A - Foundations and Basic Commitments

A - FOUNDATIONS AND BASIC COMMITMENTS

AA - School Division - Legal Status

"Dedicated to the Pursuit of Excellence"

Back to top

AA - School Division Legal Status AA-E1

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 27^th 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 23^rd of February, 1959, Tuesday, the 24^th of February, 1959, Wednesday, the 25^th 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 14^th day of January, 1959.

“Stewart E. McLean”

Minister of Education

Back to top

AA - School Division Legal Status AA-E2

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:

1. THAT a school division be established on the 1^st day of April 1959, to be styled and known as The Portage la Prairie School Division No. 24 comprising all the lands that may from time to time be included in the school districts named in section 2 hereof;
2. THAT the division be divided into 5 wards which shall be comprised of the lands in the school districts as set out in the following table:

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.

3. THAT the number of trustees in the said division to be elected from each of the said wards as follows:

Ward 1 -5 trustees; Ward 2 -1 trustee; Ward 3 -1 trustee; Ward 4 -1 trustee; Ward 5 -1 trustee.

Dated this 28^th day of February 1959.

"Stewart E. McLean"

Minister of Education

Back to top

AA - School Division Legal Status AA-E3

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

1. state the date on which the division is to be established;
2. set the date for the election of a new Board of Trustees for the division and make such provisions for the holding of the election not inconsistent with the provisions of this Act and the regulations made under this section, as the Minister may think necessary;
3. set the date when the new Board of trustees shall take office;

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:

1. That The Portage la Prairie School Division No. 24 be declared a school division within the meaning of section 443 of The Public Schools Act as of the first day of April, 1967;
2. That the election of the new Board of Trustees be held on the thirty-first day of March, 1967;
3. That the new Board of Trustees take office on the first day of April, 1967.

Dated this 11^th day of March, 1967.

"G. Johnson"

Minister of Education

Back to top

AAA - Boundaries and Wards of School Division

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

Back to top

AAA - Boundaries and Wards of School Division E1

SECTION A - FOUNDATIONS AND BASIC COMMITMENTS

Back to top

AAA - Boundaries and Wards of School Division E2

SECTION A - FOUNDATIONS AND BASIC COMMITMENTS

Back to top

AAA - Boundaries and Wards of School Division E3

SECTION A - FOUNDATIONS AND BASIC COMMITMENTS

Back to top

AB - The People and Their School Division

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.

Back to top

ABA - The Name Portage la Prairie

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

Back to top

ABB - The Portage la Prairie School Division Logo

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. Marjorie’s 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"

Back to top

AC - Purpose and Mission Statements

"Dedicated to the Pursuit of Excellence"

Back to top

ACA - Values Statement

SECTION A - FOUNDATIONS AND BASIC COMMITMENTS

FILE ACA

VALUES STATEMENT

The 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

Back to top

ACB - School Division Goals and Objectives

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.

1. To develop in all students competency to the level of their ability in the skills related to the curricula, including technology skills, established by the Province and by the School Division. To provide, whenever possible, opportunities for students to develop their abilities in such areas as arts and recreation. To foster actively in each student personal attributes, such as responsibility and respect, as essential requirements for social effectiveness.

2. To encourage positive change. To provide opportunities for the acquisition of knowledge and skills required by students and staff.

3. To engage in positive, respectful communication, thereby involving all stakeholders in the decision-making process.

4. To build strong relationships with all Division personnel.

5. To maximize resources by providing sound fiscal management.

6. To provide facilities and support services that are truly supportive of the educational program.

7. To subscribe to the principles of Sustainable Development in attempting to meet the needs of the present without compromising the ability of future generations to meet their own needs.  The Division will consider the protection of our environment with regard to its procurement decisions.  It will, as well, encourage the awareness and understanding of environmental issues and topics within the existing K-12 curricula, whenever possible, in line with the Sustainable Development Act. See also EK, EPB

8. To provide direction for all sectors of the Division, by communicating clear expectations.

9. To routinely conduct a strategic review of the above with a view to the future.  

See also:  BA, BFA

Back to top

AD - Non Discrimination

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

Back to top

ADA - Respect for Human Diversity

 

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

Back to top

ADA-R - Respect for Human Diversity - Definitions

 

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

Back to top

AE - Code of Conduct

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 child’s behaviour;
	their child’s regular attendance in classes;
	informing the school when their child will be absent.

