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DAVID SUZUKI SECONDARY SCHOOL 2012-2013 Student Handbook

School Motto: BE THE CHANGE

Jeanne Gray, Principal

Robert Lompart and Patricia Whyte, Vice Principals

Jeff De Freitas, Superintendent, North Field Office (905) 451-2862

Suzanne Nurse (Wards 2,6) Trustee, Peel District School Board (905) 495-3423

Steve Kavanagh (Wards 4,5) Peel District School Board (905) 457-3132

David Suzuki Secondary School

45 Daviselm Drive Brampton, ON

L6X 0Z3 Telephone: (905) 457-7941 * Fax: (905) 457-9801

Website: dsssonline.com (school), peelschools.org (school board)

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Important Dates for 2012 - 2013

SEMESTER 1 SEMESTER 2 AUGUST 2012 FEBRUARY 2013 29 Gr. 9 Start Up Day 8:30-12:00 1 Sem. 1 Exam Review / Sem. 2

Begins 30 Gr. 10 Start Up Day 8:30-12:00

Gr. 11 Start Up Day 12:30-3:00 4 School Council Meeting – 7:00

p.m. SEPTEMBER 2012 7 Sem. 1 Final Report Cards

Issued 3 Labour Day 13 Late Start – 10:25 a.m. 4 First Day of Classes for Gr. 9

ONLY 18 Family Day Holiday

5 Classes for all Grades 14 Professional Learning Day (No

Students)

24 Photo Catch Up Day 27 Terry Fox Day OCTOBER 2012 MARCH 2013 1 School Council Meeting – 7:00

p.m. 4 School Council Meeting – 7:00

p.m. 4 Early Progress Report Cards

Issued 7 Early Progress Reports Issued

8 Thanksgiving Day Holiday 11 - 15 Spring Break 11 Parent/ Teacher Interview Night

5:30 -8:00 pm 21 Parent/Teacher Interview Night

5:30-8:00 pm 24 Late Start – 10:25 a.m. 29 Good Friday NOVEMBER 2012 APRIL – 2013 EARTH MONTH 5 School Council Meeting – 7:00

p.m. 1 Easter Monday

7 Gr. 9 Take Our Kids To Work Day

8 School Council Meeting – 7:00 p.m.

8 Term 2 Begins 11 Gr. 10 OSSLT Literacy Test-AM

9 Remembrance Day 16 Term 2 Begins 14 Mid-Term Report Cards Issued 15-26 Education Week 21 Late Start – 10:25 p.m. 19 Mid-Term Report Cards Issued 22 Chapters Fund Raising Night

6:00 – 8:00 p.m. 22 Earth Day

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24 Late Start – 10:25 a.m. DECEMBER 2012 MAY 2013 All Month ON-LINE OPTION ENTRY

6 School Council Meeting – 7:00 p.m.

3 School Council Meeting – 7:00 p.m.

13 Professional Learning Day (No Students)

6 Grade 8 Parent Curriculum Night 20 Victoria Day Holiday 24 – 31 Winter Break JANUARY 2013 JUNE 2013 All Month ON-LINE OPTION ENTRY

TBA Gr. 9 EQAO Math - Morning

2-4 Winter Break 18-25 Semester 2 Final Exams 14 School Council Meeting – 7:00

p.m. 27 Exam Review & Report Card

Pick up TBA Gr. 9 EQAO Math - Morning 23-30 Semester 1 Final Exams 31 Turn-Around Day (No students)

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DAVID SUZUKI SECONDARY SCHOOL CLASS SCHEDULE 2012-2013

Day Schedule Day 1 Day 2 Day 3 Day 4 Period 1 ( 8:55-10:15) Class A Class D Class C Class B

Period 2 (10:18-11:33) Class B Class A Class D Class C

LUNCH (11:33-12:33)

Period 3 (12:33-1:48) Class C Class B Class A Class D

Period 4 (1:51-3:06) Class D Class C Class B Class A

Late Start* Day 1 Day 2 Day 3 Day 4 Period 1 (10:30-11:22) Class A Class D Class C Class B

Period 2 (11:25-12:17) Class B Class A Class D Class C

LUNCH (12:17-1:17)

Period 3 (1:19-2:11) Class C Class B Class A Class D

Period 4 (2:14-3:06) Class D Class C Class B Class A

*Late Start Dates:

Modified Days: To support student success, modifications to the day schedule will take place during the school year. Students, parents and guardians will be notified of when a modified day schedule takes place. Examples: Exams, EQAO Testing, exam review, etc.

