Staff Handbook Draft.pdf

2015James M. Hill Memorial High SchoolHandbook Educators and Educational Assistants

Index We now accept the fact that learning is a lifelong process Welcome to JMH of keeping abreast of change.ASPMtdSamaSfpCfinL…/is/G…tOo…/vfC…feiacr…elnl…ian…n…g…c…te…r……e…e…………………………………………………………………………………………………………………………………………………………….…….…………………………………….….…………………….... Page 4 And the most pressing task is to Page 5 teach people how to learn. Routines and Procedures Page 7 Page 8 Peter DruckerBSEESFeBtOvExMtuSiPlJeaeuUpxPlfCuudSrifhclaadeSELniodprcsyucamiPcecexthitlpeavivThBtpnod/ofslMaetirieyletc/ioiooaPittr/sodopniarRCsblchoRnMuilssankCaellnsoneeeella…n:paeta…fscrHAgoo…FAndliro……afc…ecaikcrccov…rcaAc…mlsoe…ce…Aelreolcs…olp…ar…cmel…T…/amamy…in…cLnee…d……t…eodom……itar…me…onm…s…c…c…mR……o…ntko…h/………med…d……PBid…e……cp…a…o…roaor…………ot…iTs…wt…o…dn…i…ir……ro………ok…tanta………in…i…i…tn…nc……nn…i/…s……kso…g……gg………………Mi……n…n…………………………………g……a………………………………j……………o…………………………………r………………………….…………E…….…………….………m………………………………………………………e……………………………r……………………………g…………………………e…………………….………n……………………………………c…………….……………y.……………….…….…..………………….…………………………………………………………………………….…….………………………………………………………………………………………………………….………………………………….…………….…...……....….….….. . Page 10 Educational Assistants Page 35 Page 11 Page 12 Expectations ……………………………………… Page 37 Page 16 Page 41 Page 19 Policies Page 42 Page 19 Page 43 Page 20 School Policies……………………………………… Page 43 Discipline Procedure……………………………. Page 21 Attendance ……………..………………………….. Page 22 Tobacco …..………………………………………….. Page 23 Electronic Devices.………………………………… Page 24 Page 25 Plans Page 26 Page 27 Positive Learning Environment Plan ………..……………….. Page 45 School Improvement Plan …………………………………………. Page 52 Page 28 Page 30 Page 31 Page 32

Welcome to James M Hill Memorial High SchoolJ ames M Hill is an urban high school located in Miramichi, New Brunswick but that also draws from the sur- rounding communities. The total population fluctuates around 600 students, with 45 teaching and 24 supportstaff including Educational Assistants, Clerical and Custodial workers.J ames M Hill is a predominantly English school. It does however have a population who’s first language is oth- er than English, These range from Acadian French to the Chinese, Spanish and Portuguese spoken by ourinternational l exchange students. We offer a full range of courses in all disciplines sanctioned by the Province of New Bruns-wick as well as an array of extracurricular activities. These range from Individual and team sports to drama and other clubs,activities and societies. James M Hill students are also very socially conscious and undertake community oriented projectsroutinely throughout the year..The staff at James M Hill is dedicated to authentic and relevant learning. Wherever possible, the focus is on learning, for both students and staff.Our VisionThe “Vision” of James M. Hill Memorial School is one wherein students and staff are committed to continuous improve- ment that is collaboratively determined and sustained. Our school is a model of a respectful and positive environment,where students and teachers are progressive, purpose driven, and confident in future advancement. James M. Hill is a placewhere supportive and holistic intervention is aligned to encourage students and teachers to increase their capacity as lifelonglearners.Our “Vision” is also to foster and stimulate creative and innovative thinkers who are diversely equipped to become the future citizens, capable of positive community interaction and contribution, both as individuals and professionals. Per-sonal growth and continuous improvement will be a shared practice. Partnerships within the community will afford studentsthe opportunity to interact and connect their learning with real world experience.Our vision is to work and learn in a school that has a strong sense of community, belonging, ownership and alumni pride.Our MissionJ ames M. Hill Memorial High School will pursue EXCELLENCE IN TEACHING AND LEARNING through an inclusive offering of academic, technological and extra-curricular endeavorshttp://www.jmh.nbed.nb.ca JMH Facebook Page

Admin TeamWilliam Kierstead Glenda O’Neill-Wood Heidi RyderPrincipal Vive Principal Vice Principal Krista Hamilton Robin Martin Guidance GuidanceJill Johnston Jean MacDonald Scott Sweezey Lindsay Tucker Denny HamiltonSPR Math/Science SPR English / Humanities SPR Resource SPR Tech Voc SPR Alt Site Office Staff Cheryl Russell Linda Hay Flo Bolan Administrative Assistant Administrative Assistant Administrative Assistant

TeTaeCcaahclilhninignggSTStraetafefff Calling Tree

Support Staff Calling Tree

PSSCParent School Support CommitteeThe Parent School Support Committee (PSSC) is a n elected body of parents, communi-ty representatives, staff and student representatives. The PSSC meets 6 times a year andis responsible for the monitoring of the school improvement plan (SIP). At each meetingthe PSSC is brought up to date with respect to the SIP and given the opportunity to in-quire / give input as to issues related to school improvement. The PSSC is also responsi-ble for a portion of the Principal’s evaluation as it pertains to duties associated with thePSSC.PSSC elections are held in September each year, usually at the “Meet the Teacher” night.James M. Hill Memorial High School2014—2015 PSSCGerry Green ChairJudy LosierVincent Craik (Staff)Sherri Blakely (Student)Andrew FrostRandy HansenKrista HamiltonEmma Comeau

MapJames M. Hill Memorial High School

ROUTINESAND PROCEDURES

BellSchedule

SItudy BlockbLliokencakwstihaidseneedsbtphiesietrdwirteeeodiefsicntaaimpltseeoedrliayotocdaonshmd4opmtaaonerndgwee6ontertekdat,hcienahxtttdefraoravyche.uneTslthepisoisano“nsnFd,icafftooh3mc0pumemsreoiidnonudipnt”letaiesnbrrnlvoeiencfnekgtrioaroenfnddtifmtoPorLeCasiststuissmdteueetdnfytos.rEstaff.. ach day of the week, the students will return to a class for their study block asfollows: During period 5 on Students will go again to Monday Period 1 Tuesday Period 2 Wednesday Period 3 Thursday Period 4 Period 6 Friday are not repeated. For example, if school is cancelled study block is still period 3.Days missed for any reason, Study Block on Tuesday , Wednesday’sSTintenhwtoteopuoaullacdlddnhoaneosirttnosehg.aweAcorhhwtfoteceirsohnewladlabviasbeenhocasrtecaophctreipaevdunpeullbdplseeruedoralijesnedcocgjtumtetssdhetoeewsrditrhcubesrdotereuestnwdsetyceslsuebiernnl,rotittocchhkuteelhaaysreretaiearrtfnesofdttmueoudaesnyvmeoobttbrlihosefiy.crsskstticwmaofhnefecofneofrrttnhhteeehdyier.

