Heart Lake Secondary School

2019 - 2020

Student Handbook

Heart Lake Secondary School

296 Conestoga Drive Brampton, Ontario

L6Z 3M1

Tel: (905) 840 – 2328 Fax: (905) 840 – 6289

Website: h�p://heartlakess.ca Twi�er: @HeartLake_SS

Mr. Alvin Au - Principal

Ms. Catherine Bruce - Vice Principal Mr. Amit Mehrotra - Vice Principal

This agenda belongs to:

Name: _______________________________________________

Address: _______________________________________________

City/Town: _____________________________________________

Postal Code: ___________________

Phone Number: _________________________

Student Number: ________________________

“Strong hearts, bright minds…be the best we can!”

2019 – 2020 School Year Calendar

Tuesday, September 3 Classes Begin

Friday, September 20 Early Release Day 11:05am

Tuesday, September 24 Photo Day

Thursday, September 26 Terry Fox Run period 2

Friday, October 11 Professional Ac�vity Day

Monday, October 14 Thanksgiving Day

Thursday, October 10 Early Progress Reports Distributed (Semester 1)

Tuesday, October 8 & Wednesday, October 9

Sign up for Grad Photos in the Foyer 10 - 2pm

Thursday, October 17 Parent/Teacher Interviews(6:00–8:00pm)

Friday, October 18 Post-Secondary Fair (Grade 11 & 12, 8:00am – 12:30pm)

Monday, October 21 Photo Retake Day

Monday, October 21– Nov 8

Grad Photos

Friday, October 25 Early Release Day 11:05am

Monday, November 4 End of Semester 1, Term 1

Tuesday, November 5 Beginning of Semester 1, Term 2

Wednesday, November 6

Take our Kids to Work (Grade 9)

Thursday, November 7

Grade 8 Parent’s Night 6:30 – 8PM

Tuesday, November 12 Midterm Report Cards Distributed

Friday, November 15 Professional Ac�vity Day

Thursday, November 21 Honours Assembly

December 5 & 6 Drama Night

December 9 to December 13

Art Show in the Library all week

Wednesday, December 11

Winter Music Night

Friday, December 13 Character Counts Awards Breakfast

December 23–January 3 Winter Break

Monday, January 6 Classes Resume

January 14 and 15 EQAO GRADE 9 MATH

January 23 – January 29 Semester 1 Final Exams

Thursday, January 30 Turn Around Day

Friday, January 31 Semester 2 Begins

Friday, February 7 Professional Ac�vity Day

Thursday, February 11 Semester 1 Final Report Cards Distributed

Friday, February 17 Family Day

Thursday, March 11 Early Progress Reports Distributed (Semester 2)

March 16 – March 20 March Break

Wednesday, March 25 Parent/Teacher Interviews (6:00–8:00pm)

Tuesday, March 31 OSSLT – LITERACY TEST

Thursday, April 9 Term 1 ends

Thursday, April 9 Early Release Day 11:05 am

Friday, April 10 Good Friday

Monday, April 13 Easter Monday

Tuesday, April 14 Term 2 Begins

Tuesday, April 21 Midterm Report Cards Distributed

Thursday – Saturday May 7,8 & 9

Drama Play 7:30pm

Friday, May 15 Early Release Day 11:05 am

Monday, May 18 Victoria Day

Friday May 22 Character Counts Award Breakfast

Wednesday, June 3 Athle�c Banquet

Friday, June 5 Prom Night – Royal Ambassador

Tues June 9 & Wed June 10

EQAO

Monday, June 15 Locker Cleanout

June 16 – June 22 Exams Begin

Thursday, June 25 Semester 2 Final Report Cards Distributed

Friday, June 26 Professional Ac�vity Day

Daily School Schedule

Monday Tuesday Wednesday Thursday Friday

Period 1 8:10 to 9:25 Course A Course D Course A Course C Course B Homeform 9:25 to 9:30 Opening exercises at end of Period One daily. Period 2 9:35 to 10:50 Course B Course C Course B Course D Course A

Lunch 10:50 to 11:40 Period 3 11:40 to 12:55 Course C Course B Course D Course A Course D Period 4 1:00 to 2:15 Course D Course A Course C Course B Course C

Department Office Locations

Business Rm. 411/412 History Rm. 408 Support Room Rm. 103

Co-op Rm. 113 I.L.C. Rm. 102 Technology Rm. 411/412

Credit Recovery Rm. 102 Math Rm. 411/412 Visual Art Between Rm. 107 & 108

Drama Rm. 109 Music Rm. 118

English Rm. 109 Physical Education Gym Hall

Languages Rm. 109 Science Rm. 207

Student Services Office Hours: 8:00am – 4:00pm

Tel (905) 840 - 2328 Ext. bit.ly/HLSSguidance

Counsellors

Mr. Finlay H-O Ms. Sanginesi A-G

Ms. Spi�les P-Z

Student Success Teacher

Ms. Sanginesi (Head) & Mr. Murray

Secretary: Mrs. Allen

To make a guidance appointment, please see Mrs. Allen in Student Services. Appointments can be made during lunch and/or a�er school, or by booking online. Click on your counsellor’s name above to book an

appointment.

Important Websites and Emergency Phone Numbers

Heart Lake Secondary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . h�p://heartlake.peelschools.org Online Student Attendance Access . . . . . . . . . . . . h�ps://gweb.peelschools.org/pls/opt/opt.main?IN_SCREEN=parents Peel District School Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . h�p://www.peelschools.org/ EQAO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . h�p://www.eqao.com/ Ministry of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . h�p://www.edu.gov.on.ca/

CRISIS – Emergencies dial 9-1-1 Crisis Interven�on Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Crisis Interven�on Team (a�er 5pm & weekends) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Distress Centre Peel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Kids Help Phone (24 hours) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Peel Crisis Services (24 hours) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phone Friend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Telecare Distress Centre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

SEXUAL ASSAULT / ABUSE Assaulted Women’s Helpline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Children’s Aid Society (CAS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Family Services of Peel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Family Transi�on Place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sexual Assault/Rape Crisis Centre of Peel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sexual Assault/Rape Crisis Centre of Peel (24 hours) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

SHELTERS Interim Place South . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interim Place North . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Peel Youth Village . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Peel Family Shelter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Family Life Resource Centre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Wilkinson Road Shelter (single males/females) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(905) 813-2399 (905) 813-2200 (905) 278-7208

1(800) 668-6868 (905) 278-9036 (905) 459-4590 (905) 459-7777

(416) 863-0511 (905) 363-6131 (905) 453-5775 (519) 941-4357 (905) 273-3337 (905) 273-9442

(905) 403-9691 (905) 676-8515 (905) 791-5576 (905) 272-7061 (905) 451-4115

(905) 452-1335

Sports Calendar  

Sep Oct Nov Dec Jan Feb Mar Apr May Jun

Badminton (Co-ed Jr, Sr) Basketball (Jr, Sr Boys) Basketball (Varsity Girls) Baseball (Varsity Boys) Cricket (Varsity boys) Cricket (Varsity Girls) Cross-Country (Boys/Girls) Curling (Co-ed Jr, Sr) Slow Pitch (Girls) Fitness Training Flag Football (Varsity Girls) Golf (Boys/Girls) Hockey (Varsity Boys) Hockey (Varsity Girls) Indoor Cricket (Boys/Girls) Lacrosse (Varsity Boys) Lacrosse (Varsity Girls) Rugby (Boys) Rugby (Varsity Girls) SloPitch (Girls) Soccer (Jr, Sr Boys) Soccer (Varsity Girls) Table Tennis (Jr, Sr Boys) Table Tennis (Jr, Sr Girls) Tennis Track & Field (Co-ed) Volleyball (Jr, Sr Boys) Volleyball (Jr, Sr Girls) Weightli�ing

All par�cipants MUST have a valid Student Ac�vity Card.