See also: AD, AF, EPD, EF, JE

Back to top

AF - Behavioural Policy

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.

Back to top

AF-E - HARASSMENT DOCUMENTATION AND COMPLAINT FORM.pdf

Back to top

AF-R - Dealing with Harassment

DEALING WITH HARASSMENT

TABLE OF CONTENTS

Preamble - Explanations

SECTION AF-R - DEALING WITH HARASSMENT

File AF-R

Preamble – Explanations

Freedom 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:

1. a course of abusive and unwelcome conduct or comment undertaken or made on the basis of any of the following characteristics:

1. ancestry, including color and perceived race
2. nationality or national origin
3. ethnic background or origin
4. religion or creed, religious belief, religious association or religious activity
5. age
6. sex, including pregnancy, the possibility of pregnancy, or circumstances related to pregnancy
7. gender determined characteristics or circumstances other than those included in subsection (vi)
8. sexual orientation
9. marital or family status
10. source of income
11. political belief, political association or political activity
12. physical or mental disability or related characteristics or circumstance, including reliance on a dog guide or other animal assistant, a wheelchair or any other remedial appliance or device; [Subsection 19 (2)]
    

1. a series of objectionable and unwelcome sexual solicitations or advances;
   
2. a sexual solicitation or advance made by a person who is in a position to confer any benefit on, or deny any benefit to, to recipient of the solicitation or advance, if the person making the solicitation or advance knows or ought reasonable to know that it is unwelcome;
   
3. a reprisal or threat of reprisal for rejecting a sexual solicitation or advance.

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 one’s private life;
	unwanted physical contact, such as brushing up against one’s 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 another’s 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 individual’s or a group’s educational or career goals to which they aspire; for example, generalizations about women’s "proper place" or lack of ability in particular areas;
	derogatory comments about an individual’s or a group’s 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:

1. at a school or other Division facilities;
2. outside of a school or other Division facilities;
3. at a school or Division sponsored social function;
4. in the course of an employment or school assignment outside of a school or other Division facilities;
5. at an employment or school-related conference or training session;
6. during employment or school-related travel; and
7. by means of a communication medium (Internet, telephone, mail).

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.

COMPLAINT PROCEDURE - General Information

SECTION AF-R - DEALING WITH HARASSMENT

I COMPLAINT PROCEDURE

1. General Information

1. Complainant refers to the individual who believes he/she is being harassed and/or the individual who has filed a complaint of harassment.
2. Respondent refers to the individual alleged to be the harasser and/or the individual against whom the complaint has been made.
   
3. A witness or third party to an incident of harassment may file a complaint of harassment.
   
4. All complaints of harassment will be acted upon in accordance with this procedure. Confidentiality will be respected, but when necessary, information will be shared on a need to know basis with affected and/or involved individuals. Complainants will be advised on the extent to which information may need to be shared and with whom.
   
5. An investigation will be conducted of all complaints of harassment.
   
6. Documentation of all harassment complaints (written complaint, record of investigation, and final disposition) will be retained confidentially at the Division Office. Information/Investigation files involving harassment complaints will:

- be kept separate from the employee’s personnel file pending resolution of the complaint;

- be kept separate from the student’s cumulative file pending resolution of the complaint.

1. In the event the allegations are substantiated through investigation, a summary of the investigation, final disposition, and any action taken shall be kept at the Division Office:

	for staff, in the employee’s personnel file;
	for students, in a personal file with a general reference in the student’s cumulative file to the complaint and contact person for information.

2. In the event the allegations are not supported through investigation, a summary of the investigation, final disposition, and any action taken will be maintained confidentially by the Superintendent until:

	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.

7. These documents will be accessible to the Superintendent as documentation, and will be accessed only for information related to the specific incident documented.
   
8. Respondents will be advised that retaliation against the complainant or interference in the process of investigation will not be tolerated and, if such occurs, will result in immediate disciplinary or legal action for staff, and suspension or expulsion for students.
   
