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James Cardinal McGuigan Catholic High School

STUDENT HANDBOOK 2020 – 2021

Mr. A. Bisceglia Principal

Mr. W. Fedele

Ms. N. Medeiros Vice – Principals

Ida Li Preti

Trustee, Ward 3

1440 Finch Avenue West Toronto, Ontario

M3J 3G3

Main Office: (416) 393-5527 Facsimile: (416) 397-6062

Guidance Office: (416) 393-5894 Website: www.tcdsb.org/cardinalmcguigan/

Note: This agenda is merely an outline of the school rules and is not to be interpreted as a legal document. Any clarification of the exact requirements

concerning the uniform and other schoool rules can be obtained from the Administration.

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TORONTO CATHOLIC DISTRICT SCHOOL BOARD PASTORAL PLAN

Rooted in Christ: we Belong, we Believe, we Become

An Overview of our Pastoral Plan 2018-2021

Catholic schools are built on the relationships between our families, our parishes, our staff, and our students and all of us who share a strong commitment to Catholic education.

Our next three years will continue to nurture the close ties of ‘Family, Parish, and School’ in support of our MYSP, Catholic Graduate Expectations and Catholic Social Teachings.

Inspired by St. Paul’s Letter to the Colossians, our new pastoral plan strengthens our sense of belonging to God and one another, expresses our belief in God through our vision and mission, and works to achieve our goals as people on a common mission.

Our new pastoral plan uses the images of a tree which signifies the enduring strength, hope and life of every one of us. Jesus says in John 15, “I am the vine you are the branches. Those who abide in me and I in them bear much fruit because apart from me you can do nothing”. Each school was provided with a sapling to plant as a long lasting reminder of our pastoral plan, and the continued growth of our faith, our school communities and Catholic education.

Our First Year: Rooted in Christ we Belong

In creating us, God expressed his love for us as members of his family and calls us to share that love with one another. Belonging describes our membership that gives us assurance of inclusion, acceptance and sense of satisfaction as members of one another.

The roots of the tree spread out underneath the soil, speaks of our common belonging because we recognize and appreciate the beauty of our origin from diverse social and cultural backgrounds regardless of gender, race or social status. We come together as one family.

As Catholics, we believe that the Sacrament of Baptism is the source of that new life in Christ. We are invited to begin our faith journey toward full communion with Christ’s body, the Church.

Our Second Year: Rooted in Christ, We Believe

We acknowledge that our belonging to God also shapes our perspectives on what we do and how we do it. As a community of believers, we celebrate Christ who is always present with us as the source and summit of our Christian life. Christ is present as the one around whom we build relationships; we celebrate our dignity, heal our differences, reconcile conflicts and move on to a better future for all.

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Around him, we build a community of disciples united in love. The tree symbolizes that this relationship is not one dimensional, but has both vertical and horizontal dimensions, mirroring the Cross. Therefore, our belief connects us to the two sacraments of the Eucharist and Reconciliation.

As people of faith, we must believe in who we are. These perspectives help to define our beliefs in Catholic values, family values and ultimately, belief in our Catholic education system.

Our Third Year: Rooted in Christ, We Become

Following the Great Commission of Christ in the Gospel of Matthew – “Go and make disciples of all nations”, we shall focus on our vocation as people called to Christian discipleship, to service and to mission.

Our vocation is defined by our belonging as members of God’s family and by what we believe. Our belonging and our beliefs define what we become in the world and in our environment, and invite us to become all God has created us to be. Just as the tree’s branches bear fruit and provide shelter, the Holy Spirit stirs us to use our gifts in joy to meet the world’s greatest need. By creating and redeeming us, God is inviting us to become vessels of unity, witnesses to communion, and agents of reconciliation to the world.

At the heart of our pastoral plan is Christ himself. We experience each aspect of this pastoral plan, belonging, believing and becoming, in our celebration of the holy Eucharist. We gather as family, we celebrate our faith, and we are sent out into the world to “live the gospel by our very lives.”

Rooted In Christ: we Belong, we Believe, we Become reminds us that we are called to continue to strengthen our sense of belonging to God and one another, to express our belief in God through our vision and mission, and to work to achieve our goals as people on a common mission.

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Toronto Catholic District School Board (TCDSB)

OUR MISSION

The Toronto Catholic District School Board is an inclusive learning community rooted in the love of Christ. We educate students to grow in grace and knowledge and to lead lives of faith, hope and charity. OUR VISION

At Toronto Catholic District School Board we transform the world through witness, faith, innovation and action. TCDSB CATHOLIC VALUES

We believe...

in the worth and dignity of every person in the critical role that our Catholic schools in promoting Gospel values and social justice environmental responsibility, human solidarity and the common good that high standards and expectations foster greater achievement that people thrive in a safe, healthy and compassionate environment that teaching is responsive to individual needs that teaching and learning be rooted in research and evidence that each of us shares responsibility for creating in collaborative communities of learning that equity, diversity, accessibility, and inclusivity are integral to the Catholic community that the 21st century fluencies of digital literacy, creativity, innovation and collaboration are

essential

ONTARIO CATHOLIC SCHOOL GRADUATE EXPECTATIONS

Each student will be…

a discerning believer formed in the Catholic faith community who celebrates the signs and sacred mysteries of God’s presence through word, sacrament, prayer, forgiveness, reflection, and moral living;

an effective communicator who speaks, writes, and listens honestly and sensitively, responding critically in light of Gospel values;

a reflective, creative, and holistic thinker who solves problems and makes responsible decisions with an informed moral conscience for the common good;

a self-directed, responsible, life-long learner who develops and demonstrates his/her God-given potential;

a collaborative contributor who finds meaning, dignity, and vocation in work which respects the rights of all and contributes to the common good;

a caring family member who attends to family, school, parish, and the wider community; a responsible citizen who gives witness to Catholic social teaching by promoting peace, justice,

and the sacredness of human life.

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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 at James Cardinal McGuigan acknowledge and are committed to the school community that proclaims, celebrates, and cherishes its’ Catholic identity and traditions. At the same time JCM is enriched and committed to providing an environment that is inclusive, safe and that is free of barriers based on religion. With respect to Religious Accommodation, the TCDSB also acknowledges that all students, in accordance with the best of what our Catholic Church offers in its’ social teachings and reflective practice, are entitled to their rights and responsibilities under the Ontario Human Rights Code.

In the spirit of respect and inclusion, the TCDSB will work cooperatively and take all reasonable steps, to provide accommodation to individual requests to facilitate his/her religious beliefs and practices. We would ask those seeking accommodations to make their requests at the start of the school year so that consideration can be given early on. For further information on religious accommodation, please consult with the school administration. Additional information on the religious accommodation guidelines can found at https://www.tcdsb.org/Board/EIE/Pages/Religious-Accommodation.aspx.

CHAPLAINCY SERVICES

School Parish – St. Wildrid’s Roman Catholic Church (Pastor – Fr. Paolos) The focus of the Chaplaincy Program at JCM is to encourage and to provide opportunities for staff and students to integrate their Christian faith into their lives. To bring this into reality the Chaplaincy Program strives to: provide a ministry of presence; build a Christian community; be an intregal part of the school community; lead liturgical celebrations, retreat experiences and community outreach initiatives.

Liturgical Services The focus of the Chaplaincy Program is achieved by providing seasonal Eucharistic liturgies, paraliturgies, penitential services, staff and students retreats and opportunities for volunteer service. Time will also be available to provide support to staff and students through individual contacts and peer programs. As our faith is strengthened and lived out on a daily basis, our efforts to create a more loving, reconciling and peaceful world will be initiated. All of us will experience a faithful and loving Christian Community, one in which we pursue educational endeavours.

CATHOLIC SCHOOL PARENTS COUNCIL (CSPC)

The CSPC consists of parents (the majority), the Principal or Vice Principal, a teacher, a non-teaching employee, a student and one or more community representatives. Principals consult with their CSPC on a variety of matters affecting student learning and seek recommendations to improve student achievement and school performance. Council members are elected for a one-year term that lasts from the first meeting of one school year to the first meeting of the next. All parents/guardians are encouraged to attend the Council meetings and

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to become actively involved in our school community in any way they can. There are 4-5 regular meetings per year.