Security in School Change Rooms

Change rooms are accessible to many students throughout the day and, therefore, valuable items should not be brought into the changerooms or left unsecured . It is the responsibility of the student to ensure the security of their personal items. School staff cannot be responsible for valuable student items le� in the changerooms.

Student Clubs and Organizations

Badminton Club Be the Change Black Student Associa�on Board Games Club Breakfast Club Chess Club Chrome Squad Coding Club Concert Band - Intermediate Concert Band - Senior Conversa�on Circle Coun�ng on You Literacy & Numeracy Crea�on Sta�on (Art Club) Crossfit Club DECA Business Club Debate Club Drama Produc�ons Gay-Straight Alliance (GSA) Girls Group Guitar Club Intramural Sports Investment Club

Jazz Band Karaoke Club Lego Robo�cs Club Link Crew Lunch and Li� McMaster Science & Engineering Team Mindful Prac�ce Club Mock Trial Compe��on Club Model UN Music Council Muslim Student Associa�on Newcomers Club Prom Commi�ee Reach for the Top/History Bowl Reconcilia�on Circle Robo�cs Team Social Jus�ce Student Ac�vity Council (S.A.C.) Student Announcers Vex Robo�cs Club Weight Room Club Yes4MH (Wellness)

 *ALL par�cipants MUST have a valid Student Ac�vity Card to par�cipate in school clubs and organiza�ons.

Contests

Math Euclid Pascal Cayley Fermat Fryer Galois Hypa�a CNML- Canadian Na�onal Math League Math@Mac online

Science University of Toronto Biology compe��on University of Waterloo Chemistry Contests University of Waterloo Physics Contest

Board strategic plan supports student learning Everything we do as a school board is driven by our strategic plan — the Peel District School Board’s Plan for Student Success. Based on extensive consulta�on with staff, unions and federa�ons, trustees, faith leaders, parents and students, the plan focuses our collec�ve efforts to further student success. These goals interconnect to achieve our mission to inspire success, confidence and hope in each student: • High expecta�ons for achievement: Set high expecta�ons for staff and students to ensure all students achieve personal excellence • Equity and inclusion: Achieve inclusion for all through con�nuous progress on equity • Parent, community and staff engagement: Engage staff, parents and communi�es to support student success • Safe, posi�ve, healthy climate/well-being: Build safe, posi�ve, healthy climates for learning and working to nurture student and staff well-being For more informa�on about the Plan for Student Success, including key projects of each goal, visit www.peelschools.org/planforstudentsuccess . BYOD — Bring Your Own Device Modern digital tools, including those available via personal devices, offer unprecedented opportuni�es to empower all learners to explore their passions, share their voices and consider diverse perspec�ves that lead to an equitable and compassionate world. The board’s Empowering Modern Learners ( h�p://bit.ly/peelEML ) vision document, supports a school environment in which students, at the direc�on of their teacher, are invited to bring their personally-owned devices to school to be used for educa�onal purposes. Devices and other technology are also available for students to use at school. Why BYOD? Technology alone will not improve learning. Combined with the right instruc�on and when used responsibly, technology in the classroom supports each learner in taking an ac�ve role in their own learning. Purposeful Use of Technology When providing the opportunity for students to use technology as a tool to empower learning teachers will: • confirm that students have access to the technology required for their learning • clearly communicate when and how feedback will be provided • remind students of their responsibili�es as digital ci�zens Digital citizenship We embrace the use of personal devices in a respec�ul and responsible manner, in keeping with school codes of conduct and the Peel board's Digital Ci�zenship Policy #78. You can find the policy here: h�p://bit.ly/PeelCode . The Code of Conduct, found later in this agenda, and academic integrity apply to the use of technology whether students are accessing informa�on from school or home. Lost, damaged or stolen devices We know, as parents, you're concerned about your child keeping their device safe. In a Modern Learning environment, smartphones, tablets and netbooks are out in the open and used more o�en so students are more aware of their devices. Typically, fewer the�s and lost devices occur under these condi�ons. This being said, ul�mately, students are responsible for lost, stolen and/or damaged personal electronic devices in the same way they are for any other personal items they bring to school.

If you plan to send your child to school with a device, please consider purchasing a protec�ve case and, if possible, enabling the built-in locator. Schools will also have a plan to help students keep their devices secure. Effective communication boosts the relationship between you and your child's school As a parent, you want to know what is happening at your child's school — his or her progress, homework assignments, upcoming school and classroom ac�vi�es, and ways you can support your child's learning at home. Regular two-way communica�on ensures that you and the school have the informa�on you need to help your child be successful.

There are many ways for you and your child's teachers to keep in contact:

• notes • check school and class websites • signing of tests/assignments

• interviews and mee�ngs • telephone calls • Google Classroom, Brightspace or other class websites

Click on the “Subscribe” link on the main page of the school website to receive: • email and/or text message no�fica�ons for cri�cal news, such as school closures due to bad weather. • email no�fica�ons for school news, calendar events and volunteer job opportuni�es. Visit the Peel board's other websites for resources • www.peelschools.org - learn more about board ini�a�ves, school programs and ways to help your child succeed in school. Subscribe to receive news releases, board agendas/highlights and job pos�ngs. • www.peelschools.org/parents/helpyourchild — an online resource centre with �ps and resources for parents to help encourage student success at home. • www.peelschools.org/parents/involved — learn about ways to get involved with your child's educa�on, including volunteer opportuni�es and school council. • www.makingmyway.ca — online resources and tools to help you make informed decisions and explore your child's op�ons a�er high school. There are five main pathways: appren�ceship, college, community living, university and the workplace. • www.myBlueprint.ca/peel — an online planning tool used by grade 7 to 12 students, which includes: high school course selec�on, goal-se�ng, financial planning, occupa�on planner, resume and cover le�er builder and a comparison of post-secondary op�ons and programs. • www.peelschools.org/parentconnect — a safe and secure website that acts as a single point to stay informed and to access all electronic services provided to Peel board parents and legal guardians. View school-based alerts and informa�on, access real �me absence repor�ng, view current and historic elementary report card informa�on and much more. Open communication about school activity fees Throughout the school year, op�onal ac�vi�es take place that may have fees associated with them including field trips and guest speakers. It's important to us that students don't miss out on opportuni�es because of situa�ons beyond your family's control. We hope you will feel comfortable coming to us if financial support is necessary to ensure your child can benefit from enhancements to the regular school program. We will always communicate with you about the fees associated with enhancements to the regular school program, and any fee you pay will be used only for its intended purpose.

Pay for school fees using School Cash Online Our school offers School Cash Online, a safe and secure form of online payment, as its preferred method of payment for all school fees. With a parent-friendly portal and an easy way to keep track of your child's ac�vity

fees, you can use School Cash Online to pay for school items like field trips directly from your computer or smartphone using eCheck, Visa or MasterCard. Register to get started By registering, you'll have the ability to: • Keep track of your children's school items and ac�vity fees • Check account history • Print or view receipts • Make dona�ons to Peel District School Board students and programs online and instantly receive a tax receipt. Dona�ons to any other charitable organiza�ons should NOT be made using the “Make a dona�on” bu�on. • Pay for school fees with the click of a bu�on • Receive no�fica�ons about upcoming events For more informa�on and to register, visit h�ps://peelschools.schoolcashonline.com Transportation Bus cancellations and closing schools due to bad weather During the winter months, inclement weather may disrupt bus transporta�on and regular school opera�ons. The decision to cancel buses and/or close schools is usually made by 6 a.m. This informa�on will be available on Twi�er @Peelschools , Facebook at www.facebook.com/peelschools , www.peelschools.org , and www.stopr.ca , or by calling 905-890-1010 or 1-800-668-1146. On an annual basis, schools will advise parents of the radio and television sta�ons which will announce details of cancella�ons or closures. Protect your kids — and your finances Each year, many of our families spend thousands of dollars when their children are injured at school, on field trips or at home. For pennies a day, this can all be avoided.

