JOHN FRASER SECONDARY SCHOOL - DOC

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					                John Fraser Secondary School
                   Parent Handbook - 2012 – 2013
                                 Ms. J. Solomon
                                    Principal

                                MR. JOE JAKOBEK
                               Vice-Principal (A-K)

                              Ms. S. Couttie-Griffin
                               Vice-Principal (L-Z)

                           2665 Erin Centre Boulevard
                              Mississauga, Ontario
                                    L5M 5H6

                            Telephone: (905) 858-5910
                                 Fax: (905) 858-1973
                        http://johnfraserss.peelschools.org/


                   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.


                                         1
TABLE OF CONTENTS
                                     Topic                 Page
CALENDAR HIGHLIGHTS                                         3
POLICIES
Assessment and Evaluation                                   4
Code of Conduct                                             10
Community Involvement Activities                            14
PROCEDURES
Attendance – Daily Schedule                                 17
    Auto Dial System                                        18
    Excused During the Day                                  18
    Extended Holiday Forms                                  18
    Illness                                                 18
    Late for Class                                          18
    Late for School                                         18
    Change of Address or Telephone Number                   19
Co-Curricular Activities, Clubs and Sports for Students,
                                                            19
   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




                                                  2
John Fraser Secondary School 2012-2013 Calendar Highlights
1st semester                                             2nd semester
   Sept                                                    Feb
     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)
    Oct                                                    Mar
     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)
   Nov                                                   April
     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
   Dec                                                    May
   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)
                                                                  Athletic Banquet
  Jan                                                     June
    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



                                                     3
                                              POLICIES
                       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.

Assessment Tasks
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.

Assessment Tools
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
quality.

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.




                                                    4
2. Achievement


  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.




                                                  5
Peel's reporting guidelines for students achieving 50% and below are as follows.


Percentage        Achieveme        Description
  Grade            nt Level
  Range

    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.
                                   Credit granted.

  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
                                   course expectations.
                                   Credit will not be granted.

  31-35%               R-          Insufficient level of achievement. Student had difficulty achieving any course
                                   expectations.
                                   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
                                   achievement.
                                   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.




                                                  6
Student Expectations

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,
students will"
    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
     classmate
    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).


                                                  7
B. Attendance
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
summative evaluations.
In positive terms, good attendance has been shown to positively affect student achievement.

C. Deadlines
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
         secondary school
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.
                                                   8
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
assessment.

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
final evaluation.

The following chart provides a guideline regarding consequences for missed final evaluations.
               Reason for Missing                                     Guideline
                 Final Evaluation
  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
                                                 9
  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
                                                              alternate location
  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
student.

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).

6. Communication

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
evaluation.
                                                  10
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.




OUR COMMITMENT

 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
                                                 11
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.

OUR RESPONSIBILITIES

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
    school rules
   helping their child understand that it is not appropriate to tease or bully others
   monitoring their child’s internet use and taking responsibility for his/her behaviour when
    accessing electronic resources from home

Student responsibilities include:
   demonstrating a commitment to learning through punctual and regular attendance, being
    prepared and ready to learn
   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
                                                   12
   refraining from bringing anything to school, or using anything inappropriately, that may risk the
    safety of themselves or others
   showing proper care and regard for school and community property, as well as only visiting
    other schools for school-related and authorized activities

Staff responsibilities include:
   helping students achieve to the best of their ability, developing self-worth, and being
    responsible citizens
   maintaining order in the school and holding everyone to the highest standard of respectful and
    responsible behaviour
   communicating regularly and meaningfully with parents/guardians
   establishing a range of clear, fair and developmentally appropriate interventions, supports,
    direct skill instruction and consequences for unacceptable behaviour including but not limited
    to homophobia, gender-based violence, sexual harassment and inappropriate sexual
    behaviour
   responding to and reporting behaviours which may have a negative impact on school climate



BULLYING PREVENTION AND 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
approach.

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
                                                 13
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
   bullying
   uttering a threat to inflict serious bodily harm on another person
   committing an act of vandalism that causes extensive damage to school property
   possessing alcohol or restricted drugs
   being under the influence of alcohol or 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
       community members
    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 robbery
    committing sexual assault
    behaviour that:
     o is significantly detrimental to the school climate and/or to the physical or mental well-being
           of others
     o causes extensive damage to school 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.


                                                  14
          DRUGS

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
property.

WEAPONS

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.

DRESS CODE

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."

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

                                                 15
                        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
criteria:
         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.
     
                                                                  st
          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"
         section.
        The Volunteer Centre of Peel at (905) 306-0668.
        Volunteer MBC (www.volunteermbc.org) helps students find rewarding volunteer activities.




                                                  16
PROCEDURES

Attendance:
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
                                                                Block
       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
       Students:                                                    Block
       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.

                                                  17
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.

Extended Absence:
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.

Illness:
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.



                                                 18
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.

Student responsibilities:
•   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.

Athlete responsibilities:
•   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.

                                                  19
Course Selection:
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
accommodated:
   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.
Course Requirements:
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

                                                20
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

Cafeteria services:
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
Diploma:
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
Cooperative Education*
1 additional credit in grade 11 or 12 in Science, or Technological Education, or Cooperative
Education*
(*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




                                                  21
                                   Important Dates for Grads

 Post-Secondary planning
 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.
                       OUAC.ON.CA
 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
Skills.

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
                                                                       from home.
                                                 22
Map of John Fraser Secondary School




                           2nd
                           Floor




                           1st
                           Floor




          Main entrance
                 23

				
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