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SAINT ELIZABETH
CATHOLIC HIGH SCHOOL
SCHOOL HANDBOOK 2016 - 2017
STUDENT
The purpose of this handbook is to familiarize staff, students and parent(s) / guardian(s) with the Policies, Procedures, and Services of St. Elizabeth C.H.S. and to have students record any type of schoolwork and due dates. The consistent use of the handbook by students will promote positive study habits and ultimately improved academic success.
525 New Westminster Drive Thornhill, Ontario, L4J 7X3 Telephone: 905-882-1460
Fax: 905-882-5074 http:\\seh.ycdsb.ca
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SAINT ELIZABETH CATHOLIC HIGH SCHOOL
DAILY TIMETABLE - 2016-2017
WARNING BELL 8:10 AM
PERIOD FROM TO
PERIOD 1 (Homeroom) 8:17am 9:40am
Travel Time 9:40am 9:45am PERIOD 2 9:45am 11:00am
Travel Time 11:00am 11:05am PERIOD 3 11:05am 1:10pm
Lunch (11:05am - 11:45am - Lunch A) (11:45am - 12:25pm Lunch B) (12:25pm - 1:05pm Lunch C)
Travel Time 1:05pm 1:10pm PERIOD 4 1:10pm 2:25pm NOTE: DAY 1 - ORDER OF PERIODS: 1,2,3,4
DAY 2 - ORDER OF PERIODS: 1,2,4,3
MASS/ASSEMBLY SCHEDULE 2016-2017
WARNING BELL 8:10 AM PERIOD FROM TO
PERIOD 1 (Homeroom) Indoor Assembly Assembly/Mass 1 Assembly/Mass 2
8:17 AM 8:30 AM 9:50 AM
11:00 AM 9:40 AM
10:57 AM PERIOD 1 (Homeroom)
Outdoor Assembly 8:30 AM 10:57 AM Travel Time 10:57 AM 11:02 AM PERIOD 3 11:02 AM 1:02 PM
Lunch (11:02 AM - 11:42 AM- Lunch A) (11:42 AM - 12:22 PM Lunch B) (12:22 PM - 1:02 PM Lunch C)
Travel Time 1:02 PM 1:07 PM PERIOD 2 1:07 PM 1:42 PM Travel Time 1:42 PM 1:47 PM PERIOD 4 1:47 PM 2:25 PM
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ST. ELIZABETH C.H.S. ♦ Administrators’ Message and School Mission Statement ........................ ♦ St. Elizabeth - Our School Patron and School Prayer ............................... ♦ St. Elizabeth C.H.S. Crests and Historical Overview .................................. ♦ Family of Schools and Parishes ................................................................. ♦ School Boundaries Map............................................................................ ♦ Regional Arts Program Features and Expectations .................................. ♦ Councils and Co-Curricular Activities ........................................................ ♦ Catholic School Council.. ..........................................................................
YCDSB PAGES ♦ Director’s Message, Chair of the Board’s Message, ♦ Our Shared Vision ..................................................................................... ♦ Student Trustee’s Message and Parental Involvement ............................ ♦ Board of Trustees and School Calendar ................................................... ♦ YCDSB Policies and Guidelines………………………………………… ♦ Assessment and Evaluation ...................................................................... ♦ Ontario Secondary School Diploma Requirements .................................. ♦ Christian Service ...................................................................................... ♦ YCDSB Supervisory Officers 2016-2017 .................................................... ♦ Secondary Schools and Administration ....................................................
ST. ELIZABETH PROCEDURES, PAGES ♦ Policies, Procedures, & Services (in Alphabetical Order) .........................
SCHOOL LIBRARY ♦ School Library Information Centre ...........................................................
TABLE OF CONTENTS
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Welcome to the 2016-2017 school year at Saint Elizabeth Catholic High School. I am glad that you, as a student, have chosen to be part of our wonderful community. To our incoming grade 9 class, we hope that you will find your high school experience to be an exciting one. So much of what you are about to experience will be new – and your anticipation for what high school is about can be keenly felt. We look forward to your years with us and will take every step possible to take care of you – academically, socially, and spiritually. To our returning students in grades 10, 11, and 12, we know that you will continue to affect your school in the most positive of ways and that your presence graces us with your gifts. Continue to share those with our community. At Saint Elizabeth, we are called to the service of our young people. We are committed to your welfare as students and to ensuring that your education is purposeful and met with every degree of success possible. We remain committed to our belief in you and what you will bring to our community and to the community of the world in which you live. It is my sincerest hope that you have a school year filled with God’s blessings. Challenge yourselves to do well and have a wonderful school year. John Heinrich Principal Sandra Abate Delbert Allan Eleonora Morcos Vice Principal Vice Principal Vice Principal
ADMINISTRATORS’ MESSAGE
MISSION STATEMENT “The mission of St. Elizabeth Catholic High School is to value learning
and excellence through collaboration and innovation as a Catholic community.”
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ST. ELIZABETH - OUR SCHOOL PATRON Our school is named after St. Elizabeth, the cousin of Mary, and mother of St. John the Baptist. At an elderly age, Elizabeth was told that she was to bear a child. Months later, she welcomed her pregnant cousin Mary. This welcome is crucial to understand the importance of Elizabeth. Elizabeth practiced the ministry of hospitality. Mary could easily have been dismissed as a pregnant teen that was causing scandal. But Elizabeth not only welcomed her but also ran out to meet her saying, “You are most blessed of all women, and blessed is the child you will bear”. She saw the sacred in Mary. At St. Elizabeth CHS, we continue St. Elizabeth’s ministry of hospitality in so many different ways. We practice hospitality to new members of our community no matter who they are. We practice intellectual hospitality in welcoming new ideas, skills and acts of creativity. We practice moral hospitality by reaching out to those within and outside our community with acts of justice and charity. We practice sacred hospitality through our prayers and worship where we welcome and celebrate God’s presence among us. St. Elizabeth gave birth to St. John the Baptist who announced the coming of the Messiah. We announce the presence of the sacred through our acts of hospitality.
ST. ELIZABETH C.H.S. PRAYER
St. Elizabeth, we ask you to help us grow in faith and understanding. Help us to know that nothing is impossible with God. Help us to celebrate life as you celebrated life with our Mother Mary at the Visitation. Help us to offer hospitality to those we meet today. Teach us to offer love and understanding to those who are in need, just as you offered your support to Mary during her pregnancy with Jesus. As a mother, you know the joys and sorrows of young people. Be our support. Help us to grow as students and teachers. May our school reflect your gifts of faith, respect for life, and hospitality.
St. Elizabeth pray for us. Amen
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ST. ELIZABETH C.H.S CREST
“In the beginning there was the word.” Founding Principal of St. Elizabeth, Dan DiRocco, along with input from feeder schools, Mr. David Paolini, a teacher at St. Elizabeth, designed the school crest. The school crest represents the importance of academic and faith development as a Catholic School Community.
REGIONAL ARTS CREST
The RAP crest was designed to reflect and represent the five disciplines of Dance, Drama, Instrumental and Vocal Music and Visual Arts.
HISTORICAL OVERVIEW St. Elizabeth C.H.S. was founded in September 1987. Originally housed in Holy Family CES’s present site, it was moved to its permanent location in February 1990. The school continued to grow, peaking at approximately 2,000 students. St. Elizabeth also was recognized as an ESL Centre. In September 2003, St. Elizabeth launched the Regional Arts Program. A dance studio was added to our facility. Students from across the region auditioned for spots in one of five areas, Dance, Drama, Instrumental Music, Vocal Music or Visual Arts. The popularity of this program has continued to grow. In February 2006, the Y.C.D.S.B. Centre for the Arts opened to house a state of the art theatre that has enhanced our school productions and has allowed our students to gain valuable technical expertise. St. Elizabeth has also been given a high skills major designation in the area of arts and culture. The students continue to excel in biotechnology, arts and in sports. Their commitment to helping the less fortunate is clearly evident in the fundraising efforts they have embraced.
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FAMILY OF SCHOOLS AND PARISHES
FEEDER SCHOOLS
Blessed Scalabrini 290 York Hill Boulevard, Thornhill, ON L4J 3B6
T 905-886-3272 F 905-886-0038 Holy Family
21 Mullen Drive, Thornhill, ON L4J 2T6 T 905-882-4844 F 905-882-4847
Our Lady of the Rosary 206 Glen Shields Avenue, Concord, ON L4K 1T8
T 905-669-6690 F 905-669-9520 St. Joseph The Worker
475 Brownridge Drive, Thornhill, ON L4J 5Y6 T 905-738-5703 F 905-738-8121
INVITEE AREA*
Blessed Trinity
230 Hawker Road, Maple, ON L6A 2R2 T 905-303-7150 F 905-303-7152
Father John Kelly 9350 Keele Street, Maple, ON L6A 1P4
T 905-832-5353 F 905-832-5807 Our Lady of Peace
301 Barhill Road, Maple, ON L6A 1J5 T 905-832-7080 F 905-832-9671
St. Cecilia 300 Peter Rupert Avenue, Maple, ON, L6A 4P3
T 289-304-0725
PARISHES
St. David’s Catholic Church
2601 Major Mackenzie Drive. Maple ON L6A 1C6 T (905) 832-5595
St. Joseph the Worker Catholic Church 191 Wade Gate, Thronhill ON L4J 5Y4
T (905) 660-1253 St. Pascal Baylon Catholic Church
92 Steeles Avenue West, Thornhill, ON, L4J 1A1 T (905) 889-9021
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Congratulations! You are part of a Regional Arts Program (RAP) that will be both challenging and rewarding. You are amongst a group of individuals who have been selected to represent the St. Elizabeth C.H.S. community with professionalism. Being a RAP student means you must conduct yourself in a manner befitting a highly respected student who is very involved with the study of a chosen art. Your behaviour will be characterized by your passion for the arts as well as your integrity, courtesy and reliability. We welcome your energy, curiosity, and willingness to explore for deeper meaning and growth in the arts. Regional Arts Program Philosophy RAP at St. Elizabeth C.H.S. offers an integrated approach to learning through the Arts in a Christ-centered learning environment. Students specialize in Dance, Drama, Instrumental or Vocal Music or Visual Arts. RAP encourages students to appreciate all areas of the Arts and to seek a balance between academics and the Arts. Students will be able to enhance and develop their artistic talents through participation in workshops, and Master classes with professional guest artists. Students in RAP will also be afforded many opportunities to perform, as part of an ensemble and in solo work, in front of an audience at a variety of events and in partnership with community groups through the run of the four year program. Admission to RAP and Maintaining Status as a RAP Student Students across York Region are eligible to audition for RAP at St. Elizabeth in one of the five disciplines of the arts: dance, drama, instrumental music, vocal music or visual arts. In order to be considered for an audition, students must be in good academic standing. It is recommended that students participate in Audition Workshops hosted by St. Elizabeth C.H.S. prior to auditions in order to be as prepared as possible. Students who are successful in their audition will be contacted and offered a position in the program. (Students who are not successful in gaining admission through RAP auditions but reside in the school boundary may seek admission as a comprehensive student.) Students accepted into RAP are expected to remain committed to all aspects of student life while at St. Elizabeth C.H.S. If a RAP student does not meet the academic expectations, and/or overall expectations of the Regional Arts
ST. ELIZABETH CHS REGIONAL ARTS PROGRAM
FEATURES AND EXPECTATIONS
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Program, the student and parent(s) /guardian(s) will be advised that the student’s file will be reviewed and the student may be put on probation with the possibility of being demitted from the program. Students who experience difficulties and who demonstrate an inability to meet with the expectations of the school, their course work or of the program, in one or more of the following areas: academics; behaviour/conduct; uniform; attendance; will be formally placed on probation. Parent(s)/guardian(s) and students will be invited to meet with a school-based team to determine what supports need to be put in place to ensure continued placement in the program. The student is placed on contract at this point and if there has not been a marked change in the areas targeted for improvement, according to the timeline set during the student case conference, the student will be removed from the Regional Arts Program. Students who choose to demit from the program or who do not fulfill the program expectations and are demitted and reside outside the school boundary of St. Elizabeth C.H.S. will be asked to return to their home school. RAP Certificate Requirements Students in RAP must earn a minimum of 7 RAP credits. In addition to these, students must also demonstrate support of RAP events through participation and attendance at a minimum of 1 RAP event per semester outside of their Arts specialty. Attendance Expectations In order to achieve and maintain a high level of artistry, attendance in class and after school activities is mandatory. If a RAP student has unusual absences, a meeting will be arranged with the RAP teacher, school administration, parent(s)/guardian(s) and student involved to discuss the student’s commitment to the program. It is expected that a RAP student attend after school rehearsals or meetings pertaining to their area of art discipline. It is also expected that RAP students show their commitment to their peers by attending RAP events in a variety of the Arts. It is encouraged that a RAP student attend at least one additional support event each semester that take place within our school.
