John Fraser Secondary School
Parent Handbook - 2012 – 2013
Ms. J. Solomon
MR. JOE JAKOBEK
Ms. S. Couttie-Griffin
2665 Erin Centre Boulevard
Telephone: (905) 858-5910
Fax: (905) 858-1973
Our School Motto: “Realizing Our Vision”
Our School Colours: Royal Blue, Silver and White
Our School Mascot: “JAG” the Royal Jaguar
Our Mission: John Fraser Secondary School is committed to developing and
supporting a community of engaged learners who strive to achieve, improve, and
contribute in a respectful, safe and inclusive learning environment.
TABLE OF CONTENTS
CALENDAR HIGHLIGHTS 3
Assessment and Evaluation 4
Code of Conduct 10
Community Involvement Activities 14
Attendance – Daily Schedule 17
Auto Dial System 18
Excused During the Day 18
Extended Holiday Forms 18
Late for Class 18
Late for School 18
Change of Address or Telephone Number 19
Co-Curricular Activities, Clubs and Sports for Students,
Athletic Contract – Responsibilities
Course Selection 20
Crime Stoppers 20
Emergency Closing of Schools 20
Traffic Safety 21
SUPPORT SERVICES FOR STUDENTS
Cafeteria Services 21
Guidance, Career Education (Counselling) 21
Important Dates for Grads 22
Resource Centre Services 22
Map of John Fraser Secondary School 23
John Fraser Secondary School 2012-2013 Calendar Highlights
1st semester 2nd semester
4 Classes Begin 11:00 1 Semester 2 Begins
5 Last day for course changes(criteria) 1 Applications for College Due(equal consideration)
6 New comer’s lunch 7 Sem. 1 Final Report Cards
7 Gr. 9 Orientation Day 8 Semi-formal
13 Gr. 9 Parents’ night 14 P.D. half day
14 PD day 18 Family Day
20 School Council-7p.m. 21 School Council-7p.m.
26 Photo Retake Day 25-28 On line course selection-Final Decisions
27 Terry Fox Run 26 “Course Selection info fair” (lunch)
3 Last Chance Photo Day 7 Progress Reports
5 World Teachers’ Day 11-15 March Break
4 Progress Reports 21 Parents’/Guardians’ Night ”Career-Coaching your
8 Thanksgiving Day kids” “Success in Post-Secondary” presentation.”
9 Post-Secondary Choices-Grade 12 29 Good Friday
12 Study skills workshop
15 Post-Secondary Choices-Grade 11
18 Parents’/Guardians’ Night and “Post
secondary choices presentation.”
18 P.D. half day
25 Scholarships workshop (lunch)
7 Post Secondary Conference 1 Easter Monday
7 Take Our Kids to Work 11 OSSLT(Literacy Test)
7 Term 1 ends 16 Term 2 Begins
2 Commencement 18 P.D. half day
8 Term 2 Begins 19 Mid-semester Reports
14 Mid-semester Reports
15 P. D. half day
15 School Council-7:00 start
19-30 Grad Photos
3-14 Course Selection Program(9 and 10’s) 1 Deadline-Confirm College Acceptance
17-21 Course Selection Program(11’s) 9 “Post-Secondary transitions presentation” gr. 12
24-Jan. 6 Winter Break 13 P. D Full Day
16 School Council-7p.m.
20 P. D
29 Victoria Day
30 Last day to hear from Universities “exam jam’(lunch)
7 First Day Back to School 7 Grad Breakfast
7 Course Selections Due (next year) 3 Accept University Offers
8-9 Grade 9 “exam jam” program (lunch) 10-14 In-class Evaluations
10 Gr. 8 Parents'/Guardians' Night 14&17 Math EQAO
16 Deadline to Apply to Ont. Universities 14 Prom
14-18 In-class Evaluations 19-25 Formal Exams
18&21 Math EQAO 19 2013-14 Course change requests (criteria)
24-30 Formal Exams 20 Course Change requests
28-29 Requests for Course Changes 28 Final Report Card Distribution
ASSESSMENT AND EVALUATION POLICY
1. Assessment and Evaluation
A. Assessment - the process of gathering information from a variety of sources that accurately
reflects how well a student is achieving the curriculum expectations. As part of assessment,
teachers provide students with descriptive feedback that guides their efforts towards improvement.
Practice and feedback for improvement (assessment) need to be provided prior to a final
demonstration of what has been learned (evaluation).
The purpose of student assessment is to improve student learning.
Definitions (as taken from Growing Success and Peel’s Policy 14)
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.
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.
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.
