K-12 SCHOOL PD Day - NO CLASSES
"dedicated to the pursuit of excellence"
An upcoming Division event, on Monday, February 1st.
"Dedicated to the Pursuit of Excellence"
SECTION A - FOUNDATIONS AND BASIC COMMITMENTS |
File AA-E1
ORDER OF THE MINISTER OF EDUCATION RE: PROPOSAL TO FORM
THE PORTAGE LA PRAIRIE SCHOOL DIVISION NO. 24
Under authority vested in me under subsection (1) of section 437 of The Public Schools Act, I hereby approve the form of the proposal of The School Divisions Boundaries Commission for the establishment of a school division to be styled and known as “The Portage la Prairie School Division No. 24.”
The said proposed school division shall include the following school districts, each of which shall be included in a ward as hereinafter designated:
Ward 1 - The School District of Portage la Prairie No. 10
Ward 2 - The School District of Burnside No. 24; The School District of Edwin No. 735;
The School District of Gainsborough No. 1941; The School District of Hood No. 1381;
The School District of Kelvin No. 1347; The School District of Layland No. 2090;
The School District of Mount Pleasant No. 50; The School District of Overhill No. 2084; The School District of Poplar Bluff No. 734; The School District of Ridge Road No. 730; and the School District of Salem No. 623.
Ward 3 - The School District of Beaconsfield No. 54; The School District of Belle Plain No. 46; The School District of Connor No. 476; The School District of Dale No. 705; The School District of Delta Beach No. 1810; The School District of Dundonald No. 1322; The School District of East Prospect No. 111; The School District of Euclid No. 197; The School District of Flee Island No. 527; The School District of Longburn No. 93; The School District of Minnetonka No. 659; The School District of Oakland No. 57; The School District of Portage Creek No. 505; The School District of Rob Roy No. 1324; The School District of Rosegrove No. 2216; The School District of West Oakland No. 110; and The School District of West Prospect No. 112.
Ward 4 - The School District of Belcourt No. 1094; The School District of Brennan No. 2255; The School District of Cochrane No. 43; The School District of Curtis No. 1187; The School District of East Poplar Point No. 15; the School District of High Bluff Village No. 771; The School District of Nairn No. 42; The School District of the North High Bluff No. 23; The School District of Old High Bluff No. 13 and The School District of West Poplar Point No. 12.
Ward 5 - The School District of Beautiful Valley No. 924; The School District of Elm River No. 622; The School District of Fortier No. 721; The School District of Ingleside No. 831; The School District of Mill Creek No. 929 and The School District of Oakville 655.
The number of trustees in the said division to be elected from each of the said wards shall be as
follows:
Ward 1 -5 trustees; Ward 2 -1 trustee; Ward 3 -1 trustee; Ward 4 -1 trustee; Ward 5 -1 trustee.
I hereby fix Friday, the 27th of February, 1959, as the date on which the proposal shall be submitted to a vote of the resident electors of the proposed school division with advance polls on the following days:
Monday, the 23rd of February, 1959, Tuesday, the 24th of February, 1959, Wednesday, the 25th day of February 1959.
I hereby appoint Mr. Keith Stewart, c/o: Keith Stewart Agencies, Portage la Prairie, as returning officer to take the vote on the proposal, and if the school division is established, to take the vote on the first election of trustees.
Dated this 14th day of January, 1959.
“Stewart E. McLean”
Minister of Education
SECTION A - FOUNDATIONS AND BASIC COMMITMENTS |
File AA-E2
ORDER OF THE MINISTER TO ESTABLISH
THE PORTAGE LA PRAIRIE SCHOOL DIVISION NO. 24
WHEREAS subsection (1) of section 435 of The Public Schools Act provides as follows:
"435 (1) Notwithstanding any other provision of this Act, but subject as in this Part provided, the Minister may, by his written order, establish school divisions."
AND WHEREAS subsection (1) of section 436 of The Public Schools Act provides as follows:
"436 (1) Subject as in this Part otherwise provided, the Minister shall not establish a school division unless a majority of the resident electors in the proposed division who vote on the proposal to establish the division vote in favor thereof."
AND WHEREAS subsection (1) of section 442 of The Public Schools Act provides as follows:
"442 (1) Where the result of the vote is favorable to the establishment of the proposed division, the Minister, by his written order, may establish the division in accordance with the proposal."
AND WHEREAS a majority of the resident electors who voted on a proposal to establish the Portage la Prairie School Division No. 24 have voted in favor thereof;
AND WHEREAS it is deemed desirable and in the public interest to establish the division in accordance with the proposal;
THEREFORE, under and by virtue of authority vested in me by subsection (1) of section 442 of The Public Schools Act, I do hereby order:
TABLE
Ward 1 - The School District of Portage la Prairie No. 10
Ward 2 - The School District of Burnside No. 24; The School District of Edwin No. 735; The School District of Gainsborough No. 1941; The School District of Hood No. 1381; The School District of Kelvin No. 1347; The School District of Layland No. 2090; The School District of Mount Pleasant No. 50; The School District of Overhill No. 2084; The School District of Poplar Bluff No. 734; The School District of Ridge Road No. 730 and the School District of Salem No. 623.
Ward 3 - The School District of Beaconsfield No. 54; The School District of Belle Plain No. 46; The School District of Connor No. 476; The School District of Dale No. 705; The School District of Delta Beach No. 1810; The School District of Dundonald No. 1322; The School District of East Prospect No. 111; The School District of Euclid No. 197; The School District of Flee Island No. 527; The School District of Longburn No. 93; The School District of Minnetonka No. 659; The School District of Oakland No. 57; The School District of Portage Creek No. 505; The School District of Rob Roy No. 1324; The School District of Rosegrove No. 2216; The School District of West Oakland No. 110 and the School District of West Prospect No. 112.
Ward 4 - The School District of Belcourt No. 1694; The School District of Brennan No. 2255; The School District of Cochrane No. 43; The School District of Curtis No. 1187, The School District of East Poplar Point No. 15, The School District of High Bluff Village No. 771; The School District of Nairn No. 42; The School District of North High Bluff No. 23, the School District of Old High Bluff No.13, and The School District of West Poplar Point No. 12.
Ward 5 - The School District of Beautiful Valley No. 924; The School District of Elm River No. 622; The School District of Fortier No. 741; The School District of Ingleside No. 831; The School District of Mill Creek No. 929 and the School District of Oakville No. 655.
Ward 1 -5 trustees; Ward 2 -1 trustee; Ward 3 -1 trustee; Ward 4 -1 trustee; Ward 5 -1 trustee.
Dated this 28th day of February 1959.
"Stewart E. McLean"
Minister of Education
SECTION A - FOUNDATIONS AND BASIC COMMITMENTS |
File AA-E3
ORDER OF THE MINISTER DECLARING
THE PORTAGE LA PRAIRIE SCHOOL DIVISION NO. 24
a School Division within the meaning of section 443 of The Public Schools Act.
WHEREAS subsection (2) (a) of section 444C of The Public Schools Act provides as follows:
"444C (2) the Minister may (a) in his discretion; or (b) on the written petition of at least twenty per centum of the resident electors of a division, cause a referendum of the resident electors in that school division to be held to determine whether that school division should be established as a division within the meaning of section 443."
AND WHEREAS subsection (3) of section 444C of The Public Schools Act provides as follows:
"444C (3) Where, under this section, a referendum is approved by the vote of a majority of the resident electors voting thereon, the Minister shall, by his written order, declare the school division to be a division within the meaning of section 443; and thereupon all the affairs of the school districts in that school division shall be managed by the Board of that school division.
