Tms family handbook ch2 3 to grade 6 march 20 2017 by Lauremont School

TMS Fami l yHandbook Chi l dr enâ&#x20AC;&#x2122; sHouse2/ 3t oGr ade6 LowerSchool

TMS Family Handbook Lower School Childrenâ&#x20AC;&#x2122;s House 2/3 to Grade 6

March 21, 2017

Dear TMS Parent/Guardian, We are committed to ongoing improvement and are working in all areas to move towards the attainment of our Vision to be embraced as an outstanding school with an unparalleled educational experience. We know that this Vision will assist us to ensure we achieve our Mission to deliver a seamless, internationally-acclaimed educational experience designed to inspire and challenge students to discover the best of who they are and to achieve their full potential. In our work with you as a partner we recognize that we are preparing your child for a complex, competitive and ever-changing world. We want you to be confident that your child will be enabled to define and achieve success in university, career and life. This is our Promise. This Family Handbook is one way in which we work to keep you informed and assist you to fully and effectively participate in all aspects of your child’s educational experience. It provides a considerable amount of information that will assist you to team with us to make your child’s journey through TMS the best it can be. It is also intended to make it easier for you and your family to be informed and involved in School life at TMS. The electronic weekly Message from the Head Children’s House and/or Elementary keeps you informed of your child’s school life at TMS. TMS HeadLines is sent to you by e-mail as a celebration of student effort and achievement across the School. It also promotes significant upcoming events. We encourage you to read it each week to stay abreast of the many exciting and varied learning activities taking place. In addition, we provide an on- line Parent Portal. Please visit www.tmsschool.ca and click on MY TMS, select Parent Login and log onto the Parent Portal for the TMS Calendar, forms, information and newsletters. We understand that keeping you upto-date is important and we do our best to make this easy and convenient. The TMS Web site also includes information about School programs and upcoming events. Please feel welcome to use it as an easily accessible reference. Finally, we are always more than happy to hear from you by phone (Lower School 905 889 6882 and Upper School 905 780 1002), e-mail or in person. We are wellprepared to work closely with you to ensure your child is inspired, challenged and supported to become and go beyond. Sincerely,

David Young David Young Head of School TMS

Direct Links

Please press control and click on the link below to be taken directly to the section. Accidents at School Allergies Behaviours which Contravene Our TMS Ideals Biting and Injurious Behaviour-Toddler and Children’s House Students Books and Other Supplies-Elementary and College Civvies Days and Spirit Days at All Levels Code of Conduct Communicable Diseases Communicating with Faculty and Staff Communication-The Home-School Partnership and Two Way Communication Community Service Cultural Celebrations/Birthdays Donate-a-Book Program Dress Code and Student Uniforms Drop-Off and Pick-Up Procedures Elementary House League Program Extended Care Program Field Trips Financial Aid Fire Drills and Lockdown Giving Governance History- School Origins Homework Hours IB Inclement Weather and Outdoor Activities Lateness and Absences Lost and Found

Meals  Pizza Lunches

Medical Forms Mission Statement Money at School Montessori Montessori – IB at TMS Motto Optimism and TMS Parents’ Network Personal Belongings at School Promise

Recess and Outdoor Activities Student Agenda Elementary Student Medication Teasing and Bullying at TMS Technology Telephone Calls Traffic Safety Policy Transportation Uniform-Clothing and Uniform by Level Uniform-Formal Uniforms - InSchoolwear  Toddler  Children’s House (Ages 3- 6)  Lower Elementary (Grades 1 – 3)  Upper Elementary (Grades 4 – 6) Vision Statement Visitors Weather Closures

Mission Statement TMS delivers a seamless, internationally-acclaimed educational experience designed to inspire and challenge students to discover the best of who they are and to achieve their full potential.

Vision Statement To be embraced as an outstanding school with an unparalleled educational experience.

Our Slogan Become. Go beyond.

Promise TMS enables each student to define and realize success in university, career and in life through our unparalleled educational experience.

Our School’s Origins to Today TMS was established in 1961 as Toronto Montessori Schools by Mrs. Helma Trass with an initial enrolment of 12 students. In 1964, TMS moved from a rented basement in Don Mills to Richmond Hill and opened our Bayview Campus with two Children’s House classes and one Lower Elementary class. From these modest beginnings, TMS has grown to an enrolment of nearly 800 students and now has a Toddler Program (18 months to 3 years), a Children’s House Program (3 to 6 years), an Elementary Program (Grades 1 to 6) located at our Lower School (Bayview Campus)and an International Baccalaureate (IB) Middle Years Programme (MYP)(Grades 7-10) and Diploma Programme (DP) (Grades 11 and 12) which is located at our Upper School (Elgin Mills Campus). TMS seamlessly combines our flagship Montessori program (18 months to Grade 6) with our welcoming International Baccalaureate Programme from Grade 7-12. Toronto Montessori Institute (TMI), our teacher training institute, is also an integral part of TMS allowing us to function as a model school for the benefit of all our students. TMS is committed to ongoing improvement as a means to realizing our Vision. We regularly survey TMS families, faculty and staff to assist us in this effort. A number of accrediting bodies provide outside eyes, standards and expertise that assist us to continue to improve as well. We are accredited by the: • Canadian Accredited Independent Schools (CAIS) • Canadian Council of Montessori Administrators (CCMA) • International Baccalaureate Organization (IBO) • Montessori Accreditation Council for Teacher Education (MACTE) • Ontario Ministry of Education TMS is also an active member of the Conference of Independent Schools of Ontario (CIS).

The TMS Ideals Respect yourself and others through graceful and courteous conduct. Strive for your best in all areas: Academics, Arts, Athletics and Citizenship. Make Good Choices that have positive effects and productive outcomes.

The Four TMS Pillars of TMS Whole Child Education Academics, Arts, Athletics and Citizenship

School Governance TMS is an independent school. It was incorporated as a non-denominational, nonprofit organization in 1962 governed by a Board of Trustees which serves without remuneration. It is recognized as a private school by the Ontario Ministry of Education. The purpose of the corporation is entirely educational: to operate a Montessori/International Baccalaureate school for students and to provide opportunities for the development of the whole student. As a not-for-profit independent school, TMS is not supported by government funding. Tuition pays for the basic costs of operating the school. Fundraising activities such as Galas and Capital Campaigns support improvements and other capital projects. Annual Giving provides for desired enhancements which make a TMS education the best possible experience for each student. The TMS Board of Trustees welcomes experienced and committed parents and others from the community to assist as members of advisory committees. Our current committees include the following: Advancement, Communications, Construction and Finance. Committee membership is yet another avenue for parents to contribute meaningfully to the success of our School. It may also provide interested individuals with a path to Board membership. Those who wish to share their talents and time to assist TMS by serving on a committee of the Board are encouraged to contact the TMS Board Chair or the Head of School to discuss their interest. The TMS Board is an arm’s length board. The operation of the School is the responsibility of the Head of School, Mr. David Young, who, with the support of the School’s administrative team, oversees the daily operation, sets the pedagogical direction and implements TMS Board policies.

What is Montessori? More than one hundred years ago, Dr. Maria Montessori studied education using the scientific method. Dr. Montessori’s revolutionary idea was that the mind of the child was different from that of an adult and that the child goes through predictable stages of change. She described these changes as stages of development. From this developmental view she saw education as having a particular focus at each stage of a child’s development. The structure and content of the educational

program is not determined by fashionable societal practices. Education should cooperate with development. Each stage of development provides windows of opportunity for growth that Dr. Montessori called Sensitive Periods. Her educational method was built on the idea that education must be developed to meet the specific sensitivities of each age. The first stage from birth to six years is a time of tremendous active growth. It is the period of the Absorbent Mind when the child literally absorbs his or her environment in order to become a citizen of his or her culture and society. The second stage from six to twelve years of age is a period of great intellectual growth motivated by a strong imagination and a sense of reason. The elementary child demonstrates the capacity to deal with abstraction and to develop a sense of morality. The third stage from twelve to eighteen years of age is another time of tremendous active growth primarily in the area of social and vocational development. The adolescent develops social responsibility through community development activities, serving the community, and studying society. While the content and approach to each stage is unique, there are consistent practices running throughout the programs. 

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Children are mixed in age within the three-year cycle. This grouping develops a sense of community with older children helping younger children, and with younger children looking forward to being able to reciprocate. Learning is individualized so children are challenged to maximize their potential. Children utilize the Montessori materials to understand abstract concepts. The teacher has completed an accredited Montessori course emphasizing child development thus enabling him/her to implement the program.

