Mission Statement

Lorne Park Secondary School is dedicated to fostering academic and personal excellence, pride and spirit in a dynamic and supportive

environment.

Values

Tradition Integrity Leadership Service

Discipline Community Respect for ourselves and others

LORNE PARK SECONDARY SCHOOL

Student Handbook 2018-2019

C. Caslick

PRINCIPAL

Z. Zilkey M.Wood

VICE-PRINCIPAL VICE-PRINCIPAL

1324 Lorne Park Rd. Mississauga, Ontario

L5H 3B1

Telephone: 905-278-6177 Fax Number: 905-278-4011

Attendance Line: 905-278-6177 OPTION 3 Website http://www.lpspartans.ca

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TABLE OF CONTENTS

I. SCHOOL MAP .................................................................................... 4 II. SCHOOL PROCEDURES

1. Attendance ....................................................................... 5 a) Timetable ................................................................... 5 b) Late/Attendance Policy ........................................... 5-6 c) Excused During the Day ............................................ 6 d) Extended Absences ................................................... 7 e) Age 18 and older ........................................................ 7 f) Student Timetables .................................................... 8 g) Students Requesting Timetable Changes .................. 8 h) Part-Time Status ........................................................ 9 i) Unassigned Periods ................................................... 9 2. Safety Regulations ........................................................... 9 3. Bus Information ................................................................ 9 4. Locks and Lockers ......................................................... 10 5. Lost and Found ............................................................... 10 6. Visitors ........................................................................... 11 7. Students with Anaphylactic Allergy ................................. 11 III. THE LORNE PARK CODE OF CONDUCT

1. Philosophy (Commitment & Responsibilities) ............. 12-13 2. Progressive discipline ................................................ 14-15

3. Bullying Prevention & Intervention .................................. 16 4. Assemblies ..................................................................... 16 5. Drugs/Smoking/Enforcement ..................................... 16-17 6. Weapons ......................................................................... 17 7. Dress Code ............................................................... 17-18 8. Laser Pens ..................................................................... 18 9. Skateboards/Roller Blades .............................................. 18 10. Fire Crackers, Water Pistols/Spraying, Snowballs .......... 18 11. Litter ................................................................................ 18

IV. ASSESSMENT, EVALUATION, AND REPORTING IN PEEL

Growing Success 2010 Policy and Peel Policy 14 1. Purpose, Definitions, Principles, Strategies .............. 19-24 2. Learning Skills .......................................................... 24-25 3. Achievement Levels .................................................. 26-27 4. Roles & Responsibilities ............................................. 27-29 5. Final Grade for the Course .............................................. 29 6. Final Evaluations & Policies ....................................... 29-31 7. Missed Summative Term Assessments .......................... 31 8. Support for Identified Students ........................................ 31 9. Academic Honesty ..................................................... 31-32

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10. Failures ........................................................................... 32 11. Regional Programs ......................................................... 32 12. Full Disclosure................................................................. 33 13. Community Service ......................................................... 33 14. Credits outside PDSB & Exchange students ................... 33

V. SERVICES TO STUDENTS 1. Guidance and Career Education ..................................... 34 2. Library ........................................................................ 34-35 3. Digital Citizenship ............................................................ 35 a) Use of Technology ............................................... 35-36 b) Computer and Internet Rules ............................... 36-38 4. Cafeteria ........................................................................ 38 5. Parking .......................................................................... 38 6. Textbooks ....................................................................... 39 VI. ACTIVITIES FOR STUDENTS

1. List of Current Activities at LPSS .................................... 39 2. Code of Behaviour for Student/Athletes at LP ............ 40-41 3. Athletics at Lorne Park .................................................... 41

VII. THE LORNE PARK AWARDS SYSTEM

1. Academic Letter ......................................................... 41-42 2. Citizenship Letter ............................................................ 42 3. Athletic Letter .................................................................. 42 4. Key Awards .................................................................... 43 5. Department Academic Awards ....................................... 43 6. Ontario Scholars and Scholarships ........................... 43-44 7. Graduation ...................................................................... 44

VIII. TEEN SUPPORT SERVICES ................................................ 45

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LORNE PARK SCHOOL MAP

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II. SCHOOL PROCEDURES

1. Attendance a) Timetable

DAILY CLASS SCHEDULE

Time Day 1 Day 2

(odd days) (even days)

8:20-9:35 Period 1 Period 2

9:40 - 11:00 Period 2 Period 1

11:00 - 11:55 Lunch Lunch

12:00 - 1:15 Period 3 Period 4

1:20 - 2:35 Period 4 Period 3

You are expected to be in your first Period class prior to the 8:20 AM bell. A warning bell sounds at 8:15 AM. Regular attendance is vital to good academic performance. You are expected to attend all classes for which you are registered and to be on time. If you are unable to attend school, a phone call is expected from a parent or guardian on the morning of the absence to explain the reason for your absence. Please call the school at 905-278-6177 (option 3) to leave a message explaining the absence. If a phone call is not made, a note from a parent or guardian is to be presented to the Main Office when you return to school. If no telephone contact has been made, the automated call out system will call home when a class absence (unauthorized) is recorded by the teacher.

b) Late/Attendance Policy Please Note: As a focus of our School Success Plan, Lorne Park is committed to fostering student learning through encouraging punctuality and attendance in all classes.

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Regular attendance is the greatest predictor of school success. A system of progressive discipline is used to reinforce the importance of punctuality, and presence in class

1st and 2nd late/skip: warning/action from your teacher

3rd and 4th late/skip: phone call home/teacher consequence.

5th late/skip: referral to the Vice-Principal

Students with in-school appointments (Guidance) should show an appointment slip to their teacher before leaving the class and give it to the teacher upon return. If students are late to school, they must stop and remain still in the hall until the Anthem and the announcements are over. Hats are to be removed during the Anthem and the moment of prayer or meditation. Procedures for Late to Class 1. Students with a note for illness or an appointment can report

directly to the main office to sign in. You will be given an admit slip to give to your teacher.

2. Students without a note can go directly to class where your

teacher will mark you late. Teachers will submit attendance at the end of Periods A, B, and C, and at 2:00PM for Period D.

c) Excused During the Day

If you must leave before the end of the day, you must sign out through the Main Office, regardless of age and whether or not you will be returning. To facilitate sign-out procedures for appointments, you should bring a note to the Main Office early in the day and receive an excuse slip for the teacher whose class you will leave.

Students who become ill during the day may be referred to the Main Office by their teacher. If we are unable to contact your parents to receive permission for you to sign out, and if you do not have a note, only the Principal or Vice-Principal may approve the sign out.

Students are not permitted to make this decision themselves.