AND WHEREAS subsection (5) of section 444C of The Public Schools Act as amended provides as follows:
"444C (5) where the Minister, by his order under this section, establishes a division within the meaning of section 443, the order shall
AND WHEREAS a majority of the resident electors who voted on a proposal to establish The Portage la Prairie School Division No. 24 as a division within the meaning of section 443 of The Public Schools Act have voted in favor thereof;
AND WHEREAS it is deemed desirable and in the public interest to establish the division in accordance with the proposal;
THEREFORE, under and by virtue of the authority vested in me by subsections (3) and (5) of section 444C of The Public Schools Act, I do hereby order:
Dated this 11th day of March, 1967.
"G. Johnson"
Minister of Education
SECTION A - FOUNDATIONS AND BASIC COMMITMENTS |
FILE AAA
BOUNDARIES AND WARDS OF SCHOOL DIVISION
The boundaries of the Portage la Prairie School Division shall be the boundaries of the areas containing the wards of the Division. The number of Trustees for the Division is nine. They are elected on the following basis:
Ward 1 - Five Trustees
Ward 2 - One Trustee
Ward 3 - One Trustee
Ward 4 - One Trustee
Ward 5 - One Trustee
The Territorial extent of the Division is as follows:
Ward 1: All those lands within the boundaries of the City of Portage la Prairie, Manitoba.
Ward 2: All those lands within the Portage la Prairie School Division in Ward 5 of the R.M. of Portage la Prairie, together with the following lands of the R.M. of North Norfolk:
NE ¼ of section 12-11-9. S ½ of the SE ¼ of section 13-11-9, N ½ of section 24-11-9, SE ¼ of section 24-11-9, all of section 25-11-9, E ½ of section 26-11-9, E ½ of section 35-11-9, all of section 36-11-9 and C.P.R. Right of Way;
and the following lands in the R.M. of South Norfolk: the NW ¼ of section 36-9-8.
Ward 3: Wards 3 and 4 of the R.M. of Portage la Prairie, together with the following lands in the R.M. of North Norfolk:
Section 1-12-9, SE ¼ of section 2-12-9, all of section 12-12-9, all of section 13-12-9, E ½ of section 24-12-9, and such lands in the R.M. of Westbourne situated within the boundaries of the Portage la Prairie School Division.
Ward 4: All those lands within the boundaries of the Portage la Prairie School Division in Wards 1, and 2 of the R.M. of Portage la Prairie, together with all those lands within the boundaries of the Portage la Prairie School Division in the R.M. of St. Francois Xavier, and all those lands within the boundaries of the Portage la Prairie School Division in the R.M. of Woodlands.
Ward 5 All those lands within the boundaries of the Portage la Prairie School Division in Wards 6 and 7 of the R.M. of Portage la Prairie, together with all those lands within the boundaries of the Portage la Prairie School Division in the R.M. of Grey. (See also: AAA-E1, AAA-E2, AAA-E3).
Any alteration of wards must be done by By-law. [PSA 57(1)] See also: BCM
SECTION A - FOUNDATIONS AND BASIC COMMITMENTS |
SECTION A - FOUNDATIONS AND BASIC COMMITMENTS |
SECTION A - FOUNDATIONS AND BASIC COMMITMENTS |
SECTION A - FOUNDATIONS AND BASIC COMMITMENTS |
FILE AB
THE PEOPLE AND THEIR SCHOOL DIVISION
The people of the Portage la Prairie School Division shall elect their Trustees in democratic fashion and within the rules and regulations of The Public Schools Act and The Municipal Councils and School Boards Election Act, to direct and governthe Portage la Prairie School Division (PSA 22-26).
Further, it is the responsibility of the people of the Division to vote at elections of Trustees, and in general, to bring to the attention of the Trustees their concerns in education matters.
Trustees shall act to uphold the representative responsibility placed on them by accurately and impartially conveying tothe Portage la Prairie School Division Board the educational desires and demands of the people they represent.
Trustees shall strive to obtain for the constituents the best educational conditions that are compatible and can exist in harmony with the policies of the Division.
With good communication between the people and their Trustees and a sincere desire on the part of the Trustees to do that which is best for the Division, the Portage la Prairie School Division will provide its people with a sound educational system that reflects the thinking of its people.
SECTION A - FOUNDATIONS AND BASIC COMMITMENTS |
FILE ABA
THE NAME "PORTAGE LA PRAIRIE"
T
he first Europeans, credited with the "discovery" of the Portage area, were Radisson and Groseilliers. They explored the region in search of furs between 1658 and 1690. Pierre Gaultier de Varnes Sieur de la Verendrye established Fort la Reine on the site of what is now known as Portage la Prairie in 1738. The name Portage la Prairie reflects this early voyageur heritage because it derives its meaning from the "Prairie Portage" that the early explorers had to endure when transporting goods from the Red and Assiniboine Rivers across to Lake Manitoba.Fort la Reine became one of the chief trading posts of the French in western Canada until the cession of Canada to Great Britain.
In 1832 a British presence was felt in Portage for the first time with the establishment of a post by the Hudson's Bay Co. on the bank of the Assiniboine River.
The fort was later moved to the west end of the present city in 1866-67, and moved again in 1870 to Saskatchewan Avenue. It was destroyed by fire in 1913 and was not rebuilt.
In 1851 the Reverend William Cochrane (later Archdeacon Cochrane) began a new settlement at Portage la Prairie. Settlers, farmers, and tradesmen from Eastern Canada began to pour into the region in the late 1800's along the old Boundary Commission trail. With the prospect of establishing a rail link with the east, the community saw a period of rapid growth.
In the early 1800's the community itself was outside the District of Assiniboia so consequently the settlers formed their own local council. Businessmen such as Thomas Spence persuaded the local settlers to form their own republic. In 1867 the short lived "Republic of Manitobah" was established, which was dissolved one year later.
Portage la Prairie was incorporated as a town in 1880 with a population of 800 and in 1907 became the City of Portage la Prairie. We are one of the oldest communities in Manitoba.
With permission from the City of Portage la Prairie website
Dale Lyle, City Manager
SECTION A - FOUNDATIONS AND BASIC COMMITMENTS |
FILE ABB
THE PORTAGE LA PRAIRIE SCHOOL DIVISION LOGO
The Portage la Prairie School Division logo is the result of a Division-wide contest chosen from 243 entries in February 1984. The committee composed of Trustees, senior administrators and Principals chose Marjorie Zettler, a grade 7 student from Yellowquill School as the overall winning entry. Marjories design was based on her thoughts on what symbolizes Portage la Prairie, which to her is Crescent Lake.
SCHOOL DIVISION MOTTO
"Dedicated to the Pursuit of Excellence"
"Dedicated to the Pursuit of Excellence"
SECTION A - FOUNDATIONS AND BASIC COMMITMENTS |
FILE ACA
VALUES STATEMENTThe following values have been identified as a high priority and are therefore expected to be incorporated into the decision-making and behaviour of the staff and students of the Portage la Prairie School Division.Honesty
Dignity
Cooperation
Equality
Commitment
Compassion
SECTION A - FOUNDATIONS AND BASIC COMMITMENTS |
FILE ACB
SCHOOL DIVISION GOALS AND OBJECTIVES
The objectives of the Portage la Prairie School Division are as follows. These objectives are not necessarily in order of priority.
See also: BA, BFA
SECTION A - FOUNDATIONS AND BASIC COMMITMENTS |
FILE AD
NON DISCRIMINATION
The Portage la Prairie School Division commits itself to fair and equal treatment of all persons regardless of
i. ancestry, including color and perceived race
ii. nationality or national origin
iii. ethnic background or origin
iv. religion or creed, religious belief, religious association or religious activity
v. age
vi. sex, including sex-determined characteristics or circumstances, such as pregnancy, the possibility of pregnancy, or circumstances related to pregnancy
vii. gender identity
viii. sexual orientation
ix. marital or family status
x. source of income
xi. political belief, political association or political activity
xii. physical or mental disability or related characteristics or circumstance, including reliance on a service animal, a wheelchair or any other remedial appliance or device
xiii. social disadvantage
(Manitoba Human Rights Code) [Subsection 19(2)]
(Canadian Human Rights Act)
Revised: February 2014
File ADA
RESPECT FOR HUMAN DIVERSITY
The Portage la Prairie School Division is committed to supporting equity and respect for human diversity as fundamental values of the public education system. All members of the school community have the right to learn and work in a safe, caring, and inclusive learning environment free from harassment and discrimination. The Division promotes acceptance and understanding of characteristics that are fundamental to the identity of an individual including ancestry, nationality, ethnic background or origin, religion, age, sex, gender identity, sexual orientation, marital status, source of income, political belief, physical and mental disability, and social disadvantage.
