1. using criterion referencing
2. using structured written report cards
3. using standards/benchmarks
4. using letter grades (e.g. I)
46 | P a g e
5. implementation of new Regulations (i.e. at the request of individual schools or groups of

schools)
Schools should review their Student Evaluation Policies annually, an up-to-date copy of which is
to be filed at the District Office.
Included in each schools Student Evaluation Policy will be procedures used to promote
consistency in practices used to evaluate and report student progress.
Schools with Grade 12 enrolment will interpret their results annually from the Grade 12
Examination and Scholarship Program.
1. Principals will coordinate activities of departments in their interpretation of Grade 12
Examination results and development of follow-up plans for respective subject areas.
2. Principals will provide an annual update on interpretation and follow-up plans, based on
Provincial Examination results, to their respective zone assistant superintendent.
3. A report will be prepared at the district level contain the following:
a. pass rates by subject
b. examinations means by subject
c. scholarship results
STUDENT REPORTS
Requirements for the content and format of report cards shall be as outlined in the School Act,
its Regulations and related Ministers Orders.
At least five reports per school year, of which three or more are formal, are to be issued by all
schools.
A copy of the final formal report card must be kept in the student file.
Interviews, telephone conferences and other means of communication are recognized as
informal reports. A record of such procedures should be kept by the teacher; noting the dates,
topic or focus of the informal report, a summary of the discussion and any follow-up action
decided upon. A parent should be informed when contact is to be considered as an informal
report and told that a record of the discussion is being kept.
Formal reports must include structured written comments that clearly describe the students
progress in relation to expected learning outcomes set out in the curriculum.
Formal reports must address all subject areas taken by the student each term. This information
may be presented in respect to individual subjects or a combination of subjects.
Students progress must be reported, on formal report cards, in relation to the expected
development of students in a similar age range.
Formal reports must include written comments to describe student behaviour, including
information on attitudes, work habits and effort.
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INTERMEDIATE REPORTS (GRADES 8 TO 10)

Formal reports must provide letter grades for each course or subject on the provincial
curriculum and locally developed courses approved by the board. Criterion-referenced letter
grades should indicate the level of performance as they relate to the expected learning
outcomes set out in the provincial curriculum guides.
The Teacher should include written comments that relate to expected learning outcomes where
appropriate. It is up to the teacher to determine what components of the structured written
comments should be included on report cards at the secondary level. (Note: Schools may
continue to use computer-generated comments at the secondary level. The Ministry
recommends that computer-generated comments be thoughtful and as specific as possible).
When an I is assigned it is a sign that a student is making progress, but it has been determined
that additional time is required to meet the expected learning outcomes for the course or subject
and grade. An F may only be used if an I has been previously assigned.
Formal reports must include written comments to describe student behavior, including
GRADUATION REPORTS (GRADES 11 AND 12)

Formal reports must provide letter grades for each course or subject on the provincial
curriculum and locally developed courses approved by the board. Criterion-referenced letter
grades should indicate the level of performance as they relate to the expected learning
outcomes set out in the provincial curriculum guides.
The teacher should include written comments that relate to expected learning outcomes where
appropriate. It is up to the teacher to determine what components of the structured written
comments should be included on report cards at the secondary level. (Note: Schools may
continue to use computer-generated comments at the secondary level. The Ministry
recommends that computer-generated comments be thoughtful and as specific as possible).
When an I is assigned it is a sign that a student is making progress, but it has been
determined that additional time is required to meet the expected learning outcomes for the
course or subject and grade. An F may only be used if an I has been previously assigned.
Formal reports must include written comments to describe student behavior, including
Formal reports for students in Grades 11 and 12 must include percentages for courses
numbered 11 and 12.
PROMOTION AND RETENTION

Students in primary grades should not repeat a grade. However, there may be special
circumstances where, in the judgment of both the parents and the teacher, retention or some
other course of action is in the students best interest.
In Grades 4 to 12, the decision to advance or repeat a grade or course will be made in the best
interest of that student by the teachers, parents, and the school principal.
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STUDENTS WITH SPECIAL NEEDS

Identified students with special needs, and students receiving more than 25 hours of Learning
Assistance, are required to have an Individual Education Plan (IEP) that is developed by the
teacher, case manager, student and parent. The document outlines a collaborative plan for the
student that addresses individualized goals, adaptations and modifications, the services and
resources that are to be provided, and the measures for tracking achievement.
Adapted Program: with adaptations the student retains the learning outcomes of the prescribed
curriculum. (Ex. scribe, reader, shortened assignments, notes provided, additional time for tests
and exams)
Modified Program: learning outcomes are significantly different from the prescribed curriculum
and selected to meet the individual students needs. (Ex. self-care skills, communication skills,
life skills, functional literacy/ math skills, work experience)
For students with special needs the number of reports to parents is to be consistent with District
guidelines for reporting. Where a student with special needs is expected to achieve the same
learning outcomes (with adaptations) as set out in the provincial curriculum, regular letter
grading practices and reporting procedures will be followed.
The Ministry has established that teachers may provide letter grades and percentages for
modified students. Letter grades should be based on the learning outcomes as outlined in the
LD course or IEP. It is anticipated that it would be a rare circumstance in which a student would
not receive letter grades.
Progress of students should be reported with respect to all components of the program by the
classroom teacher. Where a professional support person (e.g., Skill Dev. Teacher, Resource
Teacher) other than the classroom teacher, is responsible for providing some portion of the
students program, that person should provide a written report on the students progress in
relation to the IEP for inclusion with the report of the classroom teacher.
The permanent record card should indicate that there is an Individual Educational Plan (IEP.) in
place for the student.
ENGLISH AS ADDITIONAL LANGUAGE STUDENTS

A letter grade may only be assigned for a English as an Additional Language student where that
student is able to demonstrate his or her learning in relation to the expected learning outcomes
set out in the curriculum for the course or subject and grade. If adaptations to assessment or
instructional methods are made, these adaptations should be reflected in the structured written
comments.
Formal reports for English as an Additional Language (E.A.L.) student should contain structured
written comments in relation to the expectations for that student in his or her instructional plan.
When that student is able to be assessed on the expected learning outcomes in the curriculum,
then a letter grade can be assigned.
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STUDENT ATTENDANCE
TERRY FOX SECONDARY SCHOOL ATTENDANCE POLICY (REVISED SEPTEMBER 2008)
It is expected that students will attend scheduled classes regularly and be on time. Teachers
will report attendance for each subject period using the automated system in BCESIS.
Regular attendance is required of all students in all classes. Regular attendance results in better
academic performance. A well planned class provides a learning opportunity for the students
every day. If a student is absent, he/she is the one who is losing the educational benefits. Many
times it is impossible to make up the missed experience at least in its entirety and to gain
from this learning experience to the same degree that students would through the group
involvement in regular class.
Irregular attendance usually results in poor achievement. Absence for any reason in no way
relieves a student of the responsibility for completing the work of a course to the satisfaction of
the teacher. Students who are unavoidably absent due to illness or an excused absence are
responsible for class work or assignments missed. Students who are going to be absent for an
extended period of time (3 or more days) should advise the school (contact the counsellor).
Parents are asked to notify the school by telephone or online of their son/daughters absence on
a daily basis (preferably prior to 8:00 a.m.).
Illness, a family emergency or a medical appointment are acceptable reasons for absence. In
the case of an extended absence, if the family has not contacted the school, then the family
should be contacted to see if homework can be provided (homework box in the office or emailed
directly). Evaluation of a students learning is based on the work of the whole semester. Test,
quizzes, and assignment scores are cumulative and contribute to the decision regarding grading
at the end of the year. All work counts!
Vacation plans for students should be made outside of the time that school is in session
whenever possible. Staff at Terry Fox strongly caution families from taking vacations during
school time. Students missing classes lose essential instruction. During the planning for an
absence, parents and students should understand that teachers cannot possibly pre-teach or
post-teach the lessons, nor provide makeup assignments to cover all the material that will be
missed. Since a student presumably needs to attend the full course to earn full credit, it is
reasonable to expect that extended absences will usually result in a lower grade. Occasions do
arise where absences are necessary. When this is the case, the school will make every
reasonable attempt to reduce the negative impact to the students educational program. The
intent is to help students maintain high standing. In order that students and parents may not be
misled and suffer possible disappointment, it must be clearly understood that for students
missing more than 5 days:
1. A letter of request outlining the reasons for the absence, expected duration and
departure date must be written to the school.
2. Students will obtain a prior arrangement form from their counsellor.
3. Students will have teachers complete the form and have the form signed by parents and
their administrator and then returned to their counsellor.
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RESPONSIBILITIES
Students:
Regular attendance is a key component in the Pursuit of Excellence:
1. Arrive at school on time with all necessary materials.
2. Arrive on time to class after breaks and lunch.
3. Give notes to teacher and then to office excusing any absence or significant lates.
4. Take responsibility at the end of the class to remind teachers to change attendance
record from an Absent to Late when arriving late to class.
5. Let teacher know in advance as much as possible regarding absences.
6. Responsible for completing missed work after an absence and obtaining class notes
from a classmate.
7. Students wanting to sign out prior to the end of classes should report to the office. If the
student does not have a note, their counsellor will contact the parent/guardian before the
student is released.
8. Students who are absent from their scheduled classes on the day of an extra-curricular
activity may not be allowed to participate in that activity. Exceptions will be made for
verified doctor or dental appointments and for other absences where prior approval is
obtained through an administrator. Athletes should refer to the detailed athletic policy
regarding absences and participation.
9. For daily excuses, the P.E. department requires a note from the parent. The student will
do a written assignment related to health or physical education, or will perform service
duties for the P.E. department. To be excused over a long period, the student must
submit a medical certificate from a doctor. In this case, the student will do service work,
a project or be temporarily registered in another class.
Parents:
1. Ensure student leaves home with sufficient time to arrive at school on time for their first
class.
2. If driving, drop off students at the front or side of school at least 10 minutes before their
class is scheduled to begin.
3. Book appointments for student outside of class time.
4. Provide written notes outlining reasons for absence and/or lates. Alternatively, call the
school office (604-941-5401) prior to 8:00am or use the on-line attendance system found
off the school website to inform the school of childs absence. (Illness, a family
emergency or a medical appointment are acceptable reasons for absence.)
5. Ensure the school has current phone contact, emergency contact and email information.
6. Initiate and maintain regular contact with the school through phone calls and email
contact with the staff, attending parent/teacher interviews and school functions, and
reviewing schools website for calendar and general information:
http://www.terryfox.sd43.bc.ca/.
7. Assist in ensuring their child has adequate sleep.
8. Plan holidays for scheduled school holidays.
Teachers:
High expectations, effective record keeping and early intervention will likely solve many of the
minor, or developing attendance issues:
1. Records and submits attendance daily will establish appropriate classroom routines
around attendance.
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2. Will work collaboratively with students, parents, counsellors and administrators to

support regular attendance and promptness, adhering to attendance and progressive
discipline policies.
3. Will maintain regular communication with parents and will keep records of their
interactions.
4. Will ensure students remain in class for the entirety of the class under all circumstances.
5. Will provide lists of students attending field trips, athletic events and/or other school
functions to the office prior to the event. (Whenever possible provide notice to other
teachers at least one week prior to the trip.) Teachers must submit final list of student
participants to the office before the field trip departs. The office will phone home on that
missing student at the time the final list is submitted.
Counselors:
A caring approach may lead to the development of a connection to school for previously
disenfranchised students:
1. Counselors will work collaboratively (including regular communication) with teachers,
students, parents and administrations to support regular attendance and promptness,
adhering to attendance and programming discipline policies.
2. Will assist in the monitoring of student attendance and behavior /attendance plans of
action
Administrators
Some students require a point of crisis before reality sets in:
1. Administrators will work collaboratively (including regular communication) with students,
teachers, counselors and parents to assist students in attending regularly and arriving to
classes on time as per attendance and progressive discipline policies.
2. Will assist in monitoring student behavior and attendance contracts.
3. Will run monthly attendance reports, consistently monitor cases where a student has
high absenteeism.
4. Will send letters home scheduling parent attendance/participation in the parent/teacher
interviews.
TRUANCY
Truancy is defined as an absence without an acceptable reason. In general, reasons for
absence should be sound and of an important nature (use discretion regarding family
situations).
ATTENDANCE PROCEDURES
If a student is absent from a class, either:
1. A phone call or online absence log is made from home to confirm the absence OR
2. A note from the parent is produced upon return to school
If the phone call comes from the student, the office staff will decide as to whether or not a call to
the parents is necessary. Daily attendance logs will be available to all staff thru BCESIS and it is
expected that all staff will consult these logs when determining if a student should have been in
their class.
Record Keeping Teachers are to keep a longitudinal record of each students attendance
record as well as enter it on BCeSIS.
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Office Staff
1. Types call in sheet for student attendance and then distributes daily attendance lists to
all staff via email.
2. Enters lates and absences (including field trips, sports absences) in BCeSIS.
3. Operates Autodialer for calls to parents re: absent students
4. Refers suspicious calls to the administration
THE THREE LEVEL ATTENDANCE INTERVENTION PLAN FOR