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In addition to the RAP program completed at St. Elizabeth, it is highly recommended that a RAP student attend other artistic presentations. For example, a professional music concert, professional drama presentation, a photo show, a dance recital. Care of Equipment and Borrowed Materials Every student shares in the responsibility of using all materials and equipment with appropriate care and safety. The classroom and all related areas/items – lighting, instruments, flooring, drapery, dressing rooms, practice rooms, computers, electronic devices, props, cleaning agents. They are to be handled properly, respected and returned to identified storage areas when not in use. Students are responsible for the replacement cost of lost or damaged equipment, materials and dry cleaning of costumes after use. Students are not permitted to purchase items for the RAP program for reimbursement without the prior approval of the school administration. Community Service Hours All students are required by the Ministry of Education to complete 40 hours of community service in order to graduate. RAP students are encouraged to complete their 40 hours of community service by volunteering in the area of the arts (i.e. after school in preparation for any discipline performance and/or exhibition). A RAP student can also volunteer outside of the community in order to fulfill their graduation Community Service Hours. These hours will be tracked by using the “Community Service” form found in the student agenda book which is to be signed by your teacher and then submitted to the Vice-Principal overseeing the grade level of the student. Fundraising Fundraising activities MUST be pre-approved by the Principal or Vice-Principal overseeing the Regional Arts Program. Fundraising activities will be organized throughout the year. Committees will be established to help with organizing these activities. Funds raised will help in the delivery of other important RAP functions such as Field Trips and further enhancement of the RAP program. Private Instruction It is at the parent’s and student’s discretion if any supplementary/private lessons are arranged. All costs associated with private instruction is the responsibility of the student or parent (s)/ guardian(s). RAP Enhancement The $120 collected from RAP students at course selection time is used for RAP students to participate in enhanced artistic activities. For example, an artistic
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Stock Transportation Contact Information: 905.883.6665 [email protected]
expert is invited to St. Elizabeth C.H.S to work with the RAP students in an organized setting. It is also used for enhancement purposes such as visiting professional theatres, art galleries dance, music/vocal experiences, visiting artists, specialty equipment and resources. RAP Transportation Students who reside outside the comprehensive school attendance boundaries are eligible to register with Pay For Use Bus Transportation. These arrangements are made directly with the Transportation company. Information about registration, payment options, terms and conditions and bus routes are available through the school website. Students are expected to follow all school rules of behaviour and conduct on these buses as well.
Specialist High Skills Major RAP Students in this Specialist High Skills Major (SHSM) Arts & Culture program are involved in courses and experiences that match and develop their skills and interests in a specific sector. They are motivated to succeed because they can easily connect their present-day learning to their postsecondary and career goals. Students participating in the Harbourfront Centre, TIFF (Toronto International Film Festival), McMichael Gallery, Canada’s Wonderland and Façade Academy Summer Internship Programs will: • Earn 2 Cooperative Education Credits that can be used to meet two of the
Group 1, 2, or 3 compulsory credit requirements; • Accumulate 220 hours of hands-on experience at a camp with a leading
organization in the arts community. For more info, please speak to guidance. • Explore, identify and refine education and career goals; • Use the Ontario Skills Passport to identify and develop the essential skills and
work habits necessary for success in this sector; • Earn industry-recognized certifications; and • Make real-life industry connections (i.e. for future employment or
mentoring). The Specialist High Skills Major (SHSM) is a way of organizing and recognizing outstanding programming and student success. An SHSM (Red Seal) designation on an Ontario Secondary School Diploma tells everyone that the student has focused his/her high school experience on a career path that matches his/her skills and interests. Specifically, the student has successfully completed all key program components at the same time he/she has met all the graduation requirements. The St. Elizabeth – Harbourfront Centre Summer
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Internship Program provides an opportunity for students to fulfill many of the requirements for an SHSM in Arts and Culture. PERFORMANCE UNIFORM: RAP INSTRUMENTAL/VOCAL STUDENTS The performance uniform for the RAP instrumental students and RAP Vocal students will be the following:
• Males will be required to have a long sleeve black shirt, black belt, black socks, black shoes, and black dress pants.
• The school will provide a red tie which will be part of this performance uniform.
• Females will be required to wear a long black skirt, short sleeve black blouse and black shoes.
• The school will provide a red sash that will be part of the performance uniform.
Uniform A RAP student must wear the school uniform properly every day, where no artistic improvisation or interpretation is permitted. When attending a RAP event, students should wear the school uniform unless it has been indicated otherwise by the Vice Principal of the Regional Arts Program. RAP Website stelizabethrap.com Please visit our RAP website for up to date events & important dates. Should you wish to contribute to our website, please contact our RAP Secretary.
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The staff and students at St. Elizabeth C.H.S. work cooperatively to offer a wide variety of Council and Co-Curricular activities of interest to students. We encourage our students to become actively engaged and supportive of the school activities. Members of Councils and Co-Curricular activities are expected to be students in good standing, both academically and in terms of behaviour. Students involved in co-curricular activities represent the entire school community. In representing St. Elizabeth C.H.S., all participants must subscribe to the highest standard of conduct and effort. For this reason a student who: has failed two or more credits in the first reporting period will need the approval of the teacher, facilitator and Administration to participate; has failed one credit will be eligible to participate, but will be placed on probation; is struggling academically will seek additional academic support; is suspended will be placed on probation and may be withdrawn; and is disrespectful of school rules, non compliant with uniform, attendance or
academics may jeopardize his/her role in co-curricular activities. ATHLETE’S CODE Student athletes are also representatives of our school and should conduct themselves accordingly. This means that all athletes must: commit to attending all practices and games for the sake of personal and team
success; (Students who miss 3 practices may be removed from a team) realize that it is a privilege to represent a school team and be obedient to the rules
of the game and accept the decision of the officials gracefully, conducting yourself at all times with honour and dignity;
be generous in winning and graceful in losing; be fair at all times trusting in the honesty of the opponents, exhibit sportsmanship
and work for the good of the team; be respectful of school rules. Non compliant with uniform, attendance, behaviour
or academic expectations may jeopardize his/her role in co-curricular activities; recognize and applaud honestly and whole-heartedly the efforts made by all
athletes regardless of colour, creed, race or gender. be responsible to inform teachers of scheduled absences and to make prior
arrangements to complete missed work. Student athletes are expected to be positive role models for the rest of the
student body. Students suspended from school will also be automatically suspended from team
play until a conference with the Vice Principal, Department Head and/or coach of his/her team occurs.
ST. ELIZABETH C.H.S. COUNCILS AND CO-CURRICULAR ACTIVITIES
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St. Elizabeth Panther Athletic Teams
FALL WINTER SPRING Basketball-Girls Badminton - Co-Ed Baseball-Boys Cross-Country Running Basketball-Boys Rugby-Boys Golf- Boys & Girls Ice Hockey - Boys & Girls Slo Pitch-Girls Soccer-Boys & Girls Skiing & Snowboarding Soccer-Girls Tennis Swimming Table Tennis Volleyball-Boys Volleyball-Girls Track and Field Wrestling-Boys Ultimate Frisbee
ARTS COUNCIL (DANCE, DRAMA, MUSIC INSTRUMENTAL/VOCAL, VISUAL ARTS)
The Arts Council plans events that focus on the development of the school’s artistic program. The annual Christmas and Spring Arts Festivals are a great success. It is an opportunity for parents and community members to view the many displays of students’ artistic talent.
ATHLETIC COUNCIL The Athletic Department at St. Elizabeth C.H.S. encourages all students to participate in the athletic program to enhance both their physical and social growth and development. In representing St. Elizabeth C.H.S., all participants must subscribe to the highest standards of sportsmanship, exemplifying school spirit and positive comportment at all times. A high academic standing is a requirement. Athletic achievement is celebrated annually at the year-end Athletic Banquet.
EMPOWERING STUDENT PARTNERSHIPS (ESP) A trained student-led group which plans, organizes, executes year-long safe school initiatives, in partnership with the York Regional Police and the York Catholic District School Board.
The St. Elizabeth C.H.S. Athletic Logo represents the
Panther…Feel the Power!
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FSL AND INTERNATIONAL LANGUAGES COUNCIL The FSL and International Languages Council group gathers to promote enhanced academic and social experiences to foster the development and appreciation of additional languages and cultures.
ONTARIO STUDENTS AGAINST IMPAIRED DRIVING The Ontario Students Against Impaired Driving group plans school events that focus on developing student awareness about the impact of substance abuse.
PEER MINISTRY The Peer Ministers plan events that facilitate our spiritual growth and liturgical experiences. The Peer Ministry program and offers staff and students opportunities to witness their love of Christ and neighbour by sponsoring a variety of outreach activities and charitable events.
STUDENT ADMINISTRATIVE COUNCIL The Student Advisory Council provides leadership opportunities within the St. Elizabeth school community. Student Council members assist in the planning and organization of various school activities. They are the voice of St. Elizabeth’s student body.
A MESSAGE FROM THE PRESIDENTS
To all those of the St. Elizabeth community, We are delighted to be co-presidents of the 2016-2017 Student Administrative Council! Our names are Emily Masci and Sylvie Nguyen and we are excited to inform you of all the great events planned for this academic year. The reason we both joined student council was to help make the school community an accepting and welcoming environment, in which everyone can be proud. We believe from our experience, that high school would be nothing without its community. Furthermore, the amazing opportunities that are provided allow us to take part in school activities, where everyone can meet new people and build lasting friendships. Not everyone loves waking up to the same routine every morning. As presidents of student council, we hope to make school an exciting place to be, not only for the students, but also for the teachers and all of the St. Elizabeth community. We want the school to be a place where everyone can create memorable moments, meet their best of friends, and where they are comfortable to be themselves. Student council will continue to organize anticipated events such as Variety Night, Semi-Formal, Spirit week, Valentine’s Day Roses and various fundraising events. These activities help to make the St. Elizabeth community stronger and enrich the student experience. With a combination of tradition and additional ideas, student council will help create a comfortable atmosphere filled with school spirit. School spirit is about
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uniting as a community and bringing positivity to our school environment. It is our mission to make the 2016-2017 year as delightful as possible. We wish to bring nothing but support and joy on the journey that is high school. Being our last year at St. Elizabeth CHS, we understand the importance of getting involved in the school community. We are very excited to take on this year with our fellow executive council members. There are still many positions available on student council and other clubs, so we encourage students to try something new and get involved! We believe in diversity, compassion, helpfulness, and joy, as well as emulating the ideals of Christianity. We have the utmost respect for the faculty at St. Elizabeth CHS and hope to build partnerships which will benefit the school. We would like the work of student council to have a positive effect on the St. Elizabeth CHS community and would like to make this year memorable for everyone at St. Elizabeth CHS! Your Presidents, Sylvie Nguyen and Emily Masci Executive Council Members: Mark Bisci, Ryan Blasetti, Julia Ciampa, Joshua Culmone, Sabrina Gargaro, Emily Masci, Sylvie Nguyen, Mikaela Solomon, Christian Schepis, and Melissa Vitaro.
PRESIDENT’S COUNCIL The President’s Council will coordinate all councils in the school community and will supply leadership with the Shadow Lake Leadership Program.
SCHOOL COMPETITIONS, CLUBS, AND TEAMS BioTalent Competition Environmental Awareness / Recycling Club Global Cultures Club Mathematics Competition Mock Trial Nations United Club Newspaper
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The education of our students is a shared responsibility involving schools, students, their families and the members of the community. The central tenet of the St. Elizabeth Catholic High School Council is to “promote the best interests of the School Community”. The Council will work within the policies, mission statement and goals of the school, the Board and the Education Act and Regulations. St. Elizabeth C.H.S. has always been about community and relationships. We value partnering with you-our Catholic School Council members--to provide learning environments for students that are shaped by Catholic beliefs and values. We appreciate your active participation in our schools and we welcome your continued involvement in Catholic School Councils. Meeting dates are posted on our website. All parents are welcome. Parents wishing to take an more active role may seek a position on our Catholic School Council (CSC) by completing the appropriate nomination form by the due date indicate on our school website.
