Michael Power•St. Joseph High School

MICHAEL POWERóST. JOSEPH HIGH SCHOOL

STUDENT HANDBOOK 2009-2010

N. D’Avella PRINCIPAL

George Kolo Marcello Mancuso Lisa Tomeczek VICE PRINCIPALS

A. Andrachuk TRUSTEE

105 Eringate Drive Etobicoke, Ontario M9C 3Z7

www.mpsj.ca

Telephone Main Office: (416) 393-5529 Facsimile: (416) 393-5742 Attendance Office: (416) 393-5744 Guidance Office: (416) 393-5794

This agenda belongs to:

______TABLE OF CONTENTS TEACHING STAFF...... 5 SUPPORT STAFF ...... 8 M ICHAEL POW ERóST. JOSEPH HIGH SCHOOL...... 9 HISTORY AND TRADITION ...... 9 INTERNATIONAL BACCALAUREATE DIPLOM A PROGRAM M E M ISSION STATEM ENT...... 9 ONTARIO SECONDARY SCHOOL DIPLOM A (OSSD)..... 10 THE REQUIREMENTS OF THE ONTARIO DIPLOMA...... 10 COMMUNITY INVOLVEMENT...... 11 SECONDARY SCHOOL LITERACY TEST (OSSLT) ...... 11 ONTARIO STUDENT RECORD...... 11 DAILY SCHEDULE ...... 12 ATTENDANCE ...... 13 SCHOOL UNIFORM ...... 14 FEMALE UNIFORM ...... 14 MALE UNIFORM...... 14 SUMMER UNIFORM (MAY, JUNE, SEPTEMBER) ...... 14 CODE OF CONDUCT ...... 15 POLICY...... 15 GUIDING PRINCIPLES ...... 16 ROLES AND RESPONSIBILITIES...... 18 STANDARDS OF BEHAVIOUR ...... 23 CONSEQUENCES FOR INAPPROPRIATE BEHAVIOURS25 APPLICATION OF STANDARDS OF BEHAVIOUR...... 29 LOCAL CODE OF CONDUCT...... 29 PROGRESSIVE DISCIPLINE CHARTS...... 31 STUDENT SERVICES...... 33 GUIDANCE AND COUNSELLING SERVICES...... 333 CAREER/EDUCATIONAL INFORMATION...... 333 GUIDANCE DEPARTMENT LINK...... 333 CAREER CRUISING ...... 33 UNIVERSITY/COLLEGE INFORMATION DAYS AND TOURS ...... 344 PERSONAL COUNSELLING ...... 344 GROUP COUNSELLING ...... 344

TUTORING SERVICES ...... 344 STUDENT EXCHANGE PROGRAM, VOLUNTEER WORK, PART- TIME JOBS...... 344 PROGRAM PLANNING...... 344 FULL DISCLOSURE ...... 355 THE SEMESTER SYSTEM ...... 355 EXAMINATION AND REPORTS ...... 355 STUDENT ASSESSM ENT AND EVALUATION POLICY 366 PLAGIARISM ...... 366 REPORTING DATES ...... 366 EXTRA HELP ...... 377 TEACHER CONTACTS ...... 377 HOMEWORK...... 377 ABSENCES...... 388 MISSED WORK...... 388 LATE ASSIGNMENTS ...... 399 EXTRA-CURRICULAR AND CO-CURRICULAR ACTIVITIES...... 40 SPORTS PROGRAM ...... 411 ATHLETICS œ SECOND TEAMS POLICY...... 411 ELIGIBILITY CODE FOR CO-CURRICULAR ACTIVITIES ...... 422 AW ARDS ...... 44 ACADEMIC AWARDS...... 44 CERTIFICATES AND MEDALS...... 46 CATHOLIC SCHOOL COUNCIL BURSARIES...... 46 HONOUR ROLL ELIGIBILITY...... 47 ATHLETIC AWARDS ...... 47 MICHAEL POWERó ST. JOSEPH SCHOOL LETTER...... 48 CATHOLIC SCHOOL ADVISORY COUNCIL...... 48 STUDENT ADM INISTRATIVE COUNCIL 2008-2009...... 48 INFORM ATION TECHNOLOGY NETW ORK AND...... 49 INTERNET POLICY...... 49 LIBRARY INFORM ATION CENTRE...... 49 GENERAL POLICIES...... 49 COMPUTERS IN THE LIBRARY ...... 50 VIRTUAL LIBRARY...... 50 BORROWING PROCEDURES, RENEWALS AND FINES ...... 50

REFERENCING STYLE GUIDE...... 51 CITATION SAMPLES: PRINT MEDIA...... 61 CITATION SAMPLES: NON PRINT MEDIA...... 65 CITATION SAMPLES: ELECTRONIC SOURCES...... 66 PLAGIARISM POLICY...... 68 TOBACCO CONTROL ACT...... 709 IB EXAM INATION SCHEDULE...... 70

Teaching Staff

Staff List 2009-2010 L. Abbruzzese Theology M. Adair Moderns S. Allen Guidance C. Arczewski Special Education M. Arnone Moderns M. Asselstine Student Success/Guidance J. Atkinson Co-op L. Aykler Art F. Bacci Guidance E. Beauvais Guidance M. Belina Moderns S. Beniamino Moderns C. Benincasa Mathematics A. Bifolchi-Belli Special Education D. Bissada Mathematics T. Bobeta Communication Technology K. Boyce English J. Brook Special Education A.. Bueti Science K. Capin Theology E. Cardoso Art R.. Castillo Business/Computers R. Centritto Science T. Centritto Science D. Cesario Business M.. Chmielowiec Moderns/Canadian and W orld Studies L. Comisso Special Education/Mathematics L. Connolly Science A. Crane Science E. Cumbo Canadian and W orld Studies M. Dawson Science F. De Fina Math D. Del Mastro Special Education O. De Mello Theology R. De Rubeis Co-op S. Dineen Mathematics M. DiTomaso Canadian and W orld Studies M.. D’Souza Science B. Fadi Special Education

Staff List 2009-2010 L. Fanelli English M. Fidak English D. Fernandes Communication/Art C. Ferrigni Mathematics A. Fitzgerald Moderns/Canadian and W orld Studies J. Foley Music/Theology G.. Franklin Art G. Fronczak Science J. Froude Physical and Health Education L. Gallo Special Education M. Gatti Canadian and W orld Studies J. Gee Theology J. Giancola Drama A. Gosio Mathematics N. Guerrara Canadian and W orld Studies R. Guido Business H. Haasen Business S. Harquail Canadian and W orld Studies H. Hickey Theology J. Hryhorsky Music M. Hurley Special Education S. Ierullo Music/Theology S. Jannetta-Bacci Library J. Jones-Springstead English M. Kolacevic English J Kolenko Music M. Kondrat Guidance M. Kuczuk Science R. Kuczuk Canadian and W orld Studies R. Leone Science M. Locacciato English/Moderns L. Loughlin English J. MacDonald Mathematics P. MacIsaac Canadian and W orld Studies C. Manco Moderns/Chaplaincy D. Massis English A. Mazzucco Special Education P. McGrath Physical and Health Education K. McGuire Canadian and W orld Studies J. McNamara Physical and Health Education B. Mercuri Science P. Metivier Business M. Micallef Theology N. Mideo Theology/Chaplaincy J. Morris Physical and Health Education

Staff List 2009-2010 A. Moynihan Theology R. Niro Moderns T.. Nolan Communication Technology M. O’Reilly Physical and Health Education B. Oppedisano Theology R. Ostrowski Mathematics H. Paszyn Science J. Peers Canadian and W orld Studies G. Piccolo Science L. Preston Physical and Health Education C. Prospero Mathematics M. Prykan Special Education S. Pupo English E. Raposo Physical and Health Education P. Reilly Special Education F. Roberts Drama/Theology M. Rocca Mathematics/Economics B. Rowe Special Education/Library J. Russo Mathematics C. Savetteri Guidance F. Schmidt Science A. Schultz Canadian and W orld Studies G. Scully English M. Scully Canadian and W orld Studies M. Shanahan English T.. Shanahan Science O. Sirangelo Moderns T. Spinjaca Math/Careers S. Storey Moderns S. Swiderski Mathematics C. Tindale-Fox Special Education M.. Tracey Co-op E. Varriale Moderns T. Vecchiarelli Business/Mathematics M. W illiams Special Education N. Zappavigna Business R. Zucatti English

Support Staff

Support Staff 2008-2009 V. Attard Attendance P. Bell Ed. Assistant K. Chapman Head Secretary V. D’Angelo Ed. Assistant M. D’Souza Ed. Assistant G.. Darosz Ed. Assistant F. DeRose Guidance V. Doubelt Ed. Assistant M. Fehr Attendance/Bursar F. Gucciardi Ed. Assistant B. Hardie Ed. Assistant S. Keenan Ed. Assistant N. Martins Child and Youth W orker J. Mathews Guidance P. Palermo Attendance S. Pasquali Ed.Assistant O. Peluso Ed. Assistant E. Petrini Child and Youth W orker K. Pyrek Ed. Assistant J. Salerno Ed. Assistant L. Scotta-Corti Main Office M. Vieira Main Office P. W alters Ed. Assistant

Michael PoweróSt. Joseph High School History and Tradition

Michael PoweróSt. Joseph High School is a dynamic, co-educational community of over 2000 students. Our present school began as two distinct high schools located next door to each other in central Etobicoke near “Six Points” at Kipling, Dundas and Bloor. The Sisters of St. Joseph opened St. Joseph’s Islington in 1949 with a population of 150 girls. The school was named after the patron of Canada. Eight years later in 1957, the Basilian Fathers started Michael Power, an all boys high school named after the first Catholic bishop of Toronto. Cooperation, shared resources, co-ed classes and portable facilities characterized the co-existence of these two separate school communities throughout the 60’s and 70’s. In 1982 the two schools were amalgamated officially. In 1993 the school moved west and north to its present location under one roof on Eringate Drive.