UNEXCUSED ABSENCES
LEVEL 1 THE THREE STEP TEACHER INTERVENTION
Role of the teacher:
1. The teacher records the daily attendance
2. The teacher determines if an absence is not legitimate (using BCESIS, note, phone)
3. The teacher initiates an intervention by meeting with the student and arranges a
consequence of making up missed time/work with the student.
4. For a subsequent, unexcused absence the next intervention by the teacher is to make
direct contact with a parent or guardian (phone or in person)
5. If the student misses another class without a legitimate reason the teacher will make
direct parent contact and arrange for the student to make up missed time/work.
Note If a student misses the make-up time arranged by the teacher they will be referred to
students respective counsellor.
LEVEL 2 COUNSELLOR INTERVENTION

Role of the Teacher:
3. Refer the student to their respective counselor.
4. Contact the counsellor if the student misses a subsequent class without a legitimate
reason
5. Provide progress reports to the counsellor if they are requested
Role of the Counsellor:
1. The counsellor meets with the student and implements 1 or more interventions.
2. The counsellor arranges a parent meeting and implements any of the interventions.
3. The counsellor will update the teacher(s) via email so that teachers can update the file.
LEVEL 3 ADMINISTRATIVE INTERVENTION

Role of the Teacher:
contacts counsellor; counsellor intervention occurs if student continues to miss classes.
3. Contact the administrator if the student misses a subsequent class without a legitimate
reason (unexcused). Provide progress reports to the administrator if they are requested.
Role of the Counselor:
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1.
2.
3.
4.
Refer the student to their respective administrator by attaching the AMF to an email.
Attend a meeting with the administrator and the student.
Help facilitate any communication, or interventions that are initiated at the initial meeting.
Refer any relevant information on that student to the administrator via email and c.c.
teacher.
Role of the Administrator:

1. Attend a meeting with counselor and student.
2. Initiate interventions and monitor the students progress.
3. Arrange a parent meeting if the interventions do not address the truancy issue.
4. Implement a progressive and /or restorative practice approach of interventions.
5. Update the teacher(s) and counselor via email.
It is expected that students will attend scheduled classes regularly and be on time. Teachers
report attendance for each subject period on BCeSIS.
Illness, a family emergency or a medical appointment are acceptable reasons for absence. In
the case of an extended absence, if the family has not contacted the school, then the family
should be contacted to see if homework can be provided (homework box in the office near
receptionist) or if a visiting teacher is required.
STUDENT ATTENDANCE ROLES AND RESPONSIBILITIES

Student
Regular attendance is a key component in the Pursuit of Excellence:
1. Students are expected to attend all classes on time and with all materials / work ready.
2. Students that miss class are expected to have been excused (phone call from
parent/guardian, letter to teacher from parent/guardian, or school field trip).
3. Students with repeated lates or unexplained absences may be assigned make up time,
referred to a school counselor or a school administrator.
4. Students are responsible for all missing work due to absenteeism.
5. Students (parents/guardians) should contact the school if an absence will be has
become extended in order to provide work at home.
Teacher
High expectations, effective record keeping and early intervention will likely solve many of the
minor, or developing attendance issues:
1. Teachers will monitor and record all lates and absences on the school attendance
sheets (for scanning in the office) and in their record books.
2. All unexplained absences scanned will be contacted by the autodialer but please do
not assume the call reached a parent.
3. Teachers will monitor student absences for explained / unexplained. Students with
unexplained absences should be made accountable for their missed time with a phone
call to parents, and assigning an appropriate consequence.
4. Teachers should contact parents when attendance concerns begin to develop (teachers
who contact a few parents early in a semester often have fewer parents to call later).
5. When attendance issues begin to impact student achievement, teachers should notify
the students counselor.
6. If attendance problems are resulting in direct defiance issues (ie: frequently missing
tests, or presentations), teachers should notify the students vice principal.
7. All conversations with parents, counselors or administrators should be noted in a file or
daybook (and/or keep emails in a file).
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Counselors
A caring approach may lead to the development of a connection to school for previously
disenfranchised students:
1. Develop and maintain a Care and Concern List including students with previous
attendance issues.
2. Monitor daily attendance records from _____ for possible concerns.
3. Respond to teachers request for intervention by meeting with the student, contacting
parents/guardians when appropriate and reporting back to the teacher.
4. Referring chronic problems to administrators.
5. Maintain accurate records on students and communication with students, teachers,
administrators and parents.
Administrator
Some students require a point of crisis before reality sets in:
1. Assist in the creation of Care and Concern List.
2. Meet with students on Care and Concern List prior to, or during the first weeks of each
semester.
3. Monitor daily attendance records from _____ for those students on the Care and
Concern List.
4. Maintain accurate records on students and communication with students, teachers,
counselors and parents.
5. Develop with students, teachers, counselors and parents plans for student attendance
improvement.
6. Send letters documenting chronic problems to parents with possible consequences, cc
those letters to counselor and all teachers of the student.
7. Monitor attendance statistics and trends. Report to individual teachers and whole staff.
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STUDENT DISCIPLINE AND SUSPENSION

KEY PRINCIPLES
1.
2.
3.
4.
Always treat students with dignity.

Responsibility is more important than obedience.
Model and teach the behaviors you expect from students.
Make sure your discipline strategies are practical.
One of the aims we have as educators is to encourage the development of a sense of social
responsibility and social conscience within our students. This implies a respect for the needs,
rights, and property of others.
Each teacher at Terry Fox has the responsibility for seeing that students are made aware of these
values in terms of student behavior. This responsibility applies to all school activities whether
during class time, non-class time or when students are involved in extra-curricular activities.
The individual teacher should be prepared to handle most situations in which student behavior
does not meet acceptable standards. Most often a forthright, positive, yet respectful approach to
the offending student(s) is effective. This sort of calm, rational and humane stance often is
enough to avert further action. However, teachers may levy consequences when it appears such
action is necessary and desirable. Students must be made to see the reason for the
consequences as well as the fairness and appropriateness of it. Certainly, very serious or
repeated misbehavior by a student warrants immediate referral to a vice principal.
GENERAL DISCIPLINE GUIDELINES:

Discipline ordinarily goes through these phases:
First phase: This is usually a classroom, hallway, or school grounds matter and is handled by the
adult on the scene. As mentioned previously, verbal correction is usually sufficient. In most
instances, it is suggested that this correction should occur away from the student's peers.
Second phase: The teacher may determine that a situation is more serious and warrants a
consequence more significant than a verbal reprimand. The student would be required to report
to the teacher after school and either serve a detention or be spoken to by the teacher. For
further reference, it is suggested that a record be maintained in the teacher's daybook of such
consequences.
Third phase: As a pattern develops in the classroom, teachers are urged to contact the student's
parents by telephone and enlist their assistance in counseling the student. A students counselor
may also be involved at this point.
Fourth phase: This is handled by the vice principals who may wish to consult with the principal as
to a course of action. The resulting decision and consequences will be communicated to the
teacher concerned.
Please note:
1. Misdemeanors such as talking, interrupting, forgetting materials, etc. can be handled
quite adequately by the classroom teacher. The teacher can give a routine correction as
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easily as the vice principal and with more meaningful effect. Please do not send
students to the office routinely as this has little effect on correcting behavior. Save most
referrals to the office for cases of gross insolence or when you have gone through the
three phases above.
2. Students should not be referred to counselors for discipline. However, they may provide
insight and make suggestions. They also may facilitate referrals to support agencies,
etc.
3. The general discipline of the school is the responsibility of EACH of us. Do not leave hall
discipline to an administrator or a noon hour supervisor to do alone. If you see a
problem, please ACT! If we all assume a share, the job becomes easier because we
support one another and the general deportment of students improves.
4. Finally, each of us must ensure that our students do not disrupt the learning environment
of the school. We must limit the number of students in the hallway during class time!
Every attempt should be made to deal with students within the classroom. If a student is
asked to step outside, this should be a temporary situation and should involve only one
student at a time.
DEALING WITH VIOLENT STUDENTS

Unpleasant as the prospect might be, there may come a time when you are forced with an
incident involving a violent youth (either an unwelcomed visitor or one of your own students).
Each incident is unique and will require some modification to the basic response guidelines
that are outlined below. Similarly, the situation during an assaultive incident may change as the
incident progresses (student becomes more hostile, a crowd gathers to watch, others enter into
the dispute) and that change will require a quick decision on your part and probably a different
approach to the situation.
Some Basics:
1. Approach the situation calmly, but with confidence: Do not run! Your body
language and your tone of voice should leave no doubt that you are in charge of the
situation.
2. Work in pairs: If you are called to attend a violent situation, it is always in your best
interest to take along another teacher or administrator to assist you.
3. As you approach, size up the situation: If there is a crowd, decide how you are
going to disperse it. Onlookers can seriously escalate the conflict. Assign tasks
such as, Go and get another teacher! In extreme circumstances, Tell the
secretary there is a fight involving weapons in progress and to call 911!
4. Self-control: Always remain in control during an altercation. If you are not in
control of yourself (e.g. temper) you could have difficulty defusing a situation from
being a volatile one into a manageable one.
5. Communication: Choose your words carefully, listen intently, reflect the individuals
feelings, and be prepared to document everything verbatim once things cool down.
Dont make threats that you cant back up.
6. Identification: Always be aware of visual and auditory signals (e.g. cat calls from
onlookers) that might signal an escalation of a violent situation.
7. Spontaneity: Be prepared to alter your technique. Things happen quickly during a
crisis.
8. Be patient: Take as much time as is necessary to ensure the successful resolution
of a violent situation.
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During the Incident:

