Upper School Family Handbook 2016 – 2017 To navigate through this document, simply click on the page you want from the “Table of Contents.” In addition, a Table of Contents (T.O.C.) button (shown to the right) T.O.C. is located at the bottom of each page. Clicking on this button will return you to the Table of Contents.
Upper Canada College recognizes © 2016 Upper Canada College the importance of environmental All rights reserved. No part of this publication may be sustainability and is committed to reproduced, stored in any database and/or retrieval system, becoming a Green School for the 21st or transmitted, in any form or by any means, electronic, century—a model school that operates in mechanical, photocopying, recording or otherwise, without harmony with the natural environment. the prior written permission of the publisher. SECTION
MissionMission StatementStatement
To ignite boys’ curiosity, imagination and passion.
To support diligence, innovation and excellence.
To encourage compassion and integrity.
To inspire them to make a difference.
We believe in boys.
Upper School Family Handbook 2016–2017 i Upper Canada College Table of Contents
SC E TIon TOC Section 1: Introduction Section 5: Student Services and Advising A Message from the Upper School Team. . . . . 1 The House System ...... 35 Formal Information Sessions Held for Parents. . . 2 Advising ...... 35 House Advisers ...... 36 Section 2: Our Values House Meetings ...... 38 Our Shared Ideals ...... 5 Mentoring ...... 38 Core Standards ...... 6 Prefects Cup ...... 38 IB Learner Profile ...... 9 Student Leadership ...... 38 • Prefects...... 39 Section 3: Curricular Program • Board of Stewards...... 39 Reporting Student Progress: A Quick Review. . . . . 11 • Head of Houses...... 40 Examinations ...... 13 Health Centre ...... 40 Textbook Purchasing ...... 14 School Counsellor ...... 41 Norval Outdoor School ...... 14 Support Groups ...... 41 Confidentiality ...... 41 Section 4: Co-curricular Program Academic Counselling and Support ...... 42 Arts...... 17 • The Form and House Advising Systems ...... 42 • Music ...... 17 • The Learning Commons ...... 42 • Film ...... 19 • University Counselling Office ...... 42 • Theatre ...... 20 • The Academic Office ...... 42 • Student Publications ...... 20 • Macintosh Library ...... 44 Athletics ...... 21 Wernham West Centre for Learning ...... 46 • Athletics Program 2016-17 (Rep teams, Sports Injury Clinic...... 54 house sports, intramurals) ...... 22 Academic Performance and Monitoring . . . . . 54 • Sportsmanship in Athletics ...... 23 • Levels of Academic Support ...... 55 • Hazing and Initiations Policy ...... 25 • Teacher Grade Level Meetings ...... 56 Service ...... 28 • Academic Status — Signaling That a Boy is • Service at the Upper School ...... 28 in Difficulty ...... 57 • International Service Trips ...... 29 • Amendment to Program ...... 58 • Service and the IB Diploma ...... 30 Concussion Protocol ...... 58 • Horizons ...... 30 • Background ...... 58 Clubs ...... 32 • Steps to Return to Play (for Activity) Guidelines ...... 58 The Duke of Edinburgh’s Award ...... 32 Green School Initiative ...... 33
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ii SC E TIon Section 6: Communication Food Services ...... 91 TOC Year 1 Form Adviser ...... 63 Identicard ...... 92 House Adviser ...... 64 Locker Assignments ...... 92 Upper School Online Calendar ...... 64 The Used Blues Shop (T.U.B.S) ...... 93 Heads Up ...... 64 • Lost and Found ...... 93 Email (Faculty/Staff) ...... 65 • Donations/Consignment ...... 94 Email (Parent) ...... 65 • New and Used Uniform Sale Event. . . . . 94 Student Publications ...... 65 Telephone Messages to Students ...... 95 UCC Communications ...... 65 Re-registration and Financial Assistance ...... 95 UCC Website and Bluenet ...... 66 Health Insurance Coverage ...... 96 Photography Policy ...... 67 Student Parking as a Green School ...... 96 Privacy Policy ...... 67 Car Pooling and Alternative Modes of Transportation ...... 98 School Directory ...... 68 Vehicle Access to UCC ...... 98 Section 7: School Routines Special Parking Consideration ...... 99 Dress Code ...... 99 Monday to Friday, in Term ...... 71 Weekends and School Holidays, in Term . . . . 71 Section 8: Student Conduct Long Holidays ...... 71 Alcohol and Controlled Drugs and Daily Schedules ...... 72 Substances ...... 103 Weekly Schedule ...... 73 Alcohol and Drug Policy Statement ...... 103 Access to Upper School Facilities ...... 74 Disciplinary Response ...... 104 Special Purpose Rooms ...... 74 Policy Regarding Students Having Prescription Safe Arrival ...... 74 Medication ...... 107 Attendance Policy and Procedures ...... 74 College Neighbourhood Rule ...... 109 Absences From School ...... 79 Determining Disciplinary Responses ...... 109 Extended Absences ...... 80 Student Discipline Council...... 110 Use of Mobile Electronic Devices ...... 81 A Gradation of Disciplinary Responses ...... 111 Use of Computer Technology ...... 81 Dignity, Well-Being and Safety ...... 116 Emergency Procedures ...... 90 Personal Appearance and Hygiene ...... 120 Field Trips ...... 90 Theft ...... 120
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SC E TIon TOC Section 9: School Organization Advancement at UCC ...... 125 Board of Governors ...... 121 • UCC Association ...... 126 Principal’s Office ...... 121 • Common Ties Mentorship Program ...... 127 Director of Community Relations ...... 121 • The Foundations ...... 128 Upper School Administration ...... 122 • UCC Association Events ...... 129 • UCC Program Team ...... 122 Upper Canada College Archives ...... 130 • Upper School Administration Committee . . . 122 UCC Parents’ Organization ...... 131 • The Academic Policy Advisory Committee . . . 123 UCC Arts Booster Club (ABC) ...... 133 • The Academic Administration Committee . . . 123 UCC Blues Booster Club (BBC) ...... 135 • Preparatory School, Prep Office ...... 124 • Facilities and the Centre for Environment and Sustainability ...... 124 Campus Map ...... inside back cover • Finance Office ...... 124 • Human Resources ...... 124 Mission Statement ...... i • Office of Admission ...... 125
iv Section 1: Introduction
SECTION A MESSAGE FROM THE UPPER SCHOOL TEAM 1 In tro d uctio n
Dear parents:
It’s our honour to welcome new and returning families to the Upper School at UCC for the 2016–17 academic year. Students are changed as they encounter new learning experiences, find their passions in some aspect of the Upper School program and deepen their connections to their friends. This handbook is meant to be a useful resource to students’ families as they guide their sons through this time of rapid change and growth. The Upper School is an exciting place to be, but life there can be challenging at times. Our expectations are balanced by our supports and are in place for two reasons. First, almost without exception, UCC graduates report that they’re well-prepared for their lives beyond UCC. Their ability to dig for information, interpret it and communicate their understanding in a well-organized and meaningful way has been well honed at UCC. Secondly, collaborative efforts among peers and between teacher and student in demanding circumstances develop a determination and a shared bond that can last a lifetime. Learning can be a source of tremendous satisfaction and pride. But it’s not always easy, and mistakes are part of the learning experience. They build resilience and confidence that will enable students to make a difference and empower them going forward. As adults, we need to be knowledgeable about our son’s school life, help him appropriately to meet challenges, and move him toward ownership of his own learning We hope, with your guidance and in the spirit of collaboration, to build a solid partnership as we raise our boys. Please feel welcome, always and at any time, to communicate your questions and concerns to College personnel.
The Upper School Team
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SECTION 1 FORMAL INFORMATION SESSIONS HELD FOR PARENTS
Curriculum Night for all parents Locations: Your son’s classrooms Tuesday, Sept. 13, 2016, 6:30 to 9 p.m.
Curriculum night provides all Upper School families with an overview of the academic program and timetable that students will experience in the forthcoming year, a chance to see the boys’ learning spaces and opportunities to be introduced to the teachers that their sons will have. Further details will be provided in Heads Up as the date approaches.
Parent Information Evenings We invite parents to learn about the academic and general expectations, routines and life of the Upper School. These information evenings are organized by grade. We thank the Upper School Parents’ Organization for their support of these events.
IB2 Parent Information Evening IB1 Parent Information Evening Location: Main Floor Classrooms Location: Main Floor Classrooms Tuesday, Sept. 20 at 7 p.m. Thursday, Sept. 22 at 7 p.m.
Y1/Y2 Parent Information Evening FY Parent Information Evening Location: Student Centre Location: Main Floor Classrooms Tuesday, Sept. 27 at 7 p.m. Thursday, Sept. 29 at 7 p.m.
2 SECTION 1 Parent-Teacher Interviews/Student-Led Conferences — for all parents These meetings are scheduled in November and February. In tro d uctio n They serve a very important purpose, as they permit parents to hear from teachers about the student’s progress and engagement. Though the interviews are not of long duration, they do afford time for an update. In many grades, students attend these interviews.
Course Selection Information Meetings These important meetings are organized by grade level. They are scheduled in January in order to prepare families as they help their sons plan for the next academic year’s program. Your role as an informed guide through the process of course selection is critical. It’s in your son’s best interest that both he and you understand the breadth and depth of opportunities available to students. This is especially important when school recommendations are offered in course placement.
An Open Invitation Please do not hesitate to contact the College at any time if you’re concerned about your son. There’s no need to wait for formally scheduled opportunities to do so; we depend on your knowledge and observations and consider the education of your son to be an opportunity for partnership with you. There’s much to be done and your commitment to your son’s success and growth is essential. Please be sure to read Heads Up, a publication delivered weekly to your preferred email address. Heads Up is your lifeline to the College.
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SECTION
4 Section 2: Our Values
SECTION 2 Although this Handbook is a compendium of practical information about daily
life, we try to ensure that all our processes and procedures exist in harmony V O ur with our over-arching values. Here are the key statements that guide us. a l ues
OUR SHARED IDEALS Although we’re each unique in interests and talents and bring to our education our own needs and goals, together we form a community of learners. We rely on one another: first, for the security of our person and belongings; second, for our personal and social growth; and third, for our intellectual development. Moreover, we share ideals about how we should behave toward one another. We like others to be honest with us; we like others to respect our person, feelings and ideas; we like others to care for us. When we choose to recognize these common ideals and act on them, we create the habit of trust that’s central to a healthy community. We improve the lives of all and make possible the fulfillment of our individual goals when we strive to uphold our shared ideals of honesty, respect and caring.
TRUST AND HONESTY We begin in trust. When we can’t expect or ensure trust, we compromise our relationship with all members of the community. We strengthen and maintain our trust through honesty and basic respect for the dignity of others. We strive to be honest and forthright at all times and in all places.
RESPECT FOR OTHERS We hold the utmost respect for all members of our community, without exception. We strive to be respectful of each other’s strengths and weaknesses and of everyone’s contributions. We uphold the right of each member to express ideas and beliefs constructively. We actively embrace sensitivity to difference. We also respect all those who serve the welfare of the community, including staff, Old Boys and friends and wider community partners.
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SECTION 2 RESPECT FOR PROPERTY We respect each other’s property as we respect one another. We also respect our shared property; just as the people around us support our growth and learning, so do classrooms, facilities and the grounds.
SELF-RESPECT We respect our minds and bodies. Above all, we take responsibility for all of our actions.
CARING Mutual respect provides the basic civility that allows the community to exist. When we reach beyond respect to care for each other, we provide the strength and support necessary for all of us to achieve our full potential. We therefore strive to look out for each other’s well-being. We also support each other’s efforts and achievements in all spheres of endeavour on behalf of the community.
CORE STANDARDS As a community of students and teachers, UCC strives to foster an environment in which “our shared ideals” will flourish. We take an educational approach to accomplishing this, helping our students to appreciate and uphold these high standards of personal accountability and citizenship within the school community, thereby nurturing in them the values and habits of responsible adulthood. The progress made by each student in meeting these expectations is maximized through the partnership of the student and his parents with his teachers, coaches, directors and form or house adviser. To help promote this personal growth:
The College commits to setting and communicating clear expectations, standards and rules for personal responsibility and citizenship in the school community, and to applying a gradation of disciplinary responses, as appropriate.
6 SECTION 2 The student commits to knowing and acting upon all expectations, standards and rules for his personal responsibility and citizenship in the school community. V O ur a l ues
Parents commit to knowing and reinforcing these expectations, standards and rules. Students are responsible for their citizenship in the school community, and we ask parents to support the College in the application of managed consequences when standards aren’t met. Parents also commit to contacting the College if they have a concern, and to trusting that the College is acting in good faith. It’s expected that individual classroom issues that can’t be addressed directly between student and subject teacher will first be addressed through a conversation between parent and subject teacher that may involve the form or house adviser and/or department chair.
This section provides a statement of 10 core standards based on “our shared ideals.” As members of a community that places a premium on the values of “our shared ideals,” students are expected to uphold these core standards:
1. Honesty and Integrity: Honesty and integrity underlie all relationships in our community, including all academic endeavours. Deceit and untruthfulness undermine this core standard and are unacceptable in our community.
2. Respect for Others: Students are expected to respect the dignity, safety and wellbeing of others in all realms of College life. Harassment in any form is a serious breach of this community standard. Initiations and hazing of any sort are prohibited.
3. Courtesy: Courtesy and politeness are measures of the quality of community life. Students are expected to show courtesy toward one another, College staff and visitors.
4. Responsibility and Accountability: Students are expected to honour all school appointments and obligations, to do their best at all times, and to act upon the highest
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SECTION 2 personal standards of commitment to the classroom and all of their co-curricular activities.
5. Respect for Private Property and School Property: This is fundamental to community trust. Theft of, or intentional damage to, another’s property or school property is a serious violation of community trust and will always be treated as such.
6. Alcohol and Drugs: For reasons of health and self-respect, and out of respect for the law, using, possessing, selling or being under the influence of alcohol and/or drugs, including marijuana, at the College or at any school-sponsored events is strictly prohibited. The College’s alcohol and drug policy is presented in Section 8.
7. Safety: All students are required to protect and promote the safety of the school community. In particular, malicious tampering with the fire alarm or security system is a very serious and criminal offence.
8. Use of Facilities: Students are expected to respect and adhere to all rules governing the use and enjoyment of school facilities, such as the library, computer labs, dining halls, athletic facilities, locker rooms and all common areas of the College.
9. Respect for the Environment: Through its “Green School” initiative, UCC is committed to environmental stewardship and responsibility. In our daily actions, respect for the environment includes: keeping locker rooms, the student centre and dining halls clean; recycling waste; and reducing paper usage and energy consumption whenever possible.
10. R espect for College Neighbours: The College has a responsibility to ensure that its members respect the rights of its neighbours. The College’s neighbourhood rule requires students to conduct themselves in a considerate and cooperative manner in travelling to and from the school grounds. In particular, loitering near people’s homes, trespassing on private property, smoking or littering on private or public property in the College neighbourhood, or congregating in any manner that may cause offence to our neighbours, are strictly prohibited.
8 SECTION IB LEARNER PROFILE 2 The International Baccalaureate learner profile is a clear set of learning outcomes that guides all IB schools worldwide. At Upper Canada College, the attributes of the profile V O ur
express the values of the IB continuum beginning in Senior Kindergarten and continuing a l ues through leaving class and the ideals and standards outlined above.
“The aim ... is to develop internationally minded people who, recognizing their humanity and shared guardianship of the planet, help to create a better and more peaceful world.”
At the heart of IB programs, this statement underscores and resonates with the character education strand of UCC’s strategic plan and UCC’s mission “to inspire them to make a difference.”
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SECTION 2
10 Section 3: Curricular Program
SECTION 3
In their first three years at the Upper School (Year 1, Year 2 and Foundation P ro g ra m C urricu l ar Year), students are enrolled in courses based on the curriculum expectations of the Ontario Ministry of Education. In their last two years at Upper Canada College, all students are enrolled in the International Baccalaureate Diploma Programme, while concurrently finishing the requirements for their Ontario Secondary School Diploma. Upon successful completion of the Upper School academic program, a student is awarded both the IB Diploma and the OSSD. The curriculum is an integrated whole; the requirements of the two diplomas are merged and offered as a single educational experience.
This Handbook provides guidance on a few academic procedures that families frequently reference, including those relating to examinations, textbook ordering and reporting student progress. The Handbook does not contain details about approaches to teaching and learning, student evaluation, specific course content or academic policies and procedures, including those relating to course changes, assessment, academic honesty and student records. Please consult the Upper School Academic Program Guide for such information: http://www.ucc.on.ca/Upper 8-12/Academics. It is the comprehensive guide to the Upper School academic program.