Our teachers have established a strong tradition of rigorous academic standards. Achievements in athletics and co-curricular activities are part of our well-earned reputation for excellence. Involvement is characteristic of this school and an essential quality of both our history and our tradition.

In July of 2002 Michael Power/St. Joseph received approval from the International Baccalaureate Organization in Geneva Switzerland to offer the IB Diploma Program.

International Baccalaureate Diploma Programme Mission Statement

The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the International Baccalaureate Organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

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.

The Requirements of the Ontario Diploma

In order to earn the Ontario Diploma, a student must: ñ earn 18 compulsory credits ñ earn 12 optional credits ñ complete 40 hours of community involvement activities ñ successfully complete the provincial secondary literacy test

A credit is granted in recognition of the successful completion of a course that has been scheduled for a minimum of 110 hours.

Ontario Secondary School Diploma – 30 credits total, including:

4 English (Grade 9, 10, 11, 12) 3 Mathematics (1 Senior) 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 1 additional credit in English or a third language or a Canadian and W orld Studies or Canadian and W orld Studies or Guidance and Career Education or Cooperative Education* 1 additional credit in Health and Physical Education or the Arts or Business Studies or Career Education or Cooperative Education* 1 additional credit in Science (Grade 11 or 12) or Technological Education or Career Education or Cooperative Education* 4 Religious Studies 8 Optional Credits Community Involvement Activities 40 hours Secondary School Literacy Test (Grade 10) Pass

*A maximum of two credits in cooperative education can count as compulsory credits

Community Involvement

All students must complete a minimum of 40 hours of unpaid community involvement before graduating from high school. Students will be able to choose their own community involvement activities within guidelines provided by the school. Students are responsible for fulfilling requirements on their own time and for keeping a record of their activities on a tracking sheet provided by the Guidance Department. Once the forty hours have been completed, the student should bring their tracking sheet(s) to the Guidance secretary to be entered on their transcript.

In the International Baccalaureate Diploma Programme a student needs to complete 50 hours of the Service component of the Creation Action Service (CAS) hours. The IB student can use the 40 hours of the OSSD community service and add 10 hours to complete the CAS requirement provided this is done in the last two years of the student’s high school years, the IB years.

Secondary School Literacy Test (OSSLT)

Students take the test in Grade 10. They must pass the test in order to graduate and their result is recorded on their transcript. Students who do not pass the test will receive remedial help to prepare them for retesting. English as a Second Language students will take the test only when they have reached the Grade 9 level in their language studies. Accommodations will be made for students in Special Education programs.

Ontario Student Record

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 Freedom of Information legislation.

Daily Schedule

Warning Bell 8:25 Period 1 8:30 – 9:50 anthem, prayer, announcements Period 2 9:55 – 11:10 Period 3 1st Lunch 11:15 – 11:55 Class 11:55 – 1:10

Class 11:15 – 12:30 2nd Lunch 12:30 – 1:10 Period 4 1:15 – 2:30

Use Of Electronic Devices And Cell Phones

As per recently implemented TCDSB policy, all personal communication devices such as cell phones are to be powered off and stored out of view in washrooms, change rooms and instructional spaces (unless approved by the teacher for program use). Students are permitted to use these devices outside of the school. In emergency situations, students will be permitted to call parents/guardians from the main office or attendance office.

Attendance

Regular attendance and punctuality to all classes is essential for academic success.

1. Parents are required to notify the Attendance Office at (416) 393-5744 to report full day student absences. If parents are unable to call, they are required to forward a note justifying the full- day absence of the student, upon his/her return to school. Returning students must bring this note to the Attendance Office and obtain an admit slip to class before the start of school.

2. Students who are late to school in the morning must sign in at the Attendance Office before proceeding to class. At 10 lates a letter is sent home to the parents. At 15 lates parents are contacted by the Vice Principal to discuss consequences for persistent lates to school.

3. Students who skip classes are reported to the Vice Principals through regular attendance tracking by the classroom teacher. Parents are notified and appropriate consequences for these skips are addressed.

4. Extended absences due to vacations impact on achievement in individual courses. Parents and students must accept responsibility for making the necessary arrangements with classroom teachers for missed assignments and tests.

5. Students who need to leave school prior to dismissal must sign out at the Attendance Office before 8:30 a.m. A parental note is required for all students except for students who are 18 years of age or older.

6. A student who becomes ill during the day and needs to leave school must report to the Attendance Office to sign out before leaving the school building.

School Uniform

At MPSJ the school uniform is worn throughout the school day, including lunch hour and spares. All students will be required to wear full McCarthy uniform as outlined below.

Female Uniform ñ Grey/Navy school kilt worn to the appropriate length (no more than 7 cm above knee), or ñ R. J. McCarthy monogrammed grey pants. ñ R. J. McCarthy navy or white short or long sleeve monogrammed polo shirt. ñ R. J. McCarthy monogrammed navy polo sweater (optional), this must be worn with a polo shirt. ñ Clubs and teams are permitted to wear a personalized navy sweatshirt that may include the club or team name. ñ Black dress shoes. High cuts/boots are not permitted. ñ Navy or grey knee socks or leotards. ñ W hite undershirts are permitted, navy undershirts only with navy monogrammed school uniform top.

Male Uniform ñ R. J. McCarthy monogrammed grey pants. ñ R. J. McCarthy navy or white short or long sleeve monogrammed polo shirt. ñ R. J. McCarthy monogrammed navy polo sweater (optional), this must be worn with a polo shirt. ñ Clubs and teams are permitted to wear a personalized navy sweatshirt that may include the club or team name. ñ Black dress shoes. High cuts/boots are not permitted. ñ W hite undershirts are permitted, navy undershirts only with navy monogrammed school uniform top.

Summer Uniform (May, June, September)

ñ R.J. McCarthy navy, knee length, walking shorts. ñ R.J. McCarthy navy or white short or long sleeve monogrammed polo shirt. ñ Black dress shoes. ñ Socks must be worn.

Code of Conduct

Please note this is a condensed version of the TCDSB Safe Schools Policy. For a complete copy, refer to the following url: www.tcdsb.org/policyregister/SS09.htm

POLICY

The Toronto Catholic District School Board (the “TCDSB”), including staff, students, parents, and trustees is committed to the TCDSB’s 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.

As provided in our Mission Statement and Values, our school community is formed by Catholic beliefs and traditions. The TCDSB Mission is to educate students to their full potential by providing: ñ leadership in the shared responsibility for education that exists among schools, students, families, parishes and community; ñ a safe and welcoming learning environment that is an example of Christian community; ñ role models of Gospel values and Catholic doctrines, teachings and beliefs; ñ guidance in what students need to learn; ñ instruction in the learning process itself; ñ religious, academic and technological instruction; ñ integration of Catholic, Christian beliefs into the total learning experience; and ñ feedback on students’ proficiency and performance.

The Ontario Catholic Graduate Expectations represent an integral component of TCDSB students’ character formation. W e envision students who are:

ñ discerning believers formed in the Catholic faith community who celebrate the signs and sacred mysteries of God’s presence through word, sacrament, prayer, forgiveness, reflection and moral living; ñ effective communicators who speak, write, and listen honestly and sensitively, responding critically in light of gospel values; ñ reflective, creative and holistic thinkers who solve problems and make responsible decisions with an informed moral conscience for the common good; ñ self-directed, responsible, life-long learners who develop and demonstrate their God-given potential; ñ collaborative contributors who find meaning, dignity and vocation in work which respects the rights of all and contributes to the common good; ñ caring family members who attend to family, school, parish, and the wider community; ñ responsible citizens who give witness to Catholic social teaching by promoting peace, justice and the sacredness of human life.

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. 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 school environment.

GUIDING PRINCIPLES

The guiding principles of the Provincial Code of Conduct include the following:

ñ 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; 16

ñ all members of the school community are to be treated with respect and dignity, especially persons in a positions of authority; ñ responsible citizenship involves appropriate participation in the civic life of the school community. Active and engaged citizens are aware of their rights, but more importantly, they accept responsibility for protecting their rights and the rights of others; ñ members of the school community are expected to use non- violent means to resolve conflict. Physically aggressive behaviour is not a responsible way to interact with others; ñ the possession, use or threatened use of any object to injure another person endangers the safety of oneself and others; ñ alcohol and illegal drugs are addictive and present a health hazard. Ontario schools will work cooperatively with police, drug and alcohol agencies to promote prevention strategies and, where necessary, respond to school members who are in possession of, or under the influence of, alcohol or illegal drugs; ñ insults, disrespect, and other hurtful acts disrupt learning and teaching in a school community. Members of the school community have a responsibility to maintain an environment where conflict and difference can be addressed in a manner characterized by respect and civility; ñ members of the school community must not engage in bullying behaviours (including: physical, verbal, social and cyber); ñ members of the school community must not commit sexual assault; ñ members of the school community must respect and comply with all applicable federal, provincial and municipal laws; ñ members of the school community must respect differences in people, their ideas and their opinions; ñ members of the community must respect and treat others fairly, regardless of , for example, race, ancestry, place of origin, colour, ethnic origin, citizenship, religion, gender, sexual orientation, age, or disability.

