Lowell High School

STUDENT AND PARENT HANDBOOK

September 2016 - June 2017

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TABLE OF CONTENTS

Section I: Introduction to Lowell High School

Welcome………………………………………………………………….. 2 Mission Statement, Philosophy and Goals……………………………. 3 About the School…………………………………………………………. 4

Section II: School Staff

Principal………………………………………………………………….. 4 Teachers………………………………………………………………….. 5

Section III: School Organization and Procedures

Courses Offered…………………………………………………………. 6-8 Extracurricular Activities………………………………………………… 9 Computer/Internet Use Policy………………………………………….. 9 Student Attendance……………………………………………………… 9 Student Code of Conduct……………………………………………….. 9 Student Support………………………………………………………….. 10 Academic Honesty and Plagiarism…………………………………….. 10 Rising Expectations……………………………………………………… 11 Emergency Procedures…………………………………………………. 11-13

Section IV: Assessment and Evaluation

Admission Requirements………………………………………………... 13 Course Outlines………………………………………………………….. 13 Grading Student Performance………………………………………….. 14 Assessment Activities……………………………………………………. 15 Reporting Student Progress…………………………………………….. 15 Promotional Practices…………………………………………………… 15 Awarding Credits…………………………………………………………. 15 Appeals Process…………………………………………………………. 16

Lowell High School 2016 – 2017

Student and Parent Handbook

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Section I: Introduction to Lowell High School Welcome from the Principal Dear Lowell High School Students, Parents, and Friends:

As we embark on our second year here in fabulous Vancouver,

it is important to reflect and build upon the successes of 2015-

2016. We have a diverse and strong faculty and administrative

team that has put us on an exciting path of growth and success.

At Lowell, we aim to provide the best educational experience

possible for our growing international base of students. Our

teachers are dedicated to teach to the best of their ability,

engaging and supporting each student as they develop the

necessary skills to be promoted each year, and ultimately to

enter the University or College of their choice. Work will be

rigorous, and our standards must remain high as we strive to develop critically thinking

students who are prepared to compete with students across the globe.

Within the community, Lowell students will be seen as thoughtful, empathetic, and

engaged students. Students who listen to the needs of their environment and take action

to create positive change. Parents are our partners on this journey. Academic results are

important, but as clearly outlined within the new B.C. Ministry of Education curricular

reforms, top marks are no longer enough for University entrance. Students with broad

global perspectives, critical thinking skills, and passion to improve our world are more

sought after than ever before.

With everyone committed to the common goal of student success, through efficient

language acquisition, strong academic marks, and an international perspective, Lowell

will continue its rise and become widely recognized as the little school that delivers world

class students.

Paul R. Cohee

Principal

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Mission Statement:

LHS is dedicated to the success of its students in the B.C. Graduation Program, in preparation for their future academic, work and personal lives, by promoting excellence in a supportive and respectful school environment.

Philosophy: At LHS we strive to create a supportive and dynamic environment, where students are excited to learn, motivated to question, and encouraged to collaborate and solve problems together. We recognize that students come from a rich array of backgrounds and experiences, and with different aptitudes and capabilities, and therefore require varied approaches to learning. At LHS teachers care deeply about their students, striving to create a learning environment that is friendly and allows for significant one-on-one interaction. Students and teachers at LHS experiment with new ideas and safely make mistakes, embrace diversity as a positive force, and take greater individual responsibility for their own education. We believe that by participating in an environment of mutual respect, students will value and engage with the democratic process, and appreciate the privileges and duties of citizenship, now and in the future. Goals:

At LHS we strive…

● to create a supportive and respectful school environment. ● to provide a safe and comfortable learning environment. ● to provide a learning environment that is stimulating (active learning). ● to encourage tolerance and diversity by respecting individual differences. ● to model and teach good citizenship and leadership. ● to help students set and achieve attainable goals. ● to teach content knowledge and skills. ● to teach students how to work collaboratively. ● to encourage and teach students to think critically and independently. ● to encourage students to develop positive attitudes and to become

independent learners. ● to set clear expectations with natural consequences for choices made.

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About the School (LHS): Lowell High School (LHS) is an official Canadian high school, which delivers the British Columbia (B.C.) curriculum. We offer our students the B.C. Graduation Program, which consists of only grades 10, 11 & 12. Canadian teachers, certified in B.C, teach all of the courses and use teaching methods, processes of student evaluation and all standards of education which are aligned to the protocols of the B.C. Ministry of Education. Ministry inspections occur regularly to ensure that all requirements are being met. At the end of the graduation program, successful graduates of LHS will receive the Dogwood Certificate, which is the same high school certificate that all B.C. high school graduates receive. With this Canadian high school graduation certificate, students have a good chance of being accepted into a Canadian college or university, dependent upon their grades and level of English.