The Respect for Human Diversity policy supports principles expressed in the Canadian Charter of Rights and Freedoms, the Manitoba Human Rights Code, and the Manitoba Public Schools Act. This policy is congruent with existing Divisional policies, including, but not limited to:
ACA | Values Statement |
AD | Non Discrimination |
AE | Code of Conduct |
AF | Behavioural Policy |
AF-R | Dealing with Harassment |
JDC | Cell Phone/Paging Device/Electronic Communication |
JEI | Bullying |
JEL | Disruption of School Operations |
IGA | Internet Access/Acceptable Use of Electronic Technology |
Adopted: April 24, 2014
File ADA-R
RESPECT FOR HUMAN DIVERSITY
Definitions
The following are defined to ensure clarity and understanding.
Bullying is behavior that is intended to cause, or should be known to cause, fear, intimidation, humiliation, distress or other forms of harm to another person’s body, feelings, self-esteem, reputation or property; or is intended to create, or should be known to create, a negative school environment for another person.
Bullying characteristically takes place in a context of a real or perceived power imbalance between the people involved and is typically, but need not be, repeated behavior.
Bullying may be direct (face to face) or indirect (through others), and it may take place through any form of expression including written, verbal, or physical, or by means of any form of electronic communication (referred to as cyberbullying) including social media, text messaging, instant messaging, websites or email.
A person participates in bullying if he or she directly carries out the bullying behaviour or intentionally assists or encourages the bullying behaviour in any way. [PSA 1.2(1)(2)(3)]
Discrimination occurs when people are not treated based on their individual worth, but instead are treated differently based on stereotypes and prejudices, and this results in a disadvantage and barriers to equal opportunities.
Discrimination often involves treating someone differently on the basis of a protected characteristic, such as ancestry, age or religion.
Discrimination may include failure to make reasonable accommodation for the special needs of any individual or group based on the protected characteristics of the Manitoba Human Rights Code. [MHRC 9(2)]
Diversity encompasses all the ways in which human beings are both similar and different. It means understanding and accepting the uniqueness of individuals, as well as respecting their differences. Diversity may include, but is not limited to, gender identity, sexual orientation, age, ethnic origin, ancestry, culture, socio-economic status, religion, family status, mental and physical disability.
Equity refers to the provision of equitable opportunity, equitable access to programming, services and resources critical to the achievement of outcomes for all students, and the staff who serve them. Equity and equality are not necessarily synonymous, as equity can be achieved through unequal means.
Gender identity refers to a person’s internal sense or feeling male or female, which may or may not be the same as one’s biological sex. (Public Health Agency of Canada)
Harassment is any behaviour that degrades, demeans, humiliates, or embarrasses a person, and that a reasonable person should have known would be unwelcome. It includes actions (e.g., touching, pushing), comments (e.g., jokes, name-calling), or displays (e.g., posters, cartoons). Harassment can also take place electronically (e.g., text messages, email, screen savers, or social media). The Manitoba Human Rights Code (MHRC) refers to harassment as a course of abusive and unwelcome conduct or comment made on the basis of any protected characteristic. [MHRC 19(2)]
Sexual orientation is the term used to describe an individual’s sexual, psychological and emotional feelings of attraction towards another person (Public Health Agency of Canada).
Staff Development
The Portage la Prairie School Division is committed to providing resources and professional learning opportunities that support all staff to increase their capacity to teach and support students on issues regarding human diversity, including areas of sexual orientation and gender identity.
Accommodation of Student Activities/Organizations
The Portage la Prairie School Division will accommodate students who want to establish and lead activities and organizations that promote areas of human diversity. To assist staff and students in instituting such activities and organizations, organizers must adhere to the following guidelines and procedures.
• Activities and Organizations are:
o to be consistent and in compliance with Division/school policies; and
o open to all students who wish to participate in an appropriate manner.
Reporting
Any person who is aware of bullying or cyberbullying is required to report the incident to the principal as soon as reasonably possible. Principals will investigate any reports of bullying or cyberbullying. The duty to report also includes awareness that a student may have engaged in cyberbullying or been negatively affected by cyberbullying, whether it occurs during school or not. To respond to actions that contravene this policy, the Division and school Principals shall reference, as necessary Divisional policies (see File ADA), the Manitoba Public Schools Act, The Manitoba Human Rights Code, and the Canadian Charter of Rights and Freedoms.
Responsibilities
• Manitoba Education and Advanced Learning – provide information, training and feedback to school boards and school division staff to support them in the development and implementation of human diversity policies.
• School Board – is responsible for establishing a respect for human diversity policy which complies with the legislation, and ensure its implementation in each school.
• Senior Administration – play a leading role in overall policy implementation, promoting respect for human diversity and communicating policy expectations to staff, students, parents and community.
• Principals – Principals communicate and reinforce expectations for respecting human diversity policy to teachers and school staffs and encourage their participation in professional development and training on human diversity and related topics.
• Teachers and Other Staff – play a key role in communicating and reinforcing expectations of respecting human diversity to students. Under legislation, teachers and school staffs have an expanded duty to report matters of cyberbullying to the principal, whether it is believed to be happening at school or outside of regular school hours.
• Students – have responsibility to monitor their own interactions and conduct in ways that ensure a welcoming, safe, caring and inclusive school environment; particularly toward those previously identified as being at higher risk for bullying or discrimination.
• Parents and guardians – play an important role in their children’s understanding and respect for human diversity.
Revised April 2014
SECTION A - FOUNDATIONS AND BASIC COMMITMENTS |
FILE AE
CODE OF CONDUCT
This code of conduct is intended to provide a guideline and reference for parents or guardians, staff and students in determining acceptable behaviour in our education environment.
STUDENTS
Have the right to expect that
all staff will treat them with courtesy, consistency and fairness; | |
clear, relevant lessons will be presented, along with explanations for the evaluation procedures to be used; | |
they will be able to work in a school climate which is safe, pleasant, orderly, respectful and conducive to learning; | |
school personnel will be accessible to students for help concerning learning activities, personal and career decisions, in a manner and a time that suits the situation; | |
teachers will prepare for class and mark and return assignments within a reasonable time; | |
school administrators will monitor programs and instruction in the school; | |
staff will adhere to and apply the Divisional Code of Conduct policy; | |
they will have the opportunity to participate in activities; | |
teachers will abide by the terms of their Professional Code of Conduct. |
Will be responsible for
attending school and classes regularly and on-time; | |
being prepared for all classes by bringing required materials and completed homework assignments; | |
making arrangements for any work missed due to absence; | |
developing respect for self, others and property; | |
making the most of education opportunities through active participation; | |
taking pride in their work, their appearance and their accomplishments; | |
resolving conflicts and difficulties in a manner that is mutually acceptable; | |
obeying and observing the law and all school rules of conduct; | |
taking pride in their school and community. |
SCHOOL STAFF
Have the right to expect that
parents/guardians/students will treat them with respect; | |
students will attend classes regularly and on time, with assignments completed, and with appropriate materials; | |
students behaviour will promote a positive learning environment; | |
school administrators will provide leadership and support; | |
students, parents, and colleagues will provide support and cooperation in the performance of their duties. | |
students will observe all school rules of conduct. |
Will be responsible for
planning, teaching and supervising assigned courses; | |
establishing and maintaining a learning environment which is pleasant, orderly, respectful and conducive to students learning; | |
evaluating student achievement and explaining assessment procedures to be used in each course; | |
communicating information about student progress, attendance, behaviour, and special needs students, parents and administration; | |
arranging suitable out-of-class time for assisting students; | |
providing an environment that will promote self-esteem; | |
treating students fairly and consistently; | |
respecting the rights of all individuals; | |
maintaining open communication; | |
striving to provide an optimum quality of education; | |
ongoing personal and professional development. |
PARENTS/GUARDIANS
Have the right to expect that...
