ODSS Office Summer Hours

Monday:  8:00 am – 4:00 pm

Tuesday:  8:00 am – 4:00 pm

Wednesday:  8:00 am – 4:00 pm

Thursday:  8:00 am – 4:00 pm

Friday:  CLOSED

**Diploma packages are ready for pick up in the Front Office**

UGDSB policy updates for May 2024

At the May 14, 2024, Board Meeting, the following policy items were approved:

• Policy 406 – Health and Safety (annual review; no change)
• Policy 417 – Violence in the Workplace (annual review; no change)

The following policy was rescinded:

• Policy 113 – Director of Education Performance Appraisal

The following new draft policy was released for public consultation until July 12, 2024:

• Policy 521 – Admission and Registration

This new policy addresses the registration process for students attending UGDSB schools and outlines how students may be able to attend a school that is different than their designated home school or who reside outside the jurisdiction of the Upper Grand District School Board.

This policy will replace Policy 501 – Out of Area and Out of District Attendance.

You are invited to review the policy draft and submit online feedback at www.ugdsb.ca/board/policy. The deadline for public input is July 12, 2024 at 4 pm EST. Persons without internet access may call 519-822-4420 (or toll-free 1-800-321-4025) ext. 544 to request a printed copy of the draft document.

All policy document are available on the board website (www.ugdsb.ca/board/policy/).

For more information on all policy items, please see the Policy & Priorities Committee Report that is attached to the May 14th Board meeting agenda.

Letter to families from the Minister of Education on changes to Provincial Code of Conduct

Please see below for a letter from the Minister of Education, to Ontario parents/caregivers. To download a copy of the letter, please click here.

Dear parents,

For the first time in nearly a generation, our government successfully negotiated agreements with all teachers’ unions and averted strikes in schools. This allowed us to deliver on our promise to parents to bring stability to classrooms and keep kids in class.

As kids benefit from three more years of uninterrupted learning, I have heard from many of you, teachers and students alike, about concerns about the alarming rise of youth vaping in schools and the persistent use of cellphones as a distraction from learning in class.

That is why we are rolling out Canada’s most comprehensive plan to counter these threats.

To help reduce distractions in our schools, starting this September, we are denying cellphone usage during instructional time so that students can focus on getting back to basics and learning foundational skills like reading, writing and math.

Our youngest learners in kindergarten to Grade 6, who may have phones, will now be required to keep phones on silent and out of sight for the duration of the day.

For students in Grades 7 to 12, phones can be with the student. However, they will only be permitted during instructional time if explicitly allowed by the educator.

We will also commit to having report cards include comments on students’ distraction levels in class. We recognize that some parents want to communicate with their children during school, and the policies listed above will still permit that during non-instructional time or when an educator gives permission.

When it comes to cellphones, Ontario’s policy is: out of sight and out of mind.

We are also removing social media websites from all school networks and devices to help strengthen in-person relationships, communication and social-emotional skills.

We have also announced a strict anti-vaping policy in schools where parents are immediately informed, and the vapes in a student’s possession will be given up and disposed of. There are immediate consequences for students caught in possession of illegal substances, and Public Health Units can also be engaged to support education, prevention and enforcement, when necessary. We are also providing funding to schools to install vape detectors so they can better enforce these new rules.

We are also increasing wrap-around supports for students to support learning, addictive behaviours and implementation, as well as dedicated training for teachers and supports for 2

parents on how best to manage this change. I encourage you to read the updated Provincial Code of Conduct that outlines these changes.

No matter how strong the policy is, we can’t do this alone.

To truly change behaviour, we are asking for your support and collaboration to hold conversations at home about the new expectations and the importance of respecting school staff and the rules as we head into September.

Change will come when we all work together and stand by teachers, principals, and education workers as they implement these new measures. Your co-operation will help ensure students can get back to basics, focus on their studies, and prepare for the jobs of tomorrow.

By doing so, we restore common sense, where the focus remains on academic achievement and the safety of your child.

Thank you,

The Honourable Stephen Lecce
Minister of Education

Every Day Counts! Why regular student attendance at school really matters

In the UGDSB, we know how important school attendance and established routines are for students to build knowledge, skills and confidence. Regular attendance is more than just a requirement; it’s a critical building block for academic success, social development, and future opportunities. While we may face challenges that can make school attendance difficult, it’s important to understand the impact of frequent absenteeism and how we can work together to support regular attendance.

The Impact of Frequent Absenteeism

• Every day a student misses school results in:
  • Lost learning opportunities.
  • Hindered development of social skills.
  • Missed benefits of the school’s sense of community.
• Chronic absenteeism can lead to:
  • Decreased academic success.
  • Diminished employment prospects in the future.
• Extended absences often cause:
  • Increased anxiety about:
    • Falling behind in grades.
    • Losing credits.
    • Catching up on missed assignments.
  • Concern over peer interactions and questions about their absences.

Did You Know?

Tips for Families to Encourage Regular Attendance

Understanding the challenges, here are some strategies families can implement to promote regular attendance:

• Establish a Reliable Routine: Consistent bedtimes and morning routines can help make school mornings predictable and less stressful. Preparing the night before—laying out clothes, packing backpacks, and discussing breakfast—can also smooth the way.
• Communicate the Value of Education: Talk with your child about how going to school every day can help them achieve their dreams and goals. Make the connection between attendance, learning, and future opportunities.
• Engage with Teachers and School Staff: Stay in close contact with your child’s teachers and school staff. They can offer insights into how your child is doing and suggest ways to support their learning and attendance.
• Set Attendance Goals: Create positive reinforcement around attendance. Celebrate milestones like a week or a month of perfect attendance with simple, meaningful rewards.
• Plan for Absences: Understand the school’s attendance policy and communicate any expected absences in advance. For unavoidable absences, work with teachers to make sure your child can catch up.
• Address Challenges Early: If you notice patterns of reluctance to attend school or frequent illnesses, talk to your child and seek support from school counsellors. Often, early intervention can resolve underlying issues.