The Peel District School Board does not provide accident insurance coverage for student injuries that occur on school property or during school ac�vi�es—this includes extracurricular sports. If a student is injured, parents are responsible for any costs not covered by provincial health care or their employer's health care plan. Please check with your provider regarding your coverage. To help protect your family, the Peel board has arranged to have student accident insurance available exclusively through Reliable Life Insurance Company. This program offers a variety of plans and benefits at affordable prices. The coverage can include:

• dental expenses and future costs (resul�ng from an accident) • total and permanent disability

• paralysis/loss of use of limbs • special disability benefits • ambulance fees

The provincial health care system does not cover costs which are commonly related to accidents including dental work, ambulance fees, casts and crutches, and physiotherapy. All of these are covered by Reliable Life’s student accident insurance plan. It is strongly recommended that all families consider this coverage, especially if your child par�cipates in extracurricular ac�vi�es. Annual plans, which provide 24 hours a day, 365 days a year coverage, range from $13 to $33 per year. Family rates for three or more children are available. The insurance agreement is between you and Reliable Life Insurance Company .

How to apply for coverage? You can apply for coverage online at www.insuremykids.com . For more informa�on, call Reliable Life Insurance Company toll free at 1-800-463-KIDS (5437)

Building a positive climate for learning and working At our school, we are commi�ed to providing a safe and accep�ng climate for learning and working that is inclusive and accep�ng of all students. In partnership with parents/guardians we model, teach and reinforce our shared character a�ributes: caring, coopera�ve, honest, inclusive, respec�ul and responsible. These a�ributes are our board values and we focus on character educa�on in our curriculum and in our daily prac�ce with students. These a�ributes form our working rela�onships with colleagues, parents and community members. Together with our work on character educa�on, we focus daily on bullying preven�on and interven�on. Any form of bullying needs to be reported to the school immediately. School staff have an obliga�on to inves�gate behaviour which has a nega�ve impact on teaching and learning. Our Climate for Learning and Working Team has developed a bullying preven�on and interven�on plan to maintain healthy rela�onships at our school and to support a posi�ve school climate. To help students be successful, we are commi�ed to a restora�ve mindset that promotes well-being. Therefore, we focus our efforts on progressive discipline with restora�ve and learning consequences designed to help students take responsibility for their ac�ons, repair harm and find posi�ve ways to move forward. Regional and provincial tools and assessments The Peel board has developed a regional tes�ng program to ensure that all students' records contain consistent, objec�ve evalua�on informa�on. It also provides informa�on that allows for programming and gives insight into students' individual learning profiles. Assessment is an ongoing process aimed at understanding and improving student learning. Evidence of student learning is collected over �me from observa�ons, conversa�ons and student products. In the classroom, there are three types of assessment: • Assessment as learning - Students are ac�vely engaged in this assessment process where they monitor their own learning, use assessment feedback from teachers, self and peers to determine next steps, and set individual learning goals. • Assessment for learning - The ongoing process of gathering and interpre�ng 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 informa�on gathered is used by teachers to provide feedback and adjust instruc�on and by students to focus their learning. • Assessment of learning - The process of collec�ng and interpre�ng evidence for the purpose of summarizing learning at a given point in �me, to make judgments about the quality of student learning on the basis of established criteria, and to assign a value to represent that quality. The informa�on gathered may be used to communicate the student's achievement to parents, other teachers, the students themselves, and others. Formative Assessment - the collec�on of informa�on that occurs throughout the school year, term, or unit that enables teachers to track, support, and guide students’ con�nuous progress toward achievement of expecta�ons. It provides direc�on 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 informa�on for making formal judgments about student achievement to be used in repor�ng results in rela�on to expecta�ons. Student Achievement Assessment and evalua�on are based on the provincial expecta�ons and achievement levels outlined in the provincial curriculum document for each subject in secondary school. A wide range of assessment and

evalua�on opportuni�es allows students to demonstrate their learning in a variety of ways. This informa�on provides the basis for repor�ng student grades on the Provincial Report Card.

Achievement Level

Percentage Mark Range

Summary Description

Level 4+ Level 4 Level 4-

95–100 87–94 80–86

Very high to outstanding level of achievement. Achievement surpasses the provincial standard.

Level 3+ Level 3 Level 3-

77–79 73–76 70–72

High level of achievement. Achievement is at the provincial standard.

Level 2+ Level 2 Level 2-

67–69 63–66 60–62

Moderate level of achievement. Achievement is below, but approaching, the provincial standard.

Level 1+ Level 1 Level 1-

57–59 53–56 50–52

Passable level of achievement. Achievement falls much below the provincial standard.

Level R Below 50 Insufficient achievement of curriculum expecta�ons. A credit will not be granted.

Evaluation Evalua�on is the process of making a judgment of evidence of student learning, based on established and shared success criteria. Teachers gather evidence of student learning taken from observa�ons, conversa�ons and student products (such as assignments, reflec�ons, performances, interviews, inves�ga�ons, inquiries and tests) over �me and use this evidence along with professional judgment to determine students’ grades. Determining a report card grade involves teacher interpreta�on of evidence in light of clear criteria and should reflect the student's most consistent level of achievement, with special considera�on given to more recent evidence. The marks of levels of achievement gathered through these assessment opportuni�es are used to inform report card grades and to communicate progress to parents and students. The Ministry of Educa�on's Growing Success policy also s�pulates: • Assignments for evalua�on must not include ongoing homework that students do in order to consolidate their knowledge and skills or to prepare for the next class. • Assignments for evalua�on may involve group projects as long as each student's work within the group project is evaluated independently and assigned an individual mark, as opposed to a common group mark. • The evalua�on of student learning is the responsibility of the teacher and must not include the judgment of the student or of the student's peers (Growing Success p. 39). Final Grade for the Course For grades 9 to 12, a final grade is recorded for every course. A final course grade is determined as follows: • 70% of the grade is based on summa�ve assessments and evalua�ons conducted throughout the course. This por�on of the grade reflects the student’s most consistent level of achievement throughout the course, although special considera�on is given to more recent evidence of achievement. • 30% of the grade is based on a final summa�ve evalua�on/cumula�ve task(s) which is/are completed towards the end of the course. This evalua�on will be based on evidence from one or a combina�on of the following: an exam, a performance, an essay, and/or another method of evalua�on suitable to the course content. The final evalua�on allows the student an opportunity to demonstrate comprehensive achievement of the overall expecta�ons for the course.

• In grades 9 and 10, the code “I” may be used to indicate that insufficient evidence is available to determine a letter grade or percentage mark. The report card comment will indicate the reason for assigning an “I”. Learning Skills and Work Habits Learning Skills and Work Habits allow students to know how to learn more effec�vely, develop their poten�al as independent and autonomous learners, 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 expecta�ons. These learning skills and work habits include: responsibility, organiza�on, independent work, collabora�on, ini�a�ve, and self-regula�on.

Learning Skills & Work Habits

Sample Behaviours

Responsibility

The student: • fulfils responsibili�es and commitments within the learning environment; • completes and submits class work, homework, and assignments according to agreed-upon �melines; • takes responsibility for and manages own behaviour.

Organization

The student: • devises and follows a plan and process for comple�ng work and tasks; • establishes priori�es and manages �me to complete tasks and achieve goals; • iden�fies, gathers, evaluates, and uses informa�on, technology, and resources to complete tasks.

Independent Work

The student: • independently monitors, assesses, and revises plans to complete tasks and meet goals; • uses class �me appropriately to complete tasks; • follows instruc�ons with minimal supervision.

Collaboration

The student: • accepts various roles and an equitable share of work in a group; • responds posi�vely to the ideas, opinions, values, and tradi�ons of others; • builds healthy peer-to-peer rela�onships through personal and media-assisted interac�ons; • works with others to resolve conflicts and build consensus to achieve group goals; • shares informa�on, resources, and exper�se and promotes cri�cal thinking to solve problems and make decisions.