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d) Extended Absences

This practice is not recommended by the school as educational research shows a clear connection between attendance and academic success. It is the expectation of the Peel District School Board that students will attend school on scheduled school days and take holidays according to the school year calendar. In the event that parents choose to take their child out of school at times other than school holidays, families must:

(i) complete the Family Authorized Extended Absence Form available in the Main Office in consultation with each classroom teacher.

(ii) submit this form to the appropriate Vice Principal at least two weeks in advance of the absence. (iii) fulfill all academic obligations as outlined on the form.

Please note that final evaluation periods will not be considered for approval for vacation (missed finals require medical notes).

e) Attendance and Lates Pertaining to Students age 18 and Older

A student, 18 years of age or older, is classified as an adult and in accordance with the Municipal Freedom of Information and Protection of Privacy Act, has the right to control their own educational information including attendance, achievement and discipline issues. Students over the age of 18 are permitted to sign-out from school for appropriate scheduled appointments. Those abusing this privilege will be directed to their alpha Vice Principal.

Communication with adult students (age 18 and older):

Please be advised that Peel District School Board staff, including teachers and administrators, will communicate with the parent(s)/guardian(s) of an adult student (age 18 or older) regarding educational matters unless and until that adult student provides direction in writing that all further communication by school staff regarding 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.

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f) Student Timetables

Students must earn 18 compulsory and 12 elective credits to qualify for their Ontario Secondary School Diploma (OSSD).

Students who have earned less than 16 credits must carry a course load of 8 credits.

Students who have earned more than 16 credits may carry a course load of 7 or 8 credits.

Students who have earned 24 or more credits may carry a course load of 6 credits.

Students must carry a minimum of 6 credits to be considered a full time student. Students wanting to return for a fifth year must obtain their Vice-Principal’s approval prior to course selection.

g) Students Requesting Timetable Changes

The building of appropriate educational plans and the subsequent selection of specific courses are complex tasks. We have developed a formal Timetable Change Policy.

Students considering a course change must make an

appointment with a Guidance Counsellor. After the course selection process has been completed in

January, students have until June 1 to make ‘change of mind’ changes to their program for the following year. These course changes are subject to course availability.

After the start of the school year in September course change requests may be made for the following reasons.

1. To facilitate a course level change from academic to applied for Gr. 9 or Gr. 10 students.

2. To account for summer school / night school results. 3. To obtain a prerequisite course requirement for Post-

Secondary programs. Subject to course availability. 4. To reduce course load from 8 to 7 for Gr. 11 or Gr. 12

students.

Requests for program changes involving semester 2 courses must be completed before January 15 of the current school year.

Senior students requesting to repeat or upgrade a course in semester 2 must have approval from the Administration.

Course change forms must be signed by a parent (unless student is 18) and returned to the Counsellor before the change is final. Students must follow their existing timetable until they pick up their new timetable in the Counselling Office.

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h) Students Applying for Part-Time Status

Students applying for part-time status can only be approved by the Principal. Student must be in their graduating semester, completing their 30th credit as well as all remaining diploma requirements in order to be considered. Part-time students are not eligible for the honour roll. Also, students cannot use their part-time semester toward their academic letter. As well, part-time students may not be well prepared for the demands of a full course load at a post-secondary institution. Part-time request forms are available in the Counselling Office and must be approved by a parent (if student is under 18), and by the Principal. Students granted part-time status will not be eligible to participate on any co-curricular activity for the semester. Marks for courses deleted after the full disclosure date will appear on your transcript.

j) Unassigned Periods

When you do not have a scheduled class you should be in the library or the cafeteria, not in the halls.

2. Safety Regulations

Safety regulations for specific areas are posted in those areas and reviewed by the teachers who teach there. You are expected to follow the rules for the technical shops, exercise rooms, gymnasiums, science labs, etc.

3. Bus Information

Students in the Regional Enhanced Program are only eligible for bus transportation if they meet the following criteria:

reside within the Lorne Park Enhanced Learning Centre catchment area and are further than 4.8 km from Lorne Park Secondary School.

Students who are accepted as flexible boundary students are not eligible for bus transportation. Students entering the Extended French program are not provided with busing.

All eligible students must carry their bus card in order to ride the bus on a daily basis.

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4. Locks and Lockers

Lockers are the property of the Peel Board of Education and are loaned to students for the duration of the school year (to exams), or until withdrawal from school. Loan conditions include that the locker is not defaced or abused, or used for any illegal purposes. Vandalism to lockers will be dealt with by reimbursement for damages and/or suspension. We reserve the right to revoke locker privileges at any time.

The combination dudley lock must be recorded on the locker sheet that is filed in the Main Office. You MUST use the locker assigned to you as Administration approval is required to change lockers. If it is suspected that others know your combination, you may exchange the lock for another one at the Student Counter in the Main Office. Lockers must be vacated by the end of the school year by the announced deadline or upon withdrawal from school. Lockers occupied after the announced deadline in June will be opened and contents removed for disposal. Valuable items will be retained in the Lost and Found only for a short time prior to being donated to charity.

Lockers are school property and there is no expectation of privacy; therefore, a search of such property by the school administration is permissible. In this case the Principal or the Vice-Principal is acting as an agent of the Board and not as an agent of the police. The student may/may not be present when the locker is being opened.

5. Lost and Found

Students are responsible for all of their own belongings. The Peel District School Board does not carry insurance covering student loss of personal items from lockers, or elsewhere, on school property. Please do not bring excessive cash, electronic devices, or expensive jewelry to school. A Lost and Found is located in the Main Office.

Physical Education Areas

Valuables or personal property left in change rooms either during class or during team practices are not secure. Use a gym locker or

your own locker to secure items of value; Remember you are responsible for all of your own belongings.

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6. Visitors

School is a place of business. Student visitors are not permitted during the school day. On rare occasions, with 48 hours notice, a visitor's pass may be issued by administration at their discretion. No visitors are to be admitted to any class without such a pass. Even with a pass, an individual teacher can refuse to admit a visitor if the visit would be inappropriate. On entering the school, parents are asked to check in with the Main Office (Visiting school teams and coaches do not need passes, however, coaches are to remain with their team.)

7. Responsibilities of the Parents/Guardians of a Student With an Anaphylactic Allergy

Inform the school Principal and teachers of their child’s life-

threatening allergies Arrange a meeting prior to the student attending school Provide the school with physician’s instructions for administering

medication by completing FORM A available in the Main Office Provide the school with an up-to-date injection kit, and keep

them current Provide your child with a Medic Alert identification Provide the school with any updated information including

emergency contacts and telephone numbers and changes in medical conditions

Teach your child: o to recognize the first symptoms of an anaphylactic

reaction; o to communicate clearly (if possible) when he or she

feels a reaction starting; o to carry his/her own auto-injector in a container (e.g.,

fanny pack); o to eat only the snacks, foods, drinks brought from

home; o to understand the importance of hand-washing; o to assume as much responsibility as possible for

his/her own safety.

