MAYFIELD SECONDARY SCHOOLCODE OF CONDUCT

OUR COMMITMENTMayfield Secondary School recognizes that students achieve their best when they feel safe, nurtured, welcomed, respected and included. We are committed to providing a healthy climate for learning and working to support student success. For learning to be successful, schools must be free of negative factors such as bullying, discrimination and other harmful behaviours including physical violence in any form. In the Peel District School Board, we understand that equity and excellence go hand-in-hand. One of the core goals in our strategic plan, the Report Card for Student Success, is the following: 

"Achieve equity for students and staff—we provide equity of access and opportunity for students and staff to learn, work and develop in an environment that is nurturing, engaging, respectful and inclusive."

One of the Peel Board's projects is the implementation of six core character attributes. The attributes are taught in school, but they are also the basis of the board's working relationships – they help to create a positive climate for learning and working.

We want our staff and students to be: Caring – showing compassion and kindness towards others Cooperative – working collaboratively with others for a common purpose Honest – being truthful, trustworthy and sincere in our speech and actions Inclusive – treating everyone fairly and equitably Respectful – treating others, ourselves and the environment with high regard and value Responsible – being accountable and reliable in our actions and commitments

In addition, we want Mayfield staff and students to be: Creative – thinking, reacting and working in an imaginative way that is original and innovative Excellent – striving to perform to the best of one’s abilities in all facets of life Good Citizens – unselfishly giving of personal time toward volunteerism and helping others

We believe that parents, the school and community must all work together to help students learn to become responsible members of society, being sensitive to the diversity, cultures and special needs of individual students. We must clearly demonstrate respect for social justice and human rights and promote the values needed to develop responsible members of a democratic society.

The Code of Conduct for Mayfield Secondary School aligns with and supports Ontario's Equity and Inclusive Education Strategy, the Peel Board's Human Rights policy and the Equity and Inclusive Education policy.

OUR CODE OF CONDUCTThe Mayfield Secondary School Code of Conduct applies to all members of the school community including students, parents, guardians, volunteers, visitors and school staff, whether they are on school property, on school buses, at school-authorized events or activities, or in any other situation that may impact the school climate.

All members of the school community have a responsibility to respect and honour the school Code of Conduct, to demonstrate age and developmentally appropriate social behaviour and to take responsibility for their own actions.

OUR RESPONSIBILITIESAll members of the school community are expected to: demonstrate honesty and integrity treat one another with dignity, respect and fairness, regardless of race, ancestry, place of origin,

colour, ethnicity, creed, citizenship, religion, gender, gender identity, sexual orientation, age, ability, socioeconomic status, or any other attribute

take appropriate action to help those in need, seeking assistance to resolve conflict constructively and respectfully

show proper care and regard for school property and the property of others

Parent and guardian responsibilities include: taking an active role in their son/daughter's education by ensuring that he/she is prepared for

learning, including punctual and regular attendance, promptly reporting authorized absences and late arrivals, and communicating regularly with the school

reviewing the school Code of Conduct with their son/daughter and helping him/her follow school rules

helping their child understand that it is not appropriate to tease or bully others monitoring their child’s internet use and taking responsibility for his/her behaviour when

accessing electronic resources from home

Student responsibilities include: demonstrating a commitment to learning through punctual and regular attendance, being

prepared and ready to learn practising honesty and integrity including, but not limited to, not participating in or encouraging

plagiarism, misrepresentation of original work, use of unauthorized aids, theft of evaluation instruments, or false representation of identity

following school rules and taking responsibility for his/her own actions refraining from bringing anything to school, or using anything inappropriately, that may risk the

safety of themselves or others showing proper care and regard for school and community property, as well as only visiting other

schools for school-related and authorized activities

Staff responsibilities include: helping students achieve to the best of their ability, developing self-worth, and being responsible

citizens maintaining order in the school and holding everyone to the highest standard of respectful and

responsible behaviour communicating regularly and meaningfully with parents/guardians establishing a range of clear, fair and developmentally appropriate interventions, supports, direct

skill instruction and consequences for unacceptable behaviour including but not limited to homophobia, gender-based violence, sexual harassment and inappropriate sexual behaviour

responding to and reporting behaviours which may have a negative impact on school climate

BULLYING PREVENTION AND INTERVENTIONWe are teaching students to identify and deal with bullying behaviour and to stop this behaviour from happening.

Bullying is typically a form of repeated, persistent and aggressive behaviour directed at an individual or individuals that is intended to cause (or should be known to cause) fear, distress and/or harm to another person’s body, feelings, self-esteem or reputation. Bullying occurs in a context where there is a real or perceived power imbalance.

When someone experiences or observes bullying behaviour, he/she is expected to report it to a teacher, teaching assistant or school administrator immediately. Bullying behaviour will be dealt with using a progressive discipline approach.

ANTI-BULLYING POLICY: DIGNITY AND RESPECT FOR EVERYONE: At Mayfield, we believe that everyone has the right to enjoy our school equally by feeling safe, secure, and accepted, regardless of colour, race, gender, popularity, athletic or artistic or other ability, intelligence, religion, sexual orientation, or culture. Our commitment to ensure an environment of dignity and respect for everyone includes the adoption of the following principles that recognize bullying in its various forms, outline consequences for bullying behaviour, and ask students to make a personal commitment to stop bullying in our school.

Bullying can be verbal, physical, or relational. It causes pain and cannot be excused as “normal” or teasing. The victim is NEVER responsible for being a target of bullying.

Students who participate in any form of bullying in any way (by bullying or encouraging bullying) are subject to the same consequences as for other behaviours considered infractions of the school’s Code of Conduct, including suspension and expulsion. All students involved in bullying incidents will be offered counselling services intended to aid with reconciliation, and genuine behavioural change. Students or parents who witness bullying are encouraged to report the situation to the Main Office or the Guidance Office. All such reports will remain confidential.

PROGRESSIVE DISCIPLINE/RESTORATIVE PRACTICEMayfield Secondary School encourages, supports and recognizes acceptable behaviour in our students through a variety of positive practices. Progressive discipline is an approach that makes use of a continuum of interventions, supports and consequences, building upon strategies that promote positive behaviours. We encourage students to take responsibility for their behaviour and to accept the consequences of their actions. A progressive discipline approach is used to deal with inappropriate behaviour. This may include: verbal reminders, review of expectations, contact with parent(s)/guardian(s), written reflections, volunteer services to the school community, conflict mediation and resolution, peer mentoring, referral for support services and/or an opportunity for restoration and repair.

