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DAILY SCHEDULES

Regular Schedule Period 1

8:45 a.m. – 10:06 a.m.

Period 2

10:10 a.m. – 11:26 a.m.

Period 3a – Gr. 10 & 12 in class - Gr. 9 & 11 Lunch

11:26 a.m. – 12:06 p.m.

Period 3 – All grades in class

12:10 p.m. – 12:46 p.m.

Period 3b – Gr. 9 & 11 in class - Gr. 10 & 12 Lunch

12:46 p.m. – 1:26 p.m.

Period 4

1:30 p.m. – 2:46 p.m.

NOTE:PERIODS 3 & 4 WILL REVERSE ON DAYS 1 & 2

PLC/Mass Schedule PLC or Mass

8:45 a.m. – 10:25 a.m.

Period 1

10:30 a.m. – 11:22 a.m.

Period 2

11:27 a.m. – 12:19 p.m.

Period 3a – Gr. 10 & 12 in class - Gr. 9 & 11 Lunch

12:24 p.m. – 1:04 p.m.

Period 3b – Gr. 9 & 11 in class - Gr. 10 & 12 Lunch

1:09 p.m. – 1:49 p.m.

Period 4

1:54 p.m. – 2:46 p.m.

CAFETERIA HOURS OF OPERATION

7:00 a.m. – 8:30 a.m. 11:10 a.m. – 12:05 a.m. 12:45 a.m. – 1:20 p.m.

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TABLE OF CONTENTS 1) Senator O’Connor Mission and Vision Statement ....... 3 2) Religious Accommodation .......................................... 4 3) Trustees ....................................................................... 5 4) Ontario Schools Code of Conduct ............................... 5 5) Threats to School Safety ............................................. 12 6) Senator O’Connor Student Expectations ..................... 14 7) Uniform Policy ............................................................ 18 8) General Information .................................................... 19 9) Student Services .......................................................... 21 10) School Activities ......................................................... 26 11) Tobacco Control Act ................................................... 29 12) Plagiarism Policy ........................................................ 30 13) Referencing Style Guide ............................................. 30 14) Calendar ...................................................................... 38 ADMINISTRATION Principal: .................................................................... Mrs. Susan Baker Vice Principals: ...................... Ms. Bernice Peacock /Mr. Franc Rubino Student Services: Mr. Frank Hickey ..................................................................... Department Head Ms. Angie Pagliaro (Sem. 1) Ms. Megan Coleman (Sem. 2) ............. Counsellor Mrs. Diane McCarvell ........................................................................ Counsellor Ms. Jayne Pinto ......................................................................................Secretary Ms. Nadia Bozzo .......................................................................... Social Worker Caretaking: Mr. Rocco Racioppo .................................................................... Head Caretaker Mr. Steve Crosby ........................................................................ Caretaker (Day) Office Staff: Ms. Carole Neira .......................................................................... Head Secretary Ms. Patricia Chen................................................................ Attendance Secretary Mrs. Darlene Harlow .............................................................................Secretary Ms. Lydia Pinto ................................................................................ Clerk Typist Student Council: President ......................................................................................... Angie Nakpil Vice-President ................................................................................. Joel Persaud Treasurer .......................................................................................... Marcus Kerr Secretary/Executive Assistant .................................................. Jessica Sacitharan Publicity Rep .............................................................................. Tiana DeNicola Sports Rep.............................................................................. Keenan Dougherty Grade 10 Reps ................................................. Brian Dicdican/Marivic Victolero Grade 11 Rep ................................................................................... Joel Persaud Senior Rep ................................................................................... Tasha Noronha

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WHO WE ARE

Senator O'Connor College School is a Catholic learning community.

W e are a community . In the noise and confusion of a busy modern city where

it is easy to get lost in the crowd, we create a point of individuality in the

community. In the classroom, in the Caf., in the corridors, in the gym, we are people

who talk to each other, who encourage each other, who challenge each other, and

who, in moments of pain, can simply be there for each other. If there is someone in

our midst who cannot be drawn into this vibrant human exchange, we feel a sense of

pain and loss.

W e are a learning community . Community has many faces, and serves

many purposes. A school must be, first and last, a place of learning. We learn about

the world, we learn about ourselves. We learn facts, skills, attitudes. We learn to

evaluate, to question, to analyze, to critique, to read the signs of the times. Above

all, we learn to value the interdependence that is the human condition, and the co-

operation that enriches life.

W e are a Catholic learning community . The Good News of Jesus Christ

is at the heart of this community; the spirit of Jesus, expressed in the Beatitudes,

becomes the value-centre of our lives. We strive to be a sharing community,

promoting justice, seeking forgiveness, making peace, foregoing the easy comfort of

a consumer society in favour of solidarity with those whom the world would oppress

or ignore. We seek to be connected with the Author of Life in prayer that is both

personal and communal, and we celebrate and renew our community most perfectly

in the Eucharist.

Senator O'Connor College School was founded in 1963 by the Brothers of the

Christian Schools and the Daughters of Wisdom. As we move ahead in the new

millennium, we will continue to strive to be faithful to the vision of our founders,

and to the needs of the present time.

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RELIGIOUS ACCOMMODATION IN THE TCDSB

In concert with the Assembly of Catholic Bishops of Ontario, the TCDSB supports freedom of religion and an individual’s right to manifest his or her religious beliefs and observances. The right to freedom of religion, however, is not absolute and religious accommodation in the Board is carried out in the larger context of the Catholic education system and denominational rights of Catholic schools. The Board, at all times, will seek to accommodate an individual’s right to freedom of religion in a manner that not only respects the individual’s beliefs but the principles of the Catholic Church. It is understood that all students registered in Senator O’Connor College School acknowledge and are committed to the school community that proclaims, celebrates, and cherishes its Catholic identify and traditions. At the same time, Senator O’Connor College School is enriched and is committed to providing an environment that is inclusive, safe and that is free of barriers based on religion. With respect to Religious Accommodation, the TCDSB also acknowledges that all students, in accordance with the best of what our Catholic Church offers in its social teachings and reflective practice, are entitled to their rights and responsibilities under the Ontario Human Rights Code. In the spirit of respect and inclusion, the TCDSB will work cooperatively and take all reasonable steps to provide accommodation to individual requests to facilitate his/her religious beliefs and practices. We would ask those seeking accommodations to make their requests at the start of the school year so that consideration can be given early on. For further information on religious accommodation, please consult with the school administration. Additional information on the religious accommodation guidelines can be found at www.tcdsb.org/religiousaccommodation.htm.

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ONTARIO SCHOOL CODE OF CONDUCT POLICY The Toronto Catholic District School Board (TCDSB), including staff, students, parents and trustees, is committed to the mission of providing a safe and welcoming learning environment that supports academic excellence and is an example of Christian community. This mission is affirmed in TCDSB policies, including the Violence Prevention Policy. Every member of this community - student, teacher, parent/guardian, support staff, trustee, parish priest, volunteers or others, while on TCDSB property, at TCDSB sponsored events and circumstances that could have an impact on the school climate - is governed by the policies of the TCDSB and shares in the responsibility for creating a positive environment that is safe, harmonious, comfortable, inclusive and respectful. The purpose of the TCDSB Code of Conduct is to further promote the mission of the TCDSB and to provide a framework for individual schools to develop local, school-based codes of conduct that foster a positive school climate and support student academic achievement and wellbeing. In addition, the TCDSB Code of Conduct and local school-based codes of conduct must be modified regularly. The TCDSB Code of Conduct is to be read together with the Violence Prevention Policy and all related TCDSB policies. The TCDSB Code of Conduct also recognizes the importance of progressive discipline which focuses on prevention and early intervention as the key to maintaining a positive Catholic school environment. More information can be found under Progressive Discipline Policy S.S. 10. LEGISLATIVE FRAMEWORK The Education Act requires school boards to establish policies and guidelines with respect to the conduct of persons in schools. Policy/Program Memorandum No. 128, issued October 4, 2007, and the revised Policy/Program Memorandum No. 144 and No. 145 enforced February 1, 2010 requires that the standards of behaviour in school board codes of conduct be appropriate for local communities.