1. Dont take it personally: No matter how aggravating and rude the verbal abuse,
remember it is aimed at what you represent in the mind of that student, not who you
are as a person.
2. Remember that no one can go from boiling to cool immediately: Its impossible.
Aim to change the tone of the crisis from boiling to simmering to cooling.
3. Silence is a powerful tool: Allow the student to do most of the talking.
4. Be aware of body language: Watch out for your own aggressive movements, or
those which can be perceived as such.
5. Never say calm down to someone who is upset: This implies that what the
person is upset about is not worth the anger and that the person has no right to be
upset. Instead say, whats the matter, how can I help you? or try reflecting the
feeling of the person(s) involved.
6. Greet the person in a neutral, businesslike, but friendly manner: Approaching in
a hostile manner will only escalate the situation.
7. Dont corner a student by forcing him/her to place their back to the wall with you
facing them. Instead, put your back against the wall too.
8. It is not recommended that you use force: Students will often react more
aggressively and negatively if physically forced to comply.
9. Follow your instincts: Be prepared to alter your techniques if the situation
changes.
10. Keep a sense of humor.
11. Remain calm, cool, and collected throughout the altercation: Be sure to give
the appearance that you are in control of the situation, but avoid complacency.
Complacent people are the most vulnerable of all.
12. Allow the person a graceful out: Always allow the person to save face
especially if his/her friends are watching. Isolating the person and then talking to
him/her is much better than admonishing him/her in front of an audience.
Taken in part from: Youth in Crisis by Jeremy Cato (EduServ. Inc.)
References: Safe School Communities: A Practitioners Handbook for the Prevention of
Violence
STUDENT SMOKING
The school fully supports Bill 10 which bans all tobacco and smoking (including e-cigarettes) in
public places and schools. Students, staff and visitors are not able to smoke on school
property. We are also committed to assisting students who are looking for help to stop
smoking. Progressive discipline will be invoked for violators.
WEAPONS
The school recognizes and supports the district policy that weapons are defined as any
instrument which can be used to injure, harm or intimidate another person. Students found in
possession of, or using a weapon may be suspended.
DRUG OR ALCOHOL USE

Students with drugs or alcohol, or assumed to have consumed drugs or alcohol during school
hours or at a school event may be suspended.
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COMMENCEMENT CEREMONIES
The June ceremonies will involve only those students who are eligible to graduate according to
Ministry of Education requirements.
All teaching staff members are required to know the graduation requirements.
* See Appendix M for details
Note: Parents and students must be advised about this policy early in the year, and be certain
where their child stands in light of these requirements. Counselors will ensure students are
aware of their current standing.
PROCEDURE
As early as possible each student registered in Grade Twelve will be advised in writing that
he/she qualifies (or fails to qualify) to take part in the Commencement Ceremonies as follows:
Qualifies to participate if:
1. eligible to graduate in June
Does not qualify to participate if:
2. Ineligible to graduate in June due to an insufficient number of courses
3. not likely to graduate due to low achievement
4. having taken part in a previous Commencement Ceremony
5. Ineligible due to behavioral concerns, and has not demonstrated ongoing trustworthiness
CRITERIA FOR VALEDICTORIAN

The Valedictorian is the person who is elected by and represents all the Grade Twelve students
in a speech at the Commencement Exercises, expressing appreciation to parents, teachers and
fellow students.
The qualifications for the Valedictorian are:
A passing grade or higher in all courses necessary to secure graduation. All nominees must
submit a form to Ms. Murphy that includes a projected final grade for all second semester
courses necessary to secure graduation. This projection is to be completed prior to the
Valedictory Election in late May. If it is decided that a student is in jeopardy of failing a course,
the nominee will be required to withdraw. Get forms from counsellors.
Speech
Student Vote
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STUDENT SERVICES
LEARNING CENTRE
The centre provides support to students who have an identified learning need and are
experiencing difficulty in any subject area. The learning centre is a regularly-scheduled class
and is offered in A, B, C, D and E blocks. As well, students may write tests and complete
assignments if they require a separate setting.
Learning Centre teachers will contact classroom teachers at the beginning of the semester to
provide relevant information to support students in their classes. IEPs are updated before
October 30th each year and are available on-line in Staff Shared for each funded student.
IN SCHOOL SUPPORT (ISS)
The program provides students who are at school each day but are not attending one or more
classes for a variety of reasons an opportunity to receive academic credits via an individualized
learning program.
This program benefits those students who need to form a one-to-one connection with an adult
before they are comfortable regularly attending classes.
The intent is to have students who are participating in the program to eventually be reintroduced
back into regular classrooms.
Students are eligible to participate via a referral from School Based Team.
SKILL DEVELOPMENT
Skill Development promotes independence for special needs students academically, socially
and physically. Instruction is based on individual education plans, which focus on each
students unique requirements. Work experience may form a part of the skill development
program.
** Learning Centre and EA schedules will be provided to staff in September
REFERRAL PROCEDURE
1. Subject teachers consult with the counsellor on students who experience significant
difficulty in a course.
2. Counsellor will identify whether or not the student is registered in an approved special
education program. (If not, any adjustment must be limited to that which will lead to
credit in the course).
3. Counsellor will assist the teacher in preparation of a referral and make a
recommendation for programming.
4. The School Based Team will meet to discuss the referral and make a recommendation
for programming
5. The adjustment will be discussed with student and parents before final approval is given
by the principal.
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LEARNING ASSESSMENT POLICY

Terry Fox Secondary School assesses student learning in three main areas:
1. Continuous daily assessment of student participation and achievement.
2. Formal testing throughout the course as well as final examinations.
3. Preparation for Provincial examinations in specific subjects.
The entire system is designed to ensure fair and just treatment to the student. All efforts are
made to maintain teacher autonomy to teach and evaluate within the appropriate guidelines as
laid down by the School, Ministry or Board of School Trustees. Cooperation is to be maintained
between students and staff to ensure recognition of individual differences and the rights of the
student without compromising students or threatening individual initiative.
Student learning is assessed through the application of the policies which follow:
1. Evaluation Procedures
The school evaluation procedure reflect the following:
a. The daily work of the student.
b. Maintenance of course objectives, standards and specific learning outcomes.
c. The maintenance and improvement of a positive self-image.
2. Course Expectations
a. Students are to be informed at the beginning of the course of the expectations
the teacher has concerning objectives, assignments, testing and evaluation.
3. Graduation Requirements
a. As assessment policy must reflect graduation requirements, a brief review is
offered. However, since these tend to fluctuate from year to year, a counsellor
should be consulted to ensure that a proper program is being fulfilled. As
graduation is based on achievement over a three-year period (Grade Ten to
Twelve), it is difficult to determine at what time a student is promoted to Grade
Twelve.
b. In general, a student is registered in Grade Twelve when he is eligible to
graduate in the current school year.
c. All students are expected to complete 8 courses every year including English 11
or Communications 11, English 12 or Communications 12, Social Studies 11, a
Science 11, a Math 11 and three additional 12 level courses.
d. Since assessment policy is reflected in the course taken, it is essential that
students are aware of the evaluation regulations for each particular subject.
e. Only English 12 and Communication 12 provincial exams are required by
students to graduate with a Dogwood. In these subjects the school based mark
accounts for 60% and the provincial accounts for 40% of the evaluation. At
present all other grade 12 courses with provincial exams are optional. Students
should consult with their counsellor to discuss individual considerations for
writing an optional exam.
The Student Services Department at Terry Fox has implemented an alternate in-school program
which began in September 2008. A description of and rationale for the program follows:
1. Terry Fox Secondary has a fundamental belief that given the appropriate setting most
students should be able to graduate.
2. The program provides students who are at school each day but are not attending one or
more classes for a variety of reasons (behavioural, emotional, drug/alcohol issues, huge
learning gaps, etc.) an opportunity to receive academic credits via an individualized
learning program.
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3. This allows Terry Fox to receive full funding for these students since they are in school
and enrolled in up to four courses per day (both academics and electives).
4. Grades 9 12 students are eligible to participate via a referral from SBT which
determines the number of blocks/day that the student participate in the program.
SCHOOL-BASED TEAM
The School Based Team, for the assessment and placement of students in special education
programs, consists of the principal, vice-principals, counselors, Learning Assistance teachers,
E.A.L. teacher and Special Needs teachers.
In the consideration of a referral, the referred students teachers and department head, where
appropriate, may be included in the deliberations.
The School Based Team will consider available background data on the pupil, the information
provided on the referral, the goals of the student, the expectations of parents and the
requirements of the curriculum. It will endorse a recommendation on programming made to it,
or make an alternate recommendation.
The case manager will coordinate discussion of the recommendation with the student and
parents and complete the appropriate approval forms.
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Medical Alert List

See Appendix K
Updated information will be included upon receipt of student

verifica tion forms in September.
SCHOOL SECURITY
PERSONAL PROPERTY OF STUDENTS AND TEACHERS
1. Terry Fox is a large site and is open for a variety of uses throughout the day and
evening. Large numbers of students are out of class at any given time. Private property
may go missing.
2. It is the responsibility of each person in the school to ensure they do not bring valuables
to school and that they protect their own personal items.
3. Do not let students leave texts or personal belongings in any room.
4. Do not take students personal belongings (ie. Ipods/cell phones) and leave them
unprotected. It is highly recommended that if you wish to confiscate a students personal
property that you send them to the office with the item.
5. Lock all rooms when not in use.
BUILDING SECURITY
1. School Board Policy controls the number of outside keys available for the building.
2. Staff members involved are reminded that security monitoring is in effect and that
procedures which have been made known to them must be followed.
SCHOOL KEYS
1. Keys are to be signed out at the office.
2. Keys are NOT to be loaned to students.
3. Keys are to be returned to the office each June and signed out again in September.
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ACCIDENTS STUDENT/STAFF
STUDENT ACCIDENT
In the event of an accident involving a student, the teacher must first determine the nature and
extent of the injury:
1. Minor Injury (student can be moved safely):
Bring student to the medical room.
2. Major Injury (student should not be moved):
Send a runner to the office to request assistance
Yellow hand assistance required send student runner to office with the yellow
hand, room #/location where assistance is needed and name of student(s).
Red hand immediate assistance + 911 call required send student runner to
the office with red hand, room #/location where assistance is needed and name
of student(s)
*Student runners are instructed to hold up yellow/red hand high and go directly to a
member of the office staff.
.
In a non-crisis situation, first aid may be applied and the parent is contacted for further direction.
In a crisis situation, telephone 911 for an ambulance and contact the parent.
An Accident Report must be completed at the office on the day of the accident.
STAFF ACCIDENT
Staff members who are involved in an accident or injury while at work MUST ADVISE THE
DISTRICT PERSONNEL OFFICE IMMEDIATELY and see one of our 1st Aid Attendants.
In addition, Workers Compensation Board Reports must be completed promptly by the staff
member and by the employer. Please advise the principal promptly of any injury, regardless of
how minor in nature it might be.
The Industrial First Aid Attendant is available to provide assistance in the event of accident or
injury.
First Aid Attendant(s) 2014-2015:
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Deb Birza, J.J. Hyde

