Embed Size (px)
Citation preview
MARSHALL McLUHAN CATHOLIC
SECONDARY SCHOOL
1107 AVENUE ROAD
TORONTO, ON
M5N 3B1
2015 – 2016
Telephone: 416 393-5561 Attendance: 416 397-6988 Student Services: 416 397-6989 Fax: 416 393-5499
School Website: www.mcluhancss.com
L. CANGELOSI, PRINCIPAL
V. MIO, VICE PRINCIPAL
J. SANSONE, VICE PRINCIPAL
THIS AGENDA BELONGS TO:
NAME: ___________________________________
Cover Design by Darryl Ines
MARSHALL McLUHAN CATHOLIC SECONDARY SCHOOL
STAFF 2015-2016
ADMINISTRATION
L. Cangelosi Principal
V. Mio Vice Principal
J. Sansone Vice Principal
CHAPLAIN L. Izzo
SECRETARIAL STAFF
C. Mello (Head Secretary) M. Franze (Main Office) D. Hopper (Student Services)
A. Meffe (Attendance)
CARETAKING STAFF N. Nava (Head Caretaker)
F. Buda D. Cellucci
D. Cunanan S. Dulay
L. Felipe
EDUCATIONAL ASSISTANTS
A. Calvaruso S. Daniel T. Dinh
M. Furgiuele F. Miele E. Monteleone
M. Rodgers M .G. Stalteri E. Villegas
DEPARTMENT HEADS Arts L. Drago
Canadian and World Studies, French T. Scarangella
Comm Tech, Business & Co-op S. Rossi
English E. Barrett
Math L. Romano
Physical Education L. Faria
Religion K. Martin
Science L. Di Paolo-Smith
Special Education A. Collins
Student Services S. Davis
STUDENT SERVICES
S. Davis V. Valeri M. Xuereb
TEACHING STAFF
Barone, Grace
Barrett, Elaine
Boal, Clinton
Borowski, Christine
Brohman, Daniel
Brown, Leanora
Budani, Nick
Buccheri, Sasha
Calamia, Joseph
Cancelliere, Pina
Cawley, Gareth
Collins, Ammie
Conley, Jody
Conrad, Alicia
Del Degan, Frank
Di Monte, Marisa
Di Paolo-Smith, Linda
Drago, Lisa
Escobar, Claudia
Faria, Lisa
Feric, Kristopher
Finnison, Francis
Francisco, Gilbert
Garofalo, Davide
Guzzo, Kellie
Hagarty, Shannon
Heathcote, Martese
Hogan, Raylene
Ionescu, Catalina
Izzo, Linda
Kruger, Terry
Lobo, Siddarth
Maciag, Matthew
Marrella, Maria
Martin, Kristi
Marum, Jane
Mazze, Franca
McCormick, Frances
Padilla, Pablo
Palladino, Maria
Ricci, Erica
Roche, Gigi
Romano, Larry
Ross, Brian
Rossi, Sera
Ryder, David
Sabatino, Lina
Scarangella, Teresa
Splinter, James
Spooner, James
Taddio, Lucia
Tomasicchio, Laura
Tos, Brian
Ugliano, Jessica
Vieira, Tanya
Wang, Mei Mei
Wilson, Matthew
Wilyman, Scott
Wlodarczyk, Christopher
YOUTH WORKERS STUDENT SUPERVISORS
Ada Alampi Rick Guglietti
Vickie West Lynda Hijazi
STUDENT COUNCIL
President: Aaron Benwic
Vice-Presidents: Carolyne Barker & Jeremy Rizzetto
Junior Representatives: Sabrina Araujo & Oscar Amaya
C.S.L.I.T. Representatives: Chelsea Andrade & Santiago Paredes
Public Relations Co-ordinator: Gianluca Florio
Treasurer: Sonja Morettin
Event Co-ordinator : Rebecca Medina
Spirit Representatives : Michela Morin & Jason Pedretti
Academic Affairs Chair: Jacqueline Cruz
Member at Large: Victoria Morales
Trustees
TORONTO CATHOLIC DISTRICT SCHOOL BOARD
TRUSTEES 2015-2016 Wards 1. Joseph Martino 9. Jo-Ann Davis 2. Ann Andrachuk 10. Barbara Poplawski 3. Sal Piccininni, 11. Angela Kennedy 4. Patrizia Bottoni 12. Nancy Crawford, Vice-Chair 5. Maria Rizzo Christopher MacDonald 6. Frank D’Amico Student Trustee 7. Michael Del Grande, Chair Hannah McGroarty 8. Garry Tanuan Student Trustee
CSAC
The TCDSB believes that schools must foster the spiritual, physical, intellectual, social
and emotional development of all students by using the various resources of the
community of which they are a part, which include parent, church and community
involvement.
Catholic School Advisory Councils (CSAC) are the forum through which parents and
community can have a voice in the education of their children. At Marshall McLuhan, we
are pleased to have a very involved parent community. Our CSAC plays an active role
within the school and has been involved in the development of many activities that help
make McLuhan a very fine school indeed.
We encourage all parents to come to the meetings and get involved. It is a chance to hear
more about school curriculum, school and board policies, directions and special events.
The CSAC meetings for the 2015-2016 year are: September 11, November 6, January 15,
March 25 and May 5.