JAMES CARDINAL MCGUIGAN

ARCHBISHOP JAMES CHARLES CARDINAL MCGUIGAN

James Charles McGuigan was born in Hunter River, Prince Edward Island on November 26, 1894. He studied Philosophy, Theology and Canon Law at Laval University and Grand Seminary in Quebec, and was ordained on May 26, 1918 in Rustico, P.E.I. Father McGuigan served as a professor at St. Dunstan's University, Charlottetown for one year before becoming Secretary in 1919 to Bishop Henry J. O'Leary of Charlottetown, later Archbishop of Edmonton. Father McGuigan held the positions of Vice-Chancellor, Vicar General, Rector of St. Joseph's Seminary and St. Joseph's Cathedral while in Edmonton. He also earned his post-graduate degree in Canon Law in 1927. On January 31, 1930, Father McGuigan was appointed Archbishop of Regina, Saskatchewan, and was consecrated by Abp. Henry J. O'Leary of Edmonton on May l5, 1930 in Edmonton. During his five years there, Archbishop McGuigan reduced the diocesan debt and created numerous Catholic institutions. Archbishop McGuigan was appointed to the See of Toronto on December 22, 1934. After eight years, the diocesan debt had been reduced by half. Successful campaigns for St. Augustine's Seminary, Catholic charities, High Schools, and diocesan expansion were conducted. After World War II, Toronto was flooded with immigrants and many national parishes were created and staffed with ethnic priests. On February 18, 1946, Pope Pius XII raised Archbishop McGuigan to the Sacred College of Cardinals, with his titular church being Santa Maria del Popolo in Rome. In the process, Cardinal McGuigan became Canada's first English-speaking Cardinal. There were many changes during Cardinal McGuigan's time, including the creation of the diocese of St. Catharines from the Toronto Archdiocese section located in the Niagara Peninsula. Cardinal McGuigan's labours took their toll and in 1961, Archbishop Philip Pocock was named Co-adjutor Archbishop to assist His Eminence in the administration of the Archdiocese. Cardinal McGuigan resigned as Archbishop on March 30, 1971 and died on April 8, 1974. He is interred in the burial ground at St. Augustine's Seminary.

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OUR HISTORY AND TRADITION – DEUS MEUS ET OMNIA (MY GOD, MY ALL)

James Cardinal McGuigan Catholic Secondary School was established in 1982. The school began as a vision of local clergymen and Catholic school officials who realized the great need for a Catholic institution and presence in the Finch/Keele area. It was Father Sbrocchi of St. Wilfred’s parish who spearheaded construction of the new school. Under the guidance and support of the Franciscan Order and the capable administration of Father Robert Campagnia, both the physical and the spiritual cornerstones of the new school were laid. Along with a Franciscan spirituality and tenor, the new Catholic High School was honoured with the name and legacy of one of the most dynamic and dedicated figures in the history of the Toronto Archdiocese and Catholic Education in the Province of Ontario, James Cardinal McGuigan. A unique school chapel was constructed to safeguard and make accessible a treasury of artifacts from the Cardinal’s belongings that remain of considerable historical and ecclesiastical importance. The chapel’s design and construction were developed around the very extraordinary gift of stained-glass windows donated to the school. The windows once graced the private chapel of Cardinal McGuigan and, together, tell much about the Cardinal, his life, and his faith. A multi-cultural community of learners defines James Cardinal McGuigan. Students from a wide area of the city attend McGuigan, bringing with them a very broad spectrum of cultures, religions and needs. Our primary goal is to meet each new learner with the guidance and light offered by Christ so that, within both the school and local communities, each child may experience the education and care that was once envisioned by the founders and the namesake of James Cardinal McGuigan Catholic High School. OUR MISSION

In the tradition of Franciscan Spirituality and the example set by James Cardinal McGuigan, we meet each learner with the guidance of the light offered by Christ. Guided by the pillars of kindness, integrity, and inclusivity, we educate students for a life of humility, leadership, and discernment. OUR VISION

We graduate students formed in the Catholic faith who demonstrate dignity and compassion for all people and through stewardship, become globally engaged citizens. Our graduates will positively impact the present and influence the future. S.T.E.A.M. (SCIENCE, TECHNOLOGY, ENGINEERING, ARTS AND MATH) PROGRAM

James Cardinal McGuigan has been designated as a TCDSB Regional Centre for the STEAM Program. Through differentiated learning environments, this program offers enriched courses in Math, Science, Art, and Technology from Grades 9 to 11. Elective courses include computer engineering, robotics, transportation, hospitality, and a variety of arts courses. In Grade 12, students will take an Interdisciplinary STEAM course. SPECIALIST HIGH SKILLS MAJOR (SHSM)

JCM offers the Specialist High Skills Major in four sectors:

1. Transportation 2. Arts and Culture 3. Health and Wellness 4. Information, Communication, Technology (ICT)

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This Ministry approved program allows students to focus on knowledge and skills, specializing their secondary school education in Transportation Technology, earn recognized industry certifications, and develop Essential Skills connected to their career destinations. The SHSM program allows students to focus on a career path that matches their skills and interests, and to track for four distinct destinations: apprenticeship, college, university and the workplace. Students earn an Ontario Secondary School Diploma (OSSD) with the SHSM designation. A red seal on the diploma identifies the SHSM achievement. As well, the student receives a “SHSM Record” outlining the achievement of the five required components:

a bundle of ten grade 11 and 12 credits industry-recognized certifications experiential learning in the transportation field “Reach Ahead” experiences connected with students’ postsecondary pathways development of Essential Skills and work habits (documented in the Ontario Skills Passport)

OTHER PROGRAMS

JCM also offers additional programs to meet the individual needs of our students:

Student Empowering Leadership Course – Grade 11 Grade 9 Summer Transition Course Cooperative Education Access to gifted, special education and ESL programs

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STUDENT SERVICES

Guidance Student Services provides support to students in the transition from elementary school; throughout the secondary school years; and to college, university or the workplace. Guidance counsellors are available to assist students in making important decisions about course selection, career information and planning, and to provide current and accurate information about post-secondary pathways. Students can request appointments with their counsellors by contacting the Guidance Secretary before and after school as well as at lunch time. Course Load Students in grades 9, 10 and 11 must take 8 credit courses per year and are NOT entitled to spares as part of their program of study. Students in grade 12 who have earned 24 credits ARE permitted to take a spare but they MUST maintain 3 full-credits per semester.

Full Disclosure According to the Ministry of Education, the transcript will list all grade 11 and 12 courses attempted or completed by a student with both the percentage mark and credit earned. Students repeating a course for which they already have a credit will only earn one credit for the completion of the course. Withdrawal from a grade 11 or 12 course five days after the mid-term mark is issued is noted on the transcript along with the mid-term mark.

Student Concerns Students who experience personal and/or academic concerns are provided with the assistance of a multi-disciplinary team of experts consisting of chaplaincy and guidance staff, resource teachers, child youth workers, educational assistants and the school social worker.

Course Transfers during the School Year Students must take extreme care when selecting courses. Priority for considering a change is as follows: a failed course; completion of a summer school course, change in the student’s career plans that require specific courses. Dropping a Course Courses may be dropped only after the student has consulted a counsellor. After the deadline for course changes, approximately two weeks after the beginning of each semester, principal approval is required.

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GRADUATION (as per Ministry of Education Guidelines)

A diploma will only be granted to students who have successfully completed 30 credits + Literacy components + 40 Hours Community Service. Students who have completed all of the requirements outlined by the school will be invited to participate in a graduation ceremony organized by the school’s Graduation Committee. All invitees must pay a fee to cover ceremony expenses and abide by the dress code outlined by the Graduation Committee. Ontario School Record (OSR) The Ontario Student Record (OSR) is the official record for a student. The OSR contains achievement results, credits earned, diploma requirements and other information important to the education of the student. Students and their parents (if the student is not an adult) may examine the contents of the OSR, but may not remove any part of it. These records are protected by the Education Act and the Freedom of Information Legislation. Ontario Secondary School Diploma (OSSD) The Ontario Secondary School Diploma (OSSD) is awarded to a student by the Minister of Education, on the recommendation of the Principal, who has earned a minimum of 30 credits. A credit is granted in recognition of the successful completion of a course that has been scheduled for a minimum of 110 hours. The Requirements of the Ontario Secondary School Diploma (OSSD)

Earn 18 compulsory credits and earn 12 optional credits Complete 40 hours of community involvement activities Successfull completion the Ontario Secondary School Literacy Test (OSSLT).