Teachers will design assessment tasks using the framework of assessment as learning,
assessment for learning, and assessment of learning. Evidence of student achievement for
evaluation is collected over time from three different primary sources –observations, conversations,
and student products.
Teachers will obtain assessment information 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.
Evaluation - the process of using professional judgement to determine the quality of student work
in the assessment, on the basis of established criteria, and to assign a value to represent that
Grading: The process of using professional judgement to summarize evaluative information
and to assign a level, a letter or percentage grade. It is primarily for the purpose of reporting to
parents and the community.
Percentage Achievement Description
Grade Range Level
95–100 4+ Identifies achievement that surpasses the provincial standard.
87–94 4 Student demonstrates the specified knowledge and skills with a high de
80–86 4- effectiveness.
77–79 3+ Represents the provincial standard for achievement.
73–76 3 The student demonstrates the specified knowledge and skills with cons
70–72 3- effectiveness.
67–69 2+ Represents achievement that approaches the provincial standard.
63–66 2 The student demonstrates the specified knowledge and skills with some
60–62 2- effectiveness.
Students performing at this level need to work on identified learning gap
ensure future success.
57–59 1+ Represents achievement that falls much below the provincial standard.
53–56 1 The student demonstrates the specified knowledge and skills with limite
51–52 1- effectiveness.
Students must work at significantly improving learning in specific areas,
necessary, if they are to be successful in the next grade/course.
NOTE: Specific “qualifiers” are used with the descriptors in the achievement chart to describe
student performance at each of the four levels of achievement – the qualifier limited is used for
level 1; some for level 2; considerable for level 3; and a high degree of or thorough for level 4.
Peel's reporting guidelines for students achieving 50% and below are as follows.
Percentage Achieveme Description
Grade nt Level
50% 1- Passable level of achievement.
Student experienced difficulties meeting some expectations.
However, based on the successful completion of all the required summative
assessments resulting in a final mark between 46-49%, a teacher may use the
professional judgement to grant the credit.
41-49% R+ Insufficient level of achievement. Some course expectations met in limited way
Credit will not be granted.
36-40% R Insufficient level of achievement. Student had difficulty achieving most of the
Credit will not be granted.
31-35% R- Insufficient level of achievement. Student had difficulty achieving any course
Credit will not be granted.
21-30% I Insufficient evidence of achievement. Student failed to complete many evaluat
activities for legitimate reasons.
Credit will not be granted.
0-20% I Insufficient evidence of achievement. Student has provided little or no evidenc
Credit will not be granted.
NOTE: There may be instances where students in Grades 9 and 10 who receive an “I” on their final
report card may be considered for credit recovery. These are cases where evidence of
achievement is available for at least a few overall expectations. It is then possible to identify the
remaining expectations to be achieved for the credit to be earned.
B. Learning Skills
In addition, students' learning skills are regularly assessed and reported on a separate scale on the
provincial report card. These cross-curricular learning skills include: independent work,
responsibility, organization, collaboration, initiative and self-regulation.
A. Academic Honesty
Plagiarism is the action of taking and using as one's own, thoughts, writings or inventions of
another. It could be an idea, design, passage or work. Plagiarism also exists if a student copies
word for word. Plagiarism of ideas also exists if a student takes and uses an idea without giving a
proper bibliographic reference. (i.e., to note the author or source of the information including the
Internet) For proper documenting and acknowledging of sources, consult with your subject
teachers and/or see pages 43 - 48 in this Student Agenda.
Cheating in any form is unacceptable, e.g., 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 following: the teacher not accepting the
assignment or test, an I (Incomplete) or a mark of zero (0) being assigned; office detentions;
suspension; or loss of credit.
Plagiarism and Cheating
In order to ensure all assessments are free from plagiarism students will:
complete their own work;
not share their work with other students who have the intention of copying
ask for clarification whenever they are in doubt about note taking or citing;
complete all steps in the assignment process
Late and/or Missed Assignments
In order to ensure that all assessments and evaluations are submitted by the established due date,
understand deadlines are important and expected to be met;
record due dates in agenda or electronic device and set reminders, if applicable;
communicate with teacher, in advance, if there will be a difficulty in meeting a deadline or
missing a test;
when absent, ensure they catch-up on the missed work by communicating with teacher or
when experiencing difficulty with an assessment, seek help from the teacher, senior scholars,
special education, or peer coaching (when appropriate).