9. Complaints made in a malicious or vindictive manner, or which have no substantiation in fact may result in disciplinary or legal action for staff, and suspension or expulsion for students.
   
10. The complaint procedures of the Division does not affect an individual’s right to file a complaint or respond to a complaint with the Human Rights Commission, Collective Bargaining Association, or other agency, or to seek other redress as provided under the law.
    
11. In the interests of all parties involved in a harassment situation, individuals are encouraged to identify their concerns in a timely manner. However, individuals may lodge a complaint at any time they feel they are being harassed. All complaints must be documented and signed by the complainant and/or an individual in authority.
    
12. A harassment complaint may be dealt with through either an informal or a formal resolution process. The complainant can obtain information on both processes when making a complaint. See appendix for Mediation Process Guidelines (informal) See each section for Formal Resolution.
    
13. In the complaint procedures outlined, should a respondent be an individual identified as a participant in the investigation or appeal process, the role of the respondent will be assumed by his/her supervisor.
    
14. A complaint involving an individual under the legal age of majority, which may be construed as child abuse, shall be dealt with according to the applicable legislation and School Division Policy JFJ – Child Abuse.
    
15. The Superintendent will ensure the appropriate persons are informed on the status of the complaint as necessary.
    

II EMPLOYEE INITIATED COMPLAINTS 1 General Information

SECTION AF-R - DEALING WITH HARASSMENT

II EMPLOYEE INITIATED COMPLAINTS

1) General Information

When possible, the complainant shall inform the respondent that his/her behaviour or action is not welcome and request the unwanted behaviour be stopped. While it is preferable that objections to harassment be voiced to the offender, it is not a prerequisite to filing a complaint.

The complainant should document any or all incidents of harassment and identify:
- the respondent’s name,

- 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.

If the harassment continues or if the complainant chooses, the complainant should report the incident to a trusted responsible individual in a position of authority. (Example: Principal, Union Representative, Superintendent)

Documentation of incidents should be available. The complainant must be prepared to share the nature and details of the complaint with the individual they contact.

2. An Employee Compaint About an Employee: Informal Resolution

SECTION AF-R - DEALING WITH HARASSMENT

2. An Employee Complaint About An Employee: Informal Resolution

The individual in authority who is contacted shall notify the Superintendent to determine if there have been any previous incidents of harassment involving the respondent. If no past incidents are evident the individual in authority may proceed with an informal resolution process. The individual in authority contacted should notify the respondent of the complaint and attempt to achieve a resolution to the problem through counseling and mediation. Involvement and consultation from the Superintendent may be requested at this point.

If informal resolution is achieved, a summary report outlining the issue and resolution will be maintained in a sealed envelope with the Superintendent.

3. An Employee Complaint About An Employee: Formal Resolution

SECTION AF-R - DEALING WITH HARASSMENT

3) An Employee Complaint About An Employee: Formal Resolution

1. If:
   

1. past incidents of harassment are evident, or
2. if the situation is not resolved through informal procedures, or
3. at the request of the complainant, the complaint shall be addressed through a formal complaint process. The trusted individual in authority who has been contacted, or the complainant, shall forward a written complaint to the Superintendent. (NOTE: The Harassment Documentation and Complaint Form is recommended for this purpose.)

2. The Superintendent/designate will coordinate the formation of an investigative committee. The committee shall be composed of at least three (3) members with consideration in representation being given to gender, race, and ethnicity where such factors may be a potential issue within the complaint. Members might include;

   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

representation, lawyer, friend, etc.)
vii) follow the rules of natural justice, exercise fairness, sensitivity and objectivity in their investigation or fact-finding process;
viii) 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 where deemed appropriate; to the Superintendent.

The committee may provide guidance and advice, and may recommend assistance available to the complainant or respondent to deal with the incident of harassment.