JAMES MFI.RHEILALLMAREMMOPRRIOACLEHDIUGRHESCHOOL 1. hsAuilnlrdeclhtahsimaste/sahlwel rsil.tluldeeanvetsbhyatvheelierfdt ethsiegcnlaatsesdrofiorme eaxnidt. cTlohseettehaechdeorowr bilel -en- 2. wWihlletnhethnetatekaecrhoelrl-acanldl. students have reached a safe area, the teacher Evacuation 3. All students and teachers must be 30 meters from Fire Alarm the building. the outer corners of 4. uMprs.tWairilsli,aTmheKaiterresatenaddMwaitllhcahreecaks.the Humanities, Grade 9 & 10 classes5. Mrs. Glenda COa’Nfeetielrl-iWa aoroedasw. ill check the Science, ucation and Library, Physical Ed-6. SMtursd.iHese,iFdrieRnycdhe,rBwusililncehsescakntdhIenMduuslttir-imaleadrieaa, sB.road-base Lab, Child7. The three Administrators will meet at the Main school. Entrance (front) of the8. Mr. Kierstead will ring the bell when it is safe to school. re-enter into the9. pMOIan’rrN.tthKemieileele-rnWvstte.eonaotddthawanitdllMMrrinr. sKg.itOehr’Nestebeieallld-lWwisohnoeondtwiptriilselssbeaenfedt,etMobrrrsiee.-fReenyddtbeeryrttohhreeMsFcrihrse.ooDle. -10.In t1h1e.eMvresn. tOo’Nf einilcl-lWemoeondtotwwDilerla.cLtahollesitreh,reaMdfimriedidnallieasrtSrmcahtmoiooonlnimtoaryindgivceenrtteerv.acuation

JAMES M. HILL MEMORIAL HIGH SCHOOL Emergency LOCKDOWN PROCEDURES LockdownIn some types of crisis – e,g., dangerous intruder in the school or on the school grounds orother dangerous situation that may put students and staff at risk of harm, it may be necessaryto implement a temporary LOCKDOWN. At James M. Hill Memorial High School the followingLockdown procedures will be followed: Ø LOCKDOWN, JAMES M. HILL Is the signal for all students and staff to implement lock- down procedures. This signal is not to be confused with other emergency response proce- dures and is to take priority over other procedures. Ø Students are to move immediately to a safe location in the room away from windows and doors. No students are to leave during a LOCKDOWN. Ø Teachers are to immediately check hallways for students that may require shelter. Direct students to enter classroom and move to safe location with rest of the class. Students who are in the washroom, etc. are to move quickly to the closest classroom, workroom, etc where the door can be locked. Ø Teachers are to ensure blinds are closed, lights are turned off and doors are locked. Ø Teachers are to instruct students that, for their safety, they are to be silent and to restrict movement. The more calming language and tone used by teachers will assist in keeping students calm. Ø Teachers who do not have a class are to check nearest hallways for students that may re- quire shelter and instruct them to a safe place. Ø The Principal will ensure that the front door is locked. It is the school’s ongoing practice that all doors are left locked during the day except the front door. Ø The main office will be locked down and a communication post will be established. A sepa- rate set of protocols will be implemented at this level. At least one administrator will remain in this area to ensure protocols are implemented.In the event that a lockdown is implemented during the noon hour or between classes, all staff areto instruct students to a safe location and to implement lockdown procedures. Classrooms, work-rooms, etc. can be used for this purpose. Ø RETURN TO NORMAL, JAMES M. HILL Is the signal for all students and staff to return to normal operations. It may be necessary for teachers to address anxieties of some students at this time. Remember to respond to students in a calm manner. Their reactions or com- ments may be an expression of their anxiety.

SCHOOL RESPONSE TO MAJOR EMERGENCY JAMES M. HILL MEMORIAL HIGH SCHOOL SCHOOL RESPONSE TO MAJOR EMERGENCY 2014-2015 In the event of a major emergency or disaster involving student and/or personnel of James M. Hill, a chain of events shall be carried to occur so that: Personal injury is minimized Property damage is minimized Appropriate communication channels are established Maximum support be provided to victims and families Where possible, appropriate crisis response protocols as per District Crisis Response Manual will be followed. The following minimum steps will be taken in the event of a major emergency: Initiate Evacuation and Dispersal procedures:  Principal or designate will contact Emergency Response Agency (911)  On instruction from Principal, the Administrative Assistant will advise alternate site of the evacuation Primary Alternate: Dr. Losier Middle School 778-6077 Backup alternate site: NBCC 778-6000  Principal or designate will sound alarm and or provide instructions through the school intercom  On the instruction of the Principal, the Administrative Assistant will contact the following: District Crisis Response Coordinator, Connie Daley Superintendent, Beth Stymiest Director of Schools, Charlotte Casey  Classroom teachers evacuate JMH students to alternate site: Dr. Losier Middle School Gymnasium or other site as instructed.  Teachers will account for their students and report absences not accounted for to Vice-Principal, Heidi Ryder, the initial Alternate Site Administrator in charge. Mrs. Ryder or her designate will report unaccounted-for per- sons to the principal.  The Principal, William Kierstead, and Vice-Principal, Glenda O’Neill-Wood, will assemble in the main entrance area or, where necessary, a safe distance from the school to provide direction and assistance to Crisis Response Agencies.

SCHOOL RESPONSE TO MAJOR EMERGENCY Cont’d.  Teachers will ensure that their students remain together in one location at the alternate site.  Supervision and security measures will be conducted by: Richard Gionet, Jill Johnston, Bryan Carter and Tyson Theriault under direction of the on-site administrator in charge, Heidi Ryder  Immediate care of injured shall be rendered by classroom teachers. Lindsay Tucker, Jean MacDonald, Kevin Bowes and Eugene Harris will co-ordinate and support this initial response. They will also provide Emergency Response Services with a prioritized injury list upon arrival.  An information Centre will be set up at District Office. The Superintendent/ Senior Education Officer will ap- prove and/or deliver all responses to the media. Students are not to be interviewed at the school or at the alternate site.  School Administration or Supervisor of Transportation as the case may require, will take available means to determine the identity of all pupils/personnel involved in an emergency.  Special counseling initiatives will be provided at the school or may begin at the alternate site. Members of the Crisis Response Team under Krista Hamilton’s direction and assisted by available members of the Crisis Re- sponse Team will assemble to begin this process.  The Crisis Response Kit with contact numbers will be taken to the alternate site.JAMES M. HILL CRISIS RESPONSE TEAMWilliam Kierstead 778-6088(w) 523-4102(h) 427-0272(cell)Glenda O’Neill-Wood 778-6321(w) 622-7893(h) 624-4038(cell)Heidi Ryder 778-6322(w) 627-0599(h) 624-3408(cell)Krista Hamilton 778-6325(w) 622-1473(h)Maureen Cormier 778-6396(w) 773-5735(h) 624-4459(cell)Dennis Hamilton 778-6396(w) 622-8616(h)Lindsay Tucker 778-6395(w) 778-8534(h)Robin Martin 778-6326(w) 778-2474(h)David Gopee 778-6078(w) 836-7916(h)Candace Curtis 778-6297(w) 843-6496(h)David Morrison 778-6323/6299(w) 622-1683(h)