TRUSTEES 2011-2012 Wards 1. Peter Jakovcic 8. Tobias Enverga 2. Ann Andrachuk, Chair 9. Jo-Ann Davis, Vice-Chair 3. Sal Piccininni 10. Barbara Poplawski, 4. Patrizia Bottoni 11. Angela Kennedy 5. Maria Rizzo 12. Nancy Crawford 6. Frank D’Amico Sabrina Renna, Student Trustee 7. John Del Grande

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PROVINCIAL CODE OF CONDUCT The Education Act permits the Minister of Education to establish a code of conduct governing the behaviour of all persons in schools. GUIDING PRINCIPLES All participants involved in the publicly funded school system - students, parents or guardians, volunteers, teachers and other staff members, superintendents, senior board staff, board personnel and trustees - are included in the Provincial Code of Conduct whether they are on school property, on school buses or at school-authorized events or activities that may have an impact on school climate. ROLES AND RESPONSIBILITIES The TCDSB Code of Conduct recognizes that all members of the school community comply with the standards of behaviour outlined in this policy. Toronto Catholic District School Board The TCDSB is committed to the principles and standards established by the Violence Prevention Policy. The TCDSB will not tolerate behaviour that jeopardizes the emotional well-being or physical safety of members of the school community. Schools Through the development or refinement of local codes of conduct, schools must communicate provincial and TCDSB standards of behaviour in a variety of languages suited to the respective communities. Principals Principals, under the direction of the school board, take a leadership role in the daily operation of the school. Bill 157 permits the Principal of a school to delegate limited powers under Part XIII of the Education Act to a vice-principal of the school or, in the absence of a vice principal, to a teacher employed in the school. Bill 157 requires the Principal to provide written acknowledgement of receipt of a report to the individual who initiate the report using the Incident Reporting Form – Part II. Bill 157 requires Principals to contact the parent/guardian of victims who have been harmed as a result of serious student incidents including incidents for which a suspension or expulsion must be considered. A principal will not contact the parent/guardian of a victim if:

• the student is 18 years of age or older, • the student is 16 or 17 years of age and has withdrawn from parental

control, • in the opinion of the principal, contacting the parent/guardian will create

a risk of harm to the student by the parent/guardian. Teachers and School Staff Under the leadership of the principal, teachers and staff shall maintain order in the school and are expected to hold everyone to a high standard of respectful and responsible behaviour. Bill 157 requires all TCDSB employees, bus drivers and other non-TCDSB employees deemed appropriate, to report to the principal serious incidents that must be considered for suspension or expulsion using the Incident Reporting Form - Part 1. In addition, TCDSB employees, who work directly with students, must respond to incidents that may have a negative impact on school climate.

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Students Students are to be treated with respect and dignity. In return, they must demonstrate respect for themselves, for others and for the responsibilities of citizenship through acceptable behaviour. Parents and Guardians Parents and guardians play an important role in the education of their children and have a responsibility to support the efforts of school staff in maintaining a safe and respectful learning environment for all students. Police and Community Members Police and community members are essential partners in making our schools and communities safer. Community members need to support and respect the rules of their local schools. Police will investigate and respond to incidents in accordance with the Police/School Board Protocol. STANDARDS OF BEHAVIOUR Respect, Civility, Safety and Responsible Citizenship The TCDSB does not tolerate any anti-social or violent behaviour that impacts on learning environments. All local school codes of conduct must set out standards of behaviour consistent with the standards established in the TCDSB Violence Prevention Policy. Standards of Behaviour must promote respect, civility, responsible citizenship and Catholic values. Electronic Communications and Media Devices Schools shall include provisions in their local codes of conduct to ensure that all personal communication devices such as cell phones are powered off and stored out of view in instructional spaces (unless approved by the teacher for program use) and washrooms. CONSEQUENCES FOR INAPPROPRIATE BEHAVIOURS Students Local school codes of conduct shall set out consequences that are consistent with The Education Act and the Board Safe School policies for Suspension (S.S.06) and Expulsions (S.S. 05). Mitigating Factors as stated in The Education Act shall be considered. The following charts are used by Principals when considering consequences for the inappropriate behaviour of students.

• The term shall, as used in the legislation, means must. • When the term may is used, it is important to note (according to the

established Police/School Board Protocol) that if, through balance of probability, a criminal act that impacts on the climate of the school took place, the Principal must inform the Police.

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Activities for which a Principal Shall Consider a Suspension

Education Act, Part XIII, subsection 306(1)

Principal May Issue Suspension

Notify Police May Shall

Uttering a threat to inflict serious bodily harm on another person

1-20 Days

X

Possessing alcohol or illegal drugs 1-20 Days X Being under the influence of alcohol 1-20 Days X Swearing at a teacher or at another person in a position of authority

1-20 Days

NA

NA

Committing an act of vandalism that causes extensive damage to school property at the pupil’s school or to property located on the premises of the pupil’s school

1-20 Days

X Bullying 1-20 Days X Any activity that is an activity for which a principal may suspend a pupil under a policy of the board

1-20 Days

X

Under clause 306(1) 7 of The Education Act, a pupil may be suspended if he or she engages in an activity that is an activity for which a principal may suspend a pupil under a policy of the board. Activities for which a Principal May Suspend a Pupil

– Board Policy Education Act, Part XIII, subsection 306(1)

Principal May Issue Suspension

Notify Police May Shall

Persistent opposition to authority 1-20 Days X Habitual neglect of duty 1-20 Days NA Willful destruction of school property; vandalism causing damage to school or Board property or property located on school or Board premises

1-20 Days

X

Use of profane or improper language 1-20 Days NA Use of tobacco 1-20 Days X Theft 1-20 Days X Aid/incite harmful behavior 1-20 Days X Physical assault 1-20 Days X Being under the influence of illegal drugs 1-20 Days X Sexual harassment 1-20 Days X Racial harassment 1-20 Days X Fighting 1-20 Days X Possession or misuse of any harmful substances 1-20 Days X Hate-motivated violence 1-20 Days X Extortion 1-20 Days X Distribution of hate material 1-20 Days X Inappropriate use of electronic communications/media 1-20 Days X Other* 1-20 Days X * Other is defined as any conduct injurious to the moral tone of the school or to the physical or mental well-being of others. Any such activity leading to suspension must be specifically detailed.

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SUSPENSION PENDING POSSIBLE EXPULSION Principal shall issue a suspension pending possible expulsion

Education Act, Part XIII, subsection 310(1) Note: Principal must conduct an investigation within 5 school days. Following the investigation, principal must impose a suspension or refer to Board for Hearing.

Principal

Must Issue Suspension

Notify Police

May

Shall

Possessing a weapon, including a firearm 1-20 Days X Using a weapon to cause or to threaten bodily harm to another person

1-20 Days

X

Committing physical assault on another person that causes bodily harm requiring treatment by a medical practitioner

1-20 Days

X Committing sexual assault (Refer to TCDSB Policy) 1-20 Days X Trafficking in weapons or in illegal drugs 1-20 Days X Committing robbery 1-20 Days X Giving alcohol to a minor ** 1-20 Days X **Minor as defined in The Education Act – under 18 years of age The following infractions may result in a suspension pending possible expulsion in accordance with Board policy: SUSPENSION PENDING POSSIBLE EXPULSION

Board Policy Education Act, Part XIII, subsection 310(1) 8

Note: Principal must conduct an investigation within 5 school days. Following the investigation, principal must impose a

suspension or refer to Board for Hearing.

Principal

Must Issue Suspension

Notify Police

May

Shall

Possession of explosive substance 1-20 Days X Serious or repeated misconduct 1-20 Days X Refractory conduct 1-20 Days X Other * 1-20 Days X * Other is defined as any conduct injurious to the moral tone of the school or to the physical or mental well-being of others. Any such activity leading to suspension must be specifically detailed.

