Student Handbook - Peel District School Board...2019-2020 STUDENT HANDBOOK 2019-2020 2 3 People to...
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Student Handbook 2019-2020 365 FATHER TOBIN ROAD BRAMPTON, ONTARIO PHONE (905) 793-5451 FAX (905) 793-9633 @LASSinspires
Transcript of Student Handbook - Peel District School Board...2019-2020 STUDENT HANDBOOK 2019-2020 2 3 People to...
Student Handbook2019-2020
365 FATHER TOBIN ROAD BRAMPTON, ONTARIO PHONE (905) 793-5451 FAX (905) 793-9633
@LASSinspires
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People to help you at LOUISE ARBOUR SECONDARY SCHOOL
ADMINISTRATION: Ms. Sharron Kuhl, Principal Mr. Dion Neil, Vice Principal Mr. Mohammed Dendar, Vice Principal
OFFICE MANAGER: Ms. L. Clemenzi TEACHER LIBRARIAN: Ms. J. St. Aubyn
COUNSELLORS: Ms. T. Bennett (Department Head) Ms. V. Keldo-McDonald Ms. N. Woodwall-Ladwa
SPECIAL EDUCATION: Mr. T. Wright (Department Head)
OFFICE ASSISTANT - COUNSELLING: Ms. J. Papandrea
BUILDING LEAD HAND: Mr. N. Hancock
WEB SITE ADDRESS: www.louisearbourss.ca
TWITTER HANDLE: @LASSinspires
SUPERINTENDENT: Ms. P. Noble, North Field Office
CONTACT PROGRAM: Mr. L. Battista Ms. M. Manson
TABLE OF CONTENTS
People to help you 3
Athletics @ LASS 4
The Louise Arbour Legacy of Achievement 6
Dates to Remember 9
Schedules 10
Maps of School 12
Code of Conduct 18
Bullying Prevention and Intervention 22
Code of Student Expectations and Behaviour 28
Services at Louise Arbour Secondary School
Guidance/Student Services 34
The Library Resource Centre 35
Environment 26
Lost and Found 25
Assessment and Evaluation 37
School Year Calendars 53
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ATHLETICS @ LASSLouise Arbour has built a very strong and successful Athletics program!Accomplishments: • Our junior boys basketball team were the ROPSSAA champions for Tier 2 in the 2013-2014 school year • Our swim team had three ROPSSAA medalists and an OFSAA bronze medalist as well. • Our cricket team has come second at the ROPSSAA championships • Our Wrestling program is one of the best in Peel.
We have had a number of ROPSSAA and OFSAA champions par-ticipate in our program. We also offer a wide variety of sports for students to participate in during each season.
Team Crew and EACOur school’s commitment to extra-curricular activities intends to help you develop as a healthy, well rounded individual with the leadership and social skills needed for ongoing success. In addition to the sports teams that students can participate on, we have many other opportunities for students to get involved in Athletics at Lou-ise Arbour. The Louise Arbour Team Crew is an organization that student can join to get their 40 hours of volunteer service as they help to do the scorekeeping, set up, take down and organization for games. Team Crew members can also be team managers and as-sistants for our various teams. In addition the Team Crew, students can also apply to be a part of the Eagles Athletic Council (EAC). The EAC is responsible for all activities around the school involving athletics, as well as the organization of our Athletic Banquet. Ap-plications for the EAC are taken in May and the Council is selected by June of the previous school year.
Fall SeasonGirls’ BasketballBoys’ VolleyballGirls’ Flag FootballCross Country
Winter SeasonBoys’ BasketballGirls’ VolleyballWrestlingSwimmingTable Tennis
Spring SeasonBadmintonSoccerCricketUltimate FrisbeeTrack & FieldBall HockeyRugby
Weight Room Club/Intramural ProgramFinally, for those students who just want to get fit and have fun, they can sign up to participate in the intramural program or join the Weight Room club. The intramural program provides students an opportunity to play a variety of sports during the lunch hour with their friends. Games are played in a friendly, less competitive environment than our team sports. Anyone can join and all are invited to come out and participate. The Weight Room club allows students who like to work out to do so in our high level fitness facil-ity. Students can work out in the mornings, lunch time and after school under the supervision of a teacher for a cost that is far less than joining a gym in the community.
If you wish to find out more about what Louise Arbour has to offer in Athletics, please come down to the HPE office at any time or fol-low us on twitter @LASSeagles!
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mental citizenship through contributions to environmental initiatives at LASS and in the larger community.
Eureka Award Awarded to a student who is well-rounded in various disciplines in sci-ence who as also demonstrated leadership through the application of their scientific knowledge and skills beyond the classroom, such as in Science or STEM Olympics, competitions, and fairs.
Atlas AwardAwarded to a student who has demonstrated outstanding achievement in the disciplines within Global Studies and who strives to continuously demonstrate positive citizenship through her/his contributions to im-proving the school community.
Govenor General’s AwardAwarded to the graduating student who has achieved the highest average in all of his/her grade 11 and grade 12 courses.
Infinity AwardAwarded to a student who is well-rounded in numeracy and math-ematics. The recipient will have been successful in math courses, taken leadership roles in tutoring their peers, and demonstrated mathematical literacy by applying their knowledge to different contexts and subject areas.
LA Quill and Ink Award Awarded to a student for excellence in communication and creative expression through writing and/or visual media. The recipient of this award demonstrates an ability to inspire, provoke, and question through a variety of creative work shared with LASS and the larger community.
Language AwardAwarded to a student who has demonstrated dedication to mastery in learning a new language and who supports others to succeed as well.
THE LOUISE ARBOUR LEGACY OF ACHIEVEMENTAwards recognizing student/staff accomplishments will be presented throughout the year, e.g., Student of the Month Awards, Honour Roll Awards, Student Leadership & Achievement Awards, Education Week Awards of Distinction, Commencement.
Louise Arbour Award - UjamaaAwarded annually to our students who best embody the concept of Ujamaa by working together to make a better village. This student promotes inclusivity and demonstrates a commitment to active social justice throughout the LASS community.
21st Century Award Awarded to a student for innovative development, adaptation or use of technology. The recipient of this award contributes to the school culture by utilizing technology creatively and responsibly to enrich the learning experience for all students at LASS.
Business Leadership AwardAwarded to a student for excellence in business or co-op who applies the skills learned in classroom beyond the school community.