Expectations of Teachers Expectations1. Be present and see that the classroom is ready for the reception of students at least 20 minutes before the fixed time for the opening of school. It is expected that teachers with first period off will adhere to the same time sched- ule. It is expected that departure will be after the dismissal bell. Staff needing to leave the building at other times must sign out at the office.2. Staff meeting are held after school on Thursdays. These meetings are infrequent so teachers are asked to keep appointments etc. to other days where possible.2. Maintain a written seating plan for each class taught that will be readily accessible by administration and for supply teacher purposes.3. Prepare yearly course outlines, for each subject taught, adhering to the prescribed outcomes of Provincial Course Documents.4. Prepare, maintain, and have readily accessible a daily written lesson plan for each subject taught. Lessons should begin promptly and should continue as close to or up to the end of the class bell time. Teachers are responsible for ensuring classes are not out of their seats or filtering into the hallways before the end of class bell rings.5. Maintain and regularly update homework/assignment/test webpage.6. Maintain an accurate and up-to-date record of student attendance for each class taught. Attendance is to be input promptly each day into the Computer attendance module.7. Teachers are to ensure they are familiar with school emergency, communication, evacuation, and lock-down procedures and that all students under their care are familiar with these procedures.8. Students should be excused from class for emergency reasons only. Use of washrooms, obtaining a drink, picking up materials left behind in lockers should be the exception in high school rather than the rule. Each teacher will be responsible for ensuring that any student leaving class has permission to do so. Only one student at a time is to be excused from class. Students who are repeatedly seeking to be excused from class may restricted from being out of class without an escort.9. Prepare, maintain, and having readily accessible an accurate and up-to date record of student assessment. The records kept and used to determine results for reporting purposes must reflect course objectives, and must provide a fair and comprehensive assessment of students’ progress.

10. Maintain and have accessible, for each subject taught, a master file of tests, quizzes, assignments, projects, etc. Expectations Cont’d. that have been assigned to students and have been used to marking purposes. The master file will be subject to periodic review by SPR’s and or administration.11. It is recommended that, for each subject taught, teachers maintain a file of students’ work that has been used for marking purposes. This file may be used in teacher-student conferences, case conferences with parents, and at parent teacher interviews.12. Closely monitor students’ academic, and behavioral progress addressing concerns first with the student, followed by contact with parents, and finally with school administration. Contact should be made early enough with stu- dents and parents so that changes and or intervention can lead to real opportunities for success. All interventions (Academic and Behavioral) must be logged in the Student Tracking Database.13. Inform oneself of the academic needs of each student taught and where necessary initiate and or participate in the development and implementation of an PLP plan. Cum files and Electronic PLP’s are available for teachers to review.14. Students who are meaningfully engaged in a teacher’s well-planned and executed lesson are less likely to mis- behave. Students who do misbehave should be dealt with first by the classroom teacher. Should interventions at the classroom level not be successful teachers may refer the student to the school Discipline Team. Referrals are to be made on a Yellow referral sheet and are to be placed in the box outside the VP offices. Documentation should be a clear statement of the incident and any facts surrounding the case. Action already attempted by teachers should be documented in the Behavior Tracking Database. Teachers are reminded that yellow sheets and database entries are used in school level appeal hearings and can at times be used in a court of law. Alt- hough some students’ actions may be very inappropriate it is essential that their dignity be considered and main- tained by staff dealing with them.15. Closely monitor all students’ activity on the school’s computers. Teachers are to be knowledgeable of the internet sites students are accessing and should make it a practice to review and or stipulate the sites students are to access for research purposes. UNDER NO CIRCUMSTANCES ARE TEACHERS TO LEAVE ANY STUDENTS UNATTENDED IN ANY OF THE SCHOOL’S COMPUTER LABS OR MINI LABS!16. Ensure the security of all staff and or school computer data: log-ins and pass-words, logging off when computer is unoccupied, keeping students off of the teacher’s computer, etc..

17. Maintain an accurate inventory of textbooks and or equipment. Textbooks are to be numbered and when issued a Expectations Cont’d. written record of textbook-to-student is to be maintained and readily accessible.18. Be responsible for the maintenance of the classroom, labs and workrooms. Be conscious of the appearance of the classroom as it affects students, the school, and of the teacher him or herself. Desks should be appropriately ar- ranged, chairs are to be put up at the end of the day, paper and other debris is to e placed in the garbage cans, blinds are to hang neatly and closed each night, windows are to be closed each night, boards are to be erased and or cleaned, Smart Boards and in-focus projectors are to be turned off. Any safety hazards , maintenance or cleanli- ness issues must be reported to SPRs or the office immediately.19. Each teacher is responsible for supervision as per the supervision schedule. Teachers are to be prompt in getting to their supervision area. Teachers are to remain mobile and are to circulate continuously throughout the supervision area. Washrooms should be checked periodically if they are in the teacher’s area of supervision.20. In the event at a teacher must be absent from school he or she is responsible for logging their absence in Aesop (IN ADVANCE) and for leaving a detailed lesson plan, class lists, seating plans, and duty schedule. Unless other- wise approved supply teacher lesson plans should not include going to the computer labs, science labs, and or shops. Teachers are to ensure that supply teachers are informed of any special student circumstances. Last mi- nute absences (after 7am) are to be reported as per the instructions in the Supply Booking section of this docu- ment.21. Teachers wishing to take students on a co-curricular outing or trip are to complete an APPLICATION FOR CO- CURRICULAR TRIP form 2 weeks in advance of the event. Should the event be for out of province then an addi- tional OUT OF PROVINCE REQUEST FORM must be completed as well. In the event that a bus is required a BUS REQUEST FORM must be completed. A student list and list of supervisors is to be attached to any request made.22. In the event of a power interruption teachers are to remain in classrooms with students and are not to congregate in the halls or move to other locations unless instructed to do so by administration. Even if the end-of-class time has been exceeded classes are to remain in their current location. Should the power interruption occur during the noon hour or during a class transition teachers should be prepared to assist in crowd control measures. One ad- ministrator will remain at the office area while the other two administrators will circulate throughout the building es- tablishing supervision and or redirection stations.23. At James M. Hill, we believe that all students have the right to a safe learning environment that is free from harass- ment, bullying and intimidation. Teachers are to report any acts of bullying, rumors of conflict and or fights imme- diately to school administration. It will be the intent of administration to act promptly on such matters that may re- sult in a diffusion of the conflict and or the implementation of disciplinary action.