We recognize that each student is a unique individual and that every situation that requires disciplinary action has its own set of extenuating circumstances. All factors that may have affected the student’s behaviour will be considered before progressive discipline is applied. Students who behave inappropriately will receive an age and developmentally appropriate consequence. For a student with special education or disability-related needs, all progressive discipline approaches will be consistent with his/her Individual Education Plan and his/her demonstrated abilities.

Mayfield Secondary encourages the use of “restorative” practices which means that decisions are best made and conflicts are best resolved by those most directly involved. The restorative practices initiative encourages good relationships to help restore a sense of community.

Suspension and expulsion

Mayfield Secondary School also supports the use of suspension and expulsion for serious incidents as outlined in the Peel District School Board's Safe Schools Policy.

Before considering whether to impose a suspension or make a recommendation for an expulsion, a principal considers mitigating and other factors.

The behaviours for which a principal will consider suspending a student include: swearing (written or verbal) at a teacher or at another person in a position of authority bullying, including cyber-bullying uttering a threat to inflict serious bodily harm on another person committing an act of vandalism that causes extensive damage to school property possessing alcohol or restricted drugs being under the influence of alcohol committing any act, considered by the principal to:

o have a negative impact on the moral tone of the schoolo have a negative impact on the physical or mental well-being of one or more school

community memberso be contrary to the school or Peel Board Code of Conduct

Incidents for which a principal will consider recommending to the Board's Discipline Committee that a student be expelled include: physically assaulting another person causing bodily harm that requires medical treatment possessing a weapon or using a weapon to cause or to threaten bodily harm to another person trafficking in restricted drugs or weapons giving alcohol to a minor committing robbery committing sexual assault behaviour that:

o is significantly detrimental to the school climate and/or to the physical or mental well-being of others

o causes extensive damage to school propertyo causes his/her continued presence at the school to pose an unacceptable risk to other

members of the school communityo is a pattern of behaviour so inappropriate that the student's continued presence is detrimental

to the effective learning or working environment of otherso demonstrates a persistent resistance to changes in behaviour that would enable him/her to

be successfulo is a serious violation of the school or Peel Board Code of Conduct

Students who are suspended or expelled will be given an opportunity to continue their education through educational programs offered by the school board.

DRUGSThe school recognizes the benefits of a smoke-free environment for all persons. By law, smoking is not permitted at Mayfield Secondary School, on any other board property, on school buses or while attending any school-related event or activity. School property includes cars that are on school grounds and all lands to the edge of the sidewalk or street. The no smoking rule will be enforced within these areas.

Providing tobacco products to anyone under 19 years of age is illegal.

Alcohol and restricted drugs may be addictive and represent a health hazard. Possessing, using, trafficking in, or providing others with restricted drugs and/or alcohol will not be condoned at Mayfield Secondary School, on Peel Board property or at any school-related event or activity at any time. Drug-related paraphernalia that can be used for substance abuse are not permitted on school property.

WEAPONSPossessing or displaying weapons of any kind, real, toy or replica, and all other objects that could inflict or threaten bodily harm will not be accepted at Mayfield Secondary School, on any Peel Board property, or at any school-related event or activity at any time.

BUS TRAVELStudents are expected to follow the standards of behaviour outlined in the Code of Conduct while they are on the school bus.

Students are required to: be at their bus stop at least five minutes before their pick-up time go directly to their seats and stay seated follow the bus driver’s instructions and behave appropriately at all times use the Late Bus ID to board their assigned late bus

Students may not: consume food and drinks on the bus fight, swear or cause excessive noise on the bus engage in activities that may endanger the safety of themselves or others

Students are expected to leave the school at the end of the day unless engaged in a supervised activity. When staying beyond 3pm for a supervised activity, students must make arrangements for transportation home immediately after the completion of the activity.

PERSONAL ELECTRONIC DEVICES: Laser pens/pointers are not allowed at school. Students in possession of these items must be referred to the administration.

LEARNING & INSTRUCTIONAL TECHNOLOGY PLAN: The Peel District School Board’s Learning and Instructional Technology Plan will ensure Peel schools are increasingly connected and relevant in the 21st Century. By the end of this school year—2014-2015 the board expects students in all Peel schools to be able to access educational resources online and engage in 21st Century learning through wireless networks.

With Wi-Fi installations beginning in July and continuing throughout the school year, schools will be at different stages of the Learning and Instructional Technology Plan this year. Some schools are currently using Wi-Fi technology to boost learning in the classroom.

As wireless becomes available in a school, students will begin to see teachers incorporate more digital resources into their lessons. Once online resources are able to be accessed wirelessly, students will be encouraged to BYOD—bring your own device*. The plan will also improve equity of access to technology for all students through classroom technology in schools, and a process to ensure schools across the system have similar standards of technology so that no child feels excluded.

Digital citizenshipStudents are going to live and work in a world where people use their devices 24/7 so they need to learn to use technology effectively and respectfully. Digital responsibility is an important part of what we help students learn in school, and appropriate use will continue to be an expectation in each school’s Code of Conduct as it is now.

POLICIES AND PROCEDURES

ACADEMIC HONESTY: All secondary schools are committed to the development and the practice of academic honesty and integrity. Students who seek to attain academic advantage or help someone else obtain such advantage through cheating will be penalized.

Cheating includes plagiarism, electronic theft and misrepresentation of original work, theft of evaluation instruments, use of unauthorized aids, and false representation of identity.

All instances of cheating or plagiarism must be reported to the administration.

HOMEWORK POLICY: Communication and co-operation provide the basis for a partnership between home and school. The partnership can result in significant learning outcomes for students. Homework is one of the important ways through which these outcomes are fostered. Homework is not necessarily a paper and pencil activity and may include a variety of tasks.

Benefits of homework Helps develop good study habits Promotes academic learning Promotes the learning of personal responsibility Helps develop organizational skills and independent work habits Provides a communication link between home and school Promotes lifelong learning

STUDENT ASSESSMENT, EVALUATION, AND REPORTING IN PEEL SECONDARY SCHOOLS: GROWING SUCCESS 2010 POLICY AND PEEL POLICY 14

Terms and Definitions Assessment: The process of gathering, from a variety of sources, information that accurately reflects how well

a student is achieving the curriculum expectations in a subject or course.