ST. ELIZABETH C.H.S. CATHOLIC SCHOOL COUNCIL
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St. Brother Andre CHS 6160 16th Ave. E. Markham, ON L3P 3K8 T 905 294 7671 F 905 294 7132
Cardinal Carter CHS 210 Bloomington Rd. W. Aurora, ON L4G 0P9 T 905 727 2455 F 905 727 9568
Father Bressani CHS 250 Ansley Grove Rd. Woodbridge, ON L3L 3W4 T 905 851 6643 F 905 851 9638
Father Michael McGivney Academy 5300 14th Ave. Markham, ON L3S 3K8 T 905 472 4961 F 905 472 4976
Holy Cross Catholic Academy 7501 Martin Grove Road Woodbridge, ON L4L 1A5 T: 905-851-6699 F: 905-851-4207
Jean Vanier CHS 10475 Bayview Ave. Richmond Hill, ON L4C 3P2 T: 905-770-8656 F: 905-770-2678
Our Lady of the Lake CHS 185 Glenwoods Avenue Keswick, ON L4P 3E9 T 905 656 9140 F 905 656 9142
Sacred Heart CHS 1 Crusader Way Newmarket, ON L3Y 6R2 T 905 895 3340 F 905 895 9416
St. Augustine CHS 2188 Rodick Road Markham, ON L6C 1S3 T 905 887 6171 F 905 887 6163
St. Elizabeth CHS 525 New Westminister Dr. Thornhill, ON L4J 7X3 T 905 882 1460 F 905 882 5074
SECONDARY SCHOOLS
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St. Jean de Brebeuf CHS 2 Davos Raod Woodbridge, Ontario, L4H 2Y1 T 905 851 3259 F 905 653 5678 St. Joan of Arc CHS 1 St. Joan of Arc Way Maple, Ontario, L6A 1W9 T 905 832 8882 F 905 832 5791 St. Maximillian Kolbe CHS 278 Wellington St. E. Aurora, Ontario L4G 1J5 T: 905-727-5652 F: 905-727-1884 St. Robert CHS 8101 Leslie St. Thornhill, Ontario, L3T 7P4 T 905 889 4982 F 905 88 St. Theresa CHS 230 Shaftsbury Ave. Richmond Hill, Ontario, L4C OE8 T 905 787 1407 F 905 787 8678
YORK CATHOLIC DISTRICT SCHOOL BOARD
MISSION STATEMENT “As a Catholic community we value learning and excellence
through collaboration and innovation.”
SHARED VISION “We are a Catholic Learning Community of collaborative
partners, called to serve one another by being committed to and accountable for quality learning for all,
with Jesus as our inspiration.”
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The following information will assist you in becoming acquainted with school procedures. Understanding and following these will make the experience of school rewarding and positive. ACCESS TO THE MALL Students are advised to remain on the school grounds during the school day. ACCIDENTS, PERSONAL INJURY, AND SAFETY It is the responsibility of each student to understand and comply with School, Board, Community Regulations, Policies and Laws related to safety and to report any school accidents to the supervising teacher or the Main Office as soon as possible. These include any accidents occurring on school property or during school sponsored events at other sites. Students unable to go to class because of an accident or illness must report to a supervising teacher or the Main Office. Students are not permitted to leave the school without authorization from Administration and parent contact, including during the lunch period. Students who do not comply and leave the school without permission from the Administration may be subject to discipline at the discretion of the Administration. Staff who are injured at school or during a school related activity must report to the Main Office and complete appropriate accident reports. ACTIVITY / IDENTIFICATION PHOTO CARDS The student activity photo card is issued to each student. It will identify a student and it is useful for school events, transportation, and other school related activities. The student must carry this card at all times. Cards must be used to take books out of the Library Information Centre and to use computers. Replacement cards may be purchased through the Library Information Centre. ADDRESS OR SOCIAL INFORMATION CHANGES It is the responsibility of the parent to promptly report to the Main Office in writing changes to home address, telephone number, cell numbers, email address, and other pertinent information. Appropriate school support forms must also be completed. ADMISSION St. Elizabeth C.H.S. is open to students (Grades 9 - 12) whose parent(s) / guardian(s) are residents of York Region living within the school’s attendance zone and who share in the mission of Catholic Education. Religious education is central to the understanding of the Catholic way of life practiced at St. Elizabeth C.H.S. Therefore, all students must take Religious Education classes each year. Students must fulfill all obligations and requirements of the courses, including retreats and Christian Community Service. Students seeking admission or readmission to St. Elizabeth C.H.S. will be interviewed
SCHOOL POLICIES, PROCEDURES AND SERVICES
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with their parent(s) / guardian(s). For a additional information about RAP admissions, please refer to Regional Arts Program Features and Expectations. ADULT STUDENTS While the school recognizes the status of students who reach the age of eighteen, school policy is to keep all educational partners informed regarding school-related matters and to maintain communication with parents of students 18 years of age or older unless written notice is provided by both parents and students. ALCOHOL / DRUGS Alcohol or drug possession, possession of paraphernalia, consumption or distributing to students, is all extreme violations and criminal offences. Students who exhibit the physical effects caused by the consumption of alcohol or drugs or who possess or distribute alcohol or drugs while on school property, at school sponsored events, or in other situations will be subject to various disciplinary measures and may jeopardize their educational career. ANNOUNCEMENTS Written announcements are to be submitted to Mrs. Del Greco to be placed in the Announcement Binder in the Main Office at least one day prior. Announcements must be clear and concise. Announcements of interest to the entire school will be read by a student or administrator at the beginning of first period. Only announcements of an urgent nature will be read just before dismissal. ASSEMBLIES Assemblies will be held for special events during the school year including liturgical celebrations. Students are required to enter and leave the assemblies in an orderly fashion. During the assembly, students must behave properly, express approval in a positive manner, and respect the presenter(s) at all times. All students must attend the assemblies and sit in the assigned area with the class and supervising teacher. Missing a scheduled assembly without authorization constitutes skipping. ASSESSMENT, EVALUATION, AND REPORTING In order to inform the parent(s) / guardian(s) of student achievement, the school will issue formal Mid-Term Reports in November and April, formal Final Reports in February and July. Formal reports will identify the percentage grade the student has attained in the course as well as comments and reports on areas of strength, areas for improvement, next steps and learning skills. The school will also set up formal Parent-Student-Teacher Conferences in November and April. Students or parent(s) / guardian(s) wishing to inquire about a student’s academic standing or performance may contact the subject teacher directly to request feedback, a printout of marks, or an interview at a mutually agreed upon time. The 7 Fundamental Principles of Assessment, Evaluation, and Reporting To ensure that assessment and evaluation are valid and reliable and that they lead to the improvement of student learning, teachers must us assessment and evaluation strategies that:
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• are fair, transparent, and equitable for all students; • support all students, including those with special education needs, learning the
language of instruction (English or French), and First Nation, Mẻtis, or Inuit; • are carefully planned to relate to the curriculum expectations and learning goals
and, as much as possible, to the interests, learning styles an preferences, needs, and experiences of all students;
• are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course;
• are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
• provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
• develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.
Determining a Report Card Grade The report card grade represents a student’s achievement of overall curriculum expectations, as demonstrated to that point in time. Determining a report card grade involves the teacher’s professional judgement and interpretation of evidence of learning with consideration for the student’s most consistent and recent level of achievement. Teachers will consider that some evidence carries greater weight than other evidence; for example, some performance tasks are richer and reveal more about students’ skills and knowledge than other types of assessment tasks. Late, Incomplete and Missed Assignments Students absent for school authorized programs will not be penalized
for missing an academic assessment or evaluation but will be required to promptly complete any missed work within the timelines established with the teacher.
The teacher should establish a completed assignment due date in consultation with students to ensure that the timelines are achievable. A due date should be set to allow students to complete their assignments in a timely fashion. Teachers are encouraged to establish a two-day window of opportunity for students to complete and submit an assignment. In cases where teachers are deducting marks, they should employ the model of deducting up to 5% each day (excluding weekends).
A closure date will be established at which point assignments will not be accepted. To encourage completing assignments by a due date, a culture of responsibility is encouraged. Students should be made aware of the need for proper planning and scheduling of commitments and schoolwork. Since this is a learning skill, teachers should assist students in the planning and execution of assignments to ensure they are completed by the assigned due date. The tendency to submit assignments late or to fail to submit assignments will be reflected in the learning skills and work
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habit section of the report card. It may also result in insufficient evidence for evaluation or successful completion of the course work.
Late and missed assignments may occur for a number of legitimate reasons, including extenuating circumstances, such as: illness, accident, family issues, and/or parental intervention. Late penalties may be waived when legitimate extenuating circumstances occur. Students are expected to complete all work and submit all assignments. If an assignment is not submitted, teachers should determine the reason for non-submission which may require contacting the parent/guardian to inform them of the missed assignment.
If students have not provided teachers with enough evidence of achievement of the overall expectations, teachers should take this into consideration when determining a final letter grade or final percentage grade for the course.
Students, identified by an Identification Placement and Review Committee and who have an Individual Education Plan (I.E.P.) that outlines extended timelines as part of the I.E.P., may discuss alternative timelines with teachers.
Achievement Review: When a student or parent(s) / guardian(s) requests a review of an evaluation or
assessment the following steps are to be followed: The student(s) or parent(s) /guardian(s) will contact the subject teacher to request a review; The teacher may consult with the Department Head and the Administration; The Administration may become involved to facilitate the request. Final grades demonstrate that the student has met the expectations of the course. ASSIGNMENTS AND PROJECTS Assignments and projects will be assigned throughout the semester. Teachers will not assign major / new assignments in the week prior to the examination periods. Teachers will support students by returning assignments as promptly as possible. Students are reminded to manage time well in order to meet all assignment deadlines and to ensure work is neat and uses appropriate academic style. ATTENDANCE Parents are responsible for the attendance and punctuality of their children and parents / guardians are also responsible for reporting any absence and providing the reason for absence (such as illness, funeral, court appearance etc.). Students are to be in school and on time for all classes, including Homeroom. Regular and punctual attendance is necessary for students to complete all in-class work and other assessments. Students absent for school authorized programs will not be penalized for missing an academic assessment or evaluation but will be required to promptly complete any missed work within the timelines established with the teacher. Attendance will be tracked each day period by period. Absences: Parents must report their child’s absence by 8:10 a.m. on a daily basis by calling the Main Office. If leaving a message, clearly state the student’s name, grade, and reason
50% represents a given mark 51% represents an earned credit
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for absence. Upon return from an absence, students are also required to bring a note to the Homeroom Teacher explaining the reason for absence duly signed and dated by a parent / guardian. The Homeroom Teacher will provide an “Admit to Class” slip for the subject teacher whose class the student had missed. The school attendance record is issued daily and verified by subject teachers. The teachers, Attendance Secretary, or the Vice Principal may contact parent(s) / guardian(s) to verify the absence or to check for discrepancies. Please note that according to Ministry of Education guidelines, a student who misses 15 consecutive days without the student, parent, or guardian contacting the school, will be removed from the school’s enrolment register. Students who miss class because of a field trip, athletic contest, a school retreat, guidance appointment or other school activity, will be marked absent by the teacher for that class or classes. Once the absence has been reported to the attendance secretary, the absence indicated by the teacher will be deleted and replaced by the designation of a school activity. All absences are counted when reporting the total days absent for the semester. In cases where absences are a concern, a decision may be made by the Administration to limit a student’s ability to participate in activities that cause class absences. Holidays, doctor appointments, vacations etc. should not be booked during school time, especially during exams. Students who are frequently absent and or absent without permission may be reported to the Board’s Attendance Counselling Services. When parents / guardians, and students who have been appropriately counselled continue to be chronic offenders, Alternative Education Pathways may be recommended. If students have an excused absence when an assignment is due, students should be given the opportunity to submit the assignment on their return to class. If students are absent without cause, teachers may provide an alternative assignment or follow the guidelines for missed assignments. Co-operative Education Class Attendance: Students must attend their in-school and job site sessions during the regularly scheduled school year. Students are not permitted to extend vacations that interfere with the schedule. Failure to abide by this procedure may result in the forfeiture of the co-operative education credits. While attending the in school component of the program or any in school function, students are required to be in full and proper uniform. Early Leaves: Medical or personal business appointments should not be made during school time. If a student must leave early, a note duly signed and dated by a parent / guardian must be presented to the Main Office before 8:10 a.m. stating the reason for the early leave and the time of departure. Early leaves are not permitted without a telephone call. If a student is ill during the day, he / she must report to the Main Office. Failure to do so may be regarded as truancy and will result in disciplinary action from the Vice Principal. Permission to leave school early is granted by the Administration and is dependent on the school contacting a parent / guardian. Extended Illness: Parents are asked to contact teachers directly to discuss arrangements for missed homework and assignments. A medical note may be required.