STRATEGIES FOR DEALING WITH ASSESSMENT AND EVALUATION PROBLEMS
When instances of plagiarism, cheating, or missed evaluations arises, students will:
accept responsibility for their behaviours and actions;
provide an explanation for their behaviour;
provide evidence that a parent or guardian is aware of their behaviour (ie., missed test);
provide a plan for correcting their behaviour for future evaluations;
seek assistance from an appropriate school team (guidance, special education, senior
scholars) and/or attend workshops to improve organization and time management skills;
realize that, depending on the circumstance, the window for demonstrating learning may be
closed (ie., skipped test).
Frequent absences interrupt the learning process and thus negatively affect student achievement.
The formative assessments missed may also affect the student's ability to be successful on
In positive terms, good attendance has been shown to positively affect student achievement.
Assignments do require deadlines for a number of reasons:
to provide students with timely feedback on their progress
to bring closure to a section of course work
to prepare students for an upcoming summative task
to develop time management and organizational skills necessary for success beyond
When students receive instructions for evaluations, the due date and the nature of the deadline will
be included along with the other pertinent information. It is expected that students will meet
deadlines. Circumstances which require special consideration are few but can be discussed with
administration and a consultative team of parent, student and staff.
There are two types of deadlines: Absolute and Negotiable.
Absolute Deadlines Negotiable Deadlines
An absolute deadline has a scheduled, fixed Most deadlines will be considered
point of completion. The only variance from negotiable. However, it is required that the
an absolute deadline is an absence for a student actually negotiate an alternate
medical reason for which appropriate deadline with the teacher well in advance
documentation must be provided. Absolute of the due date. Negotiations must occur
deadlines will be applied in the following prior to the day the assignment is due. The
situations: negotiated deadline then becomes an
scheduled quizzes, unit tests and absolute deadline. If there is no negotiation,
examinations there is no new due date. It is expected that
where part of the evaluation requires students will meet deadlines. Circumstances
presentation of information to the entire which require special consideration are few
class during a scheduled period but can be discussed with administration
where completion of an assignment is and a consultative team of parent, student
necessary for a group of students to and staff.
proceed to the next stage of a task
near the end of semester where a
certain amount of time is necessary for
the evaluation of an assignment
It is the student's responsibility to seek assistance from the teacher when he or she is unable to
complete a task/assignment due to insufficient knowledge or skill. Be sure to advise the teacher of
any difficulty well before a task/assignment is due.
Tasks that are not submitted or completed after either a negotiated or absolute deadline or
evaluated work has been returned to the class may not be evaluated and an "I" ("Incomplete") will
be assigned. Students with "Incompletes" in their term mark record risk the loss of their credit due
to insufficient evidence of achievement.
Students who miss deadlines will receive lower ratings in Learning Skills categories including
organization, initiative, responsibility, and independent work. Furthermore, chronic lateness in
submitting tasks/assignments may prevent the teacher from evaluating a student's ability to
demonstrate the course expectations and may require the student to demonstrate knowledge and
skills within an alternate setting such as summer school.
D. Missed Summative Assessments - Term
Students who know ahead of time that they will miss an assessment are to discuss the situation
beforehand with the subject teacher. Students should be prepared to complete any missed
assessments on the first day of return to school or as negotiated with the teacher.
Students who are absent on the day of the assessment for reasons such as illness, field trip or
suspension are responsible for:
The work covered and assigned during the class
The handing in of assignments at a time negotiated with a teacher
The writing of any missed tests at a time negotiated with the teacher
After a legitimate prolonged absence (more than two days) the student is to make arrangements
with the subject teacher immediately upon returning to school for an alternative date for the missed
Students who miss an in-class summative assessment for an unauthorized reason may lose
the opportunity to complete the task. If such is the case, the teacher will record an "I"
("Incomplete") in the mark record.
E. Missed Final Evaluations
Under the Ontario Secondary School policy, students must have the opportunity to complete a final
evaluation in each course. The final evaluation may involve more than one component, e.g. in-
class performance task and written formal exam. Students will not have the final evaluation
schedule altered due to job training, work, vacation plans, appointments, etc. If in doubt, contact
your alpha Vice-Principal. Students who miss a final evaluation will receive a mark of 0 (zero) on
their final evaluation.
For medical reasons, a decision about the timing of an alternate final evaluation will be made by
the administration. There are no exemptions from completing the final evaluation of your course.
Students who miss an arranged alternate final evaluation will receive a mark of 0 (zero) on their
The following chart provides a guideline regarding consequences for missed final evaluations.