The guiding principles of the TCDSB Code of Conduct include the broader principles in the Provincial Code of Conduct. The TCDSB Code of Conduct is also committed to the Foreword/Statement of Principle set out in the TCDSB Violence Prevention Policy.

ROLES AND RESPONSIBILITIES

The TCDSB Code of Conduct recognizes that all members of the school community, including pupils, teachers, principals, parents, staff superintendents, senior board staff, board personnel, trustees have an obligation to comply with the standards of behaviour outlined in this policy. Each member of the school community (including all persons who come in contact with or have an impact on school life, e.g. co-op employers, crossing guards, permit holders, bus drivers, service providers, guests, volunteers, delivery personnel) has the following roles and responsibilities:

Toronto Catholic District School Board

The TCDSB will provide direction to its schools that ensure opportunity, excellence and accountability in the education system.

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.

As set out in the Violence Prevention Policy, the TCDSB acknowledges the rights and responsibilities for its students and staff, including: ñ to be respected by all members of the school community; ñ to work and learn in a safe, orderly and positive environment; ñ to access facilities and to participate in programs offered by the school without fear of violence; ñ to respect all members of the school community; ñ to contribute positively to the Christian climate of the school; ñ to respect the property of the school and all members of the school community; and ñ to respond positively to the educational environment provided by the school community.

As part of its broader mandate, the TCDSB will:

ñ develop policies that set out how its schools will implement and enforce the Provincial Code of Conduct and all other rules developed as related to the provincial standards for respect, civility, responsible citizenship and physical safety;

ñ seek input from Catholic School Advisory Councils, school based safe school action teams and the TCDSB safe schools advisory committee and review these policies regularly with students, staff, parents or guardians, parish priests, volunteers and the community; ñ establish a process that clearly communicates the Provincial Code of Conduct to all members of the school community-- including parents, students, staff, superintendents, senior board staff, board personnel and trustees--in a manner that ensures their commitment and support; ñ ensure an effective prevention-intervention strategy and response to all infractions related to the standards for respect, civility, responsible citizenship and physical safety; and ñ provide opportunities for all staff to acquire the knowledge, skills and attitudes necessary to develop and maintain academic excellence and safe learning and teaching environments.

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.

Schools shall: ñ seek input from Catholic School Advisory Councils and school based safe school action teams in the development or refinement of local codes of conduct; ñ review their local codes of conduct regularly with students, staff, parents or guardians, volunteers and the community; ñ establish a process that clearly communicates the school code of conduct, the TCDSB Code of Conduct and the Provincial Code of Conduct to all parents, students and staff in a manner that ensures commitment and support; ñ include in the local code of conduct a summary of the TCDSB Violence Prevention Policy; ñ ensure that the local code of conduct is distributed to students at least once per school year, including students admitted during the school year; ñ ensure that the local code of conduct is explained to each student and that the expectations in the local code are clearly communicated to each student at least once per school year; and

ñ ensure that the local code of conduct is enforced in a fair and even-handed manner throughout the school year.

Principals

Principals, under the direction of the school board, take a leadership role in the daily operation of the school. Principals provide this leadership by: ñ demonstrating care and commitment to academic excellence and a safe teaching environment and learning environment;

ñ holding everyone, under their authority, accountable for their behaviour and actions; ñ developing and enforcing local codes of conduct; ñ communicating the contents and expectations contained in local codes of conduct regularly with all members of their school community; ñ ensuring the communication of local codes of conduct includes a communication plan that outlines how these standards will be made clear to the entire school community, including school communities who have a significant number of parents whose first language is not English; ñ providing an example of respect and civility for all members of the school community; ñ empowering students to be positive leaders in their schools and community.

Principals have a duty to maintain proper order and discipline within the school. Local codes of conduct are a key component of that duty. Principals shall develop local codes of conduct that are expressly tailored for their schools.

Under the provisions of the Education Act, principals are responsible for suspending students and for referring expulsions to the school board in appropriate circumstances. Principals will conduct investigations in accordance with the Guidelines for Conducting a Disciplinary Investigation.

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 the highest standard of respectful and responsible behaviour. As role models, staff uphold these high standards when they:

ñ help students work to their full potential and develop their self- worth; ñ communicate regularly and meaningfully with parents; ñ maintain consistent standards of behaviour for all students; ñ demonstrate respect for all students, staff and parents; ñ empower students to be positive leaders in the classroom, school and community; ñ prepare students for the full responsibilities of citizenship; and ñ comply with the responsibilities established by the TCDSB Violence Prevention Policy

Teachers shall also assist principals in maintaining close co- operation with the school community and in establishing and maintaining consistent disciplinary practices in the school.

Under the provisions of the Education Act teachers do not have the authority to suspend students for one school day. Teachers must continue to assist the principals by reporting incidents and assisting the principal in conducting inquiries.

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: ñ comes to school prepared, on time and ready to learn; ñ shows respect for themselves, for others and for those in authority; ñ refrains from bringing anything to school that may compromise the safety of others; and ñ follows the established rules, policies and local codes of conduct and takes responsibility for his or her own action.

Students are also expected to fulfill the Ontario Graduate E xpectations and live the Gospel message by: ñ exercising self-discipline; ñ accepting such discipline as would be exercised by a kind, firm and judicious parent; ñ being courteous to fellow pupils and obedient and courteous of teachers; ñ showing respect for school property; ñ complying with all school expectations, procedures and codes of behaviour; and ñ giving respect and co-operation to all persons in positions of authority in the school.

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. Parents and guardians fulfill this responsibility when they: ñ show an active interest in their child’s school work and progress ñ communicate regularly with the school; ñ help their child be neat, appropriately dressed and prepared for school; ñ ensure that their child attends school regularly and on time; ñ promptly report to the school their child’s absence or late arrival; ñ become familiar with both the Provincial Code of Conduct and their local school code of conduct; ñ encourage and assist their child in following the rules of behaviour; and ñ assist school staff in dealing with disciplinary issues.

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.

Community agencies are resources that boards can use to deliver prevention and intervention programs.

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.

PACT in the TCDSB

PACT (participation, acknowledgment, commitment and transformation) is a restorative justice program that involves restorative justice circles, life skills projects and reintegration coaching. PACT is a community initiative that has helped approximately 3,000 youth across the GTA. PACT has won numerous awards and has been recognized by the United Nations, the Canadian Urban Institute and Rotary International.

Our school, Michael Power • St. Joseph, has staff who have been trained by PACT to mediate disputes between pupils . It is one way that a conflict may be resolved. Administration may suggest its use as a stand alone response to a dispute or in combination with other measures. Area coordinators have received additional training and will provide supplementary support to our school if needed.

STANDARDS OF BEHAVIOUR

Respect, Civility 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.

All members of the school community must:

ñ respect and comply with all applicable federal, provincial and municipal laws; ñ demonstrate honesty and integrity; ñ respect differences in people, their ideas and opinions; ñ treat one and other with dignity and respect at all times, and especially when there is a disagreement; ñ respect and treat others fairly, regardless of their race, ancestry, place of origin, colour, ethnic origin, citizenship, religion, gender, sexual orientation, age or disability; ñ respect the rights of others; ñ show proper care and regard for school property and the property of others within the school community; ñ take appropriate measures to help others in need; ñ respect all members of the school community, especially persons who are in a position of authority; and ñ respect the need of others to work in an environment of learning and teaching. ñ seek assistance from a member of the school staff, if necessary, to resolve conflict peacefully; ñ not swear at a teacher or at another person in a position of authority or any other person.

Safety

All members of the school community must not:

ñ engage in bullying behaviours; ñ commit sexual assault; ñ traffic weapons or illegal drugs; ñ give alcohol to a minor; ñ commit robbery; ñ be in possession of any weapon, including firearms; ñ use any object to threaten or intimidate another person; ñ cause injury to any person with an object; ñ be in possession of, or be under the influence of, or provide others with alcohol or illegal drugs; ñ inflict or encourage others to inflict bodily harm on another person; ñ engage in hate propaganda and other forms of behaviour motivated by hate or bias;

ñ commit an act of vandalism that causes extensive damage to school property or to property located on the premises of the school.

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. Use of these devices in other areas of the school, school property, or on school trips shall be determined by the principal following consultation with the CSAC, staff, students and school based safe school action team. These recommendations shall be included in the local code of conduct.

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.

Suspension

Under subsection 306 (1) of the Education Act, 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: 1. Uttering a threat to inflict serious bodily harm on another person. 2. Possessing alcohol or illegal drugs. 3. Being under the influence of alcohol. 4. Swearing at a teacher or at another person in a position of authority. 5. 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. 6. Bullying 25

7. Any other activity that is an activity for which a principal may suspend a pupil under the policy of the board.

If a principal decides to suspend a pupil for engaging in an activity described in subsection (1), the principal will suspend the pupil from his or her school and from engaging in all school-related activities.

The minimum duration of a suspension is one school day and the maximum duration is 20 school days.

In considering how long the suspension should be, a principal will take into account any mitigating or other factors prescribed by the regulations.

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.