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Lates to School or Homeroom: Students are expected to arrive on time for school and for each class throughout the day. Arriving late is not only detrimental to a student’s success, it is also highly disruptive to the entire class. Students who arrive to school or to Homeroom after 8:35 must report to the Attendance Desk. Being on time requires that a student is inside Homeroom prior to the 8:17 a.m. bell and remains inside class. Students who enter Homeroom and leave without the teacher’s permission and re-enter Homeroom after 8:17 a.m. are considered late and must report to the Attendance Office. Students who arrive late to school must provide a note from a parent / guardian stating the reason for lateness and approximate time of arrival at school. The Attendance Secretary and / or the Vice Principal may contact a parent / guardian to verify the late. Lates to Class: Students are expected to arrive to classes on time and are given 5 minutes travel time between classes. Students should keep to the right, move along briskly, and should not block the passageways by stopping for social gatherings around their lockers, washrooms, or classroom doors. Period by Period Attendance: Daily attendance will be taken in each class by the classroom teacher. Parents will be notified via an automated phone call of unidentified absences. Skipping Class / Truancy / Skipping Detention: Students are expected to attend all scheduled classes and school activities (such as assemblies and liturgies). Failure to do so will be considered skipping. Students may be reported to the Board’s Attendance Counsellor and students and parents / guardians may face truancy charges. Students who are absent from school or suspended must not be found on school property. Students who skip detention may be further disciplined. Study Hall: Students are expected to attend all scheduled classes and school activities (such as assemblies and liturgies) and to be at school in full and proper uniform throughout the instructional day. Failure to be in school during scheduled classes will be considered skipping. Students with a period 1 Study Hall may arrive at school for period 2 classes and must sign in with the Attendance Secretary in the Main Office. Students with a period 4 Study Hall must sign out with the attendance secretary in the main office. Vacations: It is the policy of St. Elizabeth C.H.S. to discourage student absence from school, particularly the withdrawal of students at breaks other than those scheduled by the York Catholic District School Board, such as family holidays. If family vacations are planned during the school year, students must pick up an “Extended Vacation Leave” form from the Main Office at least 2 weeks prior to the vacation. Students will be responsible for all assignments, assessment, and evaluations missed during a vacation. No vacations are to be booked during the examination time. Students who miss a formal examination (including in-class examinations) due to family / personal vacations may compromise their achievement.
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ACADEMIC AWARDS, HONOUR ROLL AND SCHOLARSHIPS Honour Roll The Honour Roll is updated each summer and reflects Honour Students of the previous school year (i.e. over two semesters). • Inclusion in the Honour Roll is for students with an academic average of
80% or higher. In grade 9, 10, and 11, this average is based on 8 credits, and for grade 12 an average of 6 credits at the end of the year.
• Centro Scuola courses (summer and semester) are included in Honour Roll calculation. • The Honour Roll plaque is updated at the end of June, reflecting the accomplishments over the course of the full school year. ACADEMIC AWARDS, HONOUR ROLL AND SCHOLARSHIPS Honour Roll The Honour Roll is updated each summer and reflects Honour Students of the previous school year (i.e. over two semesters). • Honour roll is calculated as an average of 79.5% of all courses taken during the school
year, including those taken in the previous summer and including all courses delivered by YCDSB and taught by YCDSB teachers through regular day school, summer school, night school, Saturday school, e-learning or international programmes.
• The Honour Roll is calculated as an average of all courses taken in a school year in YCDSB, commencing in July and ending in June of that school year.
• Determination of Honour Roll remains as follows: Min. 8 gr. 9-11, min. 6 gr. 12. BULLYING PREVENTION The York Catholic District School Board values a teaching and learning environment that is safe, nurturing, trusting, positive and respectful - consistent with our Gospel values. The Board believes that all bullying (physical, emotional, verbal, electronic) is a particularly insidious form of violence and that all students and staff have the right to a school environment free from bullying, harassment, threats and violence. It is the policy of the York Catholic District School Board that bullying in any form is unacceptable and that bullying prevention and intervention strategies will be implemented. BUSES Transportation is provided for students within the established boundaries and within the specific bus route. Parents or students who wish further information should contact 1-866-287-7837 or www.schoolbuscity.com. Only students who have been issued bus privileges will be allowed to use these services on a daily basis. Special bus consideration may be provided to students in the event of a medical condition. A “Request for Special Transportation” form from the Main Office and medical certificate are required. Responsible behaviour is required at all times when riding on the school bus particularly since misbehaving may distract the bus driver and endanger lives of all on the bus. Inappropriate behaviour may result in the suspension of bus privileges and other school discipline. RAP students who live outside St. Elizabeth's attendance area are not eligible to receive School Board transportation to school as per Board Policy. Recognizing that many RAP
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students may reside outside the St. Elizabeth CHS comprehensive attendance area, Stock Transportation is offering a pay-for-use transportation service. Please note the success of this service will be evaluated annually is not guaranteed beyond next school year. Bus stops for this service are located at centralized, fixed locations similar to public transit. Please contact Stock Transportation at 550 Edward Ave. Richmond Hill, ON L4C 3K4 905 883 6665 fax: 905 883 6667 www.stocktransportation.com for more information. CAFETORIUM USE AND LUNCH ACTIVITIES Students may purchase or bring lunch from home. Students are required to remain in full and proper uniform while in the cafeteria during the instructional day, including all three 40 minute lunch periods. Everyone has the right to eat in a clean, pleasant, and safe environment. All food and drink must be consumed in the cafeteria and school eating area. All students are personally responsible for removing their garbage from the tables, depositing it into the available containers and leaving their eating area clean. Students are not permitted to throw things in the cafetorium. CATHOLIC EDUCATION “Distinctive expectations for graduates of Catholic schools are determined and shaped by the vision and destiny of the human person emerging from our faith tradition…Catholic education view human life as an integration of body, mind, and spirit. Rooted in this vision, Catholic education fosters the search for knowledge as a lifelong spiritual and academic quest. The expectations of Catholic graduates, therefore, are described not only in terms of knowledge and skills, but in terms of values, attitudes, and actions.” Catholicism’s Core Understanding of the Human Condition. Ontario Catholic Graduate Expectations. CATHOLIC SCHOOL COUNCIL DONATIONS Each family can be requested to make a voluntary donation to the Catholic School Council of their child’s school. These funds are distributed by the council to support and enhance school activities and equipment, above and beyond the funding provided by the Ministry of Education. Receipts are available for donations of $25.00 or more. CHAPEL AND CHAPLAINCY TEAM The chapel is available to all staff and students for quiet prayer and meditation. Students may make known special intentions for Mass by informing a member of the Chaplaincy Team. The Chaplaincy Team focuses on nurturing and supporting the spiritual growth and faith development of all staff and students who, through Baptism, are called to be disciples of Jesus Christ and proclaim the Good News of the Gospel. The Chaplaincy Team provides spiritual and pastoral counseling, illumination and inspiration, to all members of the school community. The Chaplaincy Team collaborates with the Religious Education Department to organize such activities as grade level retreats, guest speakers, and conferences. The Team encourages students to participate in the life of the parish community and facilitates opportunities for developing Christian youth leadership skill. The Chaplaincy Team communicates with Administrators, Guidance
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Counsellors, and other school, community, and parish support services to support youth in crisis, to respond to loss or illness, and to foster peer outreach initiatives. CIVIES DAYS Civies days are prearranged opportunities for students to attend school in regular/non-uniform clothing. • Clothing that is revealing and/contains obscene/rude slogans will be deemed to be
and treated as, improper uniform items. • While we hope that any disagreements about clothing can be settled amicably in
the case of a dispute, the decision regarding acceptable garments rests with the Principal
• Modesty in dress is the governing principle. COMPUTER TECHNOLOGY AND INTERNET USE Computer technology and use of the Internet can be a powerful educational tool for both research and communication. The use of these technologies has greatly increased as has the need for ethical use of the technology and information gathered. It is expected that students and staff working on the Internet will make choices based on the moral teachings of the school and act responsibly, following the rules of etiquette. School internet use should focus on research objectives determined by the teacher. Assistance with finding appropriate information and using it in a proper manner can be arranged through your teacher or the teacher-librarian. Inappropriate computer use, cyber-bullying or harassment, or derogatory comments and or actions originating outside of the school computer use may still result in disciplinary action. It is also expected that all students respect school property and as well as that of others. Inappropriate use of computers may disrupt systems, damage or shut down equipment, and disrupt learning of all. CONTINUING EDUCATION Information on Continuing Education programs including Summer School and Night School is available through the Guidance Office. CO-OPERATIVE EDUCATION PROGRAM Co-operative education programs allow students to explore a career while earning credits at the same time. In addition to these “on-the-job” learning opportunities, co-operative education programs also have in school components to prepare students for the work experience and to integrate the practical experience with the theoretical expectations of the subject course to which it is linked. • Student applicants will be screened to ensure the following co-operative education
requirements are met attendance and punctuality have been met, and the student is in good academic
standing with successful completion of prior semester courses; able to provide own transportation to and from placement;
• Students are required to attend the in-school component of co-operative education program and follow all school policies and procedures regarding attendance, leaving the premise, parking, and uniform.
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COURSE ENHANCEMENT Some courses need additional course materials that can be purchased. This will be indicated at the beginning of each semester by the teacher. COURSE LOAD, SELECTION, AND CHANGE PROCEDURES All students in Grades 9, 10, and 11 must select 8 credits per year including a required course in Religion for every academic year. Grade 12 students are eligible for one Study Hall (Spare Period) if they have successfully completed 24 credits by the beginning of the school year and / or two Study Halls if they have successfully completed 27 credits by the beginning of the second semester. Course selections are based on selections made by students and parents / guardians. Timetables, once generated, are set for the year. The only changes accommodated after this time will be those resulting from the student already successfully completing the course (i.e. at summer school in which changes will be processed during the last week in August), the student not having the required pre-requisite, or the student lacking the required course for admission to a post-secondary destination. A student seeking a change in the level of difficulty for a specific course will discuss the change with the subject teacher and the Guidance Counsellor within the first 2 weeks of the semester. Students should carefully read the Course Calendar and be aware of the following Ministry of Education transcript requirements: if a student withdraws from a course before mid-semester, the course is not
recorded on the transcript; the mark for any course dropped after mid-semester will appear on the transcript; if a student repeats a course, the mark for each attempt will appear on the
transcript and the following prerequisite requirements: students should make sure they have successfully completed the prerequisite
course or are currently (not concurrently) taking the prerequisite course or are making up a
failed prerequisite course at Summer School have selected both the prerequisite and its subsequent course for next year. Procedures for Course Selection: February - Guidance Cousellors visit all homerooms to in-service students on:
Course of Study at St. Elizabeth C.H.S; course prerequisites; Pathways to Post-Secondary Destinations; and Course Selection Procedures and Timelines.