Reason for Missing Guideline
1. Medical reason – doctor’s note provided student will be responsible for arranging
indicating the date of the illness * to do the evaluation
alternate arrangements may include:
evaluation missed to be written
within same exam period
evaluation missed Sem. 1 to be
written in June
evaluation missed Sem. 2 to be
written in August
2. Suspension * student will be responsible for arranging
to do the evaluation
alternate arrangements may include:
evaluation missed to be written
within same exam period at an
3. Student vacation student will receive a mark of "0" for the
30% final evaluation in the calculation of
the percentage grade for the course
4. Student gets exam time mixed up student will receive a mark of "0" for the
30% final evaluation in the calculation of
the percentage grade for the course
5. Student chooses not to write the exam student will receive a mark of "0" for the
30% final evaluation in the calculation of
the percentage grade for the course
* Final decision is determined by the administration. All decisions will be based on fairness to the
5. Exceptional Students
The assessment and evaluation of students identified for the Special Education program will be
based on the student’s Individual Education Plan (IEP).
The communication of curricular expectations and the types of assessment strategies for courses
must be made at the beginning of semester through a Course Outline.
7. Determining the Grade
A. Mid-semester Term Mark
The teacher will review the evidence of learning and use professional judgement to determine the
student's most consistent level of achievement by:
Reviewing relevant summative assessment and evaluation evidence
Giving particular attention to the student's more recent achievement
Applying achievement levels to judge student performance
Assigning a percentage (%) grade that corresponds to the level of achievement
B. End of Semester Term Mark (70% of final grade)
Seventy percent of the grade will be based on evaluations conducted throughout the course. The
teacher will use professional judgement to insure that this portion of the grade reflects the student's
most consistent level of achievement throughout the course, with special consideration given to the
more recent evidence of achievement.
C. Final Evaluation (30% of final grade)
Thirty percent of the grade is based on a final evaluation that must be completed towards the end
of the course. It will be consistent with the assessment and evaluation experienced throughout the
course. There are no exemptions from completing the final evaluation of the course. Students who
miss a final evaluation or an arranged alternate will receive a mark of zero (0) on the final
D. Final Percentage Grade (70% Term + 30% Final)
The semester end grade reported on the report card is a percentage grade that represents the
quality of the student's overall achievement of the expectations of the course and the
corresponding level of achievement as described in the achievement chart.
8. Reporting and Communicating
Learning is a shared responsibility among students, parents, and teachers.
Progress reports will be issued towards the beginning of each semester. Also, teachers will alert
parents/guardians to potential problems at any time during the semester, so that early remedial
action can be taken.
Formal reporting to parents/guardians takes place twice each semester: a mid-term report and
Parents’/Guardians’ Night when parents/guardians can speak individually to teachers, and a final
report after the end-of-semester evaluations.
Parents/guardians are encouraged to contact teachers, at any time, if they have any concerns.
John Fraser Secondary School 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 excellence go hand-in-hand. One
of the core goals in our strategic plan, the Report Card for Student Success, is the following:
"Achieve equity for students and staff—we provide equity of access and
opportunity for students and staff to learn, work and develop in an
environment that is nurturing, engaging, respectful and inclusive."
One of the Peel Board's projects is the implementation of six core character attributes. The
attributes are taught in school, but they are also the basis of the board's working relationships –
they help to create a positive climate for learning and working.
We want our staff and students to be:
Caring – showing compassion and kindness towards others
Cooperative – working collaboratively with others for a common purpose
Honest – being truthful, trustworthy and sincere in your speech and actions
Inclusive – treating everyone fairly and equitably
Respectful – treating others, yourself and the environment with high regard and value
Responsible – being accountable and reliable in your actions and commitments
We believe that parents, the school and community, must all work together to help students learn to
become responsible members of society, being sensitive to the diversity, 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 John Fraser Secondary aligns with and supports Ontario's Equity and
Inclusive Education Strategy, the Safe Schools Act, the Peel Board's Human Rights policy and
Antiracism and Ethno-cultural Equity policy.
OUR CODE OF CONDUCT
The John Fraser Secondary School Code of Conduct applies to all members of the school
community including students, parents, guardians, volunteers, visitors and school staff, whether
they are on school property, on school buses, at school-authorized events or activities, or in any
other situation that may impact the school climate.
All members of the school community have a responsibility to respect and honour the school Code
of Conduct, to demonstrate age and developmentally appropriate social behaviour and to take
responsibility for their own actions.