Initiative

The student: • looks for and acts on new ideas and opportuni�es for learning; • demonstrates the capacity for innova�on and a willingness to take risks; • demonstrates curiosity and interest in learning; • approaches new tasks with a posi�ve a�tude; • 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 clarifica�on or assistance when needed; • assesses and reflects cri�cally on own strengths, needs, and interests; • iden�fies learning opportuni�es, choices, and strategies to meet personal needs and achieve goals; • perseveres and makes an effort when responding to challenges

Reporting Repor�ng is one part of con�nuous communica�on that provides students and parents with descrip�ve feedback that is clear, specific, meaningful and �mely to support improved learning and achievement. Students receive one progress report card and two provincial report cards each semester. The secondary progress report card provides students, teachers and parents with an opportunity to reflect upon progress to date and discuss plans to ensure future success. Students with Individual Educa�on Plans follow the same formal repor�ng periods.

Homework The Peel board supports the inclusion of homework in school programs and recognizes the need for educators to clearly and effec�vely communicate the learning expecta�ons related to homework. Homework expecta�ons must be balanced with the student's life outside of school. As a result, it is recommended that homework not be assigned on scheduled holy days and holidays as outlined on school calendars and that flexibility be granted to students and families around these days. It is expected that homework will: • be differen�ated to reflect the student's learning profile; • appropriately reflect the student's grade level, pathway, and obliga�ons in other classes; • be responded to by the teacher in a clearly communicated and �mely manner; • take into considera�on the need to balance school, social/emo�onal well-being, and family life; • be returned using blocks of �me so that families can best support homework comple�on by balancing the �me required to complete homework; • supplement and support in-school experiences through related out-of-class ac�vi�es; • prepare, prac�se, or consolidate learning; • promote posi�ve and enthusias�c a�tudes towards independent study and lifelong learning; • be created in a way that meaningful feedback as and for learning can be provided; • not make unfair or unreasonable demands on parents/guardians; • not be puni�ve. For more informa�on, view the Peel board’s Homework Policy #70: www.peelschools.org/trustees/boardpolicies . If assigned, teachers will use data collected from homework as assessment for learning to inform teacher prac�ce and student feedback, not as assessment of learning to be evaluated or graded. Teachers may report on homework only when referencing the learning skills. Homework assignments that are "designed to help students prac�se and consolidate new learning can also provide assessment informa�on that both teachers and students can use to adjust instruc�on and focus learning" (Growing Success, 2010, p. 34). The Peel board expects that students will a�end school on scheduled school days and take holidays according to the school year calendars. If parents choose to take their child(ren) out of school at �mes other than school holidays, the school cannot provide academic ac�vi�es that replicate the missed learning, which includes opportuni�es for students to demonstrate skills and engage in learning conversa�ons. Additional Information

Attendance Frequent absences interrupt the learning process and thus nega�vely affect student achievement. Missed forma�ve assessments may also affect the students' ability to be successful on summa�ve evalua�ons. Students must be proac�ve and should: • inform the teacher prior to the absence, if possible, and gather assigned work • establish “class buddies” who can clarify assigned work • check the class website for assigned work • immediately, upon return, gather assigned work

Deadlines Deadlines are realis�c in the normal working life outside of the school se�ng. 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 students' responsibility to seek assistance from the teacher when he or she has difficul�es comple�ng a task/assignment due to insufficient knowledge or skill. Be sure to advise the teacher of any problems well before a task/assignment is due. Some deadlines are nego�able - a few are absolute. Work that is not completed on either a nego�ated or absolute deadline may not be evaluated. Missed Summative Assignments Students who know ahead of �me that they will miss an assessment are expected to discuss the situa�on beforehand with the subject teacher. Students who miss an in-class summa�ve assessment for an unauthorized reason may lose the opportunity to complete the task. Students who are absent on the day of an assessment are responsible for the work covered and assigned during the class, the handing in of assignments at a �me nego�ated with a teacher, and the wri�ng of any missed tests at a �me nego�ated with the teacher. A�er a legi�mate prolonged absence (more than two days) the student is to make arrangements with the subject teacher immediately upon returning to school for an alterna�ve date for the missed assessment. Final Evalua�ons are scheduled long before they are administered. Dates are noted in this agenda. Only in excep�onal circumstances, usually involving illness and personal and family tragedy, are they re-scheduled and only with appropriate documenta�on. Missed exams may result in a score of zero. Absence of Evidence of Student Achievement Students are responsible for providing evidence of what they have learned or accomplished in the �me frame allowed by teachers. When students do not submit products to the teacher, there is no evidence for teachers to assess. Similarly, when students do not submit products in a �mely manner, assessing or judging the evidence can be a problem, especially when teachers have deadlines for repor�ng to parents. Student products that are plagiarized also fail to provide any evidence of student achievement. Assigning a Zero Assigning a zero indicates that the student has not provided any evidence of their learning. Therefore, a zero may be used as a placeholder during assessment for learning and assessment as learning. A zero provides an opportunity for the teacher to discuss with the student and parent/guardian the student’s obliga�on to provide evidence of learning and for the student to be responsible for their learning. Teachers use their professional judgement in gathering informa�on from observa�ons, conversa�ons and products, not simple mathema�cal calcula�ons (e.g., averaging all marks), to determine a report card grade. In an assessment of learning context (e.g., por�olio, essay, a unit test), teachers may use their professional judgement to assign a zero. However, teachers must ensure that the assignment of a zero in an assessment of learning context will not result in a misrepresenta�on of the student’s overall achievement as signified by the report card mark. ( Peel Board Policy 14 ) Academic Honesty: Plagiarism and Cheating Plagiarism is defined in Ministry policy as the use or close imitation of the language and thoughts of another without attribution, in order to represent them as one’s own original work . Plagiarism exists when a student

copies word for word from another source without proper annota�on, but also includes taking and using as one’s own the thoughts, ideas, designs or inven�ons of another person. Credit must be given to source material (including Internet sites) in the body of an assignment, as well as in the bibliography. When a student plagiarizes or cheats, he/she does not provide evidence of his/her achievement. Based on the considera�on of mi�ga�ng factors (age, maturity, number and frequency of incidents, individual circumstances of the student), school teams and teachers will choose from a variety of possible responses/resolu�ons to plagiarism and chea�ng including assigning of a zero and/or the opportunity to complete a similar evalua�on as well as discipline measures consistent with the Code of Conduct that can include a suspension for mul�ple offences.

Ontario Secondary School Literacy Test (OSSLT)  The Ontario Secondary School Literacy Test (OSSLT) assesses whether students have the literacy (reading and wri�ng) skills needed to meet the literacy requirement for the Ontario Secondary School Diploma (OSSD). It is based on the literacy expecta�ons defined by The Ontario Curriculum across all subject areas to the end of Grade 9. Successful comple�on of the OSSLT is one of 32 requirements for gradua�ng with the Ontario Secondary School Diploma. The reading skills required of students are:

● understanding explicitly stated informa�on and ideas ● understanding implicitly stated informa�on and ideas (make inferences) ● making connec�ons between informa�on and ideas in a reading selec�on and personal knowledge and

experience

The wri�ng skills required of students are: ● developing a main idea with sufficient suppor�ng details ● organizing informa�on and ideas in a coherent manner ● using conven�ons (spelling, grammar, punctua�on) in a manner that does not distract from clear

communica�on ( Framework Ontario Secondary School Literacy Test , EQAO, 2007)

This school year all current grade 10 students, those students who were unsuccessful last year, and students who were unable to write last year (e.g. deferred) will be wri�ng the OSSLT on Tuesday, March 31, 2020

For prac�ce and a look at past assessments, go to www.eqao.com . Click on the Parent or Student Resource link at the top of the page.

