2015-16 Middle/Senior School - HANDBOOK-
Page 1 | 2015-16 Middle/Senior School Handbook VISION
BSS WILL BE AN INSPIRATIONAL FORCE FOR WOMEN TO REACH THEIR FULL POTENTIAL AS TRANSFORMATIVE LEADERS. OUR MISSION
Founded in 1867, BSS is a Canadian independent school for girls whose mission is to provide each student the opportunity to develop her unique voice, confidence and sense of purpose by:
Exceptional teachers delivering an outstanding academic program; Creating an environment that celebrates innovation; Specializing in the learning needs of girls with an approach that integrates each student’s intellectual, emotional, social, spiritual, physical and ethical growth.
OUR VALUES
PURSUE EXCELLENCE Strive to be the best in all that we do.
TAKE RISKS Be willing to take risks, challenge convention and support a nurturing environment where it’s safe to fail.
BE CREATIVE Look at a challenge from all angles and fearlessly explore.
LEARN FROM OUR DIFFERENCES Celebrate the unique voice in all individuals to expand our worldview.
HONOUR OUR HERITAGE Honour the past, live in the present, own the future.
EMBRACE CHANGE Embrace change and uncertainty in order to grow.
BE CURIOUS Live with a thirst for learning. Page 3 | 2015-16 Middle/Senior School Handbook TABLE OF CONTENTS
DAY MAJOR DATES 5 CODE OF CONDUCT 63 BOARDING MAJOR DATES 7 STANDARDS OF BEHAVIOUR 66 IMPORTANT TELEPHONE NUMBERS 10 ACADEMIC SUCCESS 74 BOARDING AT BSS ATTENDANCE 76 GENERAL INFORMATION 15 SCHOOL DAY PROCEDURES 80 CAMPUS SAFETY, EMERGENCY ASSESSMENT, EVALUATION & RESPONSE & PERSONAL SAFETY 28 REPORTING 82 TUTORS AND SPECIAL UNIFORM 91 OPPORTUNITIES 34 BALANCED, APPROPRIATE & WELLNESS CENTRE 35 SAFE USE OF TECHNOLOGY 95 EXTRA CHARGES 41 HARMFUL SUBSTANCES POLICY 104 SCHOLARSHIPS & AWARDS 46 GETTING INVOLVED 111 BSS PHILANTHROPY & STUDENT LEADERSHIP 118 ALUMNAE RELATIONS 58 STUDENT LIFE@BSS 121 MINISTRY OF EDUCATION 60 SERVICE LEADERSHIP@BSS 142 COMMUNITY VOICES@BSS 144 NOTES: • Dates in bold letters are common dates with the BSS Junior School •Wednesdays are early leaving days for Grades 9 to 12. Classes dismissed at 2:30 pm. • Friday mornings are late start for all Grade 7 to 12 students. Classes start at 9:15 am.
DAY SCHOOL MAJOR DATES 2015-16
2015
September 5 Boarding Council returns 7 New Boarders arrive (8:30 am) 9 Returning Boarders arrive (2:00 pm) 10 School Begins
October 9 to 12 Thanksgiving Weekend (no classes) Boarding is open 13 Classes resume
November 12 Boarding closes at 7:00 pm 13 Professional Development Day (no classes) 13 to 16 Fall Mid-Term Break - Long Weekend (no classes) 16 Boarding re-opens at 5:00 pm 17 Classes resume
December 17 Classes end at 3:30 pm / boarders leave by 7:00 pm 17 Boarders with airline tickets for December 18 may stay overnight 18 December Holidays begin (Boarding closes at noon) 2016 January 4 Boarding re-opens at 2:00 pm 4 Professional Development Day (no classes) 5 Classes resume
Page 5 | 2015-16 Middle/Senior School Handbook DAY SCHOOL MAJOR DATES 2015-16 (SUBJECT TO CHANGE)
February 11 Boarding closes at 7:00 pm 12 to 15 Winter Mid-Term Break - Long Weekend (no classes) 15 Boarding re-opens at 5:00 pm 16 Classes resume
March 10 Classes end at 3:30 pm / boarders leave by 7:00 pm 10 Boarders with airline tickets for March 11 may stay overnight 11 Boarding closes at noon 11-28 March Break (Easter Long Weekend, March 25-28) 28 Boarding re-opens at 2:00 pm 29 Classes resume
May 20 to 23 Victoria Day Weekend (no classes) Boarding is open 24 Classes resume 24 Closing Chapel 30 Final Evaluations Begin
June 14 Middle School Closes 15 Senior School Closes 16 Boarding closes at noon (Grade 12 boarders stay with parents/Supporters) 17 Graduation
Page 6 | 2015-16 Middle/Senior School Handbook BOARDING MAJOR DATES 2015-16 (SUBJECT TO CHANGE)
2015
September 5 Boarding Council returns (meeting 9:00 pm) 7 New Boarders arrive (8:30 am) Move in and Orientation begins 9 Returning Boarders arrive (2:00 pm) 10 School Begins (first day of classes) 11 House Games (5:00 – 9:00 pm) mandatory 12 Community Event (8:00 am – 5:00 pm) mandatory 16 to 18 Grade Trips (some will be overnight/see The Thread for details)
October 9 to 12 Thanksgiving Weekend (no classes) Boarding is OPEN 13 Classes resume
November 12 Fall Mid-Term Break begins after school, Boarding CLOSES at 7:00 pm 16 Boarding re-opens at 5:00 pm 17 Classes resume
December 7 Boarder’s Holiday Banquet (mandatory) 17 December Holidays begin after school, Boarders leave by 7pm Note: only boarders holding airline tickets for December 18 may stay in boarding overnight – Boarding CLOSES at Noon on December 18
Page 7 | 2015-16 Middle/Senior School Handbook DAY SCHOOL MAJOR DATES 2015-16 (SUBJECT TO CHANGE)
2016 January 4 Boarding re-opens at 2:00 pm 5 Classes resume 15 House Games (5:00 – 9:00 pm) mandatory 16 Community Event (8:00 am – 5:00 pm) mandatory for all boarders
February 11 Winter Mid-Term Break begins after school, Boarding CLOSES at 7:00 pm 15 Boarding re-opens at 5:00 pm 16 Classes resume
March 10 March Break begins after school, Boarders leave by 7pm Note: only boarders holding airline tickets for March 11 may stay in boarding overnight – Boarding CLOSES at Noon on March 11. 28 Boarding re-opens at 2:00 pm 29 Classes resume 31 OSSLT test (mandatory for Grade 10)
May 6 House Games (5:00 – 9:00 pm) mandatory 7 DREAM (8:00 am – 5:00 pm) mandatory 16 Boarders’ Banquet (5:00 – 9:00 pm) year end celebration (mandatory) 20-23 Victoria Day Long Weekend (no classes) Boarding is OPEN 24 Classes resume 30 Final Evaluations begin / Boarding Quiet Hours protocols begin
Page 8 | 2015-16 Middle/Senior School Handbook DAY SCHOOL MAJOR DATES 2015-16 (SUBJECT TO CHANGE)
2016
June 6 Grade 9-12 Exams begin / Boarding Exam Routines and Quiet Hours protocols 14 Last day of classes for Middle School / final conflict exams for Grade 9-12 15 Evaluation Return Day (10:00 am – 2:30 pm) Most Grade 9-12 boarders move out 24 hours after lastexam and stay with Supporters until flight or Exam Return Day. Boarders who stay past their last exam are required to con- tinue to follow all Exam and Quiet Hours protocols as other girls are still writing exams. Boarders who do not comply with these rules will be required to have their Supporter pick them up immediately. 16 Boarding CLOSES at Noon /Gr.12 stay with parents/ Supporters until Graduation 17 Graduation
Summer Storage: Boarders who will be returning next year may store a maximum of two (2) items in Boarding over the summer (one suitcase and one bin), all other items must be stored at their Supporter’s home. Items left behind (not in suitcase or bin) will be donated to charity. See Boarding Handbook for full details of Boarding rules and routines.
Page 9 | 2015-16 Middle/Senior School Handbook IMPORTANT TELEPHONE NUMBERS
The Bishop Strachan School 416-483-4325 Head of School ext. 1200 Executive Assistant to Head of School ext. 1180 Principal, Senior School ext. 1150 Executive Assistant to the Principal, & Senior School Office Manager ext. 1164 Principal, Middle School ext. 1780 Administrative Assistant, Middle School ext. 1750 Vice Principal, Academic Administration ext. 1930 Vice Principal, Curriculum ext. 1110 Vice Principal, Student Life ext. 1111 Senior School Attendance ext. 1162 Middle School Attendance ext. 1750 Boarding Office ext. 3310 Dean of Boarding ext. 5658 Student Recruiting Office ext. 1220 Director of Student Recruiting ext. 1221 Service Learning ext. 2400 Assistant Head, Finance and Facilities ext. 4205 Student Accounts ext. 4201 Facilities ext. 4240 Housekeeping ext. 4200 Assistant Head, Technology and Innovation ext. 2330 IT Helpdesk ext. 3333
Page 10 | 2015-16 Middle/Senior School Handbook IMPORTANT TELEPHONE NUMBERS continued
Director of Community Relations ext. 1240 The Office of Philanthropy and Alumnae Relations ext. 1841 Executive Director, The Office of Philanthropy and Alumnae Relations ext. 1840 Student Services ext. 1260 Wellness Centre ext. 6350 Chaplain ext. 1050 Senior School Fax 416-481-5632 Boarding Fax 416-483-7528
School-Wide Crisis Plan BSS has a detailed crisis plan. In the very rare event that School power is out, instructions can be accessed through www.bssemergency.on.ca.
Who to call when...
• When you’re concerned about academics, call the course teacher first. • When your daughter is truggling with a social/emotional/medical issue, call her counsellor. • When yoiur daughter will have an extended absence while school is in session, call the V.P. Student Life. • When your daughter is not involved in school life, call her TAG teacher.
Page 11 | 2015-16 Middle/Senior School Handbook MOTTO, COLOURS, PRAYER
The School Motto In cruce vinco (Translation: In the Cross I conquer)
The School Colours: Burgundy, Grey and White
The School Prayer Vouchsafe, we beseech thee, merciful Lord, to prosper with thy blessing this school with all present and former members of the same and all institutions designed for the promotion of thy glory and the good of souls. Grant that all who serve thee here may set thy Holy will ever before them and do that which is well pleasing in thy sight and persevere in thy service unto the end – through our Lord and Saviour Jesus Christ. Amen.
Page 12 | 2015-16 Middle/Senior School Handbook THE SCHOOL HYMN
Gaudeamus Translation Gaudeamus, gaudeamus, Let us rejoice, let us rejoice, Gratias Domino agamus Let us give thanks to the Lord Laetis in sollemnibus. in joyful rites. Deum strenue laudemus, Let us praise God vigorously Eius gloriam cantemus, Let us sing (of ) His glory Voce et in cordibus. In voice and in our hearts. Gaudeamus, gaudeamus Let us rejoice, let us rejoice Gratias cordibus agamus, Let us give thanks in our hearts Festa die, Domino, on this holy day, to the Lord. Concinentes, iubilantes, Singing together, rejoicing, Exardentes, adorantes, Glowing, adoring, Canimus in cantico. We sing in (this) song.
Page 13 | 2015-16 Middle/Senior School Handbook THE HISTORY OF BSS
The Bishop Strachan School (BSS) was founded in 1867 by a group of Anglican clergy and laymen who believed that girls should have an opportunity for a first-class education. Today, both students and staff reflect a wide variety of faiths and cultures. At BSS we value diversity and inclusion as essential components in furthering our vision and mission.
Named after the first Anglican Bishop of Toronto, Bishop John Strachan, the School opened with an enrolment of about 40 girls. It moved several times, finally coming to its present location in 1915. The Chapel and the original Junior School opened in 1932; the gymnasium and additional classrooms were opened in 1967. Science labs were completely rebuilt in 1982, and the new theatre and library wing were opened in 1988. The Junior School and Athletics complex was opened in 2004. In March 2007 the Student Centre opened to the delight of the students. The bright, warm atmosphere in the Student Centre provides students with a place to relax, eat and work. The Learning Commons opened as a newly refreshed space in early 2009. It is a comfortable and welcoming place where both teachers and students can work, research and collaborate, or read and relax.
Page 14 | 2015-16 Middle/Senior School Handbook BOARDING AT BSS
BSS offers a home away from home for approximately 80 girls (Grades 7-12) from all parts of Canada and around the world. Our Boarding facilities are located in the heart of the school. Most girls share a double or triple room, which they decorate with their own personal touches. Each floor has a Common Room with a TV and comfortable chairs.
Six full-time Boarding Staff members live on site: the Dean of Boarding (who oversees the program), two Boarding Program Co-ordinators (who oversee Grade 7-9 and Grade 10-12 respectively), and three Boarding Advisors. Assisting our regular Boarding Staff, we have a part-time Wellness Program Co-ordinator, a full-time Director of Boarding Academics and a full-time Boarding Program and Administrative Co-ordinator.
The Boarding curriculum embraces an authentic understanding of the world we live in and provides opportunities for anticipated learning outcomes. As a sustainable school, the Boarding Curriculum is based on Wellness, Exploration, Leadership and Diversity (WELD), and offers many activities beyond the core curriculum to expand the school experience so that each student has an opportunity to embrace a better understanding of learning. The Boarding Curriculum is incorporated into the program formally every Monday evening and during Community Weekends.
Page 15 | 2015-16 Middle/Senior School Handbook TEMPORARY BOARDING AND EXTENDED DAY PROGRAM
Day students (Grade 7-12) are welcome to stay in Boarding for any length of time as a temporary Boarder. Both programs include meals, access to a room with a bed and computer access, supervised study, recreational activities available to boarders and special outings (sometimes at extra cost). We encourage Day students to participate in these programs, and requests are subject to the availability of space. The cost for the Temporary Boarder Program is $110 per day or $700 per week. Contact the Boarding Office at ext. 3310 or email [email protected] for further information.
Page 16 | 2015-16 Middle/Senior School Handbook HOUSES AT BSS
In order to create a more intimate atmosphere that fosters relationships, BSS has a system of houses, each of which has about 60 students assigned to it.
Belonging to a House gives students the opportunity to informally interact with students in other grades throughout the year. As well, Teacher Advisor Groups (TAG) are formed in grade 9 and are organized by house. TAG advisors are attached to the same House as their advisees.
There are 12 Houses in the Senior School (listed on Page 8), each with its own colour and mascot. Before our system of Houses, there used to be eight teams in the Senior School that were named after Greek letters (Alpha, Delta, Epsilon, Gamma, Kappa, Lambda, Sigma and Theta). This system was changed in 1971 and the Houses were named to recognize and honour contributions of certain individuals to the school community. Students are generally assigned to the same House for their entire time at BSS. An effort is made to ensure students are in the same House as their sisters, mother, or any other relative who attended BSS.
Houses compete in several areas, collecting points for their House throughout the year. Activities such as House Games and House Debates take place during lunch hour. Houses also compete against each other on Crazy Sports Day. At the closing assembly, the House with the most points is awarded the Cadbury-Bell Cup.
Page 17 | 2015-16 Middle/Senior School Handbook CADBURY-BELL CUP
The Bishop Strachan School Team Trophy was donated in 1954 to reward participation in a range of Middle and Senior School activities involving athletics, leadership and clubs. In May 2014, it was presented by the House Captain to Macnaughton House at a special House Assembly.
The Cadbury-Bell Cup is awarded to the House that accumulates the most points through- out the year. Individual points are given for participation in a variety of school activities. For example, individuals can earn up to five points for being a member of the Senior Choir, four points for being on a team, three points for any leadership position (from being an Ambassador to being a House Communications Co-ordinator), and one or two points for being a member of a club. As well, event points are given for House competitions such as Crazy Sports Day, House Debates and House Games.
House Colour (s) Room Number Acres Black and White 234 Dupont Purple 230 Grier Red 204 Griffith Earth Tones 209 Lamont Silver and Gold 205 Langtry Yellow 237 Macnaughton Pink 241 Marling Navy Blue 226 Nation Pale Blue 238 Pyper Plaid 121 Rosseter Orange 223 Walsh Green 231
Page 18 | 2015-16 Middle/Senior School Handbook CHAPEL
Students in Grades 7-12 are expected to attend Chapel on assigned days except when in TAG (explained below). Chapel services include important school announcements and celebrations of individual and community achievements, as well as a time for reflection at the beginning of each day.
The Chapel is used for weddings and other Anglican services. Confirmation is available for any students, staff or faculty in April. Confirmands will attend weekly classes beginning in January. For more information, contact Rev. Cathy Gibbs, Chaplain, at ext. 1050.
Page 19 | 2015-16 Middle/Senior School Handbook TEACHER ADVISOR GROUPS (TAG)/HOMEROOM
To provide our students with additional support in Grades 9-12, we have Teacher Advisor Groups (TAG). Students in Grade 7and 8 are part of a homeroom.
TAG The purpose of TAG is to build community and provide an opportunity for students to develop trusting relationships with faculty and staff. Upon beginning their senior school career at BSS, students are assigned to a staff member who will be their ad- visor. In order to build a solid relationship between the students and their advisors, the girls have the same advisor throughout their time at BSS. This program fosters important relationships between each student and her advisor and instills a sense of pride and an appreciation of students’ accomplishments over their time at BSS.
The role of the advisor is:
• to help the students reflect on their activities, both academic and co-curricular. • to help students set goals for the present and the future. • to monitor the girls’ progress in community service activities and leadership skill development. • to act as a liaison with subject teachers, student services counsellors, co-curricular activity staff advisors and parents. • to be an advocate for their students.
Students in Grades 9-12 meet with their advisor once per week, in a group setting, to discuss and complete activities relating to a number of important topics. Curricu- lum has been established for this program whose focus has been designed to meet the particular needs of BSS students at each grade. In addition, students meet on an
Page 20 | 2015-16 Middle/Senior School Handbook TEACHER ADVISOR GROUPS (TAG)/HOMEROOM
Homeroom Grade 7 girls have four designated times in the week when they meet with their homeroom achers, while students in Grade 8 meet with their homeroom teacher twice per week. During these sessions teachers guide students through social-emotional aspects of their lives and help support their personal growth, particularly around the attributes in the Signature of a BSS Girl as well as developing core values such as respect, responsibility, and compassion.