ADDITIONAL ALLERGY GUIDELINES FOR LPSS STUDENTS

All students are asked to refrain from bringing peanut products to school, or wearing fragrances, both of which can affect others with allergies. Secondary school students who are subject to anaphylactic reactions should be aware that foods with allergens may be prepared or served in the school cafeteria or during special events involving food.

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III. LORNE PARK SECONDARY SCHOOL - CODE OF CONDUCT

1) Our Commitment

Lorne Park 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 that supports 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.

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.

Our Code Of Conduct

The Lorne Park 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 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, citizenship, religion, gender, gender identity, sexual orientation, age, ability, socio-economic status, or any other attribute.

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

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

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Parent and guardian responsibilities include:

taking an active role in their son/daughter’s education by ensuring that he/she is prepared for learning, including punctual and regular attendance, promptly reporting authorized absences and late arrivals, and maintaining ongoing communication 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

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,develop self-worth,and being responsible citizens

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

communicating regularly and meaningfully with parents/guardians

establishing an array of extensive, clear, fair and developmentally appropriate interventions, supports, direct skill instruction and consequences for unacceptable behavior

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2) Progressive Discipline

Lorne Park 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, detentions, contact with parent(s)/guardian(s), written reflection, volunteer services to the school community, conflict mediation and resolution, peer mentoring, suspension, 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

Lorne Park 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

damaging or destroying school property

possessing alcohol or restricted drugs

being under the influence of alcohol or restricted drugs

committing any act, considered by the Principal to:

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have a negative impact on the moral tone of the school

have a negative impact on the physical or mental well-being of one or more school community members

be contrary to the school or Peel Board Codes 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 threaten or frighten another person

trafficking in restricted drugs or weapons

giving alcohol or restricted drugs to a minor

committing robbery

committing sexual assault

behaviour that:

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

causes extensive damage to school property

causes his/her continued presence at the school to pose an unacceptable risk to other members of the school community

a pattern of behaviour so inappropriate the student’s continued presence is detrimental to the effective learning or working environment of others

demonstrates a persistent resistance to changes in behaviour that would enable him/her to be successful

is a serious violation of the school or Peel Board Codes 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.

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3) Bullying Prevention And Intervention

We are teaching students to identify bullying behaviour and giving them strategies to deal with, and stop it from happening.

Bullying is typically a form of repeated, persistent and aggressive 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. Bullying may include the use of any physical, verbal, electronic (cyber-bullying), written or other means. When someone experiences or when a bystander observes bullying behaviour, he/she is expected to report it to a teacher, counselor, teaching assistant or school administrator immediately. Bullying behaviour will be dealt with using a progressive discipline approach.

4) Assemblies

Assemblies may be full school assemblies or targeted at specific groups within the school. For all assemblies courteous behaviour is an expectation. Teachers will sit and supervise their classes. Students who arrive late may not be permitted entry to the assembly and should report to the Main Office. Students asked to leave an assembly for inappropriate behaviour will be referred to an administrator.

5) Drugs/ Smoking/ Enforcement

The school recognizes the benefits of a smoke-free environment for all persons. By law, smoking is not permitted at Lorne Park Secondary School, on any other board property, or 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 end of the sidewalk or street. The no smoking rule will be enforced within these areas.

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The Smoke-Free Ontario Act prohibits smoking on school property 24 hours a day/7 days a week. (The Smoke-Free Ontario Act replaced “The Tobacco Control Act” in 2006).

The smoking prohibition applies to students, parents, visitors and staff as well as “after hours” groups who use the property.

The minimum fine is $305 for smoking on school property.

Repeat offences result in a higher fine.

It is illegal to sell or supply to tobacco to any person under the age of 19.

The minimum fine for selling, supplying or sharing cigarettes to

anyone under 19 is $365.

Smoking Enforcement Procedures -

1st Offense: Consequences may include a warning, a letter sent home to parents, detentions/ community service (clean-up of school grounds) and/or suspension from school.

2nd Offense: the student’s name is submitted to the TOBACCO ACT ENFORCEMENT OFFICER for the Region of Peel-Health Department, who will issue a fine of $305.00 for smoking or holding lit tobacco on school property.

3rd Offense: Increased fines and suspension from school.

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 Lorne Park Secondary School, on Peel Board property or at any school-related event or activity at any time. Drug-related paraphernalia that can be used for substance abuse are not permitted on school property.

6) 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 Lorne Park Secondary School, on any Peel Board property, or at any school-related event or activity at any time.

7) Dress Code

Students are expected to dress appropriately for school. Appropriate dress is defined as, ”not offensive or in any way distracting to the learning environment.” Footwear is required at all times. Hats are permitted in classrooms or in the library only with the permission of the teacher(s) involved. Hats must be removed during the playing of the National Anthem and when directed to do so by staff.

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Dress should always project a positive image of the school as a place of learning and as a multicultural community. Any clothing or accessories in poor taste (such as beachwear, etc.) or with objectionable comments or images are not permitted.

Specific illustrations include: swearing, nudity, prejudice, violence, drug references, clothing with hate-related, sexist, racist or homophobic overtones, or displaying of colours or dress to align with an anti-social group (i.e. gang). Students not dressed appropriately may be sent home. Repeat

offences may result in other school consequences.

8) Laser Pens

Students are not to use laser pens/pointers in school because of health and safety concerns. Laser pens/pointers will be confiscated if found on school property and brought to the Main Office.

9) Skateboards/ Roller Blades

Skateboards and roller blades are not to be used in the school or on

school property at any time of day. Roller blades must be removed prior to entry. Items may be confiscated and brought to the Main Office.

10) Firecrackers, Water Pistols, Spraying Water, Snowballs

are not allowed at Lorne Park. Students who choose to bring or engage in these activities will face appropriate school consequences.

11) LITTER

Please help to keep your school clean. Take pride by ensuring that all litter is placed in garbage receptacles found throughout the school.

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IV. LORNE PARK SECONDARY SCHOOL STUDENT ASSESSMENT AND EVALUATION POLICY

This information will help students understand expectations regarding achievement and learning skills. Curricular expectations and the method of assessment and evaluation for courses will be communicated at the beginning of each year or semester through a Student Course Outline/Parent Information Sheet.

Learning is a shared responsibility among students, parents and teachers.

Formal reporting to parents takes place three times during each semester: an early progress report, a mid-term report followed by a Parents' Night when parents can speak individually to teachers, and a final report after the end-of-semester evaluations. In addition, teachers will alert parents to potential problems at any time during the semester, so that early remedial action can be taken. Parents are encouraged to contact teachers directly and in a timely manner if they have any concerns. The protocol to address concerns is: 1) Teacher 2) Department Head 3) Support Staff teacher (Counsellor/Sp.Ed.) If concerns are not resolved at this point, please contact the Administration.