OSSD (Ontario Secondary School Diploma)–30 credits total, including:

4 English (Grade 9, 10, 11, 12) 3 Mathematics (9, 10, 11) 2 Science 1 French 1 Canadian History 1 Canadian Geography 1 Arts (Music, Art, Drama) 1 Health and Physical Education 1 Civics and Career Studies

Plus…one additional credit from each of the following groups:

Group 1: English, or a third language, or social sciences and the humanities, or Canadian and world studies, or guidance and career education, or cooperative education

Group 2: Health and physical education, or the arts, or business studies, or cooperative education*

Group 3: Science (Grade 11 or 12), or technological education (Grades 9-12), or cooperative education*

* A maximum of 2 credits in cooperative education can be counted as compulsory credits

4 Religious Studies (compulsory at JCM and other TCDSB schools)

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Optional Credits (total of 12)

• Students must earn 12 optional credits Students must complete 40 hours of Community Service All students must complete a minimum of 40 hours of unpaid community involvement before graduating from high school. We suggest 10 hours of service per year. Students will be able to choose their own community involvement activities within guidelines provided by the school. Students are responsible for fulfillling requirements on their own time and for keeping a record of their activities on a tracking sheet provided by the Guidance Department. Once the 40 hours have been completed, the student should bring their tracking sheet(s) to the Guidance Secretary to be entered on their transcript. Students must successfully complete the Ontario Secondary School Literacy Test (OSSLT) Grade 10 students will take the OSSLT. They must pass the test in order to graduate and their result is recorded on their transcript. JCM offers students on-going OSSLT preparation in the Grade 9 and 10 classes , as well as in the After School Literacy Program for Grade 10 students. English Language Learners (ELL) will take the test only when they have reached the Grade 9 level in their language studies. Accommodations will be made for students in ELL and Special Education programs. Students who do not pass the test will receive remedial help to prepare them for retesting.

THE TCDSB CODE OF CONDUCT

The Toronto Catholic District School Board is an inclusive community rooted in the love of Christ. We educate students to grow in grace and knowledge and to lead lives of faith, hope, and charity. Through our Catholic values, we believe in the worth and dignity of every person, and that people thrive in a safe, healthy, and compassionate environment. One of the goals of the Board’s Multi-Year Strategic Plan requires that, in order to create equitable learning environments for all students, students will be provided with safe, healthy learning environments by promoting a positive school climate, inclusive and accepting of all students. This policy is interpreted through the lens of the Catholic faith as articulated by the teachings of the Church, having due regard for the following:

Teachings of the Catholic Church, as expressed through various documents of the Universal Church, the Bishops of Canada, the Bishops of Ontario, and the Archdiocese of Toronto.

Education Act, Sections 1 (4); 169.1; 301 Program Policy memorandum (PPM) 128 Provincial Code of Conduct and School Board Codes of

Conducts, August 29, 2019. Ontario Human Rights Code, Sections 1; 19.

PURPOSE OF THE CODE

The TCDSB Code of Conduct is consistent with the requirements set out in the Provincial Code of Conduct, by establishing standards of behaviour for all members of the school community. The following goals are foundational to the Board’s Code of Conduct:

1. To ensure that all members of the school community, especially people in positions of authority, are treated with respect and dignity.

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2. To promote responsible citizenship by encouraging appropriate participation in the civic life of the school community.

3. To maintain an environment where conflict and difference can be addressed in a manner characterized by respect and civility.

4. To encourage the use of non-violent means to resolve conflict. 5. To promote the safety of people in schools and board sites. 6. To discourage the use of alcohol, illegal drugs, and, except by a medical cannabis user, cannabis. 7. To prevent bullying in schools.

STANDARDS OF BEHAVIOUR

Respect, Civility, and Responsible Citizenship The following requirements do not adversely affect any right or privilege guaranteed under the Constitution Act 1867: the Canadian Charter of Rights and Freedoms, or the Ontario Human Rights Code. All members of the school community must:

respect and comply with all applicable federal, provincial, and municipal laws; demonstrate honesty and integrity; respect differences in people, their ideas, and their opinions; treat one another with dignity and respect at all times, and especially when there is disagreement; respect and treat others fairly, regardless of, for example, race, ancestry, place of origin, colour,

ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, marital status, family status or disability;

respect the rights of others; show proper care and regard for school property and the property of others; take appropriate measures to help those in need; seek assistance from a member of the school staff, if necessary, to resolve conflict peacefully; respect all members of the school community, especially persons in positions of authority; respect the need of others to work in an environment that is conducive to learning and teaching;

including by ensuring that personal mobile devices are only used during instructional time for the educational and other permitted purposes outlined on page 1 of Policy/Program Memorandum No. 128 dated August 29, 2019

not swear at a teacher or at another person in a position of authority.

Safety All members of the school community must not:

engage in bullying behavious; commit sexual assault; traffic weapons or illegal drugs; give alcohol or cannabis to a minor; commit robbery; be in possession of any weapon, including firearms; use any object to threaten or intimidate another person; cause injury to any person with an object; be in possession of, or be under the influence of alcohol, cannabis (unless the individual has been

authorized to use cannabis for medical purposes), and illegal drugs;

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provide others with alcohol, illegal drugs, or cannabis (unless the recipient is an individual who has been authorized to use cannabis for medical purposes);

inflict or encourage other to inflict bodily harm on another person; engage in hate propaganda and other forms of behaviour motivated by hate or bias; commit an act of vandalism that causes extensive damage to school property or to property

located on the premises of the school.

ROLES AND RESPONSIBILITIES

The Toronto Catholic District School Board

The Board will provide direction to its schools to ensure opportunity, academic excellence, and accountability in the education system. It is the responsibility of the Board to:

develop policies that set out how schools will implement and enforce the provincial Code of Conduct and all other rules that it develops that are related to the provincial standards that promote and support respect, civility, responsible citizenship, and safety;

establish a process that clearly communicates the provincial Code of Conduct and TCDSB’s code of conduct to all parents, students, principals, teachers, other school staff, and members of the school community in order to obtain their commitment and support;

review these policies regularly with those listed above; seek input from school councils, Parent Involvement Committees, and the Special Education

Advisory Committee; develop effective intervention strategies and respond to all infractions related to the standards

for respect, civility, responsible citizenship, and safety; provide opportunities for all the staff to acquire the knowledge, skills, and attitudes necessary to

develop and maintain academic excellence in a safe learning and teaching environment. Principals Under the direction of the Director of Education, principals take a leadership role in daily operation of a school. They provide this leadership by:

demonstrating care for the school community and a commitment to academic excellence in a safe, inclusive, and accepting teaching and learning environment;

holding everyone under their authority accountable for his or her behaviour and actions; empowering students to be positive leaders in their school and community; communicating regularly and meaningfully with all members of their school community.

Teachers and Other School Staff Members Under the leadership of their Principals, teachers and other school staff members maintain order in the school and are expected to hold everyone to the highest standard of respectful and responsible behaviour. As role models, teachers and school staff uphold these high standards when they:

help students work to their full potential and develop their sense of self-worth; empower students to be positive leaders in their classroom, school, and community; communicate regularly and meaningfully with parents; maintain consistent standards of behaviour for all students; demonstrate respect for all students, staff, parents, volunteers, and the members of the school

community; prepare students for the full responsibilities of citizenship.

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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. Respect and responsibility are demonstrated when a student:

comes to school prepared, on time, and ready to learn; shows respect for himself or herself, for others, and for those in authority; refrains from bringing anything to school that may compromise the safety of others; follows the established rules and takes responsibility for his or her own actions.