Ministry of Education learning resources available to parents, students Ontario Educa�on Resource Bank (OERB) — an online repository of resources to support student learning. Users can search the database by keyword, topic, course and expecta�on. URL: h�p://resources.elearningontario.ca/ Username: pdsbstudent Password: oerb Homework Help — online math tutoring for grade 7 to 10 students taking mathema�cs. Homework Help offers live tutoring sessions in one-to-one confiden�al online environments Sunday to Thursday - 5:30 to 9:30 p.m. URL: h�p://homeworkhelp.ilc.org Login using your Ontario Educa�on Number - OEN PDSB Virtual Library — a comprehensive suite of online databases assists students with research and inquiry. Access databases through BYOD student portal by selec�ng Library tab and access rich media by selec�ng Media tab.

URL: h�ps://byod.peelschools.org/ Login using student number and password Children in need of protection One of the organiza�ons we partner with is Peel Children’s Aid, our local Children’s Aid Society whose role it is to support and help strengthen families so children are safe and well. Last year, Peel CAS worked with about 10,000 Peel families who were experiencing stressors and difficul�es related to their children. One of the func�ons of Peel Children’s Aid Society under the Child, Youth and Family Services Act is to inves�gate situa�ons where a child is or may be in need of protec�on. This act has specific requirements which school staff must follow: • School staff do not have a choice if they suspect that a student who is under 16 years of age is or may be in need of protec�on. Staff must report their suspicions directly and immediately to the Children's Aid Society. • Recent changes to this legisla�on now include services to youth between 16 and 18 years. Staff who have concerns about these students may report their concerns to the Children’s Aid Society. • When staff report concerns to Children's Aid, they must also share with them any informa�on about the concern which might otherwise be confiden�al. • It is not the school's responsibility to inves�gate suspicions, evaluate the situa�on or assign blame. • Staff can be fined $1,000 for failing to report that a student under the age of 16 is or may be in need of protec�on. Staff may also be subject to employment consequences and a provincial offence charge under the Child and Family Services Act. School board employees have a special awareness of the signs of child abuse and neglect, and has a legal responsibility to report any suspicions to Children's Aid. It is not necessary for staff to be sure that a student is or may be in need of protec�on. All they need is "reasonable grounds to suspect" abuse or neglect which is defined as being what the average person would expect given their training, background and experience. The Peel District School Board is fully commi�ed to mee�ng the legal requirements of the Child, Youth and Family Services Act. Staff has the full support of the board in mee�ng this obliga�on. Keeping children safe is a shared responsibility – parents, schools, police, Children’s Aid Socie�es and all members of the community. We, at the Peel District School Board, are commi�ed to the welfare of our students. Procedures help keep students safe at school Peel schools provide a safe environment for staff and students to work and learn. The board has many procedures to ensure safety—including regular fire drills, lockdown drills, evacua�on plans and criminal records checks for new staff and volunteers. Together with Peel Regional Police and the Dufferin-Peel Catholic District School Board, the Peel board has developed four specific procedures to help keep schools safe during various kinds of poten�ally dangerous situa�ons. These procedures are called Lockdown, Hold and Secure, Shelter in Place and Bomb Threat Plans. Lockdown: Lockdown is used in the very rare situa�on where a suspect who is perceived to be dangerous may be inside the school building. During lockdowns and lockdown rehearsals, the principal will announce on the PA, "Ini�ate lockdown procedure." The school bell will ring con�nuously for a period of �me. Students and staff inside the school will: • go to the closest room and close the door, and lock it if possible • lie down on the floor away from sightline of doors and windows

• remain on the floor un�l further direc�ons are given Note: Police have cau�oned against parents calling their child's cell phone as this interferes with the safety measures put in place. Students will not be allowed to use their cell phones during a lockdown. Students and staff outside the school will: • move as far away from the building as possible • remain outside un�l the bell is rung once to signal re-entry or un�l further direc�ons are given If a Lockdown continues past dismissal time, police will direct the process of how and when students will be released to their parents. As part of the school's overall safety plan, rehearsals will take place a minimum of two �mes during the school year. Hold and Secure: Hold and Secure is used when there is a poten�ally dangerous situa�on in the community near the school. For example, if police are involved in apprehending an armed suspect in the community, they will instruct the school administra�on to follow the Hold and Secure protocol. This means that all outside doors will be locked, all windows will be shut and no one may enter or exit the building without police permission. Classes inside the school con�nue as usual. If a Hold and Secure continues past dismissal time, police will direct the process of how and when students will be released to their parents. Shelter in Place: Shelter in Place is used in the event of an environmental or weather-related situa�on in the community of the school that could be poten�ally harmful to students. For example, if there is a spill, leak or release of some kind of noxious chemical in the environment near the school, the school will follow the Shelter in Place protocol. This means that windows, doors and air vents to outside air will be shut un�l the problem is resolved. If a Shelter in Place con�nues past dismissal �me, police will direct the process of how and when students will be released to their parents. Bomb Threat Plans: In very rare cases a school may receive a bomb threat, each school develops a site specific plan that outlines the ac�ons that will be taken at the school to ensure the safety of students and staff. In the event of a threat the school will work with local police to respond to the threat. In all instances requiring these protocols, Peel schools and parents are expected to take direc�on from Peel police. Parents can stay informed by subscribing to receive updates from their school’s website. Informa�on about cri�cal situa�ons or dismissal delays will be sent out to subscribers by email or text message. To subscribe, visit the school website, click on ‘Subscribe’ and fill in the form. You can find a list of all schools with links to their websites at www.peelschools.org in the ‘Schools’ sec�on. In addi�on to the email/text message updates, a le�er will be sent home a�er the situa�on to inform parents of what happened. Keeping students safe on the web Today's students are leaders in the use of technology. More and more they tell us that they want—they need—their learning experiences in school to reflect this. Learning how to access informa�on through the Internet helps students become aware of available resources that exist outside the classroom and school library. Digital responsibility is an important part of what we help students learn in school, and appropriate use will con�nue to be an expecta�on in each school’s Code of Conduct as it is now.

Student responsibilities Use of the Internet is viewed as a privilege, not a right. The Internet must not be used for any purpose that violates the school's Code of Conduct or the board’s Appropriate Use of Technology Policy. This applies to school and home Internet use.

Students must: Students must NOT :

• demonstrate appropriate online conduct and manners. • refrain from improper use of technology, including computer hacking, cyber-bullying and all other forms of violence, threats and harassment directed at staff, students or the school. • focus Internet �me on assigned research topics. • credit sourced informa�on — plagiarism and transferring of copyright material is not permi�ed.

• give out personal informa�on such as their home and school address, telephone number or age. • agree to meet with someone they meet online. • send or post pictures or other recordings of themselves or others without permission from their teacher. • respond in any form to messages that makes them uncomfortable or are deemed inappropriate according to the school's Code of Conduct or the board’s Appropriate Use of Technology Policy. • send or receive offensive/in�mate pictures/images or materials.