All 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, citizenship, religion, gender, gender identity, sexual orientation,
age, ability, socioeconomic status, or any other attribute
take appropriate action to help those in need, seeking assistance to resolve conflict
constructively and respectfully
show proper care and regard for school property and the property of others
Parent and guardian responsibilities include:
taking an active role in their son/daughter's education by ensuring that he/she is prepared for
learning, including punctual and regular attendance, promptly reporting authorized absences
and late arrivals, and communicating regularly with the school
reviewing the school Code of Conduct with their son/daughter and helping him/her follow
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
practicing honesty and integrity including, but not limited to, not participating in or encouraging
plagiarism, misrepresentation of original work, use of unauthorized aids, theft of evaluation
instruments, or false representation of identity
following school rules and taking responsibility for his/her own actions
refraining from bringing anything to school, or using anything inappropriately, that may risk the
safety of themselves or others
showing proper care and regard for school and community property, as well as only visiting
other schools for school-related and authorized activities
Staff responsibilities include:
helping students achieve to the best of their ability, developing self-worth, and being
maintaining order in the school and holding everyone to the highest standard of respectful and
communicating regularly and meaningfully with parents/guardians
establishing a range of clear, fair and developmentally appropriate interventions, supports,
direct skill instruction and consequences for unacceptable behaviour including but not limited
to homophobia, gender-based violence, sexual harassment and inappropriate sexual
responding to and reporting behaviours which may have a negative impact on school climate
BULLYING PREVENTION AND INTERVENTION
At John Fraser Secondary School we are teaching students, staff, and parents to identify bullying
behaviour and are providing them strategies to deal with, and stop it from happening.
Bullying is typically a form of repeated, persistent and aggressive behaviour directed at an
individual or individuals that is intended to cause (or should be known to cause) fear, distress
and/or harm to another person’s body, feelings, self-esteem or reputation. Bullying occurs in a
context where there is a real or perceived power imbalance.
When someone experiences or observes bullying behaviour, he/she is expected to report it to a
teacher, teaching assistant or school administrator immediately. Staff will use restorative practices
when dealing with bullying incidents. This includes educating those involved as well helping them
build positive relationships. Bullying behaviour will be dealt with using a progressive discipline
John Fraser Secondary School encourages, supports and recognizes acceptable behaviour in our
students through a variety of positive practices. Progressive discipline is an approach that makes
use of a continuum of interventions, supports and consequences, building upon strategies that
promote positive behaviours.
We encourage students to take responsibility for their behaviour and to accept the consequences
of their actions. A progressive discipline approach 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 to 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.
Suspension and expulsion
John Fraser Secondary School also supports the use of suspension and expulsion for serious
incidents as outlined in the Peel District School Board's Safe Schools Policy.
Before considering whether to impose a suspension or make a recommendation for an expulsion, a
principal must consider mitigating and other factors.
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
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 drugs
committing any act, considered by the principal to:
o have a negative impact on the moral tone of the school
o have a negative impact on the physical or mental well-being of one or more school
o be contrary to the school or Peel Board Code of Conduct
Incidents for which a principal will consider recommending to the Board's Discipline Committee that
a student be expelled include:
physically assaulting another person causing bodily harm that requires medical treatment
possessing a weapon or using a weapon to cause or to threaten bodily harm to another person
trafficking in restricted drugs or weapons
giving alcohol to a minor
committing sexual assault
o is significantly detrimental to the school climate and/or to the physical or mental well-being
o causes extensive damage to school property
o causes his/her continued presence at the school to pose an unacceptable risk to other
members of the school community
o is a pattern of behaviour so inappropriate that the student's continued presence is
detrimental to the effective learning or working environment of others
o demonstrates a persistent resistance to changes in behaviour that would enable him/her
to be successful
o is a serious violation of the school or Peel Board Code of Conduct
Students who are suspended or expelled will be given an opportunity to continue their education
through educational programs offered by the school board.
The school recognizes the benefits of a smoke-free environment for all persons. By law, smoking is
not permitted at John Fraser Secondary, on any other board property, on school buses or while
attending any school-related event or activity. School property includes cars that are on school
grounds and all lands to the edge of the sidewalk or street. The no smoking rule will be enforced
within these areas.
Providing tobacco products to anyone under 19 years of age is illegal.
Alcohol and restricted drugs may be addictive and represent a health hazard. Possessing, using,
trafficking in, or providing others with restricted drugs and/or alcohol will not be condoned at John
Fraser Secondary, 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
Possessing 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 John Fraser Secondary, on any Peel Board
property, or at any school-related event or activity at any time.
The standards for school dress at John Fraser Secondary 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.
USE OF TECHNOLOGY
Students will demonstrate appropriate online conduct and manners and refrain from
improper/unethical use of technology, including computer hacking and cyber-bullying. The internet
must not be used for any purpose that is contrary to the intent of the John Fraser Secondary Code
of Conduct. This applies to school, work and home internet use.
Cell phones may not be used for any communication or for taking photographs unless permission is
granted by a school official.