What is IB? The International Baccalaureate Organization (IBO) supports and accredits high quality programs of international education to a worldwide community of schools. There are more than 957,000 IB students and 3,282 schools in 141 countries. At its heart the IBO is motivated by a mission to create a better world through education. IBO has a hard-earned reputation for quality, high standards, international focus, and pedagogical leadership. IBO achieves its goals by working with partner schools and by actively involving its stakeholders, particularly teachers and students. All students at TMS in Grades 7 to 10 participate in the IB Middle Years Programme and all students in Grades 11and 12 work to earn a Diploma in the IB Diploma Programme. At TMS these two programs meet the needs of the third stage of child development. They provide a challenging and inspiring program that promotes the

intellectual, personal, emotional and social skills that our students will need to live, learn and work in a rapidly globalizing and changing world.

What is Montessori – IB at TMS? Our Montessori-IB program is based in a scientific understanding of the developmental needs and learning tendencies of students at the various ages and stages of development. It has been developed to reflect best practices in education and to support successful teaching and learning for all students. Our methods of instruction recognize the individual needs of each student during the fundamental and frequently challenging changes that occur as part of the process of maturation. We employ Atlas Rubicon’s Curriculum Mapping System in collegial faculty groups to develop a unique and outstanding educational experience that meets our students’ age and stage related needs. It also challenges, inspires and rewards their desire to learn and do well in Academics, Arts, Athletics and Citizenship at each level. Each student is supported in making cognitive, emotional, moral, physical and social transitions from childhood to being a well-prepared, mature, well-adjusted young adult prepared for lifelong challenges and opportunities in university, career and in life. We accomplish this over time by inspiring our students to actively participate in a combination of philosophical exploration, creation and production in an environment that is physically safe and psychologically supportive. In this environment, TMS students learn to see challenges as opportunities and change to be a constant. Most importantly, they recognize that they have the ability to make many positive differences in the world. Our unique combination of Montessori and IB approaches supports students to discover the best of who they are and achieve their full potential by: • Building and reinforcing each student’s sense of identity and universal human values • Inspiring curiosity and inquiry to foster a spirit of discovery and an enjoyment of learning • Equipping students with the skills to acquire, evaluate and apply knowledge • Providing international content, and encouraging diversity and flexibility in teaching and learning The TMS approach recognizes that the development of strong knowledge and skills in all areas is best realized by assessing what the child can do. This allows the teacher to understand what the student must learn next in order to move forward. We do not believe that it is enough to simply cover the material, it is the teacher’s role to ensure the student learns and understands it. In addition, we prize the development of depth and breadth as a way of inculcating higher level thinking at each level. While our students appear to be advanced in their skills and knowledge, the only formal effort to accelerate students occurs in Grade 11 and 12 when they

are able to earn first year university credits as they complete their final two years of high school. At this time, when they are well prepared, TMS students demonstrate academic excellence by participating in internationally standardized, criterion referenced assessments of their work Overall, the IB program supports each student to develop a high level of knowledge and skills. We utilize the IB Learner Profile to guide students to become knowledgeable, principled, open-minded, caring, balanced and reflective inquirers, thinkers and communicators.

The Home-School Partnership and Two Way Communication At TMS we recognize the paramount importance of an effective home-school partnership. Please do not hestitate to contact us at any time in person, by telephone, by e-mail or with a note. We much prefer to hear about issues or address concerns immediately. It is our belief that a successful partnership depends on good communication between the family and the School. Communication Policy & Channels of Communication Your childâ&#x20AC;&#x2122;s teacher is the first person to contact if you have questions about any situation concerning your child. If your question is not answered to your satisfaction, please see the appropriate Academic Head, and ultimately you may contact the Head of School. When students, parents or staff members want to initiate an event, implement an idea, discuss an area of concern or have recommendations about an issue, they should proceed as follows. Please contact the appropriate person via e-mail or voice mail to schedule a meeting. Academic Matters such as: School Policy, Teachers, Classroom Activities, Curriculum, Field Trips, Student Progress, Student Status, Specialty Programs, Montessori Materials, Parent Concerns, IB Programming Contact (in this order): 1. The Appropriate Teacher 2. Appropriate Academic Head 3. Head of School David Young - Head of School dyoung@tmsschool.ca Lower School (Bayview Campus): 905-889-6882 Ext. 2252 Upper School (Elgin Mills Campus): 905-780-1002 Ext. 3348

Donna Boreham - Head of Elementary dboreham@tmsschool.ca 905-889-6882 Ext. 2264

Dina De Cotiis - Head of Toddler ddecotiis@tmsschool.ca 905-889-6882 Ext. 2333

Sheila Thomas - Head of Upper School sthomas@tmsschool.ca 905-780-1002 Ext. 3360

Carolyn Reid - Head of Children’s House creid@tmsschool.ca 905-889-6882 Ext. 2251

Blaine Seamone - Head of Curriculum & Specialist Teachers, Lower School bseamone@tmsschool.ca 905-889-6882 Ext. 2237

Individual Student Learning Strategies: Achievement Testing, Educational and Psychological Testing, Referral Process, Tutoring - Please discuss with appropriate Academic Head. Athletic Programs: Teams, House Leagues, Individual Sports David Cordner – Lower School Athletic Director dcordner@tmsschool.ca 905-889-6882 Ext. 2372 Extended Care Program and Extracurricular: Program Content, Student Behaviour & Scheduling Jennie Yeung - Manager, Extended Care jyeung@tmsschool.ca 905-889-6882 Ext. 2335 Safe Arrival/Student Absences 905-889-6882 Ext. 2263 Community Development: Admissions/Advancement/Marketing & Communications: Kirsten Eastwood-Executive Director keastwood@tmsschool.ca Lower School (Bayview Campus): 905889-6882 Admissions: Records, Student Placement Silvana Fazzari - Director of Admissions Sharron Cooper - Registrar sfazzari@tmsschool.ca scooper@tmsschool.ca Lower School (Bayview Campus): 905-889-6882 Ext. 2254 905-889-6882 Ext. 2230 Upper School (Elgin Mills Campus): 905-780-1002 Ext. 3226 Advancement: Parent Volunteers, Fundraising, Alumni, TMS Community Rakesh Tripathi - Director, Advancement rtripathi@tmsschool.ca 905-889-6882 Ext. 2248

Marketing and Communications: Websites (www.tmsschool.ca, www.discoveryday.ca, www.tmi.edu), Headlines, Annual Report, Publications/Newsletters, Informational/Marketing Material, Advertising & Media Plans, Press Releases/PR/Signage, Tradeshows Ann Bianco-Harvey - Director, Marketing & Communications aharvey@tmsschool.ca 905-889-6882 Ext. 2261 Discovery Day Camp: March and Summer Camps Blaine Seamone - Director Paula Ho Sing - Coordinator camp@tmsschool.ca PHoSing@tmsschool.ca 905-889-6882 Ext. 2237 905-889-6882 Ext. 2226 Summer Toddler Program Dina De Cotiis - Head of Toddler ddecotiis@tmsschool.ca 905-889-6882 Ext. 2333 Finance: Tuition, Financial Aid Stuart Ferrie - Chief Administration Officer sferrie@tmsschool.ca 905-889-6882 Ext. 2233

Fayyaz Masood - Controller fmasood@tmsschool.ca 905-889-6882 Ext. 2229

Human Resources Erin Kenzie - Human Resources Manager ekenzie@tmsschool.ca 905-889-6882 Ext. 2222 Administration Linda Raponi- Office Manager lraponi@tmsschool.ca Lower School (Bayview Campus): 905-889-6882 Ext. 2273 Upper School (Elgin Mills Campus): 905-780-1002 Ext. 3252