TBA
SUNSHINE FUND
The principal offers to CDMC the following guidelines for the staff and Sunshine Committee of
the Terry Fox Sunshine Fund:
The CDMC offers to staff the following guidelines for the administration of the schools Sunshine
Fund:
1. The Sunshine Fund will be coordinated by the head secretary (Patti) and principal
(Heather) and the Sunshine Committee often made up of Department Heads
2. The Sunshine Fund contributions from each staff member shall be set at $25 annually.
(May need to be revised at a later date). If a staff member is unable to make a
contribution, he/she will be encouraged to contribute the amount that he/she can afford.
Any surplus at the end of the school year will be carried over to the next year.
3. Department Heads/staff members will inform Heather or Patti when they believe a
member of their department qualifies for a gift from the sunshine fund.
4. The ordering and delivery of gifts will be done by Patti in the majority of circumstances.
In some circumstances gifts will be provided in consultation with appropriate staff.
5. A year-end financial statement will be provided.
6. The staff will be notified through email when something has been sent on your behalf.
7. Recommended procedures to be followed in the majority of circumstances. Latitude will
be exercised in some circumstances by the committee comprised of at least 1 teacher,
head secretary and administration.
o Illness: a phone call and card up to 10 school days
o Longer Illness: a monthly card perhaps flowers
o Hospitalization: a card and fruit basket/flowers
o Bereavement: death of a spouse, child or parent a card and a fruit
basket/flowers/donation if requested
o Wedding: a card and a gift certificate or gift
o Birth or adoption of a baby: flowers or gift
o School leaving gift/retirement (permanent employees): a card and a gift
depending on years of service.
o School leaving gift (long term TOC one semester or more) a card and a gift
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SCHOOL MAP
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67 | P a g e
CALENDAR
AT
August
08/27
Wed. Link Leader Training
08/29
Thurs.
Grade 9
Orientation #1 10-1130 a.m.
September
09/02
Tues. School Opens/ staff
meeting 8 a.m./ Homerooms,
Grade 9 Orientation #2
09/03
Wed. Day #1 semester
1/Homeroom schedule
09/04
Thurs. Homeroom schedule
09/05
Fri. SCHOOL Photos/ staff
photo at lunch
09/08
Mon. Staff Meeting
09/09
Tues.
Grade assemblies
09/10
Wed. Collaborative Time
Grade assemblies
09/12
Friday
Terry Fox Assembly
09/15
Mon. Gr. 9 Immunizations
09/17
Wed. Tutorial 8:00 8:45/
Grade 9 parent night
09/19
Fri.
Pro-D
09/22
Mon.
Gr.9 Immunizations
/DH Meeting 3:30
09/24
Wed .Collaborative Time
09/25
Thurs. TF National School Run
October
10/01
Wed Tutorial 8:00 8:45
10/06
Mon. Staff Mtg
10/08
School Retakes
10/13
Mon.
Thanksgiving
10/14 18 GRAD PHOTOS
10/15
Wed. Tutorial 8:00 8:45
10/17
Fri.
Marks due, 9 a.m
10/20
Mon. DH Mtg. 3:30
10/22
10/23
Thurs. Homeroom/report card
distribution
10/24
Fri. Pro-D Day
10/29
Wed Collaborative Time
Parent Teacher Interviews
November
11/03
Mon.
Staff Meeting
11/05
Wed. Collaborative Time/Gr. 9
Take your Kid to Work
11/06
Thurs.
Grad Assembly
11/07
Thurs
Remembrance Day
Assembly
11/10
Mon.
School Closure Day
11/11
Tues..
Remembrance Day
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A
11/12
11/17
11/19
11/26
11/28
(AS OF JULY 9, 2014)
GLANCE
Mon.
DH Mtg. 3:30
Fri. Pro-D
03/25
03/26
Thurs.
Homeroom/report
card distribution
03/31
Tues. Parent Teacher
Interviews
December
12/01
Mon. Marks due, 9 a.m./Staff
Mtg
12/03
Wed.Collaborative Time
12/04
Thurs.
Homeroom/report
card distribution
12/10
Wed.Tutorial 8:00 8:45
12/15
Mon.
DH Mtg. 3:30
12/17
12/19
Fri.
Last Day before
Winter Vacation
April
04/01
04/03
04/06
04/08
04/13
04/16
04/17
04/20
04/22
04/29
January
01/05
Mon. First Day back after
Winter Vacation/Staff Mtg
01/07
01/12
Mon.
DH Mtg. 3:30
01/14
01/19-22
Provincial Exams
01/20
Tues. Gr 8 Parent Night
01/22
Thurs.
LAST Day of Sem. 1
01/23
Fri.
Tour De Fox
01/26
Mon.
marks due 9 .m./
Sem 2 begins
01/28
01/29
Thurs.
Homeroom/Report
Card Distribution
May
05/04
Mon.
Staff Mtg
05/06
05/08
Fri.
Marks due, 9 a.m
05/11
Mon.
DH mtg 330 pm
05/13
05/14
Thurs.
Homeroom/report
card distribution
05/18
Mon.
Victoria Day
05/20
05/27
05/29
Fri. Pro-D, Grad Dinner Dance
05/30
Sat..After-Grad
February
02/02
Mon.
Staff Mtg
02/04
02/09
Mon.
B.C. Family Day
02/11
02/16
Mon.
DH Mtg. 3:30
02/18
Parent Programming Night
02/20
Fri
Pro-D Day
02/19-27 cross grade programming
02/25
March
03/02
Mon. Staff Mtg
03/04
03/06
Fri. Last Day before Spring
Break
03/23
Mon.
Marks due, 9 a.m
/School opens after Spring Break/ DH mtg
330

Fri. .
Good Friday
Mon. Easter Monday
Mon. Staff meeting
Thurs Grad Assembly
Fri. Pro-D
Mon.
DH Mtg. 3:30
June
06/01
Mon. Staff Mtg
06/03
Wed. Collaborative Time Grad
Breakfast/ Athletic Awards
06/10
Wed Tutorial 8:00 8:40/
Awards Night
06/11
Thurs. Commencement
rehearsal in Block E/ Gown distribution
06/15
Mon. Homeroom/Locker
Clean-Out Yearbook Distribution/ DH
mtg 330 pm
06/16
Tues.Last Day Semester 2
06/17
06/18-24 Provincial Exams
06/22
Mon.
Marks due 9 a.m.
06/25
Thurs.
Homeroom/Report
Card Dist.
06/26
Fri.Last Day before Summer
Vacation Administrative Day
APPENDIX A
CODE OF ETHICS
The Code of Ethics states general rules for all members of the BCTF for maintaining high
standards of professional service and conduct toward students, colleagues, and the
professional union.
1. The teacher speaks and acts toward students with respect and dignity and deals
judiciously with them, always mindful of their individual rights and sensibilities.
2. The teacher respects the confidential nature of information concerning students and may
give it only to authorized persons or agencies directly concerned with their welfare.
3. The teacher recognizes that a privileged relationship with students exists and refrains
from exploiting that relationship for material, ideological, or other advantage.
4. The teacher is willing to review with colleagues, students, and their parents/guardians
the quality of service rendered by the teacher and the practices employed in discharging
professional duties.
5. The teacher directs any criticism of the teaching performance and related work of a
colleague to that colleague in private, and only then, after informing the colleague in
writing of the intent to do so, may direct in confidence the criticism to appropriate
individuals who are able to offer advice and assistance. (See note following #10 and
statement 31.B.12.)
6. The teacher acknowledges the authority and responsibilities of the BCTF and its locals
and fulfills obligations arising from membership in his/her professional union.
7. The teacher adheres to the provisions of the collective agreement.
8. The teacher acts in a manner not prejudicial to job actions or other collective strategies
of his/her professional union.
9. The teacher neither applies for nor accepts a position which is included in a Federation
in-dispute declaration.
10. The teacher, as an individual or as a member of a group of teachers, does not make
unauthorized representations to outside bodies in the name of the Federation or its
locals.
NOTE: It shall not be considered a breach of Clause 5 of the Code of Ethics for a member to
follow legal requirements or official protocols in reporting child protection issues.
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APPENDIX B
TEACHER EVALUATION PROCEDURES
Evaluation procedures leading to a report on a teacher by the principal or vice-principal to the
Superintendent of Schools shall involve three phases:
Formative Supervision
Teacher Self-Evaluation
Summative Evaluation
Formative Supervision
This involves formative observations, pre and post-observation conferences and clinical
supervisory practices undertaken. The objectives are:
1. To enable the identification of teaching.
2. To enable the identification of areas in which the learning situation may be improved.
3. To develop methods of bringing about the improvement agreed upon.
4. To enable the principal to assist the teacher in the improvement.
5. To enable the principal to gather an overall view of the learning situation.
Teacher Self-Evaluation
This involves an analysis by the teacher of his/her personal qualities, qualifications, teaching
and evaluation methods, professional development activities and general school involvement.
The objectives are:
1. To enable the teacher to formulate an overall view of his/her own competence.
2. To assist the teacher in identifying possible areas of improvement and in his/her
discussion of the learning situation with a view to formulating recommendations of
improvement.
3. To assist the teacher in providing input to the principal relative to the evaluation report.
Summative Evaluation
This involves summative observations of the learning situation, the professional development
and the general school involvement of the teacher. The objectives are:
1. To identify strengths and/or weaknesses in the learning situation.
2. To formulate recommendations for improvement of the learning situation.
3. To enable the preparation of an evaluation report to the superintendent.
Procedures
This involves summative observations of the learning situation, the professional development
and the general school involvement of the teacher. The objectives are:
1. In pre-observation conferences, the principal and teacher will discuss objectives, goals
and expectations of formative supervision.
2. The teacher may request a Self-Evaluation Guide to assist in this phase of the
evaluation procedures.
3. An Observation Data Sheet will be completed as a record of each classroom
observation. A copy will be provided to the teacher.
4. The principal will observe a number of lessons following each with a conference to
discuss the data collected and formulate a consensus leading toward improved teaching.
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5. The following components of classroom teaching are subject matter for observation:
a. Classroom Environment - includes general appearance, physical
conditions, classroom climate and management.
b. Teaching/Learning Situation - includes lesson preparation, instructional
techniques, teaching aids and school routines.
c. Pupil Results - includes basic knowledge, attitudes and notebooks.
d. Qualities Beyond the Classroom - includes personal qualities,
relationships with parents, professional and support staff, out-of-class
activities and professional growth.
6. Following the formative supervision, the teacher will discuss his/her self-evaluation with
the principal together with any relevant information he/she may wish to include in the
evaluation. (This discussion may occur during the summative evaluation phase.)
7. The principal will commence the summative evaluation phase at an agreed upon time.
Observation of consecutive lessons will be included in this phase. Summative
observations will be followed by post-observation conference.
8. A draft evaluation will be prepared and submitted to the teacher.
9. Discussion of the draft evaluation, if necessary, will follow.
10. The final evaluation report will be prepared and submitted.
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APPENDIX C
INTER-MINISTERIAL CHILD ABUSE PROTOCOL
Everyone who has a reason to believe that a child has been or is likely to be physically harmed,
sexually abused or sexually exploited, or needs protection due to the specific circumstances
outlined in the Child, Family and Community Service Act, is legally responsible under the act to
report the matter to a child protection social worker. In British Columbia, a child is anyone under
the age of 19. The responsibility for investigating such reports rests with designated social
workers of the Ministry for Children and Families and the police.
Where it is suspected that a child may need protection, the procedures outlined below
are to be followed:
1. All school employees alerted for signs of child abuse shall promptly report their
suspicions to the Tri-Cities Child Protection Team (Screening Social Worker and
immediately inform the School Principal who will notify the Zone Assistant
Superintendent.
2. In all cases of suspected physical or sexual abuse, the Ministry for Children and Families
will notify the police.
3. Statements made to school employees should be recorded in the childs own words.
School employees, while offering support through active listening (see Appendix E
Handling Disclosures B.C. Handbook for Action on Child Abuse and Neglect), should
refrain from interviewing the child after receiving the childs first disclosure. Interviews
will be conducted by police and/or Ministry for Children and Families personnel.
4. As the school is a safe, neutral environment in which to conduct interviews which are
sensitive to the childs needs, social workers or police officers may choose the school as
an interview site.
The investigating social worker will make arrangements for the interview prior to coming
to the school. In all cases, the principal or designate is required to allow the
investigating social worker and the police to interview the child in the school. It is
expected that the principal shall advise the investigating social worker or police officer of
pertinent information.
5. The investigating social worker will determine who is present during an interview of a
child. Although an educator may be requested to be present during an interview to
provide support to the child, an educator is not required to be present when the child is
interviewed.
6. The responsibility for contacting the parents rests with the investigating social worker or
police officer. School employees should refrain from contacting parents unless
specifically asked to do so by the social worker or police officer.
7. The investigating social worker will report the results of the investigation unless reporting
would cause emotional or physical harm to any person or endanger the childs safety, or
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if a criminal investigation is underway or contemplated.