Page 21 | 2015-16 Middle/Senior School Handbook GRADE 7 DAILY SCHEDULE
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
8:30 to 8:45 am Homeroom 8:30 to 9:45 am 8:30 to 9:15 am 8:35 to 9:10 am 9:15 to 10:05 am ------Core Subjects Homeroom Homeroom Specialist Classes 8:50 to 9:10 Chapel
9:45 to 10:30 am 9:15 to 10:05 am 9:15 to 10:05am 9:15 to 10:30 am Week A: Core Subjects Specialist Classes 10:05 to 10:55 am Core Subjects Extended House ------Specialist Classes Week B: Homeroom 10:05 to 10:20 am 10:05 to 10:20 am REC REC ------10:30 to 10:45 am 10:30 to 10:45 am 10:55 to 11:10 am 10:20 to 11:10 am 10:20 - 11:10 am REC REC REC Core Subjects Specialist Classes
10:45 to 12:00 pm 10:45 to 12:00 pm 11:10 am to 12:00 pm 11:10 am to 12:00 pm 11:10 to 12:00 pm Core Subjects Core Subjects Core Subjects Specialist Classes Specialist Classes
12:00 to 1:00 pm 12:00 to 1:00 pm 12:00 to 1:00 pm 12:00 to 1:00 pm 12:00 to 1:00 pm LUNCH LUNCH LUNCH LUNCH LUNCH
1:00 to 1:50 pm 1:00 to 1:50 pm 1:00 to 1:50 pm 1:00 to 2:05 pm Specialist Classes Specialist Classes Core Subjects Core Subjects 1:00 to 2:15 pm Core Classes 1:50 to 2:40 pm 1:50 to 2:40 pm 1:50 to 2:40 pm 2:05 to 3:10 pm Specialist Classes Specialist Classes Specialist Classes Core Subjects
2:40 to 3:30 pm 2:40 to 3:30 pm 2:40 to 3:30 pm 2:15 to 3:30 pm 3:10 to 3:30 pm Specialist Classes Specialist Classes Specialist Classes Core Classes Homeroom GRADE 8 DAILY SCHEDULE
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
8:30 to 8:45 am Homeroom 8:30 to 9:30 am 8:30 to 9:20am 8:30 to 9:10 am ------Specialist Classes Specialist Classes Homeroom 8:50 to 9:10 Chapel 9:15 to 10:30 am Core Subjects 8:40 to 9:20 am Homeroom 9:15 to 10:05 am 9:30 to 9:45 am 9:10 to 10:30 am ------Specialist Classes REC Core Subjects 9:20 to 10:10 am Core Subjects 9:45 to 10:30 am 10:05 to 10:20 Week A: 10:10 to 10:25 am 10:30 to 10:45 am 10:30 to 10:45 am REC Extended House REC REC REC Week B: Homeroom 10:25 to 11:15 am Specialist Classes 10:20 to 11:10 am 10:30 to 11:20 am 10:45 to 12:00 pm 10:45 to 12:00 pm ------Specialist Classes Specialist Classes Core Subjects Core Subjects 11:15 to 12:05 pm Core Subjects
11:10 to 12:00 pm 11:20 to 12:10 pm 12:05 to 1:00 pm 12:00 to 1:00 pm 12:00 to 1:00 pm Specialist Classes Specialist Classes LUNCH (55) LUNCH LUNCH
1:00 to 1:50 pm 12:00 to 1:00 pm 12:10 to 1:00 pm 1:00 to 1:50 pm 1:00 to 1:50 pm Core or Specialist LUNCH LUNCH (50) Specialist Classes Specialist Classes Classes
1:50 to 2:40 pm 1:00 to 2:15 pm 1:00 to 2:15 pm 1:50 to 2:40 pm 1:50 to 2:40 pm Core or Specialist Core Subjects Core Subjects Specialist Classes Specialist Classes Classes
2:15 to 3:30 pm 2:15 to 3:30 pm 2:40 to 3:30 pm 2:40 to 3:30 pm 2:40 to 3:30 pm Core Subjects Core Subjects Core Subjects Specialist Classes Specialist Classes SENIOR SCHOOL DAILY SCHEDULE
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
8:00 to 9:15 am 8:25 to 9:45 am 8:25 to 9:45 am 8:25 to 9:45 am 8:25 to 9:45 am Teacher Meeting Period 1 Period 1 Period 1 Period 1 Time**
9:45 to 10:30 am 9:45 to 10:30 am Week A: 9:45 to 11:00 am 9:45 to 10:30 am 9:15 to 10:30 am House/Chapel Extended House Period 2 House/Chapel Period 1 Week B : TAG 11:00 to 11:15 am REC 10:30 to 10:45 am 10:30 to 10:45 am 10:30 to 10:45 am 10:30 to 10:45 am ------REC REC REC REC 11:15 to 12:30 pm Period 3
10:45 to 12:00 pm 10:45 to 12:00 pm 12:30 to 1:15 pm 10:45 to 12:00 pm 10:45 to 12:00 pm Period 2 Period 2 LUNCH Period 2 Period 2
12:00 to 1:00 pm 12:00 to 1:00 pm 1:15 to 2:30 pm 12:00 to 1:00 pm 12:00 to 1:00 pm LUNCH LUNCH Period 4 LUNCH LUNCH
1:00 to 2:15 pm 1:00 to 2:15 pm 1:00 to 2:15 pm 1:00 to 2:15 pm Period 3 Period 3 Activity Time Period 3 Period 3 • Athletics • Arts • Service 2:15 to 3:30 pm 2:15 to 3:30 pm 2:15 to 3:30 pm 2:15 to 3:30 pm Period 4 Period 4 Period 4 Period 4
** Classes begin on Fridays at 9:15 am. Supervision is available in the Learning Commons beginning at 8:00 am. Students must sign in at the Front Reception Desk if they arrive at school before 9:00 am on Fridays. COMMUNICATION WITH OUR COMMUNITY
We believe in open communication with our community and regular information sharing. There are a number of different communication tools you can use to access information about the school, our programs and day-to-day events throughout the year.
News You Can Use Our primary method of communication with parents is News You Can Use, a weekly email newsletter we encourage parents to read thoroughly as it includes time-sensitive updates. The Middle and Senior School News You Can Use is emailed every Friday.
The Thread The Thread is the BSS community’s password-protected website that provides parents, alumnae, students and staff with tailored information from BSS in a straightforward format. It has many helpful and informative resources and documents, such as individ- ual program highlights, calendars, news and updates, and blogs.
Parents should check The Thread often to keep informed of relevant information such as major dates, school event listings, curriculum highlights, trip info, student service resources, forms and student life updates.
Steps for accessing The Thread 1. Go to thethread.bss.on.ca. The login screen will appear. 2. Enter your User ID and Password, provided by BSS. 3. Click on Login.
Page 25 | 2015-16 Middle/Senior School Handbook COMMUNICATION WITH OUR COMMUNITY continued
If you have questions or require more information about The Thread, please contact the Database Office at 416-483-4325, ext. 1890.
The Website and Social Media The BSS website is updated on a regular basis and is a great source of information about life at BSS. It includes program overviews, BSS news, events, publication and archival information. Also join us on social media: @bishopstrachan facebook.com/thebishopstrachanschool linkedin.com/company/the-bishop-strachan-school vimeo.com/bssvideo
Letter from Deryn Four times during the school year, Head of School Deryn Lavell reaches out by email to the whole community to share her thoughts about life at BSS, the Culture of Powerful Learning and issues around girls’ education.
The Link Published bi-annually in spring and fall, The Link is a community-wide magazine fea- turing BSS thought-leaders and industry experts on current trends in education and spotlights the innovative teaching and learning that goes on in and outside the school. The magazine offers a variety of stories, including the latest on student life, programand community spotlights, Old Girl News and much more, and is circulated on campus and
Page 26 | 2015-16 Middle/Senior School Handbook COMMUNICATION WITH OUR COMMUNITY continued
to the BSS community. Current and back issues are available online at bss.on.ca/thelink or by requesting a hard copy from the Communications Department (email Yael Jimenez at [email protected].)
Face - To - Face At BSS, we believe in open and regular communication with our community. In addi- tion to opportunities to visit the school throughout the year for events, performances and parent/teacher interviews, there are a number of informal meetings that take place on a regular basis that parents are welcome to attend. In the Loop meetings are held throughout the year to keep parents informed of the activities and events taking place in the school. See The Thread for more details and dates.
Page 27 | 2015-16 Middle/Senior School Handbook CAMPUS SAFETY, EMERGENCY RESPONSE AND PERSONAL SAFETY
Fire Safety The school holds six fire drills throughout the school year. The intent is to prepare the students in case a real emergency occurs. Whenever the fire alarm system is activated, the following measures are to be taken:
a. Evacuate the building immediately as directed by teachers. Do not delay leaving in order to carry out personal property. If on a spare, go immediately to the front circle of the school. b. Close room windows and turn on lights. c. Leave room door closed but unlocked. d. Proceed to the designated area for attendance at the front circle of the school using the route indicated in each room of the school. Line up in House groups. e. Leave the building as quickly as possible. Do not rush. Walk. Do not run. f. Do not re-enter a burning building.
Campus Evacuation There may be a requirement for the school to be evacuated to a secondary location. Some possible reasons to evacuate the school may be a gas leak on or near campus or some other reason that affects the safety and security of faculty, staff and students.
1. In the case of an evacuation, the following announcement will be made: “ATTENTION, ATTENTION. This is a Bishop Strachan School emergency. The school will now be evacuated to UCC/Grace Church (the decided evacuation location).
Page 28 | 2015-16 Middle/Senior School Handbook CAMPUS SAFETY, EMERGENCY RESPONSE AND PERSONAL SAFETY continued
2. Students will follow the direction of the teacher or supervisor to evacuate either to Grace Church or Upper Canada College. If on a spare, students will follow the directions to evacuate to the designated area. 3. Once the evacuation destination has been reached, students will sit in House groups in the designated area.
Campus Shelter in Place, Hold And Secure, and Lockdown There are three categories of lockdowns: Shelter in Place, Hold and Secure and Lock- down. Instructions for these three categories of lockdowns can be found on the 911 sign located in every classroom and space in the school.
Shelter in Place: Issued when there is an external environmental threat that usually involves an airborne threat such as smoke, gas or noxious fumes. During a Shelter in Place, students will be brought into the school, doors and windows will be secured and regular activities will continue within the building. An ‘All Clear’ announcement will end a Shelter in Place.
Hold and Secure: Issued when there is an external environmental threat that usual- ly involves a danger in the neighbourhood. Students will be brought into the school, external doors and windows are secured and regular activities continue within the building. An ‘All Clear’ announcement will end a Hold and Secure.
Page 29 | 2015-16 Middle/Senior School Handbook CAMPUS SAFETY, EMERGENCY RESPONSE AND PERSONAL SAFETY continued
Lockdown: Issued when there is an internal threat or anticipated threat made to life, security or property within the school. All windows and doors will be secured. Everyone in the building is to hide away from windows and doors and remain as quiet as possible. Students outside the supervision of a teacher should find a safe and quiet hiding place as quickly as possible and remain hidden until the ‘All Clear’ is given.
Page 30 | 2015-16 Middle/Senior School Handbook BOOKS, SECURITY, ITEM DROP-OFF, LOCKERS
Books Textbooks can be ordered online through the Online Bookstore on the Senior School page of The Thread. New and used textbooks are available for purchase.
Security – Personal belongings Students are not allowed to leave bags unattended anywhere within the school, especially in the corridors or front hall (Fire Code violation). Personal belongings must be kept in locked lockers.
Item Drop-Off It is the responsibility of each student to come to school fully prepared with any items required for the day. Parents are discouraged from dropping off items such as lunches, articles of clothing, sports equipment, instruments or books as it is difficult for us to accommodate such items. Should it be necessary to drop something off, please be aware that items must be signed in at the Lonsdale Road Reception Desk for Senior School students or the Middle School Office at the Warren Road entrance for Middle School students. Any lunches will be discarded at 3:45 pm daily for health and safety reasons.
Lockers It is the responsibility of each student to ensure that her locker is kept locked at all times. Each student is responsible for the care and condition of her own locker. Lockers will be randomly assigned to students with a lock attached and combinations issued. Students will be charged $35 should the need arise to replace their lock.
Page 31 | 2015-16 Middle/Senior School Handbook LOCKERS, LOST ARTICLES
Lockers must be emptied before December holidays, March Break and at the end of the academic year. Students should not tell other students their lock combination. Willful damage and defacing of lockers, or of any other school property, will be charged to the student. The exterior of lockers must be kept clean and clear at all times.
Lost Articles • It is the responsibility of each student to keep all valuables locked in her locker. The school is not responsible for lost articles. Nothing should be left in classroom desks, in the gym, swimming pool or locker rooms. Articles of clothing, shoes, runners and ties must be marked with the student’s name. Parental help here is essential. • The Burgundy Boutique is the caretaker of “lost uniform” articles. Every night all lost articles are dropped off at the Burgundy Boutique. The Burgundy Boutique is open from 8:00 to 8:45 am Monday to Thursday. These hours of operation enable students and parents to pick up any lost articles at their convenience. Other lost items such as water bottles and lunch bags will be taken to Housekeeping; students can retrieve these items by contacting Housekeeping. • Glasses, money or valuables are turned in to the Vice Principal, Student Life, or to Middle School reception. Students should not bring large sums of money to school. Wallets and iPods and other expensive electronic equipment should be safely locked away and not left unattended in school bags, at any time.
Page 32 | 2015-16 Middle/Senior School Handbook PARKING, MEALS, AFTER-HOURS
Parking There is absolutely no parking for students on the school property. If students require parking maps for the area around the School they can ask for one in the Senior School Front Office.
Meals • Food for lunch and snack is available in the Student Centre and The Hub. • Breakfast is available daily in the Student Centre from 7:10 to 8:20 am. • Students are also welcome to eat in the Dining Room for lunch or dinner. Student PINs are required so that the charges will appear on the student’s account. Their accounts will be charged $8 for lunch and $9 for dinner. The student should call or email the Food Services Department and the Boarding Office to let them know when she plans to come to dinner. Food Services contact is ext. 4260 or dhuntley@ bss.on.ca and Boarding contact is [email protected] • Student PINS are required to make any purchase from The Hub, Dining Room or Student Centre. If a student forgets her PIN she can ask for it in the Middle or Senior School Front Office.
Staying After Hours All day students are expected to leave the school by 5:30 pm unless supervised by a member of faculty or staff in a recognized school activity or by advance arrangement with the Boarding staff.
Page 33 | 2015-16 Middle/Senior School Handbook TUTORS AND SPECIAL OPPORTUNITIES
The Student Services Department is frequently asked for recommendations about a variety of opportunities that include summer credit and non-credit programs, and oth- er enrichment activities. While we are happy to make this information available, please realize that it is the responsibility of the parent/guardian to determine the reputability of the organization and to determine if the organization is a good fit for their child.
Student Services also provides the names of individual tutors and tutoring agencies. Anyone whom we will recommend will have given us proof of a valid police check. Other than a select few former BSS teachers and known agencies, we do not recom- mend any one tutor over the other, nor endorse any particular agency.
The process for finding a tutor is a serious one and should involve both the student’s counsellor and the subject teacher. We recommend that students looking for a tutor begin by meeting with their Student Services Counsellor. We usually provide two or three names from our database so that the student and her parent/guardian may choose the most suitable tutor. Our office can provide copies of resumes, cover letters and Police Reference Checks in hardcopy to facilitate the parent/guardian’s selection process. We highly recommend that an interview take place before making a decision and that the parent/guardian follow up interviewing any referees requested.
Before students decide to work with a tutor the following should be considered: • Think about goals for the course. Knowing what they are, and being realistic, sets students up for success. • Talk to the subject teacher about concerns and strongly encourage your daughter to
Page 34 | 2015-16 Middle/Senior School Handbook TUTORS continued, WELLNESS CENTRE
attend extra help sessions/tutorial centre/LRC before engaging with a tutor. • Talk to the counsellor about concerns. Ask if she has suggestions. • If a student decides to use a tutor, be sure to connect her tutor to her subject teacher so that the tutor can better understand the student’s needs. Tutors should expect to remain in regular contact with the subject teacher.
If the student is a boarder, her Family Advisor should act in conjunction with her parent in vetting potential tutors.
Once a tutor has been selected, BSS offers limited spaces before school, during school and after school for these meetings. Tutors entering the building will need to check in with security at the Lonsdale Road Reception. Students who have arranged a tutor outside our database will need to make sure to provide a Police Reference Check to us before the tutor is allowed to enter the building. Please note that students should not arrive at school earlier than 7:15 am as there is no supervision available prior to this time.
Wellness Centre A registered nurse is on duty in the Wellness Centre, now located in Room 635 (on the lower level beside our Fitness Studio), from 7:15 am to 7:00 pm, Monday to Friday. During the day, it is important that students report to the Wellness Centre when feeling unwell. This is particularly important if a class is missed due to illness, and/or before leaving the school due to illness. Prior to reporting to the Wellness Centre, students
Page 35 | 2015-16 Middle/Senior School Handbook MENTAL HEALTH, ALLERGIES
should obtain a Wellness Centre note from their classroom teacher. Students are also required to report to the Wellness Centre upon return to school from any illness requiring hospitalization or special care. The nurses are available to assist with and discuss phys- ical and mental health - related issues, and to resource any information necessary to answer students’ questions.
Students and Mental Health The Wellness Centre is an excellent resource for students and parents facing men- tal health challenges. They will work with students and their families using a team approach to student wellness that includes timely and regular communication. The Wellness Centre will coordinate with the Student Services department to ensure that all of the needs of the student are being met.
Anaphylaxis and Allergies It is important that students in Grades 7-12 with allergies, who are prescribed an epi-pen, carry an epi-pen at all times.
Anaphylaxis is a severe allergic reaction that can be caused by foods, insect stings, med- ications, latex or other substances. While anaphylaxis can lead to death if untreated, anaphylactic reactions and fatalities can be avoided. Education and awareness are key to keeping students with potentially life-threatening allergies safe.
At BSS, we have students who are at risk of an anaphylactic reaction to a number of
Page 36 | 2015-16 Middle/Senior School Handbook ALLERGIES continued
allergens. Ingestion of a trace amount of the allergen can be fatal. These allergens may include but are not exclusive to peanut, tree nuts, sesame, egg, milk, fish, shellfish, soy, sulphites and wheat. In addition, we ask that latex products not be brought into the school, such as balloons. Silicon bathing caps are required in the pool for swimming.
BSS has developed anaphylaxis guidelines that are designed to ensure that students at risk are identified, strategies are in place to minimize the potential for accidental expo- sure, and the staff is trained to respond in an emergency situation.
It must be understood that, despite best efforts, BSS cannot guarantee an “allergen-free” environment. Senior School students have the option to bring their lunch and move freely through the entire school. Therefore, the possibility exists that allergens might be present outside of the designated eating areas of the school.
Parents are requested to indicate allergy information on the Student Information Form and asked to update this information annually. In addition, communication is required with the Wellness Centre to ensure that individual care of students is met in accordance with their needs. The nurses will connect with families directly to clarify questions and parents are asked to contact the Wellness Centre should their daughter’s health needs change.
For further information, please contact the Wellness Centre at: 416-483-4325 ext. 6350.
Page 37 | 2015-16 Middle/Senior School Handbook HEAD INJURY AND RETURN TO LEARN AND RETURN TO PLAY PROTOCOL
Head injury prevention, awareness and treatment are a big part of all sports program- ming today. Often called a concussion, a head injury is a blow or jolt to the head that can change the way the brain normally works. A head injury or concussion can result from a car crash, a sports injury, or from a seemingly innocuous fall. Head injury recovery times can vary greatly.
Most people who sustain a concussion are back to normal by three months or sooner. Others have long-term problems remembering things and concentrating. This protocol was developed to ensure that the primary factor in determining her safe return to play is the student’s long-term health and well-being.
BSS has a strict policy around concussion management.
If a student sustains a head injury at school, the Wellness Nurse will conduct an initial concussion assessment. If a concussion is suspected, the student will not be allowed to return to activity that day and MUST be picked up by the parent/guardian and as- sessed by a physician that day. The BSS Concussion Protocol Form will be provided to the parent/guardian and must be completed by a physician. The parent/guardian must communicate the results of the medical examination to the Wellness Nurse prior to the student’s return to learning. Medical documentation will also be required when the student is clear to return to full physical activity and athletics.
If a student is diagnosed with a concussion, she must follow the BSS Return to Learn/ Physical Activity guidelines.
Page 38 | 2015-16 Middle/Senior School Handbook HEAD INJURY AND RETURN TO LEARN AND RETURN TO PLAY PROTOCOL continued
Return to Learn/Physical Activity Protocol Step 1 – Student does not attend school. Cognitive and physical rest is important. Step 2A Return to Learn– A student with symptoms that are improving, but who is not yet symptom free, may return to school. During this time the student may require individualized classrooms strategies. Strategies are determined in collaboration with the Wellness Centre, the student, her teachers and the parent/guardian. Step 2B Return to Learn – The student is symptom free and may begin regular learning activities without individualized classroom strategies. Student should be monitored for any return of concussion signs or symptoms and/or deterioration of work habits or per- formance. Step 2C Return to Physical Activity – Individual light aerobic physical activity only. No resistance or weight training. No competition (including practices, scrimmages). No participation with equipment or other students. No drills. No body contact. Step 3 Physical Activity – Individual sport specific activity only. No resistance/weight training. No competition (including practices, scrimmages). No body contact, no head impact activities or other jarring motions. Step 4 Physical Activity – Activities where there is no body contact. Progressive resistance training may be started. Non-contact practice and progression to more complex training drills. Parent/Guardian must provide the Wellness Centre with medical documentation that indicates student is symptom free in order for her to proceed to Step 5.
Page 39 | 2015-16 Middle/Senior School Handbook HEAD INJURY AND RETURN TO LEARN AND RETURN TO PLAY PROTOCOL continued
Step 5 – Full participation in regular physical education/intramural/interschool activities in non-contact sports. No competitions that involve body contact. Step 6 – Full participation in contact sports. No restrictions.
NOTES: a) There should be approximately 24 hours between each stage. b) A student must start at stage one again if symptoms return. c) If a boarding student sustains a head injury, has a concussion, or if there is a suspicion of a concussion, the student must go to her BSS Supporter/parent/ guardian and be examined by a physician. The BSS Concussion Protocol Form must be completed and a plan discussed with boarding and the Wellness Centre prior to return to boarding. A note from the doctor must be given to the nurse allowing the student to return to boarding.