Under Board policy, activities for which a principal may suspend a pupil include: 1. Persistent opposition to authority; 2. Habitual neglect of duty; 3. W ilful destruction of school property; vandalism causing damage to school or Board property or property located on school or Board premises; 4. Use of profane or improper language; 5. Use of tobacco; 6. Theft; 7. Aid/incite harmful behaviour; 8. Physical assault; 9. Being under the influence of illegal drugs; 10. Sexual harassment; 11. Racial harassment; 12. Fighting; 13. Possession or misuse of any harmful substances; 14. Hate-motivated violence; 15. Extortion; 16. Distribution of hate material; 17. Inappropriate use of electronic communications/media; and/or 18. Other – defined as any conduct injurious to the moral tone of the school or to the physical or mental well-being of others.

Suspension Pending Possible Expulsion

Under subsection 310 (1) of the Education Act, 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:

1. Possessing a weapon, including possessing a firearm. 2. Using a weapon to cause or to threaten bodily harm to another person. 3. Committing physical assault on another person that causes bodily harm requiring treatment by a medical practitioner. 4. Committing a sexual assault. 5. Trafficking in weapons or in illegal drugs. 6. Committing robbery. 7. Giving alcohol to a minor. 8. Any other activity that, under a policy of a board, is an activity for which a principal must suspend a pupil and, therefore in accordance with this Part, conduct an investigation to determine whether to recommend to the Board that the pupil be expelled.

A pupil who is suspended under this section is suspended from his or her school and from engaging in all school-related activities. The following infractions may result in a suspension pending expulsion in accordance with Board policy:

1. Possession of explosive substance; 2. Serious or repeated misconduct; 3. Refractory conduct; and/or 4. Other – defined as any conduct injurious to the moral tone of the school or to the physical or mental well-being of others. 5. Mitigating Factors and Other Factors 6. In considering whether to suspend a pupil or whether to recommend to the Board that a pupil be expelled, a principal will take into account any mitigating factors or other factors prescribed by the regulations.

Mitigating Factors

Pursuant to the Suspension and Expulsion of Pupils Regulation, the following mitigating factors shall be taken into account: 1. The pupil does not have the ability to control his or her behaviour.

2. The pupil does not have the ability to understand the foreseeable consequences of his or her behaviour. 3. The pupil’s continuing presence in the school does not create an unacceptable risk to the safety of any person.

Other Factors

The following other factors shall be taken into account if they would mitigate the seriousness of the activity for which the pupil may be or is being suspended or expelled: 1. The pupil’s history. 2. W hether a progressive discipline approach has been used with the pupil. 3. W hether the activity for which the pupil may be or is being suspended or expelled was related to any harassment of the pupil because of his or her race, ethnic origin, religion, disability, gender or sexual orientation or to any other harassment. 4. How the suspension or expulsion would affect the pupil’s ongoing education. 5. The age of the pupil. 6. In the case of a pupil for whom an individual education plan has been developed, a) whether the behaviour was a manifestation of a disability identified in the pupil’s individual education plan, b) whether appropriate individualized accommodation has been provided, and c) whether the suspension or expulsion is likely to result in an aggravation or worsening of the pupil’s behaviour or conduct.

Non Student Members of the School Community

The TCDSB Code of Conduct and all local school codes of conduct make reference to actions and responses for inappropriate behaviour that are consistent with the Education Act, Board Safe School policies and other related Board policies. The reference section of this document gives examples of Board policies that are relevant, however not limited to, inappropriate behaviour of students and non- student members of the school community.

APPLICATION OF STANDARDS OF BEHAVIOUR

The Board standards of behaviour apply to all members of the school community, including students, parents or guardians, volunteers, teachers, other staff members, superintendents, senior board staff, board personnel, trustees and others who may be present in schools or at school related events under the jurisdiction of the TCDSB.

The standards of behaviour apply: ñ on school property; ñ while travelling on a school bus that is owned by the Board or that is under contract to the Board; ñ in-school sports activities; ñ in off-site school-sponsored activities; or ñ in circumstances where engaging in an activity could have a negative impact on the school climate.

For a complete copy of the Safe Schools Policy please refer to the TCDSB website using the following url: www.tcdsb.org/policyregister/SS09.htm

LOCAL CODE OF CONDUCT

At Michael Power-St. Joseph, the responsibility for a safe school and the education of appropriate student social behaviour is founded on Gospel values. An optimal learning environment is supported by a school-wide progressive discipline plan.

Discipline can be defined as supporting students to make the right decisions. It refers to instruction, correction, self-control and orderly conduct. Consistent and logical consequences are important in order for students to learn that they can control their own behaviour by making appropriate choices.

The interventions and consequences applied to instances of inappropriate behaviour are made after consideration of a student’s history, age, level of remorse and other mitigating factors that apply (refer to the list of mitigating factors in the TCDSB Code of Conduct).

At Michael Power-St. Joseph, the progressive discipline approach, consequences are designed to support the prosocial development and future behaviour of the student responsible for the action.

The MPSJ Safe School Action Team (SSAT) meets on regular basis to develop and review our progressive discipline model.

Standards of Behaviour

Respect, civility and responsible citizenship

All school members must: ñ respect and comply with all applicable federal, provincial and municipal laws; ñ demonstrate honesty and integrity; ñ respect differences in people, their ideas and opinions; ñ treat one another with dignity and respect at all times, and especially when there is disagreement; ñ respect and treat others fairly, regardless of their race, ancestry, place of origin, colour, ethnic origin, citizenship, religion, gender, sexual orientation, age or disability; ñ respect the rights of others; ñ show proper care and regard for school property and the property of others; ñ take appropriate measures to help those in need; ñ respect persons who are in a position of authority; ñ respect the need of others to work in an environment of learning and teaching.

PROGRESSIVE DISCIPLINE CHARTS

Teacher / Student / Parent: Interventions & Consequences

ñ Expectations communicated to student & M parent I ñ Verbal reminder of appropriate behaviour ñ Review Code of Conduct N ñ Problem-solving / Reflective Activity O ñ Contact with parent/guardian R ñ Time-Out (in another classroom) ñ Quiet area to work ñ Loss of privilege ñ Update call to parent ñ Detention (Classroom teacher) ñ Behaviour contract ñ Reward / Reinforce improved behaviour ñ Consult with Guidance / Dept Head / Resource Dept./ Chaplaincy ñ Parent/ teacher/student conference ñ Consultation with Administration ñ Referral to Administration /Guidance/ Dept Head/ Resource /Chaplaincy /Outside Agency ñ Conflict mediation ñ Home consequences

Administrator / Teacher / Student / Parent : Interventions & Consequences

ñ Administrator speaks to the student M ñ Review Code of Conduct with student A and/or parent ñ Phone call home (Admin) J ñ Reflection paper to be completed by student O & signed by parent ñ Community service R ñ Office detention ñ Parent / Student / Admin Conference ñ Behaviour contract signed by student, parent & Admin ñ Referral to support staff (CYW , Guidance, Resource, Chaplaincy, Special Services, Community agencies) ñ W ithdrawal from class (supervised) ñ Conference with parent/ student/ support staff/ Admin ñ Peer mediation / Restorative Interventions ñ Investigate / transfer to Alternative Programs

Administration: Behaviours that may lead to Suspension or Expulsion

Refer to the Code of Conduct in this Agenda Book or at www.tcdsb.org/policyregister/SS09.htm

Chaplaincy

The Chaplaincy team at MPSJ focuses on the spiritual well being of the school community. The team includes the Chaplains, teacher volunteers and a strong contingent of peer ministers who implement activities such as charity drives and the co-ordination of retreats. In living the Basilian motto of goodness, discipline and knowledge, we aspire to imbue our students with the lifelong challenge to intimately meet with their God in the love of Christ who continues to gather us together.

Student Services

Guidance and Counselling Services Counsellors are available all year to help students and their parents in making important decisions about course selection, career information and planning, post secondary information, and also to assist in resolving their personal concerns.

Students may request appointments with their counsellor by contacting the secretary in the Guidance Office before, after, or during lunch their lunch hour. For academic counselling students should see their assigned counsellor; however for personal counselling, students may speak with any counsellor they choose.

Career/Educational Information Information on different careers and post-secondary education can be found in the career files, careers description reference books, interest/aptitude tests and university and college calendars on display for students’ use in the Guidance Office.

Guidance Department Link Parents and students are encouraged to visit us at www.mpsj.ca/administration/guidance/index.htm for information on scholarships, bursaries, careers, links to universities and colleges, and monthly guidance events. W e invite all students to make guidance appointments with their counsellors at least twice a semester.

Career Cruising Career Cruising is a personalized approach to career research available to all students on request. This computer program matches a student’s abilities, interest and personality to possible career

alternatives. This program is available for student use in the Guidance Office and in the Library.

University/College Information Days and Tours Senior students are given the opportunity to attend university and college information seminars at MPSJ on their lunch hours. Counsellors help students to arrange tours of university and college campuses. Assistance in applying for scholarships, bursaries, financial aid (O.S.A.P.) is also provided.

Personal Counselling Individual counselling concerning a student’s academic potential, social development or personal difficulties is available.

Group Counselling Students can participate in a variety of support groups depending on their individual needs. Groups offered in the past have focused on bereavement, assertiveness training, motivation, and anger management.

Tutoring Services Senior students are available to provide individualized, academic instruction to those in need of assistance. A list of tutors is available in the Guidance Office. Student Exchange Program, Volunteer W ork, Part-Time Jobs Students are made aware of: ñ Opportunities to develop new skills and help others through volunteer work in various community agencies; ñ The educational benefits of participating in exchanges to other provinces or countries; ñ Part-time job opportunities posted on the bulletin board in the Guidance Department.