8. The confidentiality of the reporter will not be disclosed without prior consent.
In those cases where it is suspected that a child has been subject to physical or sexual
abuse by a school employee, the procedures outlined below are to be following:
1. The Zone Assistant Superintendent will receive the report of suspected abuse and
immediately inform the Superintendent and the Ministry for Children and Families
Supervisor of Child Protection. The Supervisor will inform the Protection Manager of all
such reports.
2. Where it has been determined that further investigation is warranted, the Zone Assistant
will consult with the Director of Personnel, School Principal, Ministry for Children and
Families and the police, and a plan will be developed for the conduct of the investigation.
The Director of Personnel will inform the Superintendent of this plan.
3. The Superintendent of Schools will be advised of the results of the investigation, and will
inform the Board of School Trustees.
a. If it is indicated that the report was unfounded, all persons involved in the
investigation will be immediately informed.
b. If it is indicated that abuse has taken place, The Superintendent and the Board of
School Trustees will take appropriate remedial and/or disciplinary action, whether
or not criminal charges also result.
4. Where it is suspected that a child has been subject to abuse by a school principal, the
Zone Assistant Superintendent will conduct the review of information and the
Superintendent of Schools will be directly involved in the investigation.
When working with families known to be involved with Ministry for Children and Families
Protection and Guardianship services, the following considerations apply:
1. Never assume the social worker already knows information about a childs situation;
report all new concerns.
2. Child Protection concerns in foster homes should be reported the same as in A.
3. Follow the principles of collaborative case planning as outlined in Part 4 of the B.C.
Handbook for Action on Child Abuse and Neglect.
Student Services Handbook (Revised November 2005)
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APPENDIX D
COURSE PREVIEWS
Expectations re: Previews & Student Outlines
To provide necessary information expected by students and parents in reference to reporting to
parents, we have suggested a standardized form of communication to be used to relay this
information.
This preview outlines the minimum requirements of the specific information that be provided to
all parents/students.
1. During the first two weeks of each semester
2. and at least once a semester
a. if once a semester is the scenario then that course information package include
the years curricular intentions
b. if monthly or quarterly updates are used these should include either a preview of
what the intentions are and / or a review of what the areas studies were
3. Students / Parents are to be given, in hard copy, information regarding:
a. what general areas of study (what are the curriculum areas to be studied, what
skills will be taught)
b. what are the intended learning outcomes (what are the curricular expectations for
students at this stage of the course / grade)
c. how is the course going to be taught (thematic, integrated, hands-on, lab.),
d. in what order will the skill or concepts be taught,
e. what are the intended time lines,
f. are there supplementary resources,
g. what assessment strategies will be used to gather information about the
students learning (portfolio, observation, conferencing, tests, quizzes, projects,
labs, homework exams and oral presentations, etc.?)
h. how is the student going to be evaluated;
- weighting,
- types of methods used,
- homework and value,
- other items regarding evaluation
i. how will this evaluation be communicated (interims, conferences, formal, graphs,
letter grades, percentages)
- when will it take place,
- how it will proceed,
- who will be involved,
- final grades
- special operational items:
- lates, absenteeism, assignment incompletion, etc.
- re-writes, additional work, extensions, make-ups
j. how and can extra assistance be obtained?
- time,
- place,
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- tutorial time
- appointments
4. Changes may be made throughout the year as the need arises. It is imperative that
changes be reported as appropriate.
5. Should a department wish to use a different format the Dept Head should bring this to
the attention of the Principal.
6. A copy of each preview should be on file in the office at the start of each semester.
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APPENDIX E
DISTRICT CODE OF CONDUCT
The Board of School Trustees believes that appropriate student conduct, based on respect for
oneself, respect for others, and respect for property is essential to the development of
responsible citizens. To this end students are expected to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
be aware of and obey all school rules;

attend classes punctually and regularly;
work cooperatively and diligently at their studies and with home assignments;
respect the rights of all persons within the school including peers, staff and parents;
respect the legitimate authority of the school staff;
respect and take pride in the school's physical school facilities;
respect the ethnic diversity of our school community;
behave in a safe and responsible manner at all times; and
not threaten, harass, intimidate or assault, in any way, any person within the school
community.
SCHOOL RULES
1. The principal, in consultation with staff, parents and, when appropriate, students will
establish a code of conduct for the school that is consistent with the district code of
conduct.
2. The school's code of conduct and a summary of the district's policies and regulations on
"School Rules" (II-B-83), "Violence, Intimidation, and Possession of Weapons" (II-B-84),
and "Suspension of Students" (II-B-85) will be sent home annually to be signed by the
parents/guardians and, where appropriate, students. The school's code of conduct will
be reviewed with students on an on-going basis throughout the school year.
3. Students, while attending school and school functions, and while travelling to and from
school, shall be subject to the school's rules of conduct and deportment established by
the school principal. (Ref.School Act, Section 6(1), Reg. 5(7)g).
4. Students registered in School District #43 (Coquitlam) engaged in unauthorized
gatherings on school property may be subject to disciplinary action by the school.
5. Serious breaches of conduct that threaten the safety and welfare of students and staff
will be referred directly to level three of the suspension process for resolution by the
Student Suspension Review Committee (II-B-85).
6. Where a student 16 years of age or older repeatedly fails to comply with the code of
conduct, rules and policies of the school, or has failed to apply him/herself to his/her
studies as set out in the School Act, Section 103 (3), the principal is empowered to
refuse further school service to the student. Such action will be reported to the
superintendent, together with supporting documentation.
7. Students are prohibited from possessing weapons,* potentially dangerous articles,
alcohol, or illegal drugs in all schools, at school functions, and while travelling to and
from school.
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8. Students are prohibited from being under the influence of alcohol and/or drugs in all
schools, at school functions and while travelling to and from school.
* weapons are defined as any instrument which can be used to injure, harm or intimidate
another person.
Guidelines for Homework:

1. The purpose of homework is three fold: Practice, Preview and Review.
2. Homework that is provided to students by teachers to finish in-class work should be
refrained from unless the students were given adequate class time to complete the
learning outcomes.
3. Homework will vary by subject. Math students may benefit from practice, while English
students may benefit by previewing and reading in preparation for the next class.
4. Most experts agree that there is a direct cause and effect relationship between
excessive homework and students motivation to cheat. We need to ask ourselves is
this a task for completion or does it meet a specific learning outcome?
5. Homework completion marks (i.e. work that has only been scanned to see that it has
been completed) should not be used to evaluate a students progress leading up to a
reporting period.
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APPENDIX F
FIELD TRIPS AND SPECIAL ACTIVITIES
Field trips can be a valuable opportunity for supporting classroom learning and should be
utilized to foster student development. Consideration must be given to the frequency and dates
of such activities to ensure that the benefits obtained are not offset by other negative factors.
All activities that remove students from classes should be reduced to a minimum during the
period of final examination preparation. There should be no field trips in January or June except
field trips one (1) class in duration and/or those designed for special groups. Please see the
Principal for clarification and permission should you be unsure if your group falls into this
exempt category.
There are some fundamental procedures that must be followed by all staff members regarding
the absence of students from classes for field trips and special activities. These are listed
below:
Field Trip Information Form
Please fill in the form found in the office near the teacher letter boxes and receive approval from
the principal two weeks prior to the trip for approval.
Bus Lists
The names of students who will be absent from class(es) because of a field trip or special
activity must be prepared and distributed to all teachers and secretaries one week prior to the
date of the activity.
Corrected Lists
As students board a bus, the bus list should be checked to determine students who are not
going. This corrected and accurate list must be submitted to the office prior to bus departure so
that staff may be informed of students who did not show up and subsequently should be in their
regular classes.
Parent Permission
Staff should make parents aware of the Field Trip and its objectives, and ensure that students
have a Parent Permission Form completed and turned in to the supervising teacher. An
itinerary, including emergency contact numbers, and hotel information etc, should be forwarded
to the parents, the office staff and the administration. Staff should have with them on the field
trip a list of student names, phone numbers and emergency numbers and Care Card
information. A copy of this information should be left in the main office prior to departure.
Notifying Colleagues
Once permission for a field trip has been received the supervising staff should make every effort
to notify all staff via e-mail of the field trip, which course/classes, the dates and times and
provide a list of participants. This notification should give colleagues as much lead time as
possible (preferably two weeks notice). This e-mail should be sent to the office staff as well.
78 | P a g e
There may be times when conflicts arise between colleagues as to whether or not a student
should be permitted to attend a field trip. Teachers should communicate and work together to
ensure the success of all students keeping the best interest of the student in mind.
In making the decision regarding permission for a particular student to attend, the classroom
teacher should consider their attendance, work habits, and general achievement.
In general, if absenteeism has been high, work habits poor, and achievement low, disapproval
might be in order but the subject teacher should contact the organizer of the field trip. If the
student has had reasonable attendance, applies himself/herself to his/her studies with
satisfactory achievement, approval should be given. Should a disagreement exist between the
classroom teacher and the FT organizer the principal shall make the final determination. A
students achievement cannot be downgraded by his attendance on a field trip.
Recording Absence from Class
Students are not considered absent from school when away on authorized school-sponsored
functions. However, students are responsible for the material covered and may be responsible
for the completion of labs or projects.
Procedurally, classroom teachers are to mark the student as absent from their class on BCesis.
It is the responsibility of the field trip teacher(s) to submit their attendance to the office prior to
departure so that the office can make the necessary and accurate notations.
Curricular Focus
Field trips can be wonderful extensions to the classroom, however, there are many downsides
- students missing other course materials, students who cannot participate and possible
emergencies that can take place during the trip. To ensure an effective trip, staff must prepare
extensively to incorporate a serious curricular focus. As well, expectations of and for students
regarding the classroom-like environment should be clearly documented.
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APPENDIX G
FIELD TRIP APPROVAL FORM
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APPENDIX H
TERRY FOX BUS REQUEST FORM
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APPENDIX I
TERRY FOX LARGE AND SMALL SCHOOL BUS COST
Port Coquitlam
$50.00
Port Moody/Coquitlam
$75.00
Town Centre Fields
$50.00
Lower Mainland & Maple Ridge
$150.00 + .50 km
Outside Lower Mainland
$200.00 + .50km (Please see Admin)
Toll Bridge
$6.65 per crossing
Driver
$22.00 per hour, driver comes hour before

& stays hour later
Overnight Trips
Please see Admin
Outside School Users
$200.00 Lower Mainland $200.00 + .50km outiside