Page 40 | 2015-16 Middle/Senior School Handbook EXTRA CHARGES – MIDDLE & SENIOR SCHOOL Many parents have expressed a desire to understand what they may expect in extra billings over the year to assist in their budget planning. Average amounts charged do vary significantly by Grade level. The School makes every attempt to limit these extras to items that are compulsory and directly related to the curriculum. These are approximations only based on the 2014-15 academic year and may change as curriculum program decisions are currently underway for 2015-16.
COMPULSORY AREA OR APPROXIMATE GRADES OR DESCRIPTION COURSE COST OPTIONAL
New and used uniform available School uni- Compulsory $200 - $750 7 to 12 Cost varies depending on Grade (phys ed /dance uniform) form and whether new/used Grade Trips Whole grade curricular opportunities which $300-800 de- 7 to 12 (overnight) Reccommended students are encouraged to attend pending on grade
Math resources $25 per grade 7 to 12 Math Compulsory Scientific Calculator $17 - $20 Rental of instrument (for instrumental music) $220 per year Purchase or rental of guitar (for guitar course) $200 7 to 8 Music Compulsory Method Book & Rudiments Book $15 + $20 Theory book/online theory site membership $10 Compulsory Specialized art supplies Art 7 to 12 for all Art Gr 9-12 Portfolio $30 Courses Courses Maximum art charges overall $100 Athletics: Compulsory All team members must own a BSS track suit. Purchased $106 Track suit Co- for those on uniform items include soccer socks, field hockey socks, curricular teams x-country singlets, track & field singlets and swim team program bathing suits and caps (billed at cost) Uniform Rental for girls on BSS teams $25 (per seaon)
Special fees 7 to 12 for Skiing Alpine Ski Team (fee/race includes lift ticket) $50 per race Hockey Ice rental, socks and jersey attended $275 OFSAA/ Compulsory CAIS and for those on Accommodation and Transportation shared by Determined by other tour- teams students; Entry fees paid by the school. location and naments distance.
Page 41 | 2015-16 Parent Association Handbook EXTRA CHARGES – MIDDLE & SENIOR SCHOOL continued
COMPULSORY AREA OR APPROXIMATE GRADES OR DESCRIPTION COURSE COST OPTIONAL 7 to 12 Outdoor Ed Co-curricular Optional BSS North: Dog sledding/ Canoeing/ $350 - $600 Camping Skills Weekends 9 to 12 Duke of Optional Initial fee & Yearly fee (optional) for members $20 initial/ $15 Edinburgh yearly fee
7 to 12 Locker locks Compulsory Locks provided by BSS; charge only for replacement locks $35
7 to 12 Individual Optional depending on package selected by parent/student Cost varies photo package Group photos Optional depending on which photos student orders $18 per posed (House/ photo; $8.50 per Form/Clubs) fun photo
Individual grad Optional depending on package selected by parent/student Cost varies photo package
Formal grad Compulsary Sitting fee, includes 12 colour proofs and 8x10 class $85 photos composite photo. Various packages can also be ordered cost varies
7 to 12 Physical Compulsory Special programs by grade: $50 Education PE students Gr 9,11 & 12 Self defense
7 to 12 Prism Year- Compulsary $55 - $60 book 7 to 12 Senior Recommended Variety of trips during the year, based on courses and $20 - $75 School Cur- Grade; cost varies by trip ricular Trips 7 to 12 Student Compulsary Cards provided by BSS; charge only for replacement $5 card cards
Page 42 | 2015-16 Parent Association Handbook EXTRA CHARGES – MIDDLE & SENIOR SCHOOL continued
COMPULSORY AREA OR APPROXIMATE GRADES OR DESCRIPTION COURSE COST OPTIONAL 7 to 12 Textbooks & Compulsory Some available through CSBE, some through BSS, some to $25 (copying) supplies be purchased from bookstores or online. to $1,600 (texts) Cost varies depending on grade and if texts are new or used 9 to 12 Academic Mandatory Apple Laptop Market (with ed. discount through 7 & 8 Optional Laptop battery as needed, approx. every 1.5 to 2 years The Thread) Apple device (laptop or iPad) $150 approximate Market rate 10 to 12 Advanced Optional Cost per exam $91 US approx. Placement The student receives a T2202A receipt for income tax per exam purposes. The total is a multiple number of AP (univer- sity level) courses taken times the cost per AP course as calculated by BSS for each calendar year. 10 to 12 Student Optional University Visit Day (grades 11 and 12) $45-$60 for bus Services PSAT testing (grades 10 and 11) $25 Courier costs for some university applications; cost varies $180 - $200 depending on the destination and timing. 12 Graduation Optional Formal Dance ticket $180 per couple Sweatshirt $50
12 School ring Optional Various options available $100 - $375 +tax 7 to 12 Club Trips Optional Various $50 - $1,200 (i.e. DECA, depending Model UN) on travel and location 7 to 12 Fundraising Optional ‘Theme’ days + various charities supported by girls $2 if not in uniform
9 to 12 Interna- Optional Variety of countries, up to 2 weeks, airfare, accom- $2,800 - $5,000 tional Trips modation, food NOTES FROM THE PARENT ASSOCIATION
The Burgundy Boutique The purpose of the Burgundy Boutique is to offer families the opportunity to purchase quality uniform items that have been previously used. The Burgundy Boutique hours will be posted on The Thread in September. The Burgundy Boutique is located in the Theatre lobby.
The following are the procedures regarding lost and found items and the rental program:
Lost and Found The Lost and Found is located at the Burgundy Boutique. All labelled and unlabelled uniform items are stored inside the Burgundy Boutique and can be reclaimed when the shop is open. All street clothes, and running shoes are stored in the cupboards outside the Burgundy Boutique and can be reclaimed at any time.
Rentals Students can rent blazers and black shoes (subject to availability) at the Boutique. The cost of renting an item is $5 per week. There is an additional charge of $10 for cleaning if the blazer is returned in poor condition. It is emphasized that returns are to be made during the hours when the store is open. If the rented item is not returned by the end of the following month, the cost of the item is charged to the student’s account.
Page 44 | 2015-16 Middle/Senior School Handbook SENIOR SCHOOL HONOUR ROLL AND PROFICIENCY AWARDS
Students who achieve an overall average in June, according to the following criteria, are on the Honour Roll for that year. If they are in Grades 9-11 they will receive a proficiency pin in Chapel the following fall. Grade 12 students will be recognized at Graduation.
Grades 9-11: The student’s final report card average must exceed Ontario Ministry expectations, being a Level 4 (80%) or higher on all subjects taken at BSS in the academic school year (including eLearning Consortium courses.) In addition, all final marks for courses must meet Ontario Min- istry expectations, and, therefore, be Level 3 (70%) or higher. Summer courses are not included.
Grade 12: An average of at least 80% (480 marks) on the best six credits for Grade 12 level courses completed, regardless of when or where they are taken. This is the Ministry requirement for an Ontario Scholar.
Head’s List Students who achieve an overall average in June, according to the following criteria, are on the Head’s List for the year. They will be presented with their award in Chapel the following fall or at Graduation. Grades 9-11: The student’s final report card average must be 90% or higher on all subjects taken at BSS (including eLearning Consortium courses) in the academic school year. In addition, all final course marks must exceed Ontario Ministry expectations and be Level 4 (80%) or higher. Summer courses are not included.
Grade 12: An average of at least 90% (540 marks) on the best six credits for Grade 12 4U or 4M level courses completed at BSS, BSS Summer Academy or through the eLearning Consortium Canada (ELCC) in which BSS is a member school.
Page 45 | 2015-16 Middle/Senior School Handbook SCHOLARSHIPS AND ACADEMIC AWARDS
1. The Bishop Strachan School Foundation Scholarships for Grade Excellence
The Bishop Strachan School Foundation scholarships are presented each year to the top returning student in Grades 5 through 11. These scholarships provide a $2,000 reduction in the student’s subsequent years fees ($1,000 in Grade 12) as well as a small cash prize. They are awarded at end-of-year celebrations to the returning student in the grade who demonstrates outstanding academic leadership, high academic achievement, and is a creative risk-taker who challenges herself and others to think critically. No stu- dent may receive two scholarships, but will be recognized for receiving top standing in her class, based on the criteria used to establish the honour roll. Entrance scholarship recipients are not eligible for scholarships for Grade Excellence.
2. The Bishop Strachan School Foundation Entrance Scholarships
The Foundation Scholarships Criteria: For new students only Grade: One each for a Grade 7 and 9 student, and one for a student who excels in the Arts and is entering either Grade 7 or 9 Value: $4,250 towards tuition
The Edward S. Rogers Family Scholarship Established in 1981 by Edward and Loretta Rogers
Page 46 | 2015-16 Middle/Senior School Handbook SCHOLARSHIPS AND ACADEMIC AWARDS continued
Criteria: Preference is given to the children of families who are involved in service to their local communities or religious institutions, elected public officials or active in a political party, which has representation in the House of Commons Grade: 9 Value: $5,000 towards tuition
The John C. Rykert Memorial Scholarship Established in honour of the former Chair of the Board of Governors for his service from 1969 to 1978 Criteria: Preference is given to the daughter or granddaughter of a BSS Old Girl Grade: 9 Value: $2,500 towards tuition
These scholarships are based on the results of an examination taken at the school each December or January. The winners may retain the scholarship through to graduation, provided they continue to achieve proficiency standing (80% or higher) and are cooperative members of the school community.
Application forms may be obtained from the Student Recruiting Office.
Page 47 | 2015-16 Middle/Senior School Handbook AWARDS
Graduating Student Awards The Andrea TAYLOR ’94 Memorial Scholarship Endowed by classmates, friends and family of Andrea in her memory, this scholarship is given to a graduating student who demonstrates enthusiastic school spirit, displays loyalty to the school and friends, promotes unity amongst her classmates, holds strong convictions and is not afraid to speak her mind. The recipient is determined through a vote by the graduating class.
Bruce M. Hicks Public Service Award This award was donated to The Bishop Strachan School in commemoration of the fifteenth anniversary of the Canadian Charter of Rights and Freedoms. The Charter states that no individual should be discriminated against based on “race, national or ethnic origin, colour, religion, sex, age or mental or physical ability.” The BSS Social Science Department sponsors the award.
The Colleen CARMICHAEL ’72 Memorial Award Endowed by John and Colleen Carmichael in memory of their daughter, this prize is given to a graduating student who shows great aptitude for the humanities, having achieved the highest standing in a combination of English, one other language, and two Canada and World Studies or Social Sciences and Humanities courses.
The Deborah HATCH Tredway ’71 Memorial Award Endowed by the friends of Deborah HATCH Tredway ’71 in her memory, it is given to a graduating student whose particular talent or special effort has been highly beneficial to the life and morale of the School. Prefects are not eligible.
Page 48 | 2015-16 Middle/Senior School Handbook AWARDS continued
The Delamere Plate Nancy EWART Delamere ’21, a member of the Old Girls’ Committee in 1927, was given this plate on the occasion of her marriage. Fifty years later, she donated the plate to BSS as an award to a graduating student who had made a steady contribution to the activities and the spirit of BSS. Prefects are not eligible.
The Don Quixote Award for the Pursuit of a Dream Established in 2000 by Michelle WATT Cassidy ’75 in honour of her classmates, this award is open to any member of the current graduating class and presented to only one. It is meant to provide the recipient with the seed money to pursue a passion and dream, and to enable and empower her to achieve a goal she has always had, or embark on a journey she has dreamed about. These goals and dreams focus on opportunities that the recipient views as essential and necessary to her further development as a person.
The Doreen Kennedy Dramatic Arts Award This award, named in honour of the former head of the BSS Drama department, is given to graduating students for artistic excellence in Theatre Arts, for both performance and technical work.
The E. Margaret Lowe Award This award, established by the Old Girls’ Committee in honour of Miss E. Margaret LOWE 1907, Headmistress from 1930 to 1948, is given to a graduating student who displays outstanding scholarship and leadership in her class. Elected prefects are not eligible.
Page 49 | 2015-16 Middle/Senior School Handbook AWARDS continued
The Governor General’s Medal Awarded by the Governor General of Canada, this medal recognizes academic excellence. It is presented annually to the BSS student who has the highest average in the graduating class as determined by the criteria established by the Office of the Governor General.
The Jane MARTIN ’69 Memorial Award Endowed by the Class of ‘69 in memory of its Head Girl, this award is given to a graduating student who shows good aptitude for languages; has taken French and a foreign language at BSS; has achieved at least 70% as her overall average and has good athletic ability and strong school spirit.
The Leta MACDONELL Currer ’65 Memorial Scholarship Given to a graduating student in the top 10% of her English class wishing to pursue university studies in English Literature.
The Lieutenant Governor’s Community Volunteer Award Given to a graduating student who has demonstrated exemplary community involvement.
The Michael E. Leranbaum Art Award This award, established by former head of the BSS Art department, is given for excellence in art to a student who is entering a College of Art or a Faculty of Fine Arts in a University.
Page 50 | 2015-16 Middle/Senior School Handbook AWARDS continued
Barbara POUPORE Heintzman ’46 Music Prize This award, established in 1983 in memory of Barbara POUPORE Heintzman ’46, is presented to a senior student who has consistently contributed to the music program at the school.
The Marjorie Eleanor TURNER Colbeck ’20 Memorial Prize This award is given to a senior student for her progress in the Instrumental Music program.
Page 51 | 2015-16 Middle/Senior School Handbook SENIOR SCHOOL AWARDS
The Caitlin ’95 and Stephanie ’96 KERWIN Scholarship This is awarded to a returning Grade 9 student who is on the honour roll and who combines excellent academic achievement with a worthy contribution to the life of the school. It was established in 1996.
The Rita Liu Scholarship This scholarship is awarded to a returning Grade 10 student who is on the honour roll and who makes a good contribution to the life of the school. Past parents Jose Tang and Cindy Kan established this scholarship in 1995.
The Jose Tang Scholarship This scholarship is presented to a returning Grade 11 student who is on the honour roll and makes a good contribution to the life of the school.
The Bobcat Cup Donated by the graduating class in 1999, in memory of the spirit and contribution of the class, this award is presented to a Grade 9 or 10 student, who, through her energetic participation in school activities and amiability towards all members of the BSS community, has shown her spirit to be an invaluable asset to the school. The recipient of this award, nominated by staff and students, makes the school a better place through her positive attitude, creativity, dedication and integrity.
The Alex and Lila Mogelonsky Arts Prize This award, established in 2002 by the Mogelonsky family in memory of Alex and Lila, grandparents to Samantha MOGELONSKY ’02, is given to a Grade 11 student who is returning and taking a Grade 12 Visual Art course, studio or multimedia, who has consistency of effort, education and growth over three years of Visual Art studies.
Page 52 | 2015-16 Middle/Senior School Handbook SENIOR SCHOOL AWARDS continued
The Bal Family Spanish Award This award was established in 2003 by Avinash and Sonia Bal in honour of their daughter Kanak’s graduation. It is presented to the student who displays the greatest passion for Spanish after completing the level one Spanish credit course and who will be taking the level two Spanish credit course the following year. The recipient can retain the award if she maintains a mark of 80% or higher in the level two Spanish credit course and will be continuing her Spanish studies at BSS by taking the level three Spanish credit course the following year.
The Ella T. Jordan Scholarship This award is presented to a student whose first language is not French, who excels in oral French and takes another Modern Language.
The Erin GILMOUR ’79 Memorial Award This award is given to a returning Senior School art student for her interest and involve- ment in art and for her contribution to school life.
The Frances and Amy Dupont Exhibition for Excellence in the Arts This award is presented to a Grade 11 student who is returning to the school and who excels in drama, art or music, or any combination thereof.
The Kristen Foley Memorial Award This award is given to a student in Grade 10 who has shown passion, commitment and dedication to the drama program.
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The Maureen Elizabeth Peers Memorial Award Established by Angelo Zaccheo in memory of his wife, this award is given to the student who displayed the greatest passion for a language after completing level one of the language credit course and who will be taking the level two the following year.
Emma’s Gift This award has been established to celebrate the life of Emma Federer who epitomized everything that is meant by school spirit. Each year, girls will submit proposals for projects they would like to carry out in the following school year.
Page 54 | 2015-16 Middle/Senior School Handbook MIDDLE SCHOOL AWARDS
MIDDLE SCHOOL AWARDS
The John and Ruth McCarthy Grade 7 Citizenship Award Donated by The Hope Charitable Foundation, this award is given to a Grade 7 student whose energy and passion for life are admired by both staff and students and who deserves recognition for challenging herself and all those around her to be the best they can be.
The Wendy WREN Rosch ’75 Memorial Award Established in 1993 by Wendy’s classmates, this award is presented to a Grade 8 student whose energy and passion for life are admired by both staff and students, and who deserves recognition for challenging herself and all those around her to be the best they can be.
Page 55 | 2015-16 Middle/Senior School Handbook ATHLETIC AWARDS
Athletic Awards Awarded to students in Grade 11 or 12 who have represented BSS on three senior teams in the current academic year. Candidates must have shown athletic excellence and a good sense of sportsmanship. Students presented with Colours are not eligible for this award.
The Patricia H. Doney Award This award is given to a Senior School student in Grade 11 or 12 who has displayed active and enthusiastic participation and sportsmanship in school athletics. This student has given generously of her time and been supportive of the athletic program in the school.
The Dave McMaster Coaches Award This award is given to a graduating student who has been highly involved in the BSS Athletic Program for a great number of years, yet has not received any recognition for her efforts. This student will have been extremely committed, put forth tremendous effort, been positive and enthusiastic and a motivating factor for other team members.
The Junior, Intermediate and Senior Athletes of the Year These students will have represented BSS on at least two teams during the year, and shown extreme dedication and commitment to the team. These athletes must have demonstrated a high degree of skill on all of their teams. Special accomplishments such as MIP, MERIT, & OFSAA awards will be taken into consideration.
Page 56 | 2015-16 Middle/Senior School Handbook OTHER AWARDS
The Bishop Strachan School Colours Given to students in Grade 11 or 12 for excellence in Athletics, and Arts and Club activities. They must have shown special skills and enthusiasm that sportsmanship, commitment, integrity and a spirit of responsibility are an important part of a success- ful and happy school. Candidates must have represented BSS on at least one senior team. They must have been committed to at least one arts and/or club activity. Eligible students will have participated in a combination of three activities within these areas.
Arts/Academic Team Award Awarded to students in Grade 11 or 12 who have been committed to at least two or more arts or academic teams at BSS in the current academic year, with at least 80% participation. Candidates must have displayed enthusiasm, valued participation, demonstrated initiative, leadership and particular skills and cooperation in the arts or clubs. Students presented with Colours are not eligible for this award.
The BSS Community Service Award Given to students for outstanding dedication to volunteerism.
The Marjorie PICKTHALL Competition Marjorie PICKTHALL, 1901, was an Old Girl and an early Canadian poet. A competition is held each year to kindle interest in creative writing and to promote excellence in this field. It is donated by the BSS Old Girls’ Committee, and is awarded in both the Junior and Senior Schools at various levels.
Page 57 | 2015-16 Middle/Senior School Handbook BSS PHILANTHROPY AND ALUMNAE RELATIONS
At BSS, the Office of Philanthropy and Alumnae Relations (OPAR) is the centre for all fundraising and alumnae affairs. As an independent school, BSS does not receive government funding. The school relies on tuition to pay for operational expenses and donations to enhance the educational and co-curricular experience. Fundraising is an essential element of our culture – it is the bedrock upon which the current school is founded; its spaces and tremendous resources are the result of all those who have made an investment in BSS. Fundraising is also central to the strength and long-term sustain- ability of our school as we look to the future. Our community of supporters ensures that BSS continues to flourish and maintain its reputation as a leader in girls’ education.
Annual Fund The BSS Annual Fund plays an ongoing and critical role in maintaining the school’s position as a leader in girls’ education. The Annual Fund goes above and beyond what tuition and fees can provide and enhances the school’s ability to deliver the finest educational experience.
Each year, current and past parents, Old Girls, grandparents, faculty, staff and friends of BSS donate to the Annual Fund. These gifts help to ensure that every BSS girl has access to the best resources, learning tools and opportunities as she experiences a leading edge curriculum.
Gifts to the Annual Fund support important priorities such as: Head’s Discretionary Fund, Campus Fund, Community Fund, Innovation Fund and many other pro-
Page 58 | 2015-16 Middle/Senior School Handbook BSS PHILANTHROPY AND ALUMNAE RELATIONS continued
grams and initiatives. Whether there’s a need to fund participation in a world-class competition, to bring dynamic speakers to the classrooms, or to conduct specialized workshops, the BSS Annual Fund ensures that the school can always respond to the girls’ needs, leaving no learning opportunity behind.