STUDENT ASSESSMENT, EVALUATION, AND REPORTING IN PEEL SECONDARY SCHOOLS

Growing Success 2010 Policy and Peel Policy 14

1. Purposes, Definitions, Principles, Strategies

The primary purpose of assessment, evaluation, and reporting is to improve student learning

Assessment:

The process of gathering, from a variety of sources, information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course.i

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Evaluation:

The process of judging the quality of student learning on the basis of established criteria and assigning a value to represent that quality.

Evaluation is based on assessments of learning that provide data on student achievement at strategic times throughout the grade/subject/course, often at the end of a period of learning.ii

Reporting:

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

Assessment as learning:

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

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

Assessment for learning:

The ongoing process of gathering and interpreting evidence about student learning for the purpose of determining where students are in their learning, where they need to go, and how best to get there. The information gathered is used by teachers to provide feedback and to differentiate instruction appropriately.

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

Assessment of learning:

The process of collecting and interpreting evidence for the purpose of summarizing learning at a given point in time, to make judgements about the quality of student learning on the basis of established criteria, and to assign a value to represent that quality.

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

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Formative Assessment :

The collection of information that occurs throughout the school year, term or unit that enables teachers to track, support and guide students’ continuous progress toward achievement of expectations. It provides direction for the adjustment and improvement of individual students or of the whole class.

Summative Assessment :

Determines student achievement at the end of a unit, course, term, semester or year. It provides teachers with information for making formal judgments about student achievement to be used in reporting results in relation to expectations.

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

Principles of Effective Assessment, Evaluation, and Reporting

Assessment, evaluation, and reporting of student achievement in the Peel District School Board must be:

fair, transparent, and equitable for all students;

supportive of all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit;

carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;

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

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

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

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

Assessment Tasks, Tools and Strategies

Teachers design tasks for assessment and evaluation tasks to match different purposes: to promote learning, to measure/evaluate learning that has occurred up to a given point in time and to help students learn how to learn more effectively.

Evidence of student achievement for evaluation is collected over time from three different primary sources: – observations, conversations, and student products.

Teachers also gather evidence of student learning through a variety of means, which may include formal and informal observations, discussions, learning conversations, questioning, conferences, homework, tasks done in groups, demonstrations, projects, portfolios, developmental continua, performances, peer and self-assessments, self-reflections, essays, and tests.

Insufficient Evidence or “I”

When students receive an “I” on their report card this means there is insufficient evidence of learning and therefore, no percentage mark can be given. If an “I” is given on the final report card, this means that the credit cannot be granted to the student. An “I” may be given to students in Grades 9 and 10 only. Teachers use their professional judgment to decide whether using an “I” will be in the best interest of the student. If an “I” is given on the report card, there will be a report card comment explaining the reason for doing so. Absence of Evidence of Student Achievement As our Peel Character Attributes in Action demonstrate, we expect all

those in our learning community, including students to act in a responsible manner and this includes being responsible for providing

evidence of what they have learned or accomplished in the time frame allowed by the teacher.

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When students do not submit products to the teacher, there is no evidence for teacher to assess. Similarly, when students do not submit products in a timely manner to the teacher, assessing or judging the evidence can be a problem, especially when teachers have deadlines for reporting to parents. Student products that are plagiarized also fail to provide any evidence of student achievement. Assigning a Zero and Mark Deduction If students have not provided evidence of their learning before evaluation takes place, teachers may use a zero as a placeholder in their mark book. A zero provides teachers with an opportunity to discuss with the student and parent the student’s obligation to provide evidence of learning and for the student to be responsible for their learning. A zero may also be used to assign value to student work where the student has plagiarized or cheated until the student has demonstrated his or her learning. Deadlines are realistic in the normal working life outside of the school setting. Deadlines are also set as a reasonable management strategy for teachers so that workloads can be varied and balanced. We also set deadlines as a way of bringing closure to one unit of work and moving ahead to another. It is the student’s responsibility to seek assistance from the teacher when he/she is unable to complete an assignment due to insufficient knowledge or skill, or because of extenuating circumstances. Negotiation of a deadline for submission of student work must be done well in advance of a deadline. Some deadlines are negotiable, a few are absolute. Work that is not completed on either a negotiated or absolute deadline may not be evaluated and may result in a mark of zero. In some cases, according to the professional judgment of the teacher, a late penalty of up to 10 per cent may be deducted from the student’s assignment mark for work handed in up to five school days after a negotiated deadline. The teacher will consider mitigating factors in making the decision around a late penalty. These include the age of the student, the maturity of the student, frequency and number of late submissions, and the individual circumstances of the student. Chronic lateness in submitting tasks/assignments may prevent the teacher from evaluating a student’s ability to demonstrate the course expectations and may require the student to demonstrate his or her knowledge and skills within an alternate setting such as summer school.

Determining the Grade Teachers determine students’ report card grades by using their professional judgment. They interpret student evidence of learning and look at the student’s most consistent level of achievement over time and

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give special consideration to more recent evidence demonstrated by the student. Student evidence of learning includes evidence gathered from observations, conversations and student products collected over a period of time.

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

Learning Skills and Work Habits and Sample Behaviours, Growing Success

Learning Skills and Work Habits

Sample Behaviours

Responsibility

The student:

fulfils responsibilities and commitments within the learning environment

completes and submits class work, homework, and assignments according to agreed-upon timelines

takes responsibility for and manages their own behaviour

Organization

The student:

devises and follows a plan and process for completing work and tasks

establishes priorities and manages time to complete tasks and achieve goals

identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks

Independent Work The student:

independently monitors, assesses, and revises plans to complete tasks and meet goals

uses class time appropriately to complete tasks

Responsibility Organization Independent Work

Collaboration Initiative Self-Regulation

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follows instructions with minimal supervision

Collaboration

The student:

accepts various roles and an equitable share of work in a group

responds positively to the ideas, opinions, values, and traditions of others

builds healthy peer-to-peer relationships through personal and media-assisted interactions

works with others to resolve conflicts and build consensus to achieve group goals

shares information, resources, and expertise and promotes critical thinking to solve problems and make decisions

Initiative

The student:

looks for and acts on new ideas and opportunities for learning

demonstrates the capacity for innovation and a willingness to take risks

demonstrates curiosity and interest in learning

approaches new tasks with a positive attitude

recognizes and advocates appropriately for the rights of self and others

Self-regulation

The student:

sets own individual goals and monitors progress towards achieving them

seeks clarification or assistance when needed

assesses and reflects critically on own strengths, needs, and interests

identifies learning opportunities, choices, and strategies to meet personal

needs and achieve goals

perseveres and makes an effort when responding to challenges

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3. Levels of Student Achievement

The following chart is to be used for Grades 9-12 and is based on Growing Success policy.