Students in Hallways During Instructional TimeS Ssmrahironeuutpaultdeandsrbdeeeondert.axstTclhlaoeherwpeeltreaietodsontistba1oeln5bcoimneirrceicinunalaumststhoessenstaohownnafchltcelyismlsasf.esotusradtenhexdenctpefsirprest-tin15Hall Passes expectation is sptaasffs.metAusudfaseretrneshthagwvrsheeuoepanhphalayavnleidlspbaaaerlsweesnaawyvrseaitlhioelanatbh-shleeeamdnfr.tdo.o.mHthaoellffhicaell to supply eachers are to this andT Tcommunicated be sure that chroasfteedteaaschaehrsalwl pisahsinsgmtoayudseo an object to students so,.teachers.TFrequent Flyers supplyteiotaencahicsehrcesorams.rme utonibceatseudretothsatutdtheinstsexapnedcttao- rom time to time, ibt eisinngeicnetshseahryaltlos.dTehneyssetu- FbOioe’NxldeooliarlrTlrm-frWrtosirpamofvoosetdrhlCe(aEoroex-fctfariucavrecraiucislrautrabilcaflfuer(ltaCirnirpo)ts-hceaunrmrdicaEuillxartorr)aocomur rfMriliecrsu.-Fdents who abuse the room for any reason with-student may not leaveout an escort. Feachers are toT communicated teachers.be sure that this expectation isto students and to supply

Pyramid of Interventions Behavior and Academic TrackingJ MH maintains behavior and academic tracking databases on the shared network drive in a di- rectory called “Student Tracking” found at the path depicted to the right. The referral forms forGuidance, ESST and Admin are also found in this directory in a folder called “Referral Forms”.There is a database is where teachers must log all behavior and academic issues and their efforts to address these issues as prescribed by the JMH Pyramid of Interventions. The in-terventions are listed in a drop down box in each database. Once a referral is made to Guidance,ESST, Admin or the Discipline Team, the database is called up to see what issues exist andwhat has been tried.A referral cannot be made if there are no attempts to intervene logged in the database. This information is invaluable when planning further interventions or when communicating with parents.The database also allows teachers to see what other teachers have tried and what has oc- curred once a referral has been made.The use of the database is mandatory. Teachers are expected to attempt interventions in their classrooms before a referral is made except in extreme situations.

Office  The office s open from 8:00am to 4:00pm each day.  The Phone number before 8:00am is 778-6320. After 8:00am the number is 778-6078.  Teachers who are planning to be in a location other than that called for in the schedule must indicate their lo- cation on the whiteboard in the office.  There is a cache of supplies in the office. If you require supplies, please ask one of the admin assistants.  Please respect the Admin Assistants’ workspace. There is a computer for teach- er use in the Mail Room.  There is a phone located in the conference room. If you need to call home on a student or conduct personal business, please use this phone or one of the Ad- ministrators’ phones. This will guarantee you privacy.  The bulletin boards for NBTA, CUPE 2745 and CUPE1253 are in the office hall.Clerical  The Admin Assistants role is to support the Administration in the running of the school. They handle the phones and much of the legwork concerning ordering of supplies, balancing the books and tracking students with respect to behavior and attendance, They also process the deluge of paperwork that keeps the system running.  The Admin Assistants will not entertain any students arriving tin the office without a hall pass.  Clerical staff will require one copy of your final exams .  Typing of reference letters or exams requires a 2 week lead time.  Office staff will not do photocopying for teachers. Do not send students to the office with requests for photocopy- ing.  Any requests of the clerical team that will require time away from their regular duties should be directed to ad- ministration.

Exam Protocols Exams are written in classrooms. All teachers are to supervise their own exams as well as pitch in with the supervision of others. The office will generate a schedule for exams as well as a schedule for their super- vision. All exams periods are to be two hours in length. If an exam requires less time, the teacher must make ar- rangements for their students to remain in the exam room for the entire two hours. Students will not be permitted to leave the exam room for the duration except when escorted by a staff member, Typing of exams by the admin assistants is possible given enough time. Deadlines will be communicated in advance. Exams are to be brought to the office and stored in the vault at least 2 days prior to writing. All work is to be done in JMH exam booklets, available in the office.Marks and ReportingThe Office will indicate the timetable for submitting marks. The schedule is predicated on being able to have the marks entered,verified and reports printed in time to hand out to students r for Parent teacher meetings. Every effort is madeto ensure that teachers have as much time as possible to submit and verify their marks. As such it is impera-tive that the schedule be adhered to rigidly.Interim reports should reflect the true nature of progress to date. Teachers are not to discount missing or incomplete assignments. Missing work can be assigned a mark of zero until such time as it is handed in.Report Card marks can be a simple “Q” code indicating that a mark is not possible because of missing work.Report cards are reviewed by administration, prior to being released to students, for unexpected failures and surprises (substantial change from one term to another). The expectation is that there will be no sur-prises when the report card goes home; that the teacher has kept the home informed of student progress insuch cases.Marks below 30 should be assessed as 30 or assigned an incomplete (Q code).An interim progress report will be sent at the halfway point of each term. Dates will be determined by ad- min and communicated to staff.

Mail Mail is delivered daily to the teacher mailboxes located at the end of the administration hallway between Guidance and the Resource Department.. The tools needed for photocop- ying etc. and a networked computer are also located in this space. One of the staff photocopiers and a meeting space is also located in the mail room Lastly the mail room is the location of the Mail Room File Box, a small drawer file containing all the forms that teachers might need during the course of their dutiesPhotocopying / Printing There are two photocopiers in the school for teacher use. One is located in the Mail Room and the other is located in the Learning Commons. The photocopiers also serve as our printers. Jobs may be sent to the photocopiers by selecting the appropriate one from the dropdown list of printers. Secure printing is possible by entering a password at the time of sending the print job. When you arrive at the photocopier, your job will print once you enter the password. Sensitive Print jobs can also be made from the computer in the Mail Room. Colour printing is possible in the office. Just see one of the office staff.