Posting photographs or images on the internet (including social network sites) without adult
permission violates the John Fraser's Code of Conduct
"Electronic devices cannot be properly secured at school. They are also a distraction to
others. Electronic devices should not be brought to school. The school will not be
responsible for the theft/loss of or damage to any personal items."
Students are expected to follow the standards of behaviour outlined in the Code
of Conduct while they are on the school bus.
Community Involvement Activities – Grade 9-12
As stated in Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements,
1999 (OSS), every student 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 and of the contributions they can make in supporting and
strengthening their communities.
Students are advised to get started as early as possible. Ideally, students will want to have
completed their 40 hours of community service by the end of grade 10.
It is the student's responsibility, with assistance from her/his parents, to find a volunteer placement.
The school will not be directly involved in finding volunteer placements for students or monitoring
students while they are completing their volunteer work.
Choose an Eligible Activity
The Ministry of Education has developed guidelines about what kinds of activities are eligible.
Generally, students can complete 40 hours of service in events or activities that meet the following
Supports not-for-profit agencies, institutions or foundations.
Structured programs to promote tutoring, mentoring, visiting, coaching whose purpose is
to assist others.
Supports work of a global nature.
Promotes environmental awareness.
Promotes and contributes to the health and well-being of any group.
Affiliated with a club, religious organization, arts or cultural association, or political
organization that seeks to make a positive contribution in the community.
Benefits the community.
Any activity not specified as ineligible (as specified on the "40 Hours" form).
Keep On Track
Students are expected to complete the form that outlines what volunteer work he or she
intends to do. (This form can be downloaded from the Peel District School Board web site
or picked up in the Guidance office.)
When the 40 hours of volunteer service are completed, the signed form should be brought
to the Guidance office for filing at the school.
Forms must be submitted no later than March 31 in the student's graduating year to
ensure graduation status.
More information and volunteer opportunities are available from:
The Guidance and Career Education Department (Volunteer bulletin board).
The Peel District School Board web site at www.peeledu.on.ca in the "Student Stuff"
The Volunteer Centre of Peel at (905) 306-0668.
Volunteer MBC (www.volunteermbc.org) helps students find rewarding volunteer activities.
Regular attendance is vital to good academic performance. Students are expected to attend all
classes for which they are registered and to be on time. The school is required by law to maintain
an accurate attendance record for all students. To ensure the accuracy of the record students must
adhere to the following daily period schedule:
The Regular School Day
Day 1 = Odd Days; Day 2 = Even Days
Day 1 Day 2
Period 1 08:25 to 09:40 A B
Period 2 09:43 to 10:58 B A
Common Lunch 10:58 to 11:58
Period 3 11:58 to 01:13 C D
Period 4 01:16 to 02:31 D C
Late Starts-10:00 start (one per month)
Sept. 15, Oct. 20, Nov. 17, Dec. 15, Jan. 19, Feb. 16, Apr. 19 and May 17
Parents will be notified by our home caller system of any changes.
Teachers: Collaborative Work 08:25 to 09:55
Day 1 Day 2
Period 1 10:00 to 10:52 A B
Period 2 10:55 to 11:47 B A
Common Lunch 11:47 to 12:47
Period 3 12:47 to 01:39 C D
Period 4 01:41 to 02:31 D C
Office Hours are 7:30 – 3:30 daily.
Students are expected to be in their first period class prior to the 8:25 a.m. bell. A warning
bell sounds at 8:20 a.m. "O Canada" will be played at 8:25 a.m. followed by a "Silent Meditation"
and Announcements. Students who are still in the hall during “O Canada” and the "Silent
Meditation" must remain stationary in the halls until the conclusion of the announcements. Habitual
lateness will result in progressive consequences.
Auto Dial System:
For all students marked absent or late from class without an explanation, an automated call is
made to the home between 5:00 and 9:00 p.m. indicating which classes were missed that day.
Excused during the day:
Parent permission is required for any student who needs to leave the school for any reason.
Students must sign in and out in the main office.
Absence from school as a result of a family decision requires that the Extended Absence
Form be completed and submitted to the office at least one week prior to the absence.
These forms are available in the main office and enable the student and teacher to discuss class
work that will be covered during the period as well as any evaluations which will occur.
Special Note – By the nature of the content of all courses, a great deal of work is covered
throughout the entire semester. The formal evaluation of this work is critical for student learning.
Students and parents should be particularly careful about any unnecessary absence
because such absences may affect the student's mark, and in grade 12 courses, acceptance
to post-secondary education.