Culture of Peace Prize Awarded to a student for exemplary dedication to cultivating a peace-ful environment and conciliatory attitude regarding conflict resolution, teamwork, and community building at LASS. The recipient of this award is a person who, by their actions, consistently shows their com-mitment to ensuring camaraderie and shared responsibility within the school.
Eagle Award Awarded to a student for outstanding contribution to athletics at LASS and in the larger community. The recipient of this award demonstrates all around dedication to athletics through participation in LASS teams and intramurals, coaching, refereeing and athletic leadership.
Earth Keeper Award Awarded to a student for outstanding dedication to environmental stew-ardship. The recipient of this award demonstrates exemplary environ-
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Maddie Award (Music, Arts, Dance, Drama Innovation in Entertaiment Award)Awarded to a student who has demonstrated outstanding leadership, ex-ceptional talent and versitility, a high degree of grit and dedication, and a high standard of academic achievement in 2 or more of the perform-ing arts (dance, music, drama) Principal Award for Leadership Awarded to a student for demonstrating outstanding leadership in one or more school leadership clubs/positions.
Renaissance AwardAwarded to a student for academic excellence across various disciplines in their grade 12 studies. The recipient will have achieved the highest average in subjects across four different disciplines.
Service Leadership Award Awarded to a student for the highest number of volunteer hours served.
Social Justice Leadership Scholarship Awarded to a graduating student planning to pursue post-secondary education who has demonstrated social justice leadership through a social action approach sustained over 4 years of secondary school.
VP Pathway to Excellence Award Awarded to a student for renewing her/his commitment to learning and choosing a pathway that saw him/her soaring to success and excellence.
LOUISE ARBOUR SECONDARY SCHOOLDATES TO REMEMBER2019-2020Sept. 3Sept. 4-5Sept. 16Sept. 25Sept. 30Oct. 10Oct. 11Oct. 14Oct. 15Oct. 25Nov. 5Nov. 5Nov. 6Nov. 11-29Nov. 12Nov. 15Nov. 19Nov. 20Dec. 23-Jan. 4Jan. 6Jan. 15-16Jan. 23-29Jan. 30Jan. 31Jan. 31Feb. 7Feb. 11Feb. 17Mar. 11Mar. 16-20Mar. 31Apr. 10Apr. 13Apr. 14Apr. 21Apr. 24Apr. 28
Pre-RegistrationPhoto DaysEarly Release DayGrade 9 Parent Information NightHonour Roll AssemblyEarly Progress Report Card DistributionP.L Day (no school)Thanksgiving (no school)Photo re-takeEarly Release DayTerm 2 BeginsPathway NightTake Our Kids to Work Day (Grade 9)Grad PhotosMid-Semester Report Card DistributionP.A. Day (no school)Parent/Guardian Interview NightFull Disclosure Grade 11/12 CoursesWinter Break (no school)Classes ResumeEQAO Math Assessment (Grade 9)Semester 1 Final EvaluationsTurn-Around Day (no school)Semester 2 BeginsEarly ReleaseP.A. Day (no school)Semester 1 Final Report Card DistributionFamily Day (no school)Early Progress Report Card DistributionSpring Break (no school)(OSSLT) Ontario Literacy Test (Grade 10)Good Friday (no school)Easter Monday (no school)Term 2 BeginsMid-Semester Report Card DistributionEarly ReleaseFull Disclosure Grade 11/12 Courses
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Homeroom8:38 - 8:438:43 - 9:5810:01 - 11:16
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Regular Schedule
Homeroom8:38 - 8:438:43 - 9:209:23 - 10:00
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Period 1
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Early Release Day Schedule
Apr. 30May 18June 9-10June 17-24June 23June 24-26June 25June 26
Parent/Guardian Interview NightVictoria Day (no school)EQAO Math Assessment (Grade 9)Semester 2 Final EvaluationsPromP.A. DaySemester 2 Final Report Card DistributionCommencement
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CODE OF CONDUCT
YOUR RIGHTSAt Louise Arbour Secondary School a student’s rights include:
• the right to learn and work in a positive atmosphere • the right to attend school without the threat of physical or verbal abuse, and • the right to grow socially, emotionally and intellectually as an individual within the framework of a code of behaviour.
YOUR RESPONSIBILITIESAt Louise Arbour Secondary School a student’s responsibilities include:
• respect teachers and others in authority • be diligent in your school work and honour academic honesty • respect the rights and property of self and others • refrain from threatening others either physically or verbally • dress in a manner appropriate to the school environment • arrive at school and attend classes on time.
OUR COMMITMENTLouise Arbour S.S. recognizes that students achieve their best when they feel safe, nurtured, welcomed, respected and included. We are committed to providing a healthy learning and working environment to support student success by promoting responsibility, respect, civility, academic excellence and good citizenship. For learning to be successful, schools must be free of negative factors such as bullying, discrimination, intimidation, hateful words and actions as well as physical violence in any form. In the Peel District School Board, we understand that equity and excel-lence 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 inclu-sive.”
One of the Peel Board’s projects is the implementation of six core char-acter 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.
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We want our staff and students to be:Caring – showing compassion and kindness towards othersCooperative – working collaboratively with others for a common purposeHonest – being truthful, trustworthy and sincere in your speech and actionsInclusive – treating everyone fairly and equitablyRespectful – treating others, yourself and the environment with high regard and valueResponsible – being accountable and reliable in your actions and commitments
We believe that parents, the school and community must all work to-gether to help students learn to become responsible members of society, being sensitive to the diversity, cultural 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 Louise Arbour S.S. aligns with and supports Ontario’s Equity and Inclusive Education Strategy, the Peel Board’s Hu-man Rights policy and Antiracism and Ethnocultural Equity policy.