Program Planning Students select courses with the advice and approval of their parents, subject teacher and counsellor. The counsellor advises the student on the appropriateness of course selections and their education consequences in terms of diploma requirements and post secondary plans.

Students choose their courses for the entire school year in February. The school course calendar provides detailed information of courses and diploma requirements. Students in Grades 9, 10 and 11 must take 8 credit courses per year and thus are NOT entitled to spares as part of their program of study. No spares are permitted unless the student has earned 24 credits. Students in grade 12 who have earned 24 credits are permitted to take a spare however they must maintain 3 full credit courses including Theology to remain a full time student at M PSJ.

Full Disclosure Full disclosure does not apply to students in Grades 9 and 10. If junior students fail a course it is not recorded on their transcript (OST). If junior students repeat a course, the higher of the two marks only would appear on their transcript.

Full disclosure applies to the academic record of students taking a grade 11 or 12 course. According to full disclosure the transcript (OST) will list all grade 11 and 12 courses attempted or completed by the student with the percentage grade earned and the credits gained. Students repeating a course for which they have already earned a credit will only earn one credit for the completion of that course. W ithdrawal from a grade 11 or 12 course following the fifth day after issuance of the midterm report card is noted on the transcript along with the midterm mark.

The Semester System The school year at Michael Power/St. Joseph is divided into two semesters. Semester One begins in September and ends in January. Semester Two begins in February and ends in June. A student may carry a maximum of four subjects per semester.

Examination and Reports Final examinations are written in January (Semester 1) and June (Semester 2). M EDICAL CERTIFICATES are required from students who miss exams due to illness. The appropriate Vice Principal should be informed as soon as possible. In October and March, Early W arning letters will be sent home with students in danger of failure.

Parents receive two report cards per semester. Mid term reports are carried home by students in November and April. End of semester reports are mailed home in January and June.

The percentage ratio of term work and examinations is decided by individual Departments. The usual weighting is 70% term work and 30% exam. In some subjects students are exempted from writing the final exam.

In the first week of a new semester each student receives a “Course Information Sheet” in each course. This sheet outlines evaluation and assessment, behaviour expectations, content highlights and resources for each course.

Student Assessment and Evaluation Policy

Plagiarism ñ As a community our goal is to create an environment where intellectual integrity and academic honesty prevails. ñ The Ministry of Education suggests each school community create its own policy.

Procedure: ñ Students are instructed in class that plagiarism is the presentation of someone else’s work as their own. ñ Students are instructed as to the different forms of plagiarism. ñ Students sign a contract outlining that they understand the meaning of plagiarism and promise to honour the goals of intellectual integrity. ñ Students are in-serviced in our library concerning different forms of referencing material. ñ The plagiarism policy is published in the school agenda book. ñ Plagiarism may result in a mark of zero at MPSJ.

Reporting Dates ñ Information dealing with student performance is to be available in a timely manner. ñ Formal reporting dates are set at the start of the school year.

Procedure: ñ Early warning letters for students at risk of being unsuccessful are sent out early in the semester. ñ Mid-term report. ñ Final reports.

ñ Reports on successful completion of OSSLT and community service.

Extra Help ñ Additional help is available for students.

Procedure: ñ Students can arrange to meet with their classroom teacher outside of classroom hours. ñ Students can meet with a guidance counsellor to arrange for tutoring. ñ Senior students will be available to assist those students experiencing difficulties after school.

Teacher Contacts ñ Staff are available for contact in a variety of ways. ñ Teachers view contact with the home as a key building block to academic success.

Procedure: ñ Teachers can be contacted via voicemail or through a call made to the Main Office or the Guidance Office. ñ Teachers communicate through Parent-Teacher interviews, early warning letters, mid-term marks, final marks, and arranged appointments.

Homework ñ Homework is a key component to student learning. ñ Students regularly receive homework in all subjects. ñ Homework is meant to contain numerous and varied opportunities to learn. ñ Homework is to be assessed.

Procedure: ñ Homework is assessed as a learning skill using a variety of assessment instruments, including checklists, oral recall, and classroom spot-check. ñ W hen homework is consistently incomplete or done poorly the home is contacted.

Absences ñ Absences need to be reported to the attendance office in a timely manner. ñ The home needs to contact the school if a student is to be absent. ñ W hen a student is absent from school it is the student’s responsibility in concert with the teacher to make up the work and demonstrate he/she has met the courses’ expectations. ñ If a student is chronically absent from school he/she may not receive a credit.

Procedure: ñ W hen a student is returning from an absence the teacher requires an explanation, usually a note or phone call from home. ñ W hen a student has been absent from school the teacher and student will meet to discuss missed work. ñ Absent student should also meet with a peer to discuss missed work. ñ If a student has been absent without reason a mark of zero may be assessed for incomplete work. Furthermore the student may receive community service or suspension from school for skipping a class.

Missed W ork ñ W ork that is an integral part of the course’s expectations must be completed. ñ Students must take responsibility for work that has been missed. ñ “Missed and incomplete assignments do impact on the student’s grade.” (Policy to Practice, frequently asked questions, pg. 20)

Procedure: ñ The student and teacher confer to determine why work was missed. ñ Students are responsible to catch up on missed work as expeditiously as possible. This can be done through contacting the teacher, have a buddy in class keep the student up to date, check the teacher web site. ñ A reasonable timeline should be created for students to complete missed work.

Late Assignments ñ Late assignments are reported in the learning skills section of the evaluation. ñ Assignments must be submitted in a timely manner. ñ The student will be made aware of key dates for completing assignments and should plan his or her time accordingly. ñ Deducting marks for lateness as per timeline.

Procedure: ñ Student-Teacher discussion to determine why assignment is late. ñ A 10% deduction will be imposed on students who submit an assignment beyond the due date. Assignments will not be accepted beyond a one week late submission timeline. ñ Parents will be contacted by the teacher if the student persists in handing in late work. ñ Students must honour presentation dates and respect reservations of AV equipment.

Extra-curricular and Co-curricular Activities

All students are invited to become involved in the many extra- curricular and co-curricular activities available to them.

M PSJ has many school teams. They include:

Alpine Skiing Rugby Badminton Snowboarding Baseball Soccer Basketball Softball Cross Country Swimming Field Hockey Tennis Football Track and Field Golf Volleyball Hockey W restling Intramural Basketball Intramural Soccer

Clubs and groups include:

Badminton Peer Ministry Chamber Group Ping Pong Club Choir Prayer Group Dance Pack Reach For the Top Debating Robotics Drama Stage Band Fashion Show Student Council Fitness Club Student Grad Committee FTC Student Newspaper Greenpower Students’ Leadership Karate Club The God Squad Latin Club Yearbook Math League Orchestra

Sports Program

The Sports Program plays an important role in the life of the school. As in other activities the core of the program is learning. Participation should be characterized by a spirit of dedication, sacrifice and intensity. It should stress and help the athlete:

ñ Build moral character and respect for opponents. ñ Develop self-discipline, poise under pressure, courage, endurance, and patience. ñ Promote co-operation, teamwork and spirit.

Players are charged a fee to subsidize costs of the athletic program, $45 for the 1st team and $30 for subsequent teams. (NB. Football and hockey require additional fees).

Athletics œ Second Teams Policy

This policy concerns a second team offered at the same level where a team is already participating. **If there is a junior team and a senior team, the second team offered will be at the junior level.

Junior Teams ñ If the second team is offered at the junior level, the second team must have a 75% make-up of grade nines. ñ The first team will have 1st choice of athletes and the second team will be chosen after the first team is selected.

Open Teams ñ If the second team is offered at the Open level, the second team must have a 74% make-up of athletes from the junior age group (grades 9 & 10). ñ The first team will have 1st choice of athletes and the second team will be chosen after the first team is selected. ñ The senior athletes (25%) selected for the second team must have been a member of the first team in the previous year. No new senior players may be selected for the second team. ñ If a grade nine student is selected for the first team, the expectation is that he/she will play at least 50% of each game.

Rationale It is our hope that we can offer competitive teams at all levels. W hen possible, we will attempt to offer two teams at the same level. Our goal will be to include as many junior athletes as possible so they may experience extra-curricular sports at the high school level. W e realize that some athletes will not be able to move to the next level or may lose their spot to a more talented younger player. W here there is a second team available, we will have spots on the second team for those who are interested, up to 25% of the team.

Eligibility Code for Co-curricular Activities

Co-curricular activities are designed to enhance the overall school experience for students at Michael Power/St. Joseph High School. These same activities, however, should never detract students from achieving their academic goals. Students selected to play on MPSJ teams or who are part of school clubs/activities (i.e., musical or drama production) are expected to represent the school in an exemplary manner. All students who participate in programs offered at the school are expected to be in compliance with all code items listed below. Failure to comply may result in suspension or removal from the appropriate activity and/or other activities.