teachers will provide effective instruction for students and will display enthusiasm for teaching and learning; | |
school staff will respect others and property; | |
students will be able to participate in activities; | |
reasonable precautions will be taken to ensure the safety of students to and from school, and while in school; | |
administrators will exhibit leadership and support for students and for staff; | |
administrators will actively supervise programs and instruction in the school; | |
teachers will teach the required Manitoba Education curriculum as well as provide the assigned programs and services using appropriate teaching practices and methods; | |
the school will provide clear, relevant learning activities, along with explanations for the evaluation procedures to be used. |
Will be responsible for
treating school staff with courtesy and respect; | |
instilling in their son or daughter: |
the desire to work to the best of his/her ability; | |
an understanding of the importance of education; | |
respect for property and resources; | |
respect for the rights of fellow students and staff; | |
recognition of the authority of the school staff to ensure a safe, secure, non-threatening learning environment; | |
contacting the school when there are areas of affirmation and concern; | |
when possible, attending school events and meetings to give support to the school; | |
their childs behaviour; | |
their childs regular attendance in classes; | |
informing the school when their child will be absent. |
See also: AD, AF, EPD, EF, JE
SECTION A - FOUNDATIONS AND BASIC COMMITMENTS |
FILE AF
PREAMBLE
The Board of Trustees of the Portage la Prairie School Division is responsible for the safety and well-being of all its students and employees [PSA, 41(1) (b.1), 47, 48, 46(1), M.R. 465/88].
The Board will support its staff in maintaining appropriate conduct in order to ensure a safe and orderly environment for all within its jurisdiction. The school environment includes school buildings, grounds, vehicles, bus stops, the time going to and coming from school, and all school-related activities and events. See also EBA.
In accordance with the Public Schools Act, and after all efforts have been made at the school level to maintain a safe and orderly environment, the Board will authorize the suspension or expulsion of those whose conduct is deemed to be injurious to the welfare of others within its jurisdiction. See also JE to JEG.
The intent of this Policy is to outline specific procedures to deal with serious offences. It is expected that every school will have developed a Discipline Plan to respond to general student behaviour during the regular school day, including after school functions. Such plans should outline student behavioural expectations and a consequence/discipline cycle, as well as the process for appealing disciplinary decisions. It will be updated annually, and a copy forwarded to the Superintendent’s Department by October 31st of each year.
The School Division shall provide reasonable accommodation for students who have exceptional learning needs that affect their behaviour, and when disciplining the students, take into consideration the student’s ability to comply and the amount of support required. [M.R. 468/88,(40.12)].
I. GUIDING PRINCIPLE
Students, employees, and visitors to the school have the right to function in an environment free from physical, emotional, verbal, and sexual abuse or harassment and any type of bullying behaviour. (A volunteer working at a school will be considered a staff member for the purposes of this policy).
II. PROCEDURES
Each school shall make known to its students, parents/guardians, the Division’s Code of Conduct, and also the school’s Discipline Plan and the contents of this Behavioural Policy, as appropriate.
K-Grade 4 students will be taught that certain aggressive behaviours are unacceptable. It should be part of the Health and/or Social Studies program.
Formal presentations throughout the school year to Grade 5 to Grade 12 students by the legal profession should be considered, to inform students of their rights, but also to educate them about the legal repercussions for violent, aggressive, or abusive behaviour.
Training for all Division staff on how to deal with hostile students is encouraged; the WEVAS program (Working Effectively with Violent and Aggressive States) is required.
While the Behavioural Policy primarily addresses student conduct issues, it also applies to staff and visitors to the school, including parents/guardians. School and divisional personnel should be knowledgeable about Division policies and regulations that deal with possible unacceptable behaviour. They include:
AD Non discrimination
AE Code of Conduct
AF & AF-R Behavioural Policy and Regulation
EF Vandalism, Break-Ins, and Thefts
EPD Student Conduct on School Buses
IGA Acceptable Use of Electronic Technology
JEP, JEP-R Student Dress Code
JEI Bullying
KEB Visitors to the School
JEH – JEM Inappropriate Behaviours
III. SERIOUS OFFENCES CHARACTERIZED BY VIOLENT, AGGRESSIVE, OR ABUSIVE BEHAVIOUR
The Board of Trustees recognizes that there are certain behaviours that, if tolerated, would quickly destroy the type of learning environment to which the students and staff of the Division are entitled. These behaviours, categorized as violent, aggressive, or abusive, will not be tolerated and shall therefore result in immediate action being taken.
All violent, aggressive, or abusive acts shall result in those involved being placed on a Behaviour Intervention Plan (BIP). (See JEB)
In addition, each situation shall result in specific consequences, determined by the seriousness of the act, including consideration of expulsion from school for acts of a serious or chronic nature.
Violent, aggressive, or abusive acts must be well documented and communicated to a School Administrator and to the Superintendent’s Department. The Board of Trustees will be informed, and involved where necessary. The immediate involvement of the parent(s)/guardian(s) is also essential. (See JEB)
The following are examples of violent, aggressive, or abusive behaviours. The list is not exhaustive
Abuse/Bullying
It is the use of coercion and threats to obtain control over others. It includes being habitually cruel to others who are weaker.
Physical It consists of acts of violence against students, employees, their families and/or property with the intent of causing hurt, harm, or damage. Examples would include hitting, slapping, biting, kicking, spitting, breaking belongings, and throwing objects.
Verbal/Emotional/Psychological It consists of, but is not limited to, derogatory comments and/or discriminatory actions directed against an individual or group based on gender, race, lifestyle, sexual orientation, religion, etc. Examples may include swearing, threats, name calling, gestures, written comments, wrongful allegations, abusive telephone calls.
Cyberbullying It means using the Internet or other information or communication technologies, such as e-mail messages or text messages sent by cell phone or paper, to support deliberate, repeated and hostile behaviour by an individual or group, that is intended to hurt someone else. (See also IGA)
Weapons Possession
A weapon is any instrument designed or used to injure or intimidate another person. This includes items generally understood to be weapons as well as replicas of weapons. Any other item, if used to injure, threaten, or intimidate, is also a weapon.
Possession is defined as having a weapon on one’s person, or in an area subject to one’s control, on school property, or at a school activity (Section 2 of the Criminal Code of Canada).
A student who finds a weapon and immediately advises a teacher or other adult, shall not be considered to be in possession of a weapon. Students who find a weapon are advised to seek adult assistance and are advised not to touch the weapon. “Each teacher shall: ….(f)seize or cause to be seized and take possession of any offensive or dangerous weapon that is brought to school by a pupil and hand over any such weapon to the Principal who shall notify the parent
or guardian, warning him/her that the pupil may be suspended or expelled from the school.” [PSA, 96(f)]. All knives, including pocket knives are classed as weapons. See also: JEK
Intimidation
It is any act intended to frighten, hurt, embarrass, or coerce someone into submission or obedience.
Extortion
The use of verbal or physical coercion in order to gain financial or material gain from others constitutes extortion.
Gang Involvement
Gangs are groups of youth who share common beliefs, attitudes, and attire and exhibit unlawful and anti-social behaviour, and who associate with each other for protection and/or profit. (See Project Gang-Proof: A Handbook on Street Gangs for Parents –Manitoba Justice).
Gang-related insignia includes any article of clothing, jewelry or other similar item that is intended to communicate an association with a gang or gang-related activity. One example of gang-related insignia is a bandana. They are not to be displayed in the school, on school grounds, to and from school, or at/during school related activities. See also: JEJ
Harassment
It consists of behaviours/acts which intimidate or threaten a person in such a way as to deny the individual his/her dignity and respect, and often results in a feeling of powerlessness.