Lower Mainland
Please fill out Bus Request Form (on Leslies desk) and make sure the account number and
Department Head signature are filled in. If you require a driver please give Leslie at least a weeks
notice. A weeks notice is also needed to cancel a driver.
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APPENDIX J
EXTRA-CURRICULAR STUDENTS AT TERRY FOX
Rationale
Terry Fox Secondary has a tradition of excellent extra-curricular programs. Extra-curricular
activities are those that generally occur outside the classroom, generally occur outside
instructional time, generally are supported by volunteer staff members, generally involve Terry
Fox students representing Terry Fox Secondary and are understood to be school sponsored
activities that are seen to be complementary to the educational process.
Guidelines
As students participating in extra-curricular activities are representing Terry Fox Secondary
these students are expected to uphold the following guidelines:
1. Extra-curricular students should maintain satisfactory (s) work habits in all classes
2. Extra-curricular students should have good attendance in all classes.
3. Known unexcused truancy on the day of games and events will result in the student not
participating that day.
4. Extra-curricular students should exhibit positive behavior and uphold all school rules in
the classroom, in the school and while participating in any extra-curricular activity.
5. In general Terry Fox students are expected to demonstrate good citizenship at all times
while representing Terry Fox Secondary as a participant or supporter/observer of extracurricular activities.
Process
Coaches / sponsors shall:
1. Communicate with all staff and administration which students are participating in extracurricular activities.
2. Periodically provide classroom teachers / counsellors / administration an opportunity to
relay any information pertaining to issues or concerns regarding a student relative to this
policy.
3. Classroom teachers, counsellors and administration may relay any information
pertaining to issues or concerns regarding a student relative to this policy.
Should written communication indicate that an extra-curricular student is struggling to meet one
or more of the guidelines it is recommended that the coach or sponsor:
1. Review the expectations of this policy with the student and the parents.
2. Provide an opportunity for the student to meet these expectations in a reasonable period
of time and make clear the expectations for that period of time.
Coaches / sponsors should make this policy well known to all participants and parents, and
provide an administrator the opportunity to address all participants at the first meeting of the
team, club or group.
Coaches / sponsors may have additional policies pertaining to student expectations.
83 | P a g e
APPENDIX K
LIFE THREATENING MEDICAL ALERT STUDENTS AT TERRY FOX
Surname
Balazs
Bamford
First
Tyler
Cole
St#
886801
348206
Gr
Allergies
Allergic to cold. Will break

out into hives & could go
9 into shock. Carries epipen
Beacock
Zachary
343846
Beaton
Cole
351263
348297
Allergic to Peanuts/Milk
11 Products
Trisha
Autism & Allergy - Seafood

Seasonal allergies Epi Pen
12 and Benadryl
Black
Matthew
348841
Black
Stephanie
349002
Bogren
Borovica
Matthew
Brendan
343373
349516
Peanuts / Nuts /Beans 9 Fatal Nut Allergies

Autism type 1 diabetes If
below 4.0 give apple juice
and snack test again in 10
minutes repeat Seasonal
12 allergies
9 Allergic to Penicillin
351266
540034
Possible Malignant
9 Hyperthermia
12 Ethromicin
Broten
Brown
Brown
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Kyra
Mitchel
Denzel
705869
Other
Allergy to nuts (has an epi

pen) has asthma -uses an
10 inhaler.
Bee/Insect Conditions: Bee

Stingssweet Pot
12 Insectbiteamoxill98
had blackout on apr.
28/12. If it happens at
9 school call 911
Bisquera
FOR 2013-2014
10 Allergies: Bee stings
Medical History:
Anaphalactic-Call 911 If
Difficulty Breathing Or
SWELLING Also allertic to
other insect bites sweet pot
For medical care prefer for

Matt to go to Eagle Ridge
first - if needs more serious
care ER can not cope with
send to Ro
Medications: Epipen
Benedryl-3 Tsp Medical
History: Allergies&Asthma
Benadryl - 15 ml adult
strength
Medications: Benadryl
NO MEDS at school
CONTACT: mom
gets colds when outside for
long in cold or rainy
weather
Bruton
Chand
Clapci
Paris
Brittany
Brianna
343531
349163
Allergy to pineapples.
Reaction has increased
10 with each exposure.
11 Anemic
348133
Allergy Penicillin; Lactose

11 intolerant
Clerkson
Sydnie
351042
Cooper
Trent
403595
12
Diabetic - Type 1 Penicilln

9 Allergy Low blood sugar
Cross
Cultess
Michelle
Quincey
285055
314164
11
9
Davey
Destro
Moriah
Rebecca
343683
404015
11
12
Dua
Japmun
224929
Dumas
Nicholas
344116
Ellis
Samantha
350921
Ellison
Fairbank
85 | P a g e
Kelsey
Sydney
343390
348115
Hirshsprung's Disease.
Additional Information: If
she Vomits Please Alert
Parent NO MEDS at school
CONTACT: Dad 604-9313574w. 604-813-6347
sweaty pale weak,
confused, shallow
breathing, disoriented,
Insulin given at home.
Emergency sugar 3 tabs
kept in office. Glucagon 1
vial kept in school office as
directed on
Penicillin-skin rash/life
threatening .bananas - skin
rash
Penicillin
Penicillin
Conditions:
Allergy Parents are
uncertain if allergy is life
threatening.
Allergic to Tylenol
Condition: Urea Cycle

11 Disorder Seizures Asthma
Conditions: Nut
12 Allergy/Penenicillan
Asthma. Allergies to
10 bananas
11 Ashtma carries inhaler

10 penicillin
Autism Spectrum Disorder

Allergy: almonds Call 8752161Biochemical Doctor on
call if no one is home. Call
875-2161Biochemical
Doctor on call if no one is
home.
Medications: Epi Pen
kiwi and pineapple.
If meds do not work and
she can't breathe and lips
go blue call ambulance
Findlay
Finn
Jakob
Chloe
344249
Conditions:
Asthma/Hayfever uses
Advair twice daily ventolin
only if having problems
10 breathing 1 sing tab a day
351132
SEVERE Allergy To Milk

Products and Asthma - no
taste or touch 11 Anaphylactic
Sulfa Biaxin
Conditions: Allergy:
12 Sulfa&Biaxin
Gallant
Andrew
349319
Gi
Nahyun
1266628
Gloch
Gonce
Grant
Grayson
Griffin
Grist
Hayden
Ho
Jang
86 | P a g e
Matthew
Aidan
Jonavan
Meagan
Luke
Tanner
Nicole
Jonathan
Matteo
Experienced a cardiac
10 arrest at school Feb. 20
351261
348186
669025
Ventricular Septal Defect 9 Heart Defect

9 Penicillin Allergy
549196
Possible Bee Allergy.

Father has life threatening
9 bee allergy.
344123
343398
351197
12 Conditions: Asthma
10 Penicillin Allergy
344537
Peanut
Conditions:
10 Severe Peanut Allergy
344301
9 All nuts/ Asthma
Meds: Alvair Ventolin

Singular
MEDICATIONS: 1 Tsp
Benedryl If contact with
skin. EPIPEN If milk
products Ingested
Medical History: Severe
Allergy
Allergic also to wheat corn
and corn products (
popcorn etc.) dairy
products
2013. Has an implantable
cardiac defilbrillator . If
Aaron experiences dizziness
or pounding heartbeats or
feels ill he should rest. If he
loses consciousness & does
not
NO MEDS at school
CONTACT: Mom 604-4646943h 604-785-4500
Medications: Nova-Salmol
Inhaler (please Use With
Volumiser) Additional
Information: See Request
For Admin Form For
NO MEDS at school
Carries epi pen and there is
one in the medical room.
carries Epipen For Nut
Allergy And Puffer For
Asthma in backpack/on belt
Kam
Jordan
343455
Severe PEANUT Allergy.

Use EPIPEN for severe life
threatening reaction.
Requires Benadryl for
11 minor symptoms
Karamanlis
Gregoris
419909
ALLERGY - Eggs pets dust

11 grass hay
Kehler
Carmen
343677
Anaphylactis to seafood
11 shellfish.
Kump
Kutin
Lafrance
Lafreniere
Jessie
Marcus
Trevor
Mercedes
349077
343636
225152
348131
12
12
10
10
Lambley
Lambley
LeClerc
Adam
Heather
Natalie
DM in cough syrup
High functioning Autism.
Allergy: Wasp/Bee Stings
asthma
Medications: Benadryl
Epipen
Carries Benadryl and Epi

Pen.
Cannot have DM in cough
syrup
Medications: Inhaler (but

Does Not Carry It With Him)
344136
12 Conditions: Asthma (mild)
344196
Conditions: Nose
Bleeds/Hayfever Allergies:
11 Cats dust trees grass
344138
Conditions: Peanuts & Nuts

& Salmon/Fish EPI-PEN IN
11 BACKPACK
Medications: Hay Fever

Medicine
Medications: Use
Benedryl/Epi Pen&911
Required Due To Breathing
(15 Ml Of Benedryl) Allergy
To Salmon-Only Hives So
Far
Medications: Insulin
Additional Information: Low
Blood Sugar Causes
Coma&Seizure. Monitor
food and activity to insu
LeClerc
Sean
344299
Conditions: Diabetes Type

1 Dr. Metzger Children's
Hosp Specialist 24 hr 6049 875-2161
Loverock
Lucarino
Jade
Michael
348446
513537
Febrile Seizures (with high

9 temperatures)
12 Condtion: nose bleeds
344142
Conditions: Asthma- selfmedicating (med alert

12 bracelet)
343742
Conditions: Allergic To Bug

10 Bites
Additional Information:
Wants Us To Call An
Ambulance If Bit By A Wasp
310313
ASTHMA ALLERGY Feathers ODD Emotional

9 Breakdowns (ODD)
Feathers causes scratching
Lung
Martell
McAloney
87 | P a g e
Benjamin
Johnny
Matthew
McCarthy
Myah
348731
McCready
Taylor
348994
McLean
Sarah
348411
Miller
Hailey
348176
Natanek
Piotr
343492
Severe allergy to all

9 shellfish. Allergy to pollen
Allergy: Penicillin Cerebral
9 Palsy (falls frequently)
Asthma - Emergency
medication carried by
10 student
grass, cottonwood
Medication:
Salbumatol/symbicort
inhaler
Cerebral Palsy; allergy

9 amoxicillin; erythromycin
Diagnosed Apr. 2012 with
epilepsy. Takes Dival
10 Proex.
Epipen Additional
Information: Symptoms:
Redness And Blotches On
Face Hives Throat Feels Fat
Hard To Swallow Rasp
Nelson
Newton
Derek
Abigail
349153
344639
Norlin
Hannah
676740
Nuts
Conditions: Nut
Allergy Headaches
11 migraines Has epi-pen.
10 Allergic To Penicillin
Allergy to penicillin and
10 latex
348160
Penicillin can cause

9 Antonio to stop breathing.
Seizures- Usually lasts 2

mins. If more than 5 mins.
call 911
Benadryl 25 mg as needed
for allergy symptoms.
Call with any type of head
injury.Call parents with any
type of head injury. Home:
(604) 468-0346 Dads cell:
778-288-7768 Moms cell:
778-237-1692
NO MEDS in school
Paniagua
Antonio
Pengelly
Franklin
344158
Petznek
Marissa
351206
Conditions: Sulpha Allergy

asthma Bee Sting Allergy 12 Epi pen
SEVERE Allergies - Milk Egg
Peanuts Fish Nuts
10 Penicillin
343707
343757
Agenesis of the corpus

callosum - the corpus
callosum is missing void
can fill up with fluid from
11 head contact
Pierce
Rakic
Rector
Justin
Nicholas
Curtis
315809
Rogers
Brennan
303987
Ruditsch
Matthew
343525
88 | P a g e
Limited lung function (due

to chemo Allergy9 Amoxicillin & Penicillin
Learning disability 12 possible hyperactiveness.
Peanut Allergy; ADHD;
9 learning disabiliies
epi pen in backpack.
Sagmoen
Sartin
Sayles
Seekings
Sekhon
Shuen
Simmons
Kyle
Blake
Matthew
Austin
Armann
Matthew
Tyler
314033
343429
Conditions: Asthma
Medications: ventolin as
required. Singulair 10 mg one tablet daily - in the
12 evening
348924
351292
Peanuts Other Nuts