Level* Scale Percentage Levels of Achievement

Level 4

4+ 4 4-

95 –100% 87– 94% 80 – 86%

Level 4 identifies achievement

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

Level 3

3+ 3 3-

77 – 79% 74 – 76% 70 – 73%

Level 3 represents the

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

Level 2

2+ 2 2

67 – 69% 64 – 66% 60 – 63%

Level 2 represents achievement

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

Level 1

1+ 1

1-

57 – 59% 54 – 56% 50 – 53%

Level 1 represents achievement

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

Final 30% Evaluation

In Grades 9-12, failure to

complete a 30% Final Evaluation does not automatically result in the loss of a credit. Final decisions around

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4. Roles and Responsibilities of Stakeholders in the

Assessment and Evaluation Process Growing Success 2010

Roles Responsibilities

Students

...Students... are responsible for providing evidence

of their learning within established timelines, and

that there are consequences for cheating,

plagiarizing, not completing work, and submitting

work late.

Students must understand that the tests/exams they

complete and the assignments they submit for

evaluation must be their own work and that cheating

and plagiarism will not be condoned.

... they are responsible not only for their behaviour in

the classroom and the school but also for providing

evidence of their achievement of the overall

expectations within the time frame specified by the

teacher, and in a form approved by the teacher.

Students must understand that there will be

consequences for not completing assignments for

evaluation or for submitting those assignments late.

granting a credit are made by the Principal/Vice-Principal in consultation with the subject teacher.

In Grades 9-10, the code “I” may

be used to indicate that insufficient evidence is available to determine a letter grade or a percentage mark. The report card comment indicates the reason for assigning an “I”.

W In Grades 9-12, the code “W”

indicates that the student has withdrawn from the course.

*Schools can establish and use mid-points for marks to promote equity and fairness in grading practices.

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Parents

We know that parents have an important role to play

in supporting student learning. Studies show that

students perform better in school if their parents or

guardians are involved in their education.

Teachers

...create environments in which all students feel

valued and confident and have the courage to take

risks and make mistakes.

Show students that they care about them (students),

and model a love of learning that can deeply

influence their lives.

Professional judgements are at the heart of effective

assessment, evaluation, and reporting of student

achievement.

The professional judgement of the teacher, acting

within the policies and guidelines established by the

ministry and board, is critical in determining the

strategy that will most benefit student learning.

Ensure that student learning is assessed and

evaluated in a balanced manner with respect to the

four categories, and that achievement of particular

expectations is considered within the appropriate

categories.

Principals

Champion the importance of assessment for learning

by ensuring a consistent and continuous school-wide

focus on student learning and by using classroom,

school and system data to monitor progress.

Play a key role in developing these procedures,

which should be designed to create the conditions for

student success by ensuring that parents have the

information they need to interpret their child’s report

card and to work with teachers to improve their

child’s learning.

Encourage continuing professional development

among staff and by fostering a school-wide

collaborative learning culture based on the sharing of

knowledge and on a sense of collective responsibility

for outcomes.

Teachers will benefit from leadership by the

principal to ensure that there is a common

understanding among all staff about the process for

determining the final grade. The principal will work

with teachers to ensure common and equitable

grading practices that follow ministry policy and

board guidelines.

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Achievement For all Grade Levels

Assessment and evaluation are based on the provincial expectations and achievement levels outlined in the provincial curriculum document for each subject in secondary school.

A wide range of assessment and evaluation opportunities allows students to demonstrate their learning in a variety of ways. This information provides the basis for reporting student grades on the Provincial Report Card.

5. Final Grade for the Course

A final grade is determined as follows:

70% of the grade is based on summative assessments and evaluations conducted throughout the course (term work)

30% of the grade is based on a final summative evaluation/cumulative task which must be completed towards the end of the course. It will be consistent with the assessment experienced throughout the course. When a final evaluation timetable schedules a student to engage in more than two evaluations in one day or there are medical or compassionate reasons, a resolution that considers fairness to the student must be approved by the administration. (Possible resolutions could include completing an assessment at an alternate time or an alternate form of assessment.)

A credit will not be granted if substantial curriculum expectations have not been demonstrated.

Formal final evaluations will be held during the last two weeks of January for semester 1 and the last two weeks of June for semester 2. In-class final evaluations/performance tasks may take place during the two weeks prior to formal final evaluations. Parents are asked not schedule vacations or other activities during these times.

6. LPSS Final Evaluations and Examinations Policies

It is your responsibility to know the exact time, date and location of the final evaluation for each course. Every year some students arrive late for exams. When this happens no extra time is given to complete the evaluation task. If you arrive late, you should report directly to the assigned examination room.

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An exam conflict is one whereby you are scheduled to write three exams in one day or two exams at the same time. Do not expect to have your exam schedule altered due to job training, work, vacation plans, sports, et cetera.

A student who misses an in-class final summative performance task or a formal examination as the result of illness must notify a Vice Principal prior to or on the day of the assessment. A medical certificate from a doctor must be presented within 24 hours of the date the assessment was scheduled to occur. In the event of a death in the family, the Vice Principal must be informed that the student will miss the evaluation prior to or on the day of the evaluation. This must be supported by a note from a medical practitioner or an employee of the funeral home verifying the event within one week of the missed assessment. Students missing a final summative assessment for legitimate reasons may: For Semester One:

Write the final assessment on another day later during the exam week or at turn around day should this be possible to arrange while at the same time maintaining the integrity of the evaluation process.

Write the final assessment on a day set aside by the administration for students who legitimately missed the semester one final evaluations. (i.e. February)

Write an equivalent final evaluation during the exam week in semester two.

Complete an alternative final summative evaluation as agreed upon by the teacher, the department head and the administration. The administration, in consultation with teachers and department heads will determine which of the above options are available to individual students.

If a student chooses not to complete the alternate summative evaluation, a mark of zero will apply and may result in a loss of credit for that course.

For Semester Two:

Write the final assessment on another day later during the exam week should this be possible to arrange while at the same time maintaining the integrity of the evaluation process.

Write the final summative assessment during two days set aside in the last week of August for students who missed final evaluations. (note: these final assessments may not be marked until the middle of September)

Choose to take summer school to redo or "make-up" the course and write the final assessment at summer school.

Write an equivalent final summative assessment at the end of the

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first semester the following school year should they be unable to write in August or take summer school.

Complete an alternative final summative evaluation as agreed upon by the teacher, the department head and the administration.

If a student chooses not to complete the alternate summative evaluation, a mark of zero will apply and may result in a loss of credit for that course.

Note: Students with an outstanding final summative assessment will receive a zero on 30% of their mark until the final evaluation is written.