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MAP OF DAVID SUZUKI SECONDARY SCHOOL

Gym

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ym B

Gym

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Room

Gym

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Electrical

Gym

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Prep Room

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Receiving

Cust.Staff

TransportationTechnology

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Kitchen114113

Cafetorium

Kitchen

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ffice

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StaffKitchen

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ashroom

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ffice

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Office

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FWR

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319 320 311

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Library

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Open toTerraceBelow

FWRM

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Female Washroom

Male Washroom

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. OUR COMMITMENT At David Suzuki Secondary School, we recognize that students achieve their best when they feel safe, nurtured, welcomed, engaged, 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 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 opportunities 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, and they are also the basis of the board's working relationship in that they help to create a positive climate for learning and working. The six core character attributes helping to shape the actions and behaviours of our staff members and students are:

Ø Caring – showing compassion and kindness towards others Ø Cooperative – working collaboratively with others for a common purpose Ø Honest – being truthful, trustworthy and sincere in your speech and

actions Ø Inclusive – treating everyone fairly and equitably Ø Respectful – treating others, yourself and the environment with high

regard and value Ø Responsible – being accountable and reliable in your actions and

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

DAVID SUZUKI SECONDARY SCHOOL Our Commitment and Core Character Attributes

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. The David Suzuki Secondary School Code of Conduct is aligned with and supports the principles and expectations of the Peel Board Human Rights Policy, the Equity and Inclusive Education policy, and the Antiracism and Ethno-cultural Equity policy. The Code of Conduct applies to all members of the school community including students, parents and guardians, volunteers 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 COLLECTIVE RESPONSIBILITIES MEMBERS OF THE SCHOOL COMMUNITY RESPONSIBILITIES INCLUDE:

Ø Demonstrate honesty and integrity Ø 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

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

Ø Show proper care and regard for school property and the property of others

PARENT AND GUARDIAN RESPONSIBILITIES INCLUDE:

Ø Taking an active role in their child's education by ensuring their child is prepared for learning including attending school regularly and on time, promptly reporting absences or late arrivals, and ongoing communication with the school

Ø Reviewing the David Suzuki Secondary School Code of Conduct with their child and helping him/her follow school rules

Ø Helping their child understand that it is not appropriate to tease or bully others

Ø Monitoring their child's Internet use and taking responsibility for his/her behaviour when accessing electronic resources from home

STUDENT RESPONSIBILITIES INCLUDE:

Ø Demonstrating a commitment to learning through punctuality, regular attendance, being prepared and ready to learn

Ø Practising honesty and integrity by not participating in or encouraging plagiarism and misrepresentation of original work

Ø Following school rules and taking responsibility for his/her own actions Ø Refraining from bringing anything to school or using anything

inappropriately that may harm the student or others

DAVID SUZUKI SECONDARY SCHOOL CODE OF CONDUCT

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Ø Showing proper care and respect for school and community property, as well as only visiting other schools for school-related and authorized activities

STAFF RESPONSIBILITIES INCLUDE:

Ø Helping students develop self-worth, achieve to the best of their ability, and prepare to become responsible citizens

Ø Maintaining order in the school and holding everyone to the highest standard of respectful and responsible behaviour

Ø Communicating regularly and meaningfully with parents/guardians Ø 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

Ø Responding to and reporting behaviours which may have a negative impact on the school climate