Students who become ill during the day may be referred to the office by their teacher. If we are
unable to contact a student's parents/guardian/contact to receive permission to sign the student
out, and if the student does not have a note, only the Principal or Vice-Principal may approve the
sign out. A note of explanation is expected on the following day.
Any student who does not return to school after lunch is required to have a parent call to
confirm the absence. Failure to phone will be considered as skipping the missed classes. A note
will be required in the office on the student’s return to school.
If a student is unable to attend school, the parent should contact the school by
telephone on the morning of the absence to explain the reason for the absence. The absent
student is expected to bring a note explaining the absence as soon as they return to school.
The note should be given to the office. All notes are kept on file. The law requires that the school
receive a satisfactory explanation for each student absence. We seek the co-operation of
parents/guardians and students in ensuring that this requirement is met. This request pertains to
all students regardless of age.
Late for class (Periods 1, 2, 3, 4):
Students who arrive late for class must provide a note or have a parent leave a message for the
school on the attendance line in order to be signed into class. The teacher may assign a detention
under their personal supervision in the classroom. Students who have a pattern of lates will be
assigned lunchtime detentions in the Detention Room, overseen by the office.
Late for school: Attendance and punctuality must be a high priority for all students.
Should a pattern of lateness develop the following steps will be taken:
• contact will be made with the parent or guardian at appropriate times.
• suspension from school may occur.
Communication with adult students (age 18 and older):
Please be advised that Peel District School Board staff, including teachers and administrators, will
not communicate with the parent(s)/guardian(s) of an adult student (age 18 or older) regarding
educational matters unless and until that adult student provides direction in writing that all further
communication by school staff regarding education matters must be with that student only. If you
have any questions regarding this practice or if you wish to provide written direction to the school,
please speak to your Vice-Principal or Principal.
Change of address or telephone number:
Changes in student address or telephone number(s) must be submitted to the main office with
proper documentation within five days after the change has occurred.
Co-curricular activities, clubs and sports for students:
Participation in co-curricular clubs and sports affords students an excellent opportunity to broaden
their interests and to develop their knowledge and their talents in many different ways. It gives
them an introduction to proper procedures for the conduct of meetings, organization of campaigns,
planning programs, etc. If interested in joining one or more of the school clubs, attend the first
organizational meeting when it is announced on the P.A. Beware of overloading to the detriment of
course studies. The activities are planned to add to a student’s education, not detract from it.
Responsibilities - Athletic Contract:
Being a student-athlete and a member of a John Fraser Royals team carries with it many
responsibilities. These responsibilities are outlined in order for them to be clearly understood by
both students and parents.
• I am responsible for all schoolwork missed while away from school and realize that to use
athletics as an excuse for incomplete work is not appropriate.
• I am responsible for making every effort to maintain at least an acceptable grade in each
course, as well as maintain regular attendance.
• If I am absent from any class on game-day I realize I am not eligible to attend the game that
day or the following game.
• It is my responsibility to attend all practices on time. I will inform my coach in advance if I need
to be excused. I realize that I may be asked to leave the team following three absences. If I
am absent from practice without reason I realize I may not play the next game.
• When representing the Jaguars I will conduct myself in a positive, sporting manner. I will show
respect for my teammates, coaches, officials and opponents at all times.
• I will travel to and from games with the team unless I have made arrangements with my coach
(having parental consent) well ahead of time.
• I am responsible for my uniform and returning it clean at the end of the season. If I do not
return the uniform, I must pay the replacement cost.
• Once I have been selected as a member of a team, I am committed for the full season. If
asked to leave or I quit a team, I may not be eligible to participate on any school team for two
sport seasons, (e.g. winter/spring). Appeals of this decision can be presented at the start of
each athletic season to a review panel.
The Guidance and Career Education department provides in-class workshops and additional
counselling support to help students to make informed choices on their selection of courses.
Students will have limited opportunities to change course selections, if such changes can be
students and parents make initial selections, on-line, before the January deadline date
students can make any desired changes to these selections online during a week-long
"window" in mid to late February
studentshave a final opportunity to request course changes using a form available in
Guidance in early June
studentswho require changes due to summer school results and similar issues can request
necessary changes during the week prior to school start, with significant limitations
no courses can be changed or dropped without Guidance and Administrator support.
1. Only students with twenty four (24) credits are eligible for a study period.
2. Only students within 2 credits of graduation may apply for part-time status, with the approval of
the Principal. Students must maintain good attendance until the decision is made.
3. Students who enrol in a course, fulfil all course requirements (attendance, assignments, tests,
final examination) and yet fail the course, have two options: i) summer school or night school
or ii) re-enrol in day school to repeat course where space allows.