Code for Co-Curricular Activities:

ñ Students are not permitted to play/participate for two activities at the same time unless permission is secured from both coaches/moderators. The Athletic Director is part of the approval process in cases involving athletics. For those students permitted to play/participate for two activities at the same time and in recognition of the fact that conflicts with dates will sometimes occur the decision of which event should be given priority will be left with the coaches/moderators. Unless in extraordinary circumstances a performance or game takes precedence over a practice. ñ Students are expected to demonstrate support and respect for their coach/team-mates/moderator, the rules governing the activity, and those responsible for administering the rules. ñ Students who quit an activity/team after being selected to join are placed on probation and are subject to suspension

from further participation in co-curricular activities for up to one calendar year as determined by the school principal or vice principal. ñ Students who repeatedly fail to demonstrate commitment to the other members of the group (i.e., late or frequently absent for practice) may be suspended or removed from the activity. ñ Students who are frequently late or absent from school are subject to suspension from co-curricular activity involvement for a period of time as determined by the principal or vice principal. A warning will precede any suspension. ñ Students absent from school for an entire day or suspended are not permitted to participate in a co-curricular activity on the day(s) affected unless approval for exceptional circumstances has been secured from the school principal or vice principal. ñ Students who skip a class may be denied the right to participate in co-curricular activities for a period of time as determined by the principal or vice principal. ñ Students who have an overall failing mark in more than one course at early warning time and at mid-terms are denied the right to participate until achievement levels have improved. The principal or vice principal are responsible for imposing the sanction and authorizing a return to the activity.

W ith respect to athletics the TDCAA eligibility rules state that a student must be considered a full time student and enrolled therefore in a minimum of three 1.0 credit classes (or equivalent) for the entire season in which they participate. An exception is made for students in their 5th year of high school who have achieved 28 credits minimum prior to the start of their 5th year. These students are permitted to participate in TDCAA activities if they are enrolled in two 1.0 credit classes (or equivalent).

Spectators are an important part of the spirit of sports and are welcome to all school games. Spectators should:

ñ Remember that people play organized sports for their own fun. ñ Be on their best behaviour. ñ Refrain from the use of profane language, harassment of players, coaches, officials.

ñ Applaud good plays by their team and the opponent’s team. ñ Never ridicule a player for making a mistake during competition. ñ Condemn the use of violence in all forms. ñ Respect the officials’ decisions. ñ Encourage players always to play according to the rules.

Awards

Each year student achievement is recognized in the academic, co-curricular and athletic areas of school life. Awards and scholarships are presented to students who distinguish themselves in their effort and achievement.

Academic Awards

Governor General’s Award – To a graduating student who attained the highest academic average using the best six grade 12 marks.

Principal’s Award – To a graduating student who attained the second highest academic average using the best 6 grade 12 marks.

Catholic School Council Award – To graduating students who attained the third and fourth highest academic averages using the best six grade 12 marks.

Sr. Imelda Cahill Award – To an outstanding graduating female student who excels in all aspects of student life.

Paul Longo Award – To a graduating student who exemplifies the spirit of MPSJ in community service and academic excellence.

Liz M atich Award – To a graduating student who contributed to the arts and displays athletic ability.

Father Clare M alone Award – To a graduating male student who exemplifies the spirit of the school.

Sisters of St. Joseph Award – To a graduating female student who exemplifies the spirit of the school.

John M cKeon Award – To a graduating student who will attend university and has made an outstanding contribution to the school community.

Perry M orrison Award – To a graduating student who embodies the character and dignity for whom this award has been named. A good well-rounded student.

Fr. John Redmond Performing Arts Award – To outstanding graduating students in dramatic arts and music.

Student Council Award – To a graduating member of student council and/or of graduating class who has exemplified commitment, dedication and leadership.

Honour Roll Bible Recipients – To graduating students who consistently maintained honour standing.

Lieutenant Governor’s Community Volunteer Award – To a graduating student for exemplary community contribution or outstanding achievement through volunteer activities.

Catholic Student of the Year – Sponsored by the Catholic Education Foundation of Ontario. To a graduating student whose exemplary conduct, service and achievement merit the commendation of the Catholic Education Community of Ontario.

Toronto Secondary University Graduating Student Award – To a graduating student who has demonstrated a strong sense of social and political responsibility, as evidenced by their participation in activities which show a strong motivation toward achieving social justice and fostering moral values.

M ark Young M emorial Award – To a student dedicated to both track and academics.

Ontario Scholar – To graduating students who attain an academic average of 80% or greater in their best six grade 12 “U” or “M” level courses.

Salutatorian – To the graduating student who has the privilege of welcoming the community to the graduation ceremony.

Valedictorian – To the graduating student who has the honour of offering a farewell on behalf of the graduating class.

Certificates and Medals

University of W aterloo Descartes Math Contests (2) Contests in the Sciences Certificats de Francais Intensif University of Toronto Book Award School Letter

Catholic School Council Bursaries

Bursaries are granted based upon demonstrated financial need, a minimum expectation of academic accomplishment and, in some cases, other forms of earned merit. All graduating students accepted into a post secondary institution are welcome to apply for a bursary. Applications are available through the Guidance department in April.

Honour Roll Eligibility

Students in grades 9 through 12 must achieve an overall average of 80% in their courses. All courses must be taken at day school here at MPSJ. A student who drops a course whether before or after the full disclosure date will still be considered for the Honour Roll provided they meet the minimum course load requirements outlined below.

Grades 9 and 10 8 full credit courses or equivalent (Career/Civics) Grade 11 8 full credit courses Grade 12 6 full credit courses (can be taken partly in grade 11 and partly in grade 12, i.e., 6 best grade 12 courses)

Athletic Awards

Senior Athlete of the Year – presented to the top male and female athlete. The individual must compete in more than one sport.

Senior Leadership Award – presented to a male and female who demonstrate outstanding leadership skills. This individual can be an athlete, manager, or student coach. One activity is sufficient to qualify the individual for this award.

Senior Christian Athlete – presented to a male and female athlete who consistently demonstrate Christian principles while participating in sports. One sport is sufficient to qualify the individual for this award.

Junior Athlete of the Year – presented to the top male and female athlete. The individual must compete in more than one sport.

Junior Leadership Award – presented to a male and female who demonstrate outstanding leadership skills. This individual can be an athlete, manager, or student coach. One activity is sufficient to qualify the individual for this award.

Junior Christian Athlete – presented to a male and female athlete who consistently demonstrate Christian principles while participating in sports. One sport is sufficient to qualify the individual for this award.

The Joe Cindric Award – presented to a junior male or female player who is hard working, coachable and a team player. This individual is not the MVP but must participate in more than one sport.

Michael Poweró St. Joseph School Letter The MPSJ school letter recognizes and rewards individual contributions to the school community. The letter is inclusive in nature as it acknowledges student involvement in many different areas. The School letter distinguishes a student’s high standard of participation, excellent achievement and leadership in the school community. Students may earn a junior and a senior school letter. Information and tracking forms are available from the Teacher Advisor.

Catholic School Advisory Council

A new School Council will be elected at the September Annual General Meeting. All parents are encouraged and invited to attend. Parent involvement at MPSJ is a collaborative partnership. CSAC meets six times a year and functions in an advisory role to the school principal.

Student Administrative Council 2008-2009

President Dane W anniarachige Vice-President David Filice Treasurer Gareth Fernandes Special Events Simone Kurup Communications Rep Adam Borsella Arts Rep Julianna Obal Publicity Rep Stephan Peralta Grad Rep Vanessa Krisza-Hayes Michaelo Maxymiw Grade 10 Reps Prince Asaie Agbo Julian McGarvey Grade 11 Reps Anastasia Bizyayeva

Information Technology Network and Internet Policy

MPSJ’s Agreement of School Year 2008-2009 appeared on the reverse side of the Option Planning Sheet. This Agreement was signed by both parents and students, whereby they agreed to bide to the regulations outlined in the Acceptable Use Policy (AUP) A.29 “Surf Right” of the TCDSB. In September students are given a copy of the Acceptable Use Policy. “Surf Right” may be accessed online at www.tcdsb.org or from MPSJ’s web site (www.mpsj.ca).

This agreement clearly outlines expected attitudes and behaviours when accessing computers on the school network. (Personal laptops may not be connected to the network). Students who do not comply with the policy lose their privilege to use school computers.

Library Information Centre

Students are invited to use the Library Information Centre to:

Locate and borrow books and videos. Use computer resources (Electronic Databases, Internet, Online Library Catalogue, W ord Processing, Power Point etc.) Do research, homework, study or quiet reading.

General Policies

MPSJ’s library maintains a quiet atmosphere for reading and study. W e support each student’s right to succeed: to read, study, work on assignments and prepare class work. The library is NOT a student lounge. Anyone eating, drinking, playing games or disturbing others will be asked to leave. Electronic headsets and cell phones are not allowed in the library. Full uniform is required.

Computers in the Library

MPSJ’s Library Information Centre is fully automated. Staff and students may locate books by using the On-line Catalogue. Electronic resources such as On-line Databases, E-Books as well as internet search, W ord Processing and Power Point are available. The school’s website is www.mpsj.ca.

The computers are available for student use, although scheduled classes will have first priority. The computers in the Library are for Assignment Research, not recreational use. The Acceptable Use Policy will be enforced and students may lose their computer privileges if not followed.

A time limit for computer use will be in effect during peak times.

Virtual Library

The Library Information Centre’s W eb Page may be accessed by clicking on the library link at http://www.mpsj.ca. Staff and students have 24-hour remote-at-home access to our subscription online databases and e-books. These databases and e-books are password controlled. Password handouts are available in the library.

Borrowing Procedures, Renewals and Fines

Students must show their MPSJ Photo I.D. in order to borrow material. A maximum of 3 items may be signed out on any one topic at one time. Students are responsible for all library materials signed out. If the items are lent to a friend and he/she loses, damages or fails to return the books/videos, the student who originally signed out the items is accountable.