SEPTEMBER
7 Labour Day
8 First Day of School
11 CSAC Meeting
15 Civvies Day Cards Sale Begins
16 Leadership Training, Camp Robin Hood
18 Pep Rally
19-21 University Information Fair
Metro Toronto Convention Centre
21 Yearbook Photos
23 Think McLuhan Day
23 Opening School Mass, St.Monica’s Parish
29 Grade 9 Orientation, Camp Robin Hood
30 Civvies Day
OCTOBER 2 Curriculum Night
2 Grade 10 Retreat, Queen of Apostles
9 Grade 8 Open House
9 Stratford Trip
12 Thanksgiving Day
13-14 Grade 10 Retreat, Queen of Apostles
15 Fall Fair
15 McLuhan College/University Night
16 Grade 10 Retreat, Queen of Apostles
20 Early Progress Reports Mailed
20-21 Ontario College Information Fair
Direct Energy Centre, Exhibition Place
22 Civvies Day
23 Awards Night
Principal’s Academic Lunch
22-23 Grade 11 Retreat, Famous People Players
26 Grade 10 Retreat, Queen of Apostles
26 Yearbook Photo Retakes
28 Peer Ministry Retreat Day
30 Halloween Costume Contest
31 Halloween
NOVEMBER
4 1st Session - After School Literacy Begins
4-5 ICT-SHSM First Aid Training
6 CSAC Meeting
11 Remembrance Day
13 P.A. Day-Staff Day of Reflection
20 Senior & Intermediate Math Contest
21 Semi-Formal
23 Peer Ministry Advent Campaign Begins
25 Civvies Day
28 End of Term 1
29 Advent Begins
DECEMBER
2 Advent Mass
5 P.A. Day
8 Candy Gram Sales Begin
11 Christmas Concert
12 Report Cards Distributed
14 Peer Ministry Service Day
16 Civvies Day
17 Parent Teacher Interviews
21-31 Christmas Break
JANUARY
1 Christmas Break
4 Classes Resume
13-14 OSSLT Mock Testing
15 1st Session - After School Literacy Ends
15 CSAC Meeting
20 P.A.R.T.Y-Program-Sunnybrook Hospital
20 2nd Session - After School Literacy Begins
27 Civvies Day
FEBRUARY
2 Valentine Roses Sales Begin
8 Peer Ministry Lenten Campaign Begins
10 Ash Wednesday Mass, Lent Begins
6 Ski Trip
12 Aftermath MADD Presentation
12 Valentine Roses Delivery
13 P.A. Day
14 Valentine’s Day
15 Family Day
17 Report Cards Distributed
16 Graduation Photos Begin
24 Civvies Day
26-27 Drama Presentation to Feeder Schools
MARCH
4 Sears Festival Begins
12 2nd Session - After School Literacy Ends
13 Europe Trip Departs
13 End of Term 2
14-18 March Break
20 Palm Sunday, Holy Week Begins
22 Europe Trip Returns
23 OSSLT Assemblies
23 Gr.12 Camp Robin Hood Forms Due
24 Civvies Day
24 Holy Thursday Service
25 Good Friday
25 Marshall McLuhan Day
25 CSAC Meeting
26 OSSLT Testing
27 Easter Sunday
28 Easter Monday
APRIL
13 Report Cards Distributed
14 #2 OCA
15 University of Waterloo Testing
16 University of Waterloo Testing
16 Parent Teacher Interviews
17 Spring Dance ( Tentative)
20 Prom Ticket Sales Begin
22 Earth Day
22 Variety Show-Dress Rehearsal
23 Variety Show
27 Stop the Stigma Mental Wellness Week
28 Civvies Day
28-30 Atlantic Festival of Music-Halifax (Tentative)
30 Academic Banquet (Tentative)
MAY 1-3 Atlantic Festival of Music-Halifax (Tentative)
1 Catholic Education Week Begins
4 AP Chemistry Exam
4 Music Monday
5 International Day-Heritage Colours
5 CSAC Meeting
6 AP English Literature-Composition Exam
8 Respect For Life Week Begins
14 Spring Music Concert
14 University of Waterloo Testing
20 Grade 12 Tribute Day, Camp Robin Hood
23 Victoria Day
19 Spirit Week Begins
20 Pep Rally-Student Elections
21 Carnival Day
22 Prom
25 Moratorium
JUNE
1 Closing School Mass, St. Monica’s Parish
9 End of Term 3
10-23 Final Examinations
15 Community Service Hours Due
23 Graduation Ceremony
24 P.A. Day-Exam Feedback
25 P.A. Day
26 P.A. Day
Final report cards mailed home
first week of July
11-15 MusicFest Canada National,Toronto
12 AP French Language-Composition Exam
13 AP English Language-Composition Exam
HISTORY
Marshall McLuhan Catholic Secondary School was established to serve the Catholic
community in North Toronto and the surrounding areas. Marshall McLuhan was a
distinguished scholar and educator, as well as, a devout Roman Catholic. He was also a
communication theorist who spent a lifetime exploring the influence of electronic media and
modern technologies on culture and civilization. It is appropriate that his name is
associated with a new Catholic secondary school that is focused on information and
communication technology as a means of enriching and supporting a traditional Liberal Arts
curriculum. McLuhan and his family lived in North Toronto and he was a member of Holy
Rosary parish.
The school is a co-educational institution in the Toronto Catholic District School Board with
an enrolment of more than 1000 students from Grade 9 to Grade 12. The school offers a
full range of programs including Resource, Gifted, ESL and Extended French.
MISSION STATEMENT AND VISION FOR
MARSHALL MCLUHAN
CATHOLIC SECONDARY SCHOOL
Marshall McLuhan Catholic Secondary School’s mission follows in the tradition of a great contemporary Catholic thinker. As Marshall McLuhan did, we strive to embody the highest goals of the Catholic intellectual tradition using our faith to understand our search for oneness, goodness and truth. Through the diversity of our community, we learn to appreciate the uniqueness and goodness of each person and to experience the presence of God in our encounters with our neighbours on a local and global level. We strive for excellence in academics, innovation in communication technology and new media, sportsmanship in athletics and creative expression in the arts. Our students’ voices will be prophetic ones in the 21st century. Vision of our students 1. Compassionate and caring human beings rooted in Christ’s teachings 2. Critical and ethical thinkers 3. Technologically and ecologically responsible citizens 4. Innovative life-long learners.
CODE OF CONDUCT/BEHAVIOUR
Marshall McLuhan’s Code of Conduct/Behaviour conforms to the requirements of the
Provincial Code of Conduct, the TCDSB Code of Conduct and the TCDSB Safe
School/Violence Prevention Policy. (For full details, visit Board website: www.tcdsb.org
and click on Quick Link, Safe Schools)
The Provincial Code of Conduct sets out clear provincial standards of behaviour. It
specifies the mandatory consequences for student actions that do not comply with these
standards.
The TCDSB Code of Conduct provides a framework for individual schools to develop
“school-based” codes of conduct that foster a positive school climate and support
student academic achievement and well-being. It also recognizes the importance of
progressive discipline which focuses on prevention and early intervention as the key to
maintaining a positive Catholic school environment. More information can be found under
Progressive Discipline Policy S.S. 10.
The TCDSB Safe School/Violence Prevention Policy provides the reference for our
commitment and responsibility in creating a safe, harmonious, welcoming, inclusive and
respectful environment that is an example of Christian community.
Marshall McLuhan’s Code of Conduct/Behaviour sets out clearly what is acceptable and
unacceptable behaviour for all members of the school community including students,
parents, guardians, staff, visitors, Board personnel and trustees.
The Code of Conduct/Behaviour is applicable to all members of the school community
whether they are:
on school premises
on school-related trips or activities;
travelling to or from school, and
off school premises where the conduct has an impact on the safety, security or
physical and mental well-being of any member of the school community.
GUIDING PRINCIPLES
A school is a place that promotes responsibility, respect, civility and academic excellence
in a safe learning and teaching environment.
All participants involved in the publicly funded school system—students, parents or
guardians, volunteers, teachers and other staff members– are included in this Code of
Conduct/Behaviour.
All members of the school community are to be treated with respect and dignity,
especially persons in positions of authority.
Responsible citizenship involves appropriate participation in the civic life of the school
community. Active and engaged citizens are aware of their rights, but more
importantly, they accept responsibility for protecting their rights and the rights of
others.
Members of the school community are expected to use non-violent means to resolve
conflict. Physically aggressive behaviour is not a responsible way to interact with
others.
The possession, use or threatened use of any object to injure another person or
endanger the safety of oneself and others is prohibited.
Alcohol and illegal drugs are addictive and present a health hazard. Ontario schools
will work cooperatively with police, drug and alcohol agencies to promote prevention
strategies and, where necessary, respond to school members who are in possession of,
or under the influence of, alcohol or illegal drugs.
Insults, disrespect, and other hurtful acts such as bullying disrupt learning and
teaching in a school community. Members of the school community have a responsibility
to maintain an environment where conflict and difference can be addressed in a manner
characterized by respect and civility.
ROLES AND RESPONSIBILITIES School boards provide direction to their schools that ensure opportunity, excellence and
accountability in the education system. School boards will:
develop policies that set out how their schools will implement and enforce the Provincial
Code of Conduct and all other rules that they develop as related to the provincial
standards for respect, civility, responsible citizenship and physical safety;
seek input from school councils and review these policies regularly with students, staff,
parents or guardians, volunteers and the community;
establish a process that clearly communicates the Provincial Code of Conduct to all
parents, students and staff in a manner that ensures their commitment and support;
ensure an effective intervention strategy and response to all infractions related to the
standards for respect, civility, responsible citizenship and physical safety;
provide opportunities for all staff to acquire the knowledge, skills and attitudes
necessary to develop and maintain academic excellence and safe learning and teaching
environments.