PROGRESSIVE DISCIPLINE MODEL Minor Incidents • using profanity • disruptive classroom

behaviour • gossiping • sporadic attendance issues • teasing • minor graffiti • uniform infractions • attention issues • smoking • spitting • use of cellphone

Major Incidents • malicious actions • slander • rumours • plagiarism • ostracizing • embarrassing others • chronic attendance • graffiti/vandalism

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CONSEQUENCES 1st Minor Incident • teacher intervention as listed below • discuss incident with student: make it a “teachable” moment • provide verbal warning • document incident on incident form and file for future reference 2nd Minor Incident • same as above • consult students OSR if warranted • parental contact • appropriate consequences i.e. detention 3rd Minor Incident • same as above • consult with Case Manager – i.e. Guidance Counselor or Special Education Teacher 4th Minor Incident or 1st Major Incident • same as above • Teacher/Case Manager referral to Vice-Principal • consequences by admin • admin to contact 2nd Major Incident • same as above • consequences by admin • contact with parents and meeting • appropriate referrals made 3rd Major Incident • same as above • consult with Case Manager – i.e. Guidance Counselor or Special Education

Teacher COMMUNICATION/POSITIVE PRACTICES

Religious and Family Life Education Virtue Formation Ministry of Education Curriculum Differentiated Instruction Co-Curricular Activities Special Education Student Success Strategies; Homework Club, Credit Recovery Cooperative Education Alternative Education Continued Education Transition Planning Chronic Late Sessions Support Groups; Young Men and Young Women, Smoking Cessation,

True to You, First Contact Safe Schools Initiatives Safety Plans

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Classroom Management Strategies Bullying Prevention Programs Catholic Code of Conduct Progressive Discipline Suspension and Expulsion Programs Good Friends Program Conflict Resolution Program Student Leadership Development Community Partnerships Healthy Lifestyles Parent Involvement

CONSULTATION/SUPPORTS

Positive Encouragement and Reinforcement Showing interest and concern for student well-being Attentive and listening using eye contact, questioning for clarification,

reflective, reflective comment Listening for feelings as well as content Clarifying expectations and rules Providing clear and simple instructions to be processed Maintaining cognizance of non-verbal communication (facial/body

language) Maintaining cognizance of language used and verbal tone, volume, and

cadence Using physical proximity Using gentle reminders Providing encouragement Reinforcing effort and incremental progress Conferencing with students in privacy Refraining from the use of sarcasm or embarrassment of students Avoiding power struggles Responding to student concerns Implementing differentiated instruction Assessment of student needs Implementing program modifications and accommodations Support staff; E.A’s, Youth Worker, Social Worker, Psychologist Providing alternative class placement Providing positive staff modeling Chaplaincy support

COLLABORATION/INTERVENTIONS

Progressive Discipline Response Protocol Review of expectations as per Catholic Code of Conduct Refined classroom management strategies Communication and consultation with parents Case conference Student conference Attendance, performance, behaviour contracts

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Reflection assignments Referral to school administrator Student and parent conference Consultation with school support staff and special services staff Involvement of Youth Worker or Social Worker Involvement of Chaplain School team conference Progressive Discipline Conference Attendance Counseling Individual, peer, group family counseling Behaviour modification program Mentoring program Peer Mediation Program Conflict Resolution Program Alternative class placement Alternative learning environment Home instruction Transfer Timetable modification Restorative Practice Program

CARE/CONSEQUENCES Detentions Withdrawal of privileges Withdrawal from class Restitution for damages Volunteer service to school community Alternative class placement Alternative learning environment; Kennedy House, SPACES,

Community In & Out, Continuous Intake, APPLE, Strict Discipline Modification of school day Home Instruction Transfer Suspension Expulsion

Threats to School Safety

Response Procedures The Toronto Catholic District School Board has a primary responsibility to ensure the safety of students and staff inside Board buildings and on Board property. Central administrative policies and procedures provide direct support to school principals and vice-principals in the management of a crisis situation. These supports have been developed through community consultation and through collaboration with the Toronto Police Service. Shelter in Place, Hold and Secure and Lockdown represent the three different responses that may be initiated by a school principal in the event of a threat to school safety.

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Shelter in Place – Possible Environmental Danger in the School

Neighbourhood A Shelter in Place response is generally initiated by the Toronto Police Service or other agencies, including Toronto Fire Services, having jurisdiction over the incident. The threat poses no immediate danger to students or staff unless they leave the building.

Hold and Secure – Possible Danger in the School Neighbourhood

A Hold and Secure response is initiated when the threat is proximate to, but not inside the building. The threat poses no immediate danger to students or staff unless they leave the building.

Lockdown – Danger on the School Site

A Lockdown response is initiated when imminent danger is present on the school site and the safety of students and staff is threatened. In order for all students and staff to become familiar with expectations during a threat to school safety, our school will be practicing threat response procedures as we have normally done with fire drills. The doors may be locked and no one will be allowed to enter or exit the school. Should a real threat to school safety procedure be initiated, the school will inform parents of the event that led to the particular response by letter or phone out system. Any questions about procedures should be directed to the School Administration.

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STUDENT EXPECTATIONS NATIONAL ANTHEM Students are expected to stand at attention, remove their headgear, and join in singing each morning. Students who do not join in singing, mustsilent.

remain

ATTENDANCE POLICY Attendance in all classes is compulsory. In the case of illness, school procedures must be followed. Students who skip and/or are repeatedly late will be disciplined. Credits may be lost due to inappropriate attendance. It is the responsibility of the student to make up the work missed during an absence. ATTENDANCE PROCEDURES A. Parental/Guardian Expectations

In the event of any absence, parents/guardians are required to: - notify the attendance office before 8:45 a.m.

(416-393-5505) on the day of the absence and also send a note the next morning or upon student’s return to school;

- provide the student’s name, and reason for the absence; - parents/guardians are asked to ensure that the school has your

accurate home and work phone numbers and if possible, a parent’s e-mail address;

- please note that attendance is recorded every period ; - our attendance system will phone home and e-mail parents for all

lates or absences beginning at 10:00 a.m. - the monthly schedule is posted on the school phone line – call the

school number (416-393-5505) and then press 6; - important notices will be relayed to parents through our phone

home system; B. Student Expectations

- Students are expected to arrive at school by 8:30 a.m. in order to have sufficient time for attending to their locker and arriving at their first class which begins at 8:45 a.m.

- Students are expected to be in period one (8:45 a.m.) before the National Anthem begins. They must be in proper uniform and have all texts and supplies with them.

- Students who arrive to school after 9:00 a.m. must sign-in at the attendance office. They will be marked absent for the whole day if they arrive after period one and do not sign in.

- Students who are late for any class or skip any class will be dealt with by the classroom teacher and/or a Vice Principal. Repeated lates and or skips will lead to suspension.

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- Students with a period one spare must sign in before period two in the Attendance Office. Failure to do so may result in the student being marked absent for the day.

- At the sound of the music, students must proceed to Period one. Students must be in full uniform in the classroom with all their supplies before the second bell.

C. Returning to school after an absence If a phone call from parent/guardian has not been received on the day of absence, students are to provide a parental note to the attendance secretary before classes begin.

D. Skips and Lates - There is no tolerance for skips and lates. - Parents/guardians will be notified by the Trillium computer system

of lates and skips. - Repeated lates and or skips will result in suspension. Students who

leave school without signing out will be reported as skipping class. The intent of this policy and practice is to send an unmistakably clear message to all students that absence from class in general is not in their best interest and that skipping or unexcused absences are unacceptable and will not be tolerated. Students will be marked absent if they do not attend scheduled community events held during school hours, such as Mass, assemblies, PLC and activity days.

E. Extended Absence Students who will be absent for an extended period, must see a Vice Principal. It is School Board policy that students who will be absent for more than 15 days are to be demitted unless they have been referred to a school Social Worker who will open a file on the student. In this event a lesson plan must be signed by each teacher and the student must complete all work he/she will miss during his/her absence.

EATING AND DRINKING Eating and drinking are not permitted in classrooms or in the hallways except during lunchtimes. Requests for help by the cafeteria supervisors to keep the cafeteria clean must be respected. Students must clean up after themselves. All garbage must be placed in the receptacles provided. Students must be in full uniform while in the cafeteria. CELL PHONES No radios, cell phones, pagers, disc players, iPods or MP3 players may be used by students during classtime. All cellphones must be turned off in the classroom. Students who do not abide by this policy will have these items confiscated. In cases of emergency, messages for students must come through the school office.