Section II: School Staff Principal The Principal of LHS is responsible for the students, staff and all administrative duties at the school.

Duties Include:

● Ensuring the safety and well-being of the students

● Supervising the teachers

● Ensuring that all the required B.C. curriculum is taught

● Setting a tone of professionalism and positive interactions with staff, students

and parents

● Supporting the professional development of the teachers

● Supporting the teachers’ needs, so that they can serve their students well

● Ensuring that all assessment and reporting procedures set out by the B.C.

Ministry of Education are implemented

● Establishing good public relations and communications with parents and the

broader community

● Reflecting on teaching and administrative practice, establishing professional

goals and participating in professional development

● Completing all administrative duties required by the B.C. Ministry of Education

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Teachers: The Canadian teachers of LHS are responsible for teaching the B.C. curriculum according to all the requirements of the B.C. Ministry of Education. Duties include:

● Providing instruction of B.C. Curriculum

● Providing a safe and comfortable learning environment for the students

● Providing frequent and timely feedback to students regarding their progress

● Supervising students during classes and various other occasions as required

● Assessing evaluating and recording student progress in each subject

● Reporting student progress to parents (report cards and parent conferences)

● setting clear objectives for students regarding attendance, participation,

evaluation, completion of assignments and student behaviour

● serving as a role model for students by his/her own conduct and positive attitude

● Reflecting on teaching practice, establishing professional goals and participating

in professional development

● Following all requirements, standards and procedures as established by the B.C.

Ministry of Education

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Section III: School Organization and Procedures

Courses Offered Grade 10

General Course Offerings:

Course Type Credits

English 10 Required course 4

Science 10 Required course 4

Foundations in Math & Pre-

Calculus 10 Required course

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Career Ed 1 Required course 4

Information Technology 10 Required course 2

Drama 10 Required course 2

Physical Education 10 Required course 4

Mandarin 10 Exemption or equivalency, elective 4

YESFL 10A BAA, elective 4

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Grade 11

General Course Offerings:

Course Type Credits

English 11 Required course * 4

Communications 11 Required course * 4

Chemistry 11 Required course ** 4

Physics 11 Required course ** 4

Pre-Calculus 11 Required course *** 4

Social Studies 10 Required course 4

Mandarin 11 Exemption or equivalency, elective 4

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Grade 12

General Course Offerings:

Course Type

Credits

English 12 Provincial Exam, required course * 4

Communications 12 Provincial Exam, required course * 4

Physics 12 Non-provincial 4

Pre-Calculus 12 Non-provincial 4

Social studies 11 Required course 4

Mandarin 12 (equivalency) Exemption or equivalency, elective 4

Career Ed 2 Required course

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.

* a Language Arts 11 required for graduation, other is considered elective.

** a Science 11 or 12 required for graduation; in general, Chemistry and Physics open more

doors to university programs chosen by our students than Biology or other sciences.

*** a Math 11 or 12 required for graduation

Total credits required by the B.C. Ministry of Education for graduation: 80

Total credits offered by Lowell High School: 88

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Extracurricular Activities We encourage and support our students’ involvement in a variety of extracurricular activities. LHS offers various extracurricular activities.

Computer/Internet Use Policy The Internet can provide students with access to the most recent research and the most up-to-date statistics and opinions. However, the Internet can also be a source of inappropriate materials. In this regard, students are expected to conduct themselves as follows:

1. School use of the Internet is under the direction/supervision of school staff and students are obligated to use it appropriately. They should conduct themselves responsibly, ethically and politely while on-line.

2. Inappropriate use of the Internet is prohibited. Use of obscene or illegal materials is prohibited.

3. Students should not become involved in activities or discussions on-line that are inappropriate or unsafe.

4. Appropriate etiquette of Internet use includes: - respect for the rights of others - moderate information storage - acceptance of responsibility to use the Internet wisely

5. Abuse of the acceptable use policy will lead to suspension of the student’s access to the Internet.

Student Attendance Teachers will record student attendance in every class. Students who arrive late to class are to report directly to class and will be recorded late by the classroom teacher on the attendance sheet. Student Code of Conduct: Students at LHS are expected to think about and be responsible for their own behaviours.