The Superintendent will be privy to all documents from the investigation, may undertake any subsequent investigation he/she believes is relevant, and may conduct a hearing with the individuals involved at his/her discretion. In the event a hearing is not called by the Superintendent, either the complainant or the respondent has the right to request a hearing with the Superintendent. Such request for a hearing must be requested in writing within ten (10) working days of receipt of a decision on the complaint. The Superintendent will conduct said hearing within fifteen (15) working days of receipt of the request. The Superintendent shall respond to the appellant on the findings of the hearing within ten (10) working days of conducting the hearing.

The Superintendent shall respond in writing to the complainant and respondent indicating the investigative committee’s recommendation and stating the decision of the Superintendent on any disciplinary action to be taken and/or any action to be taken by the complainant or respondent. If the complaint is found to be valid, a record of the decision and action taken shall be placed in the harasser’s personnel file. If the complaint is unfounded, then all written documentation of the complaint shall be maintained in confidence by the Superintendent.

The complainant or the respondent has the right to appeal the decision on action to be taken through written request to the Board of Trustees. The Board of Trustees will be privy to all document from the complaint and the investigation. They may hold a hearing with those involved at its discretion; and shall reach a final decision. The Board of Trustees may undertake any investigation it believes is relevant and shall respond to the appellant in writing within thirty (30) working days of receipt of the appellant’s request.

4. An Employee Complaint About A Student

SECTION AF-R - DEALING WITH HARASSMENT

4. 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:

1. the complainant is an employee not a student;
2. and, the employee making the complaint will contact the Principal of the school the student attends;
3. and, the principles of involving an investigative team notifying parents of the students, as outlined in Sections III-1, III-2, and III-3, will be maintained.

III STUDENT INITIATED COMPLAINTS 1. General Information

SECTION AF-R - DEALING WITH HARASSMENT

III STUDENT INITIATED COMPLAINTS

1) General Information

The principal shall coordinate the development of an investigative team. This team will work with the Principal(s) and/or Superintendent as required or requested in the management and/or investigation of harassment complaints initiated by students.Whenever possible the complainant should inform the respondent that his/her behaviour or action is not welcome and request the unwanted behaviour be stopped. While it is preferable that objections to harassment be voiced to the offender, it is not a prerequisite to filing a complaint.

The complainant should document any or all incidents of harassment and identify:
- the respondent’s name,
- 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 to students in schools in locations such as the Guidance/Counseling office, the main office or from teacher advisors.

3. If the harassment continues and/or if the complainant chooses, the complainant should report the incident to a trusted, responsible adult in the school or Division Office. (Example: Principal, Teacher, Counsellor, Educational Assistant, Secretary, Superintendent)
   
   Documentation of incidents should be available. The complainant must be prepared to share the nature and details of the complaint with the adult they contact.
   
   
4. The individual contacted shall notify the Principal of the school with details of the complaint. As per Section I point number m, in the event the complaint has been made against the Principal, the individual contacted shall notify the Superintendent of the school with details of the complaint.
   
   
5. When a student is named in a Harassment Complaint the parent(s)/guardian(s) of student(s) will be notified as per the following:

1. when a student(s) are under eighteen (18) years of age and a decision has been made to follow a formal resolution process, the complaints will be communicated to parent(s)/guardian(s); complaints to be resolved through an informal process will be communicated to parent(s)/guardian(s) at the discretion of the Principal/Superintendent;
2. when the student(s) are eighteen (18) years of age or older, communication with parent(s)/guardian(s) will be encouraged, with the consent of the student.

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.

7. A meeting will be arranged with the complainant and respondent and his/her parent(s)/guardian(s) if the student is under eighteen (18) years of age, and the Principal/Superintendent within five (5) school days of receipt of the complaint, to review the complaint and to outline the procedures that will be followed to investigate and resolve the matter.

2. A Student Complaint About a Student: Informal Resolution

SECTION AF-R - DEALING WITH HARASSMENT

2. A Student Complaint About A Student: Informal Resolution
   
   When the complaint involves students, the Principal shall review the student’s cumulative file and contact the Superintendent to check on past incidents of harassment involving the respondent. If no past incidents are evident the Principal may proceed with an informal resolution process. The Principal should notify the respondent of the complaint and attempt to achieve a resolution to the problem through mediation and counseling. Involvement from Guidance Counsellors, the investigative team and/or the Superintendent can be requested as appropriate by the Principal.