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LOCKERS Each student will be assigned a locker and all new students will be provided with a Dudley padlock. Each student will have the same locker for 4 years. Unauthorized locks will be removed. No other locks may be used. It is the student's responsibility to take care of the locker and to keep the combination private and to maintain the locker in a clean and neat condition, free of graffiti and offensive material. The sharing of lockers is not allowed. Locker security cannot be guaranteed. The school will not accept any responsibility for money or valuables that are lost or stolen. Do not leave personal belongings unattended. Ensure that all personal property is clearly labeled with your name. TCDSB ELECTRONIC COMMUNICATION SYSTEM Use of the TCDSB Electronic Communication System including the internet is governed by the TCDSB Acceptable Use Policy – A.29. The policy states that: “Within the context of its mission and vision, the Board’s electronic communication system assists in preparing students for success in life and work in the 21st century by providing them with electronic access to a wide range of information and the opportunity to communicate with people throughout the world.” In sum, the electronic communication system is to be used for educational purposes, including classroom activities, limited high quality, self-discovery activities, and professional and career development and administrative services that support education. The policy clearly outlines the responsibilities of parents/guardians in the acceptable use of the Board’s electronic communication system. These responsibilities are summarized in the Senator O’Connor Student Access Agreement which must be signed by both the parent/guardian and the student before access to the electronic communication system is granted.

MESSAGES We do not accept phone messages for students except in case of genuine family emergency.

PARKING Students are asked to park in the parking lot facing Castlegrove. GAMBLING Gambling is prohibited on school property.

GOOD NEIGHBOURS When walking home and on the TTC, students must respect the property and privacy of others. This means that students must not trespass upon or litter the property of those who share this community with our school. Students must observe all driving regulations for the area and show, through word and deed, courtesy and respect to all of our neighbours.

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HALLWAYS Students must wear proper uniform in the halls. Hallways are out of bounds during class time. Spares must be spent in the Cafeteria or Library. Eating and drinking in the halls is not allowed except during lunchtime. SIGNING OUT To sign out from school, students must bring a note from home specifying the time span and the reason for absence. This note is to be presented to the attendance secretary before classes begin on the day in question. A parent will be contacted for all students wishing to sign out without a note. Students who are 18 and over must fill out a form available in the attendance office if they wish to be able to sign out without parent notification. This form will be kept on file in the attendance office. VISITORS/TRESPASSING O’Connor is a closed campus and does not permit unauthorized visitors. Do not ask friends or any non-students to visit you during class time, lunch, or on school activities. In exceptional cases, the Vice Principals may give prior permission for a visit and these visitors will be issued a visitor’s pass. The Trespass to Property Act gives the authority to school staff to instruct individuals to leave school property. Any person who does not leave the premises immediately after he or she is directed to may be charged with trespassing. The school administration will involve the police in this matter and charges will be laid. MISCELLANEOUS • Students are not permitted to interrupt other classes. • As an overall policy, students are strongly cautioned not to bring

valuable items such as CD players, ipods, mp3 players, cell phones, expensive jewelry, clothes and/or large sums of money to school. These expensive devices are very susceptible to theft. Do not leave valuables in the change room. The school will not accept any responsibility for any loss or theft or damage to any of these devices.

• It is imperative, and proper etiquette, that students must not have cell phones turned on at any time during class time. Cell phones are often targeted for theft. Inappropriate use of these devices will result in the confiscation of the device by school staff after which the device may then be picked up, as soon as possible, by the parent.

• Laser pens are not permitted on school property and will be confiscated. Consequences will follow.

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OCS UNIFORM POLICY

Students must be in full uniform in the classrooms, halls and cafeteria as well as the office area. Students not in full uniform will be sent home to change into proper uniform. Tops: • OCS McCarthy’s monogrammed white or blue golf shirt, short or

long sleeved, or OCS McCarthy’s blue polo sweater; • Only short sleeved white t-shirts are allowed under the OCS top; • T-shirts MUST be tucked into pants; NOTE: All tops MUST have the OCS monogram. No other tops and/or sweaters are allowed. OCS Phys Ed sweat shirts are not acceptable outside of the gym. • No white dress shirts are allowed. Pants: • McCarthy’s grey dress pants or comparable dress pants in material,

style and colour. Pants may not be altered to look like anything other than dress pants.

• No shorts, cargo pants, yoga pants, or track pants are allowed. Shoes: • All black shoes with black laces are mandatory; • All black dress shoes are preferred; • All black running shoes are permitted;

Sandals, flip-flops, slippers, clogs, moccasins or high boots are not allowed.

Headgear: • Hats, headgear, du-rags, bandanas or scarfs are not allowed and

will be confiscated. All head gear must be left in the locker while in the school building.

Accessories: • Chains, excessive jewelry, belts and pointed studs are not allowed.

NOTES

• Everything worn above the waist must have the OCS monogram

sewn on. No baseball caps or headwear are allowed. Students who do not comply with uniform regulations will be sent home.

On civvies days, students may not wear undershirts, halter tops, headgear, “chained” accessories, “studded” accessories, or any items of clothing which are deemed inappropriate by the Standards of a Catholic School.

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GENERAL INFORMATION CATHOLIC SCHOOL ADVISORY COUNCIL (CSAC) The Council will consist of a minimum of seven parents (elected in the Fall), the Principal, one teacher, one student, one support staff member, a representative of the local community, and the local pastor or his designate. Other staff may be invited to attend for information purposes. One of the functions of the Council is to enhance communication between the school and the parent community. Once the Council has had a chance to develop its operating procedures, these will be communicated to parents. Dates and times of Council meetings as well as agendas and meeting minutes will be published in the school Newsletter and announced on the school’s voice mail and posted on the CSAC website. www.tcdsb.org/senatoroconnor

STUDENT SUCCESS TEAM In June of 2006, the Ministry of Education released detailed recommendations and guiding principles for Student Success and Credit Recovery programs. One of the main thrusts of the Student Success initiative is to identify, track and support students who are at risk of failing one or more courses. The Student Success Team includes administration, guidance counselors, a youth worker, a social worker, student success teachers, special education teachers, literacy lead, numeracy lead, chaplain, and co-op teachers. Intervention strategies for students at risk depend on the needs of the students, and may include: attendance tracking, individual counseling, parent conferences, Fab 20 Group, credit recovery, credit rescue, the After Hours’ Spot, and the Principal’s Award. All of the O’Connor staff takes ownership of at risk students, and where necessary, students are referred to altermate programs and outside agencies. Parents are regularly informed of their child’s progress and are encouraged to take an active role in their education.

OUTSTANDING ITEMS Students are expected to return their textbooks, library resources, musical instruments, team jerseys and all loaned equipment in the same condition (within reason) that they received them. Failure to return/replace these outstanding school items or to pay all school fees (activity, sports, arts, retreat, grad fees, etc.) will result in the following consequences:

• Students will not be issued a report card or transcript; • Library privileges will be withdrawn; • Students will not be issued any texts/equipment for their courses; • Students will not be allowed to participate in any athletic team or

school clubs; • Students will not be allowed to participate in the graduation

ceremonies.

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THE O'CONNOR POINTS SYSTEM To promote participation, school letters, Junior and Senior, are awarded to students who participate to the fullest in extra-curricular activities and who demonstrate a strong community spirit. Participants in the extra-curricular program can accumulate points in a wide spectrum of activities ranging from athletics to the school newspaper. Students in Grades 9 and 10 may also receive points for academic achievement. Students will be awarded a school letter when they have collected the required number of points.

OCS CO-CURRICULAR CODE OF CONDUCT At O’Connor, students are offered many opportunities for participation in co-curricular activities. Being a member of a band, club, team or any other co-curricular group can be a rewarding experience, allowing students to enjoy camaraderie as they develop talents, discipline and skills. Participation carries, as well as opportunities, certain responsibilities. As members of the O’Connor community, all students are expected to attend all of their classes and complete their work, be in uniform, obtain their credits and demonstrate good behaviour at all times. Participation in a co-curricular activity places other responsibilities on students: • If you miss class due to participation in any co-curricular activity, it is

your responsibility to complete all missed work; • If you are absent from school on any day, you are not to participate in

any co-curricular activity that day; • If you are under suspension, you are not to participate in any co-

curricular activity, game, meeting, performance or practice for the period of the suspension;

• As a member of any band, club, team or group in the school, you are expected to respect its rules and regulations;

Failing to follow these guidelines will result in suspension and possible removal from the activity.