Rules for personal online safety Network administrators may review files and communica�ons to maintain system integrity and ensure that users are using the system network responsibly. Users should not expect that files stored on district servers are private. Posting of videos, photographs online Although photographing and videotaping of school events is acceptable for a family's own personal use, students and parents should never post these images on public or private websites. Ministry’s School Food and Beverage policy encourages healthy eating The Ministry of Educa�on’s School Food and Beverage Policy encourages students to make healthier choices by removing less-healthy food and beverage op�ons from schools. All food and beverages offered for sale in publicly funded schools in Ontario must meet the nutri�on standards set out in the policy. The nutri�on standards are based on the principles of healthy ea�ng outlined in Canada’s Food Guide. There are a few exemp�ons when a school may sell/provide special treats for special occasions or fundraisers. It’s important to know that the policy does not apply to food and beverages brought from home—only ones that are sold to students at school. This policy creates a good opportunity to explore healthier food op�ons as a family. To speak to a registered die��an about healthy food choices, call EatRight Ontario at 1-877-510-5102. For more informa�on about the policy, visit h�p://www.edu.gov.on.ca/eng/healthyschools/policy.html . If you have ques�ons about how we are implemen�ng the School Food and Beverage Policy, please call the school. Updated procedures for anaphylactic students All staff must be informed of students who have been prescribed an Epi-Pen, Epi-Pen Junior or Allerject. All students with life-threatening allergies must carry their Epi-Pens at all �mes. Please remind your child that

they should not be shared with other students. Epi-Pens are to be shared only in the case of an anaphylac�c emergency. Code of Conduct & Character Attributes in Action Our Commitment The school is commi�ed to providing a safe, inclusive and accep�ng learning and working environment that supports student well-being and success where every student can reach their full poten�al. For learning to be successful, schools must be free of nega�ve factors such as bullying, discrimina�on, in�mida�on, hateful words and ac�ons, as well as physical violence in any form. Together with staff, students, parents, community members and faith groups, the board developed a common language and commitment to model, teach and reinforce character a�ributes through the selec�on of six core a�ributes. The a�ributes are taught in school, but they are also the basis of the Board’s working rela�onships – they help to create a posi�ve climate for learning and working. We want our staff and students to be: • Caring – showing compassion and kindness towards others • Coopera�ve – working collabora�vely with others for a common purpose • Honest – being truthful, trustworthy and sincere in your speech and ac�ons • Inclusive – trea�ng everyone fairly and equitably • Respec�ul – trea�ng others, yourself and the environment with high regard and value • Responsible – being accountable and reliable in your ac�ons and commitments We believe that parents, the school and community must all work together to help students learn to become responsible members of society, being responsive to the diversity, cultural and special needs and well-being of individual students. We support the goals of an�-oppression, equity and inclusion in all aspects of teaching and learning. We must clearly demonstrate a commitment to social jus�ce and human rights, and promote the values needed to develop responsible members of a diverse, democra�c and inclusive society. The Code of Conduct for the school is aligned with and supports the principles and expecta�ons of the Board’s Human Rights policy (Policy 51) and the Equity and Inclusive Educa�on policy (Policy 54). At all �mes, this Code should be interpreted to be consistent with the Board’s policies and the Ontario Human Rights Code. Our Code of Conduct The school Code of Conduct applies to all members of the school community including students, parents or guardians, school bus drivers, volunteers, school staff and community groups are included in the Code of Conduct, whether they are on Peel District School Board property, school buses, at school-authorized events or ac�vi�es, in before- and a�er-school programs including co-curricular ac�vi�es and field trips, and may be applied to any other circumstances connected to the school that may have an impact on the school climate. All members of the school community have a responsibility to respect and honour the school Code of Conduct, to demonstrate age and developmentally appropriate social behaviour and to take responsibility for their own ac�ons and take appropriate ac�on to help those in need; seeking assistance from a member of the school staff, if necessary, to resolve conflict peacefully. Our Responsibilities All members of the school community must: • respect the needs of others to work in an environment that is conducive to learning and working.

• share a responsibility to create a climate that seeks to eliminate inappropriate behaviour, including harassment and physical, verbal (oral or wri�en), sexual or psychological abuse; threatening; in�mida�on; extor�on; gang-related ac�vi�es; vandalism; behaviour mo�vated by hate or bias; unethical use of technology; bullying or discrimina�on on the basis of size, strength, age, peer group power, or race, place of origin, ethnicity, language, ancestry, colour, creed, religion, gender, gender iden�ty, gender expression, sexual orienta�on, socioeconomic status, family circumstances, ability, intelligence, receipt of special educa�on or any other similar factor and/or any other immutable characteris�c or ground protected by the Ontario Human Rights Code. • respect all other members of the school community, especially persons in posi�ons of authority. They must respect differences in people, their ideas, and their opinions, and must treat one another with respect and dignity at all �mes, and especially where there is disagreement, this includes not swearing at a teacher or at another person in a posi�on of authority. • honour the rights of others by refraining from ac�ons mo�vated by bias, prejudice and hate against iden�fiable groups (defined by race, place of origin, ethnicity, language, ancestry, colour, creed, religion, gender, gender iden�ty, gender expression, sexual orienta�on, size, strength, age, peer-group power, socioeconomic status, family circumstances, ability, intelligence, receipt of special educa�on or any other similar factor), such as the wearing of hate or racist symbols, distribu�ng hate informa�on, producing hate-related vandalism (including graffi�) or u�ering discriminatory remarks (e.g. the N-word and other racist phrases, homophobic insults, Islamophobic comments, ability-based slurs, etc.). • respect and comply with all applicable federal, provincial, and municipal laws; demonstrate honesty and integrity, respect the rights of others, respect differences in people, their ideas, and their opinions; show proper care and regard for school property and the property of others. All members of the school community must not: • engage in bullying behaviours, commit sexual assault; traffic in weapons or illegal drugs or cannabis; give alcohol or cannabis to a minor; commit robbery; be in possession of any weapon, including firearms; use any object to threaten or in�midate another person; cause injury to any person with an object; be in possession of, or be under the influence of alcohol, cannabis (unless the individual has been authorized to use cannabis for medical purposes) and illegal drugs; provide others with alcohol, illegal drugs, or cannabis (unless the recipient is an individual who has been authorized to use cannabis for medical purposes); inflict or encourage others to inflict bodily harm on another person; engage in hate propaganda and other forms of behaviour mo�vated by hate, prejudice or bias; commit an act of vandalism that causes extensive damage to school property or to property located on the premises of the school. Parents and guardians fulfill their role when they: • are engaged in their child’s schoolwork and progress; communicate regularly with the school; help their child be appropriately dressed and prepared for school; ensure that their child a�ends school regularly and on �me. • promptly report to the school their child’s absence or late arrival; become familiar with the provincial Code of Conduct, the board’s Code of Conduct, and the school’s Code of Conduct; encourage and assist their child in following the rules of behavior. • assist school staff in dealing with disciplinary issues involving their child; including helping their child understand that it is not appropriate to tease or bully others and monitoring their child’s internet use and taking responsibility for their behaviour when accessing electronic resources from home. Students shall: • demonstrate a commitment to the learning process through punctual and regular a�endance, being prepared and ready to learn, given the individual’s circumstances, and by contribu�ng to a safe, nurturing, welcoming, respec�ul and inclusive climate. • show respect for themselves, and for others, and for those in posi�ons of authority, refrain from bringing anything to school that may compromise the safety of others; follow the established rules and take responsibility for their own ac�ons.

• submit assignments on �me, wri�ng final assessments • prac�ce honesty and integrity including but not limited to: not par�cipa�ng in or encouraging plagiarism, misrepresenta�on of original work, lying, chea�ng, the� of evalua�on instruments, use of unauthorized aids or false representa�on of iden�ty. • comply with the school’s dress code. • show proper care and regard for school property and visit other schools for school related-and authorized purposes only. • keeping the assigned locker clean and free from damage. • place all garbage and recycling in the appropriate containers. • support and maintain peaceful and safe interac�on with others, and the opera�on of the school • cooperate with all staff at Heart Lake, including administra�on, teaching and support staff. Cooperating with staff in the classroom includes : • being on �me for class with the required materials • par�cipa�ng in class ac�vi�es • communica�ng with the teacher and other students in a respec�ul manner Cooperating with staff outside the classroom includes : • iden�fying self when asked to do so by a staff member and show a Student Ac�vity Card for admission to all school events and having a School ID card for the use of the school library and school computers. • following staff members’ direc�on to ensure a safe school environment in the hallways, cafeteria, washrooms and other common areas inside and outside the school building. Staff fulfill their responsibilities when they: • help students to work to their full poten�al and develop their sense of self-worth; empower students to be posi�ve leaders in their classroom, school, and community; communicate regularly and meaningfully with parents/guardians; maintain consistent and fair standards of behavior for all students; demonstrate respect for one another, all students, parent volunteers, and other members of the school community; prepare students for the full responsibili�es of ci�zenship. • establish a range of clear, fair and developmentally appropriate interven�ons, supports, direct skill instruc�on and learning consequences in response to inappropriate behavior. • respond to and repor�ng behaviours which may have a nega�ve impact on school climate. Bullying Prevention and Intervention All members of the school community have a responsibility to maintain a school environment where conflict and differences can be addressed with respect and dignity. Bullying will not be accepted on Peel District School Board property, school buses, at school-related ac�vi�es, through electronic media (cyber-bullying), or in any other circumstances where engaging in bullying will have a nega�ve impact on the school climate. 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 reputa�on. Bullying occurs in a context where there is a real or perceived power imbalance. Bullying can be based on factors such as size, strength, age, intelligence, peer group power, economic status, social status, religion, ethnic origin, sexual orienta�on, family circumstances, gender, gender iden�ty, gender expression, race, disability or the receipt of special educa�on. Bullying may include the use of any physical, verbal, electronic (cyber-bullying), wri�en or other means.