Supply Teacher BookingSnLseaoomreoeogpnxoi…lnofatyftsioenywyedwooiunwuenguwkietan.s’aokrraeweens,podyloapogtcchureaeowmnstaiielohlndnobatenge..ceoorwutmytoo.eauTnebehdnekeetrenertaoeiysrofuayutorestuahrrtbo…aosrtbeamsng)eceneooctfehrr.eerPpbolelaewtcateesrm…eyedonou.trst(hcfoihosarranasclles2mpwit.oiectihneaMottnmiuanbtgkeeepneatast,ycpub.pr(ueLrtoMWynvoeoeOudtdPitcihin)naecmlAlusauEpdpsSeept coOhaiiafnlPilcvt.tmehbeeuthnirledetsiilrnemlgveauaonsvrtteriiennaafcposlpuromrdnoea.vtetiThodeenba:tycimiheCee:hrbasaunrrdldeogqtcetueitteycCsootaidfnsetgeh,yelnebaaaempvfe-oereof enter your3oIAf.wfittneIirsfai7bbt :esi3set0wancefctaeeelnrlinC77ahAamemErSyoalOnnaPdtth.77e7:3d80a-6ay3mo2f:0tc.haell absence you will not be able to 622-7893. Heidi at 627-0599 or Glenda at4nitnh.efaoetMrdmthafoaekrtyeiotnhsneeuaerdendadytyooa: unakrnylseoiunswbfs.oosrtnmitupatlteaionhn,adasubatoylul stthcrehoeuindtifnuoelremss,oaartitostnetuntddheaennytcse

Accommodations and Exemptions Pptehlxaeacmaerdspodselvueenirnstiossncnmigtaotlethhbaneeent,iEdretLhwxDPeerisismAteitn,rpigaact.tcoscDarcosertmsoipbeeemhsnasmodvmdieanaeygatninoctosconnotsamtblmhleomeaweoynmfdavoatparutlriorsoyety.nueoFs-dfoinar s it is a literacy test. Idmehexaentvnbenteesrtgniiecinnanonlyspnyeo.losrauaAiucsrlnrethceycfolnlaooawtsrtswhessseevitetuershsd,ra.,tetchIhtfncheettoehsnpmerrmtuaymhluceeaotssridscteaafeaoemtliyrsxoeooaenusmssbshfeptoehotlsiaulnfosrtldwmopymlofeawouncliAlettowhsawfsoosreeutrfuosletd-srox-- ternal assessments. Iltcfahoaserttfmiimromaunpoijsrnurtoteousgfttiitirrenhfasi-aetdmdbbeelmelecepfiittsniahniigsocatcnhaano.esvdmTaeshsimltvapeuiodebsddeecleeainnfmtifctcirsoeuoindsnmPtfiLboshRPyratmeotvahsaenboetdeiuboPrecincnLea.evPnno.np.kaoeTeptdrhasb,eoreittnpaonufeblli- However, if you aren’t sure, ask..

Justifiable AccommodationsPresentation Strategies Response StrategiesBraille BrailleColored Paper Evaluation of Daily Work OnlyFrequent short quizzes in lieu of exam Evaluation od Special Projects OnlyLarge Print Oral TestingOpen Book Scribe for TestsPersonal FM System ScribeRead Questions Aloud Spelling Not Counted in Daily Work or Test SituationsSupport/Technology Strate- Justifiable Accommodations are not affordedgies all students and must be accompanied by an active PLP. This must be done in concert withBraille Written Materials personnel from Resource. Referral forms areOral Interpreter available in the Mail tom file box or on the Be-Personal FM System havior Tracking Database..ReaderSign Language Interpreter Be certain that you have logged any aca-Speech/Text Device demic interventions attempted as well asSetting Strategy your referral to Resource in the AcademicSpecial Lighting Tracking Database prior to submitting the refer- ral.Timing StrategyExtended Time (more than double)

Universal Accommodations  Manipulatives  Reduced reading level materials  Dark lined paper  Simplified directions  Provide tactile/kinesthetic activities  Raised line paper  Adjusted expectations for length of assignments  Written directions read to student  Spell checker  Test outline and preview provided  Classroom FM system Just like the name suggests. These ar-  *Alternative program site – presently being reviewed ea accommodations  Seating arrangement afforded every student.  In-school study program No PLP is necessary.  Near rather than far point copying Teachers must be judi-  Photocopied notes  Extra time for project completion cious in their use how- ever in that they are on  Key words and phrases only  Prioritize homework assignments an as needed basis.  Word processor for notes  Reduced number of assigned questions For example a student  Alternate format to written assignment who does not require  Mind Map an accommodation  Study broken into several short slots should not be afforded Verbal notes on tape  Quiet, individual or small group setting one. Point form notes  Adjusted test format in lieu of essay Teacher's copy of notes provided  Provincial assessment accommodations (see provincial Outline provided for all special projects guidelines) Extra set of texts at home  Access to computer  Practice test provided or example given on tests Mnemonics (memory prompt)  Blank visual organizer provided with test Strategy card (step-by-step direction) Emphasize Visual presentations  Extra time (usually time and a half/double time) Monitor attention (signal systems)  Word choices provided for fill-in-the-blank questions Frequent activity breaks  Teacher selects key questions Division of long assignments into parts  Portfolio

PLP (Personalized Learning Plans are required for every student who is modified, Individualized or who is receiving “Justifiable Accommoda- PLP Management tions”. The PLPs are established by Resource and are subject to scrutiny at various points during the year for accuracy, and efficacy. The PLP Accommodationsis a legal document and therefore must be maintained regularly. Each month is is vital that outcomes be established and comments be added to re-flect progress to date. Where possible, reminders will be sent, but it is the responsibility of the teacher to maintain the PLPs for their students in atimely and professional fashion.If there are concerns or issues arising from this, please see an EST-R as soon as is possible. Accommodated Review Period Comments Accommodated Review Period comments should include all of the following: What specific, justifiable accommodations have been used for this student? If you are not sure, you will have to look at the specific accommodations listed under the PLP accommodation tab to verify the ones you used. Has the student been successful in your course? If not, why not. Current mark Your suggestion for these justifiable accommodations to continue in the future. Note: In the comment templates that follow, sections in (brackets) must be changed carefully from student to stu- dent!!!! Possible 1: Through the allowance of (more than double time for tests and assignments, open book for test writing, and spelling not counted), (Tim) has successfully passed (grade 9 science) with a final grade of (68%). It is recommended that these justifia- ble accommodations remain in place for (him) to ensure continued success in (science) related courses. Possible 2: Although a number of justifiable accommodations were available to promote (Tim’s) success in (grade 9 science), (he) successfully passed the course with a final mark of (68%) without the need of any proposed accommodations. It is unlikely that (he) will require such accommodations in future (science) courses, yet these options should remain open in the event those specific accommodations become necessary. Possible 3: Although the justifiable accommodations of (more than double time for tests and assignments, open book for test writing, and spelling not counted) were implemented for (Tim) in (grade 9 science), (he) was unsuccessful in passing the course. (His) final mark of (32%) was largely due to (chronic absence, lack of cooperation in completing daily work/ as- signments, and preparing inadequately for tests). These justifiable accommodations should be available for (Tim) in future (science) courses, yet improved effort and attendance will be key factors in determining his overall success. **Please proofread your comments for accuracy!!!! ** If you have the same student for two courses, make two separate comments.