CODE OF CONDUCT FOR SPECTATORS AT ATHLETIC EVENTS Attendance at athletic events organized by the school, TDCAA, or related groups, is a privilege extended to students. The role of spectators is to support our school teams in a positive manner, acting at all times, with respect for other teams, other spectators, and for the officials. The privilege of attendance may also be withdrawn if school staff or event officials have reasonable grounds to suspect that the safety of fellow students or staff may be compromised. Spectators who attend athletic events therefore shall: • carry and produce, if asked, a school photo ID card at all event sites

both on and off campus where exhibition, league, playoff or tournament games are scheduled;

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• wear their full school uniform while attending games in the gymnasium at their home school or while in attendance at a neighbouring school;

• be allowed to attend only games involving their own school; players may attend games involving schools other than their own if permission is received from the host school.

STUDENT SERVICES

Every student is assigned a counselor according to student surname. Counselors in the Student Services department act primarily as advocates for students to provide support in all areas of academics, educational planning, and career exploration. Counselors and the Youth Worker also provide added support to students who face personal difficulties and work interdependently with teachers, administrators and school board personnel in helping students to achieve success in school and in making positive life decisions. Parents may also request appointments with the counselors to address any major concerns.

Educational Planning: Students can make personal appointments with their counselor to discuss high school courses and long-term education and career plans. Educational planning information is also provided through systematic classroom visits by counselors during the school year. During OPTION week in February, students are encouraged to make wise long-term educational choices. For students in grade 12, information regarding tours/visits to Community College and Universities is provided. Speakers from Ontario Universities, Community Colleges and apprenticeship/work transition also are invited to the school during the academic year. Grade 12 students receive a weekly e-mail providing them with any current post-secondary information and updates. Vocational Assessment Program: Students can clarify their career interests through the use of interest inventories on-line or with their counselor. Career Planning: Students can explore career options in several ways: a) Career Planning information is provided by counselors through

classroom visits during the school year; b) The career centre offers many support materials for career

exploration; c) Students can request a career planning appointment with their

counselor; d) All grade 10 students will undertake one (1) mandatory Career

Studies course; e) Guidance curriculum courses may be selected to further develop

career planning and work experience in Grades 11 and 12;

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f) Students may select a co-op education program; g) All curriculum subjects have a specific career-related component. Scholarships/Bursaries: Scholarships, bursaries and information received by the school are publicized through the weekly informational e-mail for grade 12 students and also posted by the Guidance department. Students are responsible for obtaining applications from the Scholarship Coordinator. In cases where only one nominee per school is permitted, students are responsible for submitting their names and profile to the coordinator. The Guidance department will examine the qualifications of each submission before selecting the most suitable candidate. Personal Counseling: Counselors can help students with personal difficulties. Individual and group counseling offers support to the student and helps develop personal insights and effective coping skills. Referrals can be made to the school youth worker, social worker and psychologist or to outside counseling agencies as needs arise. Counselor/Teacher Liaison: The counselor and the classroom teacher are inter-dependent in helping students achieve success in school and making wise long-term decisions. The teacher can alert the counselor to problems encountered by the students due to a wide range of difficulties i.e. emotional, social, intellectual or behavioural. The counselor in turn can help the teacher by providing accurate information about the student's past academic performance and any other factors that may be influencing the student's progress. The counselor can often help in the role of advocate for students coping with a variety of issues. If necessary, the counselor can also refer the student to other T.C.D.S.B. support personnel or outside agencies if problems cannot be dealt with at the school level. Course Changes and Course Deletions: In special circumstances, students may request course changes up to five (5) days after a semester begins. Changes will be made only if class size permits and only after textbooks have been returned. After that time no further changes will be made. Under Full Disclosure, all marks achieved in all

grade 11 and 12 courses attempted or repeated, passed or failed, will appear on the student transcript.

Students in Grade 12 may delete courses up to five (5) instructional days after receiving the mid-term report card

with the written permission of parents/guardians, the subject teacher and the Vice Principal and no mark will appear on the transcript. All textbooks must be returned before this can be finalized. After that date, no deletions will be made, a final mark will be assigned and the mark will appear on the transcript.

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Full-Time Student Status: Students in grades 9, 10 and 11 are required to carry a full course load (8 credits) each year. Students in grade 12 will be expected to be full-time students, as defined by the Ministry of Education (a minimum of three credit courses in each semester). Every student must have a full-time schedule. Those wishing to go part-time for special reasons must receive permission from their Vice Principal. Student Evaluation Review: If a student has concerns about a mark on a particular piece of work, he/she is encouraged to immediately discuss that mark with the teacher. It is important to remember that ongoing communication with the classroom teacher will help clarify course expectations and prevent misunderstandings regarding achievement. If the student is still not satisfied, he/she may continue with the review process by completing and submitting a Student Evaluation Review Form. This form is available from the teacher and the main office. Once it is completed, the form may be submitted to the classroom teacher and/or vice -principal within five school days of learning about the evaluation. The teacher and Vice Principal will review the submission and respond to the student as quickly as possible. Examinations and Reports: Final examinations are held in January at the end of Semester I and in June at the end of Semester II. If you have a serious illness during an exam period, an administrator will discuss with the student and his/her parent/guardian, when the exam will be made up. It is essential that students be present during the exam period. Only in the most extreme situations will exams be rescheduled for students. Parents are advised NOT

to plan any trips during this period for fear of risking the loss of credit(s). Students who do not provide a valid medical certificate will be given a mark of “0” for the exam. Parents will receive a mid-term report in each semester. This report will be based on the on-going assessment of class work, daily assignments, homework, tests, projects, seminars, and essays. Satisfactory attendance is essential for successful completion of each course studied. Parents will be notified by teachers early in each semester, if, in the teacher's view, the student is in danger of failure.

PASTORAL SERVICES The Chaplaincy Team is comprised of staff members and students, and chaired by the school Chaplain, Mr. Tom O’Brien. The responsibilities of the Chaplain and Chaplaincy Team include: arranging and coordinating all liturgical celebrations; arranging for retreats and days of spiritual development for students and staff; spiritual counseling; encouraging Christian witness and social justice; crisis response at a time of death or trauma in the school; and in general, working with the Administration to foster a Gospel vision within the school community.

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YOUTH WORKER The Youth Worker is an integral partner in the delivery of Student Support Services within the Guidance Department and whose role is: • To provide individual counseling • To provide conflict mediation sessions • To establish trusting, meaningful and supportive relationships; • To help students identify personal strengths and explore resources for

positive change • To help control and redirect acts of aggression and depressive,

destructive or self-injurious behaviours; • To act as a resource for students, teachers and other support staff; • To develop and facilitate social and life skills programs for individuals

and groups (i.e. First Contact, Young Women’s, Healthy Relationships, True to You, Chronic Late group, etc.);

• To provide consultation, collaboration and referrals to community agencies

• To plan and facilitate classroom workshops (i.e. Healthy Relationships, Violence Prevention, You and the Law, Substance Abuse, etc.);

• To plan and facilitate monthly assemblies/presentations (i.e. “The Hero Lies Within You”, “Hooked…Risks, Really?”, “On the Road…Be Smart, Be Safe, Be Sober”, “It’s a Dirty and Deadly Habit”, Loving Enough to Walk Away, etc.);

• To plan and facilitate PLC morning workshops, (i.e. Character Building, A Love That Kills, Relieving Stress, Carl: A program about the consequences of Bullying & Teasing, Heroes for Life, Fairness: Lessons in Equality, etc.);

• To develop and implement programs (i.e. Empowered Student Partnerships, Youth in Control, Mission Possible, etc.);

• To assist and support students linked to our Student Success Program • To facilitate the RCMC program circle process • To participate in SBST, JTM, IPRC, & Exchange of Information Meetings. HOW DO STUDENTS BECOME INVOLVED WITH THE YOUTH WORKER? • Guidance Counselors Referral • Self-Referral • Admin Referral • Teachers Referral • Parent Referral • Multi-Disciplinary Staff Referral • Other Professionals Referral

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SCHOOL LIBRARY INFORMATION CENTRE (SLIC) The goal of the school library program is to help students become independent learners, able to locate, collect, evaluate, organize and present information. Research based assignments are developed with this objective in mind. The library's collection, in both English and French, has been carefully selected to support the curriculum and to assist students with their research. A rich selection of resources is provided in books, encyclopedias, magazines, newspapers and databases. Also, the library has a wide variety of fiction. Students are welcome in the library before and after school, at lunch and during their spares. They are invited to the library to use the computers, do homework, study or just enjoy the pleasure of reading. For more information, go to www.ocslibrary.net. LEARNING ENRICHMENT CENTRE The L.E.C. services students who have been officially identified as having special learning needs and are entitled to program accommodations and modifications according to their needs. These “exceptional students” display learning needs that meet the Ministry of Education categories: Intellectual, Communication, Behaviour, Physical and Multiple Exceptionalities. Students in these categories receive individualized programs developed by specially trained teachers. These teachers also work closely with each of the student’s subject teachers to promote and enhance their academic program. This also includes support for students in the ME/DD classes and for students participating in the Gifted program.