Communicating with Faculty and Staff Members of the TMS faculty and staff are readily accessible by telephone, E-mail (when not teaching), written notes or in person. We strive to respond within one business day when we are contacted by parents. Please note that immediately prior to the start of class, teachers are preparing to give their best effort to their students and cannot take time to meet with parents in a fulsome fashion. Similarly, during dismissal they are concerned with the well-being of all the students preparing to leave for the day. TMS faculty are more than happy to schedule times for face-to-face meetings or telephone calls at times of the day when they are not focused on their students. As

professionals, the TMS faculty and staff will not undertake communication about student achievement, behaviour, or well-being via e-mail. We recognize the importance of a true conversation via telephone or face-to-face when working together with parents to discuss serious issues and concerns. Consequently teachers may respond to E-mails from parents with serious concerns only to schedule a call or meeting. In addition to personal communication regarding questions, concerns or compliments, the School has a number of vehicles to keep you informed. Headlines Headlines is a monthly, electronic communication distributed the last Friday of each month throughout the academic year. It includes many important, interesting and useful pieces of information regarding what is ‘going on’ at TMS. Please inform the School regarding any changes to the e-mail address at which you wish to receive Headlines to: editor@tmsschool.ca. Past and current issues are located at www.tmsschool.ca, (select MY TMS tab at top of the Home page, and then select Parent Login). Going Beyond A bi-annual published periodical by TMS, Going Beyond provides you with information about happenings, achievements and accomplishments of our students. We invite you to provide us with information. Comments, articles photos for Headlines or The Going Beyond can be sent toaharvey@tmsschool.ca. A library of past and current issues is located at www.tmsschool.ca, (select MY TMS tab at top of the Home page and select Parent Login). Thursday Circulation Envelopes – Lower School The School works to save paper by communicating via Weekly Messages from the Academic Head and monthly Headlines whenever possible. At the Lower School, paper messages, forms, and other material may be sent home on Thursdays if required. In keeping with our efforts to “go green”, letters that apply to all TMS students will be distributed to the youngest sibling in the family. Families will not get duplicate copies. Letters that are specific to the classroom will continue to be distributed to each child in that classroom. TMS Parent Portal TMS parents have access to a parent portal through a generated username and password. The parent portal contains calendars, forms, guides, etc. TMS Wall Calendar The TMS wall calendar will be distributed during the first week of school. Please contact the Main Office if you do not receive one.

School Hours Before School Care – Lower School

7:15 – 8:30 am (Extended Care fee for service) 8:00 – 8:30 am (free for Elementary students) Children’s House Program (Full Day) 8:30 am – 3:30 pm Staggered entry 8:30 – 9:00 am Staggered dismissal 3:30 – 4:00 pm Elementary School (Grades 1-6) 8:00 – 8:30 am Extended Care (free for Elementary students) 8:30 am – 3:30 pm Dismissal 3:30 or 4:00 pm

Extended Care Program TMS offers fee-for-service before and after school care for students at the Lower School. To ensure each student’s safety and the orderly running of the School, all students who arrive before or stay after regular school hours in their division must be enrolled in the Extended Care Program. For more information please call the Manager of Extended Care at 905-889-6882 Ext. 2335 or visit our web site at www.tmsschool.ca under the tab PROGRAMS.

Weather Closures TMS will remain open during all but the most severe winter weather. If the decision is made to close the School, information will be recorded on the school telephone 905-889-6882 ‘press ‘7’, the Home page of our School web site at www.tmsschool.ca, radio stations 680 AM and CHFI 98.1 FM and social media. School closures are then listed on the Storm Centre of 680news.com. Please note we will be listed as TMS and not Toronto Montessori Schools. In bad weather, absences and lateness will be excused if severe weather makes it difficult for a family to travel.

TMS Traffic Safety Policy Student safety is the first and foremost consideration in determining how students are dropped off and picked up at our campus. The TMS community must ensure that these guidelines are followed by all students, parents and staff with no exception to the rules.

Drop-Off and Pick-Up Procedures Lower School Drop-Off  Students in Toddler must be escorted to their classes  Students in Children’s House may be escorted to their classes

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As part of our commitment to helping students to help themselves we strongly encourage parents to drop off students in Children’s House and Elementary. “Drop-Off” is another important step in helping each student to develop an ever increasing sense of responsibility and confidence Student “Drop-Off” at the Lower School is supervised for all Children’s House and Elementary students from 8:30 – 9:00 am. During this time, students may be dropped off at the “Kiss and Go” location on the northeast side of the school building Prior to 8:30 am students at the Lower School may be dropped off to enter the main door on the west side of the School where they may sign in for Extended Care (Children’s House) or prepare themselves for the day at their lockers/cloakrooms in Elementary

Pick-Up  Toddler and Children’s House students must be picked up at their classrooms  For students in Grade 1 and above we encourage parents to help students to help themselves by picking them up curbside at the “Kiss and Go” location  Parents must complete a form to request to pick up their children at curbside from the Main Office Drop-Off Zone (see Diagram)  Please do not leave vehicles unattended in the “Drop-Off Zone” (Kiss and Go area) or in the “No Parking Zone”. This zone is a fire route and parked vehicles are subject to being tagged or towed  Please do stop in the marked pedestrian crossing  Do not park or stop in left lane next to the “Drop-Off Zone” Circle and stop when a spot becomes available Pedestrian Crossing  Please yield to pedestrians at the designated crossing  Cross only at the designated pedestrian crossing  

Signage, Lane Marking and Traffic Calming Read and obey the traffic signs and respect the lane markings Maximum speed is posted at 20 km/h

Parking – Lower School Parent Parking  All students in Grade 6 or lower must be accompanied by an adult when in the parking lot  Please do not park in fire routes, handicapped spaces or expectant mothers’ spaces. Violators may be tagged or towed

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Please do not double park or park in unmarked spaces The northern most lot (with the basketball nets) must not have cars parked under the nets between 12:00 and 1:15 pm

Parking and Traffic Enforcement  Parking is available only in designated areas  Vehicles parked in No Parking zones (including fire routes), the Drop-Off Zone/Kiss and Go area, or Handicapped spaces without a permit may be ticketed and/or towed by the Town of Richmond Hill which enforces municipal by-laws  TMS cannot prevent the Town of Richmond Hill from enforcing the by-Laws and issuing tickets, nor will TMS pay for tickets which have been issued

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TMS does not provide bus service between home and School. If you want this service, arrangements may be made directly by parents with private carriers such as Kids Limo at 905-771-9678 or e-mail info@kidslimo.com. TMS does not accept any liability for the use of a private carrier. Public Transit stops are located near both campuses

Shuttle Bus TMS provides a Shuttle Bus Service between campuses before and after school. This is a great way to create a single family drop-off and pick-up location for families with children at both campuses. It is also useful for families that find the other campus a better drop-off and pick-up location for them. If this service is of interest to your family, please contact the Main Office at either Campus for an application form.

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Lateness puts the individual student ‘off’ and interrupts the learning of classmates. It also impacts negatively on specialist classes. Parents are asked, therefore, to organize their family to arrive at School in a punctual fashion Absences tend to put a child behind, frequently creating confusion and/or apprehension regarding what has been missed. In addition, depending on the level, missed assignments and evaluations impact negatively on a student’s achievement. Therefore; • Parents are asked to schedule appointments outside of the regular school day if at all possible • Family holidays should be scheduled to coincide with the School’s calendar of holidays. The responsibility for making up lessons, assignments and tests missed due to holidays that are not consistent with the school calendar fall on the family and the student.

Unavoidable Lateness and Absences The reporting of lateness and absences is intended to protect all students. Parents should call the School and connect to the Safe Arrival line 905-889-6882 ext. 2263 as soon as possible in the morning to report the reason for a student’s lateness or absence. In the case of planned lateness or absence, a note should be sent to the student’s homeroom teacher prior to the date. Teachers take attendance and notify the Main Office of any absences by 9:00 am each day.  Toddlers are expected to be dropped off by their parents negating the need for safe arrival calls  In the case where a student in Children’s House or the above levels is not present and parents have not sent a note in advance or called the School, we will call the parents to confirm the child’s whereabouts All TMS student absences are recorded and will be included on a student’s report card to fulfill Ministry of Education requirements. Excessive Lateness and Absences Excessive Lateness and Absences have a negative impact on learning. TMS engages the student and the family in avoiding being late or absent from school.  If a student is often late, parents will be contacted  If the tardiness continues, parents will be required to come in to meet with the appropriate Academic Head to arrive at a solution to support punctuality and optimal teaching and learning for all When repeated tardiness has a significant negative effect on student learning and achievement, the School will take appropriate actions to rectify the situation. This may include recommending user pay tutoring, or the inability to transition a child to the next year. Leaving School Early If a student must leave school early, a note or a telephone call from the student’s parent/guardian is required indicating the time and reason for early dismissal. Doctor/Dentist Appointments Whenever possible, parents are asked to make dentist and doctor appointments outside school hours so students will not miss valuable lesson time. If a student must leave the School prior to dismissal time, parents are required to send a note to the appropriate teacher or call the Lower School Main Office 905-889-6882. Illness In the case of a legitimate illness, students should stay home to convalesce.  The School needs to be advised by a parent or guardian if a student is unable to attend classes because of illness  Parents are asked to assist the School in preventing the transfer of communicable illnesses by keeping children home when they are ill

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The School does not have the space or personnel to take care of children who are not well enough to participate in regular educational activities and will call parents or guardians to have children who are ill picked up A helpful guideline in determining if a child should be at school is that if a student is not well enough to participate in recess, he or she is not well enough to attend school High Temperature - Your child should remain at home if he/she has a temperature over 38 degrees Celsius (100.4 degrees Fahrenheit). Do not bring your child back to School until his or her temperature is normal and he/she has been fever-free, without the aid of acetaminophen, for 24 hours Ear Infection - If your child has an ear infection, do not bring your child back to School until he/she has been on antibiotics for 24 hours Stomach Ache - If your child has a stomach ache, keep your child at home until he/she regains his or her appetite and has normal bowel movements Vomiting/Diarrhea - Your child may return to School when he/she has not vomited or had diarrhea for 24 hours

In all circumstances of absence for medical reasons, seek the advice of your child’s doctor to determine an appropriate time for your child to return to School.