7. Missed Summative Assessments (term work)

Students who miss an in-class summative assessment for an unauthorized reason may lose the opportunity to complete the task. Students who know ahead of time that they will miss an assessment are expected to discuss the situation beforehand with the subject teacher.

Students who are absent on the day of an assessment for reasons such as illness, field trip, athletics, or suspension, are responsible for:

The work covered and assigned during the class

The handing in of assignments at a time negotiated with the teacher

The writing of any missed tests at a negotiated time 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.

8. Support for Identified Students Accommodation and modification for the needs of exceptional students will be consistent with the student's Individual Education Plan. These may include, for example, the use of a calculator or additional time on evaluations.

9. Academic Honesty

It is your right to be evaluated fairly and to be given honest feedback about your academic progress and achievement. It is your responsibility to ensure that all work that you submit for evaluation is your own. Cheating in any form is unacceptable. Cheating may include: using a paper or electronic “cheat sheet”, asking another student for information from a previous test or assignment, glancing at another student’s test paper, copying homework or using information from the internet without quoting sources. Consequences may be a zero.

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Provision of your work to or obtaining work from another student for the purpose of achieving a better result would also be considered cheating. Use of electronic devices without teacher permission during assessments or to share information about what is on an assessment is prohibited and is considered cheating. Plagiarism is the action of taking and using as one's own, the thoughts,

writings or inventions of a published source (internet site, publication…). It could be an idea, design, passage or work. Plagiarism exists if a student copies word for word and it also exists if a student takes and uses an idea or work without giving proper annotation (i.e. to note the author or source of the information including the internet). For proper documenting and acknowledging of sources, consult with the subject teacher or the teacher-librarian.

L.P.S.S has a very detailed plagiarism policy based upon progressive discipline which will be given out in the first week of school. Consequences for academic dishonesty based on plagiarism range from re-writing the assignment under supervision, assignment of a zero, suspension, or possibly loss of credit.

10. Failures

The school will attempt to contact all students who fail courses in June for which a summer school program may be available.

11.Regional Program Choices

Students who wish to discontinue a regional program because of lack of success, the school’s recommendation, or personal choice, and who live outside our boundary, will be requested to complete their remaining secondary school courses at their home schools. Students identified through an IPRC to be in the gifted program in Grade 9 and 10 must select all core courses at the enhanced level. As students select post-secondary destinations in their senior grades, they need to select at least one enhanced course each year in order to stay in the enhanced program. Students in the enhanced program who are applying to a post-secondary program need to notify the Counselling Department at least two weeks in advance for any letters of support they require as part of their admission process.

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12. Full Disclosure on Student Transcripts The Minister of Education and Training announced on June 20, 1997 that full disclosure on students' transcripts of all Grade 11 and 12 results would be part of the new high school program. Courses that have been dropped and/or failed after the deadline for full disclosure will also show on the Ontario Student Transcripts.

13. Completion of 40 hours of Community Service

Students submit their completed forms to the Counselling Department. Activities must meet the Peel District School Board criteria and be signed by a parent/guardian. Students arriving from outside of the province are expected to complete all 40 hours, regardless of their entry date to high school.

14. Students Taking Credits Outside PDSB

Students will be responsible to have their outside institution provide the Ontario Universities Application Centre (OUAC), the Ontario Colleges’ Application Centre (OCAS) or any other post-secondary institutions with their course registration information, mid-term marks and final marks. Counsellors will continue to add final marks to the student’s transcript once a final report card is provided in a sealed envelope from the outside institution.

Exchange Students Participating in an exchange program is a wonderful opportunity and may contribute in many ways to the educational and personal growth of the participant. However, the family decision to participate should be carefully weighed against the student's academic ability and motivation to achieve success in their day school program. Students are advised to discuss this with a Counsellor well in advance.

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V. LORNE PARK S. S. SERVICES TO STUDENTS

1. Guidance and Career Education

Guidance and Career Education at Lorne Park is designed to provide students with opportunities for learning, interpersonal development, and career planning.

The new Education and Career/Life Planning Program for Ontario Schools is designed to support students in becoming competent, successful, and contributing members of society. Students will be encouraged to set goals and review the success of their choices. They will track the growth of their career development competencies and plan for their future in an Individual Pathways Plan (IPP). Through the process of developing their IPP, students will have an opportunity to explore potential secondary school programs and be supported in making informed decisions about their chosen pathway. The myBlueprint Education Planner will be used by Lorne Park students to support the development of their IPP. The goal of this province wide initiative is to assist students as they transition to the next stage of their lives.

The Student Success Team is made up of the school’s Teachers/Counsellors. Short-term Counselling and possible referral to the school’s ISRC (In School Review Committee) for other board or community resources is possible.

2. The Library Resource Centre The Library is for learning. It is a quiet place for research, study, completing homework, assignments, and a place to read. It is the school’s largest classroom and therefore is not designed for disruptive behaviour. The Library staff exists to assist you in any way possible with finding appropriate research information. Students are encouraged to ask librarians for assistance at any time. The LPSS Student Card entitles students to borrow library materials, use research tools, access computer databases, seek assistance from a Librarian, access the Internet or do homework in our study carrels. The Library does charge fines for overdue materials--10¢ a day per item--to encourage responsible use of materials. Most library materials circulate for a two week period with renewal privileges. A maximum of five items may be borrowed at one time. Students pay a replacement value for any lost materials.

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Borrowed items are the responsibility of the student. Lost student cards should be reported immediately. Replacement cards may be purchased from the Library for $5. Students may book research time with Library staff so that they can make use of study periods, lunch hours and after school time for research. The school's Computer and Internet use policy is in force in the library.

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

Lorne Park SS recognizes the value of using Personal Electronic Devices (PEDs) to enhance 21st Century learning to support curriculum delivery. As such, we embrace the use of PEDs in a respectful and responsible manner, in keeping with the school’s Code of Conduct and the Peel District School Board’s Digital Citizenship Policy #78. The Code of Conduct and academic integrity apply to the use of technology whether students are accessing information from school, home or from a PED.

Students are able to use Board technology and their PEDs for educational purposes in classrooms, libraries, cafeterias/ lunchrooms and other areas students gather to do their work, as outlined in the expectations below:

PEDs may be used in the classroom only with permission of a teacher or other staff member.

PEDs may be used outside the classroom as long as these devices do not distract from school activities.

As a result of bandwidth limitations, downloading or streaming of video content for non-educational purposes is not permitted.

PEDs may only be used to make and/or receive phone calls or texts in the classroom unless a teacher or staff member provides permission to do so elsewhere.

Students need to be diligent about safely storing their PEDs. Lorne Park SS is not responsible for lost, stolen and/or damaged PEDs.

Keep personal information private (e.g. age, address, phone numbers, usernames, passwords) unless approved by a teacher and/or a parent.