4. Students who enrol in a course and fail to complete all course requirements (See #3) have two
options: i) summer school or ii) night school.
5. Students taking a course for the first time will take priority over those students who want to
repeat a course. No student will be given permission to repeat a course in day school until
they have received a Final Report Mark in that course.
Exceptions to the above require the Principal’s approval.
Crime Stoppers: Crime Stoppers is an effective means of crime deterrence. Students who
witness a theft or a crime of any nature are asked to call 1-800-222-TIPS to provide information
anonymously. Police officers follow up on the report and the person responsible is apprehended
Emergency closing of schools:
During the winter months, inclement weather may cause the disruption of bus transportation and
regular school operations. A decision to cancel school transportation and/or to close schools
is usually made by 6:30 a.m. and will be announced on the following radio stations:
CKFM 99.9 CHUM 1050 CFTR 680 CFNY 102.1
CFTO CBC CJCL 590 CHFI 98.1
CFRB 1010 ENERGY FM 93.1 CJEZ EZ ROCK CJBC (FR)860 AM
Z103.5 TALK 640 CJMR/CHWO 1250 CHIN100.7FM/1540 AM
CITY PULSE FOXY 88.5 FM Global News Weather Network
Parents are asked not to stop on Erin Centre Blvd. to drop off or pick up their children.
Consider using the parking lot across the street, or use the "Drop-Off" lane in front of the
school. Dropping off a few minutes earlier in the morning will help you avoid a traffic jam and will
ensure your student arrives for class on time.
SUPPORT SERVICES FOR STUDENTS
The cafeteria is used for study periods, lunch and for meetings. The cafeteria is open each lunch
period for hot meals and light snacks. Please help the kitchen and custodial staff by using good
manners and cleaning up after yourself. Courtesy and co-operation are expected at all times in the
cafeteria. The costs of cafeteria items are approved by the Peel District School Board.
Guidance and Career Education:
Guidance Counsellors run programs and provide services to help students make important
education and career decisions and support students in their personal and interpersonal well-being
and development. The Guidance secretary can make an appointment for students to see a
Counsellor individually for additional support in any of these areas.
Counsellors are assigned to students alphabetically according to the student's surname.
What do you need to graduate?
18 compulsory credits
Students must earn the following compulsory credits to obtain the Ontario Secondary School
4 credits in English 1 credit in the Arts
3 credits in Mathematics 1 credit in Health and Physical Education
2 credits in Science 1 credit in French as a Second Language
1 credit in Canadian History .5 credit in Career Studies
1 credit in Canadian Geography .5 credit in Civics
Plus one credit from each of the following groups:
1 additional credit in English, or French As A Second Language, or a Native Studies, or a Classical
or International Language, or Social Sciences and the Humanities, or Canadian and World Studies
or Guidance and Career Education, or Cooperative Education*
1 additional credit in Health and Physical Education, or the Arts, or Business Studies, or
1 additional credit in grade 11 or 12 in Science, or Technological Education, or Cooperative
(*A maximum of 2 credits in cooperative education can count as compulsory credits.)
In addition to the compulsory credits, students must complete:
12 optional credits
40 hours of community involvement activities
the provincial literacy requirement
Important Dates for Grads
September - October In-class workshops and materials delivered to all grade 12 students to
make decisions and apply for apprenticeship, college, university, work
OCAS – College applications ONTARIOCOLLEGES.CA
February 1 EQUAL consideration date – applications will be given equal
consideration by the colleges. After this date, applications are still
processed for programs with space available.
May 1 Deadline to confirm their acceptance.
OUAC - University applications
November /December PIN numbers arrive in Guidance so that students can start to apply.
January 16 DEADLINE for Ontario secondary school students to submit on-line
applications to OUAC
May 29 LATEST date by which Universities will respond to applications
June 3 EARLIEST date by which Ontario universities may require a response
to an offer of admission – subsequent offers may be accepted
Resource Centre Services:
The Library Information Centre is open for research, study, and reading, and is available for
individual, group and class use. It is also regarded as a classroom area for teaching Information
Hours (unless otherwise posted): Monday to Thursday 7:45 to 3:30
Friday 7:45 to 2:30
AIM ROLE COLLECTION
To assist students in Offers a teaching/learning Books, magazines, videos
becoming informed decision program with planned and DVDs are available to
makers and skilled educational activities. These borrow. Computers are
information users. activities engage students in available for Internet
the meaningful use of a wide research, database use and
range of print, non-print, access to a variety of
electronic and human programs. In addition,
resources. databases can be accessed
Map of John Fraser Secondary School