Bee/Wasp Milk Prod
Conditions: Severe
Allergies-Peanut allergy.
11 Asthma. Raw egg allergy.
9 Allergy to Penicillin
Epi pen in backpack. Puffer

and Benadryl in packack as
well. Eczema. Asthma.
NO MEDS at school
348408
Allergies: Peanuts/Nuts
Almonds
Conditions:
10 Asthma
Asthma
351293
Asthma (related to air

quality); under developed
9 lungs
354754
allergic to cats and has hay

10 fever
Stankovic
Marko
486086
Steele
Clayton
343556
Stolarski
Jamie
343689
Conditions: Diabetic Low

blood sugar can cause
11 seizures
Sylvia
343754
Tam
Thiara
Tonkin
Cory
Gurjot
Travis
349731
351299
348371
Conditions: Asthma Dog

12 Allergy Has 2 inhalers.
9 Diabetic
12 Conditions: Asthma
344036
Seasonal Bronchial induced

11 Asthma
89 | P a g e
Pedro
NO MEDS at school
use ice for swelling (cats)
Allergy - Penicillin autism

spectrum disorder (ASD)
10 Seizure
Allergies: Asthma/Bee
9 Stings
Szilagyi
Vasquez
Call 911 and send to

hospital by ambulance May
have to administer Epi pen
if the child will let you
Sever allergy to peanuts

and all nuts/legumes
12 Ashtma Anaphlactic shock
9 Nuts
Unresponsive confused
oppositional or sore
stomach (low) contact
office immediately. If
student reports low sugar
en
Orange, crab, salmon, egg,
fresh ruit, raw veges, trees,
grass, shrimp
Ventalin Puffer
Williams
John
343745
Williams
Tavian
349014
Asthma; Allergic to
9 penicillin
Allergy to penicillin &
9 ketchup
Wock
Wong
Chantal
Yue
646761
351117
ADD/ADHD see student

9 info sheet for meds
12 Peanuts
Wong
Ashley
351218
Wong
Alan
808120
Woochuk
Woodward
Mason
Rachel
Wotherspoon Alicia
90 | P a g e
225084
479431
349184
10 Allergy to grass and pollen

Alert: Asthma Medication:
In backpack Allergies:
9 Pollen
Brain AneurysmUnruptured left internal
cartoid SEND TO
CHILDREN'S HOSPITAL
12 ONLY
9 Allergy to Ibuprofren.
Peanut / tree nut Allergy.

10 Must carry an EpiPen.
Shortness of breath
wheezing and
uncontrollable cough.
Administer Ventolin inhaler
(2 puffs). If not better
within 15
MEDICATION: Benadryl 1-2

capsules every 4-6 hours.
dust nuts eggs and grass
Cerebral Fusiform Left

Carotid Aneurysm (behind
left eye)
Benadryl; Epi-Pen - History:
Hives Blotches Severe
Congestion Vomiting
difficulty breathing
APPENDIX L
POLICY FOR SCHEDULING OF STUDENTS
The school schedule and school staffing is based upon the course selections of students. The
ability of the school to vary student schedules is limited. Within the limitations of staffing and
schedule flexibility, students may have restricted access to course changes, particularly in
cases where the student has changed his/her area of study. Within these general guidelines
and under the supervision of the principal, school procedures for responding to requests from
students for a timetable change are:
Class Size
1. Decisions in this area are guided by provincial guidelines and the needs of individual
students.
Change of Course
1. Requests for a change of course are considered if the student has changed his/her area
of study and if there is room in the selected course.
2. Requests for a change of course within the same subject, (Math 11 to Math 11E for
example) are made in consultation with the subject teachers/counselors/admin
concerned.
3. Students are not permitted to audit courses.
Change of Teacher
1. Students are normally expected to remain in the class into which they have been
scheduled.
2. Student requests for a change of teacher are considered if the student is repeating the
course and has been scheduled to the same teacher a second time.
3. A student request to change teacher for any other reason may be granted only by the
Principal.
Teacher Appeal
Teachers have the right to question the transfer of a student through the counsellors and/or
administration.
Withdrawal From a Course
1. Once a student has registered for and has begun attending a course, no dropping of the
course or withdrawing is allowed without a consultation with the teacher concerned and
with the counselor. In all such cases, no action should be taken until the parent is
involved. Such withdrawals will hopefully end as of the end of the second week in each
semester.
2. After the second week, no withdrawal is allowed without the consent of the parent and
the principal.
3. Teachers are asked NOT to counsel students to withdraw from courses. Discuss the
matter with the counselor. Urge students to work hard, take advantage of teacher
assistance and be successful.
91 | P a g e
Course Change Information

Due to district policy (expectations) all secondary schools are required to meet class size and
composition limits. However, it also creates significant restrictions such that we are unable to
make changes to students timetables.
Timetable adjustments will be made for the following reasons only:
1. Course failure
2. Summer Learning completion
3. Incomplete timetables
4. Specific post-secondary admission requirements
92 | P a g e
APPENDIX M
GRADUATION PROGRAM 80 CREDITS
Student must complete 80 credits during grade 10, 11 and 12. A minimum of 16 credits must be
completed in grade 12 courses (including Language Arts 12). A total of 5 provincial exams must
be written in Math 10, Science 10, Language Arts 10 and Social Studies 11 worth 20% of the
final mark. Students must also write a provincial exam in their Language Arts 12 course
(English 12, AP Eng or Communications 12) worth 40% of their final mark.
1. Required courses
Language Arts 10
(provincial exam, 20%)
Language Arts 11
Language Arts 12
Science 10
Science 11 or 12
Social Studies 10
Socials 11, Civics 11 or
First Nations 12
Mathematics 10
Mathematics 11
Physical Education 10
Planning 10
Fine Arts or Applied Skills 10, 11 or 12 course (refer to course index)
2. Graduation Transition Plan
4 credits
4 credits
4 credits
4 credits
4 credits
4 credits
4 credits
4 credits
4 credits
4 credits
4 credits
4 credits
4 credits
3. Electives (taken at the grade 10, 11 and 12 level)

28 credits
Students must take one elective course in grade 10, or 11 or 12 that is either
an applied skill or a fine arts course.
__________
TOTAL
80 credits
GRADUATION PROGRAM EXAMS
Grade 10 Provincial Exams (exams are worth 20% of the final mark)
Language Arts 10 and
One Mathematics 10 and
Science 10
Grade 11 or 12 Provincial Exams (exams are worth 20% of the final mark)
Social Studies 11 or
Canadian Civics 11 or
BC First nations 12
Grade 12 Provincial Exams (exams are worth 40% of the final mark)
Language Arts 12 (English 12, AP Eng 12 or Communications 12)
Language Arts 12 is a required exam worth 40% all other Grade 12 exams are optional for
graduation but may be required for program entry.
93 | P a g e
PLANNING 10: 4 CREDITS

This is a required course for all grade 10 students and it is an integral part of the new
Graduation Program. In this course students will begin their graduation portfolio.
GRADUATION TRANSITION PLAN: 4 Credits
The Grad Transition Plan sets standards in key areas that are not measured by the graduation
program exams. It will be started during the Planning 10 course and supported in Grade 11 and
12 with a teacher mentor. Students will complete the Grad Transition Plan in Grade 12. The
three key areas include:
Healthy Living (document and report a minimum of 150 minutes per week of physical
activity)
Work Experience (30 hours of volunteer or paid work)
Transition Plan (5 parts: post secondary or work transition plan, financial plan, resum,
cover letter and application)
94 | P a g e
APPENDIX N
TERRY FOX TECH SUPPORT
95 | P a g e
APPENDIX O
TERRY FOX CODE OF CONDUCT FOR 2014-2015

SCHOOL MISSION:
TERRY FOX SECONDARY SCHOOL STRIVES TO CREATE A
challenging environment which fosters respect,
courtesy and enthusiasm for learning.
Terry Fox strives to encourage students to show
determination, commitment, and perseverance in the
pursuit of their fullest potential.
96 | P a g e
TERRY FOX SECONDARY CODE OF CONDUCT

I.
INTRODUCTION
Terry Fox Secondary Schools Code of Conduct outlines school expectations and
acceptable student behaviour as directed by the School Act 85(2)(c). The Code of
Conduct is communicated to students, parents, staff, as well as to visitors and other
district staff. The Code of Conduct is taught, reinforced and monitored. Each year
the Code of Conduct is reviewed to reflect the schools community needs, and to
align with the district and provincial school safety initiatives.
THE PURPOSE OF THE CODE OF CONDUCT IS TO:
II.
Establish and maintain a safe, caring and orderly environment for a positive
learning and teaching climate
Establish an appropriate balance between individual and collective rights,
freedoms, and responsibilities.
Clarify and outline school expectations and acceptable student conduct at
school, during school events, as representatives of the school in the community,
and for any conduct that occurs off school property, where there is a connection
to the school.
Clarify and outline school expectations in relation to online postings, text
messaging, and other electronic communications that negatively affect other
members of the school community and student learning.
Ensure a positive human rights environment that cherishes openness, diversity,
fairness, and equity
Encourage thoughtful and reflective citizenship
CODE OF CONDUCT: KEY ELEMENTS

1. Process:
All British Columbia schools include students, parents and staff in the
development and review of codes of conduct. The following was done for the
Code of Conduct process:
97 | P a g e
A School Leadership Team met to discuss the process for the revision of the
schools code of conduct according to the guidelines.
A Focus Group of students met to review the Ministry Guidelines and the
present Code of Conduct. Revisions were made.
The SPC met to review the updated Code of Conduct.
SPC and PAC members reviewed the schools Code of Conduct.
A School Leadership Team met with other levels in our community of schools
network to align across middle and secondary levels.
The final version of the Code of Conduct is printed and communicated to all
partner groups.
2. Communication:
Expectations regarding acceptable conduct are made known to all students,
parents and school staff, as well as to temporary staff or visitors. Expectations
while acting as representatives of the school also are made known to students,
parents, coaches and involved members of the greater community.
Each year, student handbooks are distributed to all students and staff. The
handbook contains pertinent information regarding the procedures followed in the
school as well as the expectations for student conduct. Included in the handbook
is the School Code of Conduct. Parents and students are advised of the school
code of conduct through this handbook, school newsletters, assemblies, and at
PAC meetings. Positive and proactive problem solving strategies are an ongoing
attribute of the culture of our school. Temporary and new staff members are
provided with an orientation package which includes the code of conduct.
Students and families new to our school are similarly provided an orientation
package upon registration through the counselling department. Our code of
conduct is also accessible on our web page and available in the main office.
3. Implementation:
On the first day of school and through grade-wide assemblies, and Homeroom,
along with class-wide meetings throughout the school year, students are
reminded about cooperation, safety, awareness of and respect for the rights of
others and the School Code of Conduct in a positive manner. We believe this
sharing provides each student a chance to reflect upon his or her personal
responsibility to be a good citizen of Terry Fox Secondary School. Throughout
the year students are reminded of their rights and responsibilities and are taught
strategies to find peaceful solutions to resolve conflicts.
Our school code of conduct has been, and continues to be, embedded in the
daily teachings of our staff members. Every effort is made to teach and reinforce
this to the students through our Character in Action Program which promotes and
recognizes the four attributes: Integrity, Perseverance, Kindness and Leadership.
Throughout the year the staff is involved in the development, implementation and
ongoing review of our code of conduct. At our first staff meeting of the year and
at our first school based professional development day, time is given to review
the staff handbook which includes the code of conduct. Collaborative
discussions and written input is collated and reflected for the remainder of the
year in our revised handbook, our Character in Action program, and at staff
meetings, department meetings and CDMC meetings. On a daily basis, all staff
members contribute to helping students find ways to solve their problems and we
continue to experience a high degree of success in this area. This is apparent
from Student Focus Group feedback.
We recognize the active involvement of our parent community is integral to the
successful development and implementation of our code of conduct. To this end
we discuss and request feedback from our SPC and PAC at the start of the
school year.
4. Monitoring and Review:
98 | P a g e
In addition to daily monitoring by teachers, the conduct of students is monitored