Evaluation: The process of judging the quality of student learning on the basis of established criteria and

assigning a value to represent that quality. Evaluation is based on assessments of learning that provide data on student achievement at

strategic times throughout the grade/subject/course, often at the end of a period of learning.

Reporting: The process of communicating with parents and students about student learning.

Assessment as learning:

The process of developing and supporting student engagement in the assessment process by monitoring their own learning, using assessment feedback from teacher (and peers and self) to determine next steps, and setting individual learning goals.

Students learn how to learn more effectively and how to self-assess their way to future success.

Assessment for learning: The ongoing process of gathering and interpreting evidence about student learning for the

purpose of determining where students are in their learning, where they need to go, and how best to get there. The information gathered is used by teachers to provide feedback and to differentiate instruction appropriately.

Teachers and students use assessment information during the learning process to adjust what they are currently doing in order to improve the quality of learning taking place.

Assessment of learning: The process of collecting and interpreting evidence for the purpose of summarizing learning at a

given point in time, to make judgments about the quality of student learning on the basis of established criteria, and to assign a value to represent that quality.

Evaluation of learning comes at the end of a learning sequence, unit or progression and provides an accurate summary of what has been learned according to clear learning goals or standards.

Learning is summarized in the form of a level, grade and/or percentage mark to be communicated to parents in a formal way (i.e. on the report card).

Purposes of Assessment, Evaluation, and ReportingThe primary purpose of assessment, evaluation, and reporting is to improve student learning.

Principles of Effective Assessment, Evaluation, and ReportingAssessment, evaluation, and reporting of student achievement in the Peel District School Board must be: fair, transparent, and equitable for all students; supportive of all students, including those with special education needs, those who are learning

the language of instruction (English or French), and those who are First Nation, Métis, or Inuit; carefully planned to relate to the curriculum expectations and learning goals and, as much as

possible, to the interests, learning styles and preferences, needs, and experiences of all students;

communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course;

ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;

provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;

develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

Assessment Tasks, Tools and StrategiesTeachers design tasks for assessment and evaluation tasks to match different purposes: to promote learning, to measure/evaluate learning that has occurred up to a given point in time and to help students learn how to learn more effectively. Evidence of student achievement for evaluation is collected over time from three different primary sources –observations, conversations, and student products.

Teachers also gather evidence of student learning through a variety of means, which may include formal and informal observations, discussions, learning conversations, questioning, conferences,

homework, tasks done in groups, demonstrations, projects, portfolios, developmental continua, performances, peer and self-assessments, self-reflections, essays, and tests.

Learning Skills and Work Habits Learning Skills and Work Habits allow students to know how to learn more effectively, develop their potential as independent and autonomous learners (student development, interpersonal development, career development) and to take ownership over their own learning. . While strong Learning Skills and Work Habits do contribute to a student’s ability to be successful at school, they are evaluated separately from student achievement of course expectations. The Learning Skills and Work Habits include:

Learning Skills and Work Habits Sample Behaviours

Responsibility

The student: fulfils responsibilities and commitments within the learning

environment; completes and submits class work, homework, and assignments

according to agreed-upon timelines; takes responsibility for and manages own behaviour.

Organization

The student: devises and follows a plan and process for completing work and

tasks; establishes priorities and manages time to complete tasks and

achieve goals; identifies, gathers, evaluates, and uses information, technology, and

resources to complete tasks.

Independent Work

The student: independently monitors, assesses, and revises plans to complete

tasks and meet goals; uses class time appropriately to complete tasks; follows instructions with minimal supervision

Collaboration

The student: accepts various roles and an equitable share of work in a group; responds positively to the ideas, opinions, values, and traditions of

others; builds healthy peer-to-peer relationships through personal and media-

assisted interactions; works with others to resolve conflicts and build consensus to achieve

group goals; shares information, resources, and expertise and promotes critical

thinking to solve problems and make decisions.

Initiative

The student: looks for and acts on new ideas and opportunities for learning; demonstrates the capacity for innovation and a willingness to take

risks; demonstrates curiosity and interest in learning; approaches new tasks with a positive attitude; recognizes and advocates appropriately for the rights of self and

others.

Self-regulation

The student: sets own individual goals and monitors progress towards achieving

them; seeks clarification or assistance when needed; assesses and reflects critically on own strengths, needs, and

interests; identifies learning opportunities, choices, and strategies to meet

personal needs and achieve goals; perseveres and makes an effort when responding to challenges.

Insufficient Evidence or “I”When students receive an “I” on their report card this means there is insufficient evidence of learning and therefore, no percentage mark can be given. If an “I” is given on the final report card, this means that the credit cannot be granted to the student. An “I” may be given to students in Grades 9 and 10 only.

Teachers use their professional judgments to decide whether using an “I” will be in the best interest of the student. If an “I” is given on the report card, there will be a report card comment explaining the reason for doing so.

Absence of Evidence of Student AchievementAs our Peel Character Attributes in Action demonstrate, we expect all those in our learning community, including students to act in a responsible manner and this includes being responsible for providing evidence of what they have learned or accomplished in the time frame allowed by the teacher.

When students do not submit products to the teacher, there is no evidence for teacher to assess. Similarly, when students do not submit products in a timely manner to the teacher, assessing or judging the evidence can be a problem, especially when teachers have deadlines for reporting to parents. Student products that are plagiarized also fail to provide any evidence of student achievement.

Assigning a Zero and Mark DeductionIf students have not provided evidence of their learning before evaluation takes place, teachers may use a zero as a placeholder in their mark book. A zero provides teachers with an opportunity to discuss with the student and parent the student’s obligation to provide evidence of learning and for the student to be responsible for their learning. A zero may also be used to assign value to student work where the student has plagiarized or cheated until the student has demonstrated his or her learning.

When student assignments are being evaluated, teachers may also use their professional judgment to assign a zero or deduct marks, up to the full value of the assignment. However, teachers must ensure that the assignment of a zero or mark deduction will not distort or misrepresent a student’s overall or actual achievement on the mark on the report card and teachers must take all available evidence into account from observations, conversations and student products collected over time.

CHEATINGCheating in any form is unacceptable. Cheating may include: using a paper/electronic cheat sheet, asking for/giving another student information from a previous test, glancing at another student’s test paper, copying homework, and/or submitting work from another student. Consequences may be a zero. Provision of a student’s work to another student for the purpose of allowing them to achieve a better result would also be considered academic dishonesty. Use of electronic devices without teacher permission during assessments or to share information about what is on an assessment is considered cheating and prohibited.