A charitable tax receipt will be issued for all donations.
To learn more about our Annual Fund or to join our volunteer on the fundraising team, please contact Ailee Soulliere, Director, Annual Giving & Constituent Relations at 416-483-4325, extension 1875, or email [email protected].
Alumnae Relations Old Girls are a vital part of the BSS Community. BSS has alumnae ambassadors around the globe, living and working in places such as London, Vancouver, Bermuda, India, Hong Kong and Korea. The school is in touch with more than 5,000 alumnae who have set precedents and broken new ground on whatever path they have chosen to follow. As a community, our alumnae never really leave BSS; Old Girls return as speakers, men- tors, advisors and role models for our young, aspiring leaders. Now with our BSS Old Girl App, alumnae are able to connect with BSS and with each other in new and mean- ingful ways. Old Girls can meet members of the BSS Alumnae Association (BSSAA), participate in the BSS Connect! Mentorship and networking program. OPAR and the Old Girls’ Executive Committee act as liaisons between the school and our alumnae. Old Girls support BSS through fundraising, enhancing our profile in their communities, and by participating in many events.
Page 59 | 2015-16 Middle/Senior School Handbook ACADEMIC ADMINISTRATION FROM THE MINISTRY OF EDUCATION
To all students registered in an Ontario Secondary School Program: The Ministry of Education maintains a data bank of information on secondary school students across the province. This information is provided every year by schools and school boards and consists of the following items: biographic information for each student, the name of the school and program in which each student is enrolled and the record of each student’s achievement. Authority for the Ministry to collect this information is derived from clause 236 (1) of The Education Act (R.S.O 1980, Chapter 129 and clause 12 (3) (1) of Regulation 262 (R.R.O 1980).
Under the Freedom of Information and Protection of Individual Privacy Act, the information that the Ministry receives on each student is confidential. Only the student, or parent(s) or guardian(s) if she is under 18 years of age, have access to the information in the Ministry’s file. None of this information is released to anyone without the student’s written consent, or the written consent of her parent(s) or guardian(s) if she is under 18 years of age, except in the following instance: if she applies for admission to post-secondary institutions in Ontario, information on the courses she has successfully completed will be supplied to those institutions. If any part of the information on the student in the Ministry’s file is incorrect, she may request that it be altered.
Data derived from the information on students that is held in the Ministry’s file is used for statistical purposes and policy analysis. The Ministry removes personal identification from this information which is then used, in summary form, by the Ministry and other institutions and agencies to ensure that Ontario’s education system continues to respond to students’ current needs and projected trends and requirements. Universities and
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community colleges use the information in planning for future enrolments. Summaries of the data collected appear in such publications as Education Statistics Ontario and are made available to other agencies (e.g. schools and school boards).
The Ministry Identification Number that the student has received will remain the same during the entire time that she is enrolled in a secondary school program in Ontario. It is used whenever a school or board provides information to the Ministry and should be used if she wishes to review the information that is held in the Ministry’s file.
If a student, or parent(s) or guardian(s) would like clarification or additional information, please contact: Manager, Registrar Service, Ministry of Education Queen’s Park Mowat Block, 18th floor Toronto, Ontario M7A 1L2 School Records
All students in an Ontario school have an Ontario School Record (OSR). The OSR contains the following information: report cards; an Ontario Student Transcript (Grades 9-12); a Student Record of Accumulated Instruction in French; and additional informa- tion identified as being conducive to the improvement of the instruction of the student. The OSR will follow the student to another Ontario school if she transfers. If she moves to a school outside of Ontario or when she graduates, her OSR remains at her last school in On- tario for fifty-five years. Parents and adult students have access to information that is in the OSR. This can be arranged through an interview with a guidance counsellor at a mutually convenient time.
Page 61 | 2015-16 Middle/Senior School Handbook BSS AND PIPEDA
Statements (Personal Information Protection and Electronic Documents Act)
Privacy Statement BSS is committed to protecting the privacy and confidentiality of all its constituents. When a parent, student, alumna, faculty, staff or other individual, provides personal information to the school, such as name, address and telephone number, it is shared with the department of The Office of Philanthropy and Alumnae Relations so that these departments may communicate with community members through various publica- tions and so that the school can provide recognition and donor stewardship (which includes soliciting financial and volunteer support). All personal information is collected and maintained in strict confidentiality and will not be released to a third party. (Under no circumstances will BSS rent, sell or distribute this information to any indi- vidual or organization outside BSS, its Associations, or the BSS Foundation, nor will it be used for any commercial purposes whatsoever). Access to the information is restricted to authorized staff members and members of the BSS Foundation who have been trained in dealing with information according to our privacy standards.
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STANDARDS OF BEHAVIOUR OF STANDARDS SUCCESS ACADEMIC ATTENDANCE PROCEDURES DAY SCHOOL REPORTING AND EVALUTION ASSESSMENT, HONESTY AND INTEGRITY ACADEMIC POLICY EVALUTIONS MISSED OR LATE LIFE STUDENT TECHNOLOGY OF USE SAFE APPROPRIATE, BALANCED, POLICY SUBSTANCES HARMFUL CODE OF CONDUCT
Process for Signing and Returning BSS Code of Conduct Form The BSS Code of Conduct document is located in the Student Handbook and posted on The Thread. All students in Grades 7 - 12 are expected to review the document with their parents/guardians. All students will also review the BSS Code of Conduct at a TAG session in September. Please print and complete a copy of the Code of Conduct form (posted with the other Back-to-School info on The Thread) and return it to the school, attention to the Middle or Senior School Office, by September 10, 2015.
“A school should be a place that promotes responsibility, respect, civility, and academic excellence in a safe learning and teaching environment. Providing students with an opportunity to learn and develop in a safe, inclusive and accepting school climate is a shared responsibility.” 1
The Bishop Strachan Community is comprised of people of diverse beliefs and back- grounds including students, teachers, parents, Old Girls, and other school staff. Individually and collectively, members of the BSS community recognize and respect the inherent dignity of every individual. The school recognizes that each member of the community has the right to be safe and to feel safe in the community. Each commu- nity member shares the responsibility for creating a safe, nurturing, and encouraging environment for all. The school community recognizes and celebrates its strengths; at the same time, the school helps others to work at things which they find challenging.
The Bishop Strachan School Code of Conduct comprises principles, policies, standards of behaviour, identification of disruptive behaviours and consequences for non-compliance with the BSS Code of Conduct. The purpose of the BSS Code of Conduct is to set the context for maintaining a safe and productive environment in the BSS Community, both Day and Boarding, and to actively promote positive behaviours and interactions by outlining expected behaviour.
1 Ministry of Education, Policy/Program Memorandum No. 128, The Provincial Code of Conduct and School Board Codes of Conduct, December 5, 2012
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It is the responsibility of all members of the community to be aware of the policies and procedures laid out in The Bishop Strachan School Code of Conduct. Parents and students will be asked to sign the BSS Code of Conduct Form at the beginning of each year. (The responsibility of parents of students in Ontario schools can be found on Page 15; for full details, refer to The Provincial Code of Conduct and School Board Codes of Conduct at www.edu.gov.on.ca/eng/document/brochure/conduct/conduct. html).
What is PROGRESSIVE DISCIPLINE? Progressive discipline is a school-wide approach to student behaviour that combines prevention, intervention, support programs, and consequences to address inappro- priate student behaviour. Strategies are used to encourage responsible and respectful decision-making for students and promote positive behaviours. When students behave inappropriately, disciplinary measures are used that focus on correcting the behaviour and supporting the student rather than focusing solely on punitive measures. A range of strategies is used to support students and consequences are developmentally, socially, and emotionally appropriate. Learning opportunities are used for reinforcing positive behaviour while helping students make better choices. When a student behaves inappropriately, principals or their designate will consider mitigating factors such as the student’s age, the circumstances of the behaviour and the student’s history before determining the most appropriate way to respond to each situation. 2
2 Ministry of Education, Policy/Program Memorandum No. 145, Progressive Discipline and Pro- moting Positive Student Behaviour, December 5, 2012
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STANDARDS OF BEHAVIOUR
All Members of the Community The Bishop Strachan School is a place that promotes responsibility, respect, civility and academic excellence in a safe environment for all members of the community. All members of the school community have the responsibility to contribute to a positive school environment and have the right to feel safe, comfortable and accepted.
School community members will: • show respect for the rights, property and safety of themselves and others; • promote the safety of people in the school; • demonstrate honesty, dignity, and integrity; • take appropriate measures to help those in need; • respect and appreciate the diversity of all school community members regardless of their race, culture, ethnicity, religion, gender, sexual orientation, age and ability; • promote positive behaviour through the avoidance of all types of violent acts; • exhibit behaviour that avoids all forms of intimidation, harassment, racism and discrimination; • promote responsible citizenship by encouraging appropriate participation in the life of the school community; • be a positive ambassador of the school both on and off site; • dress in a manner that is appropriate to the school setting; • respect all members of the school community in exercising their duties; • prevent bullying in the school; • treat school property and the property of others with a reasonable standard of care;
• seek assistance from a member of the school staff, if necessary, to resolve conflict peacefully; • refrain from bringing anything to school that may compromise personal safety, or the safety of others; • at all times, demonstrate appropriate online conduct and manners; • honour the Canadian Association of Independent Schools (CAIS) Golden Rules of Sport when competing for the school; • abide by all Boarding procedures. STANDARDS OF BEHAVIOUR OF STANDARDS CODE OF CONDUCT
Students Students are to be treated with respect and dignity. In return, they must demonstrate respect for themselves, for others and for the responsibilities of citizenship through acceptable behaviour.
Respect and responsibility are demonstrated when a student: • comes to school prepared, on time and ready to learn; • shows respect for herself, for others, and for those in authority; • refrains from bringing anything to school that may compromise the safety of others; • follows the established Code of Conduct and takes responsibility for her own actions.
Faculty and Other Staff Members Teachers and other school staff members maintain order in the school and are expected to hold everyone to the highest standard of respectful and responsible behaviour.
Faculty and staff members are role models for students when they: • help students work to their full potential and develop their sense of self-worth; • empower students to be positive leaders in their classroom, school and community; • communicate regularly and meaningfully with parents; • maintain consistent standards of behaviour for all students; • demonstrate respect for all students, staff, parents, volunteers and the members of the school community; • prepare students for the full responsibilities of citizenship.
Parents/Guardians
Parents/Guardians play an important role in the education of their children, and are expected to support the efforts of the school staff in maintaining a safe and respectful learning environment for all students.
Parents/Guardians fulfill their role when they: • show an active interest in their daughter’s schoolwork and progress; • communicate regularly with the school;
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• help their daughter be neat, appropriately dressed, and prepared for school; • ensure that their child attends school regularly and on time; • promptly report to the school their daughter’s absence or late arrival; • show that they are familiar with the BSS Code of Conduct and Policy Manual; • encourage and assist their daughter in following the rules of behaviour; • assist school staff in dealing with disciplinary issues involving their daughter.
Guiding Principles The following guiding principles will determine the consequences assigned to any situation of non-compliance of the BSS Code of Conduct: • disciplinary action will include opportunities for the student to learn from her actions and develop appropriate behaviour consistent with the BSS Code of Conduct; • each incident of inappropriate behaviour will be assessed in light of the specific situation; • the disciplinary action and consequences taken will reflect the consideration of a number of factors specific to the student involved. Discretion and the consideration of mitigating factors will be used in determining disciplinary action and consequences; • previous incidents of inappropriate behaviour and results will be taken into consider- ation before consequences for new inappropriate behaviour are determined; • progressive disciplinary processes may not be considered for continual acts of miscon- duct and/or single acts of serious misconduct. These include actions that affect the safety of the individual and/or other members of the school community and include but are not limited to: • engaging in bullying behaviours (see definition for bullying on page 67); • trafficking in weapons or harmful substances ;
• being a party to and/or giving alcohol to a minor; • committing theft; • being in possession of any weapon; • committing sexual assault; • using any object to threaten or intimidate another person;
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• causing injury to self or any person with an object; • being in possession of, or be under the influence of, or providing others with alcohol or harmful substances 3; • uttering a threat to inflict bodily harm on another person; • inflicting or encouraging others to inflict bodily harm on themselves or another person; • engaging in hate propaganda and other forms of behaviour motivated by hate or bias; • committing an act of vandalism that causes damage to school property or to property located on the premises of the school and other schools; • for Boarding students, leaving Boarding without permission; • any other act that is an activity for which the Principal, Middle or Senior School, or Head of School may suspend a student under a policy of the school.
What is BULLYING? The school and its community should create an environment that supports students learning in a safe, nurturing, inclusive and accepting school. All members of the school community should feel safe, included, accepted and should actively promote positive behaviours and interactions. This is a shared responsibility by all members of the school community.
According to Subsection 1(1) of the Education Act bullying is an aggressive and typically repeated behaviour by a pupil where: (a) the behaviour is intended by the pupil to have the effect of, or ought to know that
the behaviour would be likely to have the effect of, i) causing harm, fear or distress to another individual, including physical,
3 Harmful substances are defined as all illegal drugs, alcohol, any mind or mood – altering substances other than alcohol, tobacco and over-the-counter drugs take for non-medicinal purposes, and medicinal substances prescribed by a licenced medical practitioner used by a stu- dent for non-medicinal purposes.
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psychological, social or academic harm to the individual’s reputation or harm to the individual’s property or, ii) creating a negative school environment at the school for another individual, and (b) the behaviour occurs in a context where there is a real or perceived power imbalance between the pupil and the individual based on factors such as size, strength, age, intelligence, peer group power, economic status, social status, religion, ethnic origin, sexual orientation, family circumstances, gender, gender identity, gender expression, race, disability or the receipt of special education;
For the purposes of the definition of bullying, behaviour includes the use of physical, verbal, electronic written or other means.
What is CYBER-BULLYING? Bullying includes bullying by electronic means, commonly known as cyber-bullying including, (a) creating a web page or a blog in which the creator assumes the identity of another person; (b) impersonating another person as the author of content or messages posted on the internet; and (c) communicating material electronically to more than one individual or posting material on a website that may be accessed by one or more individuals.
Harm as used in this definition means harm that can be experienced in a number of ways including physical, mental, emotional and psychological.
Aggressive behaviour may be intentional or unintentional, direct or indirect. It can take many forms, including physical, verbal, and social. Physical aggression may include hitting, pushing, slapping, and tripping. Verbal aggression may include name-calling, mocking, insults, threats and sexist, racist, homophobic, or transphobic comments. Social or relational aggression may include gossiping, spreading rumours, excluding
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others from a group, humiliating others with public gestures or graffiti, and shunning or ignoring. Social aggression may also occur through the use of technology.
Under the Education Act, Principals must suspend a student for bullying and consider referring that student for expulsion if (1) the student has previously been suspended for bullying, (2) the student’s continuing presence in the school creates, in the opinion of the Principal, an unacceptable risk to the safety of another person. When both of these conditions are met, the Principal must suspend the student and consider referring the student for expulsion.
What Happens if a Student BREAKS THE CODE OF CONDUCT? Students, staff and parents can expect to be treated with respect and fairness. All mem- bers of the school community are expected to follow the BSS Code of Conduct. Should a situation arise where it appears as though a student has violated the BSS Code of Con- duct, it is the responsibility of the school’s Leadership Team to investigate the incident.
Members of the Leadership Team will make a reasonable effort to speak to the student, her Parent(s)/Guardian(s) and any other person who may have relevant information, and will keep records of the facts, concerns and issues that arise from the situation. Members of the Leadership Team will try to find out as much as possible although it is not always possible to determine everything that has taken place in a given situation. It is important for the Leadership Team to gather enough information to determine whether or not a violation of the BSS Code of Conduct has taken place.
In cases where a minor violation to the Code of Conduct has occurred, the Commu-
nity Standards Boards will be asked to make recommendations to the Vice Principal, Student Life and the Principal, Middle or Senior School. The Community Standards Board is a council of students and teachers who are trained to make decisions on consequences for minor violations of the Code of Conduct.
If it is felt that a major violation of the BSS Code of Conduct has taken place, the appropriate Principal will prepare a report for the Head of School. The report will
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include a summary of the investigation findings and recommendations on consequences. A member of the Leadership Team will contact the parent(s) of the student to discuss how the school will deal with the misbehaviour.
Consequences of Breaking The Code of Conduct Disciplinary action and consequences will be determined for individuals failing to comply with The BSS Code of Conduct. Consequences are intended to promote standards of behaviour and are designed with the expectation that disciplinary action will be progressive and in proportion to the severity of the behaviour leading to the discipline. The previous history of a student and all other relevant factors will be taken into account when determining discipline and consequences for inappropriate behaviour.
The school will do its best to provide academic and emotional support to a student who has been involved in any situation of non-compliance with The BSS Code of Conduct. The school may also recommend outside support services in situations where such support services may be deemed to be beneficial.
The following strategies will be considered in assigning consequences for The BSS Code of Conduct Violations. Consequences for violations of The BSS Code of Conduct will be outlined in a letter to the student and her Parent(s)/Guardian(s). A student will have the choice to complete the recommendations of the school’s Leadership Team. If a student or family chooses to decline or not complete the requirements, the status of the student at the school will be reconsidered. The student and or her Parent(s)/ Guardian(s) will sign a statement of compliance stating their intent to complete the recommendations of the school’s Leadership Team.
• Verbal reminder of appropriate behaviour • Review of BSS Code of Conduct • Contact with parent/guardian • Time out • Quiet area to work
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• Loss of privilege • Detention • Problem solving/reflective activity • Behaviour contract • Reward/reinforce improved behaviour • Consultation with Vice Principal or Principal • Parent/teacher/student conference • Conflict mediation • Morning/lunch/spare sign in • Consistent appointments with Student Services counsellor • Community Service • Referral to outside agency/resource • In-school Suspension • Out-of-School Suspension • Expulsion
Is there an APPEALS PROCESS? All assigned suspensions will be served and the suspension will be entered into the student’s record. However, in some cases, the record of suspension may be removed following appeal, discussion, and review with members of the school’s Leadership Team, and providing the student does not further violate The BSS Code of Conduct. Appeals to a suspension are to be submitted in writing to the Principal, Middle or Senior School within seven days of the decision.
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ACADEMIC SUCCESS
At BSS, we believe that students arrive competent and capable, and will, through their experience in the academic program, develop the following attributes: a Growth Mindset, an understanding of Ethical Citizenship, Curiosity, Self-Awareness, Grit, their own Voice, and Leadership.
The BSS community expects every student to focus on her schoolwork and to work to her full potential, attending class, submitting work on time, and ensuring academic honesty. There may be times when students need support to manage the expectations of all of their teachers, their multiple co-curricular and curricular commit- ments and deadlines. The school supports students in this position by providing subject specific extra help, student services support, and negotiations with teachers around deadlines. Sometimes, the school may support a student requiring additional help by taking Academic Action. Academic Action is not punitive. It is an alert to students, parents and teachers that there are serious concerns about a student’s academic progress by developing a plan for success. It is hoped that this process will encourage students to prioritize their academic work, improve their study skills, and seek help from the many resources available to them.
Academic Warning is the first stage of this process. Students and parents/guardians receiving an Academic Warning should understand that there are significant concerns regarding a student’s academic progress in her course work and/or learning skills. An academic warning will reflect the student’s areas of challenge and identify the steps required to improve her academic performance.
Academic Probation follows an academic warning when the level of academic concern has not been addressed or met by the student. Her academic situation has not improved or has significantly worsened. An Academic Warning will include immediate steps that must be met along with regular conferencing with the student, parents/guardians, Student Services, and Principal or Vice Principal.
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Advice to Consider Withdrawing follows academic probation when there has been little evidence of satisfactory progress. The school will consider Advice to Withdraw when the school has exhausted all possible strategies for student success.
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ATTENDANCE
The Bishop Strachan School is committed to meaningful educational experiences each school day in both the Day and Boarding programs. Every school day, academic activities, discussions and interactions enable students to connect concepts, synthesize information and gain insight and understanding during experiences that cannot be replicated or replaced outside the classroom. In both the Day and Boarding programs, students and parents are asked to make school attendance the highest priority. Parents are asked not to schedule vaca- tions, family trips or early departures from school for their children while school is in session.
#theBishBuzz #AttendAllOfYourClasses! #Don’tLeaveEarlyOrReturnLateFromVacations! #IfYouHaveToLeaveAlwaysSignOutOfTheSchool! >School Absences – Excused and Unexcused Absences Excused absences are those absences that are acceptable to the school such as illness, medical appointments, family emergencies, religious holidays, and university visits in Grade 12. They also include school activities sanctioned by a teacher, such as field trips, athletic events and in-school speakers. When students are absent from class, even with excused absences, it is their responsibility to attend to the missed work. The responsibilities for students, parents and teachers are outlined below.