Racial It consists of words or slurs used, or actions taken, in an abusive or persistent manner, so that another person is caused to feel humiliation because of his or her race, color, creed, ancestry, place of origin, or ethnic origin.
Sexual It consists of behaviour which includes any unwanted, unwelcomed sexual advance or sexually oriented behaviour made by a person who knows, or ought reasonably to know, that such attention is unwanted. Sexual harassment may include, but is not limited to, unnecessary touching or petting, suggestive or other sexually aggressive remarks and gestures, leering at a person’s body, demands for sexual favors, or compromising invitations.
Stalking It is the persistent following, contacting, watching, or any other such threatening actions that compromise the peace of mind or the personal safety of an individual.
See also: AF-R
Defiance
It is the act or instance of persistently defying or opposing, especially those in authority; insubordination.
Vandalism
It consists of willfully defacing and maliciously damaging property and resources. (See also EF)
Inappropriate Use of Computers, Networks, and IITV
It is expected that all School Division computer resources will be used in a responsible, efficient, ethical, and legal manner. The following activities are considered inappropriate and are prohibited:
• Sending or displaying offensive messages or pictures
• Insulting, harassing, or attacking others
• Damaging computers, computer systems, or computer network
• Making unauthorized repairs or additions, adding software, or reconfiguring systems
• Violating copyright laws
• Using another’s password or attempting to access another’s folders, work, or files
• Intentionally wasting limited resources (e.g. paper, ink cartridges)
• Introducing a virus or any destructive data into the network
• Employing the network for commercial or illegal purposes
(See also: IGA)
Using, Possession, or Being Under the Influence of Alcohol, Cannabis or Illicit Drugs at School
All forms of alcohol, cannabis, cannabis-related products, controlled substances, and unauthorized drugs are prohibited in school buildings, vehicles, property, and at school related activities. The selling, representing of selling, dispensing, possessing, using, abusing, or being under the influence of alcohol, illicit drugs, or controlled substances will not be tolerated.
See also: AI, AJ, JEM
Disruption of School Operations
Maintaining a manageable and efficient school environment is central to student learning. Disruptive actions and behaviours seriously inhibit the operation of schools and are viewed as being contrary to the effective delivery of services to students. Some examples of disruptive actions that may interrupt school operations are:
• organizing a fight or disturbance via word-of-mouth, electronic communication, social media or other means;
• posting denigrating statements against students, staff, visitors, or community members via posters, web-site, social media or some other form of communication accessible to others;
• any other action that incites or perpetuates a disruption of school operations such as participation in a staged fight, vandalism, or harassment of a student, staff member, community member, or school visitor.
[PSA 231(2)] See also: JEL
IV. CONSEQUENCES FOR SERIOUS OFFENCES CHARACTERIZED BY VIOLENT, AGGRESSIVE, OR ABUSIVE BEHAVIOUR
The following procedures will generally be applied for violent, aggressive, or abusive behaviours:
a) immediate removal of the offender from the situation;
b) the aggressor, if a student, should be withdrawn from the classroom or other area, the length of the withdrawal depending on the severity of the situation;
c) debriefing when calm, with a trained third party (Principal, Guidance Counsellor, Resource Teacher, or Psychologist), for both the aggressor and the victim;
d) the parents/guardians will be informed of the incident and consequences by the Administrator and/or the Superintendent’s Department;
e) victims should be advised of their legal rights to pursue charges, if applicable;
f) repeat offenders may be withdrawn from the setting until they are able to work within the setting without incident. Intervention from outside the school would be required in these cases;
g) offenders to be placed on Behaviour Intervention Plan;
h) behaviours will be well documented and communicated to the Principal and to the Superintendent’s Department;
i) serious consideration is to be given to the involvement of the RCMP and other agencies. It is recommended to involve the RCMP if there is any violation of the law.
See also: JEA
In addition, some behaviours require further action and carry specific consequences, as per policies listed on the following table:
Offence |
Behaviour Intervention Plan |
Documentation |
See also policy: |
Abuse/Bullying |
X |
X |
JEI - Bullying |
Weapons Possession |
X |
X |
JEK - Weapons Possession |
Intimidation |
X |
X |
|
Extortion |
X |
X |
|
Gang Involvement |
X |
X |
JEJ - Gang-related Insignia |
Harassment |
X |
X |
AF-R - Dealing with Harassment |
Defiance |
X |
X |
|
Vandalism |
X |
X |
EF - Vandalism, Break-ins and Theft |
Inappropriate Use of Technology |
X |
X |
IGA - Acceptable Use of Technology |
Alcohol or Illicit Drugs |
X |
X |
JEM - Alcohol, Cannabis and Drug Use |
Disruption of School Operations |
X |
X |
JEL – Disruption of School Operations |
NOTE: Disciplinary actions for acts of Intimidation, Extortion, or Defiance and Disruption of School Operations will be similar to those found under policy JEI – Bullying.
The Portage la Prairie School Division is committed to providing a safe work environment for all of our students and staff. It is a priority of the Division to maintain an environment that is free of violence and the threat of violence. The Division recognizes the potential for violence or threats. Actions have been taken to identify possible sources of violence and to implement a violence prevention program to eliminate or minimize risk.
Working Effectively with Violent and Aggressive States (WEVAS), Nonviolent Crisis Intervention (NVCI) and Threat Risk Assessment training opportunities are provided to employees of the Portage la Prairie School Division. The Division has both divisional and school based Threat Assessment Teams in place who have received specific training. Guidelines for response to threats have been developed and are followed.
To resolve situations in which the safety and/or security of any student or staff is threatened, the Division expects that all students and staff will immediately report and respond to any such challenge.
What is Violence
As defined in Part 11 of the Workplace Safety and Health Regulation M.R. 217/2006
“Violence” is the attempted of actual exercise of physical force against a person and any threatening statement of behaviour that gives anyone reason to believe that physical force will be used against them.
Violence is Against the Law
Canada’s Criminal Code prohibits violence. A person has the right to live and work without being subjected to violence. The Criminal Code of Canada states:
264.1 (1) Everyone commits an offence who, in any manner, knowingly utters, conveys, or causes any person to receive a threat;
(a) to cause death or bodily harm to any person;
(b) to burn, destroy or damage real or personal property; or
(c) to kill, poison or injure an animal or bird that is the property of any person.
In all cases of violence, a disclosure and report must be completed to the site administration. It is up to the site administration to determine the course of action based on the report.
An employee who exhibits violent behaviour will be subject to disciplinary action up to an including dismissal and may be subject to criminal prosecution. Violent threats or actions by non-employees of Portage la Prairie School Division sites or events may also result in criminal prosecution.
When a student is violent towards an employee, team meetings, behaviour intervention plans, clinical assessments, or a Threat Risk Assessment may be the result of the student’s actions/behaviour.
Employees Rights and Responsibilities
• Employees are entitled to work free from violence.
• Employees are responsible for working together in a professional manner and resolve issues in a non-violent manner.
• Employees are to bring issues to their supervisor if they cannot be mutually resolved.
• Employees must report incidents of violence or threats to their supervisor.
• Employees must cooperate in the investigation of a violent incident.
• Anyone who gives evidence or information in an investigation, or is involved in the process must keep this information confidential, except when it is necessary to deal effectively with the issue.
Where Might Violence Occur
In Portage la Prairie School Division, employees working with potentially aggressive or violent students have the highest risk of exposure to violence.