BULLYING PREVENTION AND INTERVENTION At David Suzuki Secondary School, students will be taught to identify bullying behaviour as well as how to use strategies to both respond effectively towards it and to prevent it from happening. Bullying is typically a form of repeated, persistent and aggressive behaviour directed at another person that is intended to cause (or should be known to cause) fear, distress and/or harm to that person's body, feelings, self-esteem or reputation. Bullying occurs when there is a real or perceived imbalance of power. 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. PROGRESSIVE DISCIPLINE At David Suzuki Secondary School we encourage, support and recognize 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 which promote positive behaviours. We encourage students to take responsibility for their behaviour and to accept the consequences of their actions. A progressive discipline approach will be used to deal with inappropriate behaviour. This may include: oral reminders, review of expectations, contact with parent(s)/guardian(s), written reflection, volunteer services in the school community, conflict mediation and resolution, peer mentoring, and/or referral for support services. 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.

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SUSPENSION AND EXPULSION David Suzuki 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, the principal will consider mitigating and other factors. The behaviours for which the principal may consider suspending a student include:

Ø swearing (written or verbal) at a teacher or at another person in a position of authority

Ø bullying Ø uttering a threat to inflict serious bodily harm on another person Ø committing an act of vandalism that causes extensive damage to school

property Ø possessing alcohol or restricted drugs Ø being under the influence of alcohol or restricted drugs Ø 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 District School Board Code of

Conduct Incidents for which the principal will consider recommending to the board's discipline committee that a student be expelled include:

Ø physically assaulting another person causing bodily harm that requires medical treatment

Ø possessing a weapon or using a weapon to threaten or frighten another person

Ø trafficking in restricted drugs or weapons Ø giving alcohol to a minor Ø committing robbery Ø committing sexual assault Ø behaviour or a pattern of 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 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 District School 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 Peel District School Board.

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SMOKING, THE USE OF ALCOHOL AND / OR RESTICTED DRUGS The school recognizes the benefits of a smoke-free environment to all persons. By law, smoking is not permitted at the school, on Peel District School Board property, on school buses or while attending any school-related activity. School property includes cars that are on school grounds and all lands to the edge of the 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 alcohol and/or restricted drugs will not be condoned at David Suzuki Secondary School, on Peel District School Board property or at any school-related event or activity at any time. Lighters and drug-related paraphernalia that can be used for substance abuse are not permitted on school property. WEAPONS Possessing or displaying weapons of any kind, including real, toy or replica, and all other objects that could inflict or threaten bodily harm will not be condoned at the school, on any Peel District School Board property or at any school-related event or activity at any time. . Academic Honesty Students and staff at David Suzuki S.S., must respect the learning and evaluation process. Students must not cheat, forge, plagiarize, or steal another individual’s work or ideas. Students must properly reference any material from outside sources. Teachers may use turnitin.com to help protect and maintain the value of our original work.

Cheating: includes asking another student for information from a previous test, glancing at another student’s test, using electronics like cell phones or media players inappropriately, copying homework or assignments, or submitting another student’s work. Plagiarism: is defined as taking another person’s thoughts, work, or inventions and presenting that material as one’s own. Examples include copying material word for word; copying an idea or a design; using a picture, graphic, sound clip, or presentation without citing where it comes from; downloading or cutting and pasting material from the internet; or having a tutor, friend, or family member complete a portion of your work.

Consequences for academic dishonesty: may include communication about the incident with parents/guardians and the administration, a notation of the offence in the student’s SIS file, an assignment of zero on all or part of the assignment, rewriting the assignment under supervision, office detentions or suspensions, and the possible loss of the credit. Staff members will consider whether it is the student’s first offence and whether there are mitigating circumstances when deciding on consequences.