Principals, under the direction of their school board, take a leadership role in the daily
operation of a school. They provide this leadership by:
demonstrating care and commitment to academic excellence and a safe teaching and
learning environment;
holding everyone, under their authority, accountable for their behaviour and actions;
communicating regularly and meaningfully with all members of their school community.
Bill 157 permits the Principal of a school to delegate limited powers under Part XIII of
the Education Act to a vice-principal of the school or, in the absence of a vice principal,
to a teacher employed in the school. Bill 157 requires the Principal to provide written
acknowledgement of receipt of a report to the individual who initiated the report using
the Incident Reporting Form – Part II. Bill 157 requires Principals to contact the
parent/guardian of victims who have been harmed as a result of serious student incidents
including incidents for which a suspension or expulsion must be considered. A principal
will not contact the parent/guardian of a victim if:
the student is 18 years of age or older,
the student is 16 or 17 years of age and has withdrawn from parental control,
in the opinion of the principal, contacting the parent/guardian will create a risk
of harm to the student by the parent/guardian.
Teachers and school staff, under the leadership of their principals, maintain order in
the school and are expected to hold everyone to the highest standard of respectful and
responsible behaviour. As role models, staff upholds these high standards when they:
help students work to their full potential and develop their self-worth;
communicate regularly and meaningfully with parents;
maintain consistent standards of behaviour for all students;
demonstrate respect for all students, staff and parents;
prepare students for the full responsibilities of citizenship.
Bill 157 requires all TCDSB employees, bus drivers and other non-TCDSB employees
deemed appropriate, to report serious incidents to the principal that must be considered
for suspension or expulsion using the Incident Reporting Form – Part 1. In addition,
TCDSB employees, who work directly with students, must respond to incidents that may
have a negative impact on school climate.
Students are to be treated with respect and dignity. In return, they must demonstrate
respect for themselves, for others and for the responsibilities of citizenship through
acceptable behaviour.
Respect and responsibility are demonstrated when a student:
comes to school prepared, on time and ready to learn;
shows respect for themselves, for others and for those in authority;
refrains from bringing anything to school that may compromise the safety of
others;
follows the established rules and takes responsibility for his or her own actions
Parents play an important role in the education of their children and have a responsibility
to support the efforts of school staff in maintaining a safe and respectful learning
environment for all students.
Parents fulfil this responsibility when they:
show an active interest in their child’s school work and progress;
communicate regularly with the school;
help their child to be neat, appropriately dressed and prepared for school;
ensure that their child attends school regularly and on time;
promptly report their child’s absence or late arrival to the school;
become familiar with the Code of Conduct and school rules;
encourage and assist their child in following the rules of behaviour;
assist school staff in dealing with disciplinary issues.
Police and community members are essential partners in making our schools and
communities safer. Community members need to support and respect the rules of their
local schools. Police will investigate and respond to incidents in accordance with the
protocol developed with the local school board. These protocols are based on a provincial
model developed by the Ministry of the Solicitor General and the Ministry of Education.
STANDARDS OF BEHAVIOUR
Respect, civility, responsible citizenship and Catholic values
All school members must:
respect and comply with all applicable federal, provincial and municipal laws;
demonstrate honesty and integrity;
respect differences in people, ideas and opinions;
treat one another with dignity and respect at all times, especially when there
is a disagreement;
respect and treat others fairly, regardless of their race, ancestry, place of
origin, colour, ethnic origin, citizenship, religion, gender, sexual orientation,
age or disability;
respect the rights of others;
show proper care and regard for school property and the property of others;
take appropriate measures to help those in need;
respect persons who are in a position of authority;
respect the need of others to work in an environment of learning and
teaching.
Physical Safety
Weapons
All school members must:
not be in possession of any weapon, including but not limited to firearms;
not use any object to threaten or intimidate another person;
not cause injury to any person with an object.
Alcohol and Drugs All school members must:
not be in possession of, or under the influence of, or provide others with,
alcohol or illegal drugs.
Physical Aggression All school members must:
not inflict or encourage others to inflict bodily harm on another person;
seek staff assistance, if necessary, to resolve conflict peacefully.
Mandatory Consequences
Police will be involved, as indicated by the police/school protocol, and the student
will be immediately suspended and proceed to an expulsion hearing for the following:
possession of a weapon, including, but not limited to firearms;
trafficking in drugs or weapons;
robbery;
use of a weapon to cause bodily harm, or to threaten serious harm;
physical assault causing bodily harm requiring professional medical treatment;
sexual assault;
providing alcohol to minors.
Immediate suspension will be the minimum penalty faced by a student for:
uttering a threat to inflict serious bodily harm;
possession of illegal drugs;
acts of vandalism causing extensive damage to school property or property located on
school premises.
In these instances, police will be involved, as required, and conditions to return to school
will be specified in accordance with school board policies.
A student will be immediately suspended for:
swearing at a teacher, or other person in authority;
being in possession of alcohol;
being under the influence of alcohol.
RESTORATIVE JUSTICE AND MEDIATION
Restorative Justice is a safe, controlled process which an alleged offender, a victimized
individual and their respective families and supporters are brought together with a
trained facilitator to discuss the offence and effects and to jointly decide how to ensure
that the offender assumes responsibility for his or her actions. This will ensure a sense
of accountability not always found in the court system where offenders are represented
by lawyers, encouraged to plead “not guilty” and seldom face their victims.
PACT IN THE TCDSB
PACT (participation, acknowledgment, commitment and transformation) is a restorative
justice program that involves restorative justice circles, life skills projects and
reintegration coaching. PACT is a community initiative that has helped approximately
3,000 youth across the GTA. PACT has won numerous awards and has been recognized by
the United Nations, the Canadian Urban Institute and Rotary International.
Marshall McLuhan has staff that has been trained by PACT to mediate disputes between
pupils. It is one way that a conflict may be resolved. Administration may suggest its use
as a stand alone response to a dispute or in combination with other measures. Area
coordinators have received additional training and will provide supplementary support to
our school if needed.
THREATS TO SCHOOL SAFETY
RESPONSE PROCEDURES
The Toronto Catholic District School Board has a primary responsibility to ensure the
safety of students and staff inside Board buildings and on Board property.
Central administrative policies and procedures provide direct support to school principals
and vice-principals in the management of a crisis situation. These supports have been
developed through community consultation and through collaboration with the Toronto
Police Service.
Shelter in Place, Hold and Secure and Lockdown represent the three different
responses that may be initiated by a school principal in the event of a threat to school
safety.
In order for all students and staff to become familiar with expectations during a threat
to school safety, our school will be practicing threat response procedures as we have
normally done with fire drills. During these drills, signs will be posted on the entrance
doors indicating that the school is in Shelter in Place, Hold and Secure or Lockdown.
The doors may be locked and no one will be allowed to enter or exit the school.
Should a real threat to school safety procedure be initiated, the school will inform
parents of the event that led to the particular response by letter or phone out system.
Any questions about procedures should be directed to the School Administration.
SHELTER IN PLACE
Possible Environmental Danger in the School Neighbourhood
A Shelter in Place response is generally initiated by the Toronto Police
Service or other agencies, including Toronto Fire Services, having jurisdiction
over the incident. The threat poses no immediate danger to students or staff
unless they leave the building.