LASS CODE OF CONDUCTThe Louise Arbour S.S. 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 devel-opmentally 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 their race, ancestry, place of origin, colour, ethnicity, creed, citizen-ship, religion, gender, gender identity, sexual orientation, age, abil-ity, 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
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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 arriv-als, 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 instru-ments, or false representation of identity• following school rules and taking responsibility for one’s 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 prop-erty, 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/guard-ians• establishing a range of clear, fair and developmentally appropriate interventions, supports, direct skill instruction and consequences for unacceptable behaviour including but not limited to homopho-bia, gender-based violence, sexual harassment and inappropriate sexual behaviour• responding to and reporting behaviours which may have a nega-tive impact on school climate
PROGRESSIVE DISCIPLINELouise Arbour S.S. 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. Progressive discipline practices may also include a range of interventions, supports and conse-quences when inappropriate behaviours have occurred, with a focus on improving behaviour, such as one or more of the following: • oral reminders; • review of expectations; • withdrawal of privileges; • detentions; • contact with the student, the student’s parent(s)/guardian(s) and the principal; • restorative practices; • withdrawal from class; • volunteer services to the school community • restitution of damages; • referral to a community agency for counselling; • the use of suspension and expulsion as outlined in Part XIII of the Education Act, where a student has committed one or more of the infractions outlined “pp17-18” on school property, school buses, during a school-related activity or event, and/or in circumstances where the infraction will have a negative impact on the school climate.
We recognize that each student is a unique individual and that every situation that requires disciplinary action has its own set of extenuat-ing 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 develop-mentally 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 demon-strated abilities.
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BULLYING PREVENTION AND INTERVENTIONWe are teaching students to identify bullying behaviour and giving them strategies to deal with, and stop it from happening.
Bullying is typically a form of repeated, persistent and aggressive behav-iour 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, they are expected to report it to a teacher, teaching assistant or school admin-istrator immediately. Bullying behaviour will be dealt with using a progressive discipline approach.
The appropriate way to resolve a conflict at school is to seek assistance from an adult and arrange for mediation. Intimidating behaviours such as social media threats, approaching a peer with your friends, or arrang-ing a meeting outside/at the park/in the community are unacceptable and will have disciplinary consequences.
STAND UP, REACH OUT, AND TELL SOMEONE!
THE BEHAVIOURS FOR WHICH A PRINCIPAL MAY CONSIDER SUSPENDING A STUDENT INCLUDE:
• swearing (written or verbal) at a teacher or at another person in a position of authority • 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 or restricted drugs• committing any act, considered by the principal to:
• have a negative impact on the moral tone of the school• have a negative impact on the physical or mental well-being of one or more school community members• be contrary to the school or Peel Board Code of Conduct • any activity that is motivated by bias, prejudice or hate based on race, place of origin, ethnicity, language, ancestry, colour, faith, religion, gender, gender identity, gender expression, sexual orientation, size, strength, age, peer group power, socioeconomic status, family circumstances, ability,
intelligence, receipt of special education or any other similar factor.
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:
• is significantly detrimental to the school climate and/or to the physical or mental well-being of others• causes extensive damage to school property• causes his/her continued presence at the school to pose an unacceptable risk to other members of the school community• is a pattern of behaviour so inappropriate that the student’s continued presence is detrimental to the effective learning or working environment of others• demonstrates a persistent resistance to changes in behaviour that would enable him/her to be successful• is a serious violation of the school or Peel Board Code of Conduct
• any activity that is motivated by bias, prejudice or hate based on race, place of origin, ethnicity, language, ancestry, colour, faith, religion, gender, gender identity, gender expression, sexual orientation, size, strength, age, peer group power, socioeconomic status, family circumstances, ability, intelligence, receipt of special education or any other similar factor.
Students who are suspended or expelled will be given an opportunity to continue their education through educational programs offered by the school board, at another location.
SUSPENSION AND EXPULSIONLouise Arbour S.S. 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 recom-mendation for an expulsion, a principal must consider mitigating and other factors.
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RESPECT FOR THE LAW AND SAFETY
FREE TIME AT SCHOOLDuring free time at school, students are expected to use appropriate language, and behave in ways that allow everyone else around them to feel comfortable. Students should not be gathering in large groups in the hallways or blocking doorways and stairwells. If an adult asks you to move you are expected to do so.
It is also very important that students throw away all of their garbage and do not leave it in the hallways, cafeteria, or stairwells. Students who are found to leave garbage in the stairwells will be required to eat lunch in the cafeteria only as this is a significant safety hazard.
At the end of the school day, students are expected to leave the school building promptly unless they are involved in a supervised after school activity.
VISITORS AND TRESPASSERSSchool is a place of work, therefore it is expected that social visits with those who do not attend Louise Arbour Secondary School will occur off school property and outside of school time. Only Authorized visitors are permitted. Other visitors will be asked to leave the school. They may be served with a trespass letter or charged by the police under the Trespass to Property Act. Louise Arbour Secondary School students who encourage or assist visitors could face suspension.
VISITORS IN THE SCHOOLSigns posted at each entrance/exit door direct visitors to report to the main office.
Visitors must register at the main office. All authorized visitors in the school must have an identification badge.
Any person who does not comply with a request to identify themselves must be directed to the school office.
DRUGSAlcohol 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 Louise Arbour S.S., 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.
TOBACCO The school recognizes the benefits of a smoke-free environment for all persons. By law, smoking is not permitted at Louise Arbour S.S., 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 il-legal. The Smoke-Free Ontario Act prohibits smoking on school property 24 hours a day/7 days a week. The smoking prohibition applies to students, parents, visitors and staff as well as “after hours” groups who use the property. The minimum fine is $305 for smoking on school property. Repeat offences result in a higher fine. It is illegal to sell or supply tobacco to any person under the age of 19. The minimum fine for selling, supplying or sharing cigarettes to anyone under 19 is $365.
LOST AND FOUNDThe student office maintains a lost and found. There is a lost and found box for larger items outside of the Guidance office in the main atrium. Smaller items may have been returned to the recep-tion in the main office. Please refer any problems or unclaimed articles to the Office Assistant in the main office.
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 condoned at Louise Arbour S.S., on any Peel Board property, or at any school-related event or activity at any time.
LOCKDOWNS and FIRE DRILLSStudents have a responsibility to follow the directions of staff dur-ing a Lockdown, Hold & Secure, Shelter in Place drill and for Fire Drills. Students are asked to be familiar with the safety guidelines in the absence of a directing staff member. Students possessing cell phones are expected to turn off their phones or to put them on vi-brate during an emergency measure. Any student with information or prior knowledge of an individual or a potential situation, which may result in a violent incident, must come forward with that infor-mation as soon as possible.
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DRESS CODEBill 81 requires that each school establish policies and guidelines respecting appropriate dress. It is expected that students will come to school, dressed in a neat and tidy manner at all times and wear-ing clothing that is not offensive to generally accepted sensibilities of hygiene and good taste.