Student Responsibility: • To see each teacher immediately upon her return to make up work missed during the absence; • When a student knows ahead of time that she will be absent, it is her responsibility to meet with their teachers to obtain a summary of work that will be missed, and to obtain due dates to complete evaluations upon her return; • To check the Google Classroom course site to keep as up to date as possible.
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Parent(s)/Guardian(s) Responsibility: • To inform the school through a telephone call or email by 8:30 am to notify of a student absence; • To provide a note to the school when a student is absent for more than five days (when such absences are unavoidable) indicating the anticipated date of return to class and an explanation for the absence; • To provide a written note, telephone call or email to allow students to sign out for any of the above reasons when leaving during the school day; • To provide a written note upon the return after an absence from school for any of the above reasons.
Teacher Responsibility: • To make every effort to assist students in completing missed work.
Unexcused absences are those that are not acceptable to the school such as absences for additional vacation time, skipping class or House/TAG, missing any or part of a school day to complete evaluations. Personal absences not accounted for by a note written by a Parent/ Guardian are unexcused. Personal vacation time when school is in session is always unex- cused. We hope that by publishing major dates a year in advance, we can facilitate planning.
Student Responsibility: • To obtain class notes and work assigned during the classes missed; • To check the Google Classroom course site to keep as up to date as much as possible.
Parent(s)/Guardian(s) Responsibility • Parent(s)/Guardian(s) planning to have their child miss classes for reasons other than illness, medical appointments, family emergencies, religious holidays, university visits in Grade 12 or official school activities are required to contact the Principal, Middle or Senior School or Vice Principal, Student Life as far in advance as possible to discuss the absence.
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• Special provisions are to be made through the Principal, Middle School or Vice Principal, Student Life for students who miss classes for any other reason and through Student Services for those with extended health problems, so that alternative programs may be devised. Students must meet with teachers prior to leaving the school for any extended absence to determine what work will be missed and to devise a plan for making up missed work.
Teacher Responsibility • To offer only the normal extra help that would be given to students who were in class but not re-teach the missed material.
Pattern of Non-Attendance Chronic absences affect academic performance. If a student has unexcused absences, excused absences, or early sign-outs that add up to a “pattern of non-attendance” a meet- ing will be requested between the school and the Parent(s)/Guardian(s) of the student to discuss the impact on the student’s academic course work. Students who demonstrate a pattern of non-attendance in their academic classes may be deemed “ineligible to partici- pate” in co-curricular activities.
Further, students with more than five (5) excused/unexcused class absences per term (September – December, January – March, March – June) may be put on an academic contract. The academic contract may include withdrawal from co-curricular programming, regular meetings with the student’s Student Services counsellor, and regular meetings with her teacher(s) for extra help. Universities may be notified if students miss five (5) or more classes in an AP course.
Illness and School Attendance Students returning to school after a serious health related matter that may have included a hospitalization must provide a doctor’s note and check in with the Wellness Centre upon return to school. The note should indicate that the student has recovered sufficiently to return to all school activities. In some cases, a gradual return to full school activities may be required.
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THE SCHOOL DAY PROCEDURES – SENIOR SCHOOL
School begins at 8:30 am Monday to Thursday and 9:15 am on Friday. Students should arrive in time to go to their lockers and arrive in class at 8:30 am. Classes end at 3:30 pm with Grade 9 to 12 students finishing at 2:30 pm on Wednesdays.
Students arriving late in the morning after 8:25 am (9:15 am on Fridays) should have a note explaining their late arrival, sign in at the Lonsdale Road Reception and go immediately go to their Period 1 class. Consequences will be assigned for consistent patterns of late arrival in the morning.
Grade 11 and 12 Period Spare Grade 11 and 12 students with spares must sign in at the Lonsdale Road Reception when they arrive at school. All students should arrive by 9:45 am for House, TAG or Chapel on Monday, Tuesday and Thursday. For safety reasons, students who are in the school must be present in House, TAG or Chapel.
Students in Grades 11 and 12 may leave the school property during their spares, provided they sign out and back in at the Senior School Front Office. Students are responsible for signing themselves out and back into the school (no other student may sign a stu- dent into or out of the school).
Leaving the School During the Day The student must bring a note to the Front Office before she leaves for an appointment. Under no circumstances will a student be allowed to leave the School without a note unless accompanied by a Parent or Guardian (except a Grade 11 or 12 student on a spare). If the student is leaving during a class, she must show the note to the teacher and leave it with the Attendance Secretary when she signs out. The student must sign in with the Attendance Secretary upon her return.
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Absences During Summative Evaluations Including Exams The summative period occurs at the end of the academic year. In each academic course, there may be a variety of evaluations, which may include in-class performance tasks and/or exams. Students who are absent from a summative assessment must provide a note from their doctor. The Vice Principal, Student Life or Vice Principal, Curriculum must approve absences for other reasons in advance.
THE SCHOOL DAY PROCEDURES– MIDDLE SCHOOL
School begins at 8:30 am Monday to Thursday and 9:15 am on Friday. Students should arrive in time to go to their locker and arrive in class at 8:30 am. Classes end at 3:30 pm everyday.
Students arriving late in the morning after 8:25 am (9:15 am on Fridays) should have a note explaining their late arrival, sign in at the Middle School Office and then go immediately go to their class. Consequences will be assigned for consistent patterns of late arrival in the morning.
Lunch Time Students in Grades 7 and 8 must remain in the Garden Cafe, Dining Room, Student Centre or Quad (in good weather) during lunch.
Leaving the School During the Day The student must bring a note to the Middle School Office before she leaves for an appointment. Under no circumstances will a student be allowed to leave the school without a note unless accompanied by a Parent/Guardian. If the student is leaving during a class, she must show the note to the teacher and leave it with the Middle School Administrative Assistant when she signs out. The student must sign in with the Middle School Administrative Assistant upon her return.
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Absences and After School Activities Students not attending classes during the school day because of illness are not permitted to attend any activities that occur before school, at lunch, after school or in the evening. Any exceptions to this must be approved by a Vice Principal or Principal.
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ASSESSMENT, EVALUATION AND REPORTING
The primary purpose of assessment is to improve student learning. Our assessment and reporting processes are based on the latest educational research and reflect the unique needs of BSS students. To align our assessment practices with those required by the Ontario Ministry of Education and Training, we follow the guidelines set forth in Growing Success: Assessment, Evaluation and Reporting in Ontario Schools.
Teachers use assessment strategies that best suit the course expectations to be evaluated. Our motto is, “Select the best tool for the job”. Teachers employ best practices that then guide the collection of meaningful information that will help inform instructional decisions, promote student engagement and improve student learning.
Our goal is to make the assessment of student achievement as fair, reliable and transparent as possible. We believe students become key partners in their learning when they have a clear picture of the expectations to be met, an opportunity to practice meeting them, and mean-ingful feedback before any final assessment.
Click here to read the complete Assessment, Evaluation and Reporting policy including the 2015-16 reporting timeline.
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ACADEMIC INTEGRITY AND HONESTY
Integrity and honesty are critical to creating an environment of academic excellence and authentic learning. Students are encouraged to learn how to do research and to navigate the use of online information, as appropriate, and are expected to seek extra help where needed. However, they must accept the responsibility for creating and submitting their own original work. A student who is in doubt about any aspect of the principles and practices of academic honesty should consult their teachers, in class or in the Learning Commons.
Plagiarism and cheating are wrong in creative writing, academic writing and all other forms of academic work. Often in essays, and always in research papers, students are asked to support their ideas with evidence from others, but they must make it very clear which words or ideas were originally written by someone else. Visit the Research Commons page, within the Learning Commons area of The Thread for more information and support around expected research citations.
Teachers will develop strategies with students to help them understand the importance of submitting their own work and acknowledging work that is not their own. This learning about academic integrity and independent learning is part of the Ministry of Education policy that also recommends that schools “ensure for all students, assign- ments for evaluation and tests or exams are to be completed, whenever possible, under the supervision of a teacher.” Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools (2010), Queen’s Printer for Ontario.
#TheBishBuzz #DoYourOwnWork #Don’tCopyOrCheatOffAnyone > #CiteAllYourSources
Page 83 | 2015-16 Middle/Senior School Handbook ACADEMIC INTEGRITY AND HONESTY AND INTEGRITY ACADEMIC CODE OF CONDUCT
Plagiarism All academic work‚ written or otherwise‚ submitted by students to their teachers‚ is expected to be the result of their own thought‚ research‚ or self-expression. In cas- es where students feel unsure about a question of plagiarism involving their work‚ they should consult with their teacher on the matter before submitting the work. Plagiarism includes: • copying another person’s work (including information found on the Internet and unpublished materials) without appropriate referencing; • presenting someone else’s work, opinions or theories as if they were their own; • working collaboratively on an assignment, and then submitting it as if solely they created it.
Cheating Cheating is the giving or receiving of unauthorized assistance on assessments. It includes‚ but is not limited to‚ wrongfully giving‚ taking‚ or presenting any information or material by a student with the intent of aiding herself or another student on any academic work. It includes:
• using materials or aids not expressly allowed by the teacher in an assessment; • copying another person’s answer(s) to an assessment; • consulting with another person or unauthorized materials during an assessment (e.g. discussing an exam or consulting materials during an emergency evacuation or when permitted to use a washroom); • improperly submitting an answer to an assessment, in whole or in part, unless specifi- cally permitted by the assessment format; resubmitting altered assessments after they have already been returned by the teacher; • presenting falsified or fabricated material; • improperly obtaining, through theft, bribery, collusion or otherwise, access to assessment materials, or other privileged information.
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Misrepresentation of Personal Performance Includes: • submitting stolen or purchased assessments or research; • having someone impersonate the student; either in person or electronically - in class, in an assessment, or in connection with any type of course material - or availing one- self of such impersonation. Both the impersonator and the individual impersonated (if aware of the impersonation) are subject to a penalty; • submitting the same course work for credit on more than one occasion in two or more courses without the prior written permission of the teachers in all the courses involved. • students who aid plagiarism or cheating • Any student who assists in a case of academic dishonesty may be assigned consequences, depending on the severity of the offence. Consequences may be applied to a student who provides an assessment, which another student submits (e.g., an essay submitted in a previous year or specially written for a student by another student). • Students sometimes pass on their notes/tests/assignments to other students. While these are probably of limited use, there is nothing wrong with this practice unless this work is then submitted to the teacher for assessment.
Consequences At the discretion of the Principal, Middle or Senior School or Vice Principal, any student who submits a piece of work that has been created in part or entirely by another person, retrieved from any source, or significantly edited by someone else, may be assigned disciplinary action and consequences according to The BSS Code of Conduct and “will reflect a continuum of behavioural and academic responses and consequences, based on at least the following four factors: (1) the grade level of the student, (2) the maturity of the student, (3) the number and frequency of incidents, and (4) the individual circumstances of the student.” Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools (2010), Queen’s Printer for Ontario.
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Consequences may include: • completion of the evaluation using the students thought‚ research‚ or self-expression; • completion of an alternate evaluation as determined by the teacher; • credit/report card withheld until work is completed by the student; • parent(s)/guardian(s) notified; • removal from the Heads List or Honour Roll for the year; • restriction from participation in school leadership activities; • notification to post-secondary institutions of the offence if required to do so by that institution; • application of academic penalty including receiving a zero on the evaluation.
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LATE OR MISSED EVALUATIONS POLICY (Senior School only)
At BSS, we believe that student learning and wellness are enhanced through the timely submission of work. Being able to work to deadlines and balance priorities are import- ant skills. The purpose of this policy is to support students to achieve this. The school recognizes that there are times when it is difficult for students to meet deadlines or complete evaluations during the scheduled time. For teachers to properly support students who need extra time, it is important that they are aware of the reasons for the requested extension or reschedule. It is also important that parents are aware of these reasons. This policy will ensure: • fairness and respect of self and others; • students and teachers receive timely feedback; • students take responsibility for their evaluations and accept consequences for their actions; • students develop essential life skills, such as time management, organization, respon- sibility and accountability; and • communication is maintained among teacher, student, parents and where necessary, the counsellors and TAG advisor.
#TheBishBuzz #HandYourWorkInOnTime #CommunicateCommunicateCommunicate > #Don’tEmailTeachersOnTheWeekendAboutMon.Evaluations
Page 87 | 2015-16 Middle/Senior School Handbook LATE OR MISSED EVALUTIONS POLICY EVALUTIONS MISSED OR LATE CODE OF CONDUCT
Extension or Reschedule Requested If a student requires an extension or needs to reschedule an evaluation, due to a scheduling conflict or a need for more time to manage workload, she should contact her teacher at least 24 hours before the evaluation is due or takes place to discuss the reason(s). The teacher will decide whether this request can be resolved by scheduling a meeting or through email. The teacher will determine the extended deadline date.
Consider the intent of this requirement. An email on Saturday morning would not constitute 24 hours in advance for a Monday evaluation. It’s important to be proactive with communication when you anticipate any problems with meeting deadlines.
Unexpected Absence or Non-Submission If a student is absent for an evaluation or does not submit the evaluation on the scheduled date, the teacher initiates a communication to student, parent, counsellor, TAG advisor and where relevant, the Boarding staff member. Also: • The student will complete the outstanding evaluation at a time identified by the teacher. This will usually be either the first day back at school or at the first available Study Hall session. • The student will be put on the ineligible to participate list. • Coaches and Advisors will be alerted and will enforce the consequences. • This “in-school gating” will be lifted once the teacher verifies that the work has been completed by emailing Study Hall. • The student will bring a note from her parent that outlines the reason for the unex- pected absence or non-submission. A mark will be withheld until this communication is submitted.
The re-scheduled evaluation may be hosted in either Study Hall, the LRC or another teacher-negotiated option (with another class, during a spare, etc.).
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If you arrive at class feeling unprepared to complete an evaluation, talk to your teacher about this. It is better to demonstrate perseverance and complete the evaluation with your teacher being aware of your concerns. Your teacher can then work with you to find other opportunities to work towards demonstrating your true potential.
In the absence of an evaluation If the student fails to complete the work at the rescheduled time or by the new deadline, there will be no more re-scheduling. The teacher will evaluate the student’s achieve- ment of the learning goals based on the evidence from work that has been completed to date in class and/or through future opportunities. This may mean that achievement of the learning goals covered by the missed evaluation will be determined by earlier assessments for learning, including class conversations and observations. As these earlier achievements were intended to be developmental, the work presented may not reflect the expected degree of complexity required by the culminating task. This will almost certainly result in a lower mark than if the evaluation had been completed. (An evalua- tion is a significant demonstration of learning. This process is not intended for quizzes or other such assessments for learning.)
Exceptions will only be made when the request for a second reschedule is supported by a doctor’s note and/or communication between the parent and teacher. This situation may require a face-to-face meeting concerning the student, parent, teacher and counsellor.
The teachers wish to accommodate your needs and rescheduling evaluations is a part of this support. However, sometimes it is important for teachers to ensure the timely return of work to the class. This means that if you are unable to identify with your teacher a rescheduled time for the evaluation, a consequence might be that your teacher is unable to offer you the opportunity to complete the evaluation.
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Multiple Unexpected Absences or Non-Submissions Students who have not negotiated extensions and have had multiple lates/no-shows within a course or across courses will have this documented through comments on the report card. This may have a negative impact on achievement in Learning Skills. The School may take Academic Action (see page 83-84)
Page 90 | 2015-16 Middle/Senior School Handbook LATE OR MISSED EVALUTIONS POLICY EVALUTIONS MISSED OR LATE CODE OF CONDUCT
STUDENT LIFE
UNIFORM The BSS school uniform is part of the tradition and history of the school. Students are expected to be in uniform when at school, including at lunch and on spares. Theme days are the exception to the rule. To participate in theme days, students will be asked to donate to a designated charity.
Every article of clothing worn to school must be plainly labelled with the student’s name (shoes included) to facilitate the prompt return of lost items. Complete school uniform or street wear, but not a combination of the two, may be worn to and from school.
#TheBishBuzz #AlwaysWearYourSchoolUniform #JustDoIt #KeepYourSkirtTheRightLength >Number One Dress • Box-pleated grey skirt length, no shorter than 8 cm or 3” above the knee • BSS blazer (white blazer for Grade 12 students) • BSS middy blouse (not tucked in) • Black Oxford lace-up shoes with a maximum 3.5 cm (1-½) heel with non-marking soles and without platform • BSS tie • Grey long socks • Underwear should be an appropriate colour for wearing under a white blouse and not be visible • Jewellery, which may include a ring, a religious necklace, watch, small studs or small (1.5 cm diameter or less) hoop earrings, clear or neutral nail polish, and BSS pins
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Number Two Dress • Box-pleated grey skirt, grey kilt (Grades 7 and 8 only), length no shorter than 8 cm or 3” above the knee • Beattie’s uniform grey trousers (November Long Weekend to March Break inclu- sive) • BSS blazer, BSS V-neck sweater, vest or cardigan • BSS middy blouse • Plain Black Oxford lace-up shoes with a maximum 3.5 cm (1-½″) heel with non-marking soles and without platform • BSS tie • Grey long socks or grey tights • Underwear should be an appropriate colour for wearing under a white blouse and not be visible • Jewellery, which may include a ring, a religious necklace, watch, small studs or small (1.5 cm diameter or less) hoop earrings, clear or neutral nail polish and BSS pins
School Uniform Does Not Include • visible makeup • visible tattoos and body piercings • bracelets
Physical Education Uniform • BSS P.E. shorts (black or burgundy) • BSS sweatpants, BSS sweatshirt OR BSS track suit • BSS golf shirt OR BSS grey t-shirt • white sport socks • running shoes • plain black one-piece bathing suit • flip flops and goggles
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Athletic Team Uniform The BSS tracksuit is mandatory for all team members.
Dance Uniform Grade 7/8: The BSS PE Uniform may be worn for dance class. Dance shoes are NOT required. Grade 9 to 12: plain black dancewear (pants, shorts, leggings, tights and a tank top or a sleeveless leotard/ bodysuit). Students will require pink ballet slippers and black leather jazz shoes (split sole preferred; no dance sneakers). For the ballet unit, all students will require pink ballet tights and a black sleeveless leotard. Skirts are optional.
Theme Day Attire Smart casual dress or costumes are to be worn on theme days. Theme day attireDOES NOT INCLUDE: • pants worn below hips; • skirts where length is shorter with arms held against their side; • midriff showing (top must meet the bottom); • spaghetti strap/low cut tops/halter tops (girls tops must pass the “four finger rule” across the top of the shoulders); • sweatpants; • ripped pants or tops; • undergarments showing.
Purchasing The Bishop Strachan Uniform
Beattie’s Uniforms Brown’s Shoes Olly Shoes 453 Eglinton Ave W Bayview Village Mall 2600 Yonge Street Toronto (416) 481-4459 Eaton’s Centre Toronto, ON M4P 2J4 www.beattiesonline.com (416) 487-3100
Beattie’s Uniforms will be carrying the school uniform as well as an approved Oxford shoe.
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Brown’s Shoes carries four styles of Oxfords that meet the BSS requirement. There is a Brown’s Shoes store at Bayview Village Mall and at the Eaton Centre. The shoes will be available in their stores beginning July 15. BSS parents should identify themselves as such and they will get a 10% discount (a letter on BSS letterhead will suffice).
Olly Shoes on Yonge Street will give parents a 10% discount on black school Oxfords and athletic shoes. Students can also receive a 10% discount in the store year-round.
There are a variety of other stores that also carry Oxfords that meet the BSS require- ment. Oxfords are tie shoes with two to six holes. They are made of leather or a synthet- ic material and can be polished. They should have a heel of no more than 3.5 cm (1-½ inches), and should have non-marking soles.
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BALANCED, APPROPRIATE AND SAFE USE OF TECHNOLOGY (BAS)
PHILOSOPHY
The Bishop Strachan School is committed to maintaining an environment that embraces a balanced, appropriate and safe approach to technology use. Technology can easily be relied upon too heavily, or used too frequently where face-to-face interaction is preferred or more appropriate. This policy was envisioned to provide guidance to all members of the BSS community, as well as to be a reminder to ensure that all technology interactions serve an authentic purpose, and don’t diminish our face-to-face interactions.
This approach includes ethical and legal use of technology that is respectful of the privacy of others and adheres to the standards of behaviour outlined in The BSS Code of Conduct.