Communicable Diseases If your child contracts a communicable disease (e.g. chicken pox, measles, etc.), you must keep your child at home and immediately report this to the Main Office at TMS. This will enable faculty and staff to watch for symptoms in other students and to inform a student’s parents and the office if symptoms emerge. We will work to keep all students safe. An e-mail will be sent to parents when there is a public health requirement to inform regarding an illness in a given class or the School.

Student Medication The School needs to be informed about any medication a student is taking. The protocol for taking physician prescribed medication must be arranged between parents, teachers and school nurse. Under no circumstances will school personnel administer medication without a written parental consent except in the case of an emergency. The written parental consent forms are available at the reception. All medications are to be inaccessible to children. They are to be stored in a locked box in the nurse’s office. Medication must be properly labeled, with the exact dosage and the time that it is to be administered. If medication requires refrigeration, it will be kept in the Nurse’s Office (in a lock box in the fridge).

Medical Forms It is crucial for each student’s safety that parents provide TMS with a completed medical form prior to the first day of School each year.  This form should be returned to the Main Office  Parents are reminded to contact the School to update any information immediately regarding changes to a student’s health, medication, contact numbers or address

Allergies Life Threatening Allergy Alert Some students and adults at TMS have life threatening allergies to various substances. It is the responsibility of all parents to respond cooperatively to requests from the School to eliminate allergens from packed lunches and snacks. Parents are also asked to encourage children to respect anaphylactic children and the school policies. For any student or staff member, all allergies must be listed on the student’s medical form in order to allow the School to properly assist him/her. In the case where an individual in a given class has a life threatening allergy to a given substance, parents of all students in that class will be asked to avoid sending that allergen to the classroom. Nut Safe School Peanut/nut products are a common fatal allergen for many individuals. Even the residue of nut oil left on furniture or utensils can cause a life-threatening reaction. As a result, TMS works to be nut safe. No peanut or nut containing products are to be brought to TMS. EpiPens Responsibility Based on feedback from the experts at Anaphylaxis Canada, students with anaphylactic allergies in Elementary must wear their auto-injector at all times. TMS will continue to store a 2nd EpiPen in the Main Office. For children in Children’s House the family is asked to provide two EpiPens. One will remain in the student’s classroom and one will be stored in the Main Office. No Smoking Policy Staff, volunteers, parents and visitors are advised that smoking is prohibited on premises and on the playground area whether children are present or not.

Accidents at School TMS works to prevent student injuries by carefully selecting and monitored student activities. Thoughtful and caring attention will be provided for any student injured during school hours. This includes the administration of first aid, contacting 911 if warranted, and informing the School nurse.

Every attempt will be made to notify parents at home or work for any child receiving a head injury or other serious injuries requiring further medical attention. All accidents during School activities are reported to the Main Office and kept on file. Academic Heads will review accident reports at the end of day to ensure appropriate preventative measures were in place and the follow up has been handled correctly. Parents with questions about any incident leading to injury are encouraged to contact the appropriate Academic Head.

Fire Drills and Lockdown As part of our commitment to safety, the School has a detailed plan for fire and lockdown procedures. We regularly practice fire drills and lockdown. Parents in the building during either event are asked to follow staff direction.

Visitors Lower School In accordance with our Safe School Policy and to protect our students:  Parents/Guardians are provided with a TMS identification badge and are asked to wear it at all times on School property  All visitors, including parents without their badges, are required to report to the Main Office to sign in and obtain a visitor badge, which must be worn while in the School  Individuals under the age of 18 years who wish to visit the School must be accompanied by a parent, unless prior arrangements have been made for their visit Parents are asked not to allow anyone into the School unless they are identifiable by their badge.

Telephone Calls We regret that we are unable to disrupt classes to give telephone messages to students.  Cell phones are not to be used by students. These devices should be turned off and stored during class time.

Meals Students are encouraged to bring a healthy bagged lunch to School or to participate in the Lunch Program. At the Lower School, for second year Children’s House to Grade 6 the program is run through Rose Reisman Catering. This program involves parents ordering lunches on-line directly from the caterer for delivery to TMS. Payment is made to the caterer based on program usage. At all times we ask students and parents to help us be a Nut Safe School.

Pizza Lunches TMS offers a Pizza Lunch to all full-day students once a month. If you wish to have your child participate in this fundraiser, please complete the Pizza Lunch form and submit it with your payment by the specified date to the Main Office.

Cultural Celebrations/Birthdays TMS is a non-sectarian school. As Montessori includes the study of many diverse cultures and religious events, these celebrations are dealt with from an historical and cultural perspective. At the Lower School we would like to help celebrate your child’s birthday with a simple celebration that symbolizes your child’s life and accomplishments. Due to life-threatening allergies and TMS’ belief that students should be encouraged to eat healthy foods as often as possible; cupcakes or birthday cakes are not to be brought to school. Please discuss the food(s) you wish to contribute with your child’s teachers in advance to ensure that the day is special and acceptable for all students in the class. Students in the Elementary Program can celebrate their special day with a catered lunch from an approved source. Please speak to your child’s teacher or Academic Head to ensure that the meal is safe for all students.

Dress Code and Student Uniforms How one dresses and presents oneself reflects pride in TMS. The uniform is:  One way in which our students demonstrate their pride in the School and contribute to our shared identity  Intended to assist TMS students in meeting certain standards of appearance  Helps to eliminate unnecessary competition  Dressing appropriately sends a message to others that they are important Consequently, students are expected to wear their uniforms correctly at all times. The Dress Code at each level is to be adhered to by all students beginning the first day of school. The school uniform is to be worn each school day and at school functions. Parents and students will be notified of designated days when students need not wear the uniform. Faculty and staff understand the importance of acting as role models when it comes to how they present themselves.

Formal Uniform In Grade 1 and above, formal uniform is required:  Every Monday  When traveling as a member of a team or group as deemed appropriate by teacher-supervisors  When representing TMS at special functions  At any time on notification from the appropriate Academic Head

Regular uniform will be worn on all other days, except for special “Civvies Days” and “Spirit Days”. Appearance Parents are asked to assist by ensuring children leave home properly attired with attention to the following details:  The uniform is to be kept clean and in good repair at all times  Shoes are to be polished and in good condition  No platform shoes or heels higher than one inch are permitted  Kilts, tunics and skorts are to be no shorter than 2 inches above the knee  When a tie is worn, the shirt collar is to be buttoned and the tie knotted at the neck  Hats or caps are not permitted inside the School, except where religious customs dictate  Trousers are to be well-fitted and worn at the waist with a belt  Hair is to be neat, clean and well-groomed; inappropriately dyed or coloured hair, excessive styles (including spiking) as well as partially or entirely shaved hairstyles are not permitted  Boys’ hair should be conservatively cut  Students are allowed to wear a maximum of one stud or simple small hoop earring in each ear  No obvious make-up and only natural nail polish is to be worn  No visible tattoos (including temporary) or body piercing  Necklaces, bracelets and rings must not be excessive

Clothing and Uniform by Level Children’s House (Ages 3-6)

Students will have a choice of wearing any of the items listed below:

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GIRLS Navy crested V-neck sweatshirt Navy crested sweatpants Navy/white crested short/long sleeve polo shirt Navy or white socks to be worn with the sweatpants Navy full zip sweatshirt Navy, white or TMS tartan hair accessories (if worn)

Option:  Navy or tartan junior skort  Navy mock fly shorts*  Navy crested cardigan  Navy tights or knee socks to be worn with the skort

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BOYS Navy crested V-neck sweatshirt Navy crested sweatpants Navy/white crested short/long sleeve polo shirt Navy or white socks to be worn with the sweatpants Navy full zip sweatshirt

Option:  Grey dress pants  Grey socks to be worn with the dress pants  Navy mock fly shorts*  Navy crested V neck vest

*Warm Weather: Students have the option of wearing navy walking shorts (to be purchased at InSchoolwear) with white socks and white running shoes in warm weather (September to Thanksgiving weekend and May and June; weather permitting). Footwear – Children’s House Only: • Students in the Children’s House program do not change for gym. Running shoes are required • The choice of shoes to be worn with uniforms is left to the discretion of parents. Colours of black dress or white running are preferred. Ensure that the shoes provide comfort and safety for your child on the playground. Open toed sandals and Crocs are not appropriate footwear

Lower Elementary (Grade 1-3)

Formal uniform is to be worn EVERY MONDAY and on official occasions. Students have their choice of wearing the formal or regular uniform Tuesday-Friday. GIRLS FORMAL UNIFORM  Tartan tunic/kilt shorts  ‘Katie’ collar white long or short sleeve shirt  Navy crested cardigan  TMS tie  Grey knee socks or tights  Black oxfords, loafers or Mary Janes (heels not to exceed 1 inch; no platforms) non-marking soles  Navy, white or TMS tartan hair accessories (if worn) REGULAR UNIFORM All items listed above as well as:  Grey dress pants  Navy/white crested long or short sleeve polo shirt  Navy crested cardigan or vest  Grey or black socks  Navy walking shorts*  Navy skort  Navy full zip sweatshirt PLEASE NOTE: Tunic, walking shorts and skort length is to the knee.