STUDENT EXPECTATIONS FOR BEHAVIOUR, HEALTH AND SAFETY

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Allergies Students with allergies or any other pre-existing conditions must complete a form and submit it to Student Reception in the main office at the beginning of the school year. The main office must have a working epipen for each student who has a life threatening allergy. Assemblies Assemblies are planned to celebrate student achievement and showcase talents. They are also used to share information about the school and our community. We invite guests to share their perspectives and experiences. As an audience, students are expected to listen quietly during performances. Students are expected to sit in the designated areas, as arranged for the assembly. As a respectful audience member, students must also ensure that all cell phones and other electronic devices are turned off and out of sight. Attendance Regular attendance is a must. Excessive absenteeism and / or lateness has a negative impact on academic success. To legitimize an absence, students must submit a note to the main office on the day after the absence. When a student arrives late to school and has a note, he/she must first report directly to Student Reception in the main office to submit a note and receive an admit slip. All other late students must report directly to class and must submit a note to Student Reception on the next calendar day. Should a student need to leave school for any part of the day, he / she must first report to Student Reception to sign out. Students under the age of 18 must have parental permission to sign out of school. Students not returning from lunch must arrange for parental contact with the school and / or submit a note the following day. Parents may call the school at any time. Persistent lates and unexplained absences will result in progressive school consequences which may include but not be limited to, phone calls home, meetings with a Vice Principal, detentions and possibly suspension. Bus Travel Students are expected to follow the standards of behaviour outlined in the Code of Conduct while they are on the school bus. Cafetorium The cafetorium is available for student use at lunch. Students may eat their lunch in the cafetorium or in the school hallways. Stairwells are off limits during the lunch hour. Students may also leave the property at lunch providing they have the permission of their parents to do so and that they return on time for their next class. To have a positive climate and to respect the school environment, all students are expected to leave the cafeteria neat and tidy by picking up after themselves along with placing items in the appropriate receptacles (garbage bins or recycle bins). It is expected that students will stay off the stage, will sit on only the chairs and benches provided (not the tables), and will keep the aisles and stairways clear. Dress Code/Hat Policy

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The standards for school dress at David Suzuki Secondary School are based on common sense and are intended to support the comfort, safety and modesty of all students. There is a strong relationship between neat, clean and appropriate clothing and a positive learning environment. David Suzuki Secondary School expects students to wear appropriate attire for school or business that reflects a positive self-image. Inappropriate attire includes tops that are backless, low-cut, off the shoulder, or with a bare midriff, as well as shorts and skirts that are overly revealing. Pants must be worn in such a way that undergarments are not exposed. Hats or any non-religious head gear are not to be worn in the building. Inappropriate apparel includes, but is not restricted to bandanas, du rags, headbands, logos, sayings and pictures that express/display sexual content, gang affiliation, illegal substances, violence, profanity and inappropriate references to nationality, race or gender. Outdoor clothing (jackets, coats, down-filled vests) is expected to be placed in student lockers and not worn in the classroom. Consequences include removal from class, changing into more appropriate dress, being sent home and/or suspension. Directions/Identification Any adult in the building may direct students at the school or ask a student to identify themselves. The adults within the school include teachers, administrators, custodians, community workers, cafeteria workers, secretarial and support staff. Examples of adult directions include requests to move within a classroom, to go to the office or to comply with a school rule. Students are expected to demonstrate respect and follow the directions given. When asked to identify themselves, students are expected to respect the adults and respond with their full name, first and last. This contributes to a safe, orderly and respectful learning environment. Environment The parents, students and staff of David Suzuki incorporate environmental awareness into all facets of our school’s operation. As a school named after one of Canada’s great environmental leaders, we recognize that environmental education is an essential component of our curriculum, and as such it is embedded into every subject. A strong emphasis on environmental literacy, outdoor education, and community level action are all priorities for the David Suzuki community. We encourage parents to engage their children in discussions about key environmental issues and strengthen their sense of responsibility for local, regional and global issues. We are also mindful of how our activities can improve or degrade our environment, and therefore we endeavour to be more sustainable in our daily practices. Within the school itself, students and staff will minimize energy and paper use, reduce the amount of waste we generate and make wide use of our comprehensive recycling program. In addition, parents and their children can further support our green initiatives by encouraging students to walk, bike or carpool to school and to pack litter less lunches. Students are also strongly encouraged to bring a reusable water bottle to school. It is expected that assignments will be submitted either electronically, or on double sided paper when appropriate. It is often the simplest changes that make the greatest impact.