PLP (Personalized Learning Plans are required for every student who is modified, Individualized or who is receiving “Justifiable Accommoda- PLP Management tions”. The PLPs are established by Resource and are subject to scrutiny at various points during the year for accuracy, and efficacy. The PLP Modificationsis a legal document and therefore must be maintained regularly. Each month is is vital that outcomes be established and comments be added toreflect progress to date. Where possible, reminders will be sent, but it is the responsibility of the teacher to maintain the PLPs for their students in atimely and professional fashion.If there are concerns or issues arising from this, please see an EST-R as soon as is possible. Modified Review Period Comments Before writing your modified, Review Period comment:  Ensure that goals and outcomes are current and reflect student expectations for each month or each major unit of study.  Open each outcome that was written, and mark it “met” or “not met”  For each outcome “not met”, include a brief comment right at the bottom of it stating why it was not met. (optional)…. outcomes “met” speak for themselves, yet a comment at the bottom of each one could be included……again, optional. By completing the above steps first, it allows the generic templates (below) to be used without having to repeat yourself, thus saving time. ------------------------------------------------------------------------------------------------------------------------------- Note: In the comment templates that follow, sections in (brackets) must be changed carefully from student to stu- dent!!!! Possible 1: (Tim) has earned a final grade of (68%) by successfully achieving (all/most) of the outcomes and goals stated for (his) modified (Science 9) program (please see specific goals, outcomes and comments outlined in the modified (science 9) section of this PLP). It is recommended that (Tim) continue to follow a modified program in (science) in the future. Possible 2: (Tim) has earned a final grade of (60%) in his modified (science 9) program yet (he) did not achieve many of the outcomes at the level of accuracy set for (him) (please see specific goals, outcomes, and comments outlined in the modified (science 9) section of this PLP). It is recommended that (Tim) continue to follow a modified program in (science) in the future, but at a reduced level of expectation. Possible 3: (Tim) has been unsuccessful in passing (his) modified (science 9) program due to (chronic absence and re- fusal to attempt the modified material provided to meet the established goals and outcomes) (please see specific out- come comments in the modified (science 9) section of this PLP). It is recommended that (Tim) continue to follow a modi- fied program in (science) in the future, with improved (attendance and effort). ** Please proofread your comments for accuracy!!!!! ** If you have the same student for two courses, make two separate comments.

FICesiaswdwuTgc.ciediemttrlwacheltdeooahsneufaia.nermttetsmmahphcumemUshopeOd,(stfeamacenuerreuafsonefokdaertfnlnoati,vtdemcumcxrct,drreaeiechdkotatapCipahuneemosnRsloerseessirntrdtsefeupasteyattdatued5cdletrtdfetewidhdfaio0oesnt.sttjeaetvii%segnuoRoolgilbneertrsmrnotemhtsrd,timhhyncaeeiogtoeinobohnanvirutvesmoyhveeeyeceitludehesienaetrgbpatharest,caicetyliwnebarhdoaoaweclanasceemnetuneoetoryssdurfdepefraCnoseicofdkg/lsccoesraofmorenrooh(irnrriudencoaaneueme.sbnertrntsndcrteeaespr,uidtOndoseiddeehlttdcovedhnitrilaeteothneot/tReci)yevlrfmnuerrieoeetgiyaettrohaareescta,isntbreecnhoaecrardwtlai.deoeevrocsMntcehafehsodvrAesfhcdaoerueometrotyeriitfuerrrtlheme.mtraradrshrwCecyrolfeareperoeriRktoictlynelnovleeerom,otsgenelanttsvtfuehrhocchoetF6laaeoetahtettriii0hsfmaylenhyreyCc%ecergasimowrfthBfiwvhweuegitoeweneohedirrnolurnsrxilei)aeblratoldle.ckdyodelRfbapo.foreTihcietosntecirhnfoOhaoofcregweecnveonornarrreotamvacebmeatofereendlancrfeataratithctiyt-rmmthntetekoheti-nei-

School Closures If you think that school may be closed for inclement weather, check one of the following resources. And remember, do NOT post your feelings to Facebook or Twitter or other social media. 1- (506) 778-SNOWhttp://www.ASD-N.nbed.nb.ca 99.3 The River SUN FM 99.5 CBC 97.9 or 106.1 LIFE 96.5

iExpenseiExpense Section 2: CRElenicctkeeriopentx-tbphaeesncesadeleeinnxdfpaoerrnmicsoaentsioannd date of the A. 1. select theTo log into i-Expense: e23x..pESenentlederictutthrtheee.totytaplereocfeeixppt eanmdoituunret ((tlaoxdginincglu,dveedh)icle rental,Go to Link: https://fis.gnb.caClick on \"Oracle Applications Home Page\"Log into Oracle:User Name: nbed.nb.ca\user name g45I6Aam7.s..s..cCEp1EoIrlfrn0eilnocityenteMvkeoneerruoo)mwttnnhchiecelletlitnhcoaMEtkenpeRexDpdwpreeceeivoahltlnianreaas,iwnltpescht)pleLiiNcecokosaacenmrGaa.oteOrirocacnhtnoli(cidceskoxeJno.ua,nMsrctStiohfhinecefcaoastrrtocieoanhan,lraoct(hnceheadxint.ciSooSTenncAl)he.BcotoalndPassword: network passwordClick on i-Expense (ASDN) 8. Click on Return. 12 to enter your next receipt based 9. Follow steps 5 to expense expense steps 5 to 12 for each receipt based 10. Repeat B1234(56...e..a..CPCxSEsER.leleniirnScecrletetkekpceDqcrheoruotioaaen1introthmejttulsehdfhoItseEemeaatripxpPfncptishppcadreeoearl1reotvnt6hNDinpeosedrutimneeionaamsmeirt1nsebnei9cEettalhoertRxloenlcpooeteeJfwtvCounnDiaestsasanewteleiyccrfslisue)eacTl/acsapatttemiebotrh..naedntieeaymxpPtpebroropDxriieamte date ExpensesCreate Expense Report C123456.7..8....C.MC.ECNEECllniilionclicnltceikwetktckeaerkorogrSotnnhyoeaneoentltEJehDuhmRucexreestpeLitMlcta\"eteioCaufiianilclclrseaegansaarniet.ec\"tigidosoofeanonnrrE.F(itecxrhoopxem.neVSntaeoscenhhsdsioceolTlLeeloacITcbmtaydpptaireootenveTomfot.eranvt eRl.eview)Section 1: General1. Click on Create Expense Report2. Select appropriate template (Usually EN01 - In Province).3. Provide a purpose (ex. October 2013 Expenses - District)4. Click Next

iExpense Cont’d M9.ilPeaaygeatEtexnptieonnsteosthceontotp’dsection as it will indicate missing mandatory fields 10. Click on NextSection1234m5e.63.7.8.y.lC.iC..eC.oIsWfCTcoAusooRythinlrnhtnrniotcoeeffaeafgiuikirnnrvpnrcmmmeifhopicsoyexnraiyorayogpwyglouolPloevnlyourueunrrtyibecrdnehoth.ecloitnaautaaeutisvirvbmeinrpeeeeelrcetnexssielesutdp.PnntdtreooatateeeengltalyrrshaeeedoyeendodyutorusreatetoirhxapglplepRprnsoyiepneueraotnrtdbcpu.osyemprveeoirPepxi,outrtp,ecpr)beCrlreicainDlaxikssctpieeeekBedmMrnoaeesncieplekxeSxopaarprueetgnesbnpednmdoasairnitettudds(rdcegltsaihvieemitwtiollImfoer natnrtsotosuhfibesytleaoesnuvoecrmenfutetnot,hdpeaslnt.estahusirseepstrheoeecettihsmeseaplydromrveieinmsisbttourarbstieeo-nOyour faulnconccwdeoseutdshnheta.oniuEdlxdtphaeepnppsreeinaptrorwoutittohvcieonrlitfhwieaodsdbbayeyeasndimnfoiyln-o,urbank