February - Course Selection Day and Evening Information Sessions for parents / guardians and students;
March - Course Selection and Verifications forms due; CREDIT RECOVERY COURSES AND IN-HOUSE ALTERNATIVE EDUCATION St. Elizabeth C.H.S. will offer Credit Recovery Courses in an effort to improve Secondary school learner outcomes. School Success Teams will recommend and place students in the Credit Recovery Course who have multiple failures or did not complete course
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expectations. Students will be given an opportunity to repeat only the material related to the course expectations not achieved, without repeating the entire course. The Credit Recovery courses are scheduled during the regular school day and are part of the student’s school timetable. This is not a course selected by students or requested by parent(s)/ guardian(s). In school alternative education programs provide students with the opportunity to have a fresh start in a safe alternative learning environment right in their own school. Students can earn up to four credits in two periods. Students in this program earn: • up to two previously-failed credits through credit recovery; • one additional credit-either Learning Strategies 1: Skills for Success in Secondary
School (GLS1O) or Discovering the Workplace (GLD2O) • one additional credit (a course that meets the student’s personal pathways needs. With a focus on “Personalized Pathways Planning”, this program offers: • more flexibility than is offered in traditional classroom settings; • more direct teacher support with a low student teacher ratio • opportunities to develop literacy and numeracy skills and earn a variety of credits; • supports to address non-academic issues that hinder success; • activities to develop transferrable learning skills and work habits; • opportunities to discover and investigate post-secondary career and educational
possibilities DETENTIONS Teachers may assign and supervise student detentions at mutually agreed upon times. Parent (s) / guardian(s) should be notified if a detention will impact bus transportation. Administrative detentions may be assigned by any Administrator and are served during lunch A, B and C in the library classroom. During all detentions academic work must be done or assigned. Failure to serve a detention is considered defiance of authority and students may be further disciplined. DISRUPTIVE BEHAVIOUR Disruptive behaviour, such as defiance, rough-housing, and object throwing are not permitted and will not be tolerated. While in school or on school property, students must not be engaged in throwing objects (i.e. classroom resources, snowballs, etc) that may injure another person or damage property or vehicles. DRIVING AND PARKING Cars must be operated in a safe and responsible manner at all times on school property in order to ensure the safety of drivers, passengers, and pedestrians. Traffic signs must be obeyed and there is no stopping in the Fire Routes. Students using personal vehicles to commute to and from school must adhere to the school driving and parking policy. Any violation of the policy will result in the loss of the driving and parking privilege and the loss of the parking permit fees, possible suspension and possible police involvement under the Highway Traffic Act. Unauthorized cars or cars illegally parked may be towed and / or tagged at the owner’s expense by the City of Vaughan. Students are not permitted to use or loiter around the vehicle during the instructional day
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including lunch and free periods. The school is not responsible for students accepting rides from other students on or off school property. Parking spaces will be limited to students on a first come basis. Students wishing to park their cars must pay for a parking permit and park in the designated student parking area. Rates are as follows: $2 per day, $15 per semester & $30 per year. ELECTRONIC EQUIPMENT AND CELLULAR TELEPHONES Students are only permitted to use personal radios, MP3 players, pagers, or portable cellular telephones in the cafetorium during lunch. At all other times and in all other locations the expectations is “unseen” and “unheard.” Students have access to telephone services in the cafeteria at lunch and all emergencies must be directed to the Main Office. Under no circumstances should these devices be used in the classrooms unless permitted by the classroom teacher for curriculum purposes. During exams, all cellphones and electronic devices are to be off and invisible. Students who disrupt class with the inappropriate use of electronic equipment may have the equipment removed and will be subject to discipline by the teacher and or the Vice Principal. Laser pointers are prohibited on school property or at school related events. The school is not responsible for loss or damage to personal electronic equipment. Parent(s)/Guardian(s) are asked to ensure important calls are directed through the Main Office. ELEVATOR USE The elevator is reserved for disabled and injured students as well as for staff purposes. Students in need of an elevator key must request one from the Main Office and provide a $20.00 cash refundable deposit. EMERGENCY CODES AND RESPONSES A full colour “Emergency Codes and Responses” chart is posted in every classroom. Emergency drills will be practiced throughout the year. In the event of a school emergency, students must follow the direction of the Administration. EQUITY AND INTERRACIAL HARMONY All members of the school community, no matter what gender, race, colour, ethnic origin or sexual orientation will have equal rights, privileges, programs, and activities. All students have the right to study, learn, and participate without experiencing intimidation, verbal abuse, or any kind of discrimination. All violations of this policy must be reported to the Administration and may be subject to discipline. E.Q.A.O. Mathematics (Grade 9): Students in grade 9 mathematics classes will complete this 2 day assessment as part of their grade 9 Mathematics program in January or June depending on the semester in which they have a scheduled mathematics class. Ontario Secondary School Literacy Test (Grade 10): All students must pass both the reading and writing component of the OSSLT as part of graduation requirements. Students who are not successful with have the opportunity to redo the test or complete the requirement through the Ontario Literacy Course. EXAMINATIONS
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Final examinations for all students in all subjects are held at the end of each semester in January and June. Students and parents are NOT to book vacations or appointments at this time. All students must write their examinations on the scheduled examination dates including in-class examinations. Any exceptions, i.e. for serious medical emergencies, must be approved by the Administration. All absences during examinations due to illness must have a medical certificate. A student who misses a formal examination, even when a doctor’s note is provided, may be required to take a make-up exam at a later date. A parent / guardian must contact the Main Office by 8:15 a.m. to report a student absence during examinations. Students are expected to know their course code, section and teacher’s name, and students are responsible for knowing the date, time, and location of their examinations. Students are expected to arrive on time and in full and proper uniform when writing their examinations. Students who arrive late will not be given extra time. Students must arrive in uniform to write exams. Students may leave school at the conclusion of their examination(s). Transportation is provided and scheduled accordingly during the examination period. Students and parents / guardians have the right to access the final examination once corrected. Examinations are stored for one year. Students and parent(s) / guardian(s) may review final examinations after they are written by making an appointment with the subject teacher. EXTORTION, ROBBERY AND THEFT Any form of stealing is illegal and strictly prohibited. Students who are involved in extortion (using force, threat or intimidation to obtain money or property) theft (stealing) or robbery (stealing by using or threatening to use force or violence) of any kind, will be immediately reported to the Administration and possibly to the Board and Police. FAILING COURSES A student who has failed a course can only repeat a course for a second time. Students may be directed to complete these courses at St. Elizabeth C.H.S. or through Adult and Continuing Education. FIELD TRIPS AND EXCURSIONS Field trips and excursions are valuable learning experiences and an important part of the school program. A user fee is usually assigned to subsidize the cost of student transportation. Students are responsible for all assignments and tests while they are absent from school and must complete the “Consent Form for Field Trips and Co-Curricular Activities” Form. Parental consent forms must accompany each and every trip or excursion. In all situations, school rules apply and safety is stressed. The uniform dress code will remain in effect unless other arrangements have been made with the Administration. Students who arrive to school without the proper uniform will not be permitted to participate in the trip and will not be reimbursed for any fees. All other school rules, policies, and procedures will also remain in effect. Only students who have demonstrated responsibility will be invited to take part on field trips.
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FIGHTING OR PHYSICAL ASSAULT Any physical altercation among students is not permitted. Students are expected to interact with peers, adults, and all members of the school community in a respectful manner and work to find ways to resolve disagreements in a non-violent manner. Students who exhibit inappropriate behaviour such as rough-housing (play fighting) will also be subject to discipline. FIRE DRILLS AND EVACUATION Staff and students must move quickly, quietly, and in an orderly fashion to the closest fire exit as indicated in each room. In the event this exit is unavailable, use the closest alternative exit. All windows and doors must be locked. Once outside, students and staff are to stand 30 meters away from the building in the assigned location and may not return inside until advised to do so. All fire routes are to be free for access by fire trucks. The fire alarm system must only be activated to report a fire. False alarms are illegal; those who cause a false alarm may be prosecuted. Designated staff and special needs students with physical disabilities or limited mobility will proceed to the designated safety areas and will be assisted by the Educational Assistants and teachers. FOOD AND NUTRITION The York Catholic District School Board is committed to healthy schools for our staff and students. As part of the commitment, we require that all foods and beverage sold in our schools meet the criteria of the Ontario Ministry of Education Food and Beverage Policy. (P/PM 150). Please take time to review and understand the requirements of the Ontario School Food and Beverage Policy (P/PM 150) at: http://www.edu.gov.on.ca/eng/teachers/healthyschools.html FORGERY AND FRAUD Forgery is using or signing a name without authority. Fraud is the falsification of identification or some other documentation. All false representation by act, word, conduct that is intended to deceive, false allegations, or concealment of what should have been disclosed, is considered fraudulent. Parents / guardians are required to sign and date all notes to the school. The Administration and or the school staff may contact parents / guardians to verify the authenticity or validity of a parent note. A student who is involved in forgery (signing a note or submitting a note to the school) may be subject to discipline. FREEDOM OF INFORMATION AND PROTECTION OF PRIVACY All forms that are used to collect personal information must comply with the requirements of the legal authority for the collection (i.e. the Education Act and/or the specific section of the Freedom of Information and Protection of Privacy Act). Parent(s) / guardian(s) who have any concern should ensure that the registration information indicates a specific request. Enquires should be directed to the Administration.
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FULL DISCLOSURE All Gr. 11-12 courses taken or attempted by students, including students who are identified as exceptional students, will be recorded on the Ontario Student Transcript (OST), with the percentage grades earned and credit granted. A student who withdraws from a Grade 11 or 12 course within five instructional days following the mid-semester report card will not have the course recorded on the OST. If a student withdraws after this time, a “W” is placed in the “Credit” column and the percentage grade at the time of the withdrawal is recorded in the “Percentage Grade” column. FUNDRAISING Any fundraising activity must have the prior approval of the Board and the Administration. GAMBLING Gambling is strictly prohibited on school property. Students may play cards only for their enjoyment during the lunch period. Gambling for money or other valuables will result in discipline. GUIDANCE AND CAREER EDUCATION The Guidance department offers a variety of programs and services to assist students, parents / guardians, and teachers with student academic and career planning as well as individual counseling of an educational, career, social, or personal nature. These programs and services are offered to assist students in making high school a positive experience and to prepare students for their post secondary destination. All matters are dealt with in an open, friendly, but confidential manner. We encourage you to discuss matters with the guidance counsellors. HARASSMENT-SEXUAL, RACIAL, ETHNO CULTURAL Harassment of any form involves the intent to incite bias or hatred against a person or group of people. It is not only not tolerated in the school, it is illegal and may considered criminal if the victim(s) feels tormented, troubled, or continually or chronically plagued. Making a frivolous / vexatious harassment complaint, one that is false, unreasonable, or malicious is also a serious matter and may also result in discipline. HEALTH CONCERNS, MEDICATIONS AND ANAPHYLAXIS Parent(s) / guardian(s) must inform the school of any health concerns, conditions, and allergies that may affect a student so that we may place them on the computer database of medical alerts. Students and parents should note that the school staff cannot administer any medication including aspirins and cough medicines. If a student must take medication during the school day, parents must inform the school in writing (S16 form) and the medication must be taken in the Main Office. Students who become ill during the school day must report to the Main Office. A staff member will contact a parent / guardian prior to granting permission to leave the school.
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Anaphylaxis is an extremely serious systemic allergic reaction that engages two or more of the body’s systems: the gastrointestinal tract, the respiratory tract, the skin, and the cardiovascular system. It may result in circulatory collapse, shock, and may sometimes be life-threatening or fatal. Parents / guardians with children who have this type of allergic reaction are required to indicate this on the school registration form, to ensure all school medical forms are up to date, and to provide the school with an extra epi-pen which will be stored in the Main Office. These students must also carry their epi-pens with them at all times. Because of the variety of allergens and the number of students in the school, the student and parents must determine whether to buy cafeteria foods or vending machine foods. Our school and school board cannot guarantee an allergen free environment. HOMEROOM Homeroom is held during first period and is the time when announcements and important school information is communicated. Students are expected to be on time for Homeroom class. HOMEWORK Academic success is directly related to serious planning and home study, especially if it is regular and systematic. Homework is the extension of learning and includes completion of reading and written assignments, on-going development, preparation of projects, papers, essays, review of notes, and preparation for tests and examinations. Homework completion is a valuable learning skill. The purpose of homework is to give students opportunities to complete work begun in class and to apply the skills and knowledge taught. When checking if the homework has been completed, teachers are evaluating learning skills and work habits and these should not be included in students’ marks or grades. Time spent on homework will vary for each student and according to the quantity and quality of the work. Recommended average homework time should range from 1 hours to 2 hours in duration daily. Students who are absent from school are responsible for missed work and are encouraged to contact a peer in class so that work can still be completed. If a student will be absent for a prolonged period of time or is on a suspension, a parent / guardian may make arrangements to bring or deliver homework to the school. Teachers will notify a parent / guardian if homework incompletion is persistent and / or if homework completion is being evaluated. INAPPROPRIATE PUBLIC DISPLAY OF AFFECTION Inappropriate student public displays of affection may result in disciplinary action, including suspension. INCENDIARY DEVICES Possession or threatening to use a device that may cause a fire (lighter, firecrackers, etc) may result in jeopardizing the safety of the entire school community. All such items are strictly prohibited and possession or use will result in disciplinary action and police involvement.
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LOCKS AND LOCKERS Lockers are school property on loan to students. Each student is assigned a specific locker for the year provided he / she takes responsible care of it and maintains it in an orderly fashion. Only a school issued combination lock may be placed on lockers. Locker use is permitted at appropriate times only (it is not permitted during class time nor during traveling time). The school has the right to search lockers if problems are suspected. Any graffiti or damage to the locker is the student’s responsibility. Offensive material cannot be displayed in lockers. Students will be held financially accountable for any damages incurred during the year. Due to an increase in student population and limited lockers, students may be required to share lockers. LOST AND FOUND All articles are to be returned to the Main Office. Lost articles may be claimed during lunch or at the beginning or end of the school day. The school is not responsible for lost items. It is strongly recommended that students do not bring valuable personal or electronic items to school. ONTARIO STUDENT TRANSCRIPT • Withdrawals from a course in Grade 9 and 10 are not recorded on the
Ontario Student Transcript (OST). Only successfully completed courses are recorded on the OST.
• All attempted courses at the Grades 11 & 12 level will be recorded on the transcript after five instructional days following the issue of the first formal reporting period in accordance with Ministry of Education policy.