Clothing with words, pictures or phrases that make reference to profan-ity, sex, drugs, weapons, gangs, alcohol/cigarette advertising, racial slurs, violent, degrading or offensive images or text that is particularly reveal-ing is not allowed.
LASS is a hat friendly school. Religious head coverings and other forms of headgear excluding bandanas, are permitted in the hallways, atrium and cafetorium provided that they do not obstruct a students view or conceal a student identity. There may be specific dress code require-ments for certain classes, based on safety requirements and/or industry standards. Students are expected to follow the direction of teacher with respect to specific classroom dress code requirements.
The request to wear a kirpan must be made directly to the school prin-cipal who will explain the limitations under which this will be allowed. Parents or guardians must accompany their teen during this explanation and discussion. For more information on our board’s policy, please see Operating Procedure SS9, Kirpans, Wearing of.
Appropriate dress allows students to participate in a safe and healthy environment. At all times, students must wear footwear to protect them from injury. Exceptions may be made at the discretion of the teacher, e.g., Dance class.
ENVIRONMENTWe are a certified ECO school and so we all need to respect our envi-ronment. That means using garbage and recycling containers. Food waste should be put in the garbage. Materials that can be recycled, like paper, should be put in the blue boxes in each classroom. There are also waste containers located outside the building. All members of the school community are expected to maintain a clean school environment and tidy up after themselves following lunch.
BICYCLES, CARS AND STUDENT TRANSPORTATIONBicycles should be locked on the stands available near the main front entrance of the school, at the east end of the building.
Students who drive cars to school may park their vehicle in the parking lot at the west end of the school. Students are required to get a parking pass from the main office.
The school is not responsible for theft or vandalism of these items.
Scooters, skateboards, hoverboards and roller blades must not be used on school property.
STUDENT PARKING PASSStudents who drive to school, must obtain a parking pass from the main office. Receiving a parking permit is a privilege and not a right. The conditions for obtaining a permit and retaining a spot on the school’s parking lot may include (and may not be restricted to) the following: Licence ownership, regular attendance to all classes, proper driving on school premises, exemplary behaviour in and around the school building. Parking permits may not be traded between students. Permits are to be returned to the school at the end of the school year or when the student is leaving the school. Parking lots will be monitored regularly. Any unauthorized vehicle will be towed away from the school at the owner’s expense.
Students may park in the west parking lot only. Students are expect-ed to operate their cars at a slow and safe speed (15 km/h). At no time are students permitted to be in their cars other than to enter or leave the parking lot. Students are not permitted to loiter in the parking lot during the school day. Students who do not follow these guidelines will be asked to meet with their parents and Vice-Principal to discuss whether they will continue to drive to school.
VANDALISMStudents are expected to respect the school property at all the times. Any act of vandalism will have a disciplinary consequences. Vandalism may also be subject to criminal charges.
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BEHAVIOUR EXPECTATIONS IN THE COMMUNITYStudents are expected to behave appropriately at all times in the com-munity. They are representatives of the Louise Arbour School Commu-nity. Any negative behaviour that affects our school community will be dealt with according to school and board policies.
BUS TRAVELStudents are expected to follow the standards of behaviour outlined in the Code of Conduct while they are on the school bus. Damage to school bus property may result in financial liability.
CODE OF STUDENT EXPECTATIONS AND BEHAVIOUR
PROMOTING STUDENT SUCCESSLouise Arbour Secondary School is designed to develop self discipline and the intellectual and social maturity of our students. We strive to attain purpose, success, selfworth and self fulfilment through the maintenance of a safe, secure and inviting environment. All are treated fairly and equally and the dignity of each individual is valued regard-less of gender, race, or creed. All students, staff and parents/guardians must accept responsibility for the attainment of this goal. Anyone, who as a result of their actions, threatens the school environment will face consequences.
ATTENDANCEGood attendance is necessary to achieve student success. You are ex-pected to attend school each day and to attend all classes on your time-table. Students in Grades 9 to 11 will not normally have unsuper¬vised study periods. Students who have a study period are expected to have their study ID card and show it to verify their study period.
• If you have been absent for the whole day and your parent/ guardian has not phoned the school, you must present a note, with reason, signed by your parent or guardian to the homeroom teacher upon your return. This note should be taken to the Attendance Office Assistant to be entered on the computer. • If you must leave school for other than your lunch period or unsupervised study, you must sign out in the main office. Again, you must have a note signed by your parent or guardian and present this to the office before 8:38 a.m. • If you know you will be absent from school for a prolonged period, please obtain and fill out a parental request form available in the office. Teachers will advise you of your responsibilities prior to, during, and following the absence. Some extended absences may
place credits in jeopardy, so students are strongly encouraged to book vacations during holiday periods.• There is an automatic telephone system that will call home each evening any time an absence is recorded.
Students who have an absence that is not approved by a parent/guardian and fail to bring a note or fail to have their parents/guardians call may be given detentions. If the problem continues, students will be referred to the administration for follow-up. Students who are absent from class or school without permission will be counselled by subject teachers and parents/guardians will be notified. Continued absences will result in a referral to the administration.
PUNCTUALITYEXPECTED BEHAVIOURStudents who arrive on time for each subject class and homeroom gen-erally achieve greater success. School arrival is at 8:38 am. Students are expected to be in class for the start of Period 1 at 8:43 am. If late to first period, students will go straight to class. Notes explaining a late arrival to school are to be brought to the Office Assistant- Attendance.
Occasional lateness, if unavoidable, can be excused. If you are late, however, you may be expected to make up time with the subject teacher or in the office as required by the Vice-Principal. Lates may result in a referral to the Vice Principal at the discretion of the teacher and may lead to further office assigned consequences.
LOCKERS AND LOCKER VISITSGrade 9 students will receive their locker assignments from their homeroom teachers. Grade 10, 11 & 12 students will have an op-portunity to select a locker via an online Locker Selection process using their PDSB Gmail account. Access to the online application will be available the last week of August. A Synrevoice and email message will be sent to the students and will provide instructions on the signup process. Locker changes are NOT permitted. All personal items must be kept in your regular locker and the combi-nation not given to any other students. It is preferable not to bring large amounts of money or expensive items to school. The Board assumes no liability for lost or stolen articles. You should not visit your locker between or during classes with the possible excep-tion of students placing valuables in their own lockers prior to a Physical Education class. Students should be aware that lockers are the property of the Peel District School Board and as such may be inspected.