EDUCATIONAL ASSISTANTSEXPECTATIONS

Expectations For Educational Assistants Scott Sweezey EST-Resource EST-R (SPR) Expectations Mary Anderson 1. Show up in time to be ready, with your student, at the time your shift is supposed to start.. EST-R 2. If your student is not in school, report to Resource immediately to receive another assignment for the Richard Gallacher day. EST-R 3. If your assignment is complicated, please notify Resource of any situations regarding pending absences Heidi Somers where possible. If there is an alternate plan established , they need time to activate it. EST-R 4. Scheduling is done by Resource. 5. Any situations arising that put an EA in contravention of their collective agreement should be reported to Resource or Administration immediately so that solutions may be found quickly. (Note that your Work- place Shop Steward is Mrs. Cheryl Russell.) 6. Absences must be logged ahead of time in Aesop (see supply booking section of this handbook).. Last minute absences (after 7:00am) are to be called in to Mrs. Ryder (627-0599) until 7:20am. After this call the office line (778-6320). 7. Should you need to leave at any time during your shift, please check with resource for permission to do so and if granted, please sign out in the office. Sign back in upon your return. 8. EAs are not to discuss programming with parents. Any discussions regarding programming with a par- ent will be conducted by the EST-R, the classroom teacher or Administration. Should a parent make contact with you to discuss programming, please refer them to the EST-R. 9. When in classrooms, EAs are to follow the direction of the teacher. 10. It is assumed that EAs will honour the requirement for confidentiality with respect to their work at JMH. 11. In the event of a workplace incident involving injury, EAs must report to the office to complete the inci- dent forms (see Mrs. Russell for these).. 12. In the event that an EA’s shift is extended, please see Mrs. Russell for a time sheet to cover the extra time. 13. In the event that an EA is absent but cannot be replaced, other EAs in the school may have to be re- assigned to provide the best coverage possible. Likewise it may be necessary to re-position EAs with specific training required to cover for another (ABA etc.) 14. Use of electronic devices (ie phones) is to be restricted to breaks, lunch etc.

SCHOOL POLICIESSCHOOL CULTURAL NORMS









The discipline team meets every day with studentswho have been referred sincethe last meeting.Prior to making a referral, teachers are expected towork through the pyramid of in-terventions and to log those ef-forts on the behavior trackingdatabase.Some incidents will require immediate referral (seriousmisconduct).The yellow referral forms are in the mail room file box Discipline Process

The 5 day phone call is to be made by the homeroomteacher and logged on the 5 dayattendance sheet available in themail room file box or from theoffice staff.Attendance is reviewed once a week and students aretracked as they move throughthe process..At 12 days and beyond, the process is managed by Ad- min.Attendance

Tobacco No smokes. No dip (Chew) plug or snuff. No E-cigarettes or vaporNO! wands. If it’s tobacco related, it is not per- mitted. Period.Electronic DevicesElectronic devices (iPods, Gameboys, Phones or any other personal electronic device may not be used in class. Unless otherwise instructed by a teacher, these devices shall be considered to be “seductive objects”that distract from learning. Students will be cautioned to power down and put away their device. Failure to complywill result in removal of the device for the period. Failure to comply with this will be considered a breach of disciplinerequiring a call to the office for assistance. It’s simple. If the teacher does not approve, it is a breach.

PLANSPLANNING FOR IMPROVEMENT

P.L.E.P.POSITIVE LEARNING ENVIRONMENT PLAN

Positive Learning Environment Plan 2014-2015Mission Statement James M. Hill Memorial High School will pursue EXCELLENCE IN TEACHING AND LEARNING through an inclu- sive offering of academic, technological and extra-curricular endeavorsGoals 1. Create spaces to encourage and foster positive social interaction. 2. Reduce the number of suspensions. 3. Develop a system for academic and behavioral tracking. 4. To create a school to work transition strategy. 5. To enhance the physical education programming with the addition of metabolic conditioning for all students. 6. To create student leadership groups within the school to consult on matters of concern.Standard Statement 1. The positive Learning Environment Policy assures support in creating and maintaining positive learning and working conditions. The Education Act clearly states that “It is the duty of the pupil to contribute to a safe and positive learning environment... and comply with all school policies. \"As well, it is the duty of the teachers to identify and implement learning and evaluation strategies that foster a positive learning environment aimed at helping each pupil achieve prescribed learning out- comes.” 2. The Education Act states “it is the duty of the pupil to be responsible for his or her conduct at school and while on the way to and from school... respect the rights of others. “Likewise, teachers must be “exemplifying and encouraging in each pupil the values of truth, justice, compassion and respect for all persons.” 3. The Education Act states, “The parent of a pupil has the right to reasonable consultation with the pupil’s teacher or the principal of the school the pupil attends with respect to the education of the pupil.”

Positive Learning Environment Plan James M Hill Memorial High School 1. Positive SpacesJames M. Hill has much space that is underutilized. We are in the process of developing safe spaces and spaces that promote positive social interaction between our stu-dents. There are several facets to this aspect of the JMH PLEP plan – in various states of completion. One thing remains constant throughout these efforts; the need forplaces that marginal students can call their own. Several of these initiatives have already borne fruit in that some of students who have issues with belonging have alreadytaken to some of these spaces even though they are not yet complete.Learning Commons: The learning commons refers to a suite of connected spaces including the library and adjacent common areas. The library portion of the Learning Com-mons has been completed, for the most part). Attention still needs to be paid to the maintenance of the wireless network that exists within this space as it is frequently non-functional. The wireless environment is arguably one of the more important aspects of the Learning Commons. We continue to work with IS to resolve this issue.Breakfast Café: JMH has partnered with Sobeys to provide a breakfast program for students. Breakfast program grants, donations from Alumni and community members aswell as contributions from staff members and student council provide a continental breakfast to all students who wish to avail themselves of the program between 8:00am and8:25am each day. The café is a 24 seat, self-serve environment which has been established with help from the District Office maintenance department and our own industrialtechnology department. Since it’s relocation to the café setting, the breakfast program has increased from 10-12 students per day to over 70 students each morning.Breakfast Bistro: Located outside the doors of the Sobeys Breakfast Café is the new Breakfast Bistro. Because of the high traffic in the breakfast café, there is the need for addi-tional seating. This is being addressed again with the help of Sobeys who provided us with seating for another 20 students at café style tables. Plans are in the works to makethis space even more attractive for positive social interactions. Overhead shade sails have already been installed and, over Christmas, the wall will be fitted with a graphic de-picting a turn of the century downtown street. There will be artificial foliage, street lamps and a fence around the bistro to give it an outdoor feel.Student Lounge: The student lounge is as it has been since the school opened in 1973. It is an example of another space that could be utilized better as a place for students tointeract socially or even to work independently or in groups. The plan for this area is to re surface the seats in a forest green colour and to close off the top with a railing andmore foliage and street lamps. The area in the middle facing the courtyard will be fitted with additional seating.*It should be noted that most of the items are moveable so that special occasions may still make use of the space for other purposes.