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Use good judgment in accessing material on the Internet, and report suspicious concerns to a teacher immediately.

Create, display, use and store messages, images and videos appropriately while demonstrating respect, e.g. no cyber-bullying or using others’ passwords.

PEDs may not be used for any communication or for taking photographs/video unless permission is granted by a teacher or other staff member.

Posting photographs and/or images on the Internet (including social network sites) without teacher and/or parent permission violates the Code of Conduct.

With respect to Board technology, never download or install any software without the permission of your teacher.

Do not use Board technology resources to store materials not relevant to educational purposes.

Users should not expect privacy with respect to any of their activities when using the Board’s technology resources.

We have clear expectations around the appropriate, respectful use of technology. Inappropriate use of Board technology and/or PEDs may result in discipline or having the use of these services suspended or removed.

b) Computer and Internet Rules:

1. Use the telecommunications facilities in a manner that is legal, courteous and that supports the existing school codes of conduct including, but not limited to:

Never trespassing in another's files or folders

Using only the pre-installed software

Not intentionally accessing inappropriate material or sites

Never violating copyright laws

Never copying software illegally, and

Avoiding plagiarising by citing sources and attributing material to its proper owner

2. Use Board equipment in a way that preserves limited resources, that protects the integrity of the network and that represents a high standard of care and maintenance of the equipment including, but not limited to:

Never attempting to access information or system levels not authorized

Never damaging computers, computer systems, computer networks, peripherals or software – either mechanically or by using viruses

Never relocating hardware or peripherals

Never copying, downloading or installing any commercial software, freeware, shareware, or executable files unless authorized by the supervising teacher

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Not consuming food or drink (including water) near computers

Being responsible in printing

Being reasonable in the use of computer time, and

Saving to the personal network space provided

3. Practice a high standard of "Netiquette" (network etiquette) when communicating with others including, but not limited to:

Never playing games on computers at any time

Never using obscene/racist language in private or public messages

Never harassing, stalking, insulting or attacking others

Never sending offensive messages or pictures, and

Informing teachers or guardians of such questionable material

4. Do not share logins or passwords, nor use another's logins or passwords

Use the computers only for productive, educational and school-related purposes

5. Do not login to a computer in an unsupervised area

follow the supervising teacher's instructions.

report any hardware, software or network problems and any missing equipment to the teacher immediately

6. Be aware that network administrators may view files without expressed consent to maintain system integrity and ensure students are using the system responsibly

Consequences

All users are expected to comply with all federal and provincial laws and regulations - Ontario Human Rights Code, Criminal Code, Education Act and Copyright Act. Students accept full responsibility for their use of technology. Any inappropriate use such as harassment, plagiarism, financial gain, accessing or vandalizing other user information, providing access to other accounts or posting private information will result in loss of technology privileges and/ or other consequences consistent with the school's Code of Conduct, progressive discipline and safe schools legislation. When appropriate, offences will be reported to the police.

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Internet use for any purpose that is contrary to the intent of the school's Code of Behaviour or the Peel District School Board's Computer Use Policy is strictly prohibited. This includes all forms of violence, threats and harassment directed at the staff, students or school. The rule applies to school, work and home internet use. Failure to conform to these expectations will result in school disciplinary action (eg. loss of computer privileges and/or suspension from school).

4. Cafeteria Services The cafeteria is used as an informal study area, for lunch, and for meetings. The Cafeteria is open at 8:00 AM for light breakfast and each noon 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 is expected at all times in the Cafeteria. The cost of cafeteria items is approved by The Peel District School Board.

5. Parking If you wish to park any vehicle on school property these simple rules are to be obeyed for your own protection:

You must first register your car(s) and license number(s) with the office by obtaining a parking pass in Sept. Any changes must be reported to the Main Office throughout the year

Park only in the EAST lot (entrance on Lorne Park Road)

There is no student parking allowed in the Truscott lot

Keep maximum speed to 5 m.p.h. and obey all parking signs

Lock your vehicle at all times

Do not sit, smoke or play music in your vehicle or loiter in the parking lot

Park only within lines designated for parking

Do not park on grassed areas, striped areas, in spaces reserved for handicapped people, or in fire zones

Do not block access routes Failure to follow these rules can result in parking privileges being revoked. Parking infractions may result in your car being towed at your expense.

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6. Textbooks

All textbooks are issued to students without charge by the Peel District School Board. The school expects all texts to be returned in usable condition at the end of each semester. If a student fails to hand in a text at semester end, they may not be issued any new textbooks pending settlement of their account. Students who leave school at any time during the school year or at the end of a semester and fail to return their textbooks, library books or other learning materials at semester end, and do not settle their accounts by the opening day of the following semester, will not be issued textbooks until:

the outstanding texts have been returned; OR the replacement costs for the texts have been paid

Students who have lost their textbooks or left them at home will not be permitted into their exams without going through the administration for an admit slip. Administrators will be available in the small gym one half hour before each exam to arrange payment for/or the return of the textbook. VI. ACTIVITIES FOR STUDENTS 1. An activity fee of $30 is charged to support student activities. This includes support for school clubs, transportation costs for activities, referee costs, tournament entry fees etc. Students may also purchase a yearbook for an additional $35.00 and an agenda book for $5.00. The following is a sample of activities sponsored by Student Council. In order to form a club at Lorne Park, a group of students must have a staff sponsor and be formally approved by the Administration and the Student Council. These steps must occur before a club holds its first meeting or seeks members.

- Drama Club - Mentors - Robotics Club - French club - Model UN - Student Activity Council - Grad Committee - Enhanced Council - Prefects

- Music - Photo Club - G.S.A.

- Students Against Violation of the Environment S.A.V.E.

Information on any of the above activities may be found on the Lorne Park Secondary School website.

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2. Code of Behaviour for Student/Athletes at Lorne Park Secondary School

Lorne Park students/athletes are expected to:

Uphold the highest ideals of sportsmanship and fair play towards team-mates, opponents, coaches, game officials, and spectators

Fulfill all academic responsibilities including being in attendance for all scheduled periods on game day

Dress according to standards established by coaches and team members

Travel via school transportation unless otherwise specified by the coaching staff. Athletes are not permitted to drive themselves unless written permission has been obtained from parents, coaches, and principal

Have purchased a student card prior to participation

Accept responsibility for all equipment issued to them

BEING A MEMBER OF A SCHOOL TEAM IS A PRIVILEGE AND THIS PRIVILEGE MAY BE WITHDRAWN AT ANY TIME DURING THE SEASON FOR ANY OF THE FOLLOWING REASONS:

Displaying conduct during practice, in travel, or at competitions which reflect poorly on the team or school such as but not restricted to:

obscene language gestures received as disrespectful, aggressive, or violent arguing with officials

Failing to abide by team rules as set out by the coaches. This includes but is not limited to use of drugs or alcohol, smoking, stealing, and missing practice.

