Havergal College Course Calendar, 2018-19 Academic Year

A Framework for Reporting the Disclosure of Personal Information by Upper School Students It is not uncommon for an Upper School (Grades 7 to 12) student to have a conversation with a Guidance Counsellor, School Nurse, the school Social Worker, a coach or another trusted faculty or staff member in which the student discloses sensitive personal information about herself and/or her family. In so doing, the student might specifically request that the information she discloses not be shared with her parents. While we encourage Upper School students to share important disclosures they might make to faculty and staff about their physical and/or mental health and well-being with their parents, it is key that Upper School parents appreciate that capable students have legal rights to their privacy and the confidentiality of their personal information, including personal health information, under applicable laws. When a capable Upper School student discloses personal information to faculty and staff and specifically requests that the conversation and its details remain confidential, it is important for parents to understand that, with the exception of an imminent risk and/or health or safety-related circumstances, the student’s request will be honoured. When a student discloses information to a faculty or staff member about her personal health or safety-related circumstances and the school believes there is an imminent risk to the student or to others, the student’s right to confidentiality will not prevail and the school will comply with its legal duty to report, which, in most cases, would involve immediately contacting the student’s parents. Havergal has outlined steps to manage the kinds of personal disclosures that students can, and do, make to faculty and staff. School administrators and support team members work together, as needed and on a case-by-case basis, to assess a student’s risk to herself and to others and establish a preventative action plan, when necessary. The Principal has a duty to give assiduous attention to the health and comfort of students under the school’s care. Educators have a common law standard of care to act as reasonably careful or prudent parents in the circumstances. Havergal, including its faculty and staff, is required to follow applicable laws and the policies and protocols established by professional organizations, such as the Ontario College of Teachers, that support the care and well-being of school-aged children and young adults.

Learning Support Services

At Havergal College, we recognize the individuality of each child and that each person explores the world in different ways and possesses different strengths and weaknesses. We work together to help students come to understand themselves as learners and learn how to properly self- advocate. We celebrate the individuality of each girl and encourage every student to be her own person, to challenge herself, to learn from her challenges and to celebrate her successes. Learning Support Specialists are available to help all students (Junior, Middle and Senior Schools) understand their learning strengths and weaknesses and to assist teachers in working with students with different learning needs. They identify students needing accommodations, review extended assessments completed by private specialists, develop strategies to meet the needs of identified students, plan for any necessary accommodations, design professional development for teachers, coordinate meetings with families and teachers to discuss accommodations and recommendations and may help coordinate out-of-school support. The Learning Support Specialists review all psycho- educational assessments and create Individual Education Profiles (IEP), which identify annual program goals and describe the support that is available for that student. The accommodations are aligned to those of universities, colleges, provincial assessments and other standardized tests. Havergal will accommodate but not modify the curriculum. Students need a current psycho-educational assessment (within the last four to five years) on file. Generally, student assessments are completed in Grades 4, 8 and 12. Students going to university will be counselled to seek a current psycho-educational assessment.

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