Our Commitment to Support

For students struggling with attendance, the UGDSB offers many supports including access to Attendance Counsellors, Social Workers, referrals to community agencies and support staff in schools, in addition to many ways to ensure students keep connected and on top of their learning for periods when they have to be absent from school. 

Remember, every day counts. Together, we can make a positive impact on students’ education, well-being and future.

For more resources and support around student attendance, please visit the UGDSB website. 

Long Term Accommodation Plan (LTAP) Final Report

GUELPH, ON – At the March 19, 2024, Finance and Facilities Committee Meeting, Upper Grand District School BoardTrustees received the “Long Term Accommodation Plan (LTAP) Final Report.”

The report will now be taken to the Board Meeting on April 9, 2024, for approval by Trustees, where there will be an opportunity to delegate (procedure) to speak on the report.

For more information on the LTAP and the LTAP Final Report, please visit the UGDSB website. 

Dufferin County Black Parent Advisory Council

Invitation to Dufferin-County Black Parent Advisory Council

Thursday, January 25th, 2024

Please register using the link below:

https://www.eventbrite.ca/e/dufferin-county-black-parent-advisory-council-meeting-tickets-773826986347

Information about the Student Mental Health and Well-Being Strategy – Strategic Framework 2023-2026

GUELPH, ON – The Upper Grand District School Board has launched the Student Mental Health and Well-Being Strategy – Strategic Framework 2023-2026. This framework looks at the Foundations and Guiding Principles and establishes key Priority Areas.  

The Principles and Foundations guide the development, implementation, and monitoring of the UGDSB mental health and well-being strategy. They include: 

Foundations: 

• Relationships are Foundational – Relationships are foundational to every aspect of the strategy. They are the vital context through which the strategy will be experienced by every student. 
• Every Student – Mental health is relevant to Every Student within the school community as represented at the centre of the model. Students are individuals who require resources and support informed by their identity and context. 
• Whole Community Connections – Relationships at home and within the broader community are deeply important to student mental health and well-being. Whole Community Connections means working closely with families and community partners to successfully meet the mental health and well-being needs of every student. 

Guiding Principles: 

• Recognize – colonial systems and structures that provide uneven access to, and outcomes for, mental health and well-being supports. Acknowledge and amend for the immense harms experienced by Indigenous peoples from mental health systems. 
• Engage – with community leaders and groups to learn more about available and needed identify-specific mental health and well-being supports. 
• Amplify – perspectives of young people and communities who are racialized and marginalized to co-develop mental health and well-being supports. 
• Respond – to student mental health and well-being needs with differentiated and identify-specific approaches. 

Priority Areas: 

• Whole student well-being promotion – This priority area underscores the vital role of well-being for creating conditions for every student to develop and thrive. It is based on the belief that well-being promotion is most impactful when it considers the whole student (e.g., body, mind, emotion, and spirit) and is embedded intentionally across student’s school experiences and connections with families and larger communities. 
• Indigenous well-being – This priority area emphasizes limiting further harm in the context of school mental health by centering contributions from Indigenous communities and emphasizing the co-development of strengths-based, holistic, and identity-specific approaches to supporting Indigenous students’ mental health and well-being. This area of focus is integral for Indigenous students’ well-being and can also contribute greatly to the well-being of the entire school community. 
• Student engagement and leadership – This priority area emphasizes supporting student agency at every tier of support, from creating opportunities for student leadership within school-wide well-being initiatives to ensuring students who are receiving mental health support have a voice in their care. This is grounded in the beliefs that students have much to offer in the striving for mentally healthier schools and that greater student agency will also fuel their well-being. 
• Mental health intervention and pathways – This priority area captures processes to respond to mental health/substance use challenges, from early intervention, short-term treatment, and development of pathways to community for intensive mental health/ substance use support. This priority area emphasizes the continuing development of responsive mental health services which are timely, matched to the student’s level of need, and personalized to the student’s context and identities. 
• Inclusive and identity informed approaches – This priority area emphasizes continuing to build inclusive mental health services in which every student can access differentiated and identity-informed mental health care. Pursuit of this priority area will be informed by relevant community partners as well as ongoing learning for students, staff and administration in identify-informed mental health and well-being supports. 
• Early identification and skill building – This priority area emphasizes building mental health literacy for school staff and students so that every member of the school community can recognize mental health and substance use challenges. In addition, students and staff receive the training and skills to respond to mental health challenges in themselves and others to an extent that is appropriate for their role within the school. 

To learn more about the Student Mental Health & Well-being Strategy please click here. 

Report Student Absences to the School

You can let us know if your child missed school by:

• telephone: 519-941-0491, ext. 258
• e-mail the school: [email protected]
• or send a note with your child on their first day back (note should be brought to the office)

Please let us know the date and times the child is excused (i.e. morning or all day) and the reason for the absence.

If a student is planning an absence for more than 5 consecutive days, please come to the office to arrange for an extended absence.

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