Students and adults at LHS are expected to demonstrate: RESPECT • for the rights and dignity of others • for the dignity of self • for the property of school and others

RESPONSIBILITY • for their own behaviour, regarding school and classroom rules • for their own assignments and participation, to the best of their ability

SAFETY • for self and others

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Student Support: Students at LHS are given the responsibility of knowing the rules, following the rules, and managing their own behaviour. Faculty and staff guide students towards independent problem solving.

Mistakes are normal, but at times, learning from those mistakes is a challenge. When a student violates any part of the Code of Conduct, teachers will intervene. At times, consequences will need to be provided. These are logical and are intended to match the misbehavior, with a focus on “making it right”.

The goal of each intervention is positive growth. Every effort is made by staff to use a problem solving approach to guide behavior towards the appropriate. Support through student discussion, problem identification, and a re-clarification of expectations are key aspects of the plan towards resolution.

If a student’s behavior does not change, or it becomes repetitive, or is serious in nature, the Principal will become more directly involved and may find it necessary to suspend or expel the student from school.

Academic Honesty and Plagiarism: To continue to graduate high quality students and build our reputation as a B.C. School, Lowell High School must have the highest standards of academic honesty. Academic honesty means that all LHS students will conduct themselves in an honest and trustworthy manner in all aspects of their academic career. Engaging in any form of academic dishonesty to obtain any type of academic advantage or credit is an offence under this policy and will not be tolerated by the school. Plagiarism means that the student has knowingly presented another person's work as their own. Some examples of plagiarism are:

cutting and pasting text from websites with no intention to cite the source;

handing in work that someone else has done for you

copying another person's work and presenting it as your own; Using any unauthorized materials (notes, translators, electronic devices, etc…) while writing quizzes, tests, or exams is dishonest; this is referred to as cheating. Plagiarism and cheating offenses are serious and will not be tolerated at LHS; these acts are also unacceptable at any other Canadian high school, university or college. When teachers find evidence of plagiarism or cheating, firstly they will speak privately to the offending student to determine whether or not an offense has occurred. A student’s honesty during this process is vital when establishing consequences and support.

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Rising expectations

The age and subsequent maturity level of each student at the time of the infraction is important and will help establish the extent of each consequence. Regardless of the age of a student, a careful review of the relevant policy as it relates to the infraction, and a reminder of expectations will occur. It is the school’s position that older students must set strong and positive examples for their younger peers. These students are school leaders, and must be more responsible for their actions and should already understand issues around academic integrity, honesty, and plagiarism. New grade 10 students would be reminded of the policy and expectations, and may be provided an opportunity to resubmit the work for partial marks. In contrast, grade 12 students would likely receive an automatic ‘0’ on the work in question, along with a warning of suspension from school. In all cases, the principal will be informed and repeat cases will be subject to more significant consequences up to and including suspension and possible expulsion from school.

Emergency Procedures

1. Accidents Serious injury of a student should be reported immediately to a staff member. The staff member will report the incident immediately to the administration who will take all necessary actions. A record of all accidents is kept on file in the Principal’s office. Students: In the event of a serious injury (including all injuries to the head and neck areas), stay

with the student and send a runner to call for help (911).

Inform the first aid attendant of the following information:

● Location of accident/injury

● Type/severity of accident/injury

● Number of injuries

● If there is need for special equipment

● If an ambulance is required (In major accidents)

If the first aid kit is needed and none of the first aid attendants are available then ant teacher may

access the first aid kit to get the necessary equipment.

Staff: Report all accidents to the first aid attendant and the Principal and record on a Staff Accident

Report Form.

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2. Fire Drills There will be 3 fire drills per school year. In the event of a fire drill: - students will be assigned to close all windows and classroom doors. - the teacher will take a class list with him/her. - students will follow procedures and “Emergency Exit Routes” as posted

3. Security Issues In the event of a breach of security within the school (bomb threat, use of firearms, etc.) the student body will be directed by staff to safe places as quickly and quietly as possible. Staff will ensure that all students are out of the surrounding hallways and within a closed classroom. During such a situation, regularly scheduled class changes will not take place and students will not be permitted to leave the classroom. Information regarding the nature of the situation will be given to staff as quickly as possible. At the conclusion of any such event, the Principal will announce the all-clear signal.

4. Earthquake Drill The purpose of this drill is to practice an appropriate response in the event of an earthquake.

Advance Preparation for Earthquake Drills The Principal will review the following with students:

Probable danger areas. Discuss what might fall, shatter, tip over, or break and become a source of

possible injury. Prior to a scheduled drill, the following will be reviewed with students.

TAKING COVER (getting under or at least below the level of a relatively solid object like a table or desk).