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Field Trips Students frequently have the opportunity to extend their learning through fieldtrips, excursions, guest speakers, presentations, assemblies or co-curricular activities. These events are considered part of the school routine and students are expected to maintain respectful and courteous behaviour that is reflective of the David Suzuki school code of conduct for the duration of these activities. Fire and Other Emergencies (Lockdown, Hold and Secure, Shelter in Place) Fire Alarm: When the fire alarm sounds, all students and staff members must vacate the building immediately by the designated exit. Students are to follow directions given by the administration or staff members. Any student who is found to have falsely signalled an alarm will be subject to school discipline measures, involvement with the police and criminal prosecution. Lockdown Procedures are defined by the Peel Regional police as the restriction of movement during the time of a potentially serious violent incident. This is a procedure jointly agreed upon by the Peel District School Board and the Peel Regional Police.

• Upon hearing the message on the P.A. “Initiate Lockdown Procedure,” students and staff inside the school will go to the closest classroom, lock the doors and windows and remain on the floor until further directions are given.

• Upon hearing the same P.A. signals, students and staff outside the building will move as far away from the building and will remain outside until further directions are given

Everyone must exercise critical judgement to maximize safety. The members of the Administration may direct staff and students to move to the school evacuation site (Cassie Campbell Community Centre) if the circumstances make it appropriate to do so. Once a lockdown has been initiated, the Police will work in co-operation with the principal and will ultimately take control of the situation. The principal, staff and all students are expected to follow the directions given. Hold & Secure is the term used when it is desirable to secure the school due to an ongoing situation outside which is not related to the school. 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 the building without approval from the police or the school board officials. Shelter in Place is the term 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. Food Research shows children and teens who eat healthy are more attentive, ready to learn and more likely to succeed in school. When students choose healthy foods and beverages, they give themselves an advantage. As per the new Ministry of Education’s School Food and Beverage Policy, the cafeteria and the vending machines will make choosing healthy foods easy for students. Certain foods and beverages will no longer be available, or the recipes will be different. For example, deep fried French fries have been replaced by a baked version and the food choices are lower in sodium, fat and sugar. The nutrition

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standards in the policy are based on the principles of healthy eating outlined in Canada’s Food Guide. For more information about healthy food choices, call Eat Right Ontario at 1-877-510-5102 to speak to a registered dietician. For more information about the Ministry of Education’s School Food and Beverage policy, visit http://www.edu.gov.on.ca/eng/healthyschools/policy.html. In addition to the School Food and Beverage Policy, students will notice an increase in the local food found in the cafeteria. Local food is food that is produced with primary ingredients raised and grown in Ontario. The Peel District School Board has worked with the cafeteria provider to assess the amount of local food currently available and made plans to increase it. Students should feel good about choosing local food—it’s good for the environment and supports the local economy. Learning and Instructional Technology 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 – 2012-13 – 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. David Suzuki S.S. is currently using Wi-Fi technology to boost learning in the classroom. Students at David Suzuki are encouraged to BYOD-bring your own device. Digital citizenship Students 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 at David Suzuki S.S. As we begin to move forward with the Peel District School Board’s BYOD plan, the David Suzuki community will work together to develop school policies and practices that support the effective use of technology in the classroom. Students will use technology for educational purposes only. By accessing 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 – Appropriate Use of Technology. Students will demonstrate appropriate online conduct and manners. Students must follow Peel board security procedures and use Peel board virus scanning software. Although the 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 administrator 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.

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Users will refrain from improper/unethical use of technology, including computer hacking, cyber-bullying, and sending or receiving 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. Consequences All 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. Online Safety To 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 uncomfortable or 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 parental consent (for those under the

age of 18) has been obtained Use of Cell Phones and other Electronic Devices

• PEDS must be turned off and stored before entering teaching areas (e.g. classrooms, computer labs, gyms and library) to avoid disruption to the curricular program.

• PEDS are not to be used in teaching areas during the academic day without express permission from the classroom teacher.