PLAGIARISM AND CHEATING Plagiarism is the intellectual theft of ideas, work, words or information created by another person without proper acknowledgement of the original producer. It is taking credit for another person’s creation and presenting it as if it was your own in any essay, report, assignment, seminar, technological presentation, or other similar activity. You are plagiarizing if you copy or paraphrase information, ideas, or copyrighted material, whether it is an invention, a lyric or music, a picture, a graph, a chart, a research paper, information from a website, etc., without the full and proper acknowledgement of the legal creator. You are also plagiarizing if you submit the work of another person as your own or if the work you submit is the direct copying of another person’s re-write of your assignment as in the case of a parent, tutor or ghostwriter. A ghostwriter is someone “who does work for which another person takes the credit” (The Oxford English Dictionary, Second Edition, Volume VI, 494). Self-plagiarism is submitting the same assignment or partial assignment to teachers for assessment or evaluation in more than one course. Cyber-plagiarism is copying information from the Internet without proper acknowledgement of the original owner and submitting it as your own. You are cyber-plagiarizing if you cut and paste information from one or a series of websites without proper citations, if you rearrange the original content or word order without
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acknowledging the original author, or if you submit a translation of a foreign language paper as your own original thought and creation. Any form of plagiarism is a serious academic offence and is contrary to the vision of the learner in our Catholic schools as a self-directed, self-motivated, responsible life-long learner. Every student is expected to be an effective communicator who “reads, understands and uses written materials effectively, [and who] presents information and ideas clearly and honestly and with sensitivity to others” (Ontario Catholic School Graduate Expectations). A student is expected to be a collaborative contributor who “respects the rights, responsibilities and contributions of self and others” as well as a responsible citizen who “acts morally and legally…[and] accepts accountability for one’s own actions” (Ontario Catholic School Graduate Expectations). If a student has knowingly produced a plagiarized assignment, the teacher will not evaluate the work and may assign a grade of zero/or may assign a substitute assignment. Guidelines for missed assignments will apply.
5 Principles for Academic Integrity and Honesty for Students
(How to Avoid Plagiarism) 1. Ensure you prepare a detailed Works Cited or Works Consulted list in the proper
format for each research assignment. 2. Ensure direct quotations you copy from another source are in quotation marks
and properly cited. Remember: paraphrased ideas, facts, or information you borrow from another source must also be cited in the proper format.
3. Keep accurate notes of all your sources and follow a research process. Avoid procrastinating. Use time management skills to ensure you complete all research tasks in an ethical and timely manner.
4. Never copy or purchase another person’s work and submit it as your own. Avoid rearranging or replacing another person’s words and submitting other people’s ideas as your own by cutting and pasting from websites or using foreign language works in translation without proper acknowledgement.
5. Be creative, original, and confident about your own research. Obtain permission and approval of the teachers involved if you are submitting the same work more than once for evaluation or accreditation in more than one course. When you use other people to edit your work, be sure that the content, words, phrases, and voice remain your own.
PORNOGRAPHY Accessing or possessing pornography is strictly prohibited. Students who are investigating the topic of pornography for a course assignment must collaborate with the course teacher and or teacher librarian to ensure this is done in an ethical manner. POSTING OF FLYERS Students must obtain permission from an Administrator before posting advertisements. Flyers that do not have approval will automatically be removed. Unauthorized distribution or posting of community flyers or advertisements is not allowed.
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SAFE SCHOOLS It is important that all staff and students have a safe, caring and accepting school environment in order to maximize their learning potential and to ensure a positive school climate for all members of the school community. Our students are expected to respect themselves and the dignity of others, be it, peers or adults. As well, our students must demonstrate a positive appreciation of the learning environment and the learning tools that are given to them. The York Catholic District School Board supports the use of positive practices as well as consequences for inappropriate behaviour, including progressive discipline, which includes suspension and expulsion where necessary, to meet the goal of creating a safe, caring, and accepting school environment. The Board does not support discipline measures that are solely punitive. Schools are required to implement proactive positive practices and corrective supportive practices when necessary. In order to promote and support appropriate and positive student behaviours that contribute to creating and sustaining safe, comforting and accepting learning and teaching environments that encourage and support students to reach their full potential, the Board supports the use of positive practices for: (1) prevention, and (2) positive behaviour management. Progressive discipline is an approach that makes use of many programs, (interventions) supports, and consequences, building upon strategies that promote positive behaviours. Crime Stoppers is to be accessed to report any occurrences that may jeopardize the safety of the school. Students are encouraged to contact Crime Stoppers at (416) 222-TIPS or 1-800-222-TIPS. SAFETY IN THE HALLS AND STAIRWELLS In order to ensure the safe movement of students and staff in the hallways and stairwells before, during and immediately after school, it is imperative that students refrain from sitting on the floors in the hallways when at their lockers and sitting on the stairs in the stairwells. During lunches it is also not permissible, for health and safety reasons, to sit on the floor in the hallways or in the stairwells in order to chat or eat lunch. SCHOOL LIAISON OFFICER (YORK REGIONAL POLICE) As part of the York Regional Police Youth Strategy, School Liaison Officers are assigned to work with students and educational staff in the various secondary schools on various youth issues and school-community initiatives such as the Whole Schools Approach program. Officers will work with youth and schools to provide a balanced approach while working with the 3 cornerstones of the youth strategy: Prevention, Diversion / Intervention, and Enforcement. The role of the School Liaison Officer is primarily to interact with students in a positive manner and build strong relationships between police and students.
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SMOKING AND TOBACCO PRODUCTS Smoking either with a tobacco product or use of an electronic cigarette device is not permitted anywhere in school or on school property or at school events off school property and may result in disciplinary action and/or fines. STUDENT ACCIDENT INSURANCE The accident insurance covers the student while at school or during school related activities. This insurance is available for all students. Families are encouraged to avail themselves of this service in September. The family makes all claims directly to the insurance company. STUDENT ACTIVITY FEE Student Activity Fees are allowable under the new Ministry of Education Fee Guidelines. This fee is customary in YCDSB secondary schools and covers such things as yearbooks, student agenda books, student activities, athletics, retreats, etc. The costing of these services provided to students is based on full participation of the student body. The student activity is usually collected at the time of course selection for ease of tracking, though it is not related to registration or course selection. STUDENT EMPLOYMENT A student who has a part-time job must realize that his / her job should not be allowed to interfere with academic studies and responsibilities towards school. Educational research indicates that after 15 – 20 hours of work per week a student’s academic standing drops dramatically. STUDENT MESSAGES AND TELEPHONE ACCESS Parents / guardians needing to communicate an emergency message to a student must contact the Main Office. Do not place telephone calls directly to students during class times. All emergency calls to parents / guardians must be placed in the Main Office with approval by an Administrator. STUDENT-PARENT-TEACHER CONFERENCES Formal school-wide conferences will be established once per term. Parents and teachers are encouraged to communicate and share information on a regular basis (both concerns and commendations.) Focus of these interviews is to provide feedback that is specific, relevant, based on direct observation or assessment and evaluation of academic expectations. STUDENT SUPPORT SERVICES Teachers and Administration may make referrals to any of the following student support services when needed with parental consent. Students or parents / guardians may also request the following supports: Attendance Counseling Services includes: meeting with students and parents to
plan attendance strategies; recommendations for alternative education programs; upholding legal accountability for parents and students to ensure students attend school and are on time.
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Student Support Councelor Services includes: behavior management; crisis and other intervention strategies: conflict resolution; recommendations and strategies for program modifications; liaison with community agencies; participation in Student Services, case conferences, parent meetings or other meetings as required.
Extra Help Labs Services includes: subject specific after school help labs to assist students who have specific and directed questions or needs related to curriculum and assignments.
Chaplaincy and Guidance Services includes: short-term supportive counselling on a variety of personal issues as well as educational planning needs.
Psychological Services includes: short-term supportive counselling; crisis and other intervention strategies: psychological, academic and social-emotional assessment; recommendations, strategies, and in-services for program modifications; liaison with community agencies; participation in Student Services, case conferences, parent meetings or other meetings as required.
Settlement Worker service includes: transition to Canada planning newcomer support, translation services.
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Outside Agency Supports Addiction Services for York Region 1-800-263-2288 Bereavement (Hospice Vaughan) 905-850-6266 Caritas Drug Recovery Centre 416-748-9988 Catholic Community Services of York Region Therapy, Immigrant Service 905-770-7040 Settlement Workers 905-731-8281 Children’s Aid Society 905-895-2318 COSTI (7800 Jane/Hwy #7) 905-669-5627 Crime Stoppers 1-800-222-8477 Crisis Line (Suicide/Depression) 905-310-2673 Family and Youth Therapist 905-832-3838 Health Connection 1-800-361-5653 Kids Help Phone 1-800-668-6868 Lesbian, Gay and Bisexual Youth 905-940-1333 Parents Help Line 1-888-603-9100 Pregnancy Support 905-853-5514 Sexual Assault Unit Police 905-895-1221 Sexual Assault Help Line 1-800-263-6734 Sexual Health Info 1-800-461-2135 Shaw Clinic (Mental Health) 905-832-1406 Social Assistance 905-850-3595 Ontario Works 905-895-3223 Substance Abuse Program 905-853-3040 Police – York Region 905-881-1221 Youth Shelter – Males – Newmarket 905-830-0121 Youth Shelter – Females – Newmarket 905-727-1944 STUDY HALL Grade 12 students who have attained a minimum of 24 credits are eligible for one Study Hall (Spare) if they have successfully completed 24 credits by the beginning of the school year and / or two Study halls if they have successful completed 27 credits by the beginning of the second semester. Students are expected to attend all scheduled classes and school activities (such as assemblies and liturgies) and to be at school in full and proper uniform throughout the instructional day. Failure to be in school during scheduled classes will be considered skipping. Students with a period 1 Study Hall may arrive at school for period 2 classes and must sign in with the Attendance Secretary. SWEARING AND SWEARING AT A PERSON OF AUTHORITY Using profane or improper language is inappropriate. Members of the school community are expected to speak respectfully to each other.
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TESTING • Testing/assessments should occur regularly throughout the semester. • Students should be informed a minimum of five days in advance of major tests and
write no more than two major tests per day. • Students who miss major tests due to illness or legitimate reasons (bereavement,
court date) may be given a make-up test at a time established between the student and teacher.
• Make-up tests, alternate assignments or an omit will be assigned as per department policy.
• Students participating in a school-related activity are not considered absent from school or from a test. They may be given a make-up test at a time set by the teacher. This privilege is available to only those students whose absences can be justified.
• Students who are absent from a major test or evaluation must provide a parental note to justify an absence in order for a make-up test to be arranged.
TEXTBOOKS AND OTHER SCHOOL RESOURCES Students are responsible for all textbooks or other school resources on loan to them. Assigned textbooks are loaned to students for each course and it is the student’s responsibility to ensure each subject teacher receives the assigned textbooks at the end of each semester and all other school resources are returned on time. THEFT AND DAMAGE REPLACEMENT Staff members are asked to immediately report any theft of damage to an Administrator. TRANSFERS / WITHDRAWALS Students who transfer from St. Elizabeth C.H.S. or who are withdrawing / retiring from school must contact the Guidance Department. Students are required to complete appropriate documents, return textbooks, and fulfill all obligations. TRAVEL POLICY Participants in co-curricular activities are required to travel to and from school-sponsored activities under adult supervision provided by the school. UNIFORMS The school uniform has been supported by parents / guardians, students and staff as a means of creating a distinct school identity. Students who enroll at St. Elizabeth C.H.S. do so with a full awareness of the uniform expectation and agree to abide by the uniform dress code. Students are expected to be in full and proper uniform at all times throughout the instructional day (8:17am to 2:22 pm) including the lunch periods and if attending school programs before or after school (ie. LIC, detention, Help Lab etc.) Students with a Study Hall or in the Co-operative Education Program must also be in full and proper uniform throughout the instructional day. Students are also required to be in full and proper uniform during school field trips unless arrangements have been previously made with Administration.
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Uniform: Acceptable Footwear: Black dress or black soft top shoes with black shoe laces (white underside and/or
side white banding permitted). Black DGN Kilter’s pants with school initials on pants, zippered and worn at the
waist are required by all Grades. A long or short-sleeved golf shirt must be worn. No hoodies, track pants, yoga pants or jeans are permitted including St. Elizabeth
spiritwear. It is an expectation that as members of the St. Elizabeth Catholic High School
community all students must comply with the school uniform policy. If a t-shirt is worn under a golf shirt, it must be white only. The sleeves of the t-shirt
must be completely covered by the uniform top and it must be tucked in. A fleece full zip mock neck or pullover must be worn with a golf shirt underneath. Blouses, shirts, coloured t-shirts, kilts, scarves, hats, caps, headbands, bandanas
or any other type of decorative headwear, shorts and ties are strictly forbidden and cannot be worn inside the school for both males and females.