BOYS FORMAL UNIFORM  Grey dress pants  White long/short sleeve crested shirt  Navy crested v-neck vest  TMS tie  Grey or black socks  Black oxfords or loafers, non-marking soles  Black belt REGULAR UNIFORM All items listed above as well as:  Grey dress pants with belt  Navy/white crested long/ short sleeve polo shirt  Navy crested v-neck vest  Grey or black socks  Navy walking shorts*  Navy full zip sweatshirt BOYS’ & GIRLS’ PHYS. ED UNIFORMS    

Navy crested gym shirt & shorts White sport socks Running shoes Gym bag

*Warm Weather:

Students have the option of wearing crested navy walking shorts (to be purchased at InSchoolwear) with white socks and white running shoes in warm weather (September to Thanksgiving weekend and May and June; weather permitting)

Upper Elementary (Grade 4-6)

Formal uniform is to be worn EVERY MONDAY and on official occasions. Students have their choice of wearing the formal or regular uniform Tuesday-Friday. GIRLS

FORMAL UNIFORM  Tartan kilt/kilt shorts  White long/short sleeve crested shirt or ¾ sleeve white crested shirt  Navy crested blazer  TMS tie  Grey knee socks or tights  Black oxfords, loafers or Mary Janes (heels not to exceed 1½ inches; no platforms) non-marking soles  Navy, white or TMS tartan hair accessories (if worn) REGULAR UNIFORM All items listed above as well as:  Grey dress pants  Navy/white crested long/short sleeve polo shirt  Navy crested vest  Grey or black socks  Navy Skort  Navy full zip sweatshirt  Navy walking shorts PLEASE NOTE: All skirts, walking shorts and skort lengths are not to be shorter than 2 inches above the top of the knee.

BOYS FORMAL UNIFORM  Grey dress pants with belt  White long/short sleeve crested shirt  Navy crested blazer  TMS tie  Grey or black socks  Black oxfords or loafers, non-marking soles  Black belt REGULAR UNIFORM All items listed above as well as:  Grey dress pants with belt  Navy/white crested long/short sleeve polo shirt  Navy crested vest  Navy full zip sweatshirt  Grey or black socks  Navy walking shorts* BOYS’ & GIRLS’ PHYS. ED UNIFORMS  Navy crested gym shirt and shorts  White sport socks  Tracksuit  Running shoes  Gym bag

Warm Weather: Students have the option of wearing navy walking shorts (to be purchased at InSchoolwear) with white socks and white running shoes in warm weather. (September to Thanksgiving weekend and May and June; weather permitting).

InSchoolwear Retail Store Hours Please visit www.inschoolwear.com for the store’s current hours. InSchoolwear 1550 16th Avenue, Unit 15 Richmond Hill, ON L4B 3K9 Tel: 905-737-3031

Civvies Days and Spirit Days at All Levels Periodically during the school year, “Civvies Days” may be held. The dress code for these days is as follows: “Civvies” Days Appropriate, casual, comfortable clothing.  No spaghetti straps  No midriff tops  No obvious make-up  No visible tattoos (including temporary)  No bandanas  No inappropriate t-shirt designs, slogans, or offensive names  No ripped clothing  Skirts/shorts should be modest  No hats inside the School (except where religious customs dictate)

Recess and Outdoor Activities Outdoor activities (Toddler, Children’s House and Elementary), physical education classes and house activities are viewed as an important part of the school day.       

All students are expected to participate outdoors Students must have appropriate footwear, outerwear and accessories for the day’s weather conditions for activities taking place outdoors Full-day Toddlers and CH1 students go outside everyday weather permitting for approximately 2 hours Any student who is too ill to go outside for recess, house league or Physical Education should be considered too ill to attend School The School provides adult supervision and carefully prepared areas for student activity Homeroom teachers regularly counsel and advise their students in advance with regard to safe and respectful play at recess and follow up when issues arise All faculty and staff members arrive for recess supervision promptly and supervise vigilantly in order to ensure the safety of each student

Inclement Weather and Outdoor Activities 

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Students in Toddler and Children House 1 will not participate in outdoor activities when the temperature is minus 10 degrees Celsius or colder (including the windchill). Students in Children’s House 2/3 will participate in outdoor activities for a shorter period of time when the temperature is minus 10 degrees Celsius or colder (including the wind-chill) and will refrain from going outside when the temperature is minus 15 degrees Celsius or colder (including the wind-chill) When the temperature is between minus 15 to 19 degrees Celsius Elementary students will go outside for a reduced amount of time. Elementary Students will not go outside in extremely inclement weather -20 degrees Celsius or colder with wind chill.

Lost and Found Parents are strongly encouraged to label all clothing and belongings in order to assist children to find misplaced and lost items without difficulty.  Clothing – the use of iron-on labels or marker on clothing tags is very helpful  Shoes – mark the inside of the tongue in permanent marker  Musical Instruments – attach a luggage nametag to the handle of the instrument case It is IMPERATIVE that personal belongings are identified with student’s names and that students show responsibility for their belongings. Each student should be given a quick reminder to take an inventory of their belongings before leaving the School. It may help Elementary students to have a list of items needed at the front of their agenda; for example, coat, hat, gloves, boots, book bag, lunch box, water bottle, instrument, homework, etc. In this way they can quickly cross reference the list with the items needed for the night.  All Elementary gym clothes should be kept in a gym bag in the change rooms  Items that are not in the gym bags will be placed in the Lost and Found in the change rooms o Other “lost” items will be kept in Lost and Found cupboard beside Mrs. Boreham’s office o All items will be donated to a charitable organization periodically. Those that are not worthy of being donated will be disposed of Please encourage your child to be responsible!

Money at School 

Students should not bring money to school unless it is requested for a school trip or a special event

Personal Belongings at School Students are strongly encouraged to leave items that are not required for learning such as electronic games, IPods, and cell phones at home to assist in prevention of loss or damage.  These items should NOT be used during instructional time  Cell phones should be turned off and not used during the day  Skateboards, Heelies, Rollerblades and Scooters may not be used at school  Personal belongings may be confiscated if they are interfering with teaching and learning

TMS Parents’ Network The TMS Parents’ Network works to support students, staff and our school community to friend-raise, build TMS Spirit, and make a difference in our School that is consistent with our strategic plan. The Parents’ Network is led by two Co-chairs who, with the support of our many dedicated parent volunteers, work to develop exciting and rewarding activities for TMS students, staff and families. If you are interested in volunteering at TMS, please e-mail volunteer@tmsschool.ca or call (905) 889-6882 ext. 2248.

Giving Annual Giving At TMS we benefit from parental involvement which complements our students’ educational experience and fosters a nurturing and supportive school environment. Parental support takes the form of volunteering time, expertise and financial support. Each year TMS runs a voluntary Annual Giving Campaign designed to provide the funds necessary to enhance programming in everything from the arts to athletics. Tuition provides for the materials and outstanding teachers needed to run a leading program. Parental support for Annual Giving provides us with the opportunity to enhance the program for all students and work to make it truly exceptional in numerous ways. As a not-for-profit independent school, TMS fundraises through an Annual Giving Program each year. Charitable donation receipts can be provided for donations to Annual Giving. Please contact the Director of Advancement at 905 889 6882 ext 2248 for more information.

Donate-a-Book Program Parents can donate to the TMS library in celebration of their child’s birthday or another special occasion through the Donate-a-Book Program. With every contribution, your child’s name will appear in the front of the book, inscribed on a personalized TMS bookplate. You may select a book of your choice, or allow the TMS Librarian to choose an age-appropriate book on your behalf.