3. A Student Complaint About A Student: Formal Resolution

SECTION AF-R - DEALING WITH HARASSMENT

3. A Student Complaint About A Student : Formal Resolution

1. If:

1. past allegations of harassment are evident in a student’s history,or

2. 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)

2. The Principal shall coordinate the development of an investigative team involving the Principal or Vice-Principal, with consideration in representation being given to gender, race, and ethnicity where such factors may be a potential issue within the complaint. This team will review and investigate the complaint of harassment by the following process. The team will:
   
   

1. set reasonable time frames;
2. define objectives and procedure to follow in the investigation;
3. interview the complainant and make detailed noted;
4. interview the respondent and make detailed noted;
5. interview any witnesses and make detailed notes;
6. allow third party representation at the interview(s) (e.g., parent, guardian, counsellor, friend, etc.); follow the rules of natural justice, exercise fairness, sensitivity and objectivity in their investigation or fact-finding process;
7. make a decision on the allegation, allow the complainant the opportunity to have input into the resolution or disciplinary action, and provide recommendation on resolution or action where appropriate to the Principal.

The team may provide guidance and advice, and may recommend assistance available to the complainant or respondent to deal with the incident of harassment.

3. The Principal shall respond in writing to the complainant and respondent, and their parent(s) if they are under eighteen (18) years of age, indicating the investigative team’s recommendation and stating the decision of the Principal on any disciplinary action to be taken and/or on any action to be taken by the complainant or the respondent.
   
   A record of the decision and action to be taken shall be maintained in confidence by the Superintendent in a separate file. A notation to that effect will be made in the cumulative file (Cross-reference).
   
   
4. The complainant or the respondent has the right of second appeal or the decision on action to be taken through written request to the Superintendent within ten (10) working days of the decision. The Superintendent will be privy to all documents from the complaint and the investigation, may hold a hearing with those involved at his/her discretion, and shall reach a decision. The Superintendent may undertake any investigation he/she believes is relevant and shall respond to the appellant in writing within fifteen (15) working days of receipt of the appeal.
   
   
5. The complainant or the respondent has the right to third appeal of the decision on action to be taken through written request to the Board of Trustees. The Board of Trustees will be privy to all documents from the complaint and the investigation, may hold a hearing with those involved at its discretion, and shall reach a final decision. The Board of Trustees may undertake any investigation it believes is relevant and shall respond to the appellant in writing within thirty (30) working days of receipt of the appeal.

4. A Student Complaint About An Employee: Formal Resolution

SECTION AF-R - DEALING WITH HARASSMENT

4) A Student Complaint About An Employee: Formal Resolution

1. When a student complaint is about an employee, the complaint shall be addressed through a formal complaint process. The adult contacted shall forward a written complaint to the Principal/Superintendent.
   
   
2. The Principal shall forward a written complaint to the Superintendent.
   
   
3. The Superintendent will coordinate the formation of an investigative team. The team shall be composed of at least three (3) members with consideration in representation being given to gender, race, and ethnicity where such factors may be a potential issue within the complaint. Members might include:
   
   

	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.

4. The Superintendent will be privy to all documents from the investigation, may undertake any subsequent investigation he/she believes is relevant, and may conduct a hearing with the individuals involved at his/her discretion. In the event a hearing is not called by the Superintendent, either the complainant or the respondent has the right to request a hearing with the Superintendent. Such request for a hearing must be requested in writing within ten (10) working days of receipt of a decision on the complaint. The Superintendent will conduct said hearing within fifteen (15) working days of the request. The Superintendent shall respond to the appellant on the findings of the hearing within ten (10) working days of conducting the hearing.
   
   
5. The Superintendent shall respond in writing to the complainant and respondent indicating the investigative team’s recommendation and stating the decision of the Superintendent on any disciplinary action to be taken and/or any action to be taken by the complainant or respondent.
   
   
6. The complainant or the respondent has the right to appeal the decision on action to be taken through written request to the Board of Trustees. The Board of Trustees will be privy to all documents from the complaint and the investigation; may hold a hearing with those involved at its discretion, and shall reach a final decision. The Board of Trustees may undertake any investigation it believes is relevant and shall respond to the appellant in writing within thirty (30) working days of receipt of the appeal.
   