HOLD AND SECURE
Possible Danger in the School Neighbourhood
A Hold and Secure response is initiated when the threat is proximate to, but
not inside the building. The threat poses no immediate danger to students or
staff unless they leave the building.
LOCKDOWN Danger on the School Site
A Lockdown response is initiated when imminent danger is present on the
school site and the safety of students and staff is threatened.
GENERAL INFORMATION
DAILY ATTENDANCE PROCEDURES
Each student is required to be present for morning attendance in full uniform and prepared
to begin work at 8:40 a.m. On days with alternate schedules, students are to be prepared
to begin class at the indicated times.
ABSENCE FROM SCHOOL
When a student is absent, a parent/guardian is requested to inform the school between
8:00 a.m. and 9:00 a.m. on the day of the absence. If the parent/guardian is unable to
phone the school, a note from the parent/guardian explaining the reason for the absence is
required when the student returns to school. Please see the Code of Behaviour for more
information regarding attendance.
ATTENDANCE POLICY
Lates
Students will be given consequences for reported lates. These may include detentions,
suspensions or community service, depending on the circumstances. Consequences will be
given at the discretion of school administration.
Skips/Truancy
It is a student’s responsibility to attend all classes scheduled on his/her timetable.
Skips are unacceptable. The school must have accurate information regarding students’
attendance at all times. If a student chooses to be absent from class without parent or
school permission, the absence will be considered a skip. A student may be given a
suspension at the discretion of the principal. Habitual skips will result in further
suspension and/or other interventional strategies by administration and School-Based
Support Team.
Uniform
Philosophy:
The neat appearance of students contributes to the good order and atmosphere in the
school community. The uniform also contributes to overall safety and security. Our
uniform policy conforms with the “Code of Dress” guidelines of the Toronto Catholic
District School Board and thus is mandatory. Students will not be permitted to attend
class if they are not wearing the complete uniform. They may, in fact, be sent home.
The school will attempt to contact parents but students 18 years and older may be sent
home even if parental/guardian contact fails. If an emergency arises and part of the
uniform cannot be worn, a call or a note from a parent/guardian is required. Long-term
exceptions for shoes require a medical note. Minor violations related to the wearing of
the uniform will be recorded. Consequences for continued violations of the school
uniform policy may include detention(s), suspension or community service.
Students should arrive at school in uniform
and leave school in uniform. The school
uniform must be worn all day, including
lunches.
Please note that all uniform clothing pieces must be purchased from
Beatties. No part of the uniform can be altered or changed.
Marshall McLuhan plaid kilt is no longer
to be worn. *Kilts will no longer be sold.
-Beatties charcoal grey slacks (regular or
straight leg)
-Navy or White short sleeve golf shirt with logo
-Navy or White long sleeve polo shirt with logo
-Full Zip Fitted Cardigan with logo (optional)
-V-Neck Cardigan with logo (optional)
-Navy zip polo sweatshirt with log (optional)
-Socks must be worn
-Solid black shoes
-Beatties charcoal grey slacks (regular or
straight leg)
-Navy or White short sleeve golf shirt with logo
-Navy or White long sleeve polo shirt with logo
-Full Zip Fitted Cardigan with logo (optional)
-V-Neck Cardigan with logo (optional)
-Navy zip polo sweatshirt with logo (optional)
-Socks must be worn
-Solid black shoes
In General: T-shirts (if worn should be WHITE, BLACK or NAVY ONLY)
Uniform pants must be worn at the waist
Long-sleeved shirts may not be worn under the short-sleeved polo
Socks must be worn
Civvies Day: Students must always wear appropriate attire. Parents will be notified and
students will be sent home if attire is inappropriate. Shorts are not permitted.
GIRLS’ UNIFORM BOYS’ UNIFORM
SCHOOL UNIFORM SUPPLIER
Beatties
453 Eglinton Ave. West
Toronto, Ontario
416-481-4459
www.beattiesonline.com
Physical Education Uniform
All pieces of the uniform must be purchased directly from the Athletics office and /or
the school store. Track pants and hoodies are optional pieces to the physical education
uniform. Students must be in complete uniform to participate in class. Non-marking soles
are required.
Jewellery, Make-up and Appearance
Jewellery and paraphernalia should be minimal and in good taste, in keeping with the
moral tone of the school. Students should be neat and well groomed at all times. Hats,
bandanas and nylon wraps may not be worn, including on Civvies days or they may be
confiscated.
VALUABLES
Students are strongly discouraged from bringing monies and/or valuables to school. The
school is not responsible for monies and/or other personal items.
LOCKERS
Students entering grade 9 will be given a combination lock. Lockers will be assigned to all
students. It is the responsibility of the student to keep his/her locker clean, free of
objectionable material and in a state of good repair. Students should not give out their
combination to any other student. The school is not responsible for theft from lockers.
Under Ontario law, the school has the right to search individual lockers, if deemed
necessary.
PARKING
Parking is not available to students. Students are not permitted to sit and loiter in their
cars on school property. Unauthorized vehicles may be ticketed and towed.
SMOKING
The Smoke Free Ontario Act (2005) prohibits smoking or holding lighted tobacco in school
buildings or property or in vehicles on school property. Supplying cigarettes on school
property to anyone under the age of 19 is also prohibited.
Infractions may result in charges by a Tobacco Enforcement Officer and ticketed for
$305.00 or issued a summons to appear in court. For students under 16 years of age, a
summons will be issued to you and your parent(s)/guardian(s) to appear in court.
STUDENT PROCEDURES FOR EXAMS
and CULMINATING ACTIVITIES
(Some courses will have in-class culminating tests, projects or activities in place of a
final exam)
It is the responsibility of students to know when and where their exams/culminating
activities are being written. Students are responsible for their attendance and
punctuality. Students who are late for an exam will not be given additional time. A
missed exam/culminating activity may result in a mark of zero. Every subject teacher
will indicate the exam time, location and materials required.
1. PERSONAL ILLNESS, ETC. If a student must miss an examination because of personal illness or other
exceptional reasons, parents are asked to phone the office at the time of the exam
and confirm the absence with a medical certificate (to be presented to the
Attendance Secretary). In most cases, no provision can be made to write the
examination at another time. Parents are asked not to book any holidays during
exam time.
2. LIBRARY BOOKS AND TEXTBOOK COLLECTION Library books, fines, and other outstanding fees must be paid prior to or
immediately after exams. Textbooks will be collected on or before the day of the
exam. Students must return the textbook(s) they were issued or arrange payment
for their missing textbook(s) before/or after writing their exam. Students with
“missing” textbooks must be issued a note of permission by Administration in order
to sit for their exam.
3. EXAMINATION ROOM PROCEDURES a) Uniform: Full uniform is to be worn by all students for each examination.
b) Students will enter the examination room as directed by the exam supervisor.
Students are to maintain complete silence upon entering the examination
room.
c) Students are not to bring any materials into the exam room except those
directed by the subject teacher. Students may bring pens, erasers etc.,
which are required to write the exam. Notebooks, etc., are not to be left in
the hall unattended or they will be collected and discarded. Electronic
devices must be turned off and stored in knapsack.
d) Warning: Any student caught cheating will be asked to leave the exam room
immediately and will receive a mark of “0” for that examination.
e) Late arrivals: Students who arrive late for an examination will not be given
f) extra time.
g) Students will not be allowed to use the washrooms or get a drink during the
exam without a teacher escort.
h) Students who finish their exam early will use the extra time to review the
examination.
i) Dismissal: Students may be dismissed after the first hour of the exam and
then at twenty minute intervals thereafter.