PLAGIARISMPlagiarism is the action of taking and using as one’s own, the thoughts, writings or inventions of another including a published source (internet site, publication…). It could be an idea, design, passage or work. Plagiarism exists if a student copies word for word and it also exists if a student

takes and uses an idea or work without giving proper annotation (i.e. to note the author or source of the information including the internet). For proper documenting and acknowledging of sources, consult with the subject teacher or the teacher-librarian.

First Offence of Plagiarism In Consultation with the teacher the decision regarding the student action will be:

1) Accepting a zero for the assignmentOr 2) Rewriting the assignment under supervision:

A record is kept of the infraction on the student’s SIS file until the end of their high school career.

Parents are notified.

Subsequent Offence of Plagiarism Zero on the assignment Parent contacted by the teacher or VP. Incident is documented in SIS. Student is referred to an Administrator who will meet with student and inform the teacher of

the results of the meeting. Possibility of additional penalty, including suspension, limiting or revoking student’s

participation in a school activity team or club.

Determining the GradeTeachers determine students’ report card grades by using their professional judgment. They interpret student evidence of learning and look at the student’s most consistent level of achievement over time and give special consideration to more recent evidence demonstrated by the student. Student evidence of learning includes evidence gathered from observations, conversations and student products collected over a period of time.

Levels of Student AchievementThe following chart is to be used for Grades 9-12 and is based on Growing Success policy.Level Scale Percentage Levels of Achievement

Level 4 4+44-

95 –100%87– 94%80 – 86%

Level 4 identifies achievement that surpasses the provincial standard. The student demonstrates the specified knowledge and skills with a high degree of effectiveness. However, achievement at level 4 does not mean that the student has achieved expectations beyond those specified for the grade/course.

Level 3 3+33-

77 – 79%74 – 76%70 – 73%

Level 3 represents the provincial standard for achievement. The student demonstrates the specified knowledge and skills with considerable effectiveness. Students achieving at level 3 can be confident of being prepared for work in subsequent grades/courses.

Level 2 2+22

67 – 69%64 – 66%60 – 63%

Level 2 represents achievement that approaches the provincial standard. The student demonstrates the specified knowledge and skills with some effectiveness. Students performing at this level need to work on identified learning gaps to ensure future success.

Level 1 1+11-

57 – 59%54 – 56%50 – 53%

Level 1 represents achievement that falls much below the provincial standard. The student demonstrates the specified knowledge and skills with limited effectiveness. Students must work at significantly improving learning in specific areas, as necessary, if they are to be successful in the next grade/course.

Final 30% EvaluationIn Grades 9-12, failure to complete a 30% Final Evaluation does not automatically result in the loss of a credit. Final decisions around granting a credit are made by the principal/vice-principal in consultation with the subject teacher.

IIn Grades 9-10, the code “I” may be used to indicate that insufficient evidence is available to determine a letter grade or a percentage mark. The report card comment indicates the reason for assigning an “I”.

W In Grades 9-12, the code “W” indicates that the student has withdrawn from the course.

Assessment and Evaluation in Grades 9-12For Grades 9 to 12, a final grade (percentage mark) is recorded for every course. The final grade will be determined as follows:

• Seventy per cent of a secondary student’s grade will be based on evaluation conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.

• Thirty per cent of a secondary student’s grade will be based on a final evaluation administered at or towards the end of the course. This evaluation will be based on evidence from one or a combination of the following: an examination, a performance, an essay, and/or another method of evaluation suitable to the course content. The final evaluation allows the student an opportunity to demonstrate comprehensive achievement of the overall expectations for the course.

•Roles and Responsibilities of Stakeholders in the Assessment and Evaluation Process – Growing Success 2010 (page references refer to the document itself)

Role Responsibility

Students

...Students... are responsible for providing evidence of their learning within established timelines, and that there are consequences for cheating, plagiarizing, not completing work, and submitting work late. p. 42

Students must understand that the tests/exams they complete and the assignments they submit for evaluation must be their own work and that cheating and plagiarism will not be condoned. p. 42

... they are responsible not only for their behaviour in the classroom and the school but also for providing evidence of their achievement of the overall expectations within the time frame specified by the teacher, and in a form approved by the teacher. p. 43.

Students must understand that there will be consequences for not completing assignments for evaluation or for submitting those assignments late. p. 43.

Teachers

...create environments in which all students feel valued and confident and have the courage to take risks and make mistakes. p. 8

Show students that they care about them (students), and model a love of learning that can deeply influence their lives. p.8.

Professional judgments are at the heart of effective assessment, evaluation, and reporting of student achievement. p. 8.

The professional judgments of the teacher, acting within the policies and guidelines established by the ministry and board, is critical in determining the strategy that will most benefit student learning. p. 46.

Ensure that student learning is assessed and evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories. p. 17.

Principals Champion the importance of assessment for learning by ensuring a consistent and

continuous school-wide focus on student learning and by using classroom, school and system data to monitor progress. p. 36.

Play a key role in developing these procedures, which should be designed to create the conditions for student success by ensuring that parents have the information they need to interpret their child’s report card and to work with teachers to improve their child’s learning. p. 8.

Encourage continuing professional development among staff and by fostering a school-wide collaborative learning culture based on the sharing of knowledge and on a sense of collective responsibility for outcomes.

Teachers will benefit from leadership by the principal to ensure that there is a common understanding among all staff about the process for determining the final grade. The principal will work with teachers to ensure common and equitable grading practices that follow ministry policy and board guidelines.

Parents We know that parents have an important role to play in supporting student learning.

Studies show that students perform better in school if their parents or guardians are involved in their education.

Late Assignments:

Assigning a Zero and Mark Deduction

If students have not provided evidence of their learning before evaluation takes place, teachers may use a zero as a placeholder in their mark book. A zero provides teachers with an opportunity to discuss with the student and parent the student’s obligation to provide evidence of learning and for the student to be responsible for their learning. A zero may also be used to assign value to student work where the student has plagiarized or cheated until the student has demonstrated his or her learning.