If you are aware that a student or group of students is in a dangerous situation, then you should tell a caring adult in the school commuinity immediately. Parents Parents/guardians play an important role in the education of their children, and can support the efforts of school staff in maintaining a safe and respectful leaning environment for all students. Parents fulfill their role when they:

show an active interest in their child’s school work and progress; communicate regularly with the school; help their child be neat, appropriately dressed, and prepared for school; ensure that their child attends school regularly and on time; promptly report to the school their child’s absence or late arrival; show that they are familiar with the Ontario Code of Conduct, the TCDSB’s Code of Conduct, and

school rules; encourage and assist their child in following the rules of behaviour; assist school staff in dealing with disciplinary issues involving their child.

Community Partners and the Toronto Police Service (TPS) Community agencies are resources used to deliver prevention or intervention programs. Protocols are effective ways of establishing linkages between boards and community agencies and of formalizing the relationship between them. These partnerships must respect all applicable collective agreements. The TPS play an essential role in making our schools and communities safer. The police investigate incidents in accordance with the protocol developed with the TCDSB and are based on a model that was developed by the Ontario Ministry of the Solicitor General and the Ministry of Education.

STUDENT CODE OF CONDUCT

The Safe Schools Act, 2000 requires school boards to establish policies and guidelines with respect to the conduct of persons in schools. The TCDSB has a policy which reflects the regulations of the Ministry of Education Safe Schools Act. Please refer to TCDSB Board Website, www.tcdsb.org Safe Schools Act: Code of Conduct S.S.09 The TCDSB and its staff strive to create school communities where a sense of belonging, of responsibility and of caring for one another prevails. Such a community must be characterized by a safe and harmonious working environment in which the needs and well-being of every individual are given consideration. Discipline in a Catholic school must transcend the conventional code of human ethics and behaviour. Noting that both “discipline” and “disciple” share the same linguistic root, the Student Code of Behaviour

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in a Catholic community like JCM is centered on the premise that life should be guided by faith and lived according to the Gospel values taught by Jesus: “I have come that they may have life and have it to the full” (John 10:10). Central to these values is the belief that each person has great dignity and is deserving of the highest respect. Together with parents, the school shares the mission of helping each student to grow toward self-discipline so that a stimulating, positive learning environment can be provided for all. These guidelines for appropriate behaviour are intended to provide for the wellbeing of everyone in the school and in the community-at-large.

BEHAVIOUR IN GENERAL

Students are expected to know and to abide by all school policies and reflect Gospel values at all times. Students must learn to work not only as individuals but also to work effectively with others. Mutual respect, cooperation and sharing are important values in our society today. To this end JCM/TCDSB policies emphasize:

Respect for Self; Respect for Others; Respect for Property; Respect for Authority.

Any behaviour that disrupts the teaching-learning process in the classroom, or which demonstrates disregard and disrespect for self, others, property or authority will be dealt with by the teaching staff and the administration in order to ensure the well-being and security of everyone in the school. ** For 2020-2021, all student are expected to repect and abide by all COVID-19 protocols, as outlined during the opening week procedures. This includes, but is not limited to the following: daily COVID-19 screenings, proper PPE (masks), social distancing guidelines, enty and exit guidelines, etc.. RESPECT FOR SELF

School Uniform: Students are expected to wear their uniform properly to and from school, exhibiting pride, neatness and good grooming. Adherence to the uniform guidelines will be determined by the Administration and school staff.

Appropriate Language: Students are expected to use language which respects the dignity of others. Profanity of any kind is unacceptable and will result in disciplinary action.

Drugs and Alcohol: The possession, use, and/or sale of alcohol or illicit drugs on school property or at school events, including excursions, is strictly prohibited and will result in a suspension and/or expulsion.

Gambling: Gambling of any kind on the school property or at school sponsored activities will not be tolerated. Violation of this policy will result in a reprimand, detentions, parental contact and possible police involvement and/or suspension.

Smoking or Vaping: Smoking or vaping of tobacco or cannabis on school property, including both inside the building and on school grounds, is stricly prohibited. Consequences for smoking or vaping include mandatory fines under the Smoke-Free Ontario Act and/or Court Summons and suspension.

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RESPECT FOR OTHERS

Respecting Differences We, at JCM, believe that our school is a safe, inclusive, caring and welcoming learning environment. We are accepting of all students in our care, regardless of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, age, marital status, family status or disability.

Respect of Students: Students are encouraged to resolve disagreements in an appropriate manner which insures the dignity and safety of others. Students engaged in fighting may be suspended from school. Students must not bully/harass others, physically, verbally, or electronically, by telephone or in person. Bullying/Harassment is defined as any unwelcome comment or conduct that intimidates, demeans or offends an individual. Discipline will be treated most seriously and may result in the involvement of outside agencies, suspension and/or expulsion.

Weapons and Dangerous Articles: A student found in possession of a dangerous article, as defined by TCDSB Policy Register V.P.07, on school property will be suspended or expelled, the parents will be notified and the dangerous article confiscated and disposed of in an appropriate manner.

RESPECT FOR PROPERTY

Students are expected to treat the school grounds, the school buildings, and everything related to the school with respect, especially items which belong to the school, other students, or staff.

1. School Materials: Textbooks, library materials, musical intruments, etc. are on loan and remain the property of JCM. Students are expected to return all items to their respective teacher at the end of the year, or when the student withdraws from the school. Both the student and parents/guardians are responsible to the school for any damage or loss – however caused.

2. Lockers: Each student is assigned a locker and a combination lock. Students may not change lockers without the permission. Only locks provided by JCM may be used and all other locks will be removed by the custodian. Please note: Lockers remain the property of the school and Administration may open a locker for

inspection at any time with or without the permission of the student; Students must not share a locker and must not share combinations with others; Items in or on the locker must conform to TCDSB policies and the school Code of Behaviour; Students should report any damage, vandalism or theft from their lockers immediatey; Students should make certain that lockers are closed properly and locked securely; Unfortunately thefts do occur. Students are advised NOT to bring large sums of money or

valuables of any kind to school. Personal property is the responsibility of the individual student. The school will be responsible for lost, missing or stolen property of any kind;

Because of the number of visitors to our school and the use of our facilities by outside organizations, coats, book bags, music instruments should be placed in the locker and should never be left unattended anywhere in the building;

Students will be required to pay for replacement locks; The student will be held responsible for any damage, graffiti, or defacement of the locker.

**Please note that due to COVID-19 protcols, lockers will not be in use until further notice**

3. Littering: Students are expected to help keep the buildings and grounds clean and are expected to deposit all garbage into waste baskets or recycling containers.

4. Theft: Theft will be treated as a serious offence since it violates the spirit of respect for the property of others. School disciplinary action will be taken. The police may be called.

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5. Vandalism/Wilful Destruction of School Property: Students who destroy, deface, or otherwise damage property belonging to the TCDSB, another student, or staff member, will be required to make restitution where appropriate and/or may be suspended.

6. Stage Area: This area is out of bounds for all students unless you are being directly supervised by a teacher.

7. Neighbours and Surrounding Community: Students are expected to behave in a manner that is consistent with the philosophy and policies of the school when they are out in the community and when traveling to and from school.

8. Conduct in Chapel and Special Rooms: Chapel, gym, weight room, science and computer labs, and shop areas, by their very nature, demand exemplary conduct because of safety considerations and the cost of specialized equipment. Strict measures are taken to ensure safety. All require teacher supervision at all times.

9. Food and Beverage: Eating will only be allowed in the Cafetorium. Students will not be excused from class in order to go to the cafetorium to purchase and/or eat food.

RESPECT FOR AUTHORITY OF STAFF

Respect for the Authority of Staff: Students are expected to comply with the rules of the school and with the expectations of all staff in the classrooms, hallways, the school grounds, and while on transportation or school sponsored activities. Behaviour which is inappropriate or disrespectful will result in progressive discipline.

Identification: Students must identify themselves when asked by any staff member or the student will face a disciplinary action.

Behaviour During Assemblies, Liturgies, & Gatherings: Students will comport themselves in an appropriate manner that demonstrates consideration and respect for each other, for speakers, performers or other visitors and in a manner that shows respect for school property and the property of others. Students are expected to be seated where directed by the teachers or ushers.