The approved gym uniform is required for all physical education classes, but must not be worn as uniform in any other classes.
Note carefully: Any design modification of uniform items will render such items non-conforming
and students and parents / guardians are responsible for the repair or replacement of uniform items;
Parents / guardians are advised to purchase duplicate pieces of uniform items to ensure that students come to school in full uniform each and every day;
During “Civies Day” clothing that is too revealing and /or contains obscene/rude slogans will be deemed to be, and treated as, improper uniform
items for discipline purposes. While we hope that any disagreements about clothing can be settled amicably, in
the case of a dispute, the decision regarding acceptable garments rests with the administration.
Modesty in dress is the governing principle. UNSUPERVISED ACTIVITIES • Students may NOT use the exercise room, cafeteria stage, theatre, drama rooms,
visual art rooms, instrumental and vocal rooms, gymnasium, resource centre, or any other area of the school WITHOUT staff supervision BEFORE, DURING OR AFTER school hours.
• Students must leave the school at the end of the school day unless involved in a supervised activity.
VANDALISM Vandalism, including defacing or destroying property, is a serious and possibly criminal offence. All school property, including items that are on loan to students (lockers,
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textbooks, etc.) must not be damaged. Vandals may be prosecuted and may be required to pay restitution for damages or replacement. VIDEO PRODUCTIONS Any videos, films, pictures, or any other material produced for the school will remain the property of St. Elizabeth C.H.S and no student, staff, or member of the public may be videotaped, audio taped, or photographically reproduced prior to obtaining written consent and Administration’s approval. VISITORS All visitors are required to report to the Main Office and to receive a Hall Pass. Visitors may be asked to present identification and sign the visitor’s register to comply with the Trespass To Property Act of Ontario and Board Policy. Parents /guardians are asked to make an appointment with teachers or Administration prior to arrival. Other visitors are not permitted on school property and non compliance with this policy may result in a trespassing charge. Visitors are asked to park in designated visitor parking spaces. WEAPONS Possession, trafficking, using, or threatening to use a weapon or a replica or imitation weapon is strictly prohibited. WEAPONS involvement will result in disciplinary action and police involvement.
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The Inquiry and Research Process Stage 1: Exploring When exploring, I am.... 1. Initiating inquiry 2. Choosing the topic 3. Developing questions
Stage 2: Investigating When investigating, I am... 1. Designing the plan 2. Selecting information 3. Formulating the focus
Stage 3: Processing When processing, I am... 1. Analyzing information 2. Evaluating ideas 3. Organizing & synthesizing
findings
Stage 4: Creating When creating, I am...
1. Making & presenting product 2. Assessing product & process 3. Extending & transferring learning
Taken from the OSLA document 'Together for Learning' ©2010
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Online Databases
For a range of quality online resources that are reliable, credible, created by experts and available 24/7 from school or home, access the online databases provided by
the YCDSB.
1. Visit the school library’s website:
2. Click on the Database link 3. Username: second Password: ycdsb
Career Cruising offers Career Matchmaker, Explore Careers, Explore Education & Training, and Resources for Career Advisors and Teachers
Opposing Viewpoints Resource Center covers social issues and offers arguments on both sides of an issue.
EBSCO Host includes databases for research, auto repair, and Canadian issues.
Statistics Canada's E-STAT offers statistics about Canada and its ever-changing people.
Cengage Learning includes subject specialized databases and e-books from Gale publishing.
Teen Health & Wellness offers teens resources on all aspects of healthy bodies, healthy relationships, and emotional and mental wellness.
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Evaluating Web Sites When accessing information on the Internet, it is necessary to determine the quality and reliability of the resources found. Being able to critically evaluate a web site is an important skill. A very useful table explaining criteria for website evaluation was created by Jim Kapoun, reference and instruction librarian at Southwest State University, and published in College and Research Libraries News. (July/August, 1998): 522-523.
Five Criteria for Evaluating Web Pages Evaluation of Web Documents How to Interpret the Basics
1. Accuracy of Web Documents • Who wrote the page and can you contact
him or her? • What is the purpose of the document and
why was it produced? • Is this person qualified to write this
document?
Accuracy Make sure the author provides e-mail or a contact
address/phone number. Know the difference between author and Webmaster.
2. Authority of Web Documents • Who published the document and is it
separate from the “Webmaster”? • Check the domain of the document; what
institution publishes this document?
Authority • What credentials are listed for the author(s)? • Where is the document published? Check the URL
domain.
3. Objectivity of Web Documents • What goals/objectives does this page
meet? • How detailed is the information? • What opinions, if any, are expressed by
the author?
Objectivity Determine if page is a mask for advertising; if so,
information might be biased. View any Web page as you would an “infomercial” on
television. Ask yourself why was this written and for whom?
4. Currency of Web Documents • When was it produced? • When was it updated? • How up-to-date are the links (if any)?
Currency • How many dead links are on the page? • Are the links current or updated regularly? • Is the information on the page outdated?
5. Coverage of the Web Documents • Are the links (if any) evaluated and do
they complement the document’s theme?
• Is it all images, or a balance of text and images?
• Is the information presented cited correctly?
Coverage • If the web page requires special software to view the
information, how much are you missing if you don’t have the software?
• Is it free, or is there a fee, to obtain the information? • Is there an option for text only, or frames, or a
suggested browser for better viewing?
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Essay Example – MLA Style
1” Josephson 1
Laura N. Josephson
Professor Bennett
Humanities 2710
8 May 2009
Ellington’s Adventures in Music and Geography
In studying the influence of Latin American, African,
and Asian music on modern American composers, music
historians tend to discuss such figures as Aaron Copland,
George Gershwin, Henry Cowell, Alan Hovhaness, and John
Cage (Brindle; Griffiths 104-39; Hitchcock 173-98). They
usually overlook Duke Ellington, whom Gunther Schuller
rightly calls “one of America’s great composers” (318),
probably because they are familiar only with Ellington’s
popular pieces, like “Sophisticated Lady, “ ”Mood Indigo,”
and “Solitude.” Still little known are the many ambitious
orchestral suites Ellington composed, several of which, such
as Black, Brown, and Beige (originally entitled The African
Suite), The Liberian Suite, The Far East Suite, The Latin
American Suite, and Afro-Eurasian Eclipse, explore his
impressions of the people, places, and music of other
countries.
Not all music critics, however, have ignored Ellington’s excursions into
longer musical forms. In the 1950's, for example, while Ellington was still
alive, Raymond Horricks compared him with Ravel, Delius, and Debussy:
The continually inquiring mind of Ellington [...] has sought to extend
steadily the imaginative boundaries of the musical form on which it
subsists. [...] Ellington since the mid-1930s has been engaged upon
1”
Indent .5”
Block Indent
Double-space
Header: last name, page
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Embedded Citations: Citing Correctly MLA Style Direct quotations, or indirect references to a text, are often useful in proving your point; use them selectively. To correctly include a direct quotation or paraphrased sentence, use the following steps: • Place the embedded citation (parenthetical reference) as near as possible to the
material it documents.
• At the end of the quotation or idea, write the author's name (if no author, use title of the work) and the page number of the source in parentheses. examples: (Booth 226) (“Global Warming” 42) (Steroids 57)
• If two authors have the same last name then you must use the first initial. example: (L. Booth 226) (Q. Booth 13)
• If the work has more than three authors, give the first author's last name followed by et al. example: (Chong et al. 10)
• If you are quoting from two or more works written by the same author, put the author's last name, and add the title of the work and the relevant page reference. example: (Bell, Crabbe 24) (Bell, Forbidden City 128)
• For online sources, use the author’s last name (if no author, use title of work) examples: (Hynes) (“Dieppe Raid”)
• When citing directly from classic plays and poems omit page numbers and cite by act, scene, book, or part and by line. Use periods to separate the various numbers. examples: (IV.iii.44-47) OR (Hamlet 4.3.44-47)
• When a quotation is four lines or less, place it in quotation marks and include it in the body of the essay.
• If the quotation is longer than four lines, separate it from the rest of the essay, by beginning a new line, indenting 10 spaces from the left margin and typing it double-spaced. Do not use quotation marks. A colon (:) usually introduces a long quotation.
Examples of Embedded Citations (Parenthetical References) The Renaissance was “a time of great advancement in the Sciences and Arts” (Cooper 16). Many painting and architectural techniques can be traced back to this time … Leonardo da Vinci is well known as an artist, however, many people may not realize that he also was responsible for many important inventions (Galbraith 18).
OR
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MLA Guidelines for Works Cited
All papers written for submission to teachers will have a Works Cited page, which lists all resources quoted, paraphrased, and referred to for major ideas. Credit all sources and record necessary information for possible inclusion in a list of works cited. • use a separate piece of paper, placed at the end of your essay/report • the title of the page should be “Works Cited” and it should be centred, not underlined, same font, same size • start the first line at the margin and indent subsequent lines of the entry 1 tab or 5 spaces (This is called a hanging indent.) • use an acceptable font (e.g. 12 pt., Arial or Times New Roman) • leave one or two spaces after each punctuation mark • double-space throughout • place in alphabetical order by first word in entry (exclude “the” “a” “an”) • do not number your citations • do not divide into categories (print, electronic, etc… are all in one alphabetical list) • use the most recent date of publication • all months except May, June and July are abbreviated • italicize all titles of books and names of web sites • include the medium in all entries.
Note: for APA Guidelines, refer to your school library website.
Josephson 8
Works Cited
Akufo, Dautey. Personal Interview. 11 Aug. 2008
Day, Trevor. “Global warming and the taiga”. Taiga. Chelsea House Publishers.
Print.
“Getting Warmer.” U.S. News and World Report. 13 Jan. 2003:2. EBSCO.
Web. 3 Sept. 2006.
Italy. Map. Syrena Maps. Syrena, 2 Feb.. 2001. Web. 17 Mar. 2009
Kelowna. Planning and Development Services Dept. Kelowna Population Statistics. City of Kelowna, n.d. Web. 16 July 2009.
Murphy, Beth. “Keeping Data Centres Cool.” Project: Report.Youtube, 7 Sept.
2008. Web. 19 Sep. 2008.
Patterson, Chris. “Will Government Guidelines Improve Global Warming?” Host Michael Quinn Sullivan. Texas PolicyCast. Texas Public Policy Foundation, 13 Apr. 2010. MP3 file. 27 Apr. 2010
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PRINT SOURCES
Book by a single author (5.5.2)
Author. Title of the book. Place of publication: Publishing
company, Year of publication. Print.
Examples:
Ibsen, Henrik. A Doll’s House. New York: Dover Publications
Inc., 1992. Print.
Embedded citation: (Ibsen 27)
Shakespeare, W. The Tragedy of Macbeth. Toronto: Signet
Classic, 1998. Print.
Embedded citation: (V.i.42) or (Macbeth 5.1.42)
Book by two or more authors (5.5.4)
Authors {Give them in the order as on the title page. Reverse
only the name of the first author, add a comma and give
the other name(s) in normal form}. Title of the book.
Place of publication: Publishing company, Year of
publication. Print.
Example:
Singer, S. Fred, and Dennis T. Avery. Unstoppable Global
Warming: Every 1500 years. Landham, MD:Rowman &
Littlefield Publishers, 2008. Print.
Embedded citations: (Singer and Avery 210)
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Book – editor in place of an author
Note: For citations that do not have author(s), and are edited indicate the editor as the main entry followed by ed.
Editor, ed. Title of the book. Place of publication: Publishing company, Year of
publication. Print.
Example:
Hudak, Heather C., ed. Citizenship and Government in Canada. Calgary: Weigl
Educational Publishers, 2009. Print.
Embedded citation: (Hudak 28) Book – by corporate author (5.5.5) Association. Title of the book. Place of publication: Publishing company, Year of
publication. Print.
Example:
The Boston Women’s Health Collective. Our Bodies, Ourselves for the New Century: A
Book By and For Women. New York: Simon & Schuster, 1998. Print.
Embedded citation: (Boston Women’s Health Collective 31) A multivolume work (5.5.14) Author. “Title of the Article.” Title of the book. Ed. Name of the editor. Volume #.
Place of publication: Publishing company, Year of publication. Page #s. Print.
Examples:
Gano, Geneva M. “Narrative Poetry.” Ed. Jeffrey Gray. The Greenwood Encyclopedia of
American poets and Poetry. Vol. 4. Connecticut: Greenwood Press, 2006. 1111-
1113. Print.
Note: In the case of a work which has been published before and is now published within a reference collection, cite the complete data for the earlier publication and then add Rpt. and then the new publication details.
Lewis, Stuart. “Myth and Ritual in the Short Fiction of Bruce Jay
Friedman.” Studies in Short Fiction. Fall (1973): Rpt. in
Contemporary Literary Criticism. Ed. Carolyn Riley. Vol.