REPORTING STUDENT PROGRESS: A QUICK OVERVIEW At the Upper School, a variety of regular formal reporting procedures keep parents informed of their son’s progress and share ways in which students, parents and teachers can work together to promote the overall engagement and success of each boy.
September Curriculum Night: Parents have an opportunity to meet each of their son’s subject teachers to gain an overall understanding of the subject matter and expectations for each course. Parents of boys with new advisers also can meet their son’s adviser.
First Interim Report (October): In this early report, subject teachers indicate the degree to which students are demonstrating key learning skills. Combined with attendance data, such feedback will allow parents to understand their son’s progress in optimizing his
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SECTION 3 learning. The adviser will also comment on the student’s initial adjustment and his early contributions to school life. At this date, students won’t generally have completed any major assessments.
November Parent Teacher/Interviews: Parents book interviews with subject teachers who will share more specific information on student progress.
First Full Report (January): The January report presents a full academic summary of a student’s performance since September, including subject marks and comments. Senior Division (FY, IB1, IB2) reports include exam marks, the overall IB grade (on a scale of one to seven) and the equivalent Ontario Secondary School Diploma (OSSD) percentage grade. Intermediate Division (Y1 and Y2) reports communicate an overall percentage grade. Cumulative attendance data is also reported.
February Parent/Teacher Interviews: Teachers will communicate a student’s overall standing to date, including assessments completed since the beginning of January.
Second Interim Report, Y1 to IB1 (April): This report provides a learning skills’ assessment for each subject, cumulative attendance statistics and the adviser’s comment. Subject teachers also indicate whether a student is “at,” “above” or “below” his January level of achievement.
Second Full Report, IB2 only (April): This is the final report issued to IB2 students by UCC. Marks are calculated based upon the cumulative marking scheme (results from IB1 and work completed to date). This report will include the final adviser comment.
Second Full Report, Y1 to IB1 (June): This is the final report issued to students in Y1 to IB1 and includes subject grades, June exam marks, teacher comments and final attendance data. There’s no final adviser comment.
In addition to the formal reporting practices listed above, subject teachers will communicate serious academic concerns as they arise. Parents should note that they’re welcome to contact teachers or their son’s adviser directly at any time if they have a specific concern.
12 SECTION EXAMINATIONS 3 P ro g ra m C urricu l ar Formal examinations are held for Foundation Year to IB1 students in December and for P ro g ra m C urricu l ar Year 1 to IB1 students in June. Examinations for IB2 students are held in December and May. All aspects of final IB2 exams in May are strictly governed by IB regulations. Final IB2 exams in May must be written at the College. They may not be moved or delayed for any reason. The rules regarding absence from or lateness to these exams are governed by IB regulations only. These regulations will be distributed to students and parents before the May exam period. The College expects all students to write examinations on campus at the scheduled time. Requests for exceptions must be submitted in writing to the appropriate division head. Each case will be considered individually. Alternative exam arrangements may be subject to a fee. If, for some reason, a student is unable to write a final exam at the designated time due to illness or other extenuating circumstances, he will be expected to write his exams during a designated make-up week (the first week of school in January for missed December exams and a week prior to the start of the next school year for missed June exams) according to a schedule determined by the College. In the case of illness, a doctor’s note will be required to allow the examination to be written. In the event of a medically documented illness that impedes a student from writing his exams within the designated exam period, a student will receive an “N” on his report in the disciplines for which no exam was written; the “N” designates that there is work yet to be completed in the course. After make-up exams have been graded, the student’s academic record will be updated and an amended report provided at that time.
DRESS Students must observe the regular Dress Code during the December examination period. Warm Weather Dress applies for the May–June examinations.
LATENESS If a student is late for an examination, he should proceed as quickly as possible to the examination room (in proper school dress) and begin writing immediately. No extra time will be allotted for lateness. A student more than 15 minutes late for an examination must report to the main office.
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SECTION 3 ABSENCE If a student is absent for an examination, one of his parents must notify the main office at 416-488-1125, ext. 2219 on the morning of the exam. Notification must be made for each exam missed. Medical documentation acceptable to the College must be provided in such cases. Medical notes must clearly outline the reasons for the absence and the expected duration of the absence. In the case of boarders, the senior house adviser and/or the College nurse will provide appropriate documentation. Any exam absence for which documentation acceptable to the College has not been provided will result in a mark of zero on the exam in question. All cases of absence, whether for compassionate, medical or exceptional reasons, will be reviewed by the academic dean, who will determine the details of any required makeup exams.
TEXTBOOK PURCHASING Textbooks are used in most Upper School courses. They are ordered using the CSBE’s online ordering system, which is accessed directly through the Upper Canada College website. Go to ucc.on.ca under the parent portal and choose the “Bookstore” link from the Quick Links drop-down menu of options, where you can follow the instructions for placing and paying for orders. The online ordering system is active from the middle of June through to the end of the school year. Completed orders must be shipped to an address where a signature can be obtained upon delivery. Boarding students may request that their orders be shipped directly to the College for pick-up in the Upper School Blues Shop upon arrival in September. New boarding parents should refer to the package of information sent upon admission for more information about textbook ordering.
NORVAL OUTDOOR SCHOOL The Norval Outdoor School, UCC’s “other campus” and outdoor education department, is situated on more than 400 acres in the Credit River valley near the village of Norval, Ontario. A proposal to sell the present UCC lands and move to a less expensive location was considered in 1910. As a result, the College purchased a tract of farmland from the Noble family in 1913. However, the onset of the First World War, the escalating costs of re-establishing the school at Norval and its remote location prevented the development of the Norval property.
14 SECTION The use of the property for educational and recreational purposes was initiated in the 3
mid-1930s by Alan Stephen, who later became a Prep headmaster. Students and faculty P ro g ra m C urricu l ar have since planted more than 650,000 trees, contributing to the stability of the Credit watershed and providing a diverse natural habitat for a number of wildlife species and migratory birds. This example of private stewardship is unique to southern Ontario. A more formalized outdoor environmental education program was initiated in the mid-1960s by Bruce Litteljohn. At the same time, a dramatic outdoor education facility was constructed. It was named Stephen House after Prep headmaster Alan Stephen and became the base for all Prep classes. There’s accommodation for 24 students plus staff, as well as dining and lounge areas, and a classroom and storage facility. During the fall and spring terms, students camp out on the property in tents or cabins. Operation of the facility is sensitive to the environment and consistent with the educa tional goals of the program. All students at the College from Senior Kindergarten through Foundation Year attend outdoor and environmental education programming at Norval.
UPPER SCHOOL NORVAL PROGRAMS YEAR 1 The program takes place over five days in the spring term. The program is strongly focused on environmental education. Students are introduced to a wide variety of activities and perspectives centred around the question: “How can I connect with the environment in meaningful and sustainable ways?”
2017 Dates for the Year 1 Norval Program: • Monday, April 24 to Friday, April 28
Year 1 students attend a five-day expedition-based program in and around the Norval area. Like the Prep Norval program, the goal of the Year 1 Norval program is to introduce students to a variety of activities and perspectives to help them further their connection to the natural world. Program components include overnight camping, expedition cooking, moving-water canoeing on the Credit River, rappelling, ropes course activities, landscape art, a field science crayfish study and a service project. There will be a parent presentation
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SECTION 3 about the trip during the Y2 course selection evening in early January. Permission forms, including details about program activities, will be sent home in early 2016.
2017 Dates for the Year 2 Norval Program: • TBA. Please check the online College calendar or contact the main office for dates.
FOUNDATION YEAR Students will go to Norval for one night and one day as part of our Form 7–mentor leadership program. This program is designed to help Prep Form 7 students prepare for the move to the Upper School.
2017 Dates for the Foundation Year/Form 7 Norval Program: • TBA. Please check the online College calendar or contact the main office for dates. Students will be grouped by house during this time.
Details of your son’s trip to Norval will be given to him and you closer to the date of his visit.
FAMILY OPEN HOUSE DAYS AT NORVAL The Norval Outdoor School provides many programs for students throughout the school year. Because of these activities and the relatively small staff at Norval, drop-in visits from the UCC community can’t be accommodated. However, the school provides several opportunities throughout the year for current UCC families and alumni to explore Norval.
Please refer to the UCC calendar for the specific times of these events: • New family open house: Sunday, Sept. 11, 2016 • Fall open house: Sunday, Oct. 16, 2016 • Winter open house: Sunday, Jan. 15, 2017 • “Maple Madness” open house: Sunday, March 26, 2017 • Spring open house: Sunday, May 14, 2017
16 Section 4: Co-curricular Program
SECTION 4
Upper Canada College offers a wide range of co-curricular activities and P ro g ra m C o -C urricu l ar programs to help students develop new skills, undertake new challenges and cultivate character. Whether it’s through competitive sports, performing arts or community service, UCC’s co-curricular program aims to ignite curiosity and prepare students for life outside the classroom.
ARTS The arts co-curricular program includes music, visual arts, theatre, student publications, film and creativity clubs.
MUSIC Music courses, private lessons and regular individual practice combine to help students grow toward mastery of their instruments. The use of these skills culminates in the ensemble program. The discipline of ensemble playing (“working together” to make music) is a valuable life skill. The large ensembles rehearse throughout the school year, appear at festivals and competitions, and perform frequently for the school and community. Students who perform in the Jazz Ensemble or Stage Band must also play in either the Symphonic Band or Wind Ensemble. All groups demand serious commitment and full attendance so that high standards of performance are maintained.
UCC Blue Notes — Conductor Peter Merrick The UCC Blue Notes are open to all students in the Upper School, by audition. They perform a widely varied repertoire, both as a male-voice chorus, in various mixed-voice settings with choirs from girls’ schools, and in an annual appearance at the Independent Schools Music Festival at Roy Thomson Hall. The singers rehearse during the lunch hour on Tuesdays and Thursdays.
String Ensemble — Conductor Tony Gomes The String Ensemble is open to all students who play violin, viola, cello or double bass.
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SECTION 4 The String Ensemble performs frequently throughout the year. Rehearsals are on Wednesdays and Fridays during the lunch hour.
Wind Ensemble — Conductor Tony Gomes The Wind Ensemble is the senior instrumental ensemble at UCC and is comprised of students from Foundation Year to IB2. It uses a smaller instrumentation that places greater demands on individual performers. New students who wish to audition for this ensemble may do so in the first week of the fall term. The Wind Ensemble performs at school functions, Music Night and at Music Fest Canada. The full ensemble rehearses twice a week on Mondays from 7:30 to 8:30 a.m. and on Thursdays from 4 to 6 p.m.
Symphonic Band — Conductor Peter Smith The Symphonic Band is open to students sufficiently advanced to play with confidence in a large group setting. While this band is largely composed of students in Year 2 and Foundation Year, students in IB1 and IB2 are also welcome. Students perform at school functions and Music Night, along with Music Fest and Kiwanis. The band rehearses on Tuesday and Thursday mornings at 7:30 a.m.
Concert Band — Conductor Ashley Scott The Concert Band is open and designed to develop performance skills at the Year 1 level. Students perform a variety of works that range from marches to popular arrangements. Students perform at school functions and Music Night, along with Music Fest and Kiwanis. The ensemble rehearses on Tuesday and Thursday mornings from 7:30 to 8:25 a.m.
Jazz Ensemble — Peter Smith The Jazz Ensemble is the senior jazz group at the College. Open auditions are held early in September. Members must also perform in one of the larger ensembles or the UCC Blue Notes. Students perform a variety of works that range from ballads to swing and rock charts. Students perform at school functions, along with Music Fest at the Oshawa Motor City Jazz Festival. Their final performance at Jazz Night in April is a
18 SECTION fundraising concert that features a number of ensemble soloists and community guests. 4
The Jazz Ensemble rehearses on Tuesday evenings from 6:30 to 8:30 p.m. P ro g ra m C o -C urricu l ar
Intermediate Stage Band — Tony Gomes The Stage Band is open and designed to develop performance skills that include jazz improvisation at the Year 2 and FY levels. Students are asked to audition for all positions. Students perform a variety of works that range from ballads to swing and rock charts. Students perform at school functions, along with Music Fest at the Oshawa Motor City Jazz Festival. The Intermediate Stage Band rehearses on Wednesday mornings from 8 to 9:20 a.m.
Junior Stage Band — Ashley Scott The Junior Stage Band is open and designed to develop performance skills that include jazz improvisation at the Year 1 level. Students perform a variety of works that range from ballads to swing and rock charts. Students perform at school functions, along with Music Fest at the Oshawa Motor City Jazz Festival. The Junior Stage Band rehearses on Wednesday mornings from 8 to 9:20 a.m.
FILM College Film College Film is both a UCC club and a professionally equipped multimedia facility. The club is based on a mentorship model and relies on experienced students and Old Boys working with new members. It has a dual mandate: to provide all students with access to training and equipment; and to act as a launching pad for those specifically interested in attending film school and pursuing a career in the industry. College Film serves as an extension of the curricular film program and as an independent co-curricular program in its own right. Last year saw the production of spoofs, theatrical trailers, assembly videos and sports reels. “Graduates” of College Film have been accepted by film schools at USC, NYU, Ryerson, Queen’s and Concordia.
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SECTION 4 THEATRE The co-curricular theatre program is co-educational and run in conjunction with The Bishop Strachan School (BSS), which is nearby. The program offers a range of opportunities to boys from Year 1 through IB2: as actors; set, stage, costume, lighting, sound and graphic designers; stage managers; directors; business managers; and in other roles. Annually, productions are from different periods and genres, including classical and contemporary plays. Student-directed plays are also a feature of the program, which includes the graduate internship, in which an Old Boy is invited to direct a show in the program. Students also have opportunities to work with theatre professionals. Faculty from UCC and BSS are involved in the shows, but the program seeks to offer students as many responsibilities and opportunities to learn as possible.
A director and technical director oversee all dimensions of the program. Contact Dale Churchward at [email protected] if you have any questions.
STUDENT PUBLICATIONS Blazer This humour magazine is published in Convergence, the school newspaper. It spoofs, satirizes and comments on school issues and current events in an often irreverent, unsentimental and, before anything else, funny manner. The club meets by arrangement. Student staff meets regularly with the editor, who reports to a faculty adviser.
Blue Page The Blue Page prints students’ points of view (POV) on a variety of school topics. It appears as an opinion page in Convergence, the school newspaper. The POVs are often outspoken but always sincere in their convictions. Editors (usually IB1 or IB2 students with junior editors from FY or IB1) and contributors meet under the supervision of a faculty adviser. Student contributions should be sent directly to the student editors.
College Times The College’s yearbook is an undertaking of great magnitude involving student editors,
20 SECTION layout designers, photographers and a faculty adviser. The yearbook is a 200-plus-page 4 production in full colour. As Canada’s oldest student publication, past editors have P ro g ra m C o -C urricu l ar included prominent Canadians such as Robertson Davies and Michael Ignatieff. We welcome a group of students to work on the book who are interested in developing their interests and skills in the areas of team management, editorial and copy work, graphic design and photography.
Convergence Convergence is the student-run monthly newspaper/magazine of the Upper School. As the “journal of record” for UCC, Convergence covers the life of the school and offers student reporters opportunities to investigate local, national and international news stories, as well as to report on events within the school. Convergence welcomes contributors who like to write reviews, comments and editorials as well as designers and photographers. Convergence usually publishes on Monday. General staff meetings are held during Monday lunch in room 235. All students are welcome to attend or to write to Convergence at [email protected].
ATHLETICS The College is committed to providing a competitive and healthy athletic experience for all boys. With one of the largest high school athletic programs in Canada, UCC offers numerous individual and team interscholastic competitive opportunities. The College’s athletes are expected to compete with honesty, integrity and respect for their opponents and game officials. This comes with the expectation that boys and their families alike are to make a full commitment to their particular athletic endeavours while competing for UCC on representative school teams.
Athletics Mission Statement
To foster a love of sport while upholding the values and traditions of Upper Canada College by competing with discipline, integrity, sportsmanship and the overall goal of developing outstanding character on and off the playing field
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SECTION 4 From their athletic experience we want our boys to develop a strong sense of character by learning the value of teamwork, perseverance, commitment and self- confidence.
* Full attendance at all practices and games is expected of all student athletes.