TMS Elementary House League Program TMS offers an in-school House League program to students in Grades 1 to 6. While skill development is encouraged, emphasis is placed on fun, friendship and physical activity. The House League system in the Elementary Division has three purposes:   

Provide a positive, and fun learning experience Develop the skills of co-ordination, alertness, and self-control Develop concepts of sportsmanship, team effort, and respect for others

The program is operated on a drop-in basis and teams are formed each day. Students are educated about the house league program during the physical education classes. The daily schedule for each age division is also posted on the bulletin boards outside of the change rooms. There will also be a reminder for students and parents placed in HeadLines at the beginning of each term. Students are given an opportunity to further work on their leadership skills, teamwork, sportsmanship, and individual skill development while participating in a variety of sports.

Books and Other Supplies – Elementary The cost of educational and musical supplies varies from grade to grade. A specific list of necessary supplies, including musical instruments, is on-line at the community tab on our home page.

Student Agenda - Elementary In Grade 1, students receive their first Agenda by winter break when their reading and writing skills are sufficiently developed that they can be successful with the Agenda. All Grade 1 students are expected to make use of their Agenda daily after receiving it. This may include:  Recording all follow-up work, homework, assignments, tests and due dates in each class or subject  Reviewing their Agenda prior to leaving the School to ensure all the required materials are packed  Consulting the Agenda upon arriving home to organize their efforts that evening The Agenda is given to all students to assist in recording homework assignments, planning for long-term projects and tests, organizing extracurricular activities and developing a productive approach to time management. Teachers will work with the students to assist them in this regard. In the Elementary Program, parents are expected to review their child’s Agenda daily and help the student to use it

effectively. The Agenda is also often the “first line” of communication between home and School. TMS faculty and parents are expected to monitor a student’s use of the Agenda to ensure effective habits are being developed. A student who is not using the Agenda effectively at a given age and stage will be assisted directly by teachers and parents in the effective development of this life skill.

Community Service The Montessori classroom is a community wherein students develop all aspects of their being - Academics, Athletics, Arts and Citizenship. Student driven initiatives are encouraged; for example, collecting donations for Toy Mountain, Sick Kids DIPG Research Fund, local food banks, etc.

Technology TMS provides access to technology for students in an age appropriate fashion consistent with our Montessori/IB educational philosophy. We understand that technology is a valuable tool for learning when it is incorporated into the curriculum. Elementary Students use technology as a tool for learning in an age appropriate manner. TMS provides these students with a user name and password to access the school’s network. Use of the school computers and network is a privilege that requires all students to use the system wisely. Failure to do so is likely to result in the loss of access to computers at School. All TMS students with access to technology must sign the TMS Student Acceptable Technology Use Policy form together with their parents prior to accessing the network or using any TMS computer. Copies of this policy are included in the Student Package and on-line.

Field Trips At TMS, we endeavour to provide our students with a depth of experience which enriches their understanding of the curriculum. We go beyond traditional ways and means of teaching content, and seek to develop tangible connections between classroom theory and real-world experience. One of the most important ways of doing this is through field trips. At TMS, field trips are not superfluous. Considerable care is taken to select excursions which are directly relevant to the course of study. Although we certainly hope these excursions provide our students with enjoyable and memorable learning experiences, they are not meant to provide them with extra holiday time. In keeping with the Montessori notion of hands-on learning and “going out” into the larger community as well as the IB values of holistic learning and intercultural understanding, field trips are a central and intrinsic part of the TMS experience. As

such, field trips are never considered to be “optional”; it is expected that all students will participate fully. As students grow older, the trips tend to become longer in duration and take the students farther afield. By the time students reach the Upper Elementary level, they may participate in one overnight excursion each year. There are additional costs involved with these excursions which are applied to each student’s account. Specific information regarding the time frame, destinations and cost for field trips for each grade in the coming year are provided as they become available. Trip Updates: Call 905-889-6882 Ext. 4403 Parent Involvement in Field Trips All parents wishing to join a field trip must have a Vulnerable Sector Check before they can be approved to assist with a field trip. Information is included in the Student Package. During Children’s House field trips parent volunteers must be responsible for approximately four children. Parent driving is not allowed as their presence is required on the bus Elementary field trips may require parent volunteers from time to time. These volunteers must be responsible for approximately four to six children. Again, parent driving is not allowed as their presence is required on the bus. Parents are also encouraged to join us for games, tournaments and other competitions.

TMS Code of Conduct All members of the TMS community; students, staff, parents and others have the responsibility to act in a manner that promotes Grace and Courtesy. We promote this by asking all members of the TMS community to follow the TMS Ideals at all times. TMS Ideals: Respect, Strive and Make Good Choices 1. 2. 3.

Respect yourself and others through graceful and courteous conduct. Strive for your best in all areas; Academics, Arts, Athletics and Citizenship. Make good choices that have positive effects and productive outcomes.

All TMS students are expected to understand and follow these ideals. Faculty, Staff and Parents are asked to encourage students to live by these ideals and model them at all times. Each member of the TMS community must be committed to creating a supportive and caring environment in and out of school. When a member of the community chooses to act in a manner that contravenes our TMS Ideals, the faculty and administration will work with that individual to provide appropriate consequences. In serious cases, these consequences may include suspension or expulsion of

students, and suspension or dismissal for faculty and staff. The Head of School is the final arbitrator in the case of all consequences. Actions TMS Students Are Asked to Take When Being Graceful, Courteous and Respectful 1.

TMS students help others and make the school a positive and inviting place for all by: (a) (b) (c) (d) (e) (f) (g) (h)

greeting everyone with a smile and a kind word; looking for reasons to compliment others; holding doors for others; helping without being asked; including everyone in an activity; looking for the best in each person; avoiding teasing and finding positive ways to give and get others’ attention; and looking after their possessions, other peoples’ possessions and the school’s possessions with care and attention.

When they encounter difficulty with another person, TMS students take the time to address it in a positive fashion. They do not turn difficulty into greater conflict. TMS students know to approach disagreements in the following manner: (a) (b) (c)

ignore something if it is truly small; talk about disagreements and concerns to calmly resolve them; and involve a teacher or adult to help talk with and resolve an issue.

Above all, TMS students know to not escalate a situation by making it worse. Students are also taught how to use the STOP technique for problem solving. Standards of Behaviour By enrolling in TMS, students and families automatically assume the obligation to comply with the provisions of the Code of Conduct. Central to the Code of Conduct is the understanding that each student and family will follow certain standards of behaviour. Self-discipline and a willingness to accept responsibility for one’s actions and conduct are fundamental to the Code of Conduct. Respect, Civility, and Responsible Citizenship All members of the school community must:  respect and comply with all applicable federal, provincial, and municipal laws;  demonstrate honesty and integrity;  respect differences in people, their ideas, and their opinions;

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      

treat one another with dignity and respect at all times, and especially when there is disagreement; respect and treat others fairly, regardless of, race, ancestry, place of origin, colour, ethnic origin, citizenship, religion, gender, sexual orientation, age, disability etc.; respect the rights of others; show proper care and regard for school property and the property of others; take appropriate measures to help those in need; seek assistance from a member of the school staff, if necessary, to resolve conflict peacefully; respect all members of the school community, especially persons in positions of authority; respect the need of others to work in an environment that is conducive to learning and teaching; and not to swear at another person.

Safety All members of the school community must not:  engage in bullying behaviours;  commit crimes;  be in possession of any weapon;  use any object to threaten or intimidate another person;  cause injury with an object to any person;  be in possession of, or be under the influence of, or provide others with cigarettes, alcohol or illegal drugs on school property  inflict or encourage others to inflict bodily harm on another person;  engage in forms of behaviour motivated by hate or bias; and  commit an act of vandalism that causes damage to school property or to property located on the premises of the school. Preventing Bullying at TMS A positive school climate is a crucial component of prevention; it may be defined as the sum total of all of the personal relationships within a school. When these relationships are founded in mutual acceptance and inclusion, and modeled by all, a culture of respect becomes the norm. A positive school climate exists when all members of the TMS community feel safe, comfortable and accepted. TMS recognizes the following:    

Bullying adversely affects a student’s ability to learn. Bullying adversely affects healthy relationships and the school climate. Bullying adversely affects a school’s ability to educate its students. Bullying will not be accepted on school property, at school-related activities, on school buses, or in any other circumstances (e.g. online) where engaging in bullying will have a negative impact on the school climate.