at weekly Leadership Team meetings, weekly School Based Team meetings,
and at regular counselors administrators meetings. Attendance monitoring and
communication home occurs weekly. At the summation of each of our six
reporting periods staff reviews academic performance, and behavioral incidents.
It is important to note that the intent is a pro-active problem-solving approach.
The code of conduct is reviewed at the start of the school year and again at the
end of the year by staff, PAC and SPC.
5. Alignment:
Terry Fox Secondarys Code of Conduct is compatible with those from other
secondary schools in the district as well as the community of schools in our
geographical area. It is also in alignment with the District Code of Conduct.
Discussions with the members of our community of schools take place during
regularly scheduled meetings throughout the year.
6. Standards:
a.) Statement of Purpose:
Terry Fox Secondary School promotes the values expressed in the BC
Human Rights Code respecting the rights of individuals in accordance with
the law prohibiting discrimination based on race, color, ancestry, place of
origin, religion, marital status, physical or mental disability, sex or sexual
orientation in respect of discriminatory publication and discrimination in
accommodation, service and facility in the school environment.
b.) Conduct Expectations:
These expectations apply to behavior at school, during school-organized or
sponsored activities, and behavior beyond these times (including online
behavior) that negatively impacts the safe, caring and orderly environment of
the school and/or student learning.
Acceptable Conduct
99 | P a g e
Respecting oneself, others and the school facility

Engaging in responsible behavior in all learning and school activities
(attending classes regularly, being prepared for class, completing all
assignments in a timely manner, and using good manners and good
common sense)
Helping to ensure the school environment is a safe and caring place for all
to learn
Informing a tellable adult*, in a timely manner (in advance, if possible) of
an unsafe individual or behavior
Modeling respectful and responsible behavior at school, in the community
and while acting as a representative for the school
Practicing acceptable use of technology on or off campus
Being accountable for any conduct that occurs off school property where
there is a connection to the school.
*Examples of tellable adults include teacher, counselor, administrator,

support staff; communication can take the form of person-to-person,
phone, e-mail, or written.
Unacceptable Conduct
Interfere with the learning and teaching environment of students and staff.
Create an unsafe, disorderly or dangerous learning environment.
Demonstrate a lack of caring for oneself, others and the school
community.
Demonstrate bullying, harassment, intimidation or exclusion (physical or
verbal bullying such as putdowns, name calling, gestures or actions;
discriminatory behaviors such as verbal, written or gestured comments
regarding a persons race, color, ancestry, place of origin, political beliefs,
religion, physical or mental abilities, gender, sexual orientation, physical
appearance or health).
Include acts of unkind words or hurtful behaviors towards others; bullying,
harassment or intimidation; cyber bullying (harassing, insulting or
intimidating others through the use of technology such as computers, the
internet, e-mail, text messaging, cellular telephone, hurtful use of
Ask.fm, chat rooms or the like); clothing choice; physical violence or
assault; retribution towards someone who reported unsafe or violent
incidents while at school at a school-related activity or in other
circumstances where engaging in the activity will have an impact on the
school environment.
Include illegal acts, such as possession or use of a weapon; possession,
use, or trafficking of illegal chemicals, drugs, alcohol, tobacco or restricted
substances; gambling*; theft of school or others property; vandalism to
school or others property
Students are not to engage in inappropriate activity which include illegal,
obscene, harassing, threatening or intimidating acts using mobile and
wireless Internet information technologies, computers, cell phones,
electronic devices that include camera and video capabilities, or other
mobile/wireless technology which take place at school or off school
premises that results in a disruption in the school community or the
creation of a poisonous learning environment or represents conduct that is
harmful to the moral tone of the school or to the physical or mental well
being of others. In cases where, upon investigation, this is deemed to
have occurred discipline will be imposed upon a student or students.
*Gambling behaviour is an emerging issue in secondary schools;
gambling is an illegal activity for school age students and will result in
progressive corrective measures.
Rising Expectations:
As students mature and progress through grades 9-12 behavioural
expectations will rise so that students:
100 | P a g e
Take increasing responsibility for their own actions;

Exhibit more socially responsible behaviours;
Understand that consequences for irresponsible or unsafe behaviour also
escalate accordingly;
Understand that levels of maturity, personal responsibility, self-discipline,
modeling and leadership are expected to improve;
Understand that consequences for unacceptable conduct in senior grades
will likely result in more severe consequences and could include loss of
Graduation and Commencement activities.
There are however unacceptable behaviours that will result in more severe
consequences and may bypass any progressive disciplinary steps.
Examples might include weapons, assault or drug trafficking. (Behaviours
cited are only some examples and not an all-inclusive list)
c.) Consequences
Consequences will be applied to unacceptable student conduct. The
consequence will be implemented based on the severity and the frequency of
the behavior. Progressive discipline methods will be implemented to alter the
inappropriate and/or unsafe behavior. Whenever possible, and appropriate,
consequences will focus on being restorative and preventative in nature.
Some of these methods could include one or more of the consequences
below:
Students participating in meaningful consequences for the unacceptable

behavior
School or community counseling
Conflict resolution strategies
Alternative to suspension meetings and/or programs
Small group mediations
Informal suspensionat school or home
Community service
Partial day school programs
Behaviour plans
Formal suspension: District Code of Conduct: Suspension Process
Level I, II, or III (for serious or dangerous behaviours)
Special Considerations may apply to students with special needs if these
students are unable to comply with a code of conduct due to having a
disability of an intellectual, physical, sensory, emotional or behavioral
nature.
Terry Fox Secondary will take all reasonable steps to prevent retaliation by a
person against a student who has made a complaint of a breach of a code of
conduct
d.) Parent Notification
Due to the nature of the unacceptable behaviour the school staff will contact
the following people:
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Parents of the student offender(s) will be contacted

102 | P a g e
Parents of the student victim(s) will be contacted as deemed appropriate

by the school
Coquitlam School Board officials will be contacted as required by school
district policy, e.g. Level I, II, and III suspensions
Police and other agencies as required by law
School staff and school community as deemed appropriate by the school
and/or district administration.
APPENDIX P
REPORTING TIMELINE 2014-2015
Semester 1
Dates
Number of In
Class
Days
1st Term
(Formal)
Sept. 23 Oct. 31
27 days
2nd Term
(Formal)
Nov. 3 Dec. 10
25 days
3rd Term
(Final)
Dec. 11 Jan. 30
27 days
79 TOTAL
Notes
Marks due Monday, Nov. 3, 9:00 AM

Report distributed Thursday, Nov. 6
Parent/Teacher Interviews Thursday, Nov. 13
Marks due Friday, Dec 12, 9:00 AM

Report cards issued in Home Room Thursday, Dec. 18
Exams commence Monday, Feb. 2

Marks due Friday, Feb. 6 at 9 a.m..
Report cards issued in Home Room on Thursday, Feb. 12
Semester 2
Dates
Number of In
Class
Days
4th Term
(Formal)
Feb. 10 April 2
27 days
5th Term
(Formal)
Apr 7 May 13
26 days
6th Term
(Final)
May 14 June 18
23 days
Notes
Marks due Tuesday, April 7, 9:00 AM

Report cards issued in Home Room FRIDAY, April 10
Parent/Teacher Interviews Wed. April 15
Marks due Friday, May 15, 9:00 AM

Report cards issued in Home Room Thursday, May 21
Exam week & Principals adjudication Monday, June 22

Marks due Monday, June 22 at 9 a.m.
Report cards issued in Home Room Thursday, June 25
76 TOTAL
103 | P a g e

Terry Fox Secondary Staff Handbook 2014 - 2015

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DRAFT

September 19, 2014

Terry Fox Secondary School

Terry Fox Secondary Staff Handbook

Terry Fox Secondary Staff Handbook

TERRY FOX SECONDARY ADMINISTRATIVE RESPONSIBILITIES 2013 2014 ....... 9

Terry Fox Secondary Staff Handbook

Fiscal Responsibilities of Department Heads ........................................................................................ 20

COMMITTEES AND REPONSIBILITIES ...................................................................... 24

BEAR AWARE PROCEDURES ................................................................................... 31

EMERGENCY MAP ...................................................................................................... 36

REPORTING PROGRESS TO PARENTS AND STUDENTS ....................................... 41

Terry Fox Secondary Staff Handbook

Meaning of Symbols Used on Report Cards .......................................................................................... 41

STUDENT ATTENDANCE ............................................................................................ 50

THE THREE LEVEL ATTENDANCE INTERVENTION PLAN FOR UNEXCUSED

STUDENT DISCIPLINE AND SUSPENSION ............................................................... 56

Terry Fox Secondary Staff Handbook

General Discipline Guidelines: ................................................................................................................ 56

STUDENT SERVICES .................................................................................................. 60

SCHOOL-BASED TEAM .............................................................................................. 62

SCHOOL SECURITY .................................................................................................... 63

ACCIDENTS STUDENT/STAFF ................................................................................ 64

SUNSHINE FUND ........................................................................................................ 65

Terry Fox Secondary Staff Handbook

SCHOOL CALENDAR 2014-2015 ................................................................................ 69

APPENDIX P Reporting Timeline 2014 - 2015 ....................................................................... 106

Terry Fox Secondary Staff Handbook

SCHOOL GOALS & APL (ACTION PLAN FOR LEARNING)

Terry Fox Secondary Staff Handbook

TEACHING STAFF LIST ( CTA)

Ms. Caz Davidson

Ms. Cheryl McCargar

* Bold Admin, Department Heads

Terry Fox Secondary Staff Handbook

TERRY FOX SECONDARY ADMINISTRATIVE RESPONSIBILITIES 2014 2015

APL Action Plan for Learning

Terry Fox Secondary Staff Handbook

Health and Safety Committee/WCB

Emergency Preparedness Fire/Earthquake

Terry Fox Secondary Staff Handbook

Scholars Dinner/Luncheon (alternating)

UPDATED J ANUARY 2014

Terry Fox Secondary Staff Handbook

SUPPORT STAFF LIST ( CUPE )

Ms. Patti Webb

Ms. Carrie Kline

CAREER RESOURCE FACILITATOR

Ms. Deb Cowan

SPECIAL EDUCATION ASSISTANTS

Ms. Carmen Moorhouse

RCMP LIAISON OFFICER

Terry Fox Secondary Staff Handbook

DEPARTMENT HEADS/SCHOOL LEADERS 2014/2015

Athletics Director/Athletic Leadership

Technology Education/Visual & Performing Arts

Terry Fox Secondary Staff Handbook

SCHOOL HOURS/CLASS SCHEDULE

INCLEMENT WEATHER (POLICY #AP132)

Terry Fox Secondary Staff Handbook

SCHOOL OPENING PROCEDURES

May 14, 2015

SCHOOL ASSEMBLIES AND PRESENTATIONS