Each item borrowed is deemed late if not returned on the due date. Books/videos may be signed out for a period of two weeks. Reference material may not be signed out. A 10 cent fine per school day per item, to a maximum of $5.00 will apply. Students must return all overdue items and pay outstanding fines before signing out additional library materials. Books and videos must be brought to the library in order to renew. The school yearbook will be withheld from students until overdue items, fines and payment for lost or damaged materials have been received. 50

Referencing Style Guide

Academic research requires accurate and documented sources. Ensure that your W orks Cited includes a wide range of sources including both the latest on-line databases, e-books, as well as, traditional print material. Evaluate all your sources carefully for authenticity and reliability.

There are many styles and forms used to support research. Most academic institutions have standardized requirements for their students. This Style Guide is based on the M LA (Modern Language Association) style of documentation.

2009 Revisions to the M LA Citation Style (Based on 7th Edition, 2009 MLA Handbook for Writers or Research Papers)

Overview of Changes

Underlining:

M LA no longer requires underlining. Titles of books, encyclopaedias or periodicals are italicized rather than underlined.

M edium:

All citations in the W orks Cited list, whether print or electronic must now include the medium in which they were published. In other words if the information came from a print source you would write the word Print in the W orks Cited, if you are citing from and electronic source such as a database, an e-book or a website you would write W eb in your citation. (Print, W eb, DVD, etc).

URLs:

URLs are not longer required in citations. Because URL’s change frequently, MLA recommends that the address is included only if your teacher requests that you include it or if the address would be difficult to locate. (changes continued on next page)

New Abbreviations:

W hen citing a source where no page number is given, M LA advises to write n. pag. If no date is given write n.d. and if the publisher’s name is not given write n.p.

Information no longer required:

M LA no longer requires that you include in your citations, the name of the service, school library or city. However, the name of the database, is still required. The name of the database is italicized.

Format of an Essay

PAPER Use white paper, 8 1/2 x 11 inches.

TYPING Type on one side of the paper only. Use a common font like Times New Roman and a standard font size, usually 12 point.

MARGINS Leave one inch margins at the top and bottom and on both sides of the text.

SPACING Double-space both hand-written and typed essays.

PAGE NUMBERS Number all pages, except the first with Arabic numerals in the top right-hand corner, one-half inch from top and flush with the right margin.

TITLE PAGE Include the title of the essay, your name, the name of your teacher, the course and the date that the essay is to be submitted.

BINDING Submit essays unfolded but staple the pages together at the top left-hand corner.

(12-15 LINES FROM TOP OF PAGE) (use size 12 when spacing)

TITLE OF ESSAY (18 pt.)

(APPROXIMATELY 25-30 LINES) (use size 12 when spacing)

Submitted to: Teacher‘s Name Submitted by: Your Name Date: Due Date Course: Name of course

Begin essay (1 inch from top) Left/Right indentation (1 inch) End page (1 inch from bottom) 1 inch Size 12 font is standard Times New Roman (Title is not required if you have a title page) (Indent 5 spaces when you begin a new paragraph)

Double space

5 x Documentation of sources is one of the foundations of 2 academic research. In a genuine research report, the 2 researcher surveys the literature on his or her subject to 2 indicate what new information the report will contribute 2 beyond what others have found and published. Sources must 2 1 inch 1 inch in all cases be documented carefully. 2 5 x An increasingly common method for indicating sources 2 is in-text citations: in text citations are given at the end of a

direct quotation or when you have paraphrased another

writer‘s words, ideas or opinion in your own words. In-text

citations —are keyed to a list of W orks Cited, which is placed

at the end of the paper.“ (Turabian 112)

1 inch

Plagiarism

W henever you use another person’s words, ideas or pictures you must give credit through a note: in-text citation, footnote or endnote. (In this style guide, examples of in-text citations will be used). Failure to do so constitutes plagiarism. Plagiarism often carries severe penalties, ranging from failure in a course to expulsion from university/college. (Read MPSJ’s Plagiarism Policy page 55 and 56.)

In-Text Citations

W hen either a direct or an indirect quote is used in your research paper, it is important to acknowledge the original source, by a note in-text citations or (endnotes/footnotes).

In-text citations (also known as parenthetical citations or embedded citations) may be used in place of endnotes or footnotes. In-text citations identify the source immediately following the quotation or paraphrase. The complete bibliographic information for each reference is listed in the W orks Cited at the end of the paper.

GENERAL RULES FOR IN-TEXT CITATIONS: PRINT SOURCES

Author Given

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

AUTHOR PAGE NUMBER

(Gibaldi 116)

Author Cited More Than Once

If you cite more than one book by the same author, add an abbreviation or shortened version of the title so that the reader knows which source you have used and the page number.

AUTHOR PAGE NUMBER

(Frye, Double Vision 85)

SHORTENED VERSION OF TITLE

No Author Given If there is no author given, include in parentheses (brackets) the title, or a shortened version of the title (italicized/underlined) and the page number(s).

TITLE PAGE NUMBER

(Official Rules 97)

RULES FOR IN-TEXT CITATION: ELECTRONIC SOURCES

Although the guidelines for citing electronic sources are not yet completely standardized, some suggestions to follow: The author’s last name and a shortened version of the title (italicized/underlined) are placed in parenthesis (brackets).

AUTHOR SHORTENED VERSION OF TITLE

(Lankin, W hen the Earth)

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 five lines. Enclose it in quotation marks within the text of the paper. Follow in brackets with an in-text citation.

Example: Plagiarism is “the wrongful act of taking the product of another person’s mind and presenting it as one’s own.” (Lindey 4)

Long Direct Quotation

A long quotation consists of five 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. Single space. Do not use quotation marks. Follow in brackets with an in-text citation.

It has been noted that:

The Romans were a naturally conservative people, respectful of their betters. The Comitia made laws, and the tribunes protected the lower orders; but the day-to-day government of the city was in the hands of the Senate. The Senate met on every working day and held genuine debates, especially on foreign policy. (Duggan 36)

INDIRECT QUOTATION (PARAPHRASING)

An indirect quotation is a paraphrase of another writer’s words, ideas or opinion that you have put in your own words.

Quote from the Original Source

A virus is not really a living organism but rather genetic material surrounded by a shell of protein. In order to survive and reproduce themselves they have to enter a

living cell and use its machinery to produce thousands of copies themselves.

Paraphrase

You must cite the following passage using a ‘note’ (in-text citation) even if you re-worded the original text in your own words because the idea or thought etc. was not your own.

If a virus is to survive, it must enter a living cell in order to make more copies of itself. This process results in the reproduction of the virus and the death of the host cell. (Immune System)

Source: Video Recording

Works Cited List

A list of Works Cited is included at the end of your research paper. Its purpose is to let the reader locate your sources. Other names for such a listing are Bibliography (literally, “description of books”) and Literature Cited. Works Cited is a more precise descriptive term because your research may include periodicals, films, and other non print sources. An Annotated Bibliography, also called Annotated List of Works Cited, contains a brief description or evaluative comments on the sources.

GENERAL RULES

ñ Begin the Works Cited on a new page and number each page, continue the page numbers of the text. For example, if the text of your research paper ends on page 10, the Works Cited list begins on page 11. The page number appears in the upper right-hand corner, half an inch from the top and flush with the right margin. ñ Center the title, Works Cited, 1 inch from the top of the page. Do not bold or underline the title. Double-space between the title and the first entry. ñ Begin each entry flush with the left margin: if an entry runs more than one line, indent the second and third lines five spaces. ñ Single-space inside a citation. ñ Double-space between citations.

ñ Arrange sources in alphabetical order by author’s last name. ñ List last name of author, followed with a comma, and first name. ñ If source has more than one author cite the names in the order in which they appear on the title, not in alphabetical order. ñ If source has no author, put it in the list by title of the article/essay. ñ Omit words such as “A, The, or And” when alphabetizing by title. Example: When citing the title of the following article “The Race for Survival” and no author appears, omit “the” and cite as “Race for Survival.” ñ Capitalize the first word of the title not including words such as A, An, The or other conjunctions. ñ Italicize the title of books, encyclopaedias, magazines, and newspapers. ñ Italicize the name of the database. ñ Put article titles in quotes. ñ Include Medium in which source was published, example: Web, Print, DVD, Television.

EXAM PLE

Author (surname first)

Comma Period Title (italicize)

Ba ckhouse, Constance. Petticoats and Prejudice: W omen and the Law in Nineteenth Century Canada. Toronto: Women’s Press, 1991. Print.

Comma nd rd Indent 5 spaces for 2 , 3 City Publisher Year lin es, etc. (hanging indent) Period Full Colon

1 inch Size 12 font is standard

Double space

Works Cited

Achtert, Walter S. and Joseph Gibaldi. The MLA Style Manual. New York: The Modern Language Association of America, 1995. Print.

Motavalli, Jim. —The Meat of the Matter.“ E Magazine July- Aug. 2008: 26-33. SIRS Researcher. Web. 19 March 2009.

Ponce de Leon, F. Abel. —Cloning.“ Environment

Encyclopedia. 2001: Vol 2, 190. Marshall Cavendish 1 inch 1 inch Science Reference Centre. Web. 16 Oct. 2009.