GIFTED PROGRAM The gifted program at Senator O’Connor offers a differentiated learning experience beyond that provided by the regular classroom. Students enrolled in the program are those who have been officially identified through an Identification, Placement, and Review Committee (IPRC) process. This non-credit program provides opportunities to develop an individualized program based on the gifted learner’s interests. The various enrichment activities available contribute to the development of strong self advocacy, creative thinking, critical thinking and leadership skills.

ADVANCED PLACEMENT PROGRAM Advanced Placement (AP) courses are offered at O’Connor for highly motivated students wanting to delve into certain subjects in more depth. From Grade 9, students are invited to take Advanced Placement preparation courses in a number of fields including English, Mathematics, Science, and Geography. These courses offer enrichment and acceleration, ultimately preparing our learners to take standardized international examinations at the end of Grade 12. The optional Grade 12 AP Exam may earn the student a university credit or advanced standing at certain universities and colleges across Canada and the United States.

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CO-OPERATIVE EDUCATION Co-operative education is an experiential mode of learning that integrates academic study and classroom theory with on-the-job experience. It involves a partnership among educators, business, industry, labour, students and parents. Through 2 (afternoon) and 4 (all day) credit programs and combined packages (related to subject specific), students in all streams and destinations develop professional skills, which enable them to recognize their academic strengths and explore career interests. Personalized Placement Learning Plans (PPLP) are developed for each student to help maximize academic and experiential learning. Co-operative education typically begins in Grade 11. SPECIALIST HIGH SKILLS MAJOR-BUSINESS An SHSM is a ministry-approved specialized program that allows students to focus their learning on a specific sector while meeting the requirements to graduate from secondary school. Students will not only identify, explore and refine career goals and make informed decisions about their future, they will also gain sector-recognized certifications and career relevant training. Enrolment in the program begins in grade 11 and includes a specific package of elective courses in the student’s final two years, along with certifications and business-related experiences. Interested students or parents should contact the program coordinator, Ms. Colangelo. SCHOOL ACTIVITIES Empowered Student Partnerships ESP is a youth driven committee that promotes safety within the school by organizing and implementing activities including, assemblies, poetry contests, community outreach, class presentations, Leave Out Violence Everyday week, Victim’s Week, short story contests etc. ESP members are empowered to take action to solve safety issues specific to our school, with the option of utilizing outside agencies available to us through the police coordinator at the community policing support unit. The ESP program is youth driven, and is a partnership with the Toronto Police Service, the Canadian Safe Schools Network, Pro-Action, the City of Toronto and all the existing school boards. The ESP program raises safety awareness on the individual and the community. This past year, several activities were held to encourage students that they have numerous alternatives in order to promote healthy decision making. The student members collaborate with the Youth Worker to address monthly themed safety issues as per the results of the Safe School’s survey. Youth in Control YIC is a youth driven committee that promotes safe and sober driving by

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teaching alternative methods to the student body. Students are encouraged to take action on all forms of impaired driving by using harm reduction strategies including mocktails, party safe activities, hands-free cellphone use, etc. Also, assemblies and presentations are used to educate students on the negative impact of impaired driving and how it effects our community. YIC works in partnership with the Toronto Public Health Department.

Restorative Conferencing Mediation Circle in the TCDSB The school is a community, the place where most students and staff spend a large proportion of their waking hours, and as a community, it needs to have the capacity to manage good and bad events that happen, including events with conflict. The TCDSB restorative process is a commitment in faith for the future, faith in the students’ ability to repair harm and make positive contributions, and the faith in the school community to be able to evaluate and respond appropriately to incidents and events and issues that occur day to day. Handing the issues over to other institutions, such as law enforcement and justice, can distance the community from the problem and the solution and doesn’t allow for input from those most affected by the incident. Punitive process (our traditional justice system) asks: “What happened, who is guilty/responsible, and what is the punishment?” The punitive system, in order to be fair and impartial, takes the evaluation and decision out of the hands of those involved, and gives it to a ‘judge’ or authority. Restorative process asks: “What happened, how did this happen, who has been affected, and what can be done to restore those who have been affected and repair harm?” The restorative system, in order to be fair, gives the evaluation and decision to those who have been affected or will be affected. The difference in the processes: All the people who are affected feel included and heard and agree to what the response and outcome should be so that peace can be restored. It all begins with an incident. A conflict is created. At the Resolution Conference, the youth(s) identified as being in conflict with another individual, the school code or policies is/are asked to describe the details o the incident and to identify who has been affected by his or her actions. The support person(s) of the youth(s), if any are present, will then be asked to talk about what effect this action has had on them, as most families need to express the concern and shame they feel about their child’s actions, as well as their ongoing support for a better choice of actions in the future. Next, the complainant and his/her family or supporters will be asked to talk about how the incident has affected their lives. At this stage, the youth(s) will begin to understand the impact his/her actions have had on many people and to accept responsibility for these actions. The meeting ends with the signing of a Resolution Agreement. The

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terms of the Agreement are decided and agreed upon at the meeting by the complainant, the youth(s) responding, and their support persons. They could include actions such as verbal or written apology to the complainant; restitution for any property loss or damage; community service at an appropriate facility; counseling, life skills and/or a coaching program. Youth(s) compliance with the terms of the Resolution Agreement is monitored by the TCDSB program Coordinator, who reports back to the school officials. Failure to participate or comply with the terms of the Agreement will result in the youth(s) being dealt with using other sanctions available to the school.

CLUBS AND SPORTS At Senator O'Connor every attempt is made to provide the students with the opportunity to develop their full potential not only in academic interests, but in all areas. A holistic approach to education is stressed whereby the educational opportunity for academic, social, cultural, physical and spiritual development is available to the students. By doing so the student prepares for life outside the school community and adulthood. To achieve these goals, a full range of extra-curricular activities is offered:

Musical Jazz Band Senior Concert Band O’Connor Choir Music Council Small Ensembles

Clubs and Groups After Hours’ spot Animè Club Art Council Chess Club Chronic Late Group Competitive Dance Crew Dead Poet’s Society Debating Destination Imagination Earth Force Environmental Group Empowered Student Partnerships (ESP)

First Contact Group Healthy Relationships Leadership Training Library Club Liturgical Choir Mission Possible Newspaper-Blue Print OCS Dance Crew OCS Raises Awareness on Impaired Driving (OCS RAID) Photography Club Reach for the Top

School Play Science Fair Stress Busters Student Council True to You Group Volunteer Now Weight Training Young Men/Women’s Group - grade 9 Yearbook Youth Achievement Youth in Control

School Sports FALL WINTER

Baseball (Jr Boys) Badminton (co-ed) Baseball (Sr Boys) SPRING

Basketball (Jr/Sr Boys) Basketball (Jr/Sr Girls) Rugby Jr/Sr Boys/Girls Cross Country (co-ed) Hockey (Boys) Soccer (Sr Boys/Girls) Field Hockey (Girls) Soccer Indoor Softball (Girls) Football (Jr/Sr Boys) (Sr Boys/Girls) Track & Field (co-ed) Golf (co-ed) Table Tennis (co-ed) Volleyball (Jr Boys) Soccer (Jr Boys) Volleyball (Jr/Sr Girls) Tennis (co-ed) Volleyball (Sr Boys)

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SMOKING (Tobacco Control Act, 1994)

What does the Tobacco Control Act (TCA) mean to you? • It is against the law to sell, supply or buy tobacco products (even

one cigarette) for anyone under the age of 19. What happens if you give cigarettes (even one) to someone under the age of 19?