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HALL PASSESStudents are expected to take the class hall pass with them if they are leaving class to go to their lockers or the washroom. Under nor-mal circumstances only one student with a hall pass is permitted to leave the class at a time.
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 effec-tively 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.
Students will see teachers incorporate digital resources into their lessons. Educational online resources will be able to be accessed wirelessly through the Board’s networks. As such, students will be encouraged to BYOD – Bring Your Own Device. When relevant to curriculum and instruction, teachers will permit the use of any personal electronic device as a classroom learning device.
Students will use technology for educational purposes only. By ac-cessing the Internet while on Peel board property or by logging in with a board login, students accept all terms and conditions of the Peel board network and Internet use, as well as Policy #78 – Digital Citizenship.
Students will demonstrate appropriate online conduct and man-ners. Students must follow Peel board security procedures and use Peel board virus scanning software. Although Peel board uses a content filter, students may encounter inappropriate material.
Students are also required to report any inappropriate use of email, data, or unauthorized technology or data to a teacher or adminis-trator immediately. Information created on Peel board networks may be accessed and is subject to review. Personally owned devices used inappropriately to access, produce or share unlawful materials will result in full investigation and necessary action will be taken.
Users will refrain from improper/unethical use of technology, including computer hacking, cyber-bullying, and sending or receiv-ing offensive pictures or materials. The Internet must not be used for any purpose that violates the school’s Code of Conduct or the Municipal Freedom of Information and Protection of Privacy Act.
CONSEQUENCESAll users are expected to comply with all federal and provincial laws and regulations—Ontario Human Rights Code, Criminal Code, Education Act and Copyright Act.
Students accept full responsibility for their use of technology. Any inappropriate use such as harassment, plagiarism, financial gain, accessing or vandalizing other users’ information, providing access to other accounts or posting private information will result in loss of technology privileges and/or other consequences consistent with the school’s Code of Conduct, progressive discipline and safe schools legislation. When appropriate, offences may be reported to the police.
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.
Students may use listening devices such as MP3 players and iPods providing they have earphones attached, within the halls, atrium and the cafetorium of the school. Cell phones are also permitted in the halls, atrium and the cafetorium. Individual teachers may set guidelines for their classrooms.
ONLINE SAFETYTo ensure students stay safe on the Internet, students must never:
• give out personal information such as their addresses, telephone number, age, school name or address• agree to meet with someone they meet online• respond in any form to messages which make them uncomfort-able or are deemed inappropriate according to the school’s Code of Conduct• share their personal student network login and password with anyone other than a parent/guardian• use other individuals’ accounts• take and/or post photos, videos or images of an individual/group unless consent from the individual(s) (over the age of 18) or paren-tal consent (for those under the age of 18) has been obtained
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ACADEMIC HONESTYLASS is committed to the development and the practice of academic honesty and integrity. Behaviour that seeks to attain academic advan-tage or help someone else obtain such advantage through cheating is unacceptable.
Cheating includes plagiarism, electronic theft and misrepresentation of original work, theft of evaluation instruments, use of unauthorized aids, and false representation of identity. A guideline for students is included in the LASS Student Handbook, just before the calendar section.
HOMEWORKCommunication 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
Teachers StudentsParents/Guardians
• Assign work that is relevant and purposeful
• Provide clear guidelines, expec-tations and evalua-tion criteria
• Ensure the students have the skills and the un-derstanding to do the work
• Set timelines that are reasonable and take into account other homework, as well as schedul-ing requirements of home life
• Teach students how to set up and maintain time lines and progress on assignments, etc.
• Communicate concerns to par-ents/guardians as required
• Assist students and their parents/guardians in know-ing their roles and responsibilities
• Establish a drop spot for school cor-respondence and expect their teen to place items, such as homework, trip notes, newsletters and so on, there
• Provide a quiet place and desig-nated time to do homework
• Show an inter-est in their teen’s academic progress by reviewing their school work
• Monitor progress on homework and assignments
• Ensure home-work is returned
• Respond to teacher commu-nications, when requested, and/or initiate communi-cation, as necessary
• Complete the as-signed work to the best of their ability
• Meet deadlines for homework completion
• Develop a home-work routine
• Take home needed materials and bring back what is required
• Ask for clarifica-tion or assistance from the teacher, as required
• Let parents/guardians know what is happening at school
• Maintain com-munication about homework and assignments with teachers and par-ents/guardians
HOMEWORK ROLES AND RESPONSIBILITIES
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GUIDANCE/STUDENT SERVICES
Parents and students can access timely information including course selection and important deadlines by visiting the school’s website and clicking on the student services link.
Counsellors are available to help students make important deci-sions about their courses and future plans, and also to help students talk through whatever concerns they may have. Guidance services are available to everyone. Counsellors are assigned to students alphabetically according to the student’s surname. Alphabetical assignments are posted on the Student Services website. The Guid-ance Office Assistant will make an appointment for students to see their counsellor if they
• have concerns about their goals• have questions about their courses• want to know how to succeed in school • have a personal concern• have future course and career pathway questions• want career information• Each student’s counsellor is identified on the student’s time-table.
DIPLOMA REQUREMENTSThe Ontario Secondary School Diploma requirements are outlined in the Peel District School Board’s Common Course Calendar, Chart Your Course, provided to each student, or online at http://www.peelschools.org (Student stuff section). Part of “Diploma Requirements” course selection and summer school selection are completed online (see instructions on the School’s website site and school newsletters).
COMMUNITY INVOLVEMENT ACTIVITIESAs stated in Ontario Secondary Schools, Grade 9 to 12: Program and Diploma Requirements 1999 (OSS), every student who begins secondary school during or after the 1999-2000 school year must complete a minimum of 40 hours of community involvement ac-tivities as part of the requirements for an Ontario Secondary School Diploma (OSSD). The purpose of the community involvement requirement is to encourage students to develop awareness and understanding of civic responsibility and of the role they can play and the contributions they can make in supporting and strengthen-ing their communities. Community involvement activities are part of the school’s program.Information can be found on volunteering through:
• The school Guidance Department• The Peel District School Board website, http://www.peel-schools.org (“Student Stuff ” section)• The Volunteer Centre of Peel, 905-306-0668, http://www.volunteerplan.com • The Curriculum and Instruction Support Services Depart-ment of the Peel District School Board, 905-890-1010 or 1-800-668-1146 extension 2348. • www.makingmyway.ca is the Peel District School Board’s web site for information relating to careers and volunteering.