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PROGRESSIVE DISCIPLINE - Consequences for Inappropriate Behaviours

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 reflect information drawn from Section 306 and Section 310 of the Education Act and the TCDSB Suspension and Expulsion Policy (S.S.01). Principals must follow this legislation and policy when determining appropriate consequences for student behaviour.

Activities leading to possible suspension (Section 306): A principal shall consider whether to suspend a pupil if he or she believes that the pupil has engaged in any of the following activities while at school, at a school-related activity or in other circumstances where engaging in the activity will have an impact on the school climate:

Principal Shall Consider Suspension In considering whether to suspend a pupil, a principal shall take into account any mitigating or other factors

1. Uttering a threat to inflict serious bodily harm on another person 1 – 20 Days

2. Possessing alcohol or illegal drugs 1 – 20 Days

3. Possessing cannabis, unless the pupil is a medical cannabis user 1 – 20 Days

4. Being under the influence of alcohol 1 – 20 Days

5. Being under the influence of cannabis, unless the pupil is a medical cannabis user

1 – 20 Days

6. Swearing at a teacher or at another person in a position of authority 1 – 20 Days

7. 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

8. Bullying 1 – 20 Days

9. Persistent opposition to authority 1 – 20 Days

10. Habitual neglect of duty 1 – 20 Days

11. Use of profane or improper language 1 – 20 Days

12. Theft 1 – 20 Days

13. Aid/incite harmful behaviour 1 – 20 Days

14. Physical assault 1 – 20 Days

15. Being under the influence of illegal drugs 1 – 20 Days

16. Harassment 1 – 20 Days

17. Fighting 1 – 20 Days

18. Extortion 1 – 20 Days

19. Inappropriate use of electronic communications/media equipment 1 – 20 Days

20. Other – defined as any conduct injurious to the moral tone of the school or to the physical or mental well-being of others

1 – 20 Days

Under

The principal will follow the requirements established by the Police/School Board Protocol when activities occur requiring mandatory or discretionary reporting to police.

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Activities leading to suspension (Section 310) A principal shall suspend a pupil if he or she believes that the pupil has engaged in any of the following activities while at school, at a school-related activity or in other circumstances where engaging in the activity will have an impact on the school climate. When a pupil is suspended under section 310, the principal shall conduct an investigation to determine whether to recommend to the board that the pupil be expelled.

Principal Shall Suspend In considering whether to recommend to the board that the pupil be expelled, a principal shall take into account any mitigating or other factors.

1. Possessing a weapon, including possessing a firearm 1 – 20 Days

2. Using a weapon to cause or to threaten bodily harm to another person

1 – 20 Days

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

1 – 20 Days

4. Committing a sexual assault 1 – 20 Days

5. Trafficking in weapons or illegal drugs 1 – 20 Days

6. Committing robbery 1 – 20 Days

7. Giving alcohol to a minor 1 – 20 Days

8. Giving cannabis to a minor 1 – 20 Days

9. Bullying, if I. the pupil has been previously suspended for engaging

in bullying, and II. the pupil’s continuing presence in the school creates an

unacceptable risk to the safety of another person.

1 – 20 Days

10. Any activity listed in subsection 306. (1) of the Act that is motivated by bias, prejudice or hate based on race, national or ethnic origin, language, colour, religion, sex, age, mental or physical disability, sexual orientation, gender identity, gender expression, or any other similar basis.

1 – 20 Days

11. Possession of explosive substance 1 – 20 Days

12. Refractory conduct 1 – 20 Days

13. Serious or repeated misconduct 1 – 20 Days

14. Conduct injurious to the moral tone of the school or to the physical or mental well-being of others

1 – 20 Days

The principal will follow the requirements established by the Police/School Board Protocol when activities occur requiring mandatory or discretionary reporting to police.

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THREATS TO SCHOOL SAFETY – Response Procedures

The TCDSB 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 Administration in the management of a crisis situation. These supports have been developed through community consultation and through collaboration with Toronto Police Services. Lockdown and Hold and Secure represent the two different responses that may be initiated by a school Principal in the event of a threat to school safety. 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. This 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. Students and staff are to remain inside 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. This is the highest level of emergency response requiring students and staff to take cover inside the building. In order for all students and staff to become familiar with expectations during a threat to school safety, our school will be practising threat response procedures as we have normally done with fire drills. During these drills, signs may be posted on the entrances to the building indicating that a drill is taking place. Doors to the building may be locked. 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. SAFETY DRILLS AND SAFETY PROCEDURES

The law requires fire and lockdown drills at regular intervals and every person in a school building must participate in them. When the first signal is given, students must follow the directions of the teacher and leave by the posted exit. Absolute silence is required and students are expected to meet at a prearranged area for attendance. Exit information and Emergency procedures are posted in each classroom. RESTORATIVE JUSTICE AND MEDIATION

Restorative Justice is a safe, controlled process which an alleged offender, a victimized individual and their respective families and supporters are brought together with a trained facilitator to discuss the offence and effects and to jointly decide how to right the wrong that has been done. It is important within this process to ensure that the offender assumes responsibility for his or her actions. This will ensure a sense of accountability not always found in the court system where offenders are represented by lawyers, encouraged to plead “not guilty” and seldom face their victims.

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SCHOOL SCHEDULES

Regular Day

Period Start End 1 8:45 10:06 2 10:10 11:26 3a 11:30 12:46 2nd Lunch 12:46 1:26 1st Lunch 11:30 12:10 3b 12:10 1:26 4 1:30 2:47

Late Start*

Period Start End 1 9:55 11:00 2 11:05 12:05 3a 12:09 1:05 2nd Lunch 1:05 1:45 1st Lunch 12:05 12:45 3b 12:45 1:45 4 1:49 2:47

**Please note that for 2020-2021, JCM will be following a Quadmester model and the school schedule listed below:

8:47am to 11:17am

Morning Block (in-person face to face instruction)

One half of the class will attend school for in-class learning (alternating cohorts of the same class during the week). The other half of the same class will participate in asynchronous learning from home in the morning.

11:17am to 12:37pm

Lunch Block Lunch for staff and exit for students.

12:37pm to 3:07pm

Afternoon Block (Distance learning for students from home)

Learning in the other course will occur through synchronous learning for entire class (both cohorts combined).

UNIFORM POLICY

Wearing the JCM uniform is an obligation and an expectation of all JCM students. Ministry of Education regulations and TCDSB policies, require each school community to develop a Uniform Policy which the Principal, Vice Principal and staff are expected by Board of Trustees to enforce strictly. Students are expected to wear the uniform properly, exhibiting pride, neatness and good grooming. Adherence to the uniform guidelines will be determined by the Administration and school staff.

• Uniforms associated with athletics or other co-curricular clubs are not part of the school uniform and cannot be worn during the school day.

• Absolutely NO modifications to the uniform are permitted. • Students are expected to remain in uniform all day. • Headwear of any kind is NOT permitted in the school (unless for religious accommodation).

In the event of any discrepancy regarding the uniform, Administration will make the decision.

Consequences for Non-Compliance Students who violate the uniform policy will have their parents and/or guardians contacted by the school Administration. Students may be required to serve a detention, be sent home or receive progressive

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discipline. In emergency situations (deemed by the Administration), students may be given a uniform pass for the day. Dress-Down Days and School Excursions Civvies Days are non-uniform days. If a student does not wish to participate in ‘civvies’ they are required to wear their uniform for the school day. Please note: these dates may be cancelled as per the Administration. Note: JCM is a professional learning centre and requires that students dress for a conservative Catholic School environment: In the event of a discrepancy, the Administration will determine what is appropriate. If the Administration deems the outfit unacceptable, the parents and/or guardians will be contacted and the student will be asked to go home and change their outfit prior to returning to school. The James Cardinal McGuigan uniform consists of:

Tops

Polo Shirt: JCM crested, white, long, or short sleeved

Undershirt: Only plain white short-sleeved, crew neck T-shirts may be worn underneath, and they must be tucked in

Zip Polo Sweatshirt: JCM crested zip polo sweatshirt, can be worn OVER the golf shirt or any plain white short-sleeved, crew neck T-shirt

Pants

Black Dress Pants:

Students are only permitted to wear one pair of pants, no second layer underneath.