Deadlines are realistic in the normal working life outside of the school setting. Deadlines are also set as a reasonable management strategy for teachers so that workloads can be varied and balanced. We also set deadlines as a way of bringing closure to one unit of work and moving ahead to another. It is the student’s responsibility to seek assistance from the teacher when he/she is unable to complete an assignment due to insufficient knowledge or skill, or because of extenuating circumstances. Negotiation of a deadline for submission of student work must be done well in advance of a deadline.

Some deadlines are negotiable, a few are absolute. Work that is not completed on either a negotiated or absolute deadline may not be evaluated and may result in a mark of zero. In some cases, according to the professional judgment of the teacher, a late of up to 10 per cent per day may be deducted from the student’s assignment mark for work handed in up to five school days after a negotiated deadline. The teacher will consider mitigating factors in making the decision around a late penalty. These include the age of the student, the maturity of the student, frequency and number of late submissions, and the individual circumstances of the student.

Chronic lateness in submitting tasks/assignments may prevent the teacher from evaluating a student’s ability to demonstrate the course expectations and may require the student to demonstrate his or her knowledge and skills within an alternate setting such as summer school.

POLICY FOR FINAL SUMMATIVE EVALUATIONS: Final evaluations in all courses at Mayfield S.S. take one of two forms or on occasion incorporate both: A formal examination scheduled during the five days at the end of each semester

established by the board in accordance with Ministry policy; An in-class summative evaluation scheduled during the five days prior to the examination

period.

Formal examinations are time limited (usually 90 minutes to 2 hours).

In-class summative evaluations focus on process as well as product and require students to bring together significant higher level knowledge and skills in a real world context. This form is also called performance or project-based evaluation.

Expectations for In-Class Final Evaluations1. All in-class final evaluations:

Will be held only on the days specified on the schedule; Are process oriented and adhere to the definition for in-class final evaluations.

2. All students must be in their classrooms during all five days scheduled for in-class final evaluations. Those not writing in-class exams are expected to be doing meaningful course work or review.

3. In-class final evaluations are of the same importance as examinations written in the formal examination period. All rules and expectations apply equally. For example, any absence from an in-class final evaluation will be treated according to Mayfield’s “Guidelines For Students Who Miss Final Summative Evaluations”.

Guidelines For Students Who Miss Final Summative EvaluationsStudents must complete a Final Evaluation in each course. The Summative Evaluation can involve more than one component e.g. In-class Performance Task and Written Formal Exam.

The following chart provides you with a guideline regarding consequences for missed final evaluations. If in doubt, consult with your Vice-Principal.

REASON FOR MISSING A FINALSUMMATIVE ASSESSMENT

GUIDELINE

1. Medical reason – detailed, dated, doctor’s note provided

Student or parent/guardian will present the medical note to the Vice Principal

The VP will arrange for exams to be written another time.

Typically evaluations missed Semester 1 (written by June); typically evaluations missed Semester 2 (written by August).

2. Family emergency – written verification from the parent/guardian

Student or parent/guardian will present the verification note to the Vice Principal

The VP will arrange for exams to be written another time.

Typically evaluations missed Semester 1 (written by June); typically evaluations missed Semester 2 (written by August).

3. Suspension Vice Principal will make arrangements with the student Evaluation missed Sem. 1 (written by June); Evaluation

missed Sem. 2 (written by August).4. Student Vacation Student will receive a mark of "0" for the exam in the

calculation of his/her final mark.5. Student gets exam time mixed up or

misses for illegitimate reason Student will receive a mark of "0" for the exam in the

calculation of his/her final mark.6. Student chooses not to write the

exam Student will receive “0” for the exam in the calculation of

his/her final mark.7. Circumstances Out of the Student's

Control – written verification from the parent/guardian

Student or parent/guardian will discuss the case with the VP

The VP, in discussion with the Principal, may arrange for exams to be written another time.

Typically evaluations missed Semester 1 (written by June); typically evaluations missed Semester 2 (written by August).

Policy on Evaluation of Student Learning During a SuspensionEvaluation of student learning does not stop when a student is on suspension. This policy outlines a student’s responsibilities and what can be expected from the school.

All students under suspension: Are expected to take course materials home with them when they leave the school; Are responsible for homework and assignments due during the suspension; Must speak with teachers on the first day back from suspension to learn about assignments

handed out and tests given during the suspension; Should expect to write tests given during the suspension on a date scheduled by the

teacher; Must complete work within the negotiated time frame or receive a mark of “0”. Submission of school work during suspension: Work may be brought into the school by a sibling, parent, or friend; and given to the

appropriate teacher Work submitted on time will be evaluated without penalty;

Work submitted late will be assessed according to Mayfield’s Assessment and Evaluation Policy and the Peel District School Board’s Guideline on Completion of Tasks and Assignments.

For students suspended one or more days, the Vice-Principal will ask the Guidance Secretary to request homework and assignments from all subject teachers. The student will be responsible for contacting the school to arrange for pick-up of work by a sibling, parent or friend. The student will be responsible for submitting this work upon the first day’s return to classes.

SKATEBOARDS, BICYCLES, CARS AND STUDENT TRANSPORTATION: The school is not responsible for theft or vandalism of bicycles, cars or other forms of student transportation. Scooters, skateboards and roller blades must not be used on school property.

With regard to students driving to school: Vehicles must display a valid, dated parking permit that is readily visible from the outside of

the vehicle. This permit must be obtained in the Main Office. Students may ONLY park in those areas designated for student parking : the two

southernmost rows of the lot at the Mayfield Recreation Complex and the 2 rows closest to the playing field in the east parking lot. All others areas are OFF LIMITS.

Students may not sit in, nor congregate near vehicles in the parking lot between 7:30 am and 4:00 pm during the school day.

Adhere to the maximum speed limit of 10 km/hr while on school property. No vehicle will be allowed to leave the east parking lot in the afternoon once the school

buses have arrived. Vehicles will receive the all clear once ALL buses have left. Vehicles may not be parked overnight.

Any vehicle not parked in accordance with the above provisions may, without warning, may be towed and/or ticketed at your expense and liability.

BUSES: Late Buses Late bus routes are posted on the Student Office bulletin board. Students who wish to purchase a late bus ID may do so during registration or during the

first week through Mrs. Dove in the Main Office Students must have a late bus ID in order to use this service.

SCHOOL CLOSING/BUS CANCELLATIONS: Notification of bus cancellations/school closings due to inclement weather can be heard on

major radio and television stations starting at 6:30 am, the Peel District School Board's web site, and Mayfield's Web Site

If the radio or television announcement indicates that Peel District School Board buses are cancelled in the Town of Caledon, the school will remain open and teachers will be available in classes, but there will be no bus service.