• You will be charged and given a $215 ticket or be issued a summons to appear in court. The maximum fine for supplying someone under the age of 19 with tobacco products is $4,000.

How does the TCA affect your school?

• Smoking or holding lighted tobacco is not allowed by any one (staff, students, parents or visitors) in school buildings or on school property at any time. This could cost you $305.00.

• Smoking or holding lighted tobacco is not allowed in any vehicles on school property.

• Supplying cigarettes on school property to anyone under the age of 19 is against the law. This could cost you $365.00.

• This law is in effect 24 hours a day, 7 days a week, 365 days a year.

What happens if you smoke on school property? • If you are 16 or older, you will be charged by a Tobacco

Enforcement Officer and given a $120 ticket or issued a summons to appear in court. The maximum fine for a first offence is $1,000. The maximum fine for a second offence is $5,000.

• If you are under the age of 16, a summons will be issued to you and your parent(s)/guardian to appear in court.

Can you be charged for just holding a friend’s cigarette and not actually smoking?

• Yes, you will be charged if you are holding a lit cigarette on school property.

Who can you call if you have questions?

• For more information, contact Toronto Health Connection at 416-338-7600 or visit the website at www.toronto.ca/health

The Smoke-Free Ontario Act is intended to reduce the number of children and teens who start smoking and to protect Ontarians from second-hand smoke.

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Plagiarism Policy

Plagiarism takes many shapes and forms in an academic community. Plagiarism is the presentation of someone else’s work as your own. It is a dishonest activity – an obvious form of cheating – that is not accepted in the school system or the workplace. For the purposes of clarity, the following types of plagiarism may result in a mark of zero at Senator O’Connor.

Plagiarism includes: 1. Copying and pasting text, images, and/or graphs from and on-line media,

such as encyclopedias; 2. Copying and pasting text, images, and/or graphs from any web site or

database; 3. Transcribing text from any printed material such as books, magazines,

encyclopedia, or newspapers; 4. Simply modifying text from any of the above sources; 5. Merely replacing a few select words from a source by using a thesaurus; 6. Copying all or part of another student’s work and claiming it as your own; 7. Using all or part of another student’s work and claiming it as your own,

even with the permission; this is academically unethical on both students’ parts and is known as collusion;

8. Using as essay / piece you wrote for another class or another purpose without getting permission from the teacher of both the current class and the class for which the original work was used; this is also referred to as self-plagiarism;

9. Use of another student’s collection of data and calling it your own. Submit your own work and document all sources that you integrate in your writing by including properly quoted evidences in your assignment in the form of in-text citations. Use a Works Cited page at the end of the assignment. Take all research notes in a careful manner to avoid plagiarism. Be prepared to hand in rough notes/drafts of your research and a hard copy of any electronic sources if requested. Believe in your ability to complete the task. If you are unsure how to proceed ask your teacher.

Do not risk your good reputation and academic standing by plagiarizing.

REFERENCING STYLE GUIDE Academic research requires accurate and documented sources. Ensure that your Works Cited consist of a wide variety of sources including both the latest on-line databases as well as traditional print material. Evaluate all your sources carefully for authenticity and reliability. This guide is based on the MLA (Modern Language Association) style of documentation. FORMAT OF AN ESSAY Paper: Use white paper, 8 ½ x 11 inches. Typing: Type on one side of the paper only. Use common font such as Times

New Roman and a standard font size, usually 12 point. Margins: Leave 1 inch (2.5 cm) margins at the top and bottom and both sides of

the text. Spacing: Double space both hand-written and typed essays. Title page: A title page is not necessary unless otherwise required

- Instead of the title page, four double-spaced entries are made, beginning at the top left-hand corner of the first page, listing author (your) name, teacher’s name, course code, and the date.

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- The title of the paper should be centered, one double-space from the bottom of the previous entry

- A header with consecutive page numbering should appear on the upper right-hand corner of each page. It must be flush with the right margin, and one-half inch down from the top margin.

GENERAL RULES FOR IN-TEXT CITATIONS

When either a direct or indirect quote is used in your research paper, it is necessary to acknowledge the original source by an in-text citation. In-text citations identify the source immediately following the quotation or paraphrase. The complete bibliographic information for each reference is listed in the Works Cited at the end of the paper.

PRINT SOURCES Author Given The author’s last name and the page number(s) is placed in brackets immediately following the quote or paraphrase.

AUTHOR PAGE NUMBER ↓ ↓ (Woodward 45)Author Cited More Than Once If you cite more than one work

by the same author, add an abbreviation or shortened version of the title so that the reader is able to distinguish between the works.

AUTHOR PAGE NUMBER ↓ ↓ (Woodward First People

If the Author’s name is included in the text of the paper as part of the quote or paraphrase only the page number is required.

18) ↑ SHORTENED TITLE

PAGE NUMBER ONLY ↓ (38)

No Author Given• If there is no author given,

include in brackets the title, or shortened version of the title

(italicized or underlined) and the page number(s).

TITLE PAGE NUMBER ↓ ↓ (Official Rules

57)

ELECTRONIC SOURCES Author Given AUTHOR The author’s last name is

placed in brackets.

↓ (Doherty)

No Author Given SHORTENED TITLE if there is no author given, ↓

include, in brackets, the title (Sovereignty) or shortened version of the title

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DIRECT QUOTATION A direct quotation may consist of the exact words of another person, statistical tables, diagrams and illustrations. Short Direct Quotation A short quotation consists of fewer than four lines. Enclose it in quotation marks within the text of the paper. Follow in brackets with an in-text citation. The period follows the citation.

Example Plagiarism is “the wrongful act of taking the product of another person’s mind and representing it as one’s own” (Lindey 4). Long Direct Quotation A long quotation consists of four lines or more. Leave a line between the text and the quotation. Indent the entire quotation 5-10 spaces from the left margin of the text.

Double-space the quotation. Do not use quotation marks. Follow in brackets with an in-text citation.

Example A very dramatic time warp has actually been observed: Subatomic particles can be propelled at nearly the speed of light in

large accelerator machines. Some of these particles, such as muons,

have a built-clock because they decay with a definite half-life; in

accordance with Einstein’s theory, fast-moving muons inside accelators are

observed to decay in slow motion. (Davies 34)

PARAPHRASING A paraphrase is another author’s information, ideas or opinion that you have put into your own words. You must cite a paraphrased passage using an in-text citation because the idea or thought was not your own.

Example

Original text from Elaine Tyler May's "Myths and Realities of the American Family": Because women's wages often continue to reflect the fiction that men earn the family wage, single mothers rarely earn enough to support themselves and their children adequately. And because work is still organized around the assumption that mothers stay home with children, even though few mothers can afford to do so, child-care facilities in the United States remain woefully inadequate.

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Paraphrase

Women today still earn less than men — so much less that many single mothers

and their children live near or below the poverty line. Elaine Tyler May argues that

this situation stems in part from "the fiction that men earn the family wage" (588).

May further suggests that the American workplace still operates on the assumption

that mothers with children stay home to care for them (589).

This assumption, in my opinion, does not have the force it once did. More and more businesses offer in-house day-care facilities. . . .

(The writer makes use of the common knowledge in May's work, but acknowledges May's original conclusion and does not try to pass it off as his or her own. The quotation is properly cited, as is a later paraphrase of another of May's ideas.)

SAMPLE ESSAY SHOWING EMBEDDED CITATIONS In-Text Citations

The process of writing essays and reports involves researching and selecting information based on your topic. After that, it involves ensuring that the readers of your paper know which ideas are yours and which are not. When either a direct or indirect quote is used in your research paper, it is important to acknowledge the original source, by a note (footnote/endnote) or in-text citations. These methods have two purposes:

They provide the reader with the sources of all the facts and opinions that are contained in the paper so that, if the readers are skeptical, they can check the information for themselves. Moreover, they are an indispensable courtesy to later scholars who may wish to utilize some of the material and need clear directions as to where to find it. (Altick 219)

A common method for indicating sources is the in-text citation. In this system, “authors names are given at the end of block quotations or paraphrased information and keyed to a list of works cited or bibliography, which is placed at the end of the paper” (Turabian 112). The advantages of this method are several. The parenthetical acknowledgment of sources takes up less space than reference notes and, for most students, allows reading to continue uninterrupted. As many have come to recognize, the in-text citation is, “the most practical way to supply this information” (Achtert 163).