Students are not permitted to roll up the bottoms of pants nor tuck them into boots, shoes or socks or alter the design of the pant in any way.

Students have the option of purchasing dress pants from Mc Carthy’s.

Shoes

Must be solid black in color, including stitching, soles and laces. Insignia, Logos, alternate color trim or accents is not permitted.

JCM uniforms can be purchased from R.J. McCarthy Ltd. 360 Evans Ave, Etobicoke, ON M8Z 1K5

Telephone number: 416 593 6900

** Until further notice, students are expected to provide THEIR OWN mask, which must be worn at all times. Students are permitted to wear ANY mask that is not offensive/inappropriate. Bandanas are not suitable masks/face coverings. JCM Spirit Wear Students have the option of purchasing through the school a JCM Spirit Wear sweatshirt that will allow students to customize the sweatshirt to promote and instill JCM pride. This sweatshirt can be worn on Spirit Wear Days with uniform pants, and black plain shoes. Please note: dates may be cancelled as per the Administration.

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ATTENDANCE POLICIES

Ministry of Education Regulations state that “all students shall attend classes regularly and punctually.” Class participation forms an integral part of all courses. In order for students to be successful and realize their academic potential, regular attendance and punctuality are not only expected, but required by statute. Responsibility for attendance and punctuality rests with the students and their parents. Access to the Building All students must be in full and proper uniform upon entering the school building. Students must have a purpose for being in the building. Unless participating in a scheduled practice, meeting or rehearsal all students are expected to leave the building at the end of their scheduled classes in order to give the custodial staff sufficient time to clean the building. Students may not remain in the building after school unless they are under the direct supervision of a staff member. Illness During the School Day A student who is feeling sick during the day must report to the Office immediately so that the Attendance Secretary or Administration can contact parents/guardians for minor illness and in emergency situations, contact emergency personnel. Absences If a student will be absent or late a parent/guardian is to use the student absence reporting feature called SafeArrival. Parents are asked to call in advance using one of these three convenient methods:

Using your mobile device, downlaod and install the SchoolMessenger Mobile App Use the SafeArrival website, go.schoolmessenger.ca Call the toll-free number 1 (833) 251-3286 to report an absence using the automated phone

system. When a student is absent from school, it is the student’s responsibility to complete any missed work and demsonstrate that he/she has met the courses’ expectations. Studetents must obtain a “Return From Absebce Slip” when returning to school following ANY absence. This slip must be obtained from the Attendance Secretary in the Office on or before 8:35 am on the date of the student’s return. Punctuality and Late-to-Class Students are expected to be on time and prepared for each period. Tardiness is not only detrimental to the progress of the student who is late but equally important is the disruption of the class and the disrepect shown to the teacher and students in the classroom. Students are considered late for class if when the bell rings they are not in class, in complete uniform, with all the required books and materials.

• A student who arrives late to school in the morning must obtain a Late Slip from the Attendance Secretary in the Office.

• A student who is habitually late without good reason will be required to meet with the Administration. Parents or guardians will be contacted by the Administration. Students may be required to serve a detention and receive progressive discipline that may result in a suspension.

• A students who arrives late for periods 2, 3, and 4, should report to class and a late will be recorded by the classroom teacher. If the attendance has already been submitted, the classroom teacher will send the student to the Attendance Office to obtain a Late Slip.

• Classroom teachers are responsible for tracking all student lates.

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Signing In All students who arrive at school after the start of the school day, must sign in with the Attendance Secretary before going to any classes. Signing Out Parents should try to avoid scheduling routine doctor/dentist appointments or personal business during the school day. A student wishing to be dismissed early from school must obtain a sign-out slip prior to leaving the building. The student must present a dated note, signed by a parent/guardian, stating the reason and the time of the sign-out to the Attendance Secretary before the beginning of Period 1. Sign-out slips should be retained by the student until the next day to show those teachers whose classes were missed because of the sign-out. Students cannot be released from the school for any reason without parental permission. Lunch: Cafetorium Students are expected to eat lunch in the school cafetorium and must remain there until dismissed by the Student Supervisors. Students MUST clean up after themselves by placing recycling and garbage in the bins provided. Students are NOT permitted to eat anywhere in the building or on the school property, except in the cafetorium. Truancy (Skipping Class) All students are required to attend EVERY class listed on their timetables, as well as all events, functions and activities deemed to be parts of the curriculum by the school (assemblies, liturgies, retreats, etc.) Failure to do so is considered a serious breach of school regulations and is dealt with in the same manner as an unjustified absence or skipping class. Students may be required to serve a detention and receive progressive discipline that may result in a suspension. Forms of skipping include:

Unjustifed absence Failure to immediately report to the office to sign-in, after arriving late to the school Failure to arrive to class within five minutes after signing-in at the office Failure to arrive to class within the five minutes given between classes

If a student has been absent without a reason or is truant, a mark of zero may be given by the teacher for incomplete work, missed tests or assigments etc… Spares Students who have spares at any time during the day should use this time wisely and productively by studying or working in the Library and/or the Cafetorium, when available. If a grade 12 student has a ‘spare’ during period 1 or period 4 then they are not required to be in attendance at school unless they have specific commitments at that time. Students with a first period spare should arrive to school 15 minutes prior to period 2 and students with a spare during period 4 must leave the building immediately after the end of third period unless they have school commitments.

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ASSESSMENT AND EVALUATION POLICY

Assessment and evaluation are key components of the learning process. Students play a key role in their assessment and evaluation. It is their responsibility to:

proactively seek assistance that is available at the school level, in a timely fashion; negotiate with the teacher, in cases involving legitimate, extenuating circumstances, the

opportunity for an extended timeline well in advance of a due date; understand that a pattern of submitting work late is unacceptable and will be reported as part of

a student’s assessment & evaluation; substantiate any legitimate absence (provide medical or other documentation)

Assignments Students will be provided with expectations and the evaluation method by the teacher when the assignment is given. Students must provide evidence of their achievement of the overall expectations of each assignment within the time specified by the teacher and in a form approved by the teacher. Students must understand that there are consequences for not completing assignments for evaluation or submitting those assignments late. Tests/Exams Students will be given advance notice of all tests and exams. These are the guidelines for missed tests and exams:

• If an in-class test is missed, students will have the opportunity to write the test or an alternate test if the absence is legitimately verified. The alternate test date is at the teacher’s discretion. Teachers may assign a zero in cases where the absence cannot be legitimately verified.

• If a student is ill during exams, a parent/guardian must phone the school on the day(s) of the exam and a medical certificate may be requested from a qualified MD. A mark of zero may be assigned for the missed exam.

Homework Homework is assigned to review and extend class work. It is expected that students complete all assigned tasks. Homework checks will occur on a regular basis – for completion and/or accuracy, using a wide variety of assessment tools/strategies, including spot checks. Failure to complete homework will be communicated to the home and on the Learning Skill/ Work Habit section of the Report Card. Extra Help Students are also encouraged to seek the assistance of their classroom and resource teachers. Tutoring can sometimes be arranged through the guidance counsellors. Extended Absences Students and parents are strongly discouraged to take extended vacation during the school year as it can negatively affect the student’s academic success. In certain instances, where an extended absence is requested, the parent/guardian must complete documentation that can be obtained from the Attendance Secretary in the office. These requests will be reviewed and approved by Administration. Students who are absent for an extended period of time are responsible for any missed work. Students must arrange to have the work assigned prior to the absence. If the absence was unforeseen,

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accommodations for missed assignments, tests etc. will be made in consultation with the subject teachers, guidance, and Administration. Reporting Student achievement is reported through: Ongoing teacher-parent communication; Early Communication Notifications sent out in October and March (for students who are in risk); Midterm report cards (November and April); Final Report cards (at the end of each semester – February and June).