If the radio announcement indicates that Caledon schools are closed, there will be no bus service and the school will not be open for students.

VISITORS: Visitors are not allowed at Mayfield, unless approved by the administration. All visitors must report immediately to the Main Office . Failure to do so may result in a

"Trespass to Property" charge.

The Education Act RSO Section 265(m) states that: "it is the duty of a principal, subject to an appeal to the Board, to refuse to admit to the school or classroom a person whose presence in the school or classroom would, in the principal's judgment, be detrimental to the physical or mental well-being of the students."

LOCKERS: Students may go to their lockers before and after school. During the regular school day

students may go to their lockers between classes. Lockers will be assigned at pre-registration. Use only this locker. Do not reveal your lock

combination to anyone. Students are not permitted to change their locker without office approval.

You are responsible for the condition of your locker at the end of the year. Do not write on locker walls/doors.

Only Dudley locks may be used. ($6 deposit, later refundable in June 2013 with the return of the lock.)

Report lock or locker problems to the Main Office. Lockers are the property of the Peel District School Board. School administrators have the

right to access your locker any time without notice. Students are to provide the school with their locker combination; the school reserves the

right to remove the lock by force, if necessary, in order to gain access.

LUNCH OR SPARES: In promoting a safe and healthy environment, including Sabrina's Law, students MUST eat

their lunches in the designated areas of the school and grounds only. (cafeteria, senior study or out-of-doors).

The school is designated as “No peanuts” so students are reminded not to bring peanuts or products with peanut oil in their snacks and lunches. This includes the purchase and eating of commercial products (eg. Reese's) on school buses, field trips and in the school.

Food is not allowed in any classrooms at any time during school hours. As a demonstration of respect and responsible behaviour, students are expected to leave

eating areas in good condition, litter free. Hallways/stairwells are designed to allow for travel throughout the school – students are not

to eat, loiter or sit in any hallways/stairwells. Hallways/stairwells adjacent to classrooms are out of bounds while classes are in session. Students are asked not to engage in disruptive activities such as playing with hacky sacks, playing musical instruments, playing music on electronic music devices, or unsupervised rehearsing.

Students wishing to work independently may do so in the library. There is a quiet study area for senior students adjacent to the cafeteria.

SMOKING: Consistent with the Smoke Free Ontario Act., the Peel District School Board has a policy that prohibits smoking in school buildings, board offices, board vehicles, school property and premises, including walkways and parking lots. The penalties for smoking on school property include suspension and a significant fine of over $325.00 from the Bylaw Officer for the Peel Tobacco Enforcement Program.

DRESS CODE: It is your right to express your individual taste and style through your clothing. It is your responsibility to dress in a manner that is appropriate for a student in high school. Your clothing must not be offensive to others. Clothing that is too revealing for the school environment, or that has objectionable comments or symbols is not acceptable. Beachwear is not acceptable.

No exposed underwear or body from the shoulder blade to thigh including midriff is the expectation. Students not respecting the agreed upon dress code will be asked to find appropriate clothing immediately or a parent/guardian will be contacted to provide more acceptable clothing.

In promoting respect and preparation for the workplace, hats and headgear are NOT permitted in classrooms, the auditorium, main offices or the library at any time.

Wear only one piece of appropriate headwear at a time. Dress representing gangs (Bandanas or other gang paraphernalia) is not acceptable. Escalating consequences involve warning, confiscation of the headgear, detentions or

suspension.

Appropriate dress allows students to participate in a safe and healthy environment. At all times, students must wear footwear to protect them from cold floors or injury. Exceptions may be made at the discretion of the teacher.

SECURITY CAMERAS All students have a right to learn in a safe environment. Mayfield Secondary School and its property is under 24 hour video surveillance. Footage of inappropriate or illegal activities will be provided, upon request, to the police/authorities.

LOCKDOWN PROCEDURE: A minimum of two Lockdown drills must occur each school year.Lockdown procedures are defined by the Peel Regional Police as the restriction of movement during the time of a potentially serious violent incident. Upon hearing the message on the P.A. “Initiate Lockdown Procedure” students and staff

inside the school are to go to the closest classroom and lock the doors and windows and then remain on the floor away from doors and windows until further directions are given.

Upon hearing the same P.A. signals, students and staff outside the building are to move as far away from the building as possible, remain outside until further directions are given and exercise critical judgment to maximize safety. Administration may direct staff and students to move to the school evacuation site unless otherwise directed.

Once a Lockdown has been initiated by the Principal or by the Police, and although the Police will work in co-operation with the Principal, the Police will take control of the situation and the Principal and all staff will take direction from them.

The message Lockdown should only be used when there is a major incident or threat of school violence within the school or in relation to the school.

The message Hold & Secure should be used when it is desirable to secure the school due to an ongoing situation outside and not related to the school. In this situation, the school continues to function in a near-normal state, with the exception that all exterior doors and windows are locked and no one enters or exits the building without approval from police or the board.

The message Shelter in Place should be used for an environmental or weather-related situation where it is necessary to keep everyone within the school to protect them from an external situation.

FIRE ALARM: A minimum of thee practice drills per semester are required by law. Whenever the fire alarm sounds you must leave the building immediately, in a safe, calm

manner. If you are in class, leave the building as directed by your teacher via the designated exit and

remain with your class. If you are on a spare or lunch period, leave the building immediately by the nearest exit. Move well away from the building as directed by school staff. Do not sit in or move your vehicle during a fire alarm. Do not re-enter the building until directed to do so by school staff.

STOLEN AND LOST PROPERTY: Students are responsible for all personal property brought to the school building or grounds. The school assumes no responsibility for lost or stolen items. Students are asked not to leave their valuables unattended. The Peel District School Board does not carry insurance covering loss of personal items from lockers or elsewhere on school property. No department or member of the Peel District School Board assumes any liability for damaged, lost or stolen items.

Lost and found/Valuables Books and clothing may be brought to and picked up in the Lost and Found area adjacent to

the Regional Arts Program Office. Valuable items should be brought to and picked up at the Student Office. Protect yourself against loss/theft of personal property.

Do not bring more money to school than is absolutely necessary. Do not leave valuables in the change room or another person’s locker. Make sure that your name is on books, equipment and personal property. Do not share your locker combination with other students.