   

IV VISITORS, VOLUNTEERS, PARENTS/GUARDIANS 1. Visitor, Volunteer, or Parent/Guardian Initiated Complaint

SECTION AF-R - DEALING WITH HARASSMENT

IV VISITORS, VOLUNTEERS, PARENTS/GUARDIANS

1. Visitor, Volunteer, or Parent/Guardian Initiated Complaint

When a harassment complaint is initiated by a visitor, volunteer, or parent, the procedures as they apply to staff and students shall be followed as outlined in Section II and Section III.

4. A Complaint About a Visitor, Volunteer, or Parent/Guardian

SECTION AF-R - DEALING WITH HARASSMENT

1. A Complaint About A Visitor, Volunteer, or Parent
   
   
2. Whenever possible the complainant should inform the respondent that his/her behaviour or action is not welcome and request the unwanted behaviour be stopped. While it is preferable that objections to harassment be voiced to the offender, it is not a prerequisite to filing a complaint.
   
   
3. The complainant should document any or all incidents of harassment and identify:
   - the respondent’s name,
   - 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 Administration Office.

This documentation should continue on an ongoing basis if the unwanted behaviour continues.

4. If the harassment continues or if the complainant chooses, the complainant should report the incident to a trusted, responsible individual in a position of authority. (Example: Principal, Vice-Principal, Superintendent, Union Representative)
   
   Documentation of incidents should be available. The complainant must be prepared to share the nature and details of the complaint with the individual they contact.
   
   
5. The individual in authority should refer the issue to the School Principal who shall notify the respondent of the complaint and attempt to achieve a resolution to the problem through counseling and mediation. Involvement and consultation from the Superintendent may be requested at this point. A written report outlining the complaint and/or recommended action and resolution will be forward to the Superintendent for review.
   
   
6. In the event action is recommended, the Superintendent shall review the issue and shall respond in writing to the complainant and respondent indicating the investigative team’s recommendation and stating any action to be taken by the complainant or respondent.
   Whether the complaint is found to be valid or unfounded, a record of the decision, any action taken, and all written documentation of complaint shall be maintained in confidence by the Superintendent.
   
   
7. The complainant or the respondent has the right to appeal the decision on action to be taken through written request to the Board of Trustees within ten (10) working days of the decision. The Board of Trustees will be privy to all documents from the complaint and the investigation, may hold a hearing with those involved at its discretion, and shall reach a final decision. The Board of Trustees may undertake any investigation it believes is relevant and shall respond to the appellant in writing within fifteen (15) working days of receipt of the appeal.
   
   

V GUIDELINES FOR THE INVESTIGATION OF HARASSMENT COMPLAINTS

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.

The foregoing procedures provide for both formal and informal resolutions of harassment complaints. An investigation must occur when a complaint is made. The investigation will be completed by the individuals identified in the procedures. The following provides a reference to guide individuals designated to investigate harassment complaints.
The purposes of the guidelines are:

1. to provide a common process for all harassment complaint investigations and to ensure consistency, equity and accountability in the process;
   
2. to assist investigators to complete the investigation in a timely and efficient manner;
   
3. to ensure investigators obtain the essential information required to make a recommendation on disposition of the complaint.
   

1. General Guidelines for Formal Resolution: Duties of the Investigating Team

SECTION AF-R - DEALING WITH HARASSMENT

1. GENERAL GUIDELINES FOR FORMAL RESOLUTION: DUTIES OF THE INVESTIGATING TEAM
   

Ensure a written and signed account of the harassment incidents as identified by the complaint is evident (refer to Harassment Documentation and Complaint Form for information that should be available in the report).

Have a pre-investigative meeting to review the complaint and the procedure to be followed.

Notify the respondent of the complaint and the investigative procedure to be followed. (Reference the appropriate section(s) of the procedures.)

Notify the parent(s)/guardian(s) of complainant/respondent or witnesses, if appropriate, of the complaint and the role of their child in the complaint and/or investigation.