Failing to maintain acceptable standards in classes by demonstrating poor attendance, tardiness, incomplete work, etc.

Any student, after being selected as a team member, who quits or is removed from that team may be ineligible for interschool teams and/or intramural teams for a set period of time. Reinstatement may only be allowed after a meeting of the player, coaches involved, the principal or designate, and the parents of the player. Please note that athletes may participate as a member of one team only in each of the three sport seasons. All student athletes new to LP but who attended another secondary school last year should see the Physical Education Department Head to complete a Secondary School Athletic Transfer Form. These forms must be approved prior to any participation with a team.

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Inquiries regarding team schedules and general communication to the school should be made through teacher sponsors and teacher coaches. 3. Athletics at Lorne Park

The following is a list of sports that have run in the past at LPSS

Badminton Ice Hockey

Baseball Field Lacrosse

Basketball Skiing

Cricket Rugby

Cross Country Running Soccer

Fastpitch/Softball Swimming

Field Hockey Tennis

Flag Football Track and Field

Football. Volleyball

Golf Squash

Please Note: All students involved in co-curricular activities are expected to attend classes regularly and maintain successful academic standing in all classes. Failure to do so may result in the student being removed from the activity. This applies to all co-curricular activities including clubs, major productions and athletic teams.

It is recommended that students/athletes be a member of the Group Insurance Plan offered through the school or be covered by their own medical and dental insurance plan. In case of accident or injury, the Board will not be held responsible.

VII. THE LORNE PARK AWARDS SYSTEM Through its Letter and Key awards, Lorne Park staff recognizes high achievement in each of the three main areas of school life - Academic, Athletics and Citizenship. Students must complete their senior level courses at Lorne Park to be eligible for scholarships and school awards.

1. An Academic Letter will be awarded to a student who exhibits

consistently high academic performance. A standing of 80% or more in 7 semesters out of 8 semesters for OSS students (Gr. 9, 10, 11 & 12) is required. Standing is based on students taking a minimum of 3 courses in a semester. A student will be awarded 10 points for each semester on the Honour Roll to a maximum of 80 points.

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The Academic Letter is granted in a student's graduating year and is presented at Commencement each fall. To be eligible for this award courses must be taken during regular day school as a full-time student. In order to qualify for an academic letter, a student must have been a Lorne Park student for at least six semesters. NOTE:

No summer school, night school, or other marks achieved at private institutions are considered.

2. A Citizenship Letter will be awarded to any student who accumulates 80 points from a minimum of three different areas of

involvement (see areas listed below.). ***No more than 40 points can be completed in one area***

Drama

Music

Student Council: Executive and members

Club Members

Club Executives: Includes Yearbook, Music, Drama, Athletic Council, Prefects, Grad Committee and Mentors. Students who receive points under Section (e) CANNOT receive points under Section (d).

Student Services: Includes Yearbook Staff, Prefects, Tutoring, Mentors, Assembly Committee, Athletic Team Managers

Competitions and other Honours: School Reach, Contest Winners, Yearbook Contributors, Contest Participants, Special Conferences, Debate Judges etc.

The Citizenship Letter is presented during our Student Recognition Assembly or at Commencement depending upon the year the 80 points are accumulated.

3. An Athletic Letter will be awarded to any student who accumulates

80 points through participation and success in ROPSSAA sanctioned sports. Participation on a minimum of two teams is required. This award is presented at the annual Athletic Banquet. Please note that athletic points will be granted for one team per sport season as participation on teams is limited to one team per season.

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4. Key Awards

Bronze Award

Our Bronze Award is awarded at our fall Student Recognition Assembly to students who have earned a total of 40 points in two or more areas in their Grade 9 year (see Letter criteria). This award is designed to recognize our junior students early who are likely aiming to pursue higher key awards.

Silver Award The Silver Award will be awarded to students who have achieved a total of 80 points with a maximum of 40 points in any one area (see Letter criteria). This award will be awarded at our Student Recognition assembly but may also be received at Commencement.

Gold Key

Students receiving our Gold Key will have earned a minimum of 140 points in two or more areas (see Letter criteria). Recipients of the Gold Key must have earned their Academic Letter. Students will receive this award at Commencement.

Platinum Key This is Lorne Park's highest award. Students receiving this distinguished honour will have earned a minimum of 240 points and achieved standing in all three Letters (see Letter criteria). This award, along with a history of the students' accomplishments will be highlighted and received by our most deserving candidates at our fall Commencement.

Students earning points toward any of the following awards (bronze, silver, gold, platinum) must do so in their first four years of high school in order to be eligible. 5. Department Academic Awards

The Department Heads of LPSS, in consultation with teachers of students who have excelled in their academic work and/or who have made outstanding contributions to a department, present awards of achievement to such students at Commencement or the Student Recognition Assembly.

6. Ontario Scholars and Scholarships

A student may be designated an Ontario Scholar if she/he + satisfies both of the following requirements:

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obtains an aggregate of at least 480 marks in any combination of ministry-approved courses listed below that requires a total of six credits, as defined by Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999 (OSS)

has been recommended by the school principal for the Ontario Secondary School Diploma (OSSD) in either the current school year or the previous school year.

Ministry-approved courses are the following:

Any Grade 12 university preparation, university/college preparation, college preparation, workplace preparation, and/or open courses authorized under OSS

Cooperative education courses related to any of the above courses

7. Graduation A student who completes his/her diploma requirements by January or June of a school year must commence with the graduating class of that year.

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VIII TEEN SUPPORT SERVICES

Crisis Crisis Response Service (24 hours): 416-410-8615 Kids Help Phone (24 hours) 1-800-668-6868

Counselling Services Rapport Youth & Family Services 905-455-4100 Nexus Youth Services 905-795-3518

Drug and Alcohol Alateen and Alanon 416-410-3809 Peel Youth Substance Abuse Program (PYSAP) 905-276-9322 Drug & Alcohol Info Line (CAMH) 1-800-463-6273

Hospitals and Health Services Credit Valley Hospital 905-813-2200 Trillium (Mississauga General)Hospital 905-848-7100 Healthy Sexuality Clinic (Peel Health Dept) 905-820-3663 Region of Peel Public Health Peel 905-791-7800 AIDS & Sexual Health info line 416-392-2437 National Eating Disorder Info Centre (NEDIC) 1-866-633-4220

Sexual Assault/Abuse Peel Children's' Aid Society (CAS) 905-363-6131 Family Services of Peel 905-270-2250 Peel Police Victim Services of Peel 905-568-1068 Sexual Assault/rape Crisis Centre of Peel 905-273-9442

Shelter for Youths Our Place Peel 905-238-1383 Salvation Army 905-848-0515