Bullying is defined as aggressive and typically repeated behaviour by a person where,

(a)

the behaviour is intended by the person to have the effect of, or the person ought to know that the behaviour would be likely to have the effect of, (i) causing harm, fear or distress to another individual, including physical, psychological, social or academic harm, harm to the individualâ&#x20AC;&#x2122;s reputation or harm to the individualâ&#x20AC;&#x2122;s property, or (ii) creating a negative environment at a school for another individual, and (b) the behaviour occurs in a context where there is a real or perceived power imbalance between the person and the individual based on factors such as size, strength, age, intelligence, peer group power, economic status, social status, religion, ethnic origin, sexual orientation, family circumstances, gender, gender identity, gender expression, race, disability or the receipt of special education. This behaviour includes the use of any physical, verbal, electronic, written or other means. Cyber bullying means bullying by electronic means, including, (a) creating a web page or a blog in which the creator assumes the identity of another person; (b) impersonating another person as the author of content or messages posted on the internet; and (c) communicating inappropriate material electronically to more than one individual or posting material on a website that may be accessed by one or more individuals. Bullying is a dynamic of unhealthy interaction that can take many forms. It can be physical (e.g., purposely hitting, pushing, tripping), verbal (e.g., name calling, mocking, or making sexist, racist, or homophobic comments), or social (e.g., excluding others from a group, spreading gossip or rumours). It may also occur through the use of technology (e.g., spreading rumours, images, or hurtful comments through the use of e-mail, cell phones, text messaging, Internet websites, or other technology). TMS recognizes that while bullying is distinct from teasing, the line between the two is often unclear depending on perspective and will investigate all incidents with a high degree of care. Teasing Based in fun Reciprocal Not intended to hurt Maintains basic dignity Pokes benign fun

Bullying Based in contempt Attack with imbalance of power, one-sided Intended to harm Humiliating, cruel, bigotry disguised as joke Laughter at target, target not intended to laugh

Intervention and Support Strategies TMS will apply a comprehensive intervention strategy to address incidents of bullying, including appropriate and timely responses. Intervention and support will be consistent with a progressive discipline approach. The strategies range from early interventions to more intensive interventions in cases of persistent bullying, with possible referral to community or social service agencies. Ongoing intervention and support may be necessary to sustain and promote positive student behaviour. For a student with special education needs, interventions, supports, and consequences will be consistent with the student’s strengths, needs, goals, and expectations contained in his or her individual education plan. Roles and Responsibilities The Code of Conduct recognizes that all members of the school community, including the Head of School, teachers and other staff members, students and parents have an obligation to comply with the standards of behaviour outlined in this policy. TMS will provide direction to ensure opportunity, academic excellence and accountability in the school. It is the responsibility of TMS to:  develop policies that set out how TMS will implement and enforce its Code of Conduct and other rules that promote and support respect, civility, responsible citizenship and safety;  review policies regularly with students, staff, parents, volunteers and the community;  seek input from the Board of Directors, parents, students, staff members and the school community;  establish a process that clearly communicates the Code of Conduct to all parents, students, staff members, and members of the school community in order to obtain their commitment and support;  develop effective intervention strategies and respond to all infractions related to the standards for respect, civility, responsible citizenship, and safety; and  provide opportunities for all of the staff to acquire the knowledge, skills, and attitudes necessary to develop and maintain academic excellence in a safe learning and teaching environment. Head of School Under the direction of TMS, the Head of School takes a leadership role in the daily operation of the school. The Head will provide this leadership by:  Demonstrating care for the school community and a commitment to academic excellence in a safe teaching and learning environment;  Holding everyone under his/her authority accountable for his or her behaviour and actions;  Empowering faculty, staff and students to be positive leaders in their school and community;

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Communicating regularly and meaningfully with all members of the school community; and Providing an example of respect and civility for all members of the school community.

Teachers and Other School Staff Members Under the leadership of the Head of School, teachers and other school staff members maintain order in the school and are expected to hold everyone to the highest standard of respectful and responsible behaviour. As role models, teachers and school staff uphold these high standards when they:      

Help students work to their full potential and develop their sense of self-worth; Empower students to be positive leaders in their classroom, school, and community; Communicate regularly and meaningfully with parents; Maintain consistent standards of behaviour for all students; Demonstrate respect for all students, staff, parents, volunteers, and the members of the school community; and Prepare students for the full responsibility of citizenship.

Teachers shall also assist the Head of School in maintaining close co-operation with the school community and in establishing and maintaining consistent disciplinary practices in the school. In addition, teachers must assist the Head of School by reporting incidents and assisting the Head of School in conducting an investigation. Students Students are to be treated with respect and dignity. In return, they must demonstrate respect for themselves, for others, and for the responsibilities of citizenship through acceptable behaviour. Respect and responsibility are demonstrated when a student:  Comes to school prepared, properly dressed in his/her uniform, on time, and ready to learn;  Adheres to school uniform rules;  Shows respect for himself or herself, for others, and for those in authority;  Refrains from bringing anything to school that may compromise the safety of others; and  Follows the established rules and takes responsibility for his or her own actions. Responsibilities of a Student as a Bystander TMS is committed to providing a healthy school environment that is nurturing, caring and respectful of everyone. TMS teaches social skills that will serve its students well throughout their lives. This includes acting responsibly as a bystander. If a student has witnessed bullying behaviour, he/she is required to confide in an adult at the school. If the school is not aware of an incident it cannot act. A student

is not tattling by contacting an adult; he/she is, in fact, upholding TMS’s core values and demonstrating courage by appropriately standing up for himself/herself. No one has the right to bully, intimidate or threaten another person. It takes courage to stop such behaviour in a mature and responsible way. Overall, if a student witnesses an act of bullying, intimidation or threats, he/she is a bystander and is expected to take steps to help. It is part of his/her responsibility as a TMS student. Parents and Guardians Parents and guardians play an important role in the education of their children and have a responsibility to support the efforts of school staff in maintaining a safe and respectful learning environment for all students. Parents and guardians fulfill their role when they:  Show an active interest in their child’s school work and progress;  Communicate regularly with the school;  Help their child be neat, properly dressed and prepared for school;  Ensure that their child attends school regularly and on time;  Promptly report to the school their child’s absence or late arrival;  Show that they are familiar with and follow the TMS Code of Conduct and school rules;  Encourage and assist their child in following the rules of behaviour; and  Assist school staff in dealing effectively with disciplinary issues involving their child. When Behaviours Contravene Our TMS Ideals At TMS, behaviours that are inappropriate will result in disciplinary action in accordance with the seriousness of the action. Consequences may be as serious as expulsion or suspension and will always be determined through due process and in terms of the specifics of each case. The school has the right to involve the police from time-to-time. The school may also undertake disciplinary action when a student takes part in inappropriate behaviour off school property, including the internet, when the conduct has or will have an impact on the school climate. When exercising its discretion to determine the appropriate consequence to apply to an offence, TMS will take into account:  The seriousness of the offence or the attempt to commit the offence;  The intention of the student; and  The impact of the offence on the standards of behaviour and integrity that TMS tries to cultivate in the school community. The range of consequences that TMS will apply to offences includes: 

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The School reserves the right to expel a removal from a school activity, special program or recess to complete work or a special assignment designated by the teacher; Detention;

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Probation; In-school suspension; Arrangement of a behaviour or performance contract with the involvement of the student, teachers and parents; Formal suspension from school. In this instance, conditions to return to school will be discussed with parents and student in accordance with the school policy; and/or Expulsion from school.

The School reserves the right to expel a student when the continued attendance of that student would not be in the best interests of that student or the School. The School also reserves the right to expel a student when his/her behaviour is in breach of the Code of Conduct, seriously jeopardizes the School's ability to guarantee the dignity and safety of its students and interferes with learning, or involves conduct which is injurious to the school's moral tone or to the physical or mental well-being of others. In these circumstances, the School will make reasonable efforts to assist the student's family in securing suitable alternative education arrangements.