Report cards are indicative of a student’s overall achievement in percentage form. In addition, students’ Learning Skills and Work Habits will be documented on the report cards in each reporting cycle. The Learning Skills and Work Habits include: Responsibility, Organization, Independent Work, Collaboration, Self-Regulation and Initiative. Academic Honesty Policy As a community our goal is to create a learning environment where intellectual integrity and academic honesty prevail. Students are instructed by their teachers that plagiarism is the presentation of someone else’s work as their own. Plagiarism is a dishonest activity – an obvious form of cheating – that is not accepted in the school system or workplace. If a student is suspected of academic dishonesty, the Teacher and Department Head will investigate and inform the administration. If academic dishonesty is confirmed:

0 will be assigned to the work in question. (In cases of collusion, all students will receive a mark of zero.)

a failing mark may be assigned for the course. To promote and support the practice of academic honesty, students will be provided explicit instruction on:

Research/Study Skills: How to locate, evaluate and use information from various sources/ databases.

Academic writing: The role of citations in academic writing and how to appropriately paraphrase. Proper referencing techniques (APA or MLA Format).

Academic dishonesty includes plagiarism, collusion, duplication of work, other. Plagiarism: this is defined as the representation of the ideas or work of another person as the student’s own. This includes: copying of maps, photographs, illustrations, data, graphs etc. and is not limited to sources such as the Internet, books and journals but also extends to all electronic media. Collusion: this is defined as supporting academic dishonesty by another student, as in allowing one’s work to be copied or submitted for assessment by another. While it is sometimes expected that students will collaborate on projects, labs, etc., the final work must be produced independently. Duplication of work: this is defined as the presentation of the same work for different assessment requirements and/or course requirements.

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Other: Any behaviour that gains an unfair advantage for a student or that affects the results of another student. This includes but is not limited to: • taking unauthorized material into a test/examination room (such as a cell phone, written notes, etc.) • accessing unauthorized material in areas that may be visited during a test/examination • misconduct during a test/examination, including any attempt to disrupt the test/examination or

distract another student • exchanging information or in any way supporting the passing on of information to another student

about the content of a test/examination • failing to comply with the instructions of the teacher/staff member responsible for the supervision of

the test/examination • stealing, copying, or distributing test/examination papers • using an unauthorized calculator during a test/examination, or using a calculator when one is not

permitted for the test/examination • falsifying or fabrication of data, etc.

TCDSB ACCEPTABLE USE POLICY FOR TECHNOLOGY

The TCDSB Acceptable Use Policy (AUP) reflects the growing technological presence of electronic communication systems in our schools and emphasizes the use of technology in a respectful manner that upholds the dignity of the human person and is consistent with our Catholic teachings. It recognizes that in 21st century there is a shared responsibility between the Board, families, schools and students to provide guidance on the appropriate use of technology. The AUP has been created to establish guidelines for users to understand what governs “safe and appropriate use”.

The AUP defines electronic communication systems to include social media, website publishing, and the use of personal electronic devices (PED’s). In addition it addresses expectations surrounding the Bring Your Own Device (BYOD) policy effective as of September 2012. While these devices are not mandatory for classroom activities, they may be included when there is a clear educational purpose that has been identified by the teacher.

All students are expected to familiarize themselves with the AUP. The full text of the TCDSB AUP can be found at: http://www.tcdsb.org/board/policies/aup

Summary of the AUP expectations for students when using the TCDSB electronic communication system:

Behaviour Expectations:

All students must sign a "Student Access Agreement" before receiving their individual user accounts and gaining access to the Board network. If a student is less than 18 years of age, a parent or guardian must also sign the agreement.

Using the Board’s electronic communication systems is a privilege, not a right, and can be restricted or, if appropriate, removed altogether.

Individual user accounts must remain private. Students must act ethically, lawfully and in an appropriate manner when using the Board’s

electronic communication systems.

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Personal Safety & Privacy:

Students will promptly inform a school Administrator or teacher if they receive any inappropriate communication that makes them feel uncomfortable or unsafe.

Students should always protect their personal information and privacy.

All parents and students are encouraged to familiarize themselves with resources that support Digital Citizenship. For parents and students, resources can be found at https://www.tcdsb.org/ProgramsServices/SchoolProgramsK12/AcademicICT/DigitalCitizenship Password Management:

TCDSB student logins grant access to WiFi, school computers and devices, and educational third-party services e.g., Google Apps for Education (GAFE).

Password management is very important and students must personally create their own password and it must be a strong password.

Students must keep their password secret, and never disclose or share a password. When creating a password we recommend that you make it easy to remember, but hard for

others to guess. Avoid using personal information such as your name, email address, or mailing address.

Password Creation Checklist:

Minimum 8 characters Need to meet three of the following criteria:

At least 1 upper-case letter At least 1 lower-case letter At least 1 number At least 1 special character

Unacceptable Activities:

Attempts to access unauthorized areas of the Board’s system, or any other computer system through the Board’s network. This includes attempting to access another user’s files or attempting to log on using another person’s account.

Malicious destruction or abuse of the Board’s network, computer systems, hardware, software, or electronic devices.

Accessing, installing or distributing unauthorized equipment, software or media files on the Board’s network or computer systems.

Engaging in any illegal activities such as the sale of drugs or alcohol, criminal activity or threatening the safety of another person.

Engaging in any inappropriate behaviour such as cyberbullying, personal attacks, threats, harassment, hate motivated and discriminatory behaviours at school, school related events or in circumstances that negatively impact on the school climate. These actions will be dealt with according to the Education Act or school codes of conduct.

Impersonation or using a false identity. Any use of inappropriate language (obscene, profane, threatening, harassing, bullying, racist or

disrespectful) posted publicly, privately, or on any websites.

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Plagiarism And Copyright Infringement Students must not plagiarize works that they find on the Internet and properly obtain permission and/or site original ownership for copyright materials. Bring Your Own Computer / Personal Electronic Device (PED):

The student use of PEDs is a privilege, not a right and can be removed if it interferes with student learning, duties and obligations.

Students are allowed to bring their own Personal Electronic Device (PED) including cell phones and laptops to school, but not to class unless permitted by the teacher, for an educational purpose.

For educational purposes, students may use their PEDs when not in class in the following designated areas: library and cafetorium

All other times PEDs MUST be securely stored away by the student and in silent mode during regular school hours. A student who uses a PED in class without the teacher’s permission is subject to regular classroom and school disciplinary procedures.

The teacher may send a student to see an administrator if a PED is used inappropriately during class. The administrator may confiscate the device and store it securely until the matter is resolved.

The school administration may decide when and where PEDs are permitted and prohibited within a school environment

Students may connect their devices to the Board’s Guest network for internet access only, in designated study areas and as per school policy. PEDs are NOT permitted in examination rooms, unless the teacher has granted permission.

Board Technical support will be not be provided for any hardware, software or connectivity issues, and users may not install any Board/Ministry licenced software, unless the software has been be licensed for home use.

All PEDs must have anti-virus malware protection on them prior to connecting to the Board’s network. If a PED is suspected of interfering with the Board’s network it must be disconnected and securely stored by the student.

Students may not use PEDs to capture video or images in private areas such as washrooms or change rooms. When photographing a student or students on school property their consent must be granted. Parental/guardian consent is required for photographing a student with special needs. Any images being posted or transmitted electronically while photographed on school property or at a school event must have the permission of the individual(s) or the principal. Any images or video that negatively impact the school climate must not be captured, transmitted or posted under any circumstances.

Accessing TCDSB Wi-Fi Network with a Personal Device

The TCDSB provides students with Wi-Fi access on their personal devices for educational purposes only. Students must restrict their use of Wi-Fi to this end.

Access to Wi-Fi with a personal device is restricted to the TCDSB-Guest network. Any personal device connected to a Wi-Fi network other than the TCDSB-Guest (including but not

limited to TCDSB-Misc) will be identified and banned from all TCDSB Wi-Fi networks.

Disciplinary Consequences:

In the event that a student violates this policy, the student (and parent, where applicable) will be provided with a notice of violation and will meet with a school administrator/designate.

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A school administrator/designate may deny, restrict or suspend a student’s access to the Board’s network upon any violation of this policy or other rules of the school. Appropriate legal authorities will be contacted if there is any suspicion of illegal activities.

The Board will cooperate fully with legal authorities in any investigation relating to illegal activities conducted through the Board’s system.