Monitoring • By using BSS-owned technology or the school’s network, students acknowledge and agree that they do not have a reasonable expectation of privacy. IT has access to the school’s network and technology, including email. The school has the right, but not the obligation, to inspect any computer or other technology, whether owned by BSS, and to monitor the use of online communication and any of the technology, whether owned by BSS, including, but not limited to, inspecting the contents of email messages. Users will not necessarily be notified when such inspection or monitoring is to take place, taking place, or has occurred. In certain situations, the School may be compelled to access, read, copy, reproduce, print, retain, move, store, destroy and/or disclose messages, files or documents stored in or sent over its network or technology, such as in the course of regular maintenance of the network or technology; as part of litigation or similar proceedings; or where the school has reason to believe that the network or technology is being or may be used in violation of this policy. The school reserves the right to inform appropriate law enforcement authorities or other officials of any offences or possible offences under the Criminal Code or other statutes.
Page 95 | 2015-16 Middle/Senior School Handbook BALANCED, APPROPRIATE, SAFE USE OF TECHNOLOGY OF USE SAFE APPROPRIATE, BALANCED, CODE OF CONDUCT
RESPONSIBILITY OF THE STUDENT
Balanced It is expected that all students will: • during class, use technology only for school purposes. • check BSS email and any classroom announcements daily for important notices from teachers/staff. • print responsibly using double-sided and black ink where possible.
Appropriate It is expected that all students will: • demonstrate appropriate online conduct and manners at all times. • inform themselves of, and obey, copyright, licensing and other applicable laws. If in doubt, discuss with parents/guardians or teachers and the IT department. • not engage in any inappropriate or unlawful activity, whether pursuant to a law, rule, guideline or policy, including, but not limited to, cyber-bullying, child pornogra- phy, defamatory libel, hacking, harassment, hate propaganda, intellectual property infringement, interception of private communications or electronic mail, obscenity, and unauthorized collection, use or disclosure of personal information. • care for and secure personal electronic devices. • care for all BSS-owned technology, including printers, laptops, desktops, loaners, iP- ads, cameras, network ports, phones, etc. • maintain a complete record of electronic device brand, model, serial number and purchasing or leasing information. • ensure the student device is charged and the student has a personal power supply available; these items will not be loaned by IT. • bring electronic devices to school when required; loaner equipment will be provided for class assignments when necessary for Grades 9 - 12. • not use the school network to download, store or share, whether on BSS-owned tech- nology, media files, including, but not limited to, music and video files not intended for school use.
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• remove all BSS-owned and licensed software upon graduation or leaving the school. • follow any emergent guidelines provided by IT department or teachers.
Safe It is expected that all students will: • not share electronic authentication, such as passwords with anyone other than parents/guardians and teachers/staff as required. • inform a teacher as soon as possible of inappropriate or disrespectful material. • eep electronic device software current, especially operating systems and anti-virus. • ensure the school-provided virus scanner software is installed and functional, and report any viruses immediately to the BSS IT HelpDesk (whd.bss.on.ca); other anti-virus software should never be installed. • ensure that all files are backed up on a daily basis. Any files or data lost because they were not backed up properly cannot be recovered. • forward unsolicited messages of a harassing or offensive nature to the Principal, Senior School ([email protected]) or Vice Principal, Student Life ([email protected]). • never open messages from unknown sources or messages with suspicious attachments. Forward messages with suspicious attachments to the Assistant Head, Technology and Innovation at [email protected].
LAPTOP AND BYOAD (BRING YOUR OWN APPLE DEVICE) PROTOCOL BSS is constantly researching technologies and processes in order to provide the best possible tools to support student learning. For the last several years Apple has been our platform of choice for a variety of reasons, including software availability, security (not limited to just Apple security), licensing, hardware compatibility and streamlining of support.
BYOAD At BSS, students from Grades 4-8 can bring in their own Apple device. While not man- datory, students will be able to use their own Apple devices in the classroom to access the BSS network and other resources, both online and local. In addition, students will
Page 97 | 2015-16 Middle/Senior School Handbook BALANCED, APPROPRIATE, SAFE USE OF TECHNOLOGY OF USE SAFE APPROPRIATE, BALANCED, CODE OF CONDUCT
be able to download BSS-licensed software from a self-serve site that is tracked for use during their time as a student at BSS. The school will provide software support for -is sues that may come up. Students and parents are responsible for repairs and associated costs. Loaners will not be provided while a student device is in repair; however, there will be classroom technology available to students. All Balanced, Appropriate and Safe Use Policies are applicable to the BYOAD program. The school will provide a technol- ogy learning session for all students focused on care, security, and personal and social responsibility of using technology.
Balanced The usage guidelines regarding laptops and BYOAD allows for a great deal of flexibility with respect to how individual teachers or departments create expectations and manage their classrooms. The decision to implement agreements for device usage is entirely at the teacher’s discretion, and may include rationale such as appropriateness to the task, behaviour concerns and pedagogical alignment. • Students are expected to respect and adhere to any and all such agreements on the use of devices including, but not limited to laptops, mobile devices (e.g. tablets, cell phones), wearables (e.g. smart watches, fitness trackers) and any other devices (e.g. cameras, calculators). • Agreements may include, but are not limited to: time-of-day based (e.g. “no-tech lunch periods”), location based (e.g., no laptops in washrooms), device based (e.g. no cell phones in a particular class) or function/application-based (e.g., no texting or no internet).
Appropriate • If an electronic device should go missing, students should first check with peers, teachers, and the BSS IT department in Room 232. • If the electronic device has not been found, students should contact the Vice Principal, Student Life, who will contact the student’s parents/guardians. • Students must respect copyright and fair dealing guidelines. A hyperlink to outside sources is recommended.
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• Students must be sure that the content is appropriate and adheres to the BSS Balanced, Appropriate and Safe Use Policy when using a hyperlink. • Students must avoid plagiarism. Materials, including photographs, should be referenced, when necessary. • Students should select appropriate images when uploading digital pictures or avatars. • Students should avoid using protected images, images used should be available under Creative Commons or your own. • Students should whether any posting may reflect poorly on the student, friends or the school.
Safe • Students must either have their electronic devices with them or locked in their assigned locker; electronic devices must never be left unattended. • Backpacks found in hallways will be picked up by staff and brought to the Middle School or Senior School Principal. • Electronic devices must not be left in lockers over long weekends, holidays, March Break or summer vacation. • Students are strongly encouraged to carry their electronic devices inside a padded backpack designed for electronic device protection. • Students must have a passcode on their devices to prevent unauthorized access. • Students’ personal information, including last names, telephone numbers, addresses, birthdates and pictures should not appear on school blogs or wikis. • School staff should be alerted if any student is being threatened, intimidated or bullied online.
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SOCIAL MEDIA GUIDE
This Social Media Guide outlines The Bishop Strachan School’s principles and expectations regarding social media. It will serve as a general set of ethical principles and guidelines for faculty, staff and students regarding their conduct using social media while connected with the school.
The use of social media includes ethical and legal use of technology, tools and platforms that is respectful of the privacy of others and adheres to the standards of behaviour outlined in The BSS Code of Conduct and Employee Handbook and is consistent with the Vision, Mission and Values of the school.
While the school does not actively monitor social networking sites, the school will investigate specific allegations of inappropriate communication; bullying, harassment or defamation linked to postings on social media sites and will take appropriate disci- plinary action where necessary. It is an expectation that any member of the BSS com- munity who becomes aware of inappropriate communication, bullying, harassment or defamation on social networking sites related to a member of the BSS community will inform the teacher/Assistant Head/Principal/Head/Manager who will determine what, if any, action is warranted.
At BSS, we realize that part of 21st century learning is adapting to the changing methods of communication. The importance of teachers, students and parents engaging, collab- orating, learning, and sharing in these digital environments is a part of this learning.
Balanced • Online behaviour should reflect the same standards of honesty, respect, and con- sideration that are used in traditional and face-to face communications, and be in accordance with the highest professional standards. • Everyone should be mindful of the permanency of content published on social media sites. All content posted online remains online, even if deleted.
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• Posted comments or online conversations on social networking sites are public. Even with the strictest privacy settings, online postings should be within the bounds of professional discretion. Comments expressed via social networking pages deemed to be private conversations, may still end up being shared in a more public domain, even with privacy settings on maximum. • The BSS Code of Conduct must be followed when writing online. It is acceptable to disagree with someone else’s opinions; however, it must be done in a respectful way, making sure that criticism is constructive and not hurtful. What is inappropriate in the classroom is inappropriate online. • Before posting personal photographs and video, thought should be given as to whether the images reflect on the impression that you want to put out to the world. • Parents should read and participate in social media projects with their daughters when advised by teachers.
Appropriate • A user’s public online identity should represent that user in a genuine and accurate manner. Should users post news, views or opinions via social media, they must be aware that they are representing themselves in public and should do so in a manner that befits their role as an employee or student at The Bishop Strachan School. • BSS students are personally responsible for the content they publish online and activities must adhere to the BSS Code of Conduct (for students) and the Balanced, Appropriate and Safe Use of Technology Policy set out in the Employee Handbook (faculty and staff ). • BSS community members must be aware of the responsibility and accountability that they must assume when using social media tools. • Any school use of social media applications must first be approved by the Principal, Junior School, Middle School or Senior School. Identification of what does/ does not qualify as social media tools can be confirmed by the BSS Integrators. • Before posting photographs and video, permission should be sought from the subject(s). • Students’ photographs and videos may be posted only on school-sanctioned blogs,
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websites, wikis or other social media spaces, and only when a parent/guardian has signed a photo waiver issued by the school. • Photographs and video relating to harmful substances/ activities are inappropriate, unless permission has been given by the teacher. School social media sites are an extension of the classroom and should always reflect professional conduct. • Social media contact requests may be accepted from alumnae over the age of 18. • Teachers must monitor content contributed by students. For assistance on how to monitor, teachers should contact BSS IT Integrators. • Parents should expect communication from teachers prior to their daughter‘s involve- ment in any project using online social media applications. • Parents should not use classroom social media sites for any illegal activity, including violation of data privacy laws. • Parents should not upload or include any information that does not meet the Student Guidelines. • Be transparent and authentic. Use your true identity at all times.
Safe • Anyone with a social media profile or presence should regularly monitor and update their privacy settings to safeguard personal and private information, including photographs and videos. • Personal information should not be given out. This includes, but is not limited to, last names, phone numbers, addresses, birthdates, and pictures without permission of the subject. • Micro blogging comments made using social media are not protected by privacy settings. Students and staff should be aware of the public and widespread nature of such media and refrain from any comment that could be deemed unprofessional or inappropriate. • Parents should not distribute any information that might be deemed personal about other students.
With excerpts taken from http://socialmediaguidelines.pbworks.com/w page/17050879/FrontPage
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TECHNOLOGY INFRACTIONS
Serious infractions and issues of security will result in consequences as listed in the BSS Code of Conduct. It is considered a serious infraction to:
Appropriate • use or change another student’s login/password, share a login/password with another student or external user, or access another user’s device or materials without their permission. • send or display any unlawful, harassing, bullying, threatening, harmful, obscene or otherwise objectionable material of any kind through electronic media, mobile or wireless device. • create a web page, blog or social media account in which the creator assumes the identity of another person. • use personal websites or any electronic/communication media device in a manner which violates the privacy or reveals the identity of anyone in the BSS community. • use network resources in a way which denies access to others • knowingly infect a digital device with a virus, spyware or other malware program or install a program that is known to cause such infections • share or download media files or software in a manner which violates copyright law or licensing agreements. • compromise the safety or security of anyone in the BSS community through the use of electronic media; this includes, for example, displaying pictures which could iden- tify students or giving out personal information of any kind. • eat or drink near any mobile device, desktop or printing equipment • drop devices (including those in a protected backpack) or jam books against electron- ic devices in backpacks • engage in an activity that violates any law, rule, guideline or policy. • misappropriate the online identity of the school or any member of the school community
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HARMFUL SUBSTANCES POLICY
The Bishop Strachan School is committed to providing the school community with a safe and secure environment for living and learning. This includes having clear policies regarding the issue of substance use. It is the responsibility of the Head of School and the Board of Governors to develop and approve a policy that outlines the consequences when students fail to adhere to the policy, but also to provide support for students who require and ask for support.
All members of the school community including parents/guardians, students, faculty, administration and members of the Board of Governors are responsible for ensuring they are familiar with these policies.
The Harmful Substances policy is to uphold the Ontario Law and is in place at all times throughout the student’s time attending The Bishop Strachan School. This includes school trips, representing the school in any activity or at any other time where the student is identified as a student representative of BSS. Any reference to “parents” also includes guardians or student supporters.
The school’s policy will include outside treatment, support and if necessary, disciplinary action. The protocols are designed to:
• assist securing preventative intervention before substance use becomes a dependent
health problem; • provide disciplinary and non-disciplinary approaches to intervention; • require professional evaluation of a student through Substance Abuse Subtle Screen- ing Inventory (SASSI) when a concern about use of a substance is identified. The assessment will be used to determine a student’s level of risk and set forth recommen- dations for treatment; • provide a way for a student, parent, guardian, peer, or community member to address concerns about alcohol and other harmful substance use that does not require participation in the school’s disciplinary system.
Page 104 | 2015-16 Middle/Senior School Handbook HARMFUL SUBSTANCES POLICY SUBSTANCES HARMFUL CODE OF CONDUCT
#THEBISHBUZZ #SCHOOLISNOPLACEFORDRUGSORALCOHOL #NODRUGSORALCOHOLATANYSCHOOLEVENT #BESMARTTHINKSMART
>For the purpose of this policy: The term “Harmful Substance” means all illegal drugs, alcohol, any mind or mood-al- tering substances other than alcohol, tobacco and over-the-counter drugs taken for medical purposes and medicinal substances prescribed by a licensed medical practi- tioner for use by a student.
In The Presence Of… Students who are in the presence of others who are using Harmful Substances must remove themselves from the situation or they will face the same consequences faced by the primary offender. If the primary offender is a provider, those in the presence of the provider will be treated under the use or possession protocol. Students who find themselves with another student in need of medical assistance because of substance use must seek adult help immediately. There will be no disciplinary action taken against the reporting student.
The Ontario Law Ontario law prohibits anyone under 19 years of agºe from having, consuming, purchasing, attempting to purchase or otherwise obtaining liquor, except in a home or private
place and then only if the alcohol has been provided by that person’s parent or lawful custodian.
Ontario Law prohibits the sale or supply of tobacco to a person who is less than 19 years of age. In addition, it is illegal to smoke tobacco or hold lighted tobacco in a number of specified public places, including an Ontario school.
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The Ontario Liquor Law can be found in Appendix 1 on Page 108.
Parents/Guardians and Students Parents/Guardians have the primary responsibility for the education, discipline, super- vision and counselling of their children.
• Attendance at BSS is a privilege, not a right. • Parents/Guardians and students must accept their responsibility to abide by the BSS Code of Conduct. • Parents/Guardians who provide or facilitate alcohol consumption by students other than their own child may be charged under the Criminal Code, face civil action and consequences from the school if they are connected to The Bishop Strachan School. • Parents/Guardians who provide or facilitate harmful substance consumption by students other than their own child may be charged under the Criminal Code, face civil action and consequences from the school if they are connected to The Bishop Strachan School.
The Bishop Strachan School The Bishop Strachan School is responsible for instituting and enforcing policies that ensure a harmful substance-free environment and the best conditions for learning.
Students, Parents/Guardians and all other members of The Bishop Strachan School community should not tolerate the providing of, intent to provide, the possession or use of a harmful substance including drugs, alcohol and tobacco by students.
• Communication: Students, parents, staff and administration will be informed of these policies through one or more communication vehicles. These may include school publications, The Thread, staff meetings, and other community gatherings. • Education: Information to students will be provided through the health and physical education curriculum, TAG curriculum, the Wellness Centre, external resources (including appropriate speakers, videos, and productions), Student Services Depart- ment, and student-driven initiatives.
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• Training: Training will be provided for faculty, staff and leadership with a view to ensuring consistency in dealing with substance use issues. • Identification and Intervention: The Bishop Strachan School will attempt to help a student who may be suspected of being in conflict with these policies. • Counselling: External counselling resources will be identified and publicized. Any staff member approached by a student for assistance concerning harmful substances including drug, alcohol or tobacco issues must consult with the Principal, Middle or Senior School. The school’s health professionals or Student Services counsellors will be consulted as the Principal, Middle or Senior School deems necessary.
Consequences and Support When a student is found to be in violation of the policy prohibiting involvement with harmful substances, the situation will be assessed according to the protocol set out by The BSS Code of Conduct. Disciplinary action for Harmful Substance policy infrac- tions will take priority over all co-curricular commitments.
Non-Disciplinary Resources and Support Students who wish to receive information, support, or counselling regarding substance use have several options at BSS. Resources are available to students who wish to discuss concerns about themselves or wish to share concerns about peers.
The following options are available to students outside the discipline system:
• Speak to a faculty member. Students may choose to confer with a teacher, guidance counsellor, school nurse, boarding staff member, TAG advisor, faculty advisor, or coach. The staff member will consult with the Assistant Head, Senior School to decide on appropriate recommendations; • Speak to the Director of Student Services, the Wellness Centre staff, or guidance counsellor. Students may visit the Wellness Centre or the Student Services Office to ask for information for a referral to a professional in the local community.
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PROCESS FOR SIGNING AND RETURNING BSS CODE OF CONDUCT FORM
The BSS Code of Conduct document is located in the Student Handbook, posted on The Thread and in the student Agenda. All students in Grades 7 to 12 are expected to review the document with their parents/guardians. All students will also review the BSS Code of Conduct at a TAG session in September. Please print and complete a copy of the Code of Conduct form (posted with the other Back-to-School info on The Thread) and return it to the school, attention to the Front Office, by Thursday, September 10, 2015.
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I have read The Bishop Strachan School Code of Conduct and the accompanying defi- nitions, policies, explanations of expectations and consequences for failing to meet the stated expectations.
I understand and agree to abide by The BSS Code of Conduct. I also agree to abide by the COSSOT School Protocol for any COSSOT function I attend.
______Student’s Name (Please Print) Date
______Grade House or Form
[Sample only - do not sign this copy – see Form in package] ______Signature of Student
As a partner in my daughter’s education, I support her efforts to uphold the BSS Code of Conduct and clearly understand my responsibilities as a parent to work with my daughter and the school to ensure a positive, learning experience.
[Sample - do not sign] ______Signature Parent/Guardian Date
Page 109 | 2015-16 Middle/Senior School Handbook APPENDIX 1
ONTARIO LIQUOR LAWS
The use of alcohol by young persons is a matter of common concern. Parents and stu- dents should be aware of the following provisions of the Liquor Licence Act of Ontario. Section 30: 30 (1) No person shall knowingly sell or supply liquor to a person under nineteen years of age. 30 (2) No person shall sell or supply liquor to a person who appears to be under nine- teen years of age. 30 (8) No person under nineteen years of age shall have, consume, attempt to pur- chase, purchase or otherwise obtain liquor.
Supply by parent (13) This section does not apply,
(a) to the supplying of liquor to a person under nineteen years of age in a residence as defined in section 31* or in a private place as defined in the regulations by a parent of the person or a person having lawful custody of the person; or
(b) to the consumption of liquor by a person who is supplied liquor in a manner described in clause (a), if the liquor is consumed at the place where it is sup- plied. R.S.O. 1990, c. L.19, s. 30 (8-13).
*31(1) In this section, “residence” means a place that is actually occupied and used as a dwelling, whether or not in common with other persons, including all premises used in conjunction with the place to which the general public is not invited or permitted access, and, if the place occupied and used as a dwelling is a tent, includes the land immediately adjacent to and used in conjunction with the tent.
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CO-CURRICULAR PROGRAMS
The Signature of a BSS Girl encourages students to reach their full potential by developing proficiency in the seven attributes: curiosity, self-awareness, grit, voice, leadership, ethical citizenship and growth mind-set. Developing these attributes promotes overall well-being, and encourages the development of the whole girl; their social, emotional, spiritual, creative and physical development. The co-curricular program at BSS provides a myriad of opportunities for students to build on these attributes and further their academic growth in areas of interest outside the classroom. Co-curricular activities also provide students with the opportunity to develop relationships with their peers, faculty and staff outside the walls of the classroom. Students can select co-curricular activities they wish to pursue and explore areas for which they have a particular passion. Being involved in the life of the school promotes engagement with other students, faculty and staff and helps to create and maintain a dynamic community.