Employees associated with the highest risk of violence exposure may include (in alphabetical order):
• Administrative Assistants
• Bus Drivers
• Custodians
• Educational Assistants
• Librarians
• Operation/Maintenance Staff
• School Administrators
• Teachers, including resource teachers, school counsellors, and school social work clinicians
Violence in the workplace includes but is not limited to the following list of prohibited behaviours directed at or by a supervisor, co-worker, volunteer, student, member of the general public:
1. Direct threats or physical intimidation
2. Implications or suggestions of violence
3. Stalking
4. Possession of weapons of any kind
5. Assault in any form
6. Physical restraint, confinement
7. Dangerous or threatening horseplay
8. Blatant or intentional disregard for the safety or well-being of others
9. Commission of a violent felony or misdemeanor
10. Any other act reasonable person would perceive as constituting a threat of violence.
Employer Responsibilities
• The Board will ensure, as much as reasonably practical, that no employees are subjected to violence in the workplace.
• Corrective action will be taken with anyone who subjects an employee to violence.
• School Administration will not disclose the name of a complainant or the circumstances of the complaint to anyone except where disclosure is:
o necessary to investigate the complaint
o required to take corrective action
o required by law
• Any information that is disclosed will be the minimum required for the purpose.
• School Administration will ensure all employees are aware of the risks of violence in the workplace and provided with training opportunities to deal with potentially violent situations.
Portage la Prairie School Division’s violence prevention policy is not intended to discourage or prevent anyone from exercising any other legal rights under any other law.
Portage la Prairie School Division, its administrators and supervisors are responsible for creating a safe working environment that is free from violence. Anyone aware of violence in the workplace must bring it to the attention of administration so the issue can be addressed immediately.
Steps to Eliminate or Reduce the Risk of Violence
The risk for workplace violence is assessed on an ongoing basis by the School Administrator.
Portage la Prairie School Division has protocols for identifying students and/or individuals who have demonstrated increased risk for violent behaviours:
1. Behaviour Intervention Plan (BIP)
2. Threat Risk Assessment
3. Harassment
4. Safe work procedures have been developed to inform and train workers about the risks of violence. Documented safe work procedures on violence prevention include:
• response plan for injured workers
• procedures for working alone or in isolation
Employees:
• The violence prevention policy will be reviewed with all staff at orientation.
• The plan for working alone or in isolation must be reviewed with all employees who work alone.
• Employees must follow this plan and supervisors must ensure the plan is followed.
• All staff receives personal safety and de-escalation skills training during their orientation.
• Cell phone communication will be provided to all field employees.
• Prior to attending a high risk area or client, appropriate procedures must be developed with your supervisor (check-in times, number of employees, distress word etc.).
Notification of Risk
Any time there has been a change in the nature or extent of the risk of violence, the Portage la Prairie School Division will provide employees with the information available within the limitations of the law. Information will be provided to the extent necessary for the purpose.
Reporting Acts or Threats of Violence
An employee, volunteer or student who is the victim of violence or believes they have been threatened with violence or witnesses an act or threat of violence towards anyone else or to the property of the Portage la Prairie School Division shall:
1. In the case of an emergency and in situations of immediate danger, contact the RCMP officials by dialing 911 and take whatever steps are necessary to protect self from immediate harm, such as leaving the area.
2. Once safe or if the situation is not one of immediate danger, report the incident to the site administration or immediate supervisor as soon as possible.
3. The Principal or immediate supervisor will notify the Manitoba Workplace Safety and Health Division if the incident meets the definition of a “serious incident” (as outlined under the section, Process for Investigating Violent Incidents).
4. The employee and the Principal will complete the Violent Incident Report Form AFA-R The form must be completed for all incidents, whether the incident involves a threat or act of violence.
5. The Principal will immediately notify the Superintendent’s Department and the Divisional Safety Officer upon receiving the Violent Incident Report Form.
6. The Superintendent’s Department may complete a Serious Incident Report and submit this report to Manitoba Education.
If employees, volunteers or students have reason to believe they, or others, may, be victimized by a violent act sometime in the future or as direct result of their employment in the Portage la Prairie School Division, they shall inform site administration by completing the Violence Incident Report Form so appropriate action may be taken. The site administration should inform the Superintendent’s Department and contact the Safety Officer that an investigation is required.Employees who have received or signed and filed a legal restraining order, temporary or permanent, against themselves or an individual due to a potential act of violence, who would be in violation of the order by coming near them at work/school, shall immediately supply a copy of the signed order to site administration. The site administration will provide the employer a copy as well. Wherever reasonably practicable, the employee will make arrangements to alter the worksite to ensure compliance with the conditions of the order.
Incident Investigation
Acts or threats of violence will be investigated immediately by site administration, in order to protect employees, volunteers or students from danger, unnecessary anxiety concerning their welfare, and the loss of productivity. If deemed necessary, site administration will initiate the requirement of an investigation from the employer. The employer may wish to involve law enforcement for their review of potential violations of civil and/or criminal law.
When an incident of violence has occurred or could reasonably be expected to occur, Portage la Prairie School Division will take the following steps:
1. If the incident meets the definition of a “serious incident” as defined by Part 2 of the Workplace Safety and Health Regulation, the Principal, or immediate supervisor will immediately notify the Workplace Safety and Health Division and the co-chairs of the committee.
2. The Principal or immediate supervisor will advise any employees who may be at risk and will notify the Superintendent’s Department of the incident.
3. The Safety Officer, the Principal or immediate supervisor, and any other persons required, will complete an investigation into the incident using the forms and tools that are available.
4. All information available and relevant to the violent incident will be provided to the investigation team.
5. The investigation results will be summarized by the Safety Officer with a copy of the report given to the Principal or immediate supervisor, and the Superintendent.
6. The recommendations will be reviewed and documented on the Violent Incident Report Form.
7. Progress on implementing any recommendations will be documented by the Safety Officer. Once the recommendations have been implemented, staff will be notified and it will be noted on Workplace Safety and Health Continuance Committee meeting.
The individual who reported the act or threat of violence will be provided results from the investigation where appropriate. The Portage la Prairie School Division will do everything reasonably practicable to maintain the individual’s confidentiality. Where there is a need to inform others (for example, to protect the individual) their identification and situation will be disclosed.
Incidents that threaten the security of employees shall be mitigated as soon as possible following their discovery. Actions that may be taken include but are not limited to: notification of law enforcement, provision of emergency services, post event trauma counseling and assurances that incidents are handled in accordance with this procedure.
Claims of violence that are not bona fide but rather malicious in nature will not be tolerated and the false claimant will be subject to disciplinary action up to and including dismissal.
Annual Report
Each investigation report will be included in the annual workplace violence report produced every April. The annual report on violence will be compiled by the Safety Officer and provided to the Superintendent’s Department no later than June 1 of each year.
Follow Up to a Violent Incident
Employees who have been victims of violence will be:
• encouraged to seek medical help from their healthcare providers or referrals for post-incident counselling, if required
• given the opportunity to be examined by a doctor and transported to a medical facility, if required
For employees who experience violence in the workplace, the Portage la Prairie School Division may provide counselling or assist the employee to receiving counselling and de-briefing services.
Employees will keep all existing benefits while under treatment or counselling.
If an employee gets medical help or misses work, both the employer and employee must file a report of injury with the Workers Compensation Board (if eligible for WCB).
The Principal, Safety Officer and Superintendent’s Department will review the incident and its effects and take reasonable steps to accommodate employees involved in the incident.
All Violence Incident Report
See AFA-R for Violent Incident Report Form
SECTION AF-R - DEALING WITH HARASSMENT |
File AF-R
Preamble ExplanationsFreedom from harassment in the workplace is a fundamental right of all employees, students, and parents/guardians. The Portage la Prairie School Division will not condone or tolerate harassment in any form, whether it occurs on Division property or in relation to Division activities.
Individuals have the right to take assertive action when they encounter harassment in the learning or working environment. An individual who believes he/she is being harassed by any person affiliated with the Portage la Prairie School Division shall follow the procedures herein set forth.
See also: Workplace Harassment section of the Portage la Prairie Teachers Association and the Portage la Prairie School Division Collective Agreement.