When someone experiences or observes bullying behaviour, they are expected to report it to a teacher, teaching assistant or school administrator immediately. Bullying behaviour will be dealt with using a progressive discipline approach. Progressive Discipline The school encourages, supports and recognizes acceptable behaviour in our students through a variety of posi�ve prac�ces. Progressive discipline is an approach that makes use of a con�nuum of interven�ons, supports and learning consequences, building upon strategies that promote posi�ve behaviours. When inappropriate behaviour occurs, disciplinary measures are to be applied within a framework that shi�s the focus from one that is solely puni�ve to one that is both correc�ve and suppor�ve. We encourage students to reflect upon, take responsibility for their behaviour, and to restore and repair incidents which cause hurt and harm. A progressive discipline approach will be used to deal with inappropriate behaviour. This may include, but is not limited to: oral reminders, review of expecta�ons, co-constructed behaviour commitments & agreements; conferencing with parent(s)/guardian(s); loss of privilege(s); conflict media�on and resolu�on, restora�ve prac�ces; peer mentoring, differen�ated instruc�on, social emo�onal learning interven�ons to promote posi�ve student behavior; res�tu�on for damages and ac�ons to repair hurt and harm; and/or referral to a community agency or support services. We recognize that each student is a unique individual and that every situa�on requires an individualized and personalized response. When determining supports to promote posi�ve student behaviour, considera�on will be given to the mi�ga�ng and other factors in determining the learning consequences that will best support the student’s success consistent with the student’s strengths and needs, including the informa�on contained in the Individual Educa�on Plan, where applicable. Suspension and expulsion The 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 recommenda�on for an expulsion, a principal must consider mi�ga�ng and other factors related to the individual before determining whether to suspend a student for engaging in any ac�vity below. A principal shall consider whether to suspend a student if they believe that the student has engaged in any of the following ac�vi�es while at school, at a school-related ac�vity or in other circumstances where engaging in the ac�vity may have an impact on the school climate: 1. U�ering a threat to inflict serious bodily harm on another person; 2. Possessing alcohol, illegal, controlled and/or restricted drugs or unless the pupil is a medical cannabis user, cannabis*; 3. Being under the influence of alcohol, illegal, controlled and/or restricted drugs or unless the pupil is a medical cannabis user, cannabis*; 4. Swearing at a teacher or at another person in a posi�on of authority; 5. Commi�ng an act of vandalism that causes extensive damage to school property at the pupil’s school or to property located on the premises of the pupil’s school; 6. Bullying, including cyber-bullying; 7. Any act considered by the principal to be injurious to the moral tone of the school or injurious to the physical or mental well-being of members of the school community; or 8. Any act considered by the principal to be contrary to the Board or school Codes of Conduct.

*As defined in the Educa�on Act, a medical cannabis user is a person who is authorized to possess cannabis for the person’s own medical purposes in accordance with federal law. A principal shall suspend and consider recommending for expulsion in consulta�on with the Superintendent of Educa�on, if they believe that a student has engaged in any of the following ac�vi�es while at school, at a school-related ac�vity or in any other circumstances where engaging in the ac�vity may have an impact on the school climate (subject to considera�on of the mi�ga�on and other factors): 1. Possessing a weapon, including possessing a firearm or knife; 2. Using a weapon to cause or to threaten bodily harm to another person; 3. Commi�ng physical assault on another person that causes bodily harm requiring treatment by a medical prac��oner; 4. Commi�ng sexual assault; 5. Trafficking in weapons, illegal, controlled and/or restricted drugs; 6. Commi�ng robbery; 7. Giving alcohol, cannabis, or illegal/controlled and/or restricted to a minor; 8. Bullying – if the student has previously been suspended for engaging in bullying and the student’s con�nuing presence in the school creates an unacceptable risk to the safety of another person; 9. Any ac�vity for which a student can be suspended that is mo�vated by bias, prejudice or hate based on race, na�onal or ethnic origin, language, colour, religion, sex, age, mental or physical disability, sexual orienta�on, gender iden�ty, gender expression, or any other similar factor; 10. An act (on or off school property) considered by the Principal to be a serious breach of the Board’s or School’s Code of Conduct or significantly injurious to the physical or mental well-being of others; 11. Ac�vi�es engaged in by the pupil on or off school property that have caused extensive damage to the property of the Board or to goods that are/were on Board property. Students who are suspended or expelled will be given an opportunity to con�nue their educa�on through educa�onal programs offered by the school board. Drugs The school recognizes the benefits of a smoke-free environment for all persons. By law, all members of the school community must abstain from smoking or holding of lighted tobacco, cannabis or lighted herbal material (e.g. Shisha) or any combus�ble material. Smoking and vaping is not allowed on Peel District School Board property, including the grounds associated with the school, on school buses, at school-related events or ac�vi�es and public areas within 20 metres of any point of the perimeter of the grounds of the school, in accordance with the Smoke Free Ontario Act, 2017. School property includes cars that are on school grounds. The no smoking, no vaping rule will be enforced within these areas. Providing tobacco products, vapour products or any other restricted substance to anyone under 19 years of age is illegal. Alcohol and controlled and/or restricted drugs may be addic�ve and represents a health hazard. Possessing, using, trafficking in, or providing others with controlled and/or restricted drugs or alcohol will not be condoned at the school, on Peel board property or at any school-related event or ac�vity at any �me. Drug-related paraphernalia that can be used for substance abuse are not permi�ed on school property. Weapons All members of the school community shall not use, possess, display and/or traffic in weapons, replicas of weapons, ammuni�on or a�achments on Peel District School Board property, school buses, at school-authorized events or ac�vi�es, or in circumstances where engaging in such ac�vi�es will have a