COURSE SELECTION AND PROGRAM LOADStudents are encouraged to choose courses which best meet abili-ties, interests and future educational, career or personal goals. Once you have earned a minimum of 24 credits as a senior student, you will have a choice to include a study period in your pro-gram. The focus for students at Louise Arbour S.S. is on academic achievement. In order for you to benefit from a full academic program, you will be required to carry eight courses in your day-time schedule in two full semesters. Any exceptions to this must be approved by the appropriate administrator. Night School and In-ternational Language courses are not considered in the calculation of this course load, as these are optional courses offered outside the regular day school program. You and your parents should consult a guidance counsellor on the advisability of registering in these courses.
THE LIBRARY RESOURCE CENTREThe teacher-librarians and library technician encourage you to make use of the books in our collection which have been purchased with your research assignments in mind. In addition, the Library has electronic resources, such as databases and the Internet. Books may be borrowed for a two-week loan period. Please return each item on the date indicated. While you may receive a reminder note as a courtesy, the onus is on you to keep track of your loans. The system will assign a fine of 10 cents per item per day for overdue materials. At the end of the semester, after the final due date, please be advised that fines may increase to up to a $1.00 a day.
Students are not permitted to sign out books for anyone else. Please remember that you will need your student card to check out books
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and use the computers. Please remember that appropriate behaviour is expected and food and drink are to be consumed outside the library.Library hours are posted outside the front doors of the library. Al-though activity in the library need not be absolutely silent, it needs to be a quiet environment where students can focus on assign-ments, thinking and reading without interruption or distraction. The library is not available for non-academic socializing or non-productive activity. The library staff appreciates your co-operation in maintaining a positive, purposeful environment.
Students with a spare work period in their schedule may use the library for quiet individual study. They must sign in at the front desk first and will be assigned a location in the library. Students who are assigned a class during the period will only be allowed in the library with the permission of their teacher.
Look for library events throughout the school year. Keep reading!
ONTARIO FOOD AND BEVERAGE POLICY School is where students spend much of their time and they need nutritious food to grow, be active and develop into healthy adults. Selling nutritious food and beverages is one of the ways we can help make school a healthier place for students. The primary foodservice provider at our school has kid-tested recipes and formulated menu options to ensure that the Ministry’s nutrition standards are in place. Student feedback has played a huge role in constructing menus that include healthy, innovative options. Items like pizza made with turkey pepperoni, fresh vegetables and a whole grain crust, fresh deli sandwiches, salads, pasta and rice bowls with fresh vegetables topped with authentic, spicy and flavourful sauces. Students say they like diverse flavours – Asian, Italian, Greek, Tex Mex and Middle Eastern and such options will dominate the cafeteria menus. All menus and meals will come with an additional ingredient – value! Meal combos are priced to encourage students to visit the cafeteria for breakfast and lunch. Check out the cafeteria and see for yourself how we are offering healthy eating options.
To learn more about the School Food and Beverage Policy, visit www.eatrightontario.ca/en/ViewDocument.aspx?id=440.
ASSESSMENT AND EVALUATIONEXPECTED BEHAVIOURStudents must be prepared for class in order to succeed. This means bringing the notebooks, textbooks and necessary material for each class as indicated by your teachers. Assigned homework must be completed and assignment due dates must be met. Be prepared for all assessment and evaluation tasks.
STUDENT ASSESSMENT, EVALUATION, AND REPORTING IN PEEL SECONDARY SCHOOLS (based on the Ontario Ministry of Education’s Growing Success 2010 Policy and Peel District School Board Policy 14)Terms and Definitions
Assessment: The process of gathering, from a variety of sources, information that ac-curately reflects how well a student is achieving the curriculum expecta-tions 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 qual-ity. Evaluation is based on assessments of learning that provide data on student achievement at strategic times throughout the grade/sub-ject/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 as-sessment feedback from teacher (and peers and self) to determine next steps, and setting individual learning goals.
Students are learning how to learn and learning how to self-assess their way to success.
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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.
Students and teachers 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 judge-ments about the quality of student learning on the basis of estab-lished 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. 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 Reporting
Assessment, 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 through-out 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, mean-ingful, 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• Teachers design assessment and evaluation tasks to match the different purposes of assessment and evaluation (for learning- to promote learning, of learning-to measure/evaluate learning, and assessment as learning-learning how to learn and self-assess). Evi-dence of student achievement for evaluation is collected over time from three different primary sources –observations, conversations, and student products.
Assessment Tools• Teachers gather evidence of student learning through a variety of means, which may include formal and informal observations, dis-cussions, learning conversations, questioning, conferences, home-work, tasks done in groups, demonstrations, projects, portfolios, developmental continua, performances, peer and self-assessments, self-reflections, essays, and tests.
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Responsibility Organization Independent Work
Collaboration Initiative Self-Regulation
Learning Skills and Work Habits
Responsibility
Organization
Sample Behaviours
The student:• fulfils responsibilities and commit-ments within the learning environment;• completes and submits class work, homework, and assignments according to agreed-upon timelines;• takes responsibility for and manages own behaviour.
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.
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 develop-ment, career development) and to take ownership over their own learning.
Learning Skills and Work Habits - Sample Behaviours, Growing Success, (p. 11).
Independent Work
Collaboration
Initiative
Self-regulation
The student:• independently monitors, assesses, and revises plans to complete tasks and meet goals;• uses class time appropriately to com-plete tasks;• follows instructions with minimal supervision
The student:• accepts various roles and an equitable share of work in a group;• responds positively to the ideas, opin-ions, values, and traditions of others;• builds healthy peer-to-peer relation-ships through personal and media-assist-ed 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.
The student:• looks for and acts on new ideas and op-portunities for learning;• demonstrates the capacity for innova-tion 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.
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.
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Insufficient Evidence• Receiving an “I” on a report card means “Insufficient Evidence” of learning.• For Grades 9 and 10, the code “I” may be used in a mark book and/or on a student’s report card,including the final report card, to indicate that insufficient evidence is available to determine a letter grade or percentage mark.• For the report card, teachers will use their professional judgement to determine when the use of “I” is appropriate and in the best interests of the student.• The reason for giving a student an “I” should be indicated in the report card comment.• In Grades 9 and 10, a student who receives an “I” on the final report card to indicate insufficient evidence will not receive a credit for the course.