Definition of HARASSMENT
Consistent with the Human Rights Code, and the characteristics referred to in that code in Subsection 19(2), harassment is any one or more of the following:
Harassment may occur in a number of ways. Some examples may be student by a student, employee by employee, employee by student, student by employee, visitor by employee, employee by visitor, etc.
Explanation of SEXUAL HARASSMENT
Any repeated and unwelcome sexual comment, look, suggestion, or physical contact that creates an uncomfortable working or learning environment for the recipient. It is made by a person who knows, or ought reasonably to know, that such attention is unwelcome. Sexual Harassment may also be a single sexual advance, particularly one by a person in authority, that includes or implies a threat and/or a reprisal after a sexual advance is rejected.
Some examples of sexual harassment are:
unwanted, persistent or abusive sexual attention; | |
sexually oriented behaviour or remarks which create an intimidating, hostile, or offensive learning or working environment; | |
demeaning remarks based on gender; | |
suggestive jokes about sex; | |
sexually-oriented verbal "kidding" or verbal abuse; | |
inappropriate comments about clothing, physical characteristics, or activities; | |
leering, ogling, and suggestive or insulting sounds; | |
unwanted questions or comments about ones private life; | |
unwanted physical contact, such as brushing up against ones body, patting, grabbing, or pinching; | |
sexual assault (an offence under the Criminal Code); | |
subtle pressures for sexual activity; | |
suggestion or demands for sexual favors; | |
expressed or implied promise of reward for complying with a sexually oriented request; | |
the display of pornographic and/or exploitative pictures, cartoons, and graffiti in the schools and on other school division premises. This includes pictures and/or messages on clothing. |
Explanation of RACIAL HARASSMENT
Words used or actions taken in an abusive or persistent manner by anyone, such that another person is disparaged or caused to feel humiliation because of her or his race, color, creed, ancestry, place of origin, or ethnic origin. Racial harassment may be overt or subtle, explicit, or in a disguised form such as humor or joking.
Some examples of racial harassment are:
slurs, gestures, name-calling, innuendoes or taunts about anothers racial or ethnic backgrounds; | |
similar remarks about other racial groups made in the presence of another employee or student; | |
unwelcome banter, "teasing" or jokes that are racially derogatory or present stereotypical portrayals of racial or ethnic groups; | |
displaying racist, derogatory or offensive pictures, materials, or graffiti; | |
refusing to study with, work with, or have contact with, an employee, volunteer, or student in the work/school setting because of her or his racial or ethnic background. |
The study of other cultures does not constitute racial harassment.
Explanation of OTHER FORMS OF HARASSMENT
Other forms of harassment include discrimination, (overt, subtle, and covert) on the basis of gender, sexual orientation, disability or economic/social status.
Some examples of other forms of harassment are:
negative comments about the general unsuitability of an individuals or a groups educational or career goals to which they aspire; for example, generalizations about womens "proper place" or lack of ability in particular areas; | |
derogatory comments about an individuals or a groups moral, intellectual, economic, or social status; | |
unwelcome conduct or comment undertaken or made on the basis of medical circumstances or illness; | |
unwelcome conduct or comment undertaken or made on the basis of physical appearance/attributes; | |
taunting, teasing, criticizing, or demeaning remarks about individuals, or group members as a category; | |
individual or group behaviour that is intimidating or threatening; | |
stalking; | |
unwanted or persistent invasion of personal space; | |
bullying; | |
hazing. |
Where and when do these PROCEDURES APPLY
The procedures apply to, but are not limited to harassment which occurs:
What is NOT HARASSMENT
Consensual banter or romantic relationships, where the people involved agree with what is happening, are not harassment. Appropriate performance reviews, counselling, or discipline by a superior or manager is not harassment.
SECTION AF-R - DEALING WITH HARASSMENT |
I COMPLAINT PROCEDURE
- be kept separate from the employees personnel file pending resolution of the complaint;
- be kept separate from the students cumulative file pending resolution of the complaint.
for staff, in the employees personnel file; | |
for students, in a personal file with a general reference in the students cumulative file to the complaint and contact person for information. |
for staff, the time at which the employee leaves the employ of the Division, when such documents will be placed in a sealed envelope in the personnel file; | |
for students, the time at which the student graduates from the public school system or reaches the age of 21, whichever comes first, when such documents will be destroyed. |
SECTION AF-R - DEALING WITH HARASSMENT |
II EMPLOYEE INITIATED COMPLAINTS
1) General Information
- date, time and location of the incident,
- a brief description of the incident,
- names of witnesses to the incident,
- any action taken by the complainant in response to the incident.
Harassment Documentation and Complaint Forms will be available from the main office, in schools, or from the Division Office.
This documentation should continue on an ongoing basis if the unwanted behaviour continues.
SECTION AF-R - DEALING WITH HARASSMENT |
If informal resolution is achieved, a summary report outlining the issue and
resolution will be maintained in a sealed envelope with the Superintendent.
SECTION AF-R - DEALING WITH HARASSMENT |
3) An Employee Complaint About An Employee: Formal Resolution
i) the supervisor(s) of the parties
involved in the complaint and/or
ii) member(s) to be appointed at the discretion of the
Superintendent
This committee shall review and investigate the complaint of harassment by the following process.
The committee will:
i) set reasonable time frames;
ii) define objectives and procedures to follow in the investigation;
iii) interview the complainant and make detailed notes;
iv) interview the respondent and make detailed notes;
v) interview any witnesses and make detailed notes;
vi) allow third party representation at the interview(s) (e.g., union
The committee may provide guidance and advice, and may recommend assistance available to the complainant or respondent to deal with the incident of harassment.
SECTION AF-R - DEALING WITH HARASSMENT |
An
Employee Complaint About A Student
When a complaint involves an employee making a complaint about a
student, the procedures identified for A Student Complaint About a Student
(Section III-.2 and III-.3) shall be followed. This procedure shall be
followed with the understanding:
SECTION AF-R - DEALING WITH HARASSMENT |
III STUDENT INITIATED COMPLAINTS
1) General Information
Harassment Documentation and Complaint Forms will be available to students in schools in locations such as the Guidance/Counseling office, the main office or from teacher advisors.
The student will be consulted and advised on the communication to occur and who will communicate with the parent(s)/guardian(s). The communication may be made by the student, the adult first contacted by the complainant, the Principal, the Vice-Principal or the Superintendent.
SECTION AF-R - DEALING WITH HARASSMENT |
SECTION AF-R - DEALING WITH HARASSMENT |
A Student Complaint About A Student : Formal Resolution
at the request of the complainant the complaint shall be addressed through a formal resolution process.
The adult contacted by the student shall forward a written complaint to the Principal.
(NOTE: The Harassment Documentation and Complaint Form is recommended for this purpose.) (See AF-E)
The team may provide guidance and advice, and may recommend assistance available to the complainant or respondent to deal with the incident of harassment.
SECTION AF-R - DEALING WITH HARASSMENT |
4) A Student Complaint About An Employee: Formal Resolution
the Principal(s)/Supervisor(s) of the parties involved in the complaint, and they will: | |
define objectives and procedures to follow in the investigation; | |
interview the complainant and make detailed notes; | |
interview the respondent and make detailed notes; | |
interview any witnesses and make detailed notes; | |
allow representation at the interview(s) (e.g., union representative, lawyer, friend, parent(s)/guardian(s), counsellor, etc.); | |
follow the rules of natural justice, exercise fairness, sensitivity and objectivity in the investigation or fact-finding process; | |
make a decision on the allegation, allow the complainant the opportunity to have input into the resolution or disciplinary action and provide recommendations or resolution or action to be taken where appropriate to the Superintendent. |
The team may provide guidance and advice, and may recommend assistance available to the complainant or respondent to deal with the incident of harassment.