4. CAFETERIA The last day for Cafeteria service will be announced prior to exams. Cafeteria
services are not provided during the examination pe
ASSESSMENT AND EVALUATION
GUIDELINES
The primary purpose of assessment and evaluation is to improve student learning.
Assessment is the process of gathering information from a variety of sources (including
assignments, demonstrations, projects, performances, and tests) which accurately
reflect how well a student is achieving the curriculum expectations in a course. Evaluation
refers to the process of judging the quality of student work on the basis of established
criteria and assigning a value to represent that quality.
Assessment and evaluation will be based on the provincial curriculum expectations and
the achievement levels outlined in the curriculum policy document for each discipline, as
well as the Growing Success document.
Each teacher will provide every student with a Statement of Expectations/Course
Outline at the beginning of the course. The statement will outline the topics to be
covered, the marks breakdown and the expectations the student is required to fulfil.
Regular, punctual attendance is a major factor for success in all courses.
Missed/Late Assignments; Missed Test Policy
SCHOOL-WIDE POLICY All assignment due dates and test dates (including follow-up assignments, make-up tests, assignments etc.) must be honoured unless prior arrangements have been made with the teacher. 1. Late Assignments
A penalty of up to 5% per class after the due date may be deducted from late
assignments, up to a maximum of 15%. After this, a mark of zero may be given.
Extensions may be granted for exceptional circumstances.
Where necessary, teachers will inform parents/guardians of ongoing concerns.
2. Absences for Tests, Class Presentations or Group Work
The MMCSS community values academics and the importance of attendance to
student achievement.
In the case of absence during tests, class presentations, group work, or other
in-class evaluations, it is the responsibility of the student, on the first day of
his/her return to class, to provide the teacher with a parental note expressing awareness of the missed evaluation and a legitimate reason for the student’s absence.
If applicable, the timing of any make-up evaluations will be at the teacher’s
discretion.
When a student is not able to present evidence of a legitimate absence during
a test or other in-class evaluation, he/she will earn a mark of zero.
Students are strongly discouraged from being absent from school for
extended periods. Students will be responsible for any missed assignments
and tests in such instances. Students may earn a mark of zero for any work
missed during extended absences.
For family emergencies, a parent/guardian must contact a Vice Principal.
Participation in extra-curricular activities is an important aspect of school life,
however it is a privilege. Students are expected to continue to meet their
academic requirements when participating in extra-curricular activities.
Therefore, students are responsible for collaborating with their
coaches/moderators and subject teachers prior to an event in order to ensure
that all evaluations are completed in a timely fashion. In the event that a student is not passing all of his/her courses, the privilege of participating in such activities may be lost. This will be determined after a
teacher/coach/administration Conference.
In the case where a student requires alternate arrangements for a missed
evaluation on a second or further occasion, he/she will be referred to the Vice
Principal.
Exceptional circumstances (for assignments, tests, presentations or group work) will
be dealt with on an individual basis through discussion between teacher, student
and/or administration.
Plagiarism:
If any language or any other information is taken from another source and is submitted
to a teacher for evaluation, then the source of that language and/or information must be
identified properly and completely. The failure to do so is called "plagiarism". This
applies to all sources - print, electronic, people (parents, friends, interviews) and so on.
Normally, the consequence for plagiarism will be a grade of zero for the piece of work
being evaluated. Repeated plagiarism by a student may result in suspension from school.
The proper identification of your sources is called "documentation". There are several
correct ways to document your sources. Any teacher may require any of the traditional
formats. Most teachers will be satisfied by the following simple format:
1. Give the last name of your source in parentheses immediately after the borrowed
language and/or information. If the source was printed material, then give the page
number as well. For example:
Many people are blind to the depraved messages hidden in contemporary music, “but
parents are taking notice” (Noebel, p. 23).
The information in brackets tells the teacher that the information came from someone
named Noebel and that the information is on page 23 of that text. The teacher can then
check your bibliography for more information.
2. Your documentation is neither complete nor acceptable unless a properly formatted
bibliography (i.e. a list of works citied) is included. The bibliography lists all the sources
you used for the assignment and is always the last page of the assignment.
You probably cannot memorize the proper way to write the bibliography for the many
kinds of sources you will use. You must look up the proper format in a reference book or
ask your teacher or librarian. Both the library and the English department have
numerous texts that show the proper formats. If in doubt, check with the teacher for
whom you are writing the report. You cannot invent your own format.
Quoted language must always be enclosed in quotation marks. When quoting, use the
words exactly as the original author used them. Absolutely no changes may be made
unless those changes:
retain the original meaning
are necessary for grammatical reasons
are enclosed in square brackets.
Ninety to ninety-five percent of a research assignment must be written in your own
words. When you put the author’s ideas into your own words, you are paraphrasing. When
you paraphrase, you must paraphrase completely. Do not use a few of your words, a few
of the author’s words and then a few more of your words. The author has no special
claim on common words that we all use all the time (words such as “and,” “but,” “if,” "the"
and so on), or on proper nouns, but words with particularly relevant meaning must be
either quoted or paraphrased. Paraphrased ideas and information must not be contained
in quotation marks.
Paraphrased information, like quoted information, must be documented properly.
Students are to draw conclusions from the information they gather. Students’ logical
insights into properly documented information are respected as the students’ own ideas.
Such ideas do not have to be documented.
The Ministry of Education emphasizes "student demonstration" of achievement. A
student has not demonstrated achievement merely because an assignment was
submitted. A student, who can show the teacher the rough stages of the work, as it
progressed from scattered notes and files gathered from a variety of sources to a final
polished product, has proven that the report was written personally. Accordingly,
teachers may require the submission of all rough work. All rough work must be saved by
a student in case the teacher requires it. Rough work done on computer must be saved as
a different file at the end of each work session. All rough work may be attached to the
report when the final copy is submitted if the teacher so requests. If the rough work is
not submitted, or retained on disc, and if the student has not taken advantage of
opportunities to confer with the teacher, then the assignment is incomplete. If the final
report contains undocumented material not included in the rough work, then again, the
assignment has been done improperly.
In addition to reviewing the rough work, the teacher can check suspected plagiarism by
asking students to bring in the sources listed in the bibliography. If the suspect
material is:
found in those sources, but has not been documented, then the material is
plagiarized
not found in the materials listed in the bibliography, then the student has used
sources without documenting them. This insufficient documentation is, again,
plagiarism.
An assignment is not complete until the request to provide sources is fulfilled.
Documentation is not normally required when the teacher tells students to write a
summary of the course textbook, class notes, lectures, and so on.
Cheating on Tests/Examinations
Students may not:
bring in or remove from the test room, any material or information to use on a
test/exam, other than material previously approved by the teacher
view another student’s work while writing a test/exam
talk to another student while writing a test/exam
If a student cheats during a test or examination he/she will receive a mark of zero.
If there is a repeat occurrence the student may be suspended and may lose the
credit.
Honour Roll
Students will be placed on the honour roll when they achieve an average (of all their
subjects) of 80% and higher in that particular year.