Absence of Evidence of Student Achievement• As our Character Attributes in Action demonstrate, we expect all those in our learning community, including students to act in a responsible manner. The student is responsible for providing evidence regarding what he or she has learned or accomplished in the time frame allowed by the teacher. • When students do not submit products to the teacher at all (missed assignments), there is no evidence for a teacher to assess. Similarly, when students do not submit products in a timely man-ner to the teacher (late assignments), assessing the evidence can be problematic. • Student products that are plagiarized also fail to provide any evi-dence of student achievement.
Assigning a Zero and Mark Deduction• When a student has not provided any evidence of his or her learning, a zero may be used as a placeholder during assessment for learning and assessment as learning. • A zero provides an opportunity for the teacher 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 plagiarised or cheated until the student has demon-strated his or her learning. • In an assessment of learning context (e.g., a unit test/evaluation), teachers may use their professional judgement to assign a zero or deduct marks. However, teachers must ensure that the assign-ment of a zero or mark deduction in an assessment of learning context will not result in a misrepresentation of the student’s overall achievement as signified by the report card mark.
Plagiarism and Cheating• As our Character Attributes in Action demonstrate, we expect all those in our learning community to act in an honest manner. • Plagiarism is defined in Ministry policy as the use or close imita-tion of the language and thoughts of another without attribution, in order to represent them as one’s original work. • When a student plagiarises or cheats, the student does not provide evidence of his/her achievement. • Based on the consideration of mitigating factors (age, maturity, number and frequency of incidents, individual circumstances of the student), school teams and teachers will choose from a variety of possible responses/resolutions. • Some resolutions include assigning of a zero and/or the opportu-nity to complete a similar evaluation.
Determining the Grade• Determining a student’s report card grade will involve the teacher’s professional judgement and interpretation of evidence and should reflect the student’s most consistent level of achievement, with special consideration given to more recent evidence.• Evidence of learning includes evidence gathered from observa-tions, conversations and student products collected over time.
Levels of Student Achievement The following chart is used for Grades 9-12, based on Growing Success.
Level*
Level 4 4+ 44-
95-100%87-94%80-86%
Scale Percentage Level of Achievement
Level 4 identifies achievement that surpasses the provincial standard. The student demonstrates the speci-fied 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.
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Level*
Level 3
Level 2
Level 1
Final 30% Evaluation
I
W
3+33-
2+22-
1+11-
77-79%74-76%70-73%
67-69%64-66%60-63%
57-59%54-56%50-53%
Scale Percentage Level of Achievement
Level 3 represents the provincial standard for achievement. The student demonstrates the specified knowledge and skills with consider-able effectiveness. Students achiev-ing at level 3 can be confident of being prepared for work in subse-quent grades/courses.
Level 2 represents achievement that approaches the provincial standard. The student demonstrates the specified knowledge and skills with some effec-tiveness. Students performing at this level need to work on identified learn-ing gaps to ensure future success.
Level 1 represents achievement that falls much below the provincial stan-dard. The student demonstrates the specified knowledge and skills with limited effectiveness. Students must work at significantly improving learning in specific areas, as neces-sary, if they are to be successful in the next grade/course.
In 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”.
In Grades 9-12, the code “W” indi-cates that the student has withdrawn from the course.
In Grades 9-12, failure to complete a 30% Final Evaluation does not auto-matically result in the loss of a credit. Final decisions around granting a credit are made by the principal/vice-principal in consultation with the sub-ject teacher. Proper documentation (i.e. medical note) may be requested for any missed evaluations.
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 the 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 the grade will be based on a final evaluation admin-istered at or towards the end of the course. This evaluation will be based on evidence from one or a combination of the following: an examina-tion, 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 Assess-ment and Evaluation Process – Growing Success 2010
Role
Students
Responsibility
• ...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 be-haviour 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 assignments late. p. 43.
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Role
Teachers
Principals
Responsibility
• ...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 judgements are at the heart of ef-fective assessment, evaluation, and reporting of student achievement. p. 8.• The professional judgement of the teacher, acting within the policies and guidelines estab-lished by the ministry and board, is critical in determining the strategy that will 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.
• Champion the importance of assessment for learning by ensuring a consistent and continu-ous 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 are 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 develop-ment among staff and by fostering a school-wide collaborative learning culture based on the shar-ing 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. p. 39.
HONESTY, INTEGRITY AND CHARACTER
EXPECTED BEHAVIOURStudents are graded on their own work. All assigned work is to be com-pleted according to the guidelines as established by the subject teachers.
PLAGIARISM: ACADEMIC HONESTYPlagiarism is the action of taking and using the thoughts, writings or inventions of another. It could be an idea, design, passage or work. Pla-giarism also exists if a student copies word for word. Plagiarism of ideas also exists if a student takes and uses an idea without citing the source (stating the author or source of the information, including the Internet).
Cheating in any form is unacceptable, for example, asking another student for information from a previous test, glancing at another student’s test paper, copying homework or using information from the Internet without quoting sources.Consequences for plagiarism or cheating may include: the teacher not accepting the assignment or test; completing the assignment under teacher supervision; office detentions; suspension; or loss of a credit. For proper documenting and acknowledging of sources, consult with your subject teachers.
An excerpt from Source It: A Guide to Documenting Your Research
Plagiarism is the act of presenting someone else’s words or ideas as your own by failing to give them credit. Academic dishonesty is a serious offence.
While some students do this intentionally, many others do so because they are disorganized. The best way to avoid plagiarism is to be organized and take good notes. If you copy anything, a good strategy is to highlight it so that you immediately know the information is not yours! When you take notes, put the source in-formation (author, title, page etc.) at the top of the page. Instead of
Role
Parents
Responsibility
• 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. p. 8.
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copying directly, think about what you have read and put the infor-mation in your own words in the notes. Highlight or put quotation marks around all quoted material in your notes (including statis-tics) and note the page number where the information appeared.
Another common reason for plagiarism is procrastination. Stu-dents leave work until the last moment and then, in a panic, they decide to copy. This is not a good remedy. Ask for an extension rather than risk plagiarism.