EXCURSIONS: TCDSB EXCURSION POLICY Participation in any field trip, excursion or out-of-school activity is a privilege NOT a right. In order to ensure the safety and well-being of all involved, the School Administration, teachers or supervisors reserve the right to refuse the application of any student or remove any student from an excursion when concerns about behaviour or academic progress arise. On excursions, students are held to the same standard of behaviour as on school property. Students will be given an Excursion Permission Form that must be signed by parents/guardians prior to students attending the excursion. All TCDSB/school policies remain in effect, particularly those regarding the use of tobacco, alcohol or drugs. For serious infractions, and/or disruptive or inappropriate behaviour students may be sent home at the parent’s/guardian’s expense. While students are expected to participate fully in school-sponsored field trips and excursions, they are still responsible for all missed work, tests and assignments covered in other subjects. Students are expected to fulfill their academic responsibilities in all subjects at all times. On overnight trips, students are accountable for their behaviour to their teacher 24 hours/day –every day on the trip. The Principal has the right to refuse student participation in any school excursion.

THE LIBRARY Information literacy is defined as “the ability to solve information-based problems: acquire, critically evaluate, select, use, create and communicate information in ways which lead to knowledge and wisdom” (Ontario School Library Association, Information Studies, 1999). In order to be successful in a constantly changing technological world, students must be information literate. They should be able to locate, critically examine and use information to solve problems. The James Cardinal McGuigan Library is used for a variety of purposes:

to teach information skills; for literature selection and recreational reading; to research topics using electronic and print media; to take tests, when applicable, and to complete homework; career planning using the career centre and special computer programs.

General Policies Students are expected to follow the following policies in the Learning Commons:

No food and/or drinks are allowed; Students must be in proper uniform;

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Students are responsible for all library materials borrowed in their name or used by them in the library;

Books borrowed should be returned or renewed by the due date. Computers in the Library The computers are available for student use, although scheduled classes will have first priority. These devices are to be used for academic purposes.

CO-CURRICULAR ACTIVITIES (Athletics & Clubs )

JCM has a proud co-curricular tradition. Teams and clubs have enjoyed success at the local, city, provincial and national levels. Being a member of a co-curricular activity can be a rewarding experience, allowing students to enjoy comaraderie as they develop talents, discipline and skills. Participation in co-curricular activities places other responsibilities on students: Students must represent JCM in an exemplary manner both at the school and in the community; Students must demonstrate support and respect for their staff facilitator and fellow

participants; Students who miss a class due to participation in a co-curricular activity must complete all

missed work and assignments; Students who are absent from school will not participate in any co-curricular activity that day; Students who are suspended will not participate in any co-curricular activity, game, meeting,

performance or practice for the period of the suspension. The Administration has the right to refuse student participation in any school/or co-curricular

activity.

ATHLETICS: CODE OF CONDUCT FOR ATHLETES

At James Cardinal McGuigan Catholic Secondary School, we are proud of our firmly established athletic tradition and the multiple championship banners that adorn the gym walls. We are equally proud of the leadership opportunities that we offer our students through various clubs and in-school organizations. Fostering the physical, spiritual, academic & social development of our students is a commitment that we value as part of our vocation to form well-rounded, young adults. We trust that parents/guardians will also meet our dedication with their commitment to foster gospel values & positive attitudes of their child in all school-sanctioned events.

POLICY: While participation in Varsity Athletics is an important component at James Cardinal McGuigan, student athletes must remember that their primary goal is academics. Responsibility for academic success lies with the student athlete. All student athletes must meet the requirements of the Student Athlete Academic Policy to be eligible to participate. Academic Guidelines: A student who is not maintaining a satisfactory academic standard and adequate attendance at James Cardinal McGuigan will not be permitted to participate in Varsity Athletics.

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First Guideline: All athletes must maintain a passing grade in all course subjects. Failing to do so will be handled under the following conditions:

Any athlete failing ONE course subject will be on probation and allowed to participate on the Varsity Team, on the condition that the athlete upgrades his/her mark within one week to the satisfaction of administration and his/her coach.

Any athlete failing TWO course subjects will be suspended and not be permitted to participate in practices or games for a two-week period. The athlete must upgrade his/her mark within two weeks to the satisfaction of administration and his/her coach before re-instatement.

Any athlete failing THREE or more course subjects will not be permitted to participate on any Varsity team for the subsequent semester. An assessment of the athlete's progress over that semester will be used to determine future participation.

Evaluation of student academic progress will take place during reporting periods: Early Communication Notifications, Midterm Marks, and Final Marks. If a teacher has concerns of a student athlete before any of these reporting period dates, the teacher may choose to communicate with the coach(es) of the athlete.

Second Guideline: All athletes must attend classes regularly. Failure to maintain regular attendance may result in suspension for one week or longer (at discretion of the coach) from all sport specific activities (practice, games, tournaments and travel) until attendance is back to an acceptable level. This includes but is not limited to:

Students absent for an entire school day or are suspended are not eligible to participate in athletics on the day(s) affected unless approval of exceptional circumstances has been granted by administration, the Athletic Director or the coach.

Students who skip a class will be denied the right to participate in athletics on the given day.

Third Guideline: All athletes must abide by the rules and regulations as identified by their coaches. Any serious conflicts or problems must be brought to the attention of administration and the Athletic Director. This includes but is not limited too:

Students who quit an activity/team after being selected to join will be placed on probation and are subject to suspension from further participation in athletics for up to one (1) calendar year as determined by administration, the athletic director and the coach.

Students who repeatedly fail to demonstrate commitment to other members of the group, (ie. Late for practice, absent for practice or game) will be suspended or removed from the activity at the discretion of the coach.

Fourth Guideline: All athletes must respect and obey all the rules and regulations of James Cardinal McGuigan and conduct themselves in an exemplary manner according to the student code of conduct. This includes but is not limited to:

Students are expected to demonstrate support and respect for their teachers, peers, coach(es)/teammates, the rules governing the activity, and those responsible for administering the rules.

Students that have been ejected during any game play must attend sports court with his/her coach before returning to any activity in the specific sport.

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Athletes Excused From Class: Student athletes are encouraged to inform your instructors that you are a Varsity athlete. On occasion, the distance to be traveled to compete necessitates leaving class early. Your instructor is not obliged to excuse you. Your participation in Varsity Athletics will depend on how honest and committed you are in showing the instructor you intend to make up any missed work.

Failure to comply with ANY portion of the policy will result in the student’s removal from the OFSAA eligibility list and therefore will deny them participation in ALL athletic activity until the guidelines are met.

ADDITIONAL ITEMS

Health Services Toronto public health works in close partnership with Toronto schools. The school liaison nurse is available to students, staff, and parents by appointment at the school. The nurse is involved in health promotion through various programs actively supported by JCM students and the community is welcome to talk confidentially about any health concerns.

Note: TCDSB staff members are not permitted to administer any type of prescription medication unless there is signed authorization from both the parent and prescribing physician. Lost and Found The school is neither responsible for lost items nor is it advisable to bring valuable items to school. JCM is not responsible for lost or stolen items. Lost articles found in the school should be taken to the main office. Students may claim these articles before and after school only. Parking There is limited student parking at the school. Students that wish to park their vehicle in the parking lot must obtain permission and proper decal from Administration. Any vehicle on school property not displaying the proper decal may be ticketed and/or towed away at the owner’s expense.

Personal calls Office telephones are not to be used by students, unless directed by a staff member. Students will not be called out of class to the telephone except in the case of legitimate family emergencies only when the incoming call is from a parent/guardian who identifies him/herself as such to the secretary. Visitors All TCDSB schools operate on a “closed campus” basis, thus, only students, staff, parents/guardians and clergy are permitted in the building, all others are trespassing. Students from other schools, friends of our students and siblings are not authorized to visit JCM at any time without the permission of the principal. Unauthorized presence in the school or on school property is against the law and may be dealt with according to the Trespass Act. Under the Safe Schools Act all visitors must go directly to the general office upon their arrival. Guests must identify themselves and will be asked to ‘sign-in’ the visitor’s book. Failure to do so may result in an immediate suspension for the student and trespassing charges or police involvement in the case of others.