GENERAL GUIDELINES FOR USE
OF THE SCHOOL NETWORK
All rules and expectations of the school’s code of student behaviour apply to using
the network;
The use of the internet must be in support of research and consistent with the
educational purposes as approved by the board;
Use of the internet for personal and private business is prohibited;
Users shall not look for or use data belonging to other users, or misrepresent other
users on the network;
Use of the internet shall not serve to disrupt the use of the internet by others; Hardware and/or software shall not be destroyed, modified or abused;
Hacking, hate mail, and harassment are prohibited; Installing and downloading software on school computers is prohibited;
Use of the network to access pornographic material, inappropriate text files, games
or files dangerous to the integrity of the local network area is prohibited; and Any information, which is obtained from the internet and incorporated into a graded
assignment, must be properly cited. Again, plagiarism will not be tolerated.
Definition of Inappropriate Use of
Electronic Communications/Media
The inappropriate use of Electronic Communications/Media is defined as the
intentional use of an electronic device or communication medium, such as, but
not limited to, all features of a phone, a cell phone, digital camera,
blackberry, e-mails, school hotlines, web-based communication sites and print
material, such as flyers, school newspapers and brochures, that negatively
impact on the well-being of another person and/or the learning environment
in accordance with the definition of harassment as set out in Board policy.
Reference: Policy Section: Safe Schools
Policy Name: Code of Conduct
Policy No: S.S. 09
TCDSB Acceptable Use Policy for Technology
The TCDSB Acceptable Use Policy (AUP) reflects the growing technological presence of
electronic communication systems in our schools and emphasizes the use of technology in
a respectful manner that upholds the dignity of the human person and is consistent with
our Catholic teachings. It recognizes that in the 21st century there is a shared
responsibility between the Board, families, schools and students to provide guidance on
the appropriate use of technology. The AUP has been created to establish guidelines for
users to understand what governs “safe and appropriate use”.
The AUP defines electronic communication systems to include social media, website
publishing, and the use of personal electronic devices (PED’s). In addition it addresses
expectations surrounding the Bring Your Own Device (BYOD) policy effective as of
September 2012. While these devices are not mandatory for classroom activities, they
may be included when there is a clear educational purpose that has been identified by
the teacher.
All students are expected to familiarize themselves with the AUP. The full text of the
TCDSB AUP can be found at: http://www.tcdsb.org/board/policies/aup
Here is a summary of the AUP expectations for students when using the TCDSB
electronic communication system:
Behaviour Expectations:
All students must sign a "Student Access Agreement" before receiving their
individual user accounts and gaining access to the Board network. If a student
is less than 18 years of age, a parent or guardian must also sign the agreement.
Using the Board’s electronic communication systems is a privilege, not a right,
and can be restricted or, if appropriate, removed altogether.
Individual user accounts must remain private.
Students must act ethically, lawfully and in an appropriate manner when using
the Board’s electronic communication systems.
Personal Safety & Privacy:
Students will promptly inform a school Administrator or teacher if they receive
any inappropriate communication that makes them feel uncomfortable or
unsafe.
Students should always protect their personal information and privacy.
Unacceptable Activities:
Attempts to access unauthorized areas of the Board’s system, or any other
computer system through the Board’s network. This includes attempting to
access another user’s files or attempting to log on using another person’s
account.
Malicious destruction or abuse of the Board’s network, computer systems,
hardware, software, or electronic devices.
Accessing, installing or distributing unauthorized equipment, software or media
files on the Board’s network or computer systems.
Engaging in any illegal activities such as the sale of drugs or alcohol, criminal
activity or threatening the safety of another person.
Engaging in any inappropriate behaviour such as cyber bullying, personal
attacks, threats, harassment, hate motivated and discriminatory behaviours at
school, school related events or in circumstances that negatively impact on the
school climate. These actions will be dealt with according to the Education Act
or school codes of conduct.
Impersonation or using a false identity.
Any use of inappropriate language (obscene, profane, threatening, harassing,
bullying, racist or disrespectful) posted publically, privately, or on any websites.
Plagiarism and Copyright Infringement
Students must not plagiarize works that they find on the Internet and properly
obtain permission and/or site original ownership for copyright materials.
Bring Your Own Computer / Personal Electronic Device (PED):
The student use of PEDs is a privilege, not a right and can be removed if it
interferes with student learning, duties and obligations.
Students are allowed to bring their own Personal Electronic Device (PED)
including cell phones and laptops to school, but not to class unless permitted by
the teacher, for an educational purpose.
For educational purposes, students may use their PEDs when not in class in
the library and cafeteria.
All other times PEDs MUST be securely stored away by the student and in
silent mode during regular school hours. A student who uses a PED in class
without the teacher’s permission is subject to regular classroom and school
disciplinary procedures.
The teacher may send a student to see an administrator if a PED is used
inappropriately during class. The administrator may confiscate the device and
store it securely until the matter is resolved.
The school administration may decide when and where PEDs are permitted and
prohibited within a school environment
Students may connect their devices to the Board’s Guest network for internet
access only, in designated study areas and as per school policy. PEDs are NOT
permitted in examination rooms, unless the teacher has granted permission.
Board Technical support will be not be provided for any hardware, software or
connectivity issues, and users may not install any Board/Ministry licenced
software, unless the software has been be licensed for home use.
All PEDs must have anti-virus malware protection on them prior to connecting
to the Board’s network. If a PED is suspected of interfering with the Board’s
network it must be disconnected and securely stored by the student.
Students may not use PEDs to capture video or images in private areas such as
washrooms or change rooms. Recording or photographing a student(s) or staff
on school property is strictly forbidden without the consult of the individual.
Parental/guardian consent is required for photographing a student with special
needs. Any images being posted or transmitted electronically while
photographed on school property or at a school event must have the permission
of the individual(s) or the principal. Any images or video that negatively impact
the school climate must not be captured, transmitted or posted under any
circumstances.
STUDENT SERVICES
In the course of their high school career, students are faced with developing plans and
making decisions about their future beyond high school. Making a choice about a career and
a college, university or other educational programs has many implications – personal,
familial, social, and financial. Good decision-making is based on sound information and the
opportunity to consult with an expert who can assist in understanding the information and
discuss the possible effects of specific decisions.
Marshall McLuhan Catholic Secondary School provides this support through its Student
Services Department. The department provides opportunities for students to acquire the
skills, knowledge, and attitudes necessary to:
know and appreciate themselves
relate effectively to others
develop appropriate educational plans
explore career alternatives
Counsellors accomplish these objectives through personal counselling, group instruction,
performing administrative duties and drawing upon a variety of resources as need
Focusing on the Whole Child - Child & Youth Worker Services
In McLuhan’s CYW services, we believe in creating a safe, welcoming and nurturing
environment for our students; a place where they can turn to for support. Through
individual counselling, students can develop interpersonal/life and coping skills, as well as
appropriate career goals to help with their holistic human development. We are aware
that students can feel stressed and overwhelmed with school, family and friends.
Therefore, we want to make sure that supports are in place for them if needed.
Various resources are offered to our grade 9 students and lists of outside community
service agency numbers are available to them on a resource magnet (distributed by our
CYWs).
In addition, school wide programs, presentations and activities are scheduled throughout
the year to heighten awareness, i.e. Stress Management, Mothers Against Drunk Driving
(MADD), ThinkFirst Injury Prevention in Youth (T.I.P.S.Y.), Prevent Alcohol & Related
Trauma in Youth (P.A.R.T.Y.), The Jack Project, Dr. R. Clavier (The Teenage Brain),
T.E.A.R. (Teens Ending Abusive Relationships) and Stop the Stigma on Mental Health.
With statistics indicating an increase in mental health illness amongst our young people,
we at McLuhan continue to address such issues and work on the child as a whole in
promoting healthy living.