Achieving Balance Guidelines for Co-Curricular Involvement at BSS Fostering involvement in Athletics, the Arts, Philanthropy, Service Learning, Outdoor Education and Leadership is part of our commitment to developing the seven attributes outlined in the Signature of a BSS Girl. BSS offers an array of different co- curricular activities to meet the varied interests of our students. BSS encourages students to participate in co-curricular activities selflessly and to engage in activities that promote ideal qualities of good citizenship, initiative, dedication, loyalty, integrity, commitment, resilience, self-discipline, leadership and cooperation.
Below is a list of guidelines for co-curricular involvement at BSS: • We encourage students to seek opportunities and to be involved in all aspects of school life. • Students should balance and consider all commitments: academic, athletics, arts, clubs, ambassador, councils, other leadership opportunities, service learning, employment, tutoring and private lessons, when choosing their activities. • Students should be mindful not to double-book activities or events.
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• In order to facilitate the decision-making process, students are encouraged to seek advice from parents, faculty, Student Services counsellors and homeroom teachers, or TAG advisors. • Athletics will continue to run in three sessions (fall, winter and spring). • Coaches have mandatory practices and games/meets in which students are required to participate in order to stay on the team. • Music ensembles meet weekly and run for the length of the school year. • Service Learning opportunities will have varying time commitments. Go and Serve (GAS) days run monthly. • Drama productions run throughout the year. Audition times will be clearly posted. • Academic teams meet weekly and run throughout the school year. • Other opportunities, such as youth conferences and Me to We Day, will occur throughout the year. These groups will meet regularly with clearly laid out expectations.
Page 113 | 2015-16 Middle/Senior School Handbook CO-CURRICULAR PROGRAMS PROGRAMS CO-CURRICULAR Schedule of Co-Curricular Activities (next page) Students can use the following chart to manage their time. If two activities are meeting at the same time, students will need to prioritize and make decisions about which activities they will commit to join. While athletics follows this schedule, games are not regularly scheduled. The schedule below is a sample of when co-curricular activities practice or rehearse. Students are strongly encouraged to speak to coaches and advisors to ensure that conflicts do not arise.
AM AM AM AM AM
Jazz Band Senior Band Senior Choir Folk Group Teacher Meetings Chamber Choir Senior Strings Athletics Athletics JS Athletics Athletics Athletics
LUNCH LUNCH LUNCH LUNCH LUNCH Council Meetings: Prefect Meeting Folk Group MS Show Choir Academic (LC) Global Trips Prism/Photography Math Olympics MS Strings Arts (137) Chamber Choir CSB AP French ( Jan–Mar) Chapel (205) Nativity Middle School Middle School MS Band (Jan–Mar) Communications (178) MS Drama Club Council Strings Environmental (213) (Apr-June) Global Ideas Events (226) Speaker’s Union Global Awareness Model UN (208) Grad Council (223) House Head (230) Middle School Advisors (179) Senior School (234) Service Leadership (238) Sports Co’s (241) Wellness Council (224) PM PM PM PM PM Athletics Athletics Athletics Games Athletics Athletics Theatre Rehearsals Middle School Band (travel) Theatre Rehearsals Robotics Robotics Robotics Theatre Rehearsals Clubs DECA Theatre Rehearsals MS Show Choir Senior Choir Senior Band Pit Band MS Play (Jan–Mar) MS Play (Jan–Mar) GSA Senior Strings DECA MS Play (Jan–Mar) Students are encouraged to work with their homeroom teachers, or TAG Advisors using the chart below to determine an appropriate co-curricular balance for their school year.
CO-CURRICULAR TIMELINE 2015-2016
Term One Term Two Term Three
Grades 9 - 12
ATHLETICS
U15 CAIS Soccer Tournament U13 Vball Tournament at BSS - Nov. 19 CISAA Track And Field Senior October 4 to 7 (on wait List) U12 Vball Tournament at BSS - Nov. 22 May 12 to 13 CAIS Senior Soccer Tournament Jr. Vball Tournament at BSS - Jan. 7 October 14 to 18 Hockey Day - Feb. 3 or 4 Playoffs U14 Softball CAIS Senior Field Hockey Alpine Ski Team OFSSA Qualifier May 13 October 16 to 18 Feb. 5 Championship Week Hockey Semi - Feb. 18 All CISAA Finals and October 28 to 31 U14 Swim CISAA Championships Championships - May 20 – 22 OFSSA Cross Country Feb. 18 November 7, Collingwood All CISAA Semi-finals and Swim/ Hockey Championships - Feb. 25 CISAA Finals - Feb.27 to 28
ACADEMIC TEAMS
Speakers’ Union Speakers’ Union Speakers’ Union IISPSC, October 23 to 26 Fulford – Branksome Hall Fulford – TBD The York School Ridley Novice Tournament, April 16 Oxford Cup Qualifier at Havergal Nora McRae Public Speaking College, October 31 to November 1 Fulford Friday, November 6 Ashbury College Saucer at RSGC, November 7 Ontario Qualifier November 17, Appleby College
Model UN Model UN October - UCC January - U. Penn. November – Montreal March – New York ACADEMIC TEAMS CONTINUED
DECA DECA DECA Fall Symposium Written Event Paper and Online Pre-ICDC meeting Monday, September 28 Submissions to Turnitin.com Sunday, April 3, Online Exams Friday, January 15 ICDC in Nashville, Tennessee Wednesday, October 28 Annual DECA Ontario Provincials Thursday, April 21 to Thursday, Hamilton Regional Competition Sunday, February 7 - Tuesday, April 28 Tuesday, November 3 February 9
Case Competitions Case Competitions Case Competitions Crescent Business Case Competi- St. Clements Case Competition tion November 22 April 11 Ivey Case Competition Saturday, January 30 London Ontario Branksome Hall Case Competition January 14
Robotics Robotics VEX Competition - November VEX Competition - February FLL Competition – December
Math Society Math Society Math Society
PERFORMING ARTS
Musical – rehearsals SS Musical Grade 8/9 Play (UCC) January 27 to 30 February 26 -28
Nativity Nativity – December 9 and 10 BSS Music Night Spring Concert April 20 – Sr. Band, Choir, Strings Festival of Carols Classical Play (UCC) BSS Arts Night – April 27 November 27 February 17 to 20 Senior Band, Choir, Strings Fall Play BSS Dance Show November 25 to 28 (UCC) April 27 CLUBS
Prism – Photography and Film Prism – Photography and Film Prism – Photography and Film Spectrum Spectrum Spectrum Moral Courage/Global Ideas Moral Courage Moral Courage Global Ideas/Munk Institute Global Ideas/Munk Institute Global Ideas/Munk Institute Symposium April Art Club Art Club Art Club AP French AP French AP French
SERVICE LEARNING AND GLOBAL TRIPS
Horizons Horizons Horizons GAS Days GAS Days GAS Days Me to We Day Dignitas Thursday, October 2 Global Trips Global Trips
OUTDOOR ED
Gr. 9 Rock Climbing Gr. 10 to 12 Dog Sled Gr. 9 Cycling Trip, April 29 to May 1 October 16 to 18 January 14 to 18 Grade 7, 8, and 9 Canoe Trip Gr. 11 and 12 Hike Gr. 7/8 Winter Trip & Gr. 9 Dog May 13 to 15 November 20 to 23 Sled, January 29 to 31 GETTING INVOLVED
The school’s vision is that BSS will be an inspirational force for women to reach their full potential as transformative leaders. But what is leadership and how does BSS develop the leadership potential for all of its students? Leadership is the ability and responsibility of inspiring and motivating others to act in particular ways toward a larger vision. It includes acting as a role model for others in both quiet and public ways. Our goal for leadership is to provide our students with the skills and understanding required to know that by exercising their own leadership, their actions can have a positive impact on the world around them. At BSS, a leader is a person who is aware of the world around her, perceives a need for change and acting upon it herself inspires others. Does that mean BSS students can transform the world? Perhaps, but first she has to truly understand who she is, what she stands for, and how she can have an impact. That is the essence of leadership.
Signature of a BSS Girl The Signature of a BSS Girl documents the seven attributes that form the framework for each girl to build on her strengths to develop her whole self. These attributes are the basis for both curricular and co-curricular learning opportunities and experiences that all students will experience in their journey through the school. Leadership is one of these attributes and it will ask the girls to take action and inspire change. Girls will be provided with opportunities and experiences to develop into leaders in two realms: self as a growth mindset and self in relation to others and the development of what it means to be an ethical citizen.
Self (Growth Mindset) • The student understands that leadership is doing the right thing, and she asserts her leadership by taking purposeful action. • She understands that leadership comes in many forms; formal and informal, quiet and public, leading and following.
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• She recognizes the difference between leading and managing, where leadership means having the big picture not just executing the details. Her stance is that of a continuous learner. • She takes responsibility for her footprint in the world.
Self in Relation of Others (Ethical Citizenship) • The student understands that healthy, reciprocal relationships are fundamental to becoming an effective leader and she knows that her success is tied to her ability to build capacity in others. • She understands that it is crucial for a leader to be dependable, to keep commitments and to be true to her word. • She takes an active stance by speaking out and taking action against social injustices in her communities.
Foundational Pillars Three pillars provide opportunities for girls to inspire change: School Life, Community Voices and Civic Engagement and Service Leadership. Inspiring change and taking action are the foundation for each pillar. Through the program JK to Grade 12, all the girls receive training and learn about the leadership attributes that will prepare them to exercise their developing skills through these pillars.
School Life – BSS creates a welcoming community for all students. All students have a sense of belonging, get involved, and develop their own interests and passions.
• Celebrating all aspects of student life, including athletics, arts, music, drama, academic teams, outdoor education, and other clubs and teams; o House and House Events; o Chapel, assemblies; o Internal BSS volunteering, peer tutoring o Contributing in a positive way to the community, e.g., anti-bullying, GSA o Student Councils o Spirit-raising events
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Service Leadership – BSS explores making a tangible difference by giving time and money to groups and organizations.
• Students propose Service Learning and philanthropic projects to the council, preferably projects with a long-term focus. • Girls explore areas of interest and passion and partnering with others; • Girls develop a reciprocal relationship where both benefit from the experience. • Legacy projects like Trick or Eat, Run for a Cure, and Holiday Love will continue as supported by the students on the committee. • Students propose, plan and run events. • Organize GAS Day events. • Participate in global service experiences
Community Voices and Civic Engagement – Social Action and Exploration: BSS in the local, national and global communities making a difference.
• Working to make a difference in the civic life of our communities; • Making a difference by investigating laws, policies and perceived injustices, (locally and globally). • Being a morally and civically responsible person by recognizing themselves as part of a group. • Changing laws and policies, politics, governments, social justice. • Being involved in looking at local issues and public policy. • Engaging in municipal outreach projects. • Bringing community into the school.
Page 120 | 2015-16 Middle/Senior School Handbook STUDENT LEADERSHIP STUDENT GETTING INVOLVED StudentLife@BSS School Life – BSS creates A welcoming community for all students. All students have a sense of belonging, get involved, and develop their own interests and passions.
ACADEMIC TEAMS
DECA What is DECA? DECA is more than competitions, blazers and medallions! And, the only way a student can find out about DECA is by participating. DECA is a fun way of developing decision-making and communication skills. It gives students the opportunity to have hands-on experience in marketing, business, and entrepreneurship activities. Stu- dents do not need to have taken any business courses to participate in DECA; in fact, many students join DECA for the experience and networking opportunities.
Sample Activities: Participate in role-plays by reading a short case study and preparing a recommendation. Research a company, such as Lululemon, and propose a new marketing strategy to appeal to a new demographic. Create and develop an entrepreneurial idea. Investigate and design an International Business Plan. Develop a Fashion Merchandising Promotion Plan for a company, such as Michael Kors. Compete in a Stock Market competition or a Virtual Business competition. Almost all profes- sions require teamwork, decision-making, and communication and presentation skills. The activities that make up the weekly DECA meetings are focused on these skills and preparing students to compete in DECA competitions.
Expectations and opportunities: Club members are expected to attend meetings and prepare for and attend the Regional and Provincial competitions. Students who excel at the Regional and Provincial competitions will have the opportunity to attend the International Competition.
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Model UN Model UN is an opportunity for Middle and Senior School students to learn about the workings of the actual United Nations based in New York City. Students who have an interest in, or concern about, countries and global issues are encouraged to participate in this activity. Model UN, as the real United Nations, has many facets, and different committees provide a wider range of experiences. Every student is encouraged to participate in as many conferences as she can during her years in Model UN.
Robotics The BSS Robotics program runs on two different platforms. Students in Middle School compete in the First Lego League competition. This competition is designed to get students excited about science and technology. Students on this team will learn how to build, design and program Lego robots and they will also collaborate as a team to develop a product or system to solve a new task created each year for the competition. Students in Grades 9 to 12 compete in the VEX Robotics Competition which was developed and engineered with co-curricular robotics teams in mind. Girls on this team will learn to solve problems, design systems, collaborate with a team, and write code! If a student is interested in design, robotics, engineering, coding or computer science she should sign up for the VEXrobotics team!
Speaker’s Union The Public Speaking and Debating team at BSS is a vibrant and active full-year club. Public speaking and debating skills build confidence and poise, provide lots of practice for all those oral presentations in academic courses, and give students great opportunities to visit other schools, other Canadian cities and maybe even other countries. More than that, it’s fun. Students don’t need any experience. Come to the meetings, learn skills, make friends, and, when a student is ready she can go to her first tournament, wheth- er that be fun after-school ones or more competitive events, like the Fulford League debates that bring together 20 Ontario independent schools three times a year, or the International Public Speaking Competition held every fall in a different location in Canada or the US.
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In the club students will learn how to prepare for parliamentary, cross-examination, and impromptu debates. In addition to various kinds of persuasive speaking, students can do after-dinner speaking, interpretive reading, radio broadcasts, and, in some contests, drama monologues. Members of the club attend weekly meetings as well as after-school training meetings set by the coach before particular tournaments. Many major competitions are held on Saturdays with transportation provided to out of town locations. Students may choose to be more heavily involved in some terms and not in others.
Junior Speaker’s Union (Middle School) The Public Speaking and Debating Team at BSS is a vibrant and active full-year club. Public speaking and debating skills build confidence and poise, provide lots of practice for all those oral presentations in academic courses, and give students great opportunities to visit other schools, other Canadian cities and maybe even other countries. More than that, it’s fun. Students don’t need any experience. Come to the meetings, learn skills, make friends, and, when a student is ready she can go to work- shops at other schools and then her first tournament. There any many opportunities through the year to apply these skills in junior competitions, and more experienced members of the club can also join the senior team for certain events.
THE ARTS
Theatre and Dance There are many opportunities to get involved with theatre during the year, both on and off-stage. Productions prominently feature students in Grades 7 to 12 and also involve male actors from neighbouring schools, including Upper Canada College, St. Michael’s College and Royal St. George’s College. Each year, theatre productions for a range of ages and grades include a major production (musical or large play), a classical play, the Nativity and a fall play. There are countless ways to get involved for those who love design or just want to help out behind the scenes, as all productions and marketing are created by students. Play titles will be announced over the summer in order to allow some students time to prepare and
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read the plays, if they choose. There are also unique chances to apply for leadership roles on major productions in roles such as: director, choreographer, producer, technical di- rector and others. The leadership opportunities will be announced at the beginning of the year and an application is required.
The Fall Play This play is directed by a UCC or BSS teacher and takes place at either BSS or UCC on one of our smaller stages. All BSS and UCC students from Grades 9 to 12 are invited to audition in September for acting roles. Backstage involvement is at the discretion of the director.
The Middle School Play The Middle School Play will take place in early April. Auditions for the play will be held in January and practices will take place three or four days a week. There are opportunities for students to be involved, either as actors or in a behind the scenes technical role. Students in Grades 7, 8 and 9 are eligible to audition for this production. This production will also be open to students from UCC.
The Nativity (December) The Nativity, a retelling of the Christmas story in the form of a Medieval Pageant Play, is an annual BSS tradition that helps to usher in the holiday season. Students in Grades 7 to 12 are invited to sign-up in September for acting roles. Backstage involvement is at the discretion of the director.
The Senior Musical (Winter) This production is open to BSS and UCC students in Grades 9 to 12. Backstage involvement is at the discretion of the director. This production is a serious time commitment for both cast and crew. Students involved in the Senior Play Musical cannot be involved in the Classical play.
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The Classical Play (Winter) The Classical play focuses on a historically relevant play that is a valuable part of the canon as both study and practice. Most recently it has been directed by a UCC teacher and performed at UCC. Students in Grades 10 to 12 are invited to audition in September for acting roles. Backstage involvement is at the discretion of the director. Students involved in the Classical Play cannot be involved in the Senior Play.
Student-directed One-Act Plays (May) As part of summative, the Grade 12 drama class directs plays acted by students from BSS and other schools. Students in Grades 9 to 12 are invited to audition in March for these roles. Students’ commitment to sports and other co-curricular commitments will be strongly considered to avoid overloading.
ATHLETICS
The BSS Athletic Department believes that athletics is a vital part of the BSS student experience. It strives to provide opportunities for girls to pursue athletic excellence and a lifelong passion for sports while developing teamwork, respect, sportsmanship, and pride in self and BSS. It develops the entire athlete, physically, mentally, socially, emotionally, and prepares students for competition in real life. This goal will be achieved through practices and games as the girls learn the values of sportsmanship, teamwork, respect for self and others, commitment, and integrity. Students strive to achieve their personal best, team records and championships. The final results of this process will be that the girls see that effort and competition is more important than victory and will be able to “win with respect and lose with dignity”. BSS competes in The Conference of Independent Schools Athletic Association (CISAA), which is a collaboration of 36 collegial independent schools across Ontario whose mandate is to provide their students with exciting athletic opportunities, challenging competitive experiences and to teach and demand positive attitudes and respect for others. Each year, BSS teams enjoy and achieve great success by competing in CISAA leagues, CAIS (Canadian Association of Independent Schools) tournaments and OFSAA (Ontario Federation of School Athletic Associations) provincial championships.
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A chart at the end of this section outlines successes of the BSS Athletics program during the 2015-16 school year.
Tryouts may be up to four practices before the team is selected. Students are selected for teams based on commitment, skill level, effort and attitude. Students may sign-up for teams through the Athletics Communities/Classroom. Attendance at the tryouts is required if a student-athlete wants to be considered for a team.
Age/Grade Levels Categorization depends on the student’s age as of September 1, 2015 or current grade. Generally, the following language is used to identify teams: Senior - Grades 11 and 12 Junior - Grades 9 and 10 Varsity - Grades 9 to 12 U14 - Grade 8 U13 - Grade 7 U14/U13 - Combined Middle School team
Uniforms and Fees Students who are successful in making a BSS team will be given a team uniform. Students are charged a rental fee for the uniform and at other times they may be required to purchase the uniform. There are also times that there are specific charges. All fees are outlined on the forms that are distributed at the start of the season and are also outlined under Student Charges in the handbook.
For more information, please contact Ms. King, BSS Athletic Director.
Page 126 | 2015-16 Middle/Senior School Handbook STUDENT LEADERSHIP STUDENT School Teams The planning for the season is dependent upon the number of students who try out and commit to playing the entire season, and also the availability of staff and coaches for the sport. The following teams have been scheduled for the upcoming 2015-16 Athletics season, but this is subject to change.
FALL (SEPT-OCT) WINTER (NOV-MAR) SPRING (APR-MAY)
Basketball Alpine Skiing (Grades 7 to 12) Golf Sr, Jr, U14 and U13 Teams Varsity (Grades 9 to 12) Archery (Grades 7 to 12) Cross Country Softball Varsity(Grades 9 to 12) Badminton Varsity (Grades 9 to 12) U13/14 Team Senior (Grades 11 and 12) U13/U14 Junior (Grades 9 and 10) Field Hockey U13/U14 Soccer Varsity( Grades 9 to 12) Senior Grades 11 and 12 Junior Grades 9 and 10 Hockey Tennis U14 and U13 team Grades 8 to 12 Competitive Senior (Grades 11 and 12) Grades 7 to 12 Recreational Junior (Grades 9 and 10) Soccer U13/U14 Senior (Grades 10 to 12) Swimming Midget (Grades 8 and 9) Varsity(Grades 9 to 12) Track and Field U14 (only OFSAA bound swimmers) Varsity(Grades 9 to 12) U14 Swimming Volleyball Varsity(Grades 9 to 12) Sr, Jr, U14 and U13 Teams Ultimate Frisbee U14 Varsity (Grades 9 to 12) Learn to Curl (Being considered for next year) GETTING INVOLVED
Student Coaching Opportunities Students interested in assisting with a Grade 5 and 6, Under 13 or Under 14 team, speak to Ms. King or the coach of the team. They will be working with one or two faculty coaches and will be expected to take on a leadership role at all team practices and games.