Advise individuals to be interviewed of their right to have a third party present during their interview (at the discretion of the individual being interviewed).

6. Arrange interview of all parties involved in the following order:
   i Complainant
   ii Respondent
   iii Witnesses identified by the complainant
   iv Witness identified by the respondent (if different from those identified by the complainant)
   
   
7. Conduct interviews in a private location (refer to Interview Guidelines-Harassment Complaint below) and record objective notes.
   
   

Discuss information obtained in the interviews, seek consultation as required, and provide a written report on findings and recommended action to be taken.

2. Interview Guidelines - Harassment Complaint

SECTION AF-R - DEALING WITH HARASSMENT

2. INTERVIEW GUIDELINES – HARASSMENT COMPLAINT
   

Ensure the representation of the investigators at the interviews considers gender, race, and ethnicity where such factors may be a potential issue within the complaint.

Establish prior to the interviews by the investigators a preliminary set of questions to be asked of each party interviewed (refer to Interview Format – Harassment Complaint below).

Arrange by the coordinator of the investigation a private meeting room to conduct the interviews.

Identify that the information obtained via the interviews will remain confidential to the investigative team and administrators involved in the harassment complaint procedure and ask that the individual being interviewed maintain this confidentiality by not discussing the interview or situation with others.

Identify that written notes will be taken during the interview to ensure that the accuracy of the investigation is maintained. Keep accurate detailed notes which identify the individuals interviewed, dates, times and places and who was present. Record direct quotes whenever possible. Don’t provide comment on your thoughts or editorialize (e.g., I don’t believe her; he is overly sensitive, etc.).

Remain objective and neutral and do not speculate on the outcome of the situation with individuals being interviewed.

3. Interview Format - Harassment Complaint

SECTION AF-R - DEALING WITH HARASSMENT

3. INTERVIEW FORMAT – HARASSMENT COMPLAINT
   
   
Introduce the investigative team if appropriate and review the intent of the interview as investigative and fact-finding.
On _________________, it has been reported, an incident occurred between ____________and ______________________and that you were a witness or a party to that incident. Could you please discuss your recollection of the events that occurred during that incident?

Ask the individual to recount the incident in his/her own words and clarify/question to ensure the following questions are answered:

1. Who was involved in the incident?
   i) as an active participant
   ii) as a witness
   
   
2. Where did the incident occur? (time, place, date)
   
   
3. Were there any significant events that led up to the incident or followed the incident?
   
   
4. Are you familiar with any similar incidents that have occurred involving these individuals?
   
   
5. How did this incident make you feel or affect you?
   

4. Investigation Documentation Guidelines - Harassment Complaint

SECTION AF-R - DEALING WITH HARASSMENT

4. INVESTIGATION DOCUMENTATION GUIDELINES – HARASSMENT COMPLAINT
   

1. Document in ink.

2. Document what is said, not what is inferred. Record direct quotes of what was said by the complainant and the respondent during the incident. Clarify what is being said frequently and review with the interviewer what has been recorded. Don’t try to transcribe the interview word for word.
   

3. Identify the complainant and the respondent by initials only.

4. Be sure notes reflect specific details of the incident including:
   - What happened.
   - How often it occurred.
   - Where the incident(s) took place.
   - How close the parties were to each other (both physical proximity and relationship.)
   - What the respondents said (exact quotes).
   - List of witnesses. Ensure accurate spelling of names.
   
   
5. At the end of each interview the team should discuss the interview and ensure an accurate representation of the interview is recorded. This record should include items of fact, points of common understanding and differences in interpretation.
   

Date and sign your notes and list all parties present during the interview.

5. Final Documentation

SECTION AF-R - DEALING WITH HARASSMENT

5. FINAL DOCUMENTATION :

The team shall be responsible for preparing a final report including:

1. The allegations noting complainant and respondent.
   
   
2. A list of witnesses.
   
   
3. A list of all individuals and their representatives at the interviews.
   
   
4. i) All original interview notes.
   
   ii) The original complaint form as filed by the complainant.
   
   
5. The findings of the team.
   
   
6. The recommended action to be taken.
   
   

Final documentation of the team shall be filed with the Superintendent for consideration and response.