nega�ve impact on the school climate. Weapons include guns, knives (including pocket knives), air guns, slingshots, machetes, clubs, or any other object carried or used with the intent to injure. Dress Code Statement of principles School dress codes shall require that students wear appropriate dress that promotes a safe, respec�ul and inclusive, learning and teaching environment that is free from discrimina�on and that permits self-expression. School dress codes must be consistent with the Human Rights Code, which prohibits discriminatory conduct on the grounds of ofrace, ancestry, place of origin, colour, ethnic origin, ci�zenship, creed, sex (including pregnancy), sexual orienta�on, gender iden�ty, gender expression, age, marital status, family status or disability. Discrimina�on may be intersec�onal when it occurs based on two or more grounds, which may produce a unique experience of discrimina�on or harassment for the individual experiencing it. Requests for accommoda�on based on prohibited grounds may be made to the school administra�on. Specific expectations regarding inappropriate apparel Inappropriate apparel includes, but is not restricted to, logos, sayings and pictures that address/display sexual content, substance abuse, including alcohol, illegal, controlled or restricted drugs, violence, profanity, inappropriate references to na�onality, race or gender or any other grounds protected under the Ontario Human Rights Code, and/or dress or logos that demean or threaten an iden�fiable individual or group, (e.g. items with indigenous mascots, symbols or images). Requirements for student compliance The student dress code is enforceable as a component of the school’s Code of Conduct. A progressive discipline approach will apply. Seeking to understand dress choice through student and/or parent/guardian voices is an expecta�on of monitoring and compliance. In the event that a student breaches the school’s dress code, the administrator will arrange a mee�ng with the student to review their choice of dress. Parents and/or guardians of students who are under 18 years old may be invited to a�end. School administrators are encouraged to take a proac�ve, posi�ve and construc�ve approach to dress code infrac�ons that both reinforces the requirements of the dress code and is respec�ul and understanding that dress is a means of self-expression. Requests for accommoda�on must be accepted in good faith and fully considered by administrators. Use of Technology The school recognizes the value of using digital tools and devices to enhance Peel’s Empowering Modern Learners focus in suppor�ng curriculum delivery. As such, we embrace the use of digital tools and devices in a respec�ul and responsible manner, in keeping with the school’s Code of Conduct, the Peel District School Board’s Digital Ci�zenship Policy (Policy 78), and the Board’s Equity and Inclusive Educa�on Policy (Policy 54). The Code of Conduct and academic integrity apply to the use of technology whether students are accessing informa�on from school, home or from a personal digital tool or device. Students are able to use Board technology and their personal digital tools or devices for educa�onal purposes in classrooms, libraries, cafeterias/lunchrooms and other areas students gather to do their work. The Peel District School Board has clear expecta�ons around the appropriate, respec�ul use of technology. Inappropriate use of Board technology and/or personal digital tools and devices may result in discipline or having the use of these services suspended or removed. Students will demonstrate appropriate online conduct/manners and refrain from improper/unethical use of technology, including computer hacking and cyber-bullying. Internet use for any purpose which is contrary to

the intent of a school’s Code of Conduct is strictly prohibited. This includes all forms of violence, threats and harassment directed at staff members, students or any member of the school community. This applies to school, work and home Internet use. Students are prohibited from playing or watching any games (regardless of ra�ng) and/or videos, on school or personal devices, that contain violence (e.g. figh�ng, combat, shoo�ng games) or discrimina�on towards others based on race, gender, sexual orienta�on, etc. Bus Travel Students are expected to follow the standards of behaviour outlined in the Code of Conduct while they are on the school bus. Students are required to: • be at their bus stop at least five minutes before their pick-up �me • go directly to their seats and stay seated • follow the bus driver’s instruc�ons and behave appropriately at all �mes Students may not: • consume food and drinks on the bus • fight, swear or cause excessive noise on the bus • engage in ac�vi�es that may endanger the safety of themselves or others Inappropriate student behavior on the school bus may result in discipline or having the use of these services suspended or removed. Visitors Students who are registered in classes at the school and staff assigned to the school are permi�ed to be on the premises of the school. All other persons are considered visitors to the school. All visitors must report to, and register (if given permission by the Principal or designate) at the main office immediately a�er entering the school. Visitors must return to the office before leaving the school to confirm their departure. Persons a�ending the school without the permission of the Principal, or designate, are subject to the Trespass to Property Act. Student Vehicle Parking - Parking Pass Required If you bring your car to school, you must pick up a Vehicle Informa�on Form from the main office. Once you have filled out the Vehicle Informa�on Form please bring the form to the main office and you will be issued a parking pass that must be displayed on your windshield at all �mes. *All VEHICLES NOT REPORTED TO THE MAIN OFFICE AND NOT DISPLAYING A PARKING PASS MAY BE TOWED.

Heart Lake Secondary School Library Learning Commons

The Library Learning Commons (LLC) is a dynamic space where students can do a variety of things, such as: research, study, complete school work, do group work, read, sign out Chromebooks for day use and Netbooks overnight, charge electronic devices, relax, and so much more! It’s the school’s largest classroom! Library Learning Commons Hours - 7:50 a.m. to 2:30 p.m. Staff

Ms. Bo�c (Teacher-Librarian) Ms. Kerr (Teacher-Librarian) Ms. Tailor (Library Technician) Resources

● Fic�on - novels, classic literature, variety of culturally responsive texts

● Non-fic�on - books to support all subject areas

● Manga and other graphic novels (fic�on and non-fic�on)

● Reference - dic�onaries, almanacs, encyclopedias

● Children’s Collec�on (illustrated books) ● Professional - a collec�on for Staff

Professional Development ● White Pine Reading Program ● Wifi (wireless internet) - use your student

number and password to login to your own device

● Computers lab - 33 computers ● 20 Chromebooks (day use) for sign-out ● 18 Netbooks for overnight sign-out ● 9 Kobo E-readers ● Chromebook Chart - 15 Chromebooks for

classroom use

● Quick Print Sta�on - 2 computers ● Classroom Area - mounted LCD Projector for

presenta�ons ● D-Desk Area - 6 D-Desks with large monitors

for student collabora�on ● Library Catalogue

h�p://peelschools.org/students/library/ ● Digital Library ● Databases

h�p://peelschools.org/students/library/ ● Media Resources (insert link) ● Inquiry and Research

h�p://peelschools.org/students/library/ ● Portable LCD cart ● Document Camera ● Headphones and computer mouses ● Green Screen Kit ● Cra� Kits

Services

● Prin�ng (black and white and colour), photocopying and scanning ● Student Card Prin�ng/Replacement ● Rese�ng passwords ● Help with prin�ng, using technology and researching

Printing

● Each student is given $2 print credit in September ● Prin�ng/photocopying charges are automa�cally deducted from students’ prin�ng balance (via

student number) ● To check prin�ng balance, go to My Applica�ons → select Paper Cut Balance → login → view balance,

recent transac�ons, and print history ● Purchase (cash) more print credit at the LLC Circula�on Desk ● 1 Photocopier/Printer/Scanner (black and white) = 10¢ per page ● 1 Printer (black and white) = 10¢ per page ● 1 Printer (colour) - 50¢ per page

Circulation and Fines

● Need your student card to check out items ● Books regular use = 2 weeks ● ISU books = 4 weeks ● Extensions can be requested

● Late fines = 10¢ per day ● Once an overdue item is returned, the fine must s�ll be paid ● Unpaid fines may result in restricted privileges un�l the fine is paid ● Email and phone calls go home no�fying overdue items ● Chromebooks (day use) = sign-out any �me and return by 2:15 p.m. ● Netbooks (overnight or weekend use) = sign-out any �me and return the next school day before period

1

Lost or Damaged Items ● Students are encouraged to be forthcoming about lost or damaged items so the ma�er may be

discussed and resolved ● Replacement fees apply for lost or damaged books ● Unpaid replacement fees may results in restricted privileges un�l the fee is paid

Behaviour Expectations

● No ea�ng or drinking (except water) in the LLC ● Students are expected to conduct themselves in a respec�ul and mindful manner of their physical

surroundings, fellow classmates and staff ● Work in small groups, pairs, or individually ● Always sign-in when on spare ● Talking/volume should be quiet to moderate while taking others into considera�on ● Use technology appropriately and responsibly while following the PDSB Technology Policy #78 ● During class hours teachers must call the LLC, send a permission slip or write a note before any student

may come to work in the space, except for students who need to print or sign out technology ● Failing to comply with expecta�ons may result in being asked to leave the LLC

PDSB Databases - h�p://peelschools.org/students/library/ E-resource databases are collec�ons of resources that relate to par�cular subjects or topics and are available at school or home 24/7.

● Sources are professionally reviewed, reliable and credible ● Variety of sources, such as: academic journals, magazine and newspaper ar�cles, books, encyclopedias,

documentaries, etc. ● Most do not require usernames or passwords, unless noted below specific database

Source It – h�p://library.peelschools.org/SourceIt/index.html A guide for ci�ng research sources using MLA, APA and Chicago styles. When you use ideas, wri�en work, pictures, maps or quota�ons from other sources, you must give those sources credit. Failure to give credit to the original author/source is considered plagiarism and has consequences.