Intramural Sports Different sports tournaments will be held throughout the year in an intramural format. Students can sign up with friends from any Grade or House. Students can sign up by contacting the Games Captain or House Sports Co-ordinator with the names and Houses of team members. Announcements will be made at the start of each new sport in House or Chapel.
GLOBAL EXPERIENCES
BSS is committed to ensuring that our students learn how to be ethical, knowledgeable and caring citizens. This happens through curricular explorations in all grades, access to language and cultural learning, and through local, national and international expe- riences.
Each year, we offer a set of international experiences shaped to develop competent and knowledgeable students who are aware, curious and interested in learning about the world. The excursions have different foci (arts, service learning, cultural learning and outdoor education) but all provide active enrichment opportunities and reflective learning in areas, such as self-awareness, personal development and responsibility. Each experience is designed to challenge assumptions, recognize areas of bias, create a more world-minded perspective and enhance student engagement. Students are encouraged to extend their academic and personal learning from the local to the global.
Trips for the 2015-16 school year include Arizona (Grades 7, 8, 9), China (Grades 9, 10, 11,12), Jamaica (Grades 10, 11, 12), Nicaragua (Grades 10, 11, 12) and Moose Factory
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(Grades 9, 10, 11, 12). Information for all our trips has already been posted on The Thread and will be sent out in our summer News You Can Use. Please login to the Global Citizenship section of The Thread, for further details.
Student Exchanges - Overseas BSS, in conjunction with OSEF, provides students in Grades 10 and 11 with the opportunity to participate in an exchange program to either France or Spain for six weeks during the school year. The application process for the 2016-17 exchanges will begin in November 2015. Students should speak to their French or Spanish teacher if interested. For further details, refer to the Global Citizenship section of The Thread.
LEADERSHIP
Formal Leadership Positions in Senior School The Student Leadership Team of 2015-16 is composed of 15 Prefects, 14 House Heads, 12 Middle School Mentors and the Student Life Council Heads. Students in these elected and appointed positions provide leadership for the entire student body by work- ing with younger students, organizing spirit-building activities and taking on issues of concern. This structure is under revision and will change in the 2015-16 school year.
Head Prefect and Prefects The Head Prefect is the Head of the Prefects group. The Head Prefect, together with the prefect team, has the responsibility to develop their vision for the school year ahead of them within the three pillars of leadership. They will determine how they will: • create a welcoming community for all students where each student has a sense of belonging, • make a difference in the local, national, and global communities and • explore making a tangible difference by giving time and money to groups and organizations. As mentors and role models to the student body, they will work to assist other students to achieve their goals.
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Head Boarder – Student Don The Head Boarder is the Head of the Boarder Council as well as a member of the day school Prefect group. The Head Boarder will work towards the accomplishment of the vision and goals for the three pillars of the Prefect group within the Boarding community. The Head Boarder will serve as a mentor and role model to the students in the Boarding community, and will work to assist other students achieve their goals.
Grad Prefect As a member of the Prefect Group, the Grad Prefect will work, together with the prefect team to accomplish the vision for the school year ahead of them within the three pillars of leadership. In addition to these responsibilities, the Grade Prefect will coordinate the activities of the graduating class.
House Heads A House Head serves as a role model for all students in her House. House is a welcoming, comfortable home for students and teachers, and the House Head plays a critical role in creating a sense of community within her House, she builds and fosters relationships with and between all members of the House. A House Head also supports the life of the school by helping raise spirit, and by promoting respect and involvement in all aspects of the school.
Middle School Mentors In addition to these positions, many girls develop their leadership potential through other positions, such as arts and club heads, various co-ordinator and council positions, Grade 9 advisors, ambassadors and hosts. These positions allow the students to hone such skills as time management, effective communication and teamwork, while building their self-confidence. Each student in these positions works closely with a faculty advisor who helps the student to evaluate and build upon her strengths and identify areas to improve as a leader as she progresses throughout the year.
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Council Heads Council Heads will be elected from within their council. Their role is to determine the vision for their council and set goals for the school year ahead. Working within the Student Life pillar, they will work to accomplish the goal of this pillar which is: • create a welcoming community for all students where each student has a sense of belonging.
Leadership Team Eligibility Student leaders are role models for the girls in every Grade - JK to Grade 12. As such, it is important that students meet the following eligibility requirements in order to apply for formal leadership positions. To apply for a Prefect, House Head or Middle School Advisor position, a student must: • be taking a full course load of at least seven credits in Grade 11 (Grade 10 or 11 for Middle School Advisor, House Head or Council Head); • be presently maintaining an average of not less than 70 percent; • be registered for at least six courses in her graduating year; • be re-registered for the following year with school accounts in good standing; • be maintaining regular attendance in House, Chapel and class: Students with more than 20 percent absences or lates in House for any reason (excused or unexcused) will be considered ineligible. A student deemed ineligible, with extraordinary reasons for being absent ,will be given the opportunity to appeal; • have received no suspensions or other serious disciplinary actions in her Grade 11 year; • be on sports teams for two terms to apply for Games Captain; • have completed 75 percent of the required Service Learning hours before assuming a Prefect, House Head or Middle School Advisor role. Should they be selected; it is highly recommended that these hours be completed prior to applying.
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Student Leader Eligibility To apply for any formal leadership role, a student must: • be re-registered for the following year with school accounts in good standing; • maintain regular attendance in House, Chapel and class; students with more than 20 percent absences or lates in House for any reason (excused or unexcused) will be considered ineligible; a student deemed ineligible, with extraordinary reasons for being absent, will be given the opportunity to appeal; • have received no suspensions or other serious disciplinary actions in the year in which she is applying.
Additional Leadership Opportunities As a school, we are committed to providing an environment that is conducive to leadership development. Students do not need to have a formal position to develop leadership skills at BSS. Whether it be in classroom activities, on the sports field, while on an over- seas exchange, or in their day-to-day dealings with one another, girls are encouraged to develop qualities that make one a good leader: responsibility, inclusivity, self-awareness, organization, confidence and a positive approach to problem-solving.
Leadership Conferences Opportunities exist outside the school for more specialized leadership training. Prefects are part of the Conference of Single Sex Schools of Toronto Student Leadership Program which holds leadership workshops throughout the year. The program also allows students to learn from other bright and motivated young leaders from other independent schools.
Each year, BSS sends several students to one-day to three-week leadership develop- ment conferences across Canada and around the world. Students do not need to hold a formal leadership role at BSS to attend. If students are interested in participating in any of these programs, they should watch for announcements on The Thread, in House, or see Mr. Landry.
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Councils and Committees There are a number of interesting opportunities for students to serve on councils and committees at BSS. Students will gain experience organizing programs and activities that contribute to the life of the school and school spirit. Students have the opportunity to sign up for a council or committee in an area of the school for which they have a passion. Councils and committees meet once a week, usually on Thursdays.
Any student in Grade 7 to 12, who feels comfortable contributing to a group discussion and likes exploring new ideas, should consider applying to serve on a committee. Councils and committees are often most effective in serving the community when they include people from a variety of grades and with a range of experiences.
The following is a list of existing Councils and Committees at BSS: Arts Council, Academic Council, Boarding Council, Chapel Council, Communications Council, Environmental Council, Events Council, Global Awareness Council, Grad Committee, Middle School Council, Philanthropic Council, Senior School Council, Service Leadership Council, Sports Co-ordinators, Wellness Council
Council Roles and Responsibilities • organize programs for the student body Grades 7 to 12 • promote school spirit • help plan, promote, and supervise activities • represent the school in the broader community • problem-solve issues that solidify the school community • attend regular meetings and perform specific duties • keep the student body informed of events and opportunities from their specific committee • attend weekly Boarding Council meetings • serve as a leader and role model to the student body and the entire community
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Arts Heads Arts and Club Heads are students in Grade 9 through 12. They take on the leadership of a specific co-curricular club and hold regular club meetings. They propose clubs and organize appropriate activities, both for their own club and for the larger school community. They publicize their club through a display at the Club Fair, announcements and a club bulletin board. They meet regularly with the Clubs Co-ordinator to promote arts and clubs at BSS.
Ambassadors Ambassadors are an authentic student voice and representative of BSS who model and promote inclusiveness, always. Ambassadors are a positive influence for both current and prospective families. They offer an introduction to the school through sharing information about their experience at BSS and the amazing learning facilities.
Grade 9 Mentors The Grade 9 Mentors, (GNM), are a group of Grade 11 and 12 students whose goal is to ease the transition of girls from Middle School into Senior School, whether they are new to BSS or have been here since JK. Grade 9 is a bridge in many ways, and leads girls into the exciting but sometimes daunting world of high school. GNM are friendly, helpful students who are ready to lend an ear, give advice, or just take a few of their “little sisters” in Grade 9 out for lunch in the Ville. GNM also plan social gatherings such as bowling or movie nights for the Grade 9 students. Interested students should be empathetic self-starters and genuinely interested in creating a positive experience for Grade 9 girls. Application will follow the leadership process in the spring.
Boarding Student Leadership Developing leadership potential and providing girls at all levels with a wide variety of opportunities for leadership is an important aspect of Boarding life at BSS. These positions provide students with opportunities to make decisions, develop interpersonal and organizational skills, and encourage self-confidence, responsibility and advocacy.
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Role of the Boarding Council The Boarding Council sets the tone and develops the spirit for Boarding during the year. The Council meets on a regular basis to organize special events and activities, voice any concerns from their grades, and present new ideas and suggestions for Boarding. The flowing student leaders make up the Boarding Counil: Head Boarder, House Heads, Head Mentor, Mentors, Family Dons, Communications Don, Community Representatives.
DESCRIPTION OF POSITIONS
Head Boarder (Grade 12) The Head Boarder chairs the weekly meetings of the Boarding Council and guides her team of student leaders. The Head Boarder has a genuine interest in community living and understands the needs of boarders as a special group. She has good communication skills and she is able to connect and communicate with staff and peers effectively. She believes in and understands the importance of participating in |activities to create a sense of bonding and belonging within a community. She ensures that each Boarding Council member takes her turn planning, promoting, and participating in weekend Boarding activities. The Head Boarder is knowledgeable about the rules of Boarding and can explain them to others. She serves as a role model within the Boarding community.
House Heads (Grade 11 or 12) The House Heads sit on the Boarding Council and attend weekly meetings. They provide leadership to a group of approximately 40 boarders in a House (St. Hilda or St. Monica). Each house is comprised of three families led by Family Dons. Each House Head provides leadership to her Family Dons. The House Head is responsible for creating, supporting and promoting spirit within Boarding as a whole and within her House specifically. She has a genuine interest in community living and understands the needs of Boarders as a special group. She has good communication skills and she is able to connect and communicate with staff, peers and younger students effectively. She
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believes in and understands the importance of participating in activities to create a sense of belonging within a community. Working together, the House Heads plan House Games as part of each Community Weekend.
Family Dons (Grade 11 or 12) Family Dons (Lead and Second) sit on the Boarding Council and alternate attend- ing weekly meetings. They serve as academic and social role models for the Boarding community. They manage and support their family group and assist the Boarding staff with the running of various programs and initiatives. Family Dons rotate on a “duty” schedule with the other Family Dons (and alternate between Lead and Second within their own family). Duties include: assisting Boarding staff in leading announcements and Grace during dinner; supervising Study; overseeing Family Chore Duty; assisting with evening attendance, and enforcing in-room times and lights out. Most importantly, each Family Don is assigned to a multi-grade family group in order to provide leadership, support, and advice for younger students who are adjusting to community living, overcoming homesickness, and learning to interact positively with their roommates. Family Dons are knowledgeable about the rules of Boarding and can explain them to others.
Communications Don (Gr. 11 or 12) The Communications Don sits on the Boarding Council and provides expertise in various communication methods in order to support and promote Council initiatives and activities. She also assists individual council members and staff members in distributing information to the Boarding community (i.e., news, events, birthdays, etc.) The Communications Don is responsible for regularly updating the Boarding electronic announcement board (e-gor).
Head Mentor (Gr. 11 or 12) The Head Mentor sits on the Boarding Council and attends weekly meetings. She has a genuine interest in helping girls in Grades 7-9. She understands the special needs of this age group and is comfortable living in the St. Bridget area of Boarding. She chairs the
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meetings of the Mentor Council and guides, trains and supports her team of Mentors. She oversees the mentor duty schedule. The Head Mentor has good communication skills and she is able to connect and communicate equally well with staff, peers and younger students. She works closely with staff assigned to the St. Bridget dorm, and she advocates for younger Boarders when needed. She believes in and understands the importance of participating in activities to create a sense of belonging within a commu- nity. She ensures that each mentor plans, promotes, and leads special activities for St. Bridget Boarders. The Head Mentor is knowledgeable about the rules of Boarding and can explain them to others.
Mentors (Gr. 10-12) Mentors sit on the Boarding Council and alternate attending weekly meetings. They have a genuine interest in supporting the needs of girls in Grades 7-9. They help manage the routines of younger boarders and enjoy teaching and guiding others. They are comfortable living in or near the St. Bridget area of Boarding and perform their duties according to the mentor duty schedule. Mentors regularly attend Mentor Council meetings. Mentors enjoy planning, promoting, and leading special activities for St. Bridget boarders. They accompany younger boarders on trips and occasionally escort them when running errands on afternoons and weekends. Mentors have good communication skills and are able to connect and communicate equally well with staff, peers and younger students. They believe in and understand the importance of participating in activities to create a sense of belonging within a community. Mentors are knowledgeable about the rules of Boarding and can explain them to others.
Community Representatives (Gr. 7-12) Community Representatives sit on the Boarding Council and attend weekly meetings. A Community Representative has three main responsibilities. First, she will lead her Grade by working to build spirit, plan Grade Night activities, and bond her class. Second, she will lead her Hall by using good communication and organization skills to ensure all girls living in her Hall know what’s going on and have a good experience in Boarding. Third, she will assist with upholding community standards by knowing the
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rules and routines of Boarding, by being a role model, by participating in the running of the dorm, and by helping with girls’ interpersonal problems. Additionally, she will alert staff if she notices any special needs or difficulties a boarder may be having and she will assist in certain situations where a talking circle may be needed.
Grade 12 Boarders All Grade 12 boarders are considered to be leaders within their community and role models for their peers and younger students. They are knowledgeable about the rules of and routines of Boarding and can explain them to others.
OUTDOOR EDUCATION
Duke of Edinburgh/BSS North The objective of the Duke of Edinburgh Program is to ‘challenge young people between the ages of 14 and 25 to reach for their best’. Wide varieties of interests are embraced and provide for training, achievement, and recognition in physical activities, skills, outdoor expeditions, and service to the community. The award program is designed to advance the physical, mental, social, emotional, and spiritual welfare of young people.
The Duke of Edinburgh Award Program is recognized internationally with outstanding significance. When a student places this award on her university application or includes her certificate and Record Book in her portfolio, it signifies great achieve- ments, a well-rounded holistic education, as well as the qualities of determination, perseverance, organization and dedication.
Award winners will have their names placed on the Bronze, Silver, and Gold plaques that hang in the halls of BSS. Bronze and Silver awards are presented in Chapel and Gold Awards will be recognized at graduation. Silver and Gold award recipients are also invited to special ceremonies where they are presented with a certificate by the Lieutenant Governor (Silver) and the H.R.H. The Duke of Edinburgh.
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BSS NORTH TRIPS 2015-16
Grades 7 & 8 February – Winter with Voyageur Quest May – Canoe with Voyageur Quest
Grade 9 October – Rock Climbing with Adventureworks January – Dog Sledding with Chocpaw April – Cycling with Explore Pelee May – Canoeing with Voyager Quest
Grade 10 January – Dog Sledding with Chocpaw
Grade 11 & 12 November – Mew Lake Hiking BSS January – Dogsledding with Chocpaw
PUBLICATIONS
Prism Prism is the school yearbook. It is a memento of school life and a complete record of the entire year at BSS. Prism is the most enduring souvenir of school life and being a part of it is extremely rewarding. While the development of Prism is part of an academic course, there is still an opportunity for students to be involved in the co-curricular aspects of Prism. Prism Photography and Film club will be responsible for the Prism Committee tracking down people and information, attending school events with a camera in hand, securing advertising opportunities, writing descriptions of important events, organizing photos and building layouts.
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Spectrum The student newspaper reflects the interests of all Senior School students and staff in a forum for event coverage, opinion writing, feature articles and general interest writing. Students have a voice and an opportunity to speak out, and anyone in Grade 7 to 12, is welcome. Meetings are weekly and teamwork is the Spectrum style. Spectrum’s goal each year is to maintain its record of excellence by expanding membership, publishing regularly, writing topical articles, and encouraging BSS students to participate actively in the school.
OTHER OPPORTUNITIES
Moral Courage The Moral Courage Project is a Senior School student initiative, which provides a unique opportunity to connect with and build on the work of Irshad Manji. With the support of peers and faculty, students will initiate timely, relevant, and difficult conversations that desperately need to happen and that may not be easy to know how to begin. Students will learn how to ask the questions that need to be asked without the fear of voicing their own opinion. Students will determine the topic(s) of your conversations, and there will be exciting opportunities throughout the year to take learning to their communities.
Peer Tutors Peer tutors are friendly, supportive, energetic students interested in providing subject and/or organizational support for students in Grades 7 to 12. Peer tutors are scheduled in the Learning Resource Centre (LRC) once or twice a week either before school, after school or at lunch and occasionally in spares. If students have a subject(s) that they feel they would like to share their expertise in and work with others to assist in their learning this is the position for them. Together with the LRC staff students will learn tutoring skills and assist in running sessions and workshops for other students.
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Roles and Responsibilities (available to current Grade 9, 10 or 11 students) • Honour your weekly LRC timeslot • Work with students on daily homework, assignments and related course concerns • Assist younger students with organizational strategies • Attend meetings with LRC staff • Develop weekly study tips with peer tutor team • Contribute to LRC school life
Page 141 | 2015-16 Middle/Senior School Handbook STUDENT LEADERSHIP STUDENT GETTING INVOLVED ServiceLeadership@BSS It feels good to do something for someone else while learning about yourself and your greater community. Service Leadership offers students the opportunity to give of their time and their resources to make a difference in the community.
There are opportunities to make a commitment to both short and long-term projects. Students are encouraged to reach out and offer a hand and then learn from their own experiences and reflect on them. Take control of volunteer time, lead by example and grow as a person.
Who? Grades 7 and 8 are encouraged to volunteer and Grades 9 to 12 are required to complete the Ministry of Ontario mandate of 40 volunteer hours during their four years of high school. Each student is required to complete a minimum of 10 hours per year until the 40 hour requirement has been met. Students may start accumulating hours after their June Grade 8 graduation. Students are responsible to organize service learning hours. The Service Leadership Council is a great resource to help students find their own pathway to volunteerism.
Students are encouraged to continue their community engagement well beyond the Ministry requirement and are recognized annually through a variety of awards. In addition to year-end awards, there are three levels of recognition: Bronze pin: 60 hours Silver pin: 100 hours Gold pin: 250 hours
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What? Volunteer hours may be completed through BSS organized events, in the broader Toronto community and abroad. Volunteer work may include: • signing up for a Go and Serve (GAS) Day. • being an advocate for a cause such as homelessness. • working with one person by teaching, training or mentoring. • working with a group on behalf of an organization or agency fundraising for numerous charities.
How? • check out Service Leadership information on the G+ Community regularly, listen to announcements in House and Chapel and visit the Service Leadership bulletin board for an updated calendar of events. • speak with the Service Leadership Council Head or members of the Service Leadership Council, the Prefects or Ms. Fleming, the Director of Service Learning.
Please note that it may take up to one week for Service Learning hours to be processed after they are submitted to the Senior School Front Office. Please take this into account when you are submitting hours for specific deadlines.
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Under development during the 2015-16 school year, this area of the co-curricular program will provide students with the opportunity to find their voice in social action: exploring areas of passion and making a difference in the local and global communities.
The opportunities under development are: • working to make a difference in the civic life of our communities; • making a difference by investigating laws, policies and perceived injustices, (locally and globally); • being a morally and civically responsible person by recognizes themselves as part of a group; • changing laws and policies, politics, governments, social justice; • girls involved in looking at local issues and public policy; • engaging in municipal outreach projects; • bringing community into the school.
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