Turabian, Kate L. A Manual for Writers of Term Papers,

Theses, and Dissertations. 5th ed., rev. and expanded

by Bonnie Birtwistle Honigsblum. Chicago: University of Chicago Press, 1987. Print.

Young, Dean. —Avalanche Garden.“ Macleans. January 2, 2002: 110-111. Sirs Researcher. Web. 22 Oct. 2009.

1 inch

Citation Samples: Print Media

BOOKS-ONE AUTHOR

Bentley, Laura J. The Young Scientist: Resources to Explore. Toronto: Addison- W esley Publishers, 1991. Print.

BOOKS-TWO AUTHORS

Cheffins, Ronald I., and Patricia A. Johnson. The Revised Canadian Constitution: Politics as Law. Toronto: McGraw-Hill Ryerson, 1986. Print.

BOOKS-THREE OR MORE AUTHORS

Give the first author’s name, followed by “et al.” Or “and others.”

Lean, Geoffrey, et al. Atlas of the Environment. New York: Prentice-Hall Press, 1990. Print.

EDITOR, COMPILER, OR TRANSLATOR IN PLACE OF —AUTHOR.“

Simpson, Kieran, ed. Canadian W ho’s W ho 1989. Toronto: University of Toronto Press, 1989. Print.

ANTHOLOGY

Component part by one author in a work edited or compiled by another person.

Cooper, Helen. “An Opening: The Knights’ Tale.” In Geoffrey Chaucer’s The Knight’s Tale, 115 – 134. Edited by Harold Bloom. New York: Chelsea House Publishing, 1988. Print.

NO AUTHOR GIVEN

Directory of Community, Services in Metropolitan Toronto. 1991 Edition. Toronto: Community Information Centre of Metropolitan Toronto, 1991. Print.

INSTITUTION, ASSOCIATION, ETC., AS AUTHOR

The Pollution Probe Foundation. The Canadian Green Consumer Guide. Toronto: McClelland & Stewart, 1989. Print.

GOVERNMENT DOCUMENT

Canada. Dept. of Employment and Immigration. Immigration Statistics. Ottawa, 1988. Print.

MODERN PLAY

W ilson, August. The Piano Lesson. New York: Penguin, 1990. Print.

PLAY BY A WELL-KNOWN PLAYW RIGHT

Shakespeare, W illiam. Julius Caesar. Oxford School Shakespeare. Edited by Roma Gill. Oxford: Oxford University Press, 1979. Print.

In-text Citation (Julius Caesar IV.iii.263-280)

If you are referring to only one play use the Parenthetical Reference form for the first reference. Give only act, scene and lines in parentheses for subsequent citations. (IV.iii.263-280)

BIBLE

The Jerusalem Bible. New York: Doubleday and Company, 1966. Print.

In-text Citation (Jos. 9:3-15 [JB])

DICTIONARY/ENCYCLOPEDIA Cite edition number only if given on title page.

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

In-text Citation (“Coup”)

Author Given Poston, John W . “Radiation.” The W orld Book Encyclopedia. Chicago: W orld Book, 2009. 199-204. Print.

In-text Citation (Poston 200)

No Author Given “French-English Relations.” The Junior Encyclopedia of Canada. 1990. Print.

In-Text Citation (“French-English Relations” 2:209)

MULTI-VOLUME W ORK WITH A GENERAL TITLE, BUT W ITH SEPARATELY TITLED VOLUMES

“The Impressionists in Paris.” Great Artists of the W estern W orld II. V. 5, Post-Impressionism. London: Marshall Cavendish, 1987. Print.

In-text Citation (“The Impressionists in Paris” 5:98)

JOURNAL ARTICLE

Moore, Maureen. “Female Lone Parenting Over the Life Course.” The Canadian Journal of Sociology 14, 3 (Summer 1989): 3-350. Print.

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 August 1991: 10-12. Print.

No Author Given “A Composer in His Time.” The UNESCO Courier July 1991: 3- 35. Print.

In-Text Citation (“A Composer in His Times” 35)

NEW SPAPER ARTICLE

Author Given “Emid, Al. “W inning Fund Concentrates on Small Firms.” The Globe and Mail 21 November 1991: C1+. Print.

In-text Citation (Emid C1)

No Author Given “Pan Am Grounded, Ending Era in U.S.” The Toronto Star 5 December 1991: B1+. Print.

In-text Citation (“Pan Am Grounded” B1)

PAMPHLET, BROCHURE, FACT SHEET, LEAFLET, ETC.

Author Given Acker, Geraldine. W hat to Eat and W hy. University of Illinois, 1989. Print.

In-text Citation (Acker 2)

No Author Given Changing Climate: A Guide to the Greenhouse Effect. W ashington, D.C.: W orld Resources Institute. Print.

In-text Citation (Changing Climate 3)

REVIEW OF BOOK, FILM, PERFORMANCE, ETC.

W hitaker, Muriel. “Satire & Romance.” Review of the Lyre of Orpheus, by Robertson Davies. Canadian Literature 127 (W inter 1990): 166-168. Print.

Citation Samples: Non Print Media

CHART Riendeau, Roger E. History of Canada. Chart. Toronto: Hedgerow House, 1986. Print.

In-text Citation (Riendeau)

MAP Ontario, Canada 1992/93 Official Road Map. Map. Downsview, Ontario: Ministry of Transportation, 1992. Print.

INTERVIEW Findley, Timothy. Personal interview, 22 January 1991. Interview.

In-text Citation (Findley)

LECTURE OR SPEECH Moulton, Helen. “The Heroine and the Frontier Thesis.” Canadian Literature and Feminism. York University, Toronto, 10 May 1992. Print.

In-text Citation (Moulton)

RADIO OR TELEVISION BROADCAST

“Sovereignty and Its Cost.” Commentary by Bill Cameron. The Journal. CBC Toronto, 25 September 1991. Television.

In-text Citation (“Sovereignty”)

VIDEO RECORDING Great Lakes, Fragile Seas. Video Recording. National Geographic Society, 1991. Video.

In-text Citation (Great Lakes)

Citation Samples: Electronic Sources

In addition to print material, students have access to a variety of electronic sources. For academic research students are encouraged to use reliable sources such as MPSJ’s subscription online databases and E-Books.

The format for citing electronic sources has not yet been completely standardized, therefore, it is better to include more information than less when citing. (Treat electronic sources like print sources.)

CITING FROM ONLINE DATABASES

Author’s Last Name, First Name. “Title of article.” Article’s original source. Date of original source: page numbers (if none, use n. pag.). Title of the Database used (italicize). Medium used, example Print, W eb. DVD. Date of access (day, month, year).

Magazine Article

Frick, Robert. “Investing in Medical Miracles.” Kiplinger’s Personal Finance Feb. 1999: 80-87. SIRS Researcher. W eb. 10 February 2009.

Newspaper Article W arren, Jenifer. “A Journey Toward Healing.” Los Angeles Times Oct. 1 2005: A1+. SIRS Researcher. W eb. 03 November 2009.

Journal Article

Tator, Charles, James D. Carson, and Robert Cushman. “Hockey Injuries of the Spine in Canada 1966-1996.” CMAJ: Canadian Medical Association Journal Vol. 162 Issue 6, 03/21/2000, 787. Canadian Reference Centre. W eb. 24 May 2002.

Books and Subject Encyclopedias)

If source has no author, begin citation with the title of the article/essay.

“Aids”. U.X.L. Science 1998. Discovering Collection. Gale. W eb. 24 May 2002.

Online General Encyclopedia, Author given

Pasquier, Roger F. “Owl.” Encyclopedia Americana Online. Grolier, Inc. 1999. W eb. 1 Apr. 2004.

Online General Encyclopedia, No Author given

“Jumping Mouse.” Encyclopedia Americana Online. Grolier Inc. 1999. W eb. 10 Apr. 2004.

WEB SITES

Web sites can change or disappear completely from the time you first accessed the information. In order to have evidence of your sources (in the event that you are required to produce your sources), it would be wise to make a printed copy of any information that you cited if you plan to include the web site in the Works Cited list. You should also keep track of the date you accessed the site as well as the complete URL address. (Uniform Resource Locater)

World Wide Web

Author’s Last Name, Author’s First Name. “Title of Document.” (in quotation marks). Title of Complete W ork (in italics). Date of publication or ast revision (if known). Medium. Date of access. URLs are no longer required in citations. Because URL’s change frequently, MLA recommends that the address is included only if your teacher requests that you include it or if the address would be difficult to locate.

Landsburg, Steven E. “W ho Shall Inherit the Earth?” Slate Archives 1 May 1997. W eb. 11 April 2000.

Professional Site Dawe, James. Jane Austen Page. W eb. 15 Sept. 1998.

Personal Site Lancashire, Ian. Home page. W eb. 1 May 1998.

E-m ail Boyle, Anthony T. “Re: Utopia.” E-mail to Daniel J. Cahill. W eb. 21 June 1997.

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, NINE types of plagiarism may result in a mark of zero at MPSJ.

Plagiarism includes:

1. Copying and pasting text, images, and/or graphs from an on-line media, such as encyclopaedias; 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, encyclopaedias, 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 another student’s work and claiming it as your own, even with permission; this is academically unethical on both students’ parts and is known as collusion; 8. Using an 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.

In conclusion, submit your own work and document all sources that you integrate in your writing by including properly quoted evidences in your assignments in the form of in-text citations/endnotes/footnotes. Use a W orks 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.

Tobacco Control Act

IB Examination Schedule