COOPERATIVE EDUCATION
Cooperative Education is a planned learning experience for which credits are earned. The
program integrates classroom theory and learning experiences at a workplace.
The cooperative education course consists of a classroom component and a placement
component. The classroom component includes a minimum of 15 to 20 hours of pre-
placement instruction which prepares students for the workplace and includes instruction in
areas of key importance such as health and safety, and classroom integration sessions
scheduled throughout the course. These integration sessions provide students with the
opportunity to reflect on and reinforce their learning in the workplace.
Cooperative Education placements are available in many workplace settings, reflecting a
wide range of student interests and abilities. Placements vary in length depending on the
number of credits students are earning through their co-op program, and may involve hours
outside the regular school day depending on the nature of the program and the placements
available in the community.
The Ontario Youth Apprenticeship Program helps students get a head start on their career
as a skilled trade professional. Students can earn high school credits while exploring the
world of skilled trades such as carpentry, child and youth worker, electrician, plumber,
early childhood educator, cook, and over 150 other apprenticeable skilled trade professions.
CONTINUING EDUCATION CREDITS
Marshall McLuhan is committed to shaping learners of the 21st century and equipping them
with socio-cultural awareness and the ability to make positive contributions within Canada
and abroad. In keeping with this, McLuhan’s continuing education program offers students
the opportunity to earn credits in Italian language courses. Upon graduation, a certificate
is awarded to students who complete all 4 high school levels in Italian.
CHAPLAINCY
Marshall McLuhan’s Chaplaincy Centre provides a variety of opportunities for students and
staff to celebrate and reflect on their faith. The chapel is always open to all and houses
the Blessed Sacrament; please feel free to visit. Each day begins with a prayer. Students
and staff are encouraged to submit specific intentions for Morning Prayer and to lead
prayer. At key times in the Liturgical Year, we gather for Eucharist, to celebrate and give
thanks to God. Opportunities to receive the Sacrament of Reconciliation are made available
to all members of the school community. Student and staff retreats are carefully planned
to allow time to reflect on the connections between life and faith. Students are also
encouraged to put their faith into action by participating in our community outreach
programmes: Good Shepherd Centre once per month, visiting with area seniors, the
S.A.I.N.T.S. volunteer programme, the annual Advent Food Drive, The White Ribbon
Campaign and numerous fundraising campaigns to assist non-profit organizations in need.
In the past, these have included Covenant House, The Missionaries of the Precious Blood,
The Canadian Cancer Society, Share-Life, Development and Peace, among others.
We are also dedicated to supporting anti-violence initiatives and work in collaboration with
our local parishes and organizations to this end. Pastoral counselling is available and
students and staff are always welcome to drop by the Chaplaincy Centre.
The Peer Ministry Team consists of a dedicated group of students who are passionate
about making a difference in our school community. New members, from all grade levels are
always welcome to join McLuhan’s own “God Squad”. Together, we hope to celebrate and
affirm Catholic Education and live out Gospel values
RELIGIOUS ACCOMMODATION IN THE TCDSB
In concert with the Assembly of Catholic Bishops of Ontario, the TCDSB supports
freedom of religion and an individual’s right to manifest his or her religious beliefs and
observances. The right to freedom of religion, however, is not absolute and religious
accommodation in the Board is carried out in the larger context of the Catholic education
system and denominational rights of Catholic schools.
The Board, at all times, will seek to accommodate an individual’s right to freedom of
religion in a manner that not only respects the individual’s beliefs but the principles of
the Catholic Church. It is understood that all students registered at Marshall McLuhan C.S.S. acknowledge
and are committed to the school community that proclaims, celebrates, and cherishes its
Catholic identity and traditions. At the same time, Marshall McLuhan is enriched and
committed to providing an environment that is inclusive, safe and that is free of barriers
based on religion. With respect to Religious Accommodation, the TCDSB also
acknowledges that all students, in accordance with the best of what our Catholic Church
offers in its social teachings and reflective practice, are entitled to their rights and
responsibilities under the Ontario Human Rights Code.
In the spirit of respect and inclusion, the TCDSB will work cooperatively and take all
reasonable steps, to provide accommodation to individual requests to facilitate his/her
religious beliefs and practices. We would ask those seeking accommodations to make
their requests at the start of the school year so that consideration can be given early on.
SPECIAL EDUCATION
Gifted Program
A wide variety of enrichment activities is available to students at Marshall McLuhan.
Students are given the opportunity to challenge themselves with university level work
through the Advanced Placement exams.
The following extra-curricular areas may also be pursued: Debating Society, Model
United Nations, Reach for the Top (W5H), Leonardo da Vinci Competition in
Mathematics, Physics and Chemistry, U. of T. Mentorship Program, Canadian Club
Luncheons, E=MC2 – Queen’s University Enrichment Program, Robotics, and Yearbook,
Public Speaking Contests as well as Poetry and Short Story Contests. Please contact
Student Services if you are interested in participating.
Resource Program
The Resource Department at McLuhan provides service to students who are identified as
exceptional as well as those who are not identified but who need academic assistance to
ensure school success. We offer credit courses in Learning Strategies for students who
need to improve their learning skills such as studying for tests, note-taking, reading from
a text book, and organizational skills. The resource room is available to individuals or
groups of students who need assistance with assignments or tests. Resource students
may be sent to the room from their regular classes at the teacher’s discretion for extra
time, use of the computer for writing/editing, and/or re-teaching of concepts. A
resource teacher is available in the room to see students for extra support during the
school day. Students may also drop in on their lunch period, before and after school.
Life Skills
This program is based on expectations which are outside of the Ontario Secondary
School curriculum. The focus of this alternative program is on providing opportunities for
integration, developing functional academic skills as well as skills for independent living
and preparing for the world of work.
NUMERACY
Students learn math best through experiences that allow them to explore new ideas,
solve problems using information they have gathered themselves, reflect on what they
have discovered as well as on their own thinking, and explain their solutions through
reasoning. Students learn more easily when they connect mathematical concepts and
procedures with their own experience.
The seven mathematical processes (Problem Solving, Reasoning and Proving, Reflecting,
Selecting Tools and Computational Strategies, Connecting, Representing, Communicating)
support the acquisition and application of knowledge and skills. By solving problems, using
reasoning skills, and connecting ideas, students come to a deeper understanding of
mathematical concepts. In addition, when students observe other students solving
problems, they can begin to reflect on their own thinking and the thinking of others and
how the strategies might be connected. Equally important is that students come to an
understanding that problems can be solved using a variety of different strategies. The
processes are interconnected to each other and to the knowledge and skills that
students are acquiring.
The Education Quality and Accountability Office (EQAO) develops and implements the
provincial assessment program for the Grade 9 Assessment of Mathematics. Results for
all schools and boards in Ontario are published on the EQAO website: www.eqao.com
LITERACY
Marshall McLuhan Catholic S.S. strives to prepare students to achieve success in all their
academic pursuits. Literacy is one of the pillars supporting student success. The staff
encourages literacy development within all subjects.