3. Detroit, MI: Gale Research Inc., 1975. 172-74. Print.
Embedded citations: (Gano 1112) (Lewis 172-74)
77
Article in a magazine (5.4.6)
Author. “Title of the Article.” Title of the magazine (Date):
pages. Print.
Example:
Friscolanti, Michael, et. al. “Tracing the Outbreak that Shook the
World.” Maclean’s 11 May, 2009: 46-51. Print.
Embedded citation: (Friscolanti 49) Article in a newspaper (5.4.5) Author’s name. “Title of the Article.” Title of the newspaper.
Date, edition: section or pages. Print.
Example:
Tyler, Tracey. “Case Carries Huge Legal Implications.” Toronto
Star 19 May 2009: A10. Print.
Embedded citation: (Tyler, A10) Article in a scholarly journal (5.4.2) Author. “Title of the Article.” Title of the journal. Volume.
Issue (Date of issue): pages. Print.
Example:
Bibow, Jörg. “Insuring Against Private Capital Flows: Is it Worth
the Premium?” International Journal of Political Economy
37(4) (2008): 5-30. Print.
Embedded citation: (Bibow 7)
78
Article in a reference book (5.5.7)
Note: When citing familiar reference books, especially those that often appear in new editions, do not give full publication information. For such works, list only the edition (if stated) and the year of publication.
“Title of the article/dictionary entry.” Title of book. Edition
statement. Publication date. Print.
“United Nations Votes to Punish South Africa for Apartheid.”
Human Rights Violations. Ed. Charles F. Bahmueller. Vol.
2. New Jersey: Salem Press, 2003. Print.
Embedded citation: (United Nations Votes…463) Work in an Anthology or a compilation (5.5.6) Author. “Title of the Article or Work.” Title of Anthology or
Collection. Ed. Name of editor. Place of publication:
Publishing company, Year of publication. Pages. Print.
Example:
More, Hannah. “The Black Slave Trade: A Poem.” British Women
Poets of the Romantic Era. Ed. Paula R. Feldman. Baltimore:
John Hopkins UP, 1997. 472-82. Print.
Embedded citation: (More 472)
Bible Example:
Good News Bible. Today’s English Version. 2nd ed. New York:
Catholic Bible Press, 1993. Print.
Embedded citation: (Good News Bible, Isaiah. 2. 1-3)
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Pamphlet (5.5.19) Treat a pamphlet as you would a book. Poem (see 5.5.6 Anthologies) Poet. “Title of Poem.” Title of Anthology or Collection. Ed.
Name of editor. Place of publication: Publishing
company, Year of publication. Pages. Print.
Example:
Wordsworth, William. “The Oak and the Broom.” Selected Poetry
of William Wordsworth. Ed. Mark Van Doren. New York:
Modern Library, 2001. 431-434. Print.
Embedded citation: (Wordsworth 432)
WEB SOURCES
MLA 7th edition acknowledges the limitations and lack of usefulness in providing URLs as they often change, thus have not included this element. Include URLs as supplementary information or when an instructor requires you to do so.
Work from an Online subscription database (5.6.4) Author. “Title of article.” Source Publication information.
Name of database. Web. Date of access.
Example: EbscoHost
Renneboog, Richard. "Substance Abuse & Youth: An Overview."
Canadian Points of View: Substance Abuse & Youth (Jan.
2008): 1. Canadian Points of View Reference Centre. Web. 5
May 2009.
80
Example: Knowledge Ontario
Allen, John L., Jr. "Green Teachings, Initiatives Take Hold
Among Catholics Worldwide." National Catholic Reporter
44.25 (August 8, 2008): 5-7. Student Edition. Web. 5 May
2009.
Example: Opposing Viewpoints
Elliott, Gail Pursell. "School Mobbing and Emotional Abuse."
Contemporary Issues Companion: School Violence. Ed. Kate
Burns. San Diego: Greenhaven Press, (2005). Opposing
Viewpoints Resource Center. Web. 5 May 2009.
Example: Grolier Online
Pazhwak, Abdur-Rahman. "Afghanistan." Lands and Peoples.
(2009). Grolier Online. Web. 4 May 2009.
Embedded citation: (Renneboog) (Allen) (Eliot) (Pazhwak) A Periodical Publication in an Online
Database (5.6.4) Author. “Title of Article.” Name of newspaper, magazine or
journal. Volume or issue #. Date of publication. Web.
Date of access.
Bernstein, Alan. "We're in a Global Race with No Finish Line".
Commentary. Globe & Mail. (23 May 2007): A21. Student
Resource Centre Canadian Edition. Web. 4 May 2009.
Embedded citation: (Bernstein)
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Digital File (5.7.18)
Note: Digital file formats can include PDF, Microsoft Word, JPEG, MP3, XML, etc. If the file type is unknown, use “digital file’ as the indicator. Use the appropriate format entry for the file and place file format indicator in place of the medium. For example refer back to Article in a journal (5.7.1) for proper format of a digital file of a journal article. Add file type at the end of the entry.
Author. “Title of the Article.” Title of the Journal or site Volume.
Issue (Date of issue): pages. Access. File Type.
Examples:
The International Bank for Reconstruction and Development, The World
Bank. “Conditional Cash Transfers: Reducing present and future
poverty.” The World Bank, 2009. PDF file.
<http://web.worldbank.org/WEBSITE/EXTERNAL/EXTDEC/EXTRESEA
RCH/EXTPRRS/EXTCCT/0,contentMDK:22064167~pagePK:64168427
~piPK:64168435~theSitePK:5757745~isCURL:Y,00.html
Note: Provision of a URL for a digital file that is downloadable is optional as is any web source.
Embedded citation: (World Bank)
Letter, Memo or E-Mail (5.7.13) Writer (last name, first name). Description of message that
includes the recipient. Date of the document. Medium of
delivery.
Example:
Davis, Paul. “Re: University application.” Message to Laura Griffin. 7
May, 2009. E-mail.
82
Online Poem (5.6.2b)
Note: If print publication information is available, refer to 5.6.2c (A Work on the Web Cited with Print Publication Data). If print publication information is not available, use format outlined in 5.6.2.b (A Work Cited Only on the Web).
Poet. Title of Poem. Title of Overall Web Site. Web. Date
of Access. <URL>.
Example:
Wordsworth, William. The Oak and the Broom. Poemhunter.com.
Web. 14 May, 2009. <http://www.poemhunter.com/
poem/oak-and-the-broom-the-a-pastoral-poem/>.
Embedded citation: (Wordsworth) Web Sites (5.6.2. b, c, & d)
Non-Periodical web publications are categorized into work that is published only on the web (home pages, web sites of organizations) and that which is ‘republished’ on the web originating from print (poetry, dissertations, chapters of books), or non-print works (photographs, streamed video, photos of art work).
For works that can be downloaded in its entirety, cite as a digitial file 5.7.18.
Work Cited Only on the Web 5.6.2.b Name (author, compiler, director, editor, narrator, performer,
translator). Title of work. Title of Overall Web site (if
different from Title of Work). Edition Statement.
Publisher/sponsor. Date of Publication. Web. Date of
Access.
83
Examples:
Lessig, Lawrence. “Free Debates: More Republicans Call on
RNC.” Lessig 2.0. N.p. 4 May 2007. Web.15 May 2008.
Liu, Alan, ed. Home page. Voice of the Shuttle. Dept. of English, U
of California, Santa Barbara, n.d. Web. 15 May 2008.
“Maplewood, New Jersey.” Map. Google Maps. Google, 15 May
2008. Web.15 May 2008.
“Verb Tenses.” Chart. The OWL at Purdue. Purdue U Online
Writing Lab, 2001. Web. 15 May 2008.
Work on the Web Cited with Print Publication Data (5.6.2.c) (Use appropriate format to cite original print data). Title of Web
site. Web. Date of Access.
Example:
Child, L. Maria, ed. The Freedmen’s Book. Boston, 1866. Google
Book Search. Web. 15 May 2008. Work on the Web Cited with Publication Data for Another Medium besides Print (5.6.2.d) (Use appropriate format to cite original medium). Title of Web site.
Web. Date of Access. Examples:
Currin, John. Blond Angel. 2001. Indianapolis Museum of Art. IMA: It’s My Art. Web. 9
May 2007.
The Great Train Robbery. Dir. Edward Porter. Thomas Edison, 1903. Internet Archive.
Web. 5 June 2008.
Lavin Agency. “Margaret Atwood Lecture.” Online Posting. 22 Dec. 2006. YouTube. 22
Jan. 2007 <http://www.youtube. com/watch?v=Dbrp1tGYsak>.
84
NON-PRINT SOURCES
Film or Video Recording (5.7.3)
Note: You may include other data that seem pertinent – such as the names of the writer, performers, and producer – between the title and the distributor.
Title. Director. Distributor, Year of release. Medium
consulted {film, DVD, videocassette, laser disc, slide
program or filmstrip}.
Examples:
The Lord of the Rings. Dir. Peter Jackson. Perf. Elijah Wood, Ian
McKellen. New Line Cinema, 2001. DVD.
Embedded citations: (Lord of the Rings) Broadcast on television or radio (5.7.1) “Title of segment/ episode.” Title of program/series. Name of
the network. Call letters and city/local station. Broadcast
date. Medium of reception.
Example:
“Interview with Mike Wallace.” 60 Minutes. CBS. 18 Oct. 2001.
Television.
Embedded citation: (Interview with Mike…) CBC News in Review Video Clips Example:
“Urban Garbage: landfill or recycle?” CBC News in Review. CBC. Dec. 2000. DVD.
Embedded citation: (Urban Garbage)
85
Interview (5.7.7) Name of person interviewed (last name, first name). “Title of
broadcasted or published interview.” or Personal
Interview. Interviewer’s name, if pertinent. Date of
interview or publication date. Medium of publication.
Examples:Chuvalo, George. Personal interview. 23 Nov. 2007.
Wiesel, Elie. Interview by Ted Koppel. Nightline. ABC. WABC,
New York. 18 Apr. 2002. Television.
Embedded citation: (Chuvalo) (Wiesel)
A Work of Visual Art (5.7.6) Painting, Sculpture or Photograph Artist’s name (last name, first name). Title of work. Date of
composition. Medium of composition. Institution that
houses the work. Name of the collection. City.
Example:
Evans, Walker. Penny Picture Display. 1936. Photograph.
Museum of Mod. Art, New York.
Embedded citation: (Evans) Sound Recording (5.7.2) Composer, conductor, performer. Title of recording. Artists.
Manufacturer, date. Medium.
Example: Nickelback. “Photograph.” All the Right Reasons. EMI
Music Canada, 2005. CD. Embedded citation: (Nickelback) Remember … when in doubt, cite!
86
St. Elizabeth CHS Library Information Centre
The St. Elizabeth CHS Library Information Centre is the hub of the school’s information access and sharing network and is keeping pace with the ever-changing world of technology. It is an area that promotes the appropriate atmosphere for individual study, student research and reading. The Library offers access to technology and resources, subject specific online databases and supports classroom curriculum.
Hours:
Mon. to Fri..: 8:00 a.m – 3:30 p.m.
Staff:
Mrs. T. Romeo, Teacher-Librarian Mrs. E. Bodrogi, Library Technician
Circulation:
Loan period: - 3 weeks for books – maximum of
8 books - overnight for Videos, DVDs,
Software
We will hold books for one day. Students must have a student card in order borrow library materials
Costs:
Printing/Photocopies 10¢ Colour printing $.25-$1.00 Transparencies 50¢ Spiral binding $1.00 Overdue items Books .25¢/item/day Videos/DVD’s $1.00/item/day
Facilities and Resources:
Books & Magazines Videos & DVDs CBC News In Review Daily Digital Newspaper Reference Resources Online Subscription Databases 32 Desktop Computers,
ChromeBooks, iPads, Laptops MAC adaptors Scanner Laptop/LCD projector units
Portable Speakers
What is Information Literacy? “Information Literacy is the ability to access, select, gather, critically evaluate, and communicate information in all disciplines, and to use the information obtained to solve problems, make decisions, develop knowledge, and create new ideas and personal meaning.” (Interdisciplinary Studies, Ontario Ministry of Education, 2002). Information Literacy should be developed, implemented, and assessed collaboratively between the teacher and teacher-librarian.
87
Library Information Centre Website <http://seh.ycdsb.ca> Select Library from the school’s homepage
navigation sidebar or header.
Many useful resources are available on our library website: Access to Online Resources Recommended Reads Recommended Web Links Resource Pathfinders
Research Support Works Cited Information Note-making Sheets Class Instruction Content