APPENDIX - Mediation Process Guidelines

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.

1. Room should be set up in mediation format (not tables but chairs facing each other or in a circle, offended parties separated from offender).
2. Chairperson -

1. Prepares an agenda to include: Welcome and reassurance of the seriousness of the incident and the appropriateness of the actions taken by the complainant(s) and the school team.
2. Summarizes the complaints to date.

3. Reply by the accused to the concerns.
4. Each complainant be given ample opportunity to respond (be sure to ask, "Is there more?" at least two or three times).
5. Encourage the offended party to address the offending party directly (if able).
6. Chair summarizes complaints and asks for further input from each complainant again.

At this time possible solutions are solicited from each side.

7. Chair summarizes solutions.
8. Chair asks for consensus.
9. Agreement is reached for a schedule for the rest of the day for both parties (this may include going home, time out of class, etc.).
10. Principal outlines the contents of a letter or follow up procedures to be communicated to the homes of students and invites open contact about further concerns. Principal also reassures complainants that absolutely no repercussions will be tolerated.
11. Adjournment -separation of complainants from the offending party.
12. Debriefing -both parties should have an opportunity to be debriefed by someone of their choice.

Follow up:

1. Letter home to parents/guardians.
2. Letter to offending party.
3. Letter to the Superintendent.
4. Make arrangements for monitoring the situation (check with the students in a few days and then on a regular basis).

AF-E Harassment Documentation and Complaint Form

SECTION AF-R - DEALING WITH HARASSMENT

File AF-E

HARASSMENT DOCUMENTATION AND COMPLAINT FORM

Back to top

AG - Commitment to Accomplishment

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.

Back to top

AGA - Accomplishment Reporting to the Public

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)]

Back to top

AH - Supervision and Evaluation

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 Superintendent’s Department personnel; (CDD)
	The Secretary-Treasurer’s Department personnel; (DBB)
	The professional staff; (GE)
	The support staff; (GGF)

Back to top

AI - Smoke Free Environment

SECTION A - FOUNDATIONS AND BASIC COMMITMENTS

File AI

SMOKE FREE ENVIRONMENT

Consistent with The Non-Smokers Health Protection and Vapour Products Amendment Act (Prohibiting Cannabis Consumption in Outdoor Public Places) 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.
• To educate students on the hazards of smoking.
• To promote non-smoking as the norm.

Education

An ongoing educational program which will promote a smoke free life-style will be provided for students during health classes.  Materials prepared by the Manitoba Heart Foundation, the Canadian Cancer Society and Manitoba Health will be used to supplement curricular information.

Smoking Cessation Programs available from the above organizations will be made available to students and employees requesting assistance.

Enforcement

A. Students

Students who break the Smoke Free Environment policy are to be disciplined in the following manner:
• First offence –one day suspension
• Second offence –two day suspension
• Third offence –three day suspension
• Fourth and subsequent offence –refer to Superintendent’s department and/or Board.

After each offence, the parent(s)/guardian(s) will be notified and a suspension report will be prepared.  After the third offence in a school year, referral is to be made to the Superintendent..

An offence beyond the third may result in an extended suspension of up to six weeks and/or further action by the Board of Trustees.

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.

Back to top

AIE - Indigenous Education

 

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.

Back to top

AIE-R - Indigenous Education - Regulations

/uploads/ck/files/AIE-R Indigenous Education - Regulations.pdf

Back to top

AJ - Drug Free Schools

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 individual’s well-being, can interfere with a person’s 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:

1. Prevention – Encouraging students to achieve an awareness of knowledge, attitudes and skills that promote positive life-style behaviour and well-being concerning alcohol and other drugs.
2. Intervention –Approaching an individual by a caring person with data regarding his/her alcohol/other drug use behaviours in an effort to help that individual seek appropriate corrective measures.
3. Counseling –Assisting students involved with alcohol and other drugs in accessing a support system.
4. Staff Development –Encouraging employees to acquire the knowledge and skills required to respond constructively to the problems of alcohol and other drugs.

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)

Back to top

AK - Canadian Flag Protocol

"Dedicated to the Pursuit of Excellence"

Back to top