Ontario Secondary School Literacy Test (OSSLT)
Each year, grade 10 students are eligible to write the Ontario Secondary School Literacy
Test (OSSLT). This test is based on the curriculum expectations. It has been designed
to “determine whether a student has the reading and writing skills required to meet the
standards of the Ontario Curriculum across all subjects up to the end of grade nine”
(Ontario Secondary School Literacy Test: Framework). The successful completion of the
OSSLT is one of the requirements for earning an Ontario Secondary School Diploma
(OSSD). Students who are unsuccessful on their first attempt may write the test the
following year. Students who are unsuccessful on both attempts may enroll in the
Ontario Secondary School Literacy Course to fulfill their literacy requirement. The
OSSLT will be administered on March 26, 2015. For more information about this test,
please visit www.eqao.co
Ontario Comprehension Assessment (OCA)
This is a diagnostic assessment that provides teachers with accurate and comprehensive
information on student progress in reading. The OCA is administered twice a year to
students in Grades 7, 8 and 9. Results are used by teachers for the purpose of designing
effective strategies in planning next steps for instruction.
After School Literacy Program
This non-credit program is offered after school by certified teachers under the Student
Success Program to help students meet the provincial curriculum standards for literacy.
This eight-week program runs twice a year.
LEARNING COMMONS
The Learning Commons is a 21st century academic library that supports cross disciplinary
learning outside of the classroom. It provides staff and students with virtual learning
spaces; it promotes the integration of technology into all aspects of student learning; it
ensures equitable access for all, and provides opportunities for collaborative
partnerships.
The Learning Commons provides learning spaces that accommodates a variety of
different uses: from individual study to group work to collaborative learning. The
research lab of 32 desk-top computers is a space where students can work independently
or receive instruction in the use of 21st century tools. Teacher librarians and classroom
teachers recognize the need to cooperatively plan and team teach so as to ensure that
information literacy skills are an integral part of student learning.
Staff and students have 24/7 access to EBSCOhost’s online licensed databases and
other digital resources which offer reliable and accurate information in the form of full-
text reference books and academic periodicals. The library is fully automated using the
Insignia Library System. Users can access the collection 24/7 and check their account.
The collections in the Learning Commons support all aspects of the secondary curriculum.
They include magazines and periodicals, newspapers, reference materials, audio-visual
resources, graphic novels and novels in the Forest of Reading’s White Pine Reading Program.
The Learning Commons is a place where all members of the school community are
welcomed, supported in their academic pursuits and encouraged to grow.
EBSCOhost: http://search.epnet.com
Password: tcdsb Username: tcdsb
Insignia Library System: www.insignia.tcdsb.org/library
Login: computer username
Password: first name (lower case
ATHLETICS
Marshall McLuhan aims to provide its students with an enhanced educational experience
through participation in inter-school athletics organized by the Toronto District Colleges
Athletic Association (TDCAA). Athletes must be aware that participation in team sports is
a privilege, reserved for those who are able to successfully combine academics and
athletics without compromising their commitment to either.
At all times and especially as a guest, each athlete is expected to act in an appropriate
manner. As a representative of the school, of the coach, and of the team, the athlete will
be held accountable for any misbehaviour, which may result in the removal of certain or all
team privileges.
The coach will handle violations and assign appropriate disciplinary action. In more serious
cases, the coach will refer the student to administration.
An activity fee is required to participate in sports on an annual basis.
CODE OF CONDUCT FOR ATHLETES
1. Student-athletes must conduct themselves in an appropriate manner at all times,
academically and athletically. Any violation of this may result in a review of a
student-athlete’s participation in athletics by the Athletic Review Committee.
2. When the athlete is under suspension, they are suspended from athletic team
activities until the suspension has ended.
3. If an athlete skips a class or classes on the day of a game (exhibition, league or
playoff) that student will be prevented from participating.
4. Athletes must attend practice regularly in order to participate in regular season
games and playoffs.
5. Each student must pay an athletic fee in order to participate in school sports.
In 2015-2106 the athletic fee for students will be:
Initial Sport: $25.00
Second Sport: an additional $10.00
Third Sport: an additional $10.00
Fourth Sport: an additional $10.00
Fifth Sport: an additional $10.00
Sixth Sport: Free
CODE OF CONDUCT FOR SPECTATORS AT ATHLETIC EVENTS
Attendance at athletic events organized by the school, TDCAA or other groups, is a
privilege extended to students and as such, may be withdrawn for previous or ongoing
behavioural incidents, which violate the Code of Conduct listed below.
The privilege of attendance may also be withdrawn if school staff or event officials have
reasonable grounds to suspect that the safety of fellow students or staff may be
compromised.
Spectators who attend athletic events therefore shall:
1. Carry and produce, if asked, a school photo ID card at all event sites both on and
off campus where exhibition, league, playoff or tournament games are scheduled.
2. Only be allowed to attend games involving their own school (no third parties
permitted).
3. Wear their full school uniform while attending games in the gymnasium at their
home school or while in attendance at a neighbouring school.
4. Remain seated in their designated area and not throw paper, refuse or other
objects.
5. Not use obscene or vulgar remarks or any demonstration which disparages
opponents or their fans; taunting or derogatory cheers are not permitted.
6. Not engage in any form of physical confrontation with other spectators or
players.
7. Stay off the playing field at all times.
EXTRA-CURRICULAR PROGRAM
SPORTS TEAMS
Badminton, Basketball, Cross Country, Field Hockey, Golf, Rugby, Skiing, Soccer, Softball,
Swimming, Track and Field, Ultimate Frisbee, Volleyball
CLUBS
Chess, CSUNA-United Nations, Debating, Environmental, Film, Grooving with the Seniors,
Photography, Reach for the Top, Robotics, Student Council, Student Leadership (SMILE),
Web Team, Yearbook
CO-CURRICULAR PROGRAM Band, Choir, Drama Productions, Peer Ministry
CO-CURRICULAR PARTICIPATION POLICY
Student Participation: Permission to participate in school activities and excursions will be
based on conduct, academic performance and responsibility, as well as, attendance. A
student may be denied the privilege of participating in school excursions if any of these
expectations are not met.
All students who are absent from classes due to an excursion or school event, including
sport teams, are responsible for contacting teachers, in advance of the missed class(es), to
obtain information on work that will be missed. It is the student’s responsibility to
complete all missed assignments.
Directory of
Crisis/Social Agencies
Emergency
Police/Fire/Ambulance 911
Hospitals/Clinics Sunnybrook Hospital. . . . . . . . . . . . . . 416-480-6100
Toronto Public Health . . . . . . . . . . . . 416-338-7600
Helplines Anne Johnson Health Station . . . . . . . 416-486-8666
Catholic Family Services . . . . . . . . . . . 416-921-1163
CAMH . . . . . . . . . . . . . . . . . . . . . . . . . . 416-535-8501
Central Toronto Youth Services . . . . . 416-924-2100
Covenant House . . . . . . . . . . . . . . . . . . . 416-593-4849
Delisle Youth Services . . . . . . . . . . . . . 416-482-0081
Mobile Crisis Unit . . . . . . . . . . . . . . . 416-393-9990
Women’s Assault Line . . . . . . . . . . . . . . 416-863-0511
Food, Clothing and Shelter Daily Bread Food Bank . . . . . . . . . . . . 416-203-0050
Covenant House . . . . . . . . . . . . . . . . . . 416-593-4849
24 hour
distress and crisis lines
416-408-HELP (4357)
24 hour
distress and crisis lines
416-408-HELP (4357)
Free Access to a
Registered Nurse
24 Hours a day
7 days a Week.
1-866-797-0000
Kids Help Phone 1-800-668-6868
www.KidsHelpPhone.ca
Telehealth
Ontario
Hospital for
Sick Children Teen Clinic
416-813-5804
CRIMESTOPPERS
416-222-8477