• Inappropriate cell phone use may include, but is not limited to, unwanted filming or photographing of others, loud music, or offensive language in text or oral communication.

• Laser pens/pointers are not allowed in the school building and will be confiscated. ***Failure to comply with this policy may result in the cell phone or electronic device being confiscated.

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Computer & Internet Use Electronic resources are available at David Suzuki S.S. to assist with your educational experience. Internet or computer use contrary to the David Suzuki S.S. Code of Conduct is prohibited. Inappropriate use will be addressed and may result in cancellation of this privilege along with other school penalties. If students break the law, the police will become involved. You must always:

• scan disks for computer viruses - to protect the school’s computers and home computers;

• use software which is Peel Board licensed; • provide photo identification in order to use library or lab computers; • ensure you are using both the computers and the Internet appropriately for all

computer related activities. Unacceptable use of school computers includes but is not limited to the following:

• downloading of files/programs from outside sources; • online chatting or messaging; • transmission of any material in violation of any Federal or Provincial regulation

including Copyrighted material, threatening or obscene material, hateful, racist or discriminatory material;

• breach of security on local and remote sites including use or attempted use of another user’s account, unlawful entry/attempted entry into any network system, allowing another user to access your account;

• personal email use from a Board assigned account. Lockers Lockers are the property of the Peel District Board of Education and are assigned to students for the storage of books, coats and other personal items. It is your responsibility to keep the locker to which you were assigned, keep the lock combination private, not bring valuables to school, and not to leave your possessions unattended. Students should be aware that the administration may inspect any locker at any time if it is deemed necessary. Lost and Found Any items found within the school should be brought to the main office for the lost and found container. When students lose items, they should check with the main office to see if items have been located. Personal items left unattended are not secure. Students are advised to leave all valuables at home. Scents and Perfume Students and staff are responsible for contributing to a healthy indoor air environment and should be aware that many people in the building are allergic to perfumes and scented products. It is an expectation that all students and staff refrain from the use of perfumes and scented products while in the school building. Security Cameras Anyone entering school property should be aware that there are security cameras that record 24 hours a day. Information stored on the disk may be used in a court of law.

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Servery When using the cafeteria servery, students must leave any bags or jackets outside of the servery area. Only a few students may enter the servery at a time to ensure efficient service. Spectators Students are permitted at home games if they present a valid student ID card upon entering the gymnasium. Seating is limited and will be given out on a first come, first serve basis. There is no food or drink allowed within the gym. Students are expected to respect the athletes and cheer positively for both our team and the opposing team. Textbooks Textbooks and curriculum resources are loaned to students to assist their learning. Students are expected to use the materials in a manner that allows the continued use by others. Students are responsible to pay for any lost or damaged materials. The Future We Want The Peel District School Board is one of Canada’s largest public school boards and it continues to grow as the communities of Peel Region expand. The diversity that is represented by students, staff and the community is rich. To achieve a welcoming and safe learning environment, each school in Peel is on a journey called The Future We Want – a welcoming future that is symbolized by fairness, respect, and inclusiveness. Students play a critical role in shaping the climate of the school. Help to keep David Suzuki Secondary School safe and welcoming by being respectful of others who may be different from you because of religion, ability, age, class, faith, gender, race or sexual orientation. Vandalism and Damage David Suzuki Secondary is our home away from home. All students, staff and parents/guardians are expected to report any vandalism or damage to school property to the administration. We want to ensure that our school remains a safe place to learn and work. Visitors/Guests It is your responsibility to ensure that casual visitors and guests DO NOT drop by the school or visit the school grounds or parking lot. Parents, guardians, visitors and other guests who come for an educational purpose are expected to report first to the main office to identify themselves and reveal the nature of their visit. David Suzuki students must not visit ANY other schools during the school day or after school unless it is for a school approved activity such as a sporting event or field trip. Students must respect the Trespass to Property Act. Washrooms Washrooms are available on each floor of the school. If students request to use the washroom during class, the teacher’s permission is required. Students are expected to use a washroom nearest to their classroom and then return directly back to their classroom.