2. Behavior and Academic TrackingOne of the difficulties in dealing with discipline and academic issues in a high school is that many teachers work with the same students. Often it is very difficult to knowwhat problems exist for students from one class to another. Likewise it is difficult to know if they struggle in all classes or only a few. Teachers may not know what strate-gies have been tried by others and if/how the administration has been involved. Finally, when making decisions regarding referrals to the office, ESST, Guidance or Re-source, it is often difficult to know what interventions have already been tried to date.A database will be developed wherein teachers, administrators, guidance counselors, and EST-Rs can indicate what interventions from the pyramid of interventions have beenattempted, by whom, in response to what and the net impact the interventions have had on student behavior or performance.The database will be created in conjunction with staff through an exercise of screening the pyramid of interventions and streamlining the options to the most common andeffective.A series of referral forms will also be created to enable all involved the ability to refer students to ESST, admin, guidance or resource.Staff will keep track of behavioral and academic interventions. When referrals are made, the appropriate group will consult the database for information germane to decidingon a course of action. 3. School to Work TransitionGenerally speaking, schools do a fairly good job of managing the transition to post-secondary education. Guidance counselors spend an inordinate amount of time makingsure deadlines are met etc.Students who are headed directly to the workplace are not as easily categorized and therefore have access to less preparation and guidance.In order to better prepare for the realities of the workforce JMH will enter into apartnership with Post-Secondary Education Training and Labour (PETL) to create and staff an employment transition center accessible to all students, but particularly thosewhose career path may not include college or university. The services this center will provide will include:  Exposure to career opportunities within the City of Miramichi and throughout the province of NB. A major focus being – keeping our students in the province and en- couraging student that there are opportunities for them to have successful careers here.  Creating partnerships with various organizations and businesses, thus allowing for experienced professionals to come into our school to present job market infor- mation and facilitate mock interviews. This will allow students to have firsthand experience with best practices on how to interview successfully, as well as, having their resumes critiqued.

 A job board will be created in the workroom to provide opportunities to students who are in search of part-time employment. This will also be expanded to social media.  The mentor will be in consultation with local businesses on a regular basis to keep this current.  A career expo will be held in the Spring of 2015 showcasing various professions.  Career services will be available to all students from a trained career counselor from PETL (3 hours/week)  The career transition mentor will assist students in the creation of resumes and cover letters, as well as, successfully search for jobs electronically and apply via the web.  Students will use career cruising and other interest inventories to help choose a career path that suits them based on their skills and likes/dislikes.  The mentor will partner with classroom teachers on the world of work.  The mentor will be in consultation with the NBTAP association helping to coordinate and facilitate apprenticeships. Students will be provided with information on how to become involved with NBTAP and the benefits therein. Other apprenticeship and pre-apprenticeship opportunities will also be investigated.  The mentor will maintain contact with in school guidance personnel for referrals, transition planning, etc. 4. InclusionOne of the problems at school is including all students in different activities throughout the year. Some students have difficulties getting involved while other studentsneed an increase in peer interaction. • Part of the NBACL (New Brunswick Association of Community Living) is a program called “best buddies”. This program is being used at many schools in the province including FHS, MVHS and BHS. With the program, many students who do not get much peer interaction throughout the year are buddied up with volunteer students to take part in different activities including arts and crafts, walks, games, dance parties, open gyms, community involvement, etc. • This program can take place once a week, every three days, or whatever works for everyone involved. • The student volunteers would use this program for volunteer hours for leadership, their resume, and most importantly contribute to school spirit and overall ac- ceptance and inclusion of all students. 5. Making ESST Meetings/Teams More EfficientSome of the difficulties with the ESST structure have to do with the procedures and framework of the team, a lack of collaboration with all staff members and knowing howto use the date and monitor the outcome of the interventions. Meeting times, although consistent, do no have an agenda of items to be covered is not always readily

avaiable. Many staff members are unaware of the role that the Education Support Services Team play in inclusive education and the data collected is not always universal-ly shared.The ESST team will establish a framework that supports teachers and students in the new inclusionary model. The team will set norms for team meetings; establish smallerteams including an administrator, resource teacher and guidance to deal with a targeted group of students. This will allow for the larger EST team to meet on larger, systemicissues.Collaboration will improve with teachers and the ESST by sharing ideas and strategies by presenting at staff meetings, having smaller grade meetings, and increasing the num-ber of members that presently sit on the team to include Vice Principals, teachers, SPR’s, guidance, etc.A protocol will be developed wherein teachers, administrators, guidance counselors, and EST-Rs can share, explain and monitor Data in order for the system to be more effec-tive and to meet the needs of our school. 6. Authentic LearningOne of the roles of a school is to better prepare students to be contributing citizens and productive members of the community. We need to help students make the linkbetween the classroom and the world outside school. Traditional methods of teaching and learning do not always give students the skills to transition, and relevant con-nections between their life as students and their lives outside the school environment (both during their school years and post-graduation). In order to afford our studentswith more authentic learning experiences, we will provide opportunities for our students to contribute to their community, while learning new skills or applying acquiredskills:• Culinary Catering: There is a growing demand within the district for catering. We are expanding our services to create a new restaurant space where students can obtain food-service industry experience. Industrial Arts students will be tasked with creating the space.• Music Practice Rooms: Student from the Industrial classes planned and constructed acoustical sound panels and cork flooring to create a much safer, sound-conscious and practice-friendly environment.• Public Performances: From the Coffee House to the Concert Hall and Variety Shows, as well as performing for Miramichi’s senior community, our students get to share the joy of music.• New recording space in the Music Dept: Students will compose and record and publish original compositions.• Employment Training: JMH has partnered with numerous businesses throughout the city in a great Co-op program. Students encounter a job interview, and lots of real life experience by working 175 hours. It often translates into employment down the road.• Skilled Trades: Many of our students are taking experiences to the workplace and vice-versa, as they come back and share experiences with the class. Students in the automotive shop change tires, do oil changes and other general maintenance procedures that they might use either in employment or for personal use. Industrial classes take orders from the community, basically acting as contractors (budgeting, planning and construction) and they often are able to reuse and recycle items that might oth- erwise find their way into the landfill.• Cross Curricular Connections: Industrial courses provide students with an opportunity to see the connections between other courses (eg: Math, Science) and the “real world”. They often answer the question of “why do I need to know this?”