Plagiarism is:• Copying all or part of another person’s work• Using quotations without quotation marks• Paying another person to write your essay or report• Having another person write your essay or report• Failing to cite another person’s ideas• Rewording, summarizing or paraphrasing another’s ideas without giving credit• Stealing another person’s essay or report• Copying all or part of another source, such as information found in a website, without citing the source
Caution about WikisWikis are websites that allow users to edit and/or enter information for immediate posting on a website. While Wikipedia is the most common-ly known, there are others. The advantage of wikis is that information is free and extensive because many people contribute. The disadvantage with wikis is that the information is not always reliable and may be biased.
Because information found in a wiki may be unreliable, everything dis-covered using a wiki must be verified elsewhere in a reputable, authori-tative resource. Students should not cite any wiki in a research report or essay. The information, if found to be correct, should be cited from the confirming and more reputable source. Wikis should never be used as a reliable source of information.
CITING SOURCESThere are three main formats for citations: MLA (Modern Languages Association), APA (American Psychological Association) and Chicago. Ask your teacher which one you should use.
Source It is a booklet prepared by Peel Teacher-Librarians which con-tains MLA, APA and Chicago style citations.
Source It can be accessed from the student home page (homest). Go to Digital Library in the centre column. Scroll down to the bottom and click on Source It. There are several websites that allow you to put in your information (author, title etc.) and which make the citation for you. http://citationmachine.net – Choose preferred style of citation from column on right. www.easybib.com – Choose the type of resource you wish to cite (book, article, etc.) and the style of citation. www.bibme.org – Choose the type of resource and build a bibliography.
CITATION PROCEDURE
Please check with your teacher to find out which format you should use for your work.
APA Style
BOOK / EDITED BOOK - BASIC FORMATAuthor/Editor. (Date of publication). Title. (Edition). Place of publication: Publisher.
One AuthorHemingway, E. (1937). For whom the bell tolls. Madrid: Franco Press.
Two or More AuthorsMacArthur, D. & Yamamoto, I. (1945). Japan today. Tokyo: Ohtemon Press.
NEWSPAPER/ MAGAZINE/ PERIODICAL/ JOURNAL - BASIC FORMATAuthor (if given). (Date). Title of article. Title of publication, Volume number, page(s).
Author ListedMartin, P. (1944, June 6). Stephen Leacock and Canadian banking. New York Times, p. B2.
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No Author ListedThey’re leaving on a jet plane for Phoenix. (1996, July 1). Win-nipeg Free Press, p. S1.
WEB SITE - BASIC FORMATAuthor (if named). (Date). Title. Newspaper/Book/Journal, issue, page(s). Retrieved retrieval date, from the World Wide Web: URL
On-Line Encyclopedia ArticleAfghanistan. (1996). Encyclopedia Britannica Online. Re-trieved May 1, 2003, from the World Wide Web: http://www.britannica.com
On-Line Newspaper/Magazine ArticleMorgan, H. (1999, May 10). An act of piracy. Toronto Star. Re-trieved May 4, 2002, from the World Wide Web: http://www.thestar.com/back_issues/jamaicafarewell.html
Personal Web SiteRamanujan, S. (2001). Retrieved May 1, 2002, from the World Wide Web: http://mathman.in/add_it_up.html
Professional Web SiteMeiji Rugby. (2003). Meiji University. Retrieved February, 12, 2004,
from the World Wide Web: http://www.meijidaigaku.jp
MLA Style
BOOK / EDITED BOOK - BASIC FORMATAuthor’s last name, Author’s first name. Book Title. Place of publication: Publisher, date of publication.
One AuthorHemingway, Ernest. For Whom the Bell Tolls. Madrid: Franco Press, 1937.Two or Three AuthorsMacArthur, Douglas, and Isoroku Yamamoto. Japan Today. Tokyo: Ohtemon, 1945.
NEWSPAPER/ MAGAZINE/ PERIODICAL/ JOURNAL BASIC FORMATAuthor (if given). “Title of Article.” Title of Publication. Date of publication: page number.
Author ListedMartin, Paul. “Stephen Leacock and Canadian Banking.” New York Times. 6 June 1944: B2.
No Author Listed“They’re Leaving on a Jet Plane for Phoenix.” Winnipeg Free Press. 1 Sep. 1996: S1.
WEB SITE - BASIC FORMATAuthor (if named). “Title of Article.” Title of Book/Journal. Print publication information. Volume/issue. Version. Elec-tronic publication date. Name of Database or of Host Database. Retrieval date <URL>.
On-Line Encyclopedia Article“Afghanistan.” Britannica Online. 1 May 2000. Encyclopedia Britannica. 1 Oct. 2005 <http://www.britannica.com>.
On-Line Newspaper/Magazine ArticleMorgan, Henry. “An Act of Piracy.” Toronto Star. 10 May 1999. Toronto Star. 28 May 2005 <http://www.thestar.com/back_is-sues/jamaicafarewell.html>.
Personal Web SiteRamanujan, Srinivasa. Home page. 1 May 2000 <http://math-man.in/add_it_up.html>.
Professional Web SiteMeiji Rugby. Meiji University. 15 Mar. 2005 <http://www.meiji-daigaku.jp>.
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2019-2020
School Year Calendars
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OCTOBER 2019Sunday Monday Tuesday Wednesday Thursday Friday Saturday
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NOVEMBER 2019Sunday Monday Tuesday Wednesday Thursday Friday Saturday
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October 2019S M T W Th F Sa1 2 3 4 5 6 78 9 10 11 12 13 14
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December 2019
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DECEMBER 2019Sunday Monday Tuesday Wednesday Thursday Friday Saturday
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November 2019S M T W Th F Sa
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JANUARY 2020Sunday Monday Tuesday Wednesday Thursday Friday Saturday
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15 16 17 18 19 20 2122 23 24 25 26 27 2829 30 31
December 2019S M T W Th F Sa
12 3 4 5 6 7 89 10 11 12 13 14 15
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February 2020
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FEBRUARY 2020Sunday Monday Tuesday Wednesday Thursday Friday Saturday
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January 2020S M T W Th F Sa1 2 3 4 5 6 78 9 10 11 12 13 14
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March 2020
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MARCH 2020Sunday Monday Tuesday Wednesday Thursday Friday Saturday
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February 2020S M T W Th F Sa
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April 2020
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APRIL 2020Sunday Monday Tuesday Wednesday Thursday Friday Saturday
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MAY 2020Sunday Monday Tuesday Wednesday Thursday Friday Saturday
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June 2020
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JUNE 2020Sunday Monday Tuesday Wednesday Thursday Friday Saturday
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Notes