PREPARING YOUR WORKS CITED LIST (MLA STYLE) This page appears at the end of your essay or report. Each source you cite in your essay must appear in you Works Cited List.

• Arrange your sources alphabetically by the author’s last name. • List the author’s last name; follow with a coma, and then the first name. • Some information may not be available; i.e. many websites do not state the

author. In that case, simply move on to the next available information. • If no author is given for a particular work, alphabetize by the title of the

piece and use a shortened version of the title for parenthetical citations.

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• If you make more than one entry by the same author do not repeat the name. Instead, use three hyphens (---) in place of the name in the second and subsequent entries. Example: Shakespeare, William. Hamlet

---. . New York: Dell, 1992.

King Lear• Double space between entries.

. New York: Dell, 1992.

• Begin each new listing at the left margin, and indent all other lines of the entry five spaces to the right. Example: Neiman, Carol. Miracles: The Extraordinary, The Impossible, and the

Devine• You may underline titles or use the italics. Both forms are correct but you

need to use only one form consistently in your Works Cited.

. Toronto: Viking Studio Books, 1995.

WORKS CITED

Print Sources Books Format: Author(s). Title of Book.

Place of Publication: Publisher, Year of Publication.

One Author Mellen, Peter. The Group of Seven Limited, 1970.

. Toronto: McClelland and Stewart

Two Authors Simpson, V.A. and J.H. Brown. Thinking Over Pain and Packard, 1994.

. New York: Morrow

Three or More Authors Greer, William P. et al. Drama Rules

. Glenview: Scott, 1981.

Book by Editor/Compiler Gibson, Barbara, ed. Eye of the Storm

. New York: Avon, 1993.

No Author Beowulf

. Translated by Andrew Tucker. Harmondsworth: Penguin, 1960.

Corporate Author New Age Art Incorporated. The Office Décor 1992.

. New York: Park Lane,

A Part of a Book (e.g. an essay in a collection) Leacock, Stephen. “How to Live to Be 200”. The Act of Writing Conrad. Toronto: McGraw-Hill, 1999.

. Ronald

35

Encyclopedia – Author Given Poston, John W. “Radiation.” The World Book Encyclopedia

. 1989 ed.

Encyclopedia – No Author Given “Hippies”, Canadian Encyclopedia

. 1986 ed.

Dictionary “Coup.” The Canadian Dictionary for Schools Canada, Inc., 1981.

.: Collier Macmillan

Magazines, Newspapers or Journals Format: Author(s). “Title of the Article”. Name of Magazine Page numbers.

Day Month Year:

Magazine Article – Author Given Came, Barry. “Colliding Cultures: The Claims of Quebec Natives Clash with the Province’s Need to Develop Its Hydro Potential.” Maclean’s 12 Aug.1991:10-12.

Magazine Article - No Author Given “A Composer in His Time.” The UNESCO Courier

Newspaper – Author Given

July 1991: 34-35.

Emid, Al. “Winning Fund Concentrates on Small Firms.”

The Globe and Mail

Newspaper – No Author Given

[Toronto] 21 November 1991: C1-C2.

“Pan Am Grounded, Ending Era in U. S.” The Toronto Star 1991: B1, B3.

5 December

Newspaper – Editorial “Euthanasia.” Editorial. The Tribune

[Fredericton] 4 May 1992: 6.

Movie, Videocassette or DVD Format: Title. Director (if known). Producer (if known). Format. Distributor, Date. The Horse’s Mouth Hopkins. London: South Gate Entertainment, 1969.

. Dir. Finetti, Patrick. With Clair Bloom and Anthony

A Survival Guide for Internet Users N.Y.: The Skills Group of the Centre for Humanities, 1981.

. [Videorecording]. Mount Kisco,

Saving Private Ryan DreamWorks Home Entertainment, 1999.

. Dir. Steven Spielberg. Prod. Steven Spielberg. DVD.

36

Online Sources Note: If available, list the date of the latest revision of the site. You must also list your date of access due to constant changes in information and /or source availability. Include the complete address for the site enclosed in <angled carets> to ensure its clarity. Web Pages Format: Author(s). “Title of Page.” Title of Website Sponsor of Site. Date of Access <URL>.

. Date of Posting/Revision.

Anderson, Greg. “Privacy Protection in Other Countries”. Media Awareness Network. 2 May 2007 <http:www.media-awareness. ca/eng.issues.priv/laws/lawintl.htm>.

Databases (magazines, newspapers, journals and books) Format: Author. “Article Title”. Original Source of Article

Date of original source: page numbers. Product name. Name of Library subscribing to the service. Date of Posting/Revision. Date of Access <URL(original address of the database only)>.

Lanken, Dane. “If Stone Could Speak”. Canadian Geographic

10 April 2008 <http:// search.epnet.com>.

June 2008: 34-59. Canadian Reference Centre EBSCOhost. Senator O’Connor Library, Toronto.

Gibbs, Wayt W. “Untangling the Roots of Cancer”. Scientific American March 2003: 7. Infotrac. Senator O’Connor Library, Toronto.

23 June 2008 <http://infotrac.galegroup.com/itweb/ko_k12hs_d62>. Online Newspaper and Magazine Articles (not from a database) Format: Author. “Article Title”. Original Source of Article page numbers. Date of Access <URL>.

Date of original source:

Biello, Sam. “Climate Change”. Scientific American June 2008 <

March 2008: 7. 23 http://www.sciam.com>.

Online Encyclopedia Pasquier, Roger F. “Owl.” Encyclopedia Americana Online 2003. 1 Apr. 2008 <

. Grolier, Inc. http://ed.grolier.com>.

37

Online Images Format: Artist. Title

. Date. Location of Original. Date of Access <URL>.

van Gogh, Vincent. The Starry Night New York. 10 June 2008 <http://moma.org/collection/browse_results.

. 1889. Museum of Modern Art,

php?object_id=79802>. Brandychloe. Sunset Landscape <

. June 2005. 10 June 2008 http://images.google.ca/imgres?imgurl=http://www.africa-nature-

photography.com/images/DCWP_506_031-Landscape-Picture- sunset.jpg&imgrefurl>. Online Charts Format: Author. “Title.” Chart. Source. Date of Access <URL>.

“Motor Vehicle Accidents.” Chart. British Columbia Ministry of Health. 12 June 2008 <www.vs.gov.bc.ca/stats/quarter/q3_96/index.html>.

SAMPLE WORKS CITED PAGE

Works Cited

Achert, Walter S. and Joseph Gibaldi. The MLA Style Manual. New York: The Modern Language Association of America, 1985. “Brain Activity Reveals Roots of Shyness”. Scientific American. 20 June 2007: 10. Infotrac. Senator O’Connor Library, Toronto. 5 Sept. 2007 <http://infotrac.galegroup.com/itweb/ko_k12hs_d62 >. “Footnote.” The Oxford English Dictionary. Oxford: Oxford University Press, 2008. Himmelfarb, Gertrude. “Where Have All the Footnotes Gone?” The New York Times Book Review. 16 June 1991, p. 1, 24. Monasterski, R. “Arctic Fossils”. Science News. 7 November 2007. 23 June 2008. <http://www.findarticles.com>. Pauly, Daniel and Reg Watson. “Counting the Last Fish”. Scientific American. March 2003. 23 June 2003. <http://www.sciam.com>. Turabian, Kate L. A Manual for Writers of Term Papers, These, and Dissertations. 5th ed., rev. and expanded by Bonnie Britwistle Honigsblum. Chicago: University of Chicago Press, 2007. For more information regarding MLA Guidelines please go to the school library.

Senator O’Connor College School Student Agenda 2011-2012 60 Rowena Drive Toronto, Ontario M3A 3R2 Telephone: 416-393-5505 Fax: 416-393-5916 Guidance: 416-393-5646

Website – www.tcdsb.org/schools/senatoroconnor.asp

This agenda belongs to: Name: Parents are requested to review the information on the following pages.