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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 judgements 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 Reporting The 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;

STUDENT ASSESSMENT, EVALUATION, AND REPORTING IN PEEL SECONDARY SCHOOLS Growing Success 2010 Policy and Peel Policy 14

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• 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 Strategies Teachers 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 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 along with Sample Behaviors are listed below in the table provided.

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.

The student:

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Organization

• 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.

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Teachers use their professional judgement 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 Achievement As 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 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 plagiarised or cheated until the student has demonstrated his or her learning. When student assignments are being evaluated, teachers may also use their professional judgement 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. Determining the Grade Teachers determine students’ report card grades by using their professional judgement. 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 Achievement The following chart is to be used for Grades 9-12 and is based on Growing Success policy.

Level Scale Percentage Levels of Achievement

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Assessment and Evaluation in Grades 9-12 For 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.

Level 4

4+ 4 4-

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+ 3 3-

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+ 2 2

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+ 1 1-

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% Evaluation

In 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.

I

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”.

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

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Roles and Responsibilities of Stakeholders in the Assessment and Evaluation Process – Growing Success 2010 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 judgements are at the heart of effective assessment, evaluation, and reporting of student achievement. p. 8.

• The professional judgement 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

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to ensure common and equitable grading practices that follow ministry policy and board guidelines. p. 39.

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. p. 8.

GUIDANCE AND CAREER EDUCATION Student Services Department at David Suzuki Secondary School is committed to the social, emotional, physical and academic well-being of all our students. Guiding our students to make informed decisions regarding academic pathways will ensure that an appropriate education plan is in place for all as a passport to success and wellbeing. Counsellors are assigned to students alphabetically according to the student’s surname. Alphabetical assignments are posted on the school’s website and are identified on the students’ timetable. The Guidance 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 • Explore career options

The Program Structure All students are given the opportunity to attend workshops, seminars and group activities focused on the necessary tools for academic success and career / post-secondary school planning. Individual counselling helps students plan, monitor and manage their own learning, personal problem solving, along with educational and career development. Response Services and Personal Counselling are available to respond to students’ individual needs regarding educational and personal concerns. Diploma Requirements The Ontario Secondary School Diploma requirements are outlined in the Peel District School Board’s Common Course Calendar, Chart Your Course found online at http://www.peelschools.org (Student Stuff section). Community Involvement Activities As 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 activities 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, the role they can play and the contributions they can make in supporting and strengthening their communities. Community involvement activities are part of the school’s program. It is the student’s responsibility, with assistance from his or her parents or guardians, to find a volunteer placement.

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Information can be found on volunteering through: • The school Guidance Department • The Peel District School Board website, http://www.peelschools.org (Student

Stuff section) • The Volunteer Centre of Peel, 905-306-0668, http://www.volunteerplan.com • www.makingmyway.ca is the Peel District School Board’s web site for

information relating to careers and volunteering.

• The Curriculum and Instruction Support Services Department of the Peel District School Board, 905-890-1010 or 1-800-668-1146 extension 2348.

• Volunteer MBC (www.volunteermbc.org) THE LEARNING COMMONS (Library Resource Centre) Hours: Monday to Friday 8:30 a.m to 3:30 p.m. The teacher-librarians and library-technician encourage you to make use of the books in our collection for pleasure reading and for completing research projects. In addition, the Learning Commons has electronic resources, such as databases, digital books and the Internet to assist you throughout the year. Learning Commons materials are to be treated with care and returned on time. Fines may be charged for materials returned late. Students are not permitted to sign out books for anyone else. Please remember that you will need your student card to check out books and use the computers. Please remember that food and drink are to be consumed outside the Learning Commons. Although activity in the Learning Commons need not be absolutely silent, it needs to be a quiet environment where students can focus on assignments, thinking and reading without interruption or distraction. The Learning Commons is not available for non-academic socializing or non-productive activity. The Learning Commons staff appreciates your co-operation in maintaining a positive and purposeful academic environment.