SECTION AF-R - DEALING WITH HARASSMENT |
IV VISITORS, VOLUNTEERS, PARENTS/GUARDIANS
Visitor, Volunteer, or Parent/Guardian Initiated Complaint
SECTION AF-R - DEALING WITH HARASSMENT |
Harassment Documentation and Complaint Forms will be available from the main office, in schools or from the Division Administration Office.
This documentation should continue on an ongoing basis if the unwanted behaviour continues.
SECTION AF-R - DEALING WITH HARASSMENT |
V GUIDELINES FOR THE INVESTIGATION OF HARASSMENT
COMPLAINTS
The Guidelines herein, deal primarily with the formal resolution process for
complaints. The informal process should follow a parallel process but may not
involve an investigative team.
SECTION AF-R - DEALING WITH HARASSMENT |
Discuss information obtained in the interviews, seek consultation as
required, and provide a written report on findings and recommended action to
be taken.
SECTION AF-R - DEALING WITH HARASSMENT |
Remain objective and neutral and do not speculate on the outcome of the
situation with individuals being interviewed.
SECTION AF-R - DEALING WITH HARASSMENT |
Ask the individual to recount the incident in his/her own words and
clarify/question to ensure the following questions are answered: |
SECTION AF-R - DEALING WITH HARASSMENT |
Date and sign your notes and list all parties present during the interview.
SECTION AF-R - DEALING WITH HARASSMENT |
The team shall be responsible for preparing a final
report including:
Final documentation of the team shall be filed with the Superintendent for consideration and response.
SECTION AF-R - DEALING WITH HARASSMENT |
APPENDIX
MEDIATION PROCESS GUIDELINES
Upon receipt of a complaint by the individual in a position of authority, the offending party shall be notified as soon as possible of the nature of the complaint and advised to contact: |
For students contact parents/guardians | |
For Teachers ...contact MTS | |
For other staff ..contact CUPE. |
Notify the Superintendent. | |
Complainant(s) should fill out the Complaint Form (AF-E). | |
A copy of the written complaint is to be provided to the alleged harasser, who will be given an opportunity to respond within 3 days of receiving the written complaint. If both parties agree to mediation, then the following guidelines should be considered. | |
There should be a brief recess of no more than 3 days to give the offending party time to read the concerns, contact advisors, make personal notes, and to collect his/her thoughts to recall events associated with the complaints. | |
A meeting is to be held where the school team (Principal, Counsellor, and possibly Psychologist), complainant(s) and alleged perpetrator attend. |
At this time possible solutions are solicited from each side. |
Follow up: |
SECTION AF-R - DEALING WITH HARASSMENT |
File AF-E
SECTION A - FOUNDATIONS AND BASIC COMMITMENTS |
File AG
COMMITMENT TO ACCOMPLISHMENT
The Portage la Prairie School Division commits itself to continued progress and improvement through a program of meaningful evaluation and assessment of its objectives.
SECTION A - FOUNDATIONS AND BASIC COMMITMENTS |
File AGA
ACCOMPLISHMENT REPORTING TO THE PUBLIC
The Board of the Portage la Prairie School Division commits itself to an open and candid progress reporting of achievements in its goals and objectives. [PSA 41(1)(x)]
SECTION A - FOUNDATIONS AND BASIC COMMITMENTS |
File AH
SUPERVISION AND EVAULATION
The Board of the Portage la Prairie School Division recognizes that supervision and evaluation of all the constituent parts of the organization are of vital importance in attaining the delivery of a quality education program.
Supervision is viewed as a positive, continuous, and constructive activity which promotes the improvement of performance of duties for all personnel. It gives individuals more responsibility for their own professional development. Evaluation also provides data for employment decisions.
Provision shall therefore be made for the supervision and evaluation of:
School Board operations procedures; (BFA) | |
The Superintendents Department personnel; (CDD) | |
The Secretary-Treasurers Department personnel; (DBB) | |
The professional staff; (GE) | |
The support staff; (GGF) |
SECTION A - FOUNDATIONS AND BASIC COMMITMENTS |
File AI
SMOKE FREE ENVIRONMENT
Consistent with The Smoking and Vapour Products Control Act of the Province of Manitoba, smoking inclusive of tobacco, cannabis, smokeless tobacco, e-cigarettes, and vapourizers (vapes), shall not occur in school and Division buildings, school and Division grounds and vehicles, and Division or school sponsored activities. The success of this policy will depend on the consideration and cooperation of all individuals in the system, all of whom share a responsibility for adhering to and enforcing this policy.
Purpose
• To provide a smoke free environment for students and staff.
• To enhance the general health and performance of all person in the Division by eliminating smoking and vaping.
• To educate students on the hazards of smoking and vaping.
• To promote non-smoking and non-vaping as the norm.
(See AI-R – Smoke Free Environment Regulations)
Students who break the Smoke Free Environment policy are to be disciplined in the following manner:
• First offense: A warning is given to the student and the parent/guardian is contacted. The student and parent will be informed about the policy and the subsequent consequences for further offenses.
• Second offense: One day out of school suspension or educational restitution – i.e. examining the harmful effects of smoking or vaping and presenting it to a health class or middle years class. Parent meeting must be held before the student returns to school.
• Third offense: Three day out of school suspension, mandatory counselling with school counsellor, and an educational restitution. A parent re-entry meeting is mandatory.
• Fourth offense: Five day out of school suspension, mandatory counselling with school counsellor, and an educational restitution referral to the Superintendent’s Department, with a possible extension of school suspension by the Superintendent’s Department. A parent re-entry meeting is mandatory.
• Any subsequent offenses: Five day out of school suspension, mandatory counselling with school counsellor, and an educational restitution. Referral to the Superintendent’s Department, and an extended suspension of up to six weeks and/or further action by the Board of Trustees. A parent re-entry meeting is mandatory.
If a student is in possession of a vape or e-cigarette, the device will be confiscated. The parent or guardian will be contacted and the item(s) will only be returned to the parent/guardian.
B. Employees
As with any other infraction of Division policies, progressive discipline measures will be applied with employees who do not adhere to the no-smoking policy.
• First offence: Discussion between the administrator and employee regarding the policy and consequences.
• Second offence: Written reprimand by the administrator and documentation placed in the personnel file, with a copy to the School Board and the employee.
• Third offence: Referral to the Senior Administration for disciplinary action with information provided to the School Board. Any offence beyond the third will result in suspension for three days without pay. Further offences will result in termination of employment for insubordination.
C. Community Groups
All community groups using the facilities of the Portage la Prairie School Division will be required to comply with this policy. Non-compliance will result in a reminder, to be followed with the loss of the group’s privilege to use the facilities.
D. Visitors
All visitors are required to comply with this policy.
The Portage la Prairie School Division acknowledges that schools in our division are located on Treaty One land, as well as the traditional territory of the Ojibway, Dakota, and Cree peoples and the homeland of the Métis nation.
Indigenous peoples is a collective name for the original peoples of North America and their descendants. The Canadian Constitution recognizes three groups of Indigenous peoples: First Nations, Inuit and Métis.
The Portage la Prairie School Division recognizes Indigenous education as an important step in the path towards reconciliation.
The Portage la Prairie School Division believes Indigenous education benefits all students.
/uploads/ck/files/AIE-R Indigenous Education - Regulations(1).pdf
SECTION A - FOUNDATIONS AND BASIC COMMITMENTS |
File AJ
DRUG FREE SCHOOLS
The Portage la Prairie School Division is committed to providing the highest possible standard of learning environment for its students. It recognizes that the consumption of alcohol and illicit drugs can impair an individuals well-being, can interfere with a persons ability to learn and function in society and with the academic and extra-curricular interests of students.
The goal of the Division is to create school environments which are alcohol and drug free and to provide counseling to students involved detrimentally with alcohol and other drugs. The major components of the approach to alcohol and other drug use and their attendant problems are:
The Principal will be responsible for communicating information regarding Division policies dealing with drugs and alcohol to parents and students. (See also JFG Administration of Prescribed Medication)
"Dedicated to the Pursuit of Excellence"