ASSUMING CRASH POSITION (on knees, head down, hands clasped on back of neck or head covered with book or jacket – face away from possible source of flying glass).

COUNTING ALOUD as a group during the earthquake as a calming activity.

Preparation for a drill will also include:

● practice getting into a location and position appropriate for the area so that this will be routine for the drill; and

● review of the route, which is to be taken in evacuation from each specific area, and where the class is to assemble outside for roll call.

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5. Emergency Evacuation

The teacher will lead the class to the designated exit, ensuring that the last student out will close the classroom door.

The teacher will lead the class to the designated assembly area and students will

report to him/her there. The teacher will take attendance to be sure all students are accounted for.

A list of absent students will be taken as soon as possible to the Principal at the

assembly area.

The teacher and class will wait until an all-clear signal comes from the Principal to indicate that it is safe to approach the building.

Section IV: Assessment and Evaluation

Admission Requirements (2016/17) To be eligible to enter Lowell High School, students must have completed Grade 9 in a B.C. school, or equivalent. They must be under 19 years of age, and must have a government-approved Study Permit. All students must pass an English assessment of reading, writing, speaking and listening, in order to begin classes. Previous student records may also considered. Students in the B.C. Program are expected to have a proven record excellent work habits and good achievement. Course Outlines Teachers are required to complete a Course Outline, for each course he or she teaches, at the beginning of each year. Each course outline specifies the following:

1. the general areas of study and skills to be taught

2. the intended learning outcomes (expectations for students at this grade)

3. how the course will be taught (e.g. thematic, integrated, hands-on, lab.)

4. the intended time lines

5. how students’ learning will be assessed (e.g. portfolio, observation,

conferencing, tests, quizzes, projects, labs, homework exams and oral

presentations,)

6. how the student will be evaluated

7. how extra assistance can be obtained

The course outlines are available for students and parents, upon request. Changes are made to course outlines throughout the year as needs arise.

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Grading Student Performance The following grading system is used by LHS in all formal reports to parents. LETTER GRADES AND DEFINITIONS A (86 - 100%) Excellent performance B (73 - 85%) Very good performance C+ (67 - 72%) Good performance C (60 - 66%) Satisfactory performance C- (50 - 59%) Minimally acceptable performance I In Progress or Incomplete F (0 – 49%) Failure RM Requirements Met W Withdrawal WORK HABITS Good (G) Responsibility: all assignments turned in, on time for class,

ready to work and learn Cooperation: works well with teachers and other students Independence: self-directed learner, takes appropriate initiative Satisfactory (S) Responsibility: most assignments turned in, seldom late, usually ready to work and learn Cooperation: usually works well with teachers and other students Independence: often needs one-on-one attention Needs Improvement Responsibility: most assignments missing, often late, (NI) frequently ready to work and learn Cooperation: does not work well with teachers and other students Independence: needs one-on-one attention most of the time

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Assessment Activities Assessment is the ongoing gathering of information about what students’ know, are able to do, and are working toward. Assessment methods and tasks include:

● observation ● student self-assessment ● daily practice assignments ● samples of student work ● rating scales ● pencil and paper tests ● oral and written reports ● review of performance ● portfolio assessment

Teachers use a wide variety of methods of assessment. Students are always made aware the criteria for the marking of assignments, before they begin assignments. Teachers provide the students with frequent and quick feedback, so that they can continually improve their work and skills. Reporting Student Progress Formal student progress reports are provided to parents 4 times each year, in November, January, March and June. Student/teacher/parent conferences are held soon after the November and March reports are issued. As well, a teacher or a parent may request a meeting regarding a student’s progress or any problem at any time.

Promotional Practices Each teacher is responsible for recommending the promotion status of each student. Decisions are based on the criteria identified in the course outlines and standards established by the B.C. Ministry of Education. At the end of the year, the principal and teachers adjudicate the students to decide on their promotional status. Awarding Credits Students are awarded credits for the successful completion of each course. Most course are worth at least 4 credits. Students must demonstrate that they have met the performance standards in relation to the prescribed learning outcomes for each course, as per B.C. Ministry of Education Policy.

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Appeal Process: An open appeal process is available to all students and parents regarding decisions affecting them. Those appeal mechanisms are available for course or grade promotion as well as for other issues. Appeal Steps:

· FIRST, the issue should be discussed, and resolved if possible, directly with the appropriate teacher.

· · SECOND, if the issue is not resolved with the teacher, the principal will meet with

the student/parent and teacher to facilitate a mutually agreed upon resolution. When necessary, if no agreement can be reached by all parties, the principal will make the final decision.

It is the duty of the Principal to facilitate these processes.