Homework In Lower Elementary ‘homework’ generally means: 1. Being prepared for the next day with books, P.E. uniform and other special items 2. Completing ‘follow up work’ that is due that was not completed in class 3. Reading each night 4. Being ready for spelling tests/dictation in English and French 5. Practising French and Music when it is assigned As a guideline, beginning in Upper Elementary, TMS students are generally expected to spend about 10 minutes per grade, per night on work in the evening. For example a Grade 4 student should have about 40 minutes of work time. Homework can mean many things at TMS, but should never be “make work” (homework for homework sake). It may include:  Reading  Completing work that was expected to be completed in class  Assignments for the next lesson  Work to advance a long-term project  Organizing materials and reviewing  Reflection  Review  Studying  Music practice  French vocabulary practice  Spelling tests If a student legitimately works for the prescribed length of time and is unable to complete the work, the student should stop working. It is likely that the student does

not clearly understand the assignment, the content or the teacher’s expectations. The student and the student’s parent should inform the teacher immediately at that point via a telephone message, e-mail or written note so that any difficulties the student is encountering are recognized and steps taken to remedy the situation. As part of teaching students to be independent and responsible, teachers work with the students to ensure they are completing their Agenda. As partners in this, TMS Parents ensure that part of each student’s ‘homework’ routine includes the organization of uniform, bags and materials for the next school day. This also includes:  Having work that is due set aside so that it is ready to hand in  Arranging to submit work early or perhaps electronically when one knows one will be absent and a piece of work is due  Having various pieces of work ready to submit prior to the start of classes on the day you return to school when you have been unexpectedly and unavoidably absent TMS faculty recognizes that providing feedback on homework, assignments and presentations must be prompt in order to assist their students to continue to make effective progress. In addition, TMS teachers follow up appropriately with students when work is absent, incomplete or poorly done. First they seek to understand why the situation has occurred so that the teacher can assist the student to do his or her best. Actions may then include a warning and/or the expectation that the work be completed for the next class. The student may also be asked to make time at lunch or after school to complete the work as a natural consequence. If homework becomes a chronic problem, the appropriate Academic Head will be notified and a meeting with the student, appropriate teacher(s), parents and Academic Head will be held to identify the root of the student’s difficulty. A plan will be created and implemented to assist the student to be successful in striving to do his or her best work on a go forward basis. If a student fails to submit an assignment or a project by its due date, the parent/guardian will be contacted immediately by the teacher to discuss the situation and arrive at an effective solution. A Note to Share with Students about Homework and Assignments: 1. Do Your Own Thinking, Work and Writing: There are two main purposes TMS students are asked to complete homework, assignments, projects, tests and other educational work. a. We all learn best by doing. Completing meaningful academic work and demonstrating knowledge and ability is a learning experience. b. Teachers use observation and assessment to determine each student’s current level of understanding and ability. If one’s work has been copied as a result of cheating or plagiarism or it has been done by someone else such as a parent, the teacher will lack the ability to organize appropriate teaching to meet the student’s needs.

Making the choice to cheat, plagiarize or have someone else do your work has very serious consequences:  The work will have to be done properly  A meeting with the student, teacher, parents and appropriate Academic Head will take place to assist the student in making more effective choices going forward In addition, depending on the nature of the infraction, and the student’s age, grade and history of previous offences, this sort of behaviour is likely to result in forfeiture of Ministry and IB credits, and suspension or expulsion. 2. Be at School for Quizzes, Presentations, Tests and Exams a. If you are aware that you will absent during one or more of these activities, inform your teacher(s) and arrange a time outside of regular class hours to complete it. b. If your absence is unexpected and unavoidable, be prepared to write on the day you return to School. As soon as you are able while you are absent, send an e-mail or make a telephone call to your teacher to arrange a time that is mutually convenient to complete the activity. Remember that your teacher may choose to modify the activity provided for a student who was absent in order to ensure its integrity. 3. Get Involved and Participate. Say, “How hard can it be?” and “Try It Anyway!” a. At TMS it is ‘cool’ to try new things and get involved. This is your School; help make it the best it can be. b. Recognize that it is natural when one attempts something initially to feel uncomfortable or find it awkward. c. Realize that putting forth a strong effort results in one becoming more engaged in an activity. Something that looked hard or daunting becomes easier and rewarding. Actions TMS Parents Take to Support Their Child to Do One’s Best 1. Promote the child’s understanding that striving to do one’s best is important. Regularly talk together about how one’s learning, work and organizational habits impact on one’s ability to do one’s best. 2. Help your child to help him or herself. Teachers and parents are effective when they coach, demonstrate and inspire. They are not effective when they do the work or put down the student. 3. Promote the child’s ability to be organized. At TMS the goal is not to organize the student; rather, it is to assist the student to be organized. Please take time to develop and implement a family routine that helps your child to: a. Use the Student Agenda. Is it present, completed and consulted? b. Have non-academic pursuits and time to just play and be with family. As a family it is helpful to design and practice an effective home routine each night that includes having a set time and place for a student’s evening work.

c. Develop and use a checklist of items that must go back and forth daily. d. Ensure that loose papers are put in the correct place; pencils, paper, gym clothes and other materials are brought together, packed and set by the door for the morning. Monitoring how your child is keeping track of work he/she brings home and communicating with the teacher if you are noticing difficulties is paramount. 4. Promote the development of time management skills. a. At TMS we encourage students to portion out the completion of longer term assignments and projects with a work plan. Your guidance at home to monitor and review these plans reinforces what we are trying to show and tell the students at School. b. Focused effort is effective and efficient. Social media, e-mail, the telephone, the T.V., siblings and the fridge can all be distractions. A student may need help to understand that each time one stops work to do something else, it takes time to become re-immersed in the learning at hand. Something that could normally be completed in 15 minutes may end up taking twice or even three times that amount of time. Parents may assist in this regard by limiting potential distractions to periods outside of work, reading or musical practice. If a student is spending inordinate amounts of time doing work, at home, this is not productive and not consistent with our philosophy. We expect students in Upper Elementary to have some follow-up work and students in the College to be doing homework regularly. If a parent sees either too much work or no signs of work, a problem exists. Contacting the teachers and involving the child in a proactive manner allows for the problem to be addressed successfully. Time management during a child’s time at home is a difficult skill for many children to master. They need parental assistance and guidance to learn to transfer their school day ability to focus on one activity at a time in a productive manner and set priorities.

Biting and Injurious Behaviours in Children’s House 

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When the incident occurs the children will be immediately separated. The “biter” will be monitored to ensure that no other children are injured. The focus at this time should be on the “victim”. The injured child will be seen by the nurse and an accident report will be completed A conversation with the “biter” will occur to determine the cause of the biting and to explain that this behaviour is not acceptable The parents of both children will be notified by telephone to inform, explain the situation and apologize. All information regarding the telephone calls will be documented on the accident report The Academic Head will be informed Teachers will monitor children closely and be alert for any indication that this behaviour may be repeated

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The School and parents will work as a team to assist the child and support each other. This may require a meeting with parents, teacher and Academic Head to review concerns and develop solutions If the behaviour is habitual (more than 2 occurrences): The “biter” may be shadowed by staff for a period of time. This individual will remain at arm’s length from the child at all times. They will observe, track and intervene if necessary. This individual is not to interact with the child because a 1:1 ratio will be seen as a positive for the child and we do not want to give positive reinforcement for a negative behaviour. The duration of this arrangement will be determined by the Academic Head A child will not necessarily be sent home for this behaviour. The decision will depend on the context of the situation. In some cases the child may be brought to the office of the Academic Head to ensure the safety of his/her classmates In the case of a habitual behaviour, the school may ask for the child to be removed from the School.

Financial Aid Overview The School believes in making a quality TMS education available to as many students as possible. As a tangible demonstration of this support, the School provides financial aid to TMS families within the context of a sound fiscal framework. Policy The amount of funds provided for financial aid will be set by the TMS Board annually, typically when tuition fees are set for the upcoming year. The aid provided to any student in an academic year will not exceed 50% of the tuition • • • • •

No more than one student in a family may receive financial aid in a given academic year Financial aid award details will be kept confidential to respect the privacy of the families Financial aid is only provided for students in second year Children’s House or older Financial aid will be provided in the form of a credit to the student’s account, not a cash award Financial aid will be provided only for tuition, not other costs such as trips, supplies, before/after school care, etc.

Financial aid awards will be made by a Financial Aid Committee consisting of: • Chief Administrative Officer (Committee Chair) • Head of School • Director of Admissions • Academic Head Financial aid will be awarded by the Committee based on the following criteria: • Demonstrated financial need

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Academic ability of the student Good citizenship of the student and family within the TMS community Match between the student and the TMS vision Grade, with a preference toward more senior grades Enrolment within the class, with a weighting toward classes which would otherwise not be full Number of years student has been at the School Likely duration of the financial need

Optimism and TMS We are fortunate as a School and a community to have terrific students, faculty, staff, parents and alumni. Together, we make our School an exceptional place to learn and work. We share an enormous commitment to achieving our Mission and Vision through ongoing effort and improvement. We strive to make each day at TMS a great educational experience in Academics, Arts, Athletics and Citizenship for each student. We work in a planned and mindful fashion to ensure day flows together in a seamless manner that enables each student to define and achieve success in university, career and life. We thank you for choosing TMS and your efforts to enhance the students’ School experience.