COMMUNICATION WITH ADULT STUDENTS (AGE 18 AND OLDER): Please be advised that Peel District School Board staff, including teachers and administrators, will communicate with the parent(s)/guardian(s) of an adult student (age 18 or older) regarding educational matters unless and until that adult student provides direction in writing that all further communication by school staff regarding educational matters must be with that student only. If you have any questions regarding this practice or if you wish to provide written direction to the school, please speak to your Vice Principal or Principal.

TEXTBOOKS/SCHOOL SUPPLIES: All assigned materials must be turned in no later than the date of their exam. Students must pay for or replace any lost or damaged materials.

COMMUNITY INVOLVEMENT ACTIVITIES: Students must complete 40 hours of community involvement to graduate.As part of the requirements for an Ontario Secondary School Diploma (OSSD), you must complete a minimum of 40 hours of community involvement activities. The purpose of the community involvement requirement is to help you to develop an awareness and understanding of civic responsibility and of the role you can play in supporting and strengthening your community.

Get started as early as possible. Ideally, you will want to complete your 40 hours of community service by the end of Grade 10.

It is your responsibility, with your parents' assistance, to find volunteer placements. The school will not be directly involved in finding your volunteer placements or monitoring the completion of your volunteer work.

Choose an Eligible ActivityThe Ministry of Education has developed guidelines for choosing acceptable activities. Activities must: support not-for profit agencies, institutions, or foundations; support a structured tutoring, mentoring, visiting, or coaching program whose purpose is to

assist others; support work of a global nature; promote environmental awareness; promote and contribute to health and well-being; be affiliated with a club, religious organization, arts or cultural Association, or political

organization that seeks to make a positive contribution to the community.

Examples of eligible and ineligible activities are available on the flyer “Your Time Counts”. This flyer is available in the Guidance Office.

Keep on Track Pick up a volunteer form in the Guidance Office, or download a copy at www.peelsb.com. Complete the form by outlining the volunteer work you do. When the 40 hours of volunteer service are completed, bring the signed form to the

Guidance Office for entry into school records.

More Information is available from: The Guidance Office The Peel Board web site at www.peel.edu.on.ca in the “Student Stuff” section The Volunteer Centre of Peel at (905) 306-0668

COURSE CHANGES: Course changes will only be considered according to the following policy: In the spring, verify the choices you made in the winter and make any legitimate

adjustments. Only in certain circumstances may changes be made in September. These include: a lack of prerequisite courses; credits obtained outside of the regular program (i.e. Summer School); balancing academic workload (when necessary and if possible); computer error, change in pathways; level of difficulty change, with teacher advice and parent/guardian permission; balancing of class sizes.

Fill out a request form during the first week of school. If there are sound educational reasons (Grade 9 & 10 level change only, Grade 11 & 12 pathway changes) and if space permits, these changes will be processed. Because of the semestered system, no request will be accepted after the first week.

Follow your original timetables until changes are approved and processed. Changes for second semester will be made if there is a sound educational reason and

space permits. Requests to repeat a course in second semester will be considered only if all five of the

following conditions are met: You are in a graduating year.

The course requested is needed for diploma purposes or post-secondary admission. There is room in the course. You have attended regularly and shown a serious commitment to the course throughout

semester 1 (i.e., the course was completed and the final exam was written). This is the first request to repeat a course. You may not repeat a course more than

once.

Remember that subjects can be upgraded at night school, summer school, and through option selections for the coming year.

CREDIT RECOVERY PROGRAM This program gives you the opportunity to earn a missed credit in grades 9 and 10 in certain core subjects. You would be recommended to the program through a referral process during Promotion meetings in February and June. Contact your counsellor for more details.

FULL DISCLOSURE - GRADES 11 AND 12: If you withdraw from a Grade 11 or 12 course within five instructional days following the issue of the first provincial report card of the semester, the withdrawal is not recorded on your student transcript. Withdrawal from a course will be at the discretion of the Principal.

If you withdraw from a course after five instructional days following the issue of the first provincial report card, the withdrawal is recorded on your transcript with a “W” in the “Credit” column. Your percentage grade at the time of the withdrawal is recorded in the “Percentage Grade” column and no credit is granted.

THE FUTURE WE WANT: EQUITY, DIVERSITY, INCLUSIVITY: Mayfield is working toward “The Future We Want”, a welcoming future that is symbolized by fairness, respect, and inclusiveness. Our future starts now and it starts with you. Help to keep your school safe and welcoming by being respectful of others who may be different from you because of ability, age, class, faith, gender, race, or sexual orientation.

MEDIA RELEASE FORM: Each school year, we seek parental permission for a number of school-based activities. By signing the consent form parents/guardians are giving permission to: Post your teen’s artwork in the school's front foyer and/or hallways. Please note that your

teen’s name may appear next to the art. Include your teen’s name on awards/trophies that will be kept in the school's front foyer

and/or hallways. Mention your teen’s achievements in our school newsletter and website. Your teen’s first

name and grade level may be referred to. Use photos of your teen in our school’s newsletter, yearbook and website. Provide your contact information to the school council so that they can communicate with

you. Have your teen videotaped or photographed by a teacher, volunteer or student teacher as

part of the learning program. These photos and videotapes may be used within the school or board.

Have your teen videotaped, photographed and/or interviewed for media stories throughout the school year. This does not include photographs taken for political purposes. The images and/or audio may be used in local, national or international news stories about

school programs, initiatives, awards and/or events. Your teen’s full name and photograph may accompany the story.

This consent will be effective during the current school year. Consent may be revoked at any time by contacting the school office.

COMPUTER ACCESS: You will receive your personal login/password code in September, once a signed permission form is completed. Your personal login/password is your key to access computers. Do not share your password. It gives you: access to any networked computer throughout the school; access to a range of applications & sources of information; personal network space to save your work; a printing account - 50 free pages each semester;

- purchase an additional 50 pages ($5.00) in Library;- special printing available for a fee, e.g., photo paper, colour.

USE OF TECHNOLOGYStudents will demonstrate appropriate online conduct and manners and refrain from improper/unethical use of technology, including computer hacking and cyber-bullying. The internet must not be used for any purpose that is contrary to the intent of the Mayfield Secondary School Code of Conduct. This applies to school, work and home internet use.

Cell phones may not be used for inappropriate communication. Taking photographs at school requires the permission of a school official. Members of the school community, including students, are expected to use technology in respectful and for productive means.