UCC competes in the Conference of Independent Schools Athletic Association (CISAA). With some 40 member schools, the CISAA is one of the most competitive high school organizations in Ontario. Success in the CISAA can lead to individuals and teams competing in the Ontario Federation of Secondary Schools Athletic Associations (OFSAA), the body that governs all Ontario provincial championships. As boys develop athletically in their high school years, our program strives to foster their skill development, a healthy competitive spirit and, most importantly, their character. Representing UCC against other CISAA and OFSAA schools is a privilege and should be viewed as such by both the boys and their parents. Information on sports, calendar of games and practices, as well coach bios and team rosters can be found on the GoBlues.ca website.
ATHLETICS PROGRAM 2016–2017
Fall 2016
Cross-country Varsity soccer Varsity volleyball Varsity football JV soccer U16 volleyball JV football U16A soccer U14 volleyball Y1 football U16B soccer Year 1 intramurals Fall Four Rowing U14 soccer Senior house soccer
22 SECTION 4
Winter 2016-2017 P ro g ra m C o -C urricu l ar
Varsity hockey Varsity basketball Varsity swimming JV hockey U16A basketball U16 swimming U16 hockey U16B basketball U14 swimming U14 hockey U14 basketball House hockey Varsity squash Junior house soccer U16 squash Rowing dryland training U14 squash
Spring 2017
Varsity cricket Golf Varsity badminton Varsity rugby Varsity lacrosse U16 badminton JV rugby U14 lacrosse U14 badminton U14 rugby Rowing Track and field Varsity baseball Varsity tennis House softball U14 Softball U16 tennis U14 tennis
SPORTSMANSHIP IN ATHLETICS UCC and all member schools of the CISAA uphold the values of the Positive Coaching Alliance and strive to “honour the game.” To do so we go to the “ROOTS” of the game. The following is excerpted from Positive Coaching Alliance resources:
Each letter in ROOTS stands for an important part of the game that we must respect. The ‘R’ stands for Rules. The first ‘O’ is for Opponents. The next ‘O’ is for Officials. ‘T’ is for Teammates. ‘S’ stands for Self.
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SECTION 4 ROOTS
R is for Rules The rules of sports ensure that games are fair. Respect for the rules is important, even when it’s possible to break them without getting caught. Breaking the rules dishonours the game, even if it means that we win.
O is for Opponents Without opponents, we could have no game; and a good opponent makes us do our best. Respect your opponents and remember they are out there to have fun just like us.
O is for Officials It’s very important to respect officials. Officials aren’t perfect (just like coaches, athletes and parents) and sometimes make mistakes. However, there’s no excuse for treating officials with disrespect when they make errors. We show respect for officials even when we disagree with the call.
T is for Teammates A big part of the game is the team. Being with your teammates should be fun and it’s important to learn to work together. We encourage and support each other on and off the playing field.
S is for Self We honour the game no matter what the other team or its fans do because we set our own internal standards. And we live up to them.
24 SECTION HAZING AND INITIATIONS POLICY 4 P ro g ra m C o -C urricu l ar PURPOSE UCC is committed to providing a safe and orderly environment for all students and promoting respect, civility and dignity based on “our shared ideals.” The purpose of the UCC hazing and initiations policy is to create and preserve an educational environment free from any type of hazing or initiation activities that involve hazing. Hazing and initiation activities that involve hazing are abusive and, in some cases, illegal behaviours that harm victims and have a negative impact on the school environment by creating an atmosphere of fear, distrust and mean-spiritedness.
POLICY UCC strictly prohibits students from engaging individually or collectively in any form of hazing or related initiation activity on school property and in conjunction with any school activity, regardless of location. Any student who organizes, leads or participates in hazing or related initiation activities, or conspires to engage in hazing, will face serious disciplinary action. The school organization, club or team may be subject to disciplinary sanction as described below.
DEFINITION Hazing or related initiation activity means the performance of rituals or ritualistic acts in order to earn one’s status in a group. The performance of these acts may or may not necessarily produce mental or physical harm or discomfort, embarrassment, harassment, ridicule, personal degradation or loss of dignity to any student. Consent is no defence of hazing. The implied or expressed consent of a person or persons to hazing shall not be a defence to discipline under this policy.
DUTY TO REPORT, INVESTIGATE AND RESPOND All members of the UCC community — staff, faculty, parents and students — have a duty to support the College in its goal of creating a safe and orderly environment that promotes respect, civility and dignity. Furthermore, they have a duty to report suspected or alleged incidents of hazing or initiation-related activities as prohibited by this policy. To protect and promote the dignity, safety and wellbeing of its students, and
Upper School Family Handbook 2016–2017 25 Upper Canada College
SECTION 4 as directed by this policy, the College has a responsibility to investigate and, as appropriate, apply disciplinary action. The police may be involved. In some instances, the College has a duty to report incidents of abuse to provincial authorities under the Family Services Act.
DISCIPLINARY ACTION
The following discussion of disciplinary responses serves as a guideline only and doesn’t limit the ability of the College to apply what disciplinary sanctions it determines to be appropriate in individual cases.
At the discretion of the College, a student involved in organizing, leading or participating in hazing or initiation activities is liable to serious disciplinary action, including suspension or expulsion and to loss of school, leadership and membership privileges. Further, as appropriate, teams or organizations may be suspended from operation for a duration determined by the College. The police may be involved.
COMMUNICATION AND AFFIRMATION 1. The UCC hazing and initiations policy will be printed in the Upper School Family Handbook and reviewed with students at the beginning of each academic year and at other times during the school year.
2. The policy will be reviewed with all faculty and staff involved in teams, student organizations, clubs and houses at the beginning of each year.
3. As a condition of membership in a team or other activity, students will agree to and sign a commitment form affirming their understanding and acceptance of the UCC hazing and initiations policy and other relevant school policies and expectations that may be determined.
UNIFORM RENTAL/TEAM CHARGES 1. The costs of equipment rental and uniform rental/purchases: Most of the teams at the College rent team uniforms at a nominal cost with the
26 SECTION understanding that these uniforms will be returned in good condition at the end of the 4
Athletic term. Failure to return rented items at the end of the season results in a P ro g ra m C o -C urricu l ar charge for the replacement cost as well as the rental fee. Although it does not happen often, there are always a number of boys that do not hand their uniforms back into the Athletic Department even though they are property of the College. You can help in avoiding a uniform purchase charge by reminding your son to return his uniform at the end of the term. Football players rent their equipment from the College and are charged a rental fee as a result. The College maintains and purchases equipment each year to keep all items to the highest standard possible. All football equipment is purchased through Riddell, which is the largest supplier of football equipment and related items in the world. Any football equipment not returned at the end of the season will be charged the replacement cost as well as the rental fee.
2. Travel costs: The actual amount of the travel charge is determined by the amount of travel involved and the related bussing costs. Whenever possible, we try and have at least two teams travel together to lessen bus charges. The total bus rental charge is divided amongst the members of each team. Teams at the Varsity level have a much more active season than some of our other teams and the travel costs tend to escalate accordingly. It should be noted that the travel costs are allocated evenly among ALL members of each team — failure to travel with the team to a game will not result in any reduction of the overall fee.
PLEASE NOTE: the winter term brings transportation delays at times due to weather. Our coaches will do their best to have your son(s) contact you by cell-phone if they are unexpectedly delayed due to weather.
A separate billing for overnight tournaments will be made above and beyond the activity fee. These charges are a combination of bus and hotel costs, divided equally amongst the members of the team. These billings will be made as they occur during the term. The College absorbs all other associated Athletic costs including referees, equipment purchases, tournament entry fees and Athletic facility maintenance.
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SECTION 4 Athletic activity fees are not covered by tuition but are instead costs associated with the specific involvement and participation of a select number of students. Therefore, the costs associated with team participation are charged directly to the team members involved.
SERVICE One of the most important characteristics of the UCC community is active citizenship. UCC encourages students, and all community members, to be creative, active and service-oriented. We believe it builds a responsible, resilient community and a healthy learning environment. We consider service to be about making our community, and the world, a better place by teaching students responsibility to others. The realization that we’re part of a larger community, and that we all have a role to play in the maintenance and growth of our communities, is an essential aspect of the service program.
40 HOURS OF COMMUNITY INVOLVEMENT As stated in the Ontario Secondary Schools Grade 9 to 12 Program and Diploma Requirements 1999, every student who begins secondary school during or after the 1999–2000 school year must complete a minimum of 40 hours of community involvement activities as part of the requirements for an Ontario Secondary School Diploma (OSSD). As of July 2011, students can begin to fulfill this requirement in the summer prior to Y1. Although the 40 hours of community involvement may be completed at any time during a student’s secondary schooling, students at UCC are encouraged to fulfill this requirement before the end of their Foundation Year.
SERVICE AT THE UPPER SCHOOL Although students are responsible for identifying their own opportunities for service, the Upper School supports a number of community service programs and events. In fact, up to half of any student’s community involvement hours can be completed during their Y1 and Y2 service program.
Y1 SERVICE PROGRAM Y1 students participate in a six-hour winter walk to support homeless youth and a four-
28 SECTION hour environmental stewardship initiative at Norval. Y1 advising groups also work 4 alongside children with special needs from three inner-city Toronto District School P ro g ra m C o -C urricu l ar Board schools for six hours. The program partners Y1 students with developmentally delayed children from Grades 1 through 6 for lunch, relationship-building and a variety of activities. The program includes an orientation session where discussions take place about what they might encounter and how to work and communicate with younger students in ways they may not be familiar with and culminates in three classroom visits over a three-month period.
Y2 “ART WITH SENIORS” PROGRAM Y2 students participate in a five-hour art with seniors program as part of their house advising program. The program connects Y2 advising groups with seniors at Belmont House to work on various art therapy projects. Art therapy helps seniors suffering from ailments such as Alzheimer’s, dementia, low self-esteem, depression or social isolation. In this program, students and seniors work with clay as a medium because it’s easily formed and allows seniors to exercise hand and lower arm muscles. Students participate in a one-hour pottery workshop as well as a 30-minute session with Belmont House staffers on how to work with the elderly before their visit.
COMMUNITY OUTREACH AND EVENTS All students at UCC are invited to participate in the growing number of community outreach and community event opportunities at the school. UCC also hosts a number of community events that encourage volunteerism such as the Terry Fox Run, Association Day, Festive Marketplace, Special Olympics and the Race for Dignity. There’s also a growing number of off-site service opportunities for students to volunteer and provide outreach services at the locations where those in need are. In addition to delivering services, outreach has an educational role in raising the awareness of existing services.
INTERNATIONAL SERVICE TRIPS International service trips are extensions, or unique enhancements, to any student’s co-curricular service program. Students interested in participating in an international service trip should contact the UCC international service trip coordinator.
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SECTION 4 SERVICE AND THE IB DIPLOMA All IB diploma candidates are required to participate in service activities to satisfy the Creativity, Action, Service (CAS) requirements of the IB Diploma Programme. The CAS program at UCC is designed to promote active citizenship and help IB1 and IB2 students draw wisdom from their own experience. The CAS program aims to develop students who are reflective thinkers, who understand their own strengths and limitations, who are willing to initiate and accept new challenges, and who are aware of their responsibilities to serve others. In order to achieve these goals, students must undertake a purposeful approach to CAS and show evidence that they’ve met the eight learning outcomes prescribed by IB. By the end of the IB program, each member of the UCC IB community must participate in at least one extended CAS project lasting, at a minimum, three months. The extended CAS project must be focused on community service and show evidence that the individual has displayed perseverance, commitment and engagement with an issue of global importance and considered the ethical implications of their actions.
HORIZONS Horizons is a learning partnership program that permits the College to share its resources, strengths and capabilities with the larger community. Horizons is a truly reciprocal program. While providing academic tutoring, sports, music and an innovative summer school for students from Toronto inner-city schools, Horizons provides UCC boys with additional opportunities for personal growth. Upper School boys have the opportunity to tutor and coach younger students and develop leadership skills. Boys commonly report that their involvement in Horizons as tutors, coaches, tutor leaders and program initiators is a highlight of their week. They find the experience engaging, challenging and meaningful.
ACADEMIC TUTORING The year-round tutoring program sees Upper School boys assisting students from inner- city schools with academic skills. Boys sign up to become part of a tutor team every September. This team partners with a classroom of students and their teacher. Each team has a tutor leader and faculty/staff supervisor. Each class of students is supervised by its classroom teacher. This provides a unique opportunity for on-site
30 SECTION training in teaching and learning. Tutors receive training that focuses on strategies that 4 help students “learn to read” and “read to learn,” building self-confidence and P ro g ra m C o -C urricu l ar improving skills in math and essay writing. Classroom teachers and site supervisors collaborate in preparing the work for students. Tutoring takes place both before and after school at UCC or partner schools.
LEADERSHIP THROUGH SPORTS UCC student coaches work with their partner schools and local community centres to help young athletes develop skills in hockey, lacrosse and soccer. This provides an invaluable mentoring and leadership experience.
MUSIC/ARTS/MEDIA UCC students share their love of music with budding musicians. Tutors also offer their expertise in digital media and the arts.
HORIZONS DEBATING A new initiative is the introduction of the Horizons debating program. UCC tutors have developed workshops to guide and instruct students from our partner schools in public speaking and debating skills.
HORIZONS SUMMER SCHOOL The Horizons summer school program supports academically talented, highly motivated inner-city students over a three-year period, from Grades 7 to 9. Approximately 150 students attend each summer and are supported by tutor leaders, classroom teachers and programming consultants. Students also participate in arts, sports, creative writing and drama options. A focus on student leadership to help students with their transition into secondary school is integral to the program.
GRADUATES PROGRAM Summer school graduates receive ongoing support to prepare for post-secondary education. Graduates meet regularly for discussions and workshops on topics including time management, essay writing, public speaking and job interview skills.
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SECTION 4 HORIZONS PARENT VOLUNTEER PROGRAM UCC parent volunteers play an integral role in the program’s success. They volunteer at many of our public school partners during the school year. They also arrange winter clothing and sports equipment drives.
CLUBS Clubs are extended learning opportunities and provide opportunities for boys to explore new areas of interest and pursue established passions in a variety of forms. They also foster self-esteem and confidence in a fun environment. Boys can survey and choose among all the clubs at the Clubs Fair in September. Clubs are large and small with membership open to all boys. Examples of some of our long-standing, larger clubs are as follows: Model UN, Debating and World Affairs Conference. Model UN is a form of debating where students act as “ambassadors” in a simulation of the United Nations and other international organizations. Students debate, negotiate, build alliances and vote on resolutions all in the name of international cooperation. UCC also hosts a yearly two-day Model UN on our campus. For more information, please contact [email protected] or Mr. Griem at [email protected]. Please check this link: http://www.ucc.on.ca/upper-8-12/clubs/ for a complete list of clubs that are typically offered every year.
THE DUKE OF EDINBURGH’S AWARD PROGRAM Students aged 14 and older are eligible to participate in the Duke of Edinburgh’s Award Program, which is composed of community service, skill development, physical recreation and adventurous journey requirements. Participation in this youth award program is well-recognized internationally and students are recognized for their achievements with bronze, silver and gold awards. The “Duke of Ed” is an international youth award program promoted within UCC, but facilitated and assessed by external representatives. Although UCC encourages students to register in the Duke of Ed program, it is not mandatory and UCC does not organize any specific “Duke of Ed” program. While a number of the co-curricular activities offered at UCC can be used to fulfill the “Duke of Ed” requirements, students
32 SECTION who enroll in the program are encouraged to be self-motivated and display a strong 4 sense of self-efficacy in fulfilling the requirements of the award. P ro g ra m C o -C urricu l ar
GREEN SCHOOL INITIATIVE At Upper Canada College, we strive to inspire students to demonstrate exemplary character, including how they interact with their environment. This is why, in 2002, we formed UCC Green School — our commitment to transforming UCC into a “Green School for the 21st century.” By inspiring students through our example and a “learning it by living it” approach to sustainable development, our boys will better learn how to live and work in a more sustainable way. Changes implemented under the Green School initiative include an idling ban for cars in the College driveways, the composting of food waste and motion-sensitive lighting which turns on only when someone enters a room. Our new arena is a model of sustainable LEED building practices and includes amenities such as waterless urinals, geothermal heating and solar panels. The buildings and operations of The Norval Outdoor School have long reflected many of these same approaches. Our goal is to maximize sustainable practices so that we can better meet the needs of current generations without compromising the ability of future generations to meet theirs. In the process of doing this, we integrate environmental, social equity and economic considerations in our decisions and actions.