Posting school-related photographs or images on the internet (including social network sites) without permission of a school official violates the Mayfield Secondary School's Code of Conduct

INTERNET USE: Appropriate use of the Internet should be used to support, extend, and enhance your learning. Network access is provided for you to conduct research and facilitate communication with others. Internet use for any purpose which is contrary to Mayfield’s Code of Conduct is strictly prohibited. This includes all forms of violence, threats and harassment directed at the staff, students or school. This rule applies to school, work and home Internet use. It is a privilege, not a right. Like all privileges, it entails responsibility. A parental permission form must be completed prior to accessing Mayfield’s network. The following general guidelines for network use apply: school rules of conduct and communication apply to students using electronic resources; the responsible and ethical use of intellectual property (resources, entities, data) of others

must be practiced; rules for personal on-line safety must be stringently followed; use staff approved software only; use authorized areas only.

The following behaviours are not permitted: sending identifying information about the sender or any other Mayfield student (including

addresses, pictures or personal information); sending or displaying offensive messages or pictures; using obscene or disrespectful language in public or private messages; harassing, insulting, or attacking others;

damaging computers, computer systems, computer networks, peripherals, or software; violating copyright laws; plagiarism; using another’s password; trespassing in another’s folders, work, or files; intentionally wasting resources; employing the network for commercial purposes; using the network to access or distribute illegal or illicit material; downloading and/or playing games.

Network administrators will routinely view your files and communication in order to maintain system integrity and to ensure that you are using the system responsibly.

Personal electronic devices (PEDs)Students are responsible for the care, maintenance and security of their personal devices. The Peel board is not responsible for the replacement of lost, stolen or damaged items.

ACCIDENTS/ILLNESS AT SCHOOL: All accidents, however minor, must be reported to the Main Office and an administrator. If you become ill or injured during a class, report it to your subject teacher immediately. You

will be escorted to the Office to arrange for your parent/guardian to be contacted and for appropriate follow-up steps.

If you become ill outside class, report to the Office immediately. Do not leave the school without notifying the Main Office secretary and the administration.

ASSEMBLIES: You are expected to attend and sit in areas designated by your teacher for your class. Courtesy, attention and respect are expected throughout the assembly. No electronic devices, hats or other head gear are allowed in the auditorium.

ATTENDANCE: AbsencesAll absences require a phone call the day of the absence, stating your name, student number, reason for the absence by a parent/guardian. As well, when returning back to school, a note (containing student number, name and date of absence) from your parent/guardian is required by the Attendance Secretary in the Student Office - this is the only way we can update your daily attendance records. If you fraudulently report an absence (one without parental/guardian approval), you will be required to meet the Administration.

Late/Signing InPeriod 1Late-for school arrivals are expected to provide a note from a parent/guardian with an acceptable reason. If you arrive before 8:30 am, proceed directly to Period 1 class, and give the note to your Period 1 teacher. If you arrive after 8:30 am, you are to immediately check in with the Attendance Secretary in the Student Office to submit your note and to obtain an admit slip. It is an expectation that late students attend classes as soon as possible upon arrival.Note: All students, even those with a Period 1 spare, are expected to be inside the

school during morning announcements. If you have a Period 1 class, you are to stand quietly for O Canada, and then quickly and quietly make your way to class.

Periods 2-5If you are returning to school after a legitimate absence, sign in with the Attendance Secretary in the Student Office and obtain an admit slip. If you are late for class, go directly to class, enter without disruption, and follow up with the teacher for any work missed. Students with excessive lates to class will be required to meet with their teacher/administration.

Leaving School Early/Signing OutLeaving school before classes end requires an authorized excuse slip. Bring a note of permission from your parent/guardian to the Attendance Secretary in the Student Office before first period so that an authorized excuse slip can be issued.

Absence For planned absences of four or more days, you must obtain a “Notification of Absence from

School” form from your Alpha Vice-Principal at least two weeks prior to the intended absence.

You are responsible for notifying your teachers well in advance. You are responsible for all work missed. Let your parents/guardians know that in the interest of your achievement, they are expected

to avoid vacations during the school year, especially during exams. You may be provided with an opportunity to make up missed evaluations.

CHANGE OF PERSONAL INFORMATION: Any change of address or telephone number must be reported within 3 days to the Main Office. Any change of information must be authorized by a parent/guardian.

POSTERS/ADVERTISEMENTS: All posters/advertisements must be approved/initialed by a Vice-Principal prior to posting. Only masking tape may be used to affix posters/advertisements to non painted surfaces. No posters/advertisements are to be placed on lockers, windows, doors or above lockers. Event organizers are responsible for having all posters/advertisements removed the day after

the event. If you post materials, you are responsible for their removal.

STUDENT FEES: The Student Activity Fee for the 2014-2015 school year will be $50. The Student Activity fee is managed by our Student and Athletic Councils to provide/support opportunities including school dances, café or lunch hour activities, the Grad Legacy, the Terry Fox Run, the Inside Ride for Children’s Cancer, the O.P.P. basketball fundraiser for Charity and “seed money” for clubs and associations. All funds are held in our school account and distributed by these associations under staff sponsor supervision. Mayfield’s outstanding Yearbook is an optional $50.You must pay for your yearbook at the beginning of September as there will not be any copies available for purchase later in the year. Yearbook fees can also be paid as part of registration by cheque made out to Mayfield Secondary School. Please print your name and student number on the bottom left corner of the cheque. It is important that you keep your receipt in a safe place for the year.

Individual Course Program Enhancement costs may be required. When selecting courses, you should first consult your copy of the Common Course Calendar and then check with the Heads of subject departments. Any enhancement costs will be outlined in the course syllabus provided to students on opening day.

The Regional Arts Annual Fees are used to cover program enhancements in each of the four Regional Arts departments. When fees are requested, cheques should be made payable to Mayfield Secondary School.

Team sports costs will be collected from students for every school team they play on.

Late bus charges for 2014-2015 are $250.00 per semester and $500.00 for the full year.

STUDENT IDENTIFICATION CARDS: All Mayfield students must have their pictures taken each school year. Student photo I.D. cards will be issued to all students. You should carry your I.D. card at all times. To participate in school clubs, activities, and teams and to sign out books from the library, a student I.D. card is required. Lost I.D. cards will be replaced at a cost of $1. (See the Main Office.)