GREEN SCHOOL PRINCIPLES “Learning it by living it” is the essence of experiential education. As such, these principles will encourage environmental awareness and responsibility at UCC:
1. Harmoniously integrate the UCC community with its natural environment. • Use the campus as a learning grounds, including learning in outdoors spaces. • Ensure new and existing buildings “work” in sustainable ways. • Rely more on renewable energy, promote energy conservation, reduce our dependence on fossil fuels, eliminate waste and “renaturalize” air and water.
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SECTION 4 2. Reflect on how we conduct ourselves as an organization. • Students’ and employees’ environmental awareness will be enhanced when they see and understand UCC’s day-to-day green practices, such as reducing our use of water, paper and energy. Facilities function in a sustainable manner throughout both the downtown and Norval campuses.
3. Consider all aspects of environmental, social, fiscal and material value and cost, in both the long and short terms.
4. Strive for continual improvement in our demonstrations of environmental responsibility. • Think differently and boldly. • Strive to accomplish what hasn’t yet been achieved within the curriculum, daily practices and the nature of the physical plant. • Recognize that this will be a continuous process involving the whole UCC community.
5. Be a private school with a public purpose. • Demonstrate leadership by being a model for others. Our knowledge and actions must be shared with those beyond our immediate community.
34 Section 5: Student Services, Supports and Advising
SECTION THE HOUSE SYSTEM 5
Central to the personal, community and academic experience of the Upper School is the S ervices S tu d e n t house system. Every new student is assigned to one of 10 “houses,” 10 groups containing students from all five grade levels. Two of these houses are residential (for boarding students), and the remaining eight are for students who live at home (i.e. day boys). Each house is led by a faculty senior house adviser, a senior student head of house, up to four senior student prefects, and a team of six faculty and staff house advisers.
ADVISING Every Upper Canada College student is assigned to an adviser who provides individual academic, social and emotional support for each of his or her advisees. The adviser is also the liaison between the school and the home and is the main contact person for parents. The advising curriculum is comprised of formal and informal meetings and conversations that cover a wide variety of pertinent issues and timely topics of school life. Boys chat about issues (academic and otherwise) with their adviser and among themselves in group advising. There are assigned topics that may be the focus of group discussion and debate on some days. This is often the case after a special speaker in assembly or a school event that has piqued particular interest. Advising group discussions are facilitated by the adviser and/or by students within the group. A student will have at least three different advisers over the course of a five-year career at the Upper School.
YEAR 1 FORM ADVISER Boys are divided into six forms in Year 1. Each of these forms is managed by a Year 1 form adviser who is also one of the subject teachers for that form. Y1 boys see their adviser every school day, including two 30-minute advising group meetings every week (on Tuesday and Thursday mornings) in which the boys and form adviser hold discussions.
Dave Brown ...... ext. 3328 Gillian Levene ...... ext. 3361 Vesna Krstich ...... ext. 3301 Andrew McCubbin . . . . . ext. 3102 Jeff Hill ...... ext. 3320 Mike Mirkovich ...... ext. 3372
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SECTION 5 SENIOR HOUSE ADVISER Year 2 students come under the care, guidance and support of the senior house adviser. The senior house adviser and the Year 2 boys in his or her house meet as a group on Tuesday and Thursday mornings each week.
HOUSE ADVISERS When a student enters the Senior Division, the same kind of care and support is provided by the house adviser, who will usually remain with him until he graduates. Each Senior Division student has two kinds of advising commitments: individual appointments with his adviser on a rotating basis throughout the year on Tuesday mornings; and group meetings with his adviser and the other students in his advising group on Thursday mornings, right after house meeting. While speaking to a particular teacher is the best approach for subject-specific queries, the house adviser is the person to contact to discuss broader academic and/or co-curricular concerns about your son, or matters of a social or emotional nature. In addition to her/his work with the Y2 boys in her/his house, the senior house adviser is responsible for mentoring members of the advising team within the house, lending support in certain situations with specific students, parents and faculty, and for generally providing professional development and support. The senior house advisers committee meets on a regular basis throughout the year to: monitor the house system; review and improve school policies; plan programs and events; and discuss student support, student conduct and other concerns. The senior house adviser has primary responsibility for encouraging, nurturing and developing the community of the house through a range of house-based student programs and activities, and for supporting student leadership in the house. All house advisers have responsibilities with respect to four groups within the College community.
Students: The house adviser is responsible for: getting to know each boy in his/her group as an individual; assisting in setting academic, co-curricular and personal goals and reviewing progress; advising about balancing academic and co-curricular commitments; responding to concerns and questions from or about the boy; and referring him, if necessary, to the appropriate College support service.
36 SECTION Parents: The house adviser is responsible for: responding to parent questions about their 5 son’s progress, conduct and well-being; responding to questions about the College, its programs and support services; guiding parents, as required, to the appropriate College S ervices S tu d e n t personnel; communicating concerns that the College may have about their son; and communicating formally through written house advising comments.
Faculty and Administration: The house adviser is responsible for: responding to teachers’ concerns about the academic progress of his/her advisees, their social well-being, trends in negative behaviour and the like; initiating support plans for particular students in collaboration with other support services; and supporting and reinforcing College values, standards and expectations.
The House: The house adviser is responsible for: assisting with the general management of the house; attending house advisory, house meetings and assembly; attending house adviser team meetings; house on duty commitments; and supporting and supervising house activities and social events.
BOARDING HOUSES Seaton’s senior house adviser ...... Gareth Evans ...... ext. 4151 ...... Amit Morris ...... ext. 3107 Wedd’s senior house adviser . . . . . Carl Beaudoin ...... ext. 4054 ...... Mark Baxter ...... ext. 4094
DAY HOUSES Bremner’s senior house adviser ...... Richard Tong ...... ext. 4070 Howard’s senior house adviser ...... Bina Evans ...... ext. 3374 Jackson’s senior house adviser . . . . Fiona Marshall ...... ext. 3427 Martland’s senior house adviser ...... Anne Kaye ...... ext. 3304 McHugh’s senior house adviser . . . . Ashley Scott ...... ext. 3391 Mowbray’s senior house adviser ...... Mario Sturino ...... ext. 3408 Orr’s senior house adviser ...... Charlotte Aust ...... ext. 3376
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SECTION 5 HOUSE MEETINGS In addition to the small-group advisory meetings, all the boys in each day house gather once a week, on Thursday morning, to review school and house matters. Different houses have different traditions, but most house meetings include some kind of celebration of student academic and co-curricular achievements, complemented by comic relief from short skits, games and presentations. Promotion of and planning for house social events and inter-house competitions also take place in these weekly meetings. Residential house meetings run every night after dinner, Sunday through Thursday inclusive.
MENTORING Every Y1 day boy is paired with an IB1 student from his house. The pairings are made by the senior house adviser after the Form 7/FY Norval retreat the previous spring, with input from both sets of students. Aside from incidental daily contact, each Y1 boy meets formally with his IB1 mentor every Tuesday in the fall term as part of an advising group under the supervision of the Y1 form adviser. Each new boy above Y1 is assigned two mentors (one boy from the same grade and one of the prefects from his house) to help him adjust to College life.
PREFECTS CUP One of the strongest binding forces within the school is inter-house competition. Various contests, academic and sporting events are run in every term in both Intermediate (Y1 and Y2) and Senior (FY, IB1 and IB2) Divisions. Points are awarded for participation and achievement in each of these competitions, and the top house at the end of the year is declared the Prefects Cup champion.
STUDENT LEADERSHIP There are a wide range of leadership opportunities in the academic, arts, athletic, cultural, current affairs, publications and clubs programs at the College. Boys are encouraged to explore as many of these as they like, with the sincere belief that they’ll find at least one that they love.
38 SECTION PREFECTS 5 Prefects embody UCC’s core values and beliefs. The title of prefect is a distinguished S ervices S tu d e n t recognition that the College bestows for character and leadership at the house level. Prefects are fully engaged and vital members of the community who’ve maintained exemplary records of citizenship and have served as effective mentors and leaders throughout their years at UCC. Students apply for consideration to their senior house adviser during the winter term of IB1. Each house may appoint up to four prefects each year. Each prefect is bound by a signed statement of affirmation, roles and responsibilities until the end of his term of office at graduation. Contact the dean of students for more information.
BOARD OF STEWARDS The board of stewards is the student governing body at the College. It’s chaired by the head steward and includes the heads of houses, as well as six portfolio stewards who are responsible for various areas of student life. Members of the board of stewards are elected annually by students and faculty during the winter term of their IB1 year, and each member of the board is bound by a signed statement of affirmation until the end of their term of office at graduation. The steward election process is governed by the Student Constitution of Upper Canada College, which was ratified by the board and administration in 2005.
BOARD OF STEWARDS 2016–2017 Academic Steward: ...... Robert Walker, Martland’s Athletic Steward: ...... Zhengbang Zhou, Seaton’s Community Service Steward: ...... Jose Guerra, Jackson’s Creativity Steward: ...... Bradley Manucha, Jackson’s Social Steward: ...... Tom Reeve, Howard’s Sustainability Steward: ...... Will Stevens, Howard’s Head Steward: ...... Sevion DaCosta, Martland’s Secretary: ...... Matthew Jagdeo, McHugh’s Treasurer: ...... Darwin Jimal, Mowbray’s
Upper School Family Handbook 2016–2017 39 Upper Canada College
SECTION 5 HEAD OF HOUSES 2016–2017
Jay Potts, Bremner’s Mac Connor, Mowbray’s Charlie Mortimer, Howard’s Pearce Gould, Orr’s Anthony Hua, Jackson’s Arjun Pasricha, Scadding’s Philip Nicoletti, Martland’s Jake Gamoyda, Seaton’s Adam Sellan, McHugh’s Colby Muise, Wedd’s
HEALTH CENTRE The Upper School “infirmary,” once a mini-hospital for convalescing boys, was founded in 1952 and has evolved into a multi-faceted Health Centre addressing the individual needs of all of our students. It takes a holistic approach to the physical and emotional well-being of the boys and has nurses, a school counsellor, an athletic therapist and a doctor available and eager to address the challenges presented by some of our boys as they journey through the Upper School.
OUR GOALS • We provide services that address the physical, emotional and mental health and safety of our students. • We provide our boarding community with professional health care services. • We create an atmosphere of acceptance and harm reduction; our doors are open to any student, with any problem, and all services are confidential. • We work collaboratively as a team of health professionals and, as appropriate, with teachers, parents, students and administration to serve our students.
THE RIGHTS OF OUR STUDENTS • the right to confidentiality; • the right to make their own decisions; • the right to accurate medical information; • and the right to ignore or reject our services altogether.
40 SECTION Through in-class teaching, individual sessions, confidential support groups and the 5 services of registered nurses, a school counsellor, an athletic therapist and a doctor, the Health Centre does its best to provide every boy who comes through the doors with the S ervices S tu d e n t care he seeks and needs.
CONCUSSION PROTOCOL Please see Section 7.
SCHOOL COUNSELLOR School counsellor Susan Boeckh is available during school hours from Monday to Friday in the Health Centre for confidential counselling. No appointment is necessary. The school counsellor also assists house advisers, staff and parents in promoting the well-being of the students and advises as necessary on external referral and assessment. Telephone: 416-488-1125, ext. 2263.
SUPPORT GROUPS Teachers and Health Centre staff have led support groups for students since 1993. The groups are voluntary and confidential in nature and are intended to provide a safe and caring environment in which students can support each other regarding issues in their lives. Groups have focused on themes of substance abuse, changing families, grieving and motivation. A student’s participation in a support group is considered confidential and, while we encourage students to discuss their participation with their parents, in accordance with Ontario’s Child and Family Services Act, R.S.O. 1990, we neither seek nor require parental consent. Questions or concerns about the support group program should be directed to the Health Centre.
CONFIDENTIALITY We want to ensure we uphold the standards and guidelines of our profession in respecting the confidentiality of our students. Beyond situations where we suspect harm to self or
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SECTION 5 others, abuse (sexual or otherwise), or abuse of professional boundaries by other members of the faculty or staff towards a student, all visits to the Health Centre are held in the strictest confidence. This is communicated clearly to all students visiting the Health Centre.
ACADEMIC COUNSELLING AND SUPPORT Academic advising is a key component of the educational program at Upper Canada College. Students are expected to draw on a variety of resources for personal as well as academic reasons. The following outline provides an overview of the components of the counselling services, resources and support available to assist students in their academic activities.
THE FORM AND HOUSE ADVISING SYSTEMS Central to the academic and personal program for each student in the Upper School are the form and house advising systems. Each adviser is responsible for overseeing the academic as well as the co-curricular and social development of each student assigned to him or her. A student is encouraged to discuss any problems, academic or otherwise, first with his form or house adviser; the adviser is also a good point of contact for the family of an advisee. As necessary, the adviser may draw the student’s teachers and other staff — with specialized knowledge and skills — into the conversation.
THE LEARNING COMMONS The Learning Commons is a welcoming virtual and physical environment in which engagement in collaborative teaching and learning, grounded in best practice, is supported and optimized. Creativity is fostered and academics are celebrated. The physical Learning Commons is situated adjacent to the academic office, those of the university counsellors, the Senior Division Centre for Learning and the Macintosh Library.
UNIVERSITY COUNSELLING OFFICE The university counselling office is committed to supporting our students as they identify and develop their individual passions and strengths and explore how these will shape their post-secondary studies and future careers. We strive to work in close partnership with
42 SECTION boys and their parents, recognizing, as psychologist Michael Thompson has pointed out, 5 that this process is about much more than the mechanics of selecting a place of higher education. It’s “the most important and difficult transition” in a young person’s life. As S ervices S tu d e n t such, the primary goal is to encourage our young men to develop a useful template for making wise adult decisions, one which recognizes the value of thorough research, honest reflection and a willingness to follow one’s own path. Located beside the student centre, the university counseling office works most closely with students enrolled in the Senior Division, delivering the career studies credit for the Ontario Secondary School Diploma and offering individual support for students in their post-secondary planning. However, boys at all grade levels and their parents are welcome to obtain information about university and career preparation and to receive advice about the application/admission process at any time. The office also provides course selection counselling for those entering Foundation Year and IB1, since subject choices at these grade levels often influence opportunities for study at the post-secondary level. Boys are assigned to their university counsellor by house. Katherine Ridout (director of university counselling) advises boys in Martland’s and McHugh’s. Jane Audet (associate director) works with students in Mowbray’s, Orr’s and Scadding’s. Michelle Carvalho (associate director) counsels boys in Bremner’s, Howard’s and Jackson’s. Boarding students in Seaton’s and Wedd’s are advised by Andrew Turner (director of residential life). To arrange an appointment with your son’s university counsellor, please contact office coordinator Leigh Berndsen at 416-488-1125, ext. 2262 or [email protected]. Boys are encouraged to visit this area often and to initiate conversations with their counsellors as needed.
THE ACADEMIC OFFICE The academic office is located just off the student centre and offers a range of services and supports, including: • communicating information to students and parents and responding to queries regarding all aspects of the academic program of the Upper School; • counselling for boys (and their families) to ensure their academic program, at all grade levels, is a match for their abilities and interests; supervision of all aspects of course selection and course changes;
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SECTION 5 • organizing and monitoring the delivery of the IB Diploma Programme (excluding Creativity, Action, Service); • serving as liaison between UCC and the International Baccalaureate Organization; • handling of appeals of final IB results; • overseeing all examinations at the Upper School; • and academic record-keeping, including maintenance of Ontario Student Records for all Upper School students and the production of transcripts for current students and Old Boys.
Julia Kinnear, Academic Dean, is located off the main reception area. For appointments with the academic dean or inquiries please contact Barbara Beecroft at 416 488-1125, ext. 2274 or at [email protected]. Heather Matthews, Registrar, is located in the Student Centre office, for appointments with the registrar please contact Sandra Fulford at 416 488-1125, ext. 2213 or at [email protected]. Any IB-related queries may be directed to administrative assistant Amy Hewson at 416-488-1125, ext. 2222 or at [email protected]. Other academic queries — including those related to transcripts, course selection and course changes may be directed to administrative assistant Sandra Fulford at 416-488-1125, ext. 2213 or at [email protected].
MACINTOSH LIBRARY The Macintosh Library is at the heart of the Upper School’s academic program. The library’s information literacy focus is built around three main principles: • teaching and instruction, in collaboration with faculty; • development of the collections to support the curriculum; • and service to all segments of the UCC community.
EMPHASIS IS ALSO PLACED ON: • literacy development; • a celebration of reading; • and life-long learning.
44 SECTION For students, the library is a space for study, learning, research, reading and reflection. 5 The library maintains an extensive collection of print and electronic materials and provides guidance to members of the community in connecting with other library S ervices S tu d e n t networks such as Toronto Public Library and the University of Toronto Libraries as appropriate. Instruction on effective use of the Internet is provided, as is guidance on the use of information management tools. The library program is present in many subject contexts in all grades and is extensively involved in the extended essay process in IB1, providing subject-specific workshops and individualized support. Print resources are complemented by a wide variety of electronic encyclopedias and full-text databases accessible via the online library on Bluenet. The Macintosh Library also enhances literacy skill development by encouraging a love of reading. Comfortable reading spaces are available for students and new books are highlighted regularly. Classroom teachers can schedule book talks in the library, which give the teacher-librarian an opportunity to highlight some of the best and latest fiction and non-fiction books that appeal to a variety of interests and reading levels.
Normal hours of operation during the term are: Monday to Thursday: 8 a.m. to 6 p.m. and 7 to 9 p.m. when residential assistant is present Friday: 8 a.m. to 6 p.m. Saturday and Sunday: Closed
Exceptions to these hours occur occasionally during the year. Students should watch the library door for postings regarding changes. Most library materials may be borrowed for a two-week period, and renewals may be requested. Materials must be returned or renewed by the due date. Students with overdue materials are notified via email and are expected to take responsibility for returning or renewing the materials. Although there are no fines for overdue materials, a charge of $30 per item will be charged to the student’s account at the end of the year for lost or unreturned materials. List price will be charged for reference materials. Charges won’t be waived once the replacement bill has been issued by the finance office.
School policies, the Macintosh Library code of conduct and the dress code apply in the library.
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SECTION 5 WERNHAM AND WEST CENTRE FOR LEARNING The services of the Richard Wernham and Julia West Centre for Learning support learning and teaching at the Preparatory School and the Upper School. The Wernham and West Centre for Learning staff members at the Upper School are:
Kathryn Barnes, director of Wernham West Centre for Learning ...... ext. 2211 Jody McLean, Senior Division/IB1 and IB2 coordinator ...... ext. 2243 Julia Rosefield, administrative assistant ...... ext. 2242
Reflecting the goals and objectives of the College, the Wernham and West Centre for Learning at the Upper School has these four mandates:
1. The centre enhances the learning environment by facilitating a greater understanding of different learning styles and needs of all students, and by assisting them in developing strategies appropriate to their learning profiles. It meets this mandate by: • encouraging boys to visit and use the centre’s online course that contains information on study skills, organizational tips, strategies to manage workload, communication and note-taking strategies, etc.; • working with boys to develop organizational and time-management skills. Any student can contact the centre and learn how to use its online calendar to prioritize, plan and create a task list; • helping boys develop self-advocacy and an understanding of their learning through their portfolios in the iDiv through their Year 1 form adviser or Year 2 house adviser in preparation for student-led conferences; • planning activities and discussions on academic reflection and goal-setting through the form advisory (Year 1) and house advisory systems (Year 2 to IB2); • providing group sessions in the centre that are open to all boys and focus on exam preparation, test-taking, time management and study skills at scheduled times during the year; • encouraging any student to visit the centre (email or drop by to schedule an appointment); • coordinating writing support and research skills with the Macintosh Library, including academic honesty workshops and support for the extended essay;
46 SECTION • planning programs and support for parents to help them understand the many issues 5 of learning styles and differences, with a focus on boys and learning; • and coordinating support with the academic programs office, university placement, S ervices S tu d e n t Health Centre and library for Intermediate and Senior Division boys.
2. The centre provides direct program support to students with exceptional learning styles or needs. It meets this mandate by: • scheduling times for students to receive individualized support group study-skill sessions (Mondays after school for Year 1, and Fridays at lunch time for Year 2). A weekly group is available for FY boys and students in IB1 and IB2 may use their spares for individual appointments. No fee is charged for appointments with centre staff; • encouraging students to use the peer tutoring program (see section below for information on peer tutoring); • organizing ongoing or additional tutoring for English language learners (ELL) in some subject areas, and academic coaching if it’s determined that it’s in the best interests of the student. There’s a fee of $70 per person for each session for this additional tutoring. (See the section below for tutoring policies and guidelines for our process and standards.); • working with groups of boys and their coaches, directors of school plays and music conductors to help boys balance co-curricular responsibilities with their academic workloads; • coordinating and supporting plans for students with extended absences (concussions, illness, athletic commitments, etc.) to manage academic work and/or tests; • partnering with teachers to develop skills with ELL students and modify course content to assist with the transition into the program; • meeting with students, parents, teachers and house advisers about any boy and his learning needs; • and for boys with educational evaluations, please see the “Educational Evaluations” section and the process and procedure chart for educational evaluation, the one-page report process and, if needed, information on testing accommodations.
3. The centre provides professional development and support for UCC faculty. It meets this mandate by: • working closely with other departments and services in the Upper School;
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SECTION 5 • assisting in the development of student programs (i.e. the house advisory system); • and planning and providing professional development opportunities for faculty in the areas of learning styles and differences, instructional strategies and relational teaching, best practices, differentiation and brain research.
4. The centre permits UCC to be a site for educational research that will be shared with the broader educational community. It meets this mandate by: • actively bringing new information on research in the areas of learning and brain development to the UCC community; • providing opportunities for faculty to be actively involved in research; • and monitoring its own progress to ensure that appropriate support is provided for every student.
EDUCATIONAL EVALUATIONS An educational evaluation is a testing process administered by a psychologist that helps the boy, his parents and the school understand the boy’s learning profile, strengths and possible gaps in areas of skill or processing development and strategies to help the boy meet his potential and gain academic confidence. The Centre for Learning encourages parents to share educational evaluations with the school so that information on their son’s learning strengths and needs can be shared in a confidential manner with his teachers. Program accommodations, such as the use of a laptop or extended time, will be arranged in cases where the educational evaluation meets guidelines set by the College board and the International Baccalaureate Program. Parents and students with questions about this process should contact the Centre for Learning office. We request that parents send the psychologist a list of the tests and measures required by the International Baccalaureate and the College board. This avoids the school requesting retesting and clearly sets the dates for re-evaluation as determined by the International Baccalaureate and the College board. Please contact the executive director to request this document.
48 SECTION 5 educational Evaluation Recommendations S ervices S tu d e n t
The Centre for Learning (CFL) coordinates all aspects of the educational evaluation process.
A parent gives the educational An educational evaluation is An educational evaluation is evaluation to a teacher, sent to the main office or the mailed or emailed to counsellor or other school Centre for Learning. the school. employee.
PERMISSION The CFL director is informed that an educational evaluation has been submitted. Parents are asked to sign a release to have a one-page report written (Prep) or send permission via email to do so (Upper).
THE ONE PAGE REPORT (OPR) The OPR is written. Parents are invited to meet with the CFL and the boy’s form teacher or adviser and, if necessary, the boy’s teachers. Parents or the school may wish to have the evaluator present. The OPR will be reviewed and other input and suggestions for the report will be welcomed. The OPR will: 1. clearly state if there are required accommodations; 2. outline the student’s learning strengths, areas of need and suggestions for teachers and the student; 3. include the student’s academic goals; 4. include subject-specific strategies from teachers and an adviser comment; 5. and be reviewed with Intermediate and Senior Division students, and when appropriate with Primary and Middle Division students.
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SECTION 5 COUNSELLORS, HOUSE ADVISERS AND FORM TEACHERS/ADVISERS, TEACHERS, STUDENTS AND PARENTS 1. Counsellors, house advisers and form teachers/advisers, teachers and parents (and when appropriate the student) will be responsible for reading the OPR. Digital copies of the OPR are in Student Tracking and a hard copy is in the CFL. 2. Required accommodations must be met and the CFL staff will help arrange if necessary. 3. Teachers are encouraged to work with the CFL as effective and appropriate classroom strategies are developed. 4. Students will be encouraged to follow the list of recommendations to the best of their ability and with CFL support. 5. Parents are encouraged to work with the school and support the recommendations outlined in the OPR.
THE WERNHAM WEST CENTRE FOR LEARNING 1. The coordinators for each division submit new/revised OPRs to be reviewed by the director. 2. The CFL coordinators will work closely with the student, counsellor, house adviser, form teacher/adviser, teachers and parents, and in keeping with the academic standards of UCC and the IB program. 3. The OPR will be updated annually. 4. A list of students with an OPR is online for teachers in addition to a digital copy of the OPR in Student Tracking. 5. Copies of the OPR are filed in the CFL. 6. Parents will be notified by letter when a new or updated educational evaluation is needed; once three to four years have passed or for external accommodations such as the College Board and the IB.
50 SECTION 5 TESTING AND EXAM ACCOMMODATIONS 1. The CFL will provide testing accommodations for all tests and exams. Laptops provided S ervices S tu d e n t in the CFL don’t have Internet or network access. 2. The CFL requires two weeks to review and process new educational evaluations. This includes the two weeks prior to exams. 3. Although teachers may have accommodation ET/LT in the classroom, any student with testing accommodations may request to write in the CFL. 4. Students needing highly individualized accommodations (i.e. scribe or oral testing) will have this clearly indicated on their OPR and should come to the CFL for the test. The CFL will meet the needs of highly individualized accommodations to the best of its ability. It’s likely there will be an additional cost for supervision of exams or some tests where the CFL is unable to accommodate. Parents will be notified of additional fees. 5. For students with ET/LT accommodations, the extra time is 50 per cent until March of their IB year, at which time it decreases to 25 per cent in keeping with IB standards. If 50 per cent extra time is still needed after March, an additional application must be made to the IB for approval. 6. Extended time and use of a paper dictionary for ELL students is determined by entry year and will be documented and clearly communicated to each student. 7. Any accommodations approved at UCC are usually, but not necessarily, approved by the College board or the IB.
PEER TUTORING Peer tutoring is an organized program at UCC supervised by the Centre for Learning. Students from any grade in need of academic support in any subject area are welcome to seek assistance through the program. Trained IB1 and IB2 tutors, most of whom are prefect candidates, as well as some Foundation Year tutors, work alongside staff from the Centre for Learning in providing this peer academic support. Tutoring sessions occur on weekday mornings from 7:30 to 8:15 a.m., during lunches or after school. Students from any grade are able to book appointments with peer tutors at mutually convenient times. For more information, contact Jody McLean in the Centre for Learning at ext. 2243 or at [email protected].
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SECTION 5 PROFESSIONAL TUTORING PROGRAM AND PROCEDURES The Centre for Learning staff plans and provides programs and support for achieving and maintaining academic success. This is done through a variety of programs for all boys, professional development for faculty, and programs for parents. We’ll also meet with any member of the UCC community to discuss and help individual boys develop study strategies. There are no fees for any of these supports. In addition, and for an hourly fee that’s communicated through the Centre for Learning, tutoring can be arranged. Individualized content or academic coaching, ELL (English language learners/Upper School) and specialized reading tutoring (Preparatory School) must be arranged through the Centre for Learning at both the Preparatory and Upper Schools if it’s determined that arranging a tutor is in the student’s best interest.
All tutoring on the UCC campus must be arranged through the Centre for Learning. All tutors who tutor at UCC must agree to only tutor on the campus during the hours of:
• 7:30 a.m. to 9:00 p.m., Monday through Thursday, • 7:30 a.m. to 5:00 p.m. on Fridays; and • 12:00 to 4:00 p.m. on Sundays (for boarders only).
1. Hiring Tutors: All tutors must submit a résumé, a recent police background check and be interviewed by the director of the centre. Prior to tutoring students, the director will review all standards and procedures in the areas of communication and working with students. Tutors may be UCC faculty members, although they may not tutor any student whom they are presently teaching and the times they tutor may not conflict with times they must be available to meet with the students they teach. UCC faculty may not provide admissions tutoring for students applying to UCC.
2. Arranging a Tutor: Requests for a tutor should be directed to Julia Rosefield at extension 2242. Requests for a tutor may be made by a parent, student, subject teacher or the student’s form master/ house adviser. These questions will be asked: • Are the form master/house adviser and subject teacher aware of the request?
52 SECTION • Is the student fulfilling his responsibility? (i.e. completing homework and assignments) 5 • Is the student aware of and investigating other supports available within the school? S ervices S tu d e n t (i.e. attending help sessions, meeting with a member of the CFL staff, or arranging a peer tutor) In the case of ELL and specialized reading support, all students will meet with a member of the CFL staff to determine the type and extent of support needed. • Is the parent aware that a tutoring fee will be billed to their UCC account?
3. Tutor Responsibilities: Arrange times to meet the student on the UCC campus and notify the CFL about arrangements. • Follow all “professional boundaries guidelines” as determined by UCC. • Tutoring is to take place in an available classroom (with the door open or a room that has an uncovered window in the door) in the Intermediate Division, the iDiv lounge or Senior Division CFL until 5 p.m. or in the student centre during any of the above noted times. • Submit a monthly summary of the student’s progress to the CFL, which can be made available to the form master/house adviser, subject teacher and parent. • Ensure that tutoring is focused on content understanding and skill building, but doesn’t involve correcting or doing work for the student. This is especially true for assignments. For example, student writing may be edited but the tutor may not write corrections or new phrasing for the student. • Support and reflect the classroom teacher’s goals and objectives through direct communication with the subject teacher prior to the initial tutoring session and on an ongoing basis. • Reflect an understanding of the individual learning needs of the student during tutoring sessions. • Follow all contractual agreements
4. Student Responsibilities: • Continue to meet classroom expectations. • Be prompt.
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SECTION 5 • Notify the tutor if you’re unable to attend a session. Students will be billed for sessions they’ve failed to cancel within 24 hours of a scheduled session.
5. Centre for Learning Responsibilities: • Assist the tutor in individualizing instruction for the student. • Arrange for each tutor to have a professional development session where expectations and procedures for tutoring is reviewed. • Have textbooks and course syllabi available.
SPORTS INJURY CLINIC The College’s sports injury clinic is located in the basement of the Upper School in room 077. The clinic is open from Monday to Friday from 10 a.m. to 6 p.m., and on Saturdays for UCC sports fixtures only. The clinic has full athletic rehabilitative facilities for the school’s athletes. Assessments and rehabilitation are undertaken by appointment only. The clinic is staffed by head athletic therapist Sonya Pridmore, CAT(c), with assistance from two yearly athletic therapy co-op student therapists. The clinic’s extension is 2278.
ACADEMIC PERFORMANCE AND MONITORING Student academic performance is reviewed and communicated formally at scheduled reporting points in January, April and June of each year. At other times, teachers will report serious concerns about a student’s performance or conduct to his house adviser, who will discuss the matter with the student and, as appropriate, inform the parents. Parents should communicate their concerns about their son’s academic progress to his house adviser, who will draw the student’s teachers and staff into the discussion as required. In addition to the aid given through the house adviser, the College also provides a number of other strategies to try to help students throughout the course of their academic program in the Upper School. The various levels of support identified below are offered to students at all grade levels. While not an exhaustive list, these levels provide a sense of the support process that’s usually applied to students who may be experiencing specific
54 SECTION struggles within their program of study at the school. The progression of the steps 5 involved in the support process isn’t necessarily linear, and some students may be identified as requiring available supports at different levels at different times, depending S ervices S tu d e n t on their specific academic needs.
LEVELS OF ACADEMIC SUPPORT STAGE 1: IDENTIFICATION OF CONCERNS • Review of information on student performance (email, Red Rockets, one-page report, green sheets, teacher grade level meetings) • Adviser/advisee discussions • Student support plans
STAGE 2: DEPARTMENTAL SUPPORT • Designated extra help sessions (math clinic, French/Spanish extra help, etc.) • Specially arranged student/teacher extra help sessions (before tests, with assignments, etc.)
STAGE 3: SUPPLEMENTARY SUPPORT SERVICES • Peer tutoring • After-school support in the Centre for Learning • Centre for Learning check-in • Professional tutoring for knowledge gaps (additional fees may be required) • ESL support • Educational evaluations (paid for by student’s family) • Health Centre (nursing staff) • Counselling • Athletic injury treatment by athletic therapist • Support groups (often coordinated by the College’s social worker)
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SECTION 5 STAGE 4: UPPER SCHOOL ADMINISTRATION COMMITTEE SUPPORTS This important committee meets once weekly for approximately two hours to share information and collaboratively develop strategies for dealing with boys of concern. Division heads, university counsellors, the academic dean, the dean of students, the dean of residential life, the school social worker and Centre for Learning faculty attend. Tools employed by the Upper School administration committee can include: • discussions and recommendations; • Red Rockets; • Centre for Learning information; • teacher grade level meetings; • academic status recommendations; • student support plans; • and an Upper School administration committee member as a supporting adviser.
STAGE 5: SPECIALIZED SUPPORT FOR BOYS OF CONCERN • Centre for Learning/parent meetings and Health Centre/parent meetings • Established plan for detailed working relationship with the Centre for Learning, which may include scheduled/structured spares in the Centre for Learning • Upper School administration committee discussions and recommendations • Established plan for internal and external counselling • Adjustment of academic program
TEACHER GRADE LEVEL MEETINGS Teacher grade level meetings represent our grade-wide approach of ongoing monitoring of student performance and success. Teacher grade level meetings are scheduled regularly throughout the year for teachers, advisers and our Centre for Learning professionals. Each meeting is specific to a particular grade level and allows for the sharing of information and focused conversations about individual students. Also discussed are observations
56 SECTION regarding trends and concerns at that particular grade level. The purpose of these 5 meetings is to have action-based outcomes. As concerns are raised, strategies to address them are provided and individuals are assigned the responsibility of following up. Support S ervices S tu d e n t strategies are monitored and amended as necessary by teachers, advisers and members of the Upper School administration committee to the benefit of the student, teachers and the overall school community.
ACADEMIC STATUS — SIGNALLING THAT A BOY IS IN DIFFICULTY ACADEMIC CONCERN A student may be placed on academic concern when, in the judgment of the College, additional support, monitoring and guidelines are warranted to promote academic responsibility and achievement. Academic concern status emphasizes the need to address areas of academic weakness and to develop an appropriate plan of action. Parents will be formally notified. A student’s academic performance will be monitored by his house adviser and the Upper School administration committee and reviewed at faculty meetings each term. If significant improvement is attained, academic concern status will be removed. If improvement isn’t observed, however, the student will remain on academic concern or, in serious cases, be placed on academic probation.
ACADEMIC PROBATION For failure to respond positively to academic concern status, in response to serious academic difficulty, or to signify that his current record of achievement doesn’t meet College standards for promotion to the next grade, a student will be placed on academic probation, with clearly stated expectations and requirements for his continued enrolment at the school. Parents will be formally notified. On the recommendation of the Upper School administration committee, a student placed on academic probation may be removed from co-curricular activities or classes until such time as all academic requirements have been met. A student on academic probation is expected to show improvement in all areas of concern, to abide by any specific terms and conditions of his probationary status, and to meet all academic expectations. His performance will be monitored by his house adviser and the Upper School administration committee and be reviewed at faculty meetings each term. If significant improvement and consistent commitment are observed, and if the student demonstrates that he’s meeting College
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SECTION 5 standards for promotion, academic probation will be removed; however, academic concern will remain in force. If these standards aren’t attained, the student may be asked to leave the College.
AMENDMENT TO PROGRAM In exceptional circumstances, such as the documented identification of a learning disability or a temporary or chronic medical condition, the College may modify a student’s academic program. Not all such needs can be accommodated. In all cases in which amendment of the program is requested, the student and his parents must present full professional documentation of the circumstances and demonstrate that a treatment and support program is both in place and effective. Requests for amendment are handled by the Upper School administration committee. In its deliberations, this committee will identify the specific amendment granted, the responsibilities of the student and his parents, and the role of the College.
CONCUSSION PROTOCOL BACKGROUND Upper Canada College is committed to the health and safety of all students, and in that vein adheres to a strict procedure and protocol when presented with a student who has suffered and been diagnosed with a concussion. UCC has many athletes striving for excellence and we have a long tradition of success in our athletics program. We must, however, ensure that all concussed students are treated promptly and professionally to minimize risk of long term physical, emotional and psychological damage associated with concussions.
STEPS TO RETURN TO PLAY (OR ACTIVITY) GUIDELINES A concussion is a serious event, but a student can recover fully from such an injury if the brain is given enough time to rest and recuperate. Returning to normal activities, including sport participation and academics, is a step-wise process that requires patience, attention and caution. Sometimes symptoms of a concussion can be present at any of the steps below. This means that the brain hasn’t yet healed and needs more rest. If any signs or
58 SECTION symptoms return during the return to play process, the player must be re-evaluated 5 before trying any activity again. Symptoms may return later that day or the next, not necessarily during the activity. S ervices S tu d e n t UCC uses ImPACT (concussion management program) testing. This is a test that our student-athletes on certain contact sport teams take which produces a baseline score for that individual. In the event of a concussion at school, during a UCC game or practice, based on the index of suspicion (signs and symptoms of a concussion), the athletic therapist, nurse or coach will remove the student from play. The student can then retest before seeing our sports medicine doctors (Dr. Michael Clarfield and his SMS team) to assess the severity of the concussion and recommend steps for returning to play. Once the UCC nurse or athletic therapist has assessed the student and a concussion is suspected, the student shall engage in this staged protocol:
STEP 1: There should be no activity, only complete rest. This means no work, no school (cognitive rest) and no physical activity. An SMS doctor, booked through the UCC athletic therapist, is consulted and the student can be cleared and proceed to the next step. Once the SMS doctor has cleared him, the athletic therapist will monitor him throughout the return to play process.
STEP 2: Light aerobic exercise, such as walking or stationary cycling, is permitted. Someone who can help monitor for symptoms and signs should supervise the player. No resistance training or weightlifting is permitted. The duration and intensity of the aerobic exercise can be gradually increased over time if no symptoms or signs return during the exercise or the next day. The athletic therapist will monitor this step.
Symptoms? Go back to step one. No symptoms? Proceed to step three the next day.
(staged protocol continued)
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SECTION 5 STEP 3: Sport-specific activities — such as skating, running or throwing — can begin. There should be no body contact or other jarring motions such as high-speed stops or hitting a baseball with a bat.
Symptoms? Go back to step two. No symptoms? Proceed to step four the next day.
STEP 4: Drills without body contact are permitted.
Symptoms? Go back to step three. No symptoms? Read below.
The time needed to progress from non-contact exercise will vary with the severity of the concussion and the player. Proceed to step five.
STEP 5: Begin drills with body contact.
STEP 6: Game play can begin.
Please remember that these steps don’t correspond to a specific timeline. It may take many days to progress through any one step, for example, especially if the concussion is severe. Furthermore, each student will proceed through the stages of the protocol at his own particular rate, and honest attention to any and all symptoms is paramount. As soon as any symptom appears, the player should return to the previous step and wait at least one more day before another attempt. The only way to heal a brain is to rest it. Never return to play if symptoms persist. A player who returns to active play before full recovery from the first concussion is at high risk of sustaining another concussion, with symptoms that may be increased and prolonged. If a student shows symptoms of a concussion and hasn’t had the ImPACT baseline test done (if he doesn’t play on a contact sports team), he must see a doctor for confirmation
60 SECTION of a concussion. Boarders will see Dr. Baker, our staff physician. Day boys will see their 5 family doctors. Once the concussion has been diagnosed, we ask that the boy see Sonya Pridmore or one of our nurses to set up an appointment with Dr. Clarfield or one of his S ervices S tu d e n t associates for follow-up. This ensures continuity of care and consistency with our concussion policy.
If the student is diagnosed by his family physician, the concussion must be verified with a doctor’s note detailing instructions with regard to return to play. Without a doctor’s note, the student won’t be able to return to school. This note must be given to one of our nurses or our athletic therapist.
If a student sustains a concussion outside of school, it’s the responsibility of the family and student to inform us and we will follow the above procedure so that Dr. Clarfield and his associates can oversee his care.
THE CENTRE FOR LEARNING AND RETURN TO ACADEMICS GUIDELINES When a concussion has been diagnosed and verified, the Wernham and West Centre for Learning (CFL) team will be contacted by the school nurse and athletic therapist. The CFL will message teachers and parents about the student and his return to learn and academics. The student will be contacted by the CFL once he’s returned to school to ensure that he’s supported while he gradually catches up on his schoolwork. The CFL provides resources and support for the boy, his parents and his teachers. The Health Centre and CFL professionals meet weekly to review students who are being monitored on the concussion protocol.
Sports medicine physician ...... Dr. Michael Clarfield Staff physician ...... Dr. Jason Baker Athletic director, Upper School ...... Brent MacKay Athletic director, Prep School ...... Nigel White Head of the Health Centre ...... Evan Williams Athletic therapist ...... Sonya Pridmore, CAT(c)
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SECTION 5 Nurses: ...... Avia Peacock, RN ...... Anna Gryszkiewicz, RN ...... Gina Suva, RN Wernham West Centre for Learning: ...... Kathryn Barnes, director, CFL ...... Jody McLean, Senior Division/ diploma coordinator CFL ...... Tina Jagdeo, Primary Division CFL
If you have any questions, please feel free to contact any of these members of the UCC concussion team: • athletic therapist Sonya Pridmore, CAT(c): [email protected] • Avia Peacock, RN: [email protected] • Anna Gryszkiewicz, RN: [email protected] • Gina Suva, RN: [email protected] • Divisional members of the CFL team: Tina Jagdeo ([email protected]), Kathryn Barnes ([email protected]), Jody McLean ([email protected])
62 Section 6: Communication
SECTION 6 Consistent with our goal to develop responsible students who advocate for themselves, minor, subject-specific concerns should be addressed directly by C o mm u n icatio n the student with his teacher. If the concern can’t be resolved at that level, a parent is invited to contact the teacher to discuss the matter further. The same is true for difficulties that may arise in the co-curricular programs of the College. In our experience, the vast majority of issues are successfully resolved in this direct manner and set an example for the boys of healthy working relationships.
Academic and/or co-curricular problems that are more extensive — involving more than one subject, for example, or ones that are frequently recurring — should be taken to a student’s form (Year 1 students) or house adviser, who will draw, as necessary, the student’s teachers and other staff with specialized knowledge and skills into the discussion. Students will inevitably face social or personal problems as well, and should feel just as comfortable confiding in their advisers about these matters. If, however, they don’t feel so inclined, then they should feel free to approach any other adult in the school with whom they feel comfortable.
YEAR 1 FORM ADVISER Students in Year 1 are grouped in classes called forms. The “homeroom” teacher or Y1 form adviser is the primary point of contact for information about your son’s academic and social growth at school. We encourage parents to initiate communication with Y1 form advisers whenever questions or concerns emerge. Y1 form advisers are responsible for keeping a general eye on students to ensure that they’re comfortable and engaged in all aspects of school life. Y1 form advisers also liaise with parents, subject teachers, Health Centre staff, the school counsellor, the Wernham West Centre for Learning and administrators, as needed. The Y1 form adviser meets briefly with his/her form at 8:15 a.m. and 3:30 p.m. each day, providing regular opportunities for conversations with and organizational support for his or her advisees.
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SECTION 6 HOUSE ADVISER Students in a particular house come under the oversight of the senior house adviser in Year 2. The senior house adviser takes on the same role as the Y1 form adviser described above. The senior house adviser meets the advising group on Tuesday and Thursday mornings. Students in the Senior Division (FY, IB1 and IB2) are assigned to a specific house adviser for the balance of their time at the College (subject to staffing changes). While speaking to a particular teacher is the best approach for subject-specific queries, the house adviser is the person to contact to discuss broader academic and/or co-curricular concerns or matters of a social or emotional nature. Senior Division students meet with their adviser on Tuesday and Thursday mornings.
UPPER SCHOOL ONLINE CALENDAR The Upper School calendar will be accessible online at parents.ucc.on.ca during the academic year. Please click on “Calendars” to access the school calendar; it currently displays all events for the school. But you can select Upper School events by clicking on Agenda on the right-hand side of the calendar. The calendar is continually updated and we recommend that students and parents consult it regularly. It will outline all programs or events that take place beyond the regular timetable. The weekly schedule, available to parents and students via email, describes the type of schedule each day and outlines the highlights of the week. Parents should remember that this isn’t a complete list of all Upper School events.
HEADS UP Heads Up is the weekly parent electronic newsletter that arrives via email each Thursday from the last week in August until the end of school. Important and timely information about upcoming school events is communicated through this weekly broadcast, and it’s our expectation that at least one adult in each family read this weekly. Along with Whole School the Intermediate Heads Up includes upcoming dates, a message from Intermediate Division head Derek Poon and information about important events. The Senior Division Heads Up focuses on matters relating to Foundation Year to IB2, with a message from Senior Division head Scott Cowie. The Future Ties section is
64 SECTION prepared by Katherine Ridout and contains important information about all matters 6 relating to university counselling. The Boarding Life section, authored by Andrew Turner, keeps parents up to date on boarding house events. C o mm u n icatio n
EMAIL (FACULTY/STAFF) To email a staff or faculty member, please use the person’s first initial and last name @ucc. on.ca. For example, to email John Sample, enter jsample @ ucc.on.ca.
EMAIL (PARENT) The parent email directory is used to send out a variety of broadcast emails to all parents or parents of select groups. Please ensure your email address is current. You can edit your profile and directory listing in “Bluenet” or contact the main office for assistance.
STUDENT PUBLICATIONS College Times, the Upper School yearbook, is Canada’s oldest student publication. Its photographs, articles and creative work tell the story of each school year. The book documents our accomplishments in the academic, house, co-curricular and athletic realms and serves as a valuable keepsake of the student experience at the College. The Blue and White is a student-edited collection of literary and artistic works showcasing student creativity and expressive talent. It’s published annually in the spring term. Convergence is the student newspaper and editorial forum for Upper School students. The Blue Page is an opinion forum for students to express their views on a range of current school events. Both of these publications are now available online.
UCC COMMUNICATIONS Upper Canada College’s communications and marketing department is part of the office of advancement and is responsible for upholding and enhancing the reputation of the College among major stakeholders, including current UCC families, alumni, faculty, staff and
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SECTION 6 friends of the College. Communications is responsible for promoting and building awareness of UCC’s vision and messaging in both online and print media. Communications also creates all UCC branding and upholds its graphic standards. Communications is the first point of contact for all media inquiries and oversees all media relations. (All media inquiries directed to staff or parents should be redirected to communications.) Communications is responsible for dispersing news and promoting events on behalf of UCC constituents, including students, faculty, parent volunteer organizations, event coordinators, advancement, the UCC Association and the board of governors, among others. Communications keeps the UCC community informed of events, major developments and other news through a variety of communications vehicles, including:
• Heads Up, a weekly e-newsletter to UCC families providing key school information; • Connection, an e-newsletter for current and past UCC families and students that offers news stories of school-wide interest; • Old Ties, an e-newsletter for alumni, created with UCC Association staff; • Old Times, UCC’s semi-annual alumni magazine that’s mailed out to 11,000 Old Boys and current and past parents; • the UCC public website, www.ucc.on.ca, which has access to: the parent public site parents.ucc.on.ca; the Old Boy public site ; Bluenet, the College’s password-protected site; and the UCC community directory, which helps keep members of the UCC community connected; • and social media, including the UCC YouTube channel, Facebook and Twitter pages.
UCC WEBSITE AND BLUENET Parents are able to access important information about UCC, event calendars, ways of getting involved and even archived issues of publications, such as Heads Up, on the public parent section of website at parents.ucc.on.ca From there, parents can also log into “Bluenet.” Through your password-protected login, parents and students gain exclusive access to event registration, photos, video, community directories, school forms and the ability to
66 SECTION maintain your profile information. Parents will also be able to re-register their son and 6 access online report cards, your son’s schedule and current attendance information. C o mm u n icatio n
Having trouble logging in? If you lose your username and password or delete the email, you can always recover your credentials using the “Forgot Password” link on the Bluenet login page at https://bluenet.ucc.on.ca. You may also contact the help desk at 416-488-1125, ext. 3323.
PHOTOGRAPHY POLICY Upper Canada College strives to ensure that the learning environment for students is safe and secure and respects their dignity and well-being. Photographs of UCC students are taken at a variety of school events. These images can enhance publications such as the annual report, e-newsletters such as Connection, and the College’s website, which keeps the UCC community informed of all the great activities going on at UCC. Students may also appear in videos, including those used by teachers to demonstrate their teaching methods. We may want to use a photograph of your son for any or all of the examples above at some point during the school year.
If you don’t want photographs or videos of your son to be used for these specific purposes, please email associate director of marketing and communications Andrea Aster at aaster@ucc. on.ca. Please include your son’s name and grade/form. Your son will then be identified at school functions as being unable to participate in any group photo sessions.
If you don’t make this request, we will assume that you’ve granted permission to use your son’s image.
PRIVACY POLICY UCC is committed to protecting your personal information. This is our privacy commitment to you as a parent, student or other member of the UCC community. The College respects the right to privacy, as directed by applicable federal or provincial law. UCC also voluntarily supports the Canadian Standards Association Model Code for privacy
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SECTION 6 protection. We collect your information only to provide services for which you’ve registered, to understand your needs and to assist us in creating new services that will serve you better. We don’t disclose your personal information to any other organization or individual unless it’s necessary to provide you with services from UCC, UCC communications or when required by law. Your personal information is processed and stored in secure and confidential databases with strict access controls. If you have questions or concerns about how your information is gathered, used or retained, or wish to opt out of receiving specific UCC communications, please inform our chief privacy officer at [email protected]
SCHOOL DIRECTORY All extension numbers are available by dialing the College receptionist during or after school hours by following the recorded voice instructions.
DIRECTORY UCC security ...... ext. 8609 Director of security ...... Gareth Sayce ...... ext. 2224 After hours, please contact UCC security ...... ext. 8609 or Cell: . 416-786-3531 College receptionist ...... Connie Scire ...... ext. 0 Attendance ...... Marilyn McMonagle . . . . . ext. 2219
Principal’s office Principal ...... Sam McKinney ...... ext. 2200 Executive assistant ...... Lorraine Fernandez . . . . . ext. 2201
Executive coordinator for the program team ...... Barbara Beecroft ...... ext. 2274 Administration coordinator, Senior Division ...... Linda Carvalho ...... ext. 2266 Administrative assistant, Intermediate Division ...... Nancy Pyle ...... ext. 2215 Head, Senior Division ...... Scott Cowie ...... ext. 3368 Head, Intermediate Division ...... Derek Poon ...... ext. 3400 Dean of students ...... Evan Williams ...... ext. 3416 Academic dean ...... Julia Kinnear ...... ext. 3365 Registrar ...... Heather Matthews ...... ext. 2214
(directory continued)
68 SECTION 6 Director of university counselling ...... Katherine Ridout ...... ext. 2264
Associate director of university counselling ...... Jane Audet ...... ext. 2260 C o mm u n icatio n Associate director of university counselling ...... Michelle Carvalho ...... ext. 3210 Director of CAS (Creativity, Action and Service) ...... Deidre Timusk ...... ext. 3378 Director of athletics ...... Brent MacKay ...... ext. 8645 Director of residential life and boarding university counsellor . . Andrew Turner ...... ext. 2500 Executive director of facilities ...... Steve Thuringer ...... ext. 2309 Director of community relations ...... Ruth Ann Penny ...... ext. 3808
Wernham and West Centre for Learning Director of Wernham West Centre for Learning ...... Kathryn Barnes . . . . ext. 2211 Senior Division/Diploma coordinator IB1–IB2 ...... Jody McLean ...... ext. 2243
Office of Admission Vice-Principal enrolment management ...... David McBride ...... ext. 2220 Executive director of admission ...... Chantal Kenny ...... ext. 4062 Associate director of admission ...... Sandra Hives ...... ext. 4041 Associate director of admission ...... Tricia Rankin ...... ext. 2221
Boarding Contact Numbers Director of residential life and university counsellor — boarding ...... Andrew Turner ...... ext. 2500
SENIOR RESIDENTIAL HOUSE ADVISERS Seaton’s House ...... Gareth Evans ...... ext. 4151 ...... Amit Morris ...... ext. 3107 ...... Weekday Cell . . .647-294-5305 Wedd’s House ...... Carl Beaudoin ...... ext. 4054 ...... Mark Baxter ...... ext. 4094 ...... Weekday Cell . . .647-294-5306 Seaton’s and Wedd’s ...... Weekend Cell . . .647-294-5306
Finance office Chief administrative officer ...... Patti MacNicol ...... ext. 2259 Student billing ...... Colleen Papulkas ...... ext. 2250
(directory continued)
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SECTION 6 Health Centre Nurses ...... Avia Peacock ...... ext. 2270 ...... Anna Gryszkiewicz ...... ext. 2270 School counsellor ...... Susan Boeckh ...... ext. 2263
Human Resources Executive director, people and organizational development . . TBA ...... ext. 2293
Information Technology director, IT ...... Jim LaPlante ...... ext. 3326 Help desk ...... ext. 3323
Advancement Vice-Principal, advancement ...... Jim Garner ...... ext. 3108 Campaign director ...... Linda Barnett ...... ext. 3308 Director of marketing and communications ...... TBA ...... ext. 3341 Director of advancement services ...... TBA ...... ext. 3348 Director of the UCC Association and Annual Giving . . . . . Jody Jacobson ...... ext. 2235 Director of development ...... Sarah Robertson ...... ext. 2238 Associate director, alumni relations ...... Jeff Ball ...... ext. 3357 Manager, events ...... Maria Karakoulas ...... ext. 2231 Association and Foundation ...... Direct Line . . . 416-484-8629 Archives ...... Jill Spellman ...... ext. 2372
Macintosh Library ...... Mari Roughneen ...... ext. 2281 The Upper School Blues Shop ...... Kathryn Mitchell ...... ext. 4500 TUBS (The Used Blues Shop) ...... ext. 2380 UCC Press ...... ext. 2350
Summer academy/programs ...... 416-484-8627
70 Section 7: School Routines
SECTION MONDAY TO FRIDAY, IN TERM 7
During all regular school days, the Main Clocktower door is open from 7 a.m. to 6 p.m. R S choo l for all visitors. For student use, the Basement Clocktower door is open from 7 a.m. to
6 p.m. Using their Identicards, students may also enter other designated perimeter outi n es doors, including the Hewitt south, north student centre and certain Massey Quadrangle doors, from 7 a.m. to 7 p.m. After 7 p.m. and up to 10:30 p.m., student access is by Identicard at the Basement Clocktower door only. All students are to leave the building by 11 p.m.
WEEKENDS AND SCHOOL HOLIDAYS, IN TERM The main building is normally locked on Saturday and Sunday during the regular school term. It is also locked on Thanksgiving weekend, the November and February weekends, the Easter weekend and the Victoria Day weekend. However, students may gain access by using their Identicards between 7:30 a.m. and 8:30 p.m. at the Basement Clocktower door. Students are not allowed to remain in the main building after 9 p.m. Access arrangements for special events or purposes will be communicated in advance.
LONG HOLIDAYS During scheduled working hours over the summer and during the December and March breaks, when a receptionist is on duty, the Main Clocktower doors only are open from 8 a.m. to 5 p.m. Outside of these working hours, no visitor or student access is provided. Access arrangements for special events or purposes will be communicated in advance.
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SECTION 7 DAILY SCHEDULES REGULAR SCHEDULE Period 1 8:30 a.m. – 10:00 a.m. ASSEMBLY 10:05 a.m. – 10:30 a.m. RECESS 10:30 a.m. – 10:50 a.m. Period 2 10:50 a.m. – 12:20 p.m. LUNCH 12:20 p.m. – 1:10 p.m. Period 3 1:10 p.m. – 1:55 p.m. Period 4 2:00 p.m. – 3:30 p.m.
MODIFIED SCHEDULE Period 1 8:30 a.m. – 9:50 a.m. HOUSE MEETING 9:55 a.m. – 10:20 a.m. ADVISORY TIME 10:25 a.m. – 10:50 a.m. RECESS 10:50 a.m. – 11:10 a.m. Period 2 11:10 a.m. – 12:30 p.m. LUNCH 12:30 p.m. – 1:20 p.m. Period 3 1:20 p.m. – 2:05 p.m. Period 4 2:10 p.m. – 3:30 p.m.
WEDNESDAY SCHEDULE STUDENT& FACULTY MEETINGS 8:30 a.m. – 9:25 a.m. Period 1 9:30 a.m. – 10:50 a.m. RECESS 10:50 a.m. – 11:10 a.m. Period 2 11:10 a.m. – 12:30 p.m. LUNCH 12:30 p.m. – 1:20 p.m. Period 3 1:20 p.m. – 2:05 p.m. Period 4 2:10 p.m. – 3:30 p.m.
AFTERNOON FOCUS Period 1 8:30 a.m. – 9:35 a.m. Period 2 9:40 a.m. – 10:45 a.m. ASSEMBLY/ADVISING 10:50 a.m. – 11:05 a.m. RECESS 11:05 a.m. – 11:25 a.m. Period 3 11:25 a.m. – 12:05 p.m. Period 4 12:00 p.m. – 1:15 p.m. LUNCH 1:15 p.m. – 2:00 p.m.
72 SECTION WEEKLY SCHEDULE 7
YEAR 1 STUDENTS R S choo l In addition to the description below for Year 2–IB2 students, Year 1 students will begin each day except Wednesdays at 8:15 a.m. in their Y1 form adviser’s room. Additionally, outi n es each school day will end with a bookending session, also in the Y1 form adviser’s room, from 3:35 p.m. to 3:45 p.m. On Afternoon Focus days, this will occur from 1:20 p.m. to 1:30 p.m.
YEAR 2–IB2 STUDENTS With the exception of Wednesdays, every school day begins at 8:30 a.m. with Period 1 class. After Period 1, there will be 25 minutes of Community time — either Assembly, House Advising or House meeting, depending on the day — followed by Recess and the rest of the Periods for the day.
COMMUNITY TIME AFTER PERIOD 1 Monday: Principal’s Assembly
Tuesday: Group Advising (for all Y1 and Y2 students); Individual Advising (FY, IB1 and IB2 students, by appointment, rotating basis throughout the year.)
Wednesday: 8:30 to 9:25 am • Various student and Faculty meetings as designated in the UCC Calendar • followed by Period 1 which begins at 9:30 a.m.
Thursday: House Meeting, followed by Group Advising
Friday: Creativity Steward’s Assembly
Please consult the weekly calendar on the College website for specific details of the schedule week to week.
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SECTION 7 ACCESS TO UPPER SCHOOL FACILITIES For safety and security reasons, the College strictly controls access by students to Upper School facilities. Students are allowed access to the building outside of school hours only for school-related purposes. Most perimeter doors are accessible with the student’s Identicard. Boys are expected to cooperate respectfully with security staff and to follow their direction at all times.
SPECIAL PURPOSE ROOMS Access to special purpose rooms, publication rooms, club rooms and art or music rooms is given only with prior written authorization of a faculty supervisor. Any extensions beyond the criteria for students being in the main building (described above) must be requested in advance with the approval of a division head. Students must present a UCC facilities pass to security staff to gain access to special purpose rooms. When it’s not possible to arrange for permission in advance, or it’s for a simple matter (such as a student forgetting his books or a blazer, etc., and needs to retrieve the item), the student should seek authorization from the main office.
SAFE ARRIVAL The College strives to ensure the safe arrival of Year 1 students in the Intermediate Division to school each morning. To this end, office assistants in charge of attendance will contact parents of boys who are absent from period one and assembly/advisory without school or parental authorization. If you’re aware of your son’s absence from school for a personal matter, please notify us by calling 416-488-1125, ext. 2219 or emailing the Upper School attendance line at [email protected] at any time, day or night. School- related absences are typically noted internally by the faculty in charge.
ATTENDANCE POLICY AND PROCEDURES Attendance on time at all classes, assemblies, house meetings, house advising (group discussions and individual meetings) and other school activities is required of all students.
74 SECTION These are mandatory school appointments. Absence from these school appointments isn’t 7 permitted, unless for reasons accepted by the College (such as illness) or for scheduled school co-curricular commitments, field trips or other authorized school appointments or R S choo l meetings. Any absence should be excused by a parent or legal guardian, never by the student himself, either through the 24-hour attendance voice line at 416-488-1125, ext. outi n es 2219 or to the attendance email at [email protected]. The school should ideally be notified by the parent/guardian of a boy’s absence before or on the morning of the day it occurs. If a boy is absent for any period of time during the school day and no such excuse has been received, then an automated email reflecting the student’s absence will be sent to the parent/guardian’s preferred email address. The school will treat the absence according to the response received from the parent/guardian to the email. If the school doesn’t receive a response from the parent/guardian within 24 hours (whether by return email or voice), the absence will be presumed to be excused by the parent for family reasons. The UCC attendance policy and the procedures that support it are based on three educational principles, which we seek to instill in our students and which we require parents to support at all times:
1. Commitment to Personal Learning and Achievement Students are expected to meet their academic obligations and requirements, including attendance at all classes and at community functions such as assembly, house meeting, house advising appointments and other school appointments.
2. Commitment to the Learning Community Students are expected to understand that members of an academic community have a responsibility to contribute to the progress of teaching and learning in a classroom. Absenteeism undermines the integrity of shared learning, impedes teaching and lessens opportunities for the discovery and advancement of knowledge, both for the student and his peers.
3. Accountability As members of an academic community and as young adults, students are expected to be accountable by presenting acceptable reasons for absences, according to the procedures
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SECTION 7 discussed below, and by dealing promptly and responsibly with all unexplained absences as reported by the school.
Absence Due to Illness: A parent or legal guardian must telephone the attendance line at 416-488-1125, ext. 2219 or email [email protected] before 8:30 a.m. on every morning that a student is kept home due to illness. Students who become ill, or who are injured during the school day, must report to the Health Centre and then sign out at the main office before going home.
Religious Holidays: UCC celebrates the diversity of its student body and recognizes religious holidays of all faiths. If a student will be absent due to a religious holiday, we kindly ask that parents or guardians call the attendance line to notify us of the reason for their son’s absence from school.
Appointments: Appointments should be arranged outside of class time. Students who miss class for an appointment must present a parent’s note to the main office or have a parent telephone on the day of the appointment. Students arriving from an appointment must sign in at the main office. Students leaving during the school day must sign out at the main office and sign in when they return.
Unacceptable Personal Absences: The College doesn’t consider late-night athletic or other obligations an acceptable reason to miss assemblies, house meetings, house advising or classes. Students aren’t allowed to miss any academic or school appointment, assembly, house meeting, class, house advising appointment or College ceremony in order to complete assignments or study for a test. Parental permission in such instances sends a negative message to the student about his school attendance obligations and isn’t considered an acceptable reason for absence. However, the College respects parental discretion regarding their son’s health and welfare. A teacher isn’t required to prepare a makeup test for students who are absent. Parents will be notified about patterns of test absences.
Holiday Schedule, Family Trips: Family holidays or trips when classes and examinations are in session aren’t considered an acceptable reason for absence. Vacation time during the academic year is generous, and parents should make arrangements for family or student
76 SECTION vacations or other activities outside of the academic calendar. A student absent for such a 7 reason won’t be allowed to make up missed tests or quizzes and will be assigned a penalty for late submission of assignments. Similarly, the College doesn’t reschedule examinations R S choo l to accommodate family or personal discretionary travel or vacation arrangements. If your son is expected to be away from school for an extended period of time, you must outi n es complete an extended absence request form which is available from the main office.
Parents’ Absence from Home: While such practice is strongly discouraged, parents who plan to be absent for a period of time are expected to inform the main office, by letter or phone call, of the duration of the absence and of arrangements for alternative adult supervision of their son. The name and contact information of the responsible adult should be provided in the event of emergency or another need to communicate. Under no circumstance is a student allowed to write or present his own reason for lateness or absence during his parents’ absence.
Start of School Day: The daily schedule and school calendar can be viewed on the College website. With the exception of Wednesdays, all students must be present at 8:30 a.m. every day for Period 1 followed by Assembly, House Meeting or group House Advisory and all other Periods of the day. On Wednesdays, all students must be present for Period 1 at 9:30 a.m. except when there is a student meeting scheduled for 8:30 a.m. as indicated in the weekly schedule.
Late Arrival: Students who arrive after Period 1 has begun must report to the main office to sign in upon their arrival. Students who arrive after assembly has begun must report immediately to Room 127. They must sign in upon their arrival. In the event of significant lateness, or missing of assembly or house meeting, students may be given a detention unless a note or a phone call is received from a parent or legal guardian to explain his lateness or absence. Students may not explain their own lateness or absence. Students who exhibit a pattern of lateness or absence will be subject to the College’s progressive disciplinary system.
PENALTY FOR CLASS ABSENCE Absence from class without a reason acceptable to the College is a serious disciplinary
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SECTION 7 matter. A student recorded as absent from a class or classes without a reported legitimate reason will be notified and required to present an acceptable reason in the time specified. Unless the matter is resolved in accordance with school policy, and within the time specified, he will be subject to the following gradation of disciplinary response:
F IRST OR SECOND UNEXPLAINED ABSENCE: The form/house adviser may meet with the boy, counsel him on the importance of being in assembly, advising and academic class, and ensure the boy has a plan and the intent to meet his commitment and outline the escalating response. Depending on the outcome of the conversation, the student may be required to serve a detention on the following Tuesday or Thursday from 3:45 to 4:45 p.m. in room 131.
T HIRD OR FOURTH UNEXPLAINED ABSENCE: The student’s senior house adviser may meet with the student to review the reasons for his ongoing absences. The student’s parents may be invited to attend this meeting. The student may also be required to generate a written re-commitment to attend school.
F IFTH OR SIXTH UNEXPLAINED ABSENCE: The student may meet with the dean of students and may be required to serve a half-day or full-day in-school detention. He may also be required to articulate his commitment to the expectations of UCC in a written letter. He won’t be allowed to attend any co-curricular commitments on that day. A conduct advisory letter from the dean of students may be sent to parents, emphasizing the student’s lack of progress in meeting his commitment to attend school. The student will again confirm his commitment to be in school and his understanding of the escalating consequences, and have it co-signed by his parent.
ADDI TIONAL UNEXPLAINED ABSENCE: The student’s division head may meet with the student and his parents to review the reasons for his ongoing absences. There may be a continued escalation of conduct status to conduct concern, conduct probation and suspension (which is reportable to certain post-secondary schools). At this point, the question of commitment and fit at UCC will be raised and denial of re-registration may be invoked. A student who is absent from class without a reason acceptable to the College will
78 SECTION also receive “zero” on any missed tests or quizzes. In cases of flagrant absence, or 7 failure to respond to direction, a student may be suspended. l R S choo l
LA TENESS FOR CLASS: Students are expected to arrive on time for class. A student who arrives significantly late will be sent to the main office for a late slip. Students who outi n es show a pattern of lateness without an acceptable reason will be subject to the College’s gradation of disciplinary responses.
REMO VAL FROM CLASS: A student who is sent out of class for disciplinary reasons must report to the main office immediately. The student won’t be permitted to rejoin his class without written permission from the main office. Further disciplinary action may be taken.
ABSENCES FROM SCHOOL Under the Ontario Education Act, which guides Upper Canada College, every child who attains the age of six years after the first school day in September shall attend school each day that school is in session every year from September to June until the child attains the age of 18 or graduates. Typically, a child is excused from attendance if he’s unable to attend by reason of sickness or other unavoidable cause, for religious holidays or designated holy days. For reasons of extended illness of more than five consecutive days, a doctor’s note is required. In most cases, under the direction of the adviser, the school will communicate work via Haiku. Under the Ontario Education Act, as we’re required to do for any student absent for 15 consecutive days, we shall inform the provincial education officer. He/she will then determine the appropriate course of action. At UCC, a boy who is required by law to attend school and who refuses to attend or is habitually absent will be put on conduct probation and his continued enrolment will be considered to be in jeopardy. Regular attendance at school is critical for student learning. Frequent absences from school will compromise a student’s ability to achieve course expectations and may result in failure to earn course credits. Academic, social and co-curricular success requires hard work and a regular time commitment. Many students are involved in organized activities outside of school and it
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SECTION 7 may be difficult for students and families to keep up with conflicting schedules. The school policy states that in order to effectively achieve our program goals, the school must come first. This expectation also applies to Norval Outdoor School educational experiences. We discourage planned absences, but if your son must be away, please advise your son’s adviser, the attendance line and the division head at least three days in advance. It’s the responsibility of the student to obtain missed work. In planning family trips, parents should consider the school’s academic calendar carefully and make every effort to plan accordingly. The academic calendar is full with much to do and our holiday schedule is quite generous. As a result, absence due to extended holidays is discouraged. Again, we believe that school comes first. But if your son must be away, please send a letter to the head of the division well in advance. The attendance line, your son’s adviser and subject teachers should be advised as to the duration of the absence. Work missed under special circumstances will be arranged between home and school. It’s the student’s responsibility to obtain missed work after the class has occurred. We appreciate your support and cooperation.
EXTENDED ABSENCES Academic, social and co-curricular success at Upper Canada College requires hard work and a commitment to regular attendance. The overall benefit of the UCC experience can not be realized by doing academic work only. Classroom activities — including class discussions, rehearsal of second language, collaborative work, student presentations and experiential learning (science labs, field trips, etc.) — can not be replicated for absent students. A student’s absence has implications for the daily academic routine. Teachers may have to create additional tests or delay returning assessments to ensure that all students are fairly treated. Regular attendance is therefore a top priority. The College also acknowledges that some students are involved in valuable organized activities outside of the school or may experience extenuating circumstances that may impact their ability to attend all classes throughout the year. It’s imperative for students and parents to partner with the College to ensure the best possible success for students with commitments that require irregular attendance patterns or who may be away for an extended period of time. Students who will be absent for extended periods of time (specifically four or more
80 SECTION consecutive school days or multiple days over an extended period of time) are required to 7 complete an extended absence request form, which is available from the main office. This form must be signed by a student’s parents or guardians, his adviser, Centre for Learning R S choo l division coordinator and the division head, and returned to the main office well in advance of the first day of the absence. This is the crucial first step in a process that engages a outi n es network of supports organized by the Centre for Learning and a student’s adviser.
USE OF MOBILE ELECTRONIC DEVICES Mobile electronic devices such as laptops, cell phones, music playing devices, video games and the like have become a ubiquitous appendage of modern life. But students and parents should understand that, in a classroom environment, unauthorized use of these devices demonstrates disrespect and lack of courtesy and civility, and is distracting. With specific regard to cell phones, if a student must bring one to school, it should be turned off during class time and ideally stored in his locker. If a call must be made or a text message sent or read, it should be done at recess, lunch or after school. Mobile electronic devices used in violation of this rule of courtesy and respect will be confiscated for return after a discussion with the classroom teacher or the dean of students.
USE OF COMPUTER TECHNOLOGY USE OF COLLEGE INFORMATION TECHNOLOGY — COMPUTER RESOURCES FOR UCC STUDENTS Students will have the use of a laptop bundled with school-licensed software, a laptop exchange program when damaged and a technical support model. This will ensure that technology is always available for use in the classroom. The laptop is considered one of many teaching tools available to teachers when considering curriculum implementation. The $500 technology fee is mandatory for all students. The technology fee allows for: exclusive access to a device; the associated software and apps needed for the curriculum; and tech support that will allow teachers to prepare knowing that their students will always have a functioning device ready for the class work. Students will be administrators of the computer and will be able to keep them during holidays. Information and communication technology integrators support faculty with their
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SECTION 7 technology integration and skill development at both the Prep and Upper Schools. The integrators, who are part of the faculty, lead student groups that help with technical direction as well as student and faculty skill development. An IT help desk is available to students for their device support needs. Information technology (IT) support staff are available at the help desk between 8 a.m. and 4:30 p.m. on regular cycle school days. Laptops that are damaged, or not functioning properly, will be exchanged for a working laptop. Students will need to ensure their work is stored on Google drive and their back-up content is current. This will allow for seamless use of technology. Technical difficulties are not an excuse to miss deadlines.
COMPUTER ACCOUNT All Upper School students are assigned network login identifications (IDs) when they start at the College. Usernames will stay the same for the duration of a student’s enrolment at the College. The login ID will be for network resources including email, printing, network storage and Haiku. Haiku is an online learning system that teachers may use to post course outlines, assignments, readings and other material. It’s very important that students maintain the security of their login ID. They should choose a password that’s easy to remember, but hard for anyone else to guess, and not tell anyone their password. Passwords must contain a minimum of eight characters and also include two of these: a number, an uppercase character and a symbol.
STUDENT LAPTOP AND NETWORK AGREEMENTS Student use of technology at UCC is intended for teaching and learning purposes. It’s a privilege to use these services and this privilege can be retained through responsible use. Technology will be used in the classroom at the discretion of teachers. Teachers will use technology in their classroom in accordance with when they feel it best fits the curriculum.
AS STUDENTS AT UCC, YOU AGREE TO: Act responsibly with the equipment supplied to you. This is true whether you’re using the equipment on campus or not. Keep it under your care and control and ensure that you do your best to keep the equipment in good working order. You’re responsible for the equipment at all times.
82 SECTION The equipment must always be kept in the plastic case in which the laptop has been 7 given to you. Failure to keep the laptop in this case will result in you being removed administrative rights on the computer.. If the case becomes loose or broken, you must R S choo l bring it to the IT help desk immediately. outi n es No insurance is available for school devices. • If the laptop is damaged or not working, the laptop device will be swapped with a working one. Students should be keeping their files on google drive and have a good backup. When their machine is swapped they will not see the old one again. This is new for the 2016-17 school year. • Accidental damage costs will be billed to the family as follows (subject to change): cracked screen or laptop case (including keys) – $75 cracked trackpad or damaged headphone jack – $50 • Liquid damage is not covered. If liquid damage is found on the computer then the family will be responsible for the full replacement cost of that computer. • Loss or theft is also not covered. If the computer is lost or stolen the family will be responsible for the full replacement cost of that computer even if there is a police report. • The replacement fee for a lost, stolen or liquid-damaged computer will be a minimum $500 up to the full replacement fee of the computer. Always carry your laptop from home to the College, or from class to class, in a padded, protective laptop bag. Laptops found unattended or out of a bag will be brought to IT for pick-up. Careless handling of the laptop like this will mean the removal of your administrative privileges on the computer for three months. Follow your teacher’s direction in class. Misuse of technology in the class will be addressed the same as other conduct infractions in the College. If you have an issue with the laptop then you will bring it to the help desk for service and support. The help desk is available Monday to Friday from 8 a.m. to 4:30 p.m. There is no warranty on the laptops so they must be brought to the help desk for servicing. If the laptop needs to be fixed, bring it to the IT help desk and you will immediately receive a working machine. It is the students’ responsibility to ensure their data is on
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SECTION 7 Google Drive. When the machine is swapped they will not see the broken one again. The replacement machine will be assigned to them permanently. VPN software and torrent software are never allowed on these computers. Never allow someone else to install a program on the computer. Students are responsible for everything on their computer. If there’s an issue because someone else has used it, you’re still responsible for it. Your files should be on Google Drive. This way, any issue with the computer won’t impact your ability to continue your school work. Computer failure is never an excuse for missing an academic deadline. It’s your responsibility to ensure your work is backed up in the event of hardware failure. Keep the integrity of the administrator account. Students aren’t to remove the administrator account or change/disable settings that are necessary for the laptop to function properly on the network. Students aren’t to create “ad-hoc” student networks. Maintain your own records for personal software. The College will only support software that’s supplied on the image. If your machine is re-imaged then you must re-install your software and re-enter your customizations. Don’t access social networks, games, chat sites or anything that will distract from classroom learning. These features will be filtered from the College’s network during the College day. Bypassing the UCC filters is a violation of the acceptable use policies and will be addressed by the administration in accordance with that policy. Ensure that your battery is charged at the beginning of the school day. Although there will be many opportunities to charge your battery throughout the College, you may still have one or two classes in the morning where this won’t be an option. You’re expected to follow the best practices for maximizing your battery life, including having your display go to sleep after five minutes and your computer go to sleep after 10 minutes while using battery power. You should also keep your screen brightness to the minimal (F1 and F2), disconnect peripherals and close services (like Bluetooth) when not in use. Keep the laptop within your care during the school year. Returning students are allowed to keep their laptop over the summer at the discretion of the College. If you’re not returning to UCC, then you agree to bring the laptop back to the IT department within 24 hours after your last exam.
84 SECTION AS BOARDERS AT UCC YOU AGREE TO: 7
Attend the orientation session during the first week of school if you are new. This will R S choo l include information about care and control of the laptop, acceptable use and accessing network resources. You’ll be informed when these workshops are available to you. outi n es Be responsible administrators on the laptop supplied by UCC. You’ll not need another computer. Keep all personal computers at home. The school-supplied laptops will be the only laptops that can access the network during normal school hours. Access the Internet through the content filter. There will be different content filtered during the day than what boarders experience in the evening and on weekends. Senior house advisers will decide the details of this. • IB1 and IB2 boys won’t have Internet shut off at any time. • Y1, Y2 and FY boys will have Internet access on and off times as decided by the senior boarding heads. Transport your computer to and from the boarding house in a protective bag or knapsack. You’re responsible for keeping the computer safe and in good working order.
AS PARENTS OF UCC STUDENTS YOU AGREE TO: Support the student agreement between the College and your son, and support the acceptable use policy. Ensure your boy is taking care of the equipment supplied to him. Pay the yearly technology fee of $500 for use of the computer, software licensing and technical support. Ensure the laptop comes back when your son graduates or leaves the College in the same working state that the laptop was given to your son.
ACCEPTABLE USE OF TECHNOLOGY STUDENT AGREEMENT
UCC is committed to providing a high level of information technology resources and facilities in order to provide a secure and effective learning environment.
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SECTION 7 Information technology services are intended for teaching and learning purposes. Access to these services is a privilege granted upon application and retained through responsible use. Acceptable use of technology includes ethical and legal use. It’s governed by College values and standards as outlined in the Family Handbook, and by all relevant statutes, laws and regulations.
Each student is responsible for all of the content on his laptop, and all of the content on email and network storage associated with his username, at all times.
The expectations listed below must be followed and students must sign this form, indicating their commitment to acceptable use.
Respect Respect the rights and dignity of others at all times, based on our shared ideals. Students are reminded that information technology is subject to the same standards of respect as any other written or personal communication and relationship with others. Sending or displaying any information, pictures or messages that are disrespectful of others or that are unlawful, harassing, threatening, obscene or otherwise objectionable by email, intranet or Internet aren’t allowed.
Privacy
4 I won’t take digital photographs, videos or audio recordings of people without their consent.
4 I won’t publish text documents, digital images, video or audio recordings of, or belonging to, other people on any social network or website without their permission.
4 Email, online chatting and postings on social networks aren’t guaranteed to be private. I understand that messages relating to, or in the support of, illegal or inappropriate activities will be reported to UCC administration. I understand that actions that occur outside of the UCC network can still have consequences as outlined in the acceptable use policy for students, the UCC code of conduct and the harassment policy. This is true regardless if the offence happens on or off of school property.
86 SECTION 4 I understand that all communications and information accessed through UCC’s 7 network isn’t private. Email and other modes of communication can be accessed at a time. R S choo l outi n es Illegal Activities
4 I won’t knowingly introduce a computer virus into the UCC network.
4 I won’t tamper with or try to “hack” into any UCC computer resources.
4 I won’t violate any patent, trademark, trade name or copyright laws.
4 In adherence to UCC’s academic honesty policy, I won’t plagiarize any work done by other people.
4 I won’t put software or files on my laptop that haven’t been properly purchased and documented. Cracked software and illegally downloaded music aren’t acceptable to have on a College laptop.
4 I won’t purposely damage any part of the College’s technology equipment or computer network.
4 I won’t use the UCC computer network for commercial or ongoing personal business purposes. This includes, but isn’t limited to, using the computer resources for commercial purposes and product advertising.
4 I’m responsible for any repercussions, which may include civil actions or criminal charges, that may result from my online activities.
Inappropriate Use
4 The primary use of this equipment is to support learning. I’ll ensure that my machine is in good working order and that I haven’t done anything to the operating system configuration to prevent the machine from working on the College’s network.
4 I won’t submit, publish, transmit or receive any defamatory, inaccurate, harassing, abusive, obscene, profane, sexually explicit, threatening, offensive or illegal material.
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SECTION 7 4 I understand that incidents involving inappropriate use, as outlined above in point number two, that occur off-campus can still have consequences as outlined in the acceptable use policy, the UCC code of conduct and the Family Handbook.
4 I’ll report any security problem I have identified immediately to a UCC staff member, and I won’t demonstrate the problem to others.
4 I won’t take photographs or video — by any method, including a cell phone — of a person without his or her expressed consent.
4 I understand that plagiarism is wrong and I won’t use the Internet or other resources incorrectly.
4 I understand that logging in as someone else, or using a computer that has been logged in as someone else without his or her knowledge, is a violation of privacy. This includes remote access to another’s computer.
4 I won’t game or access social networks, chat or use associated applications that will take my attention away from class work or in a way that’s disruptive to academic space such as the Macintosh Library, irrespective of the time of day.
Personal Safety
4 I won’t give my email or computer network access passwords to anyone else, or use another’s password, even if only for the purposes of browsing.
4 I understand that personal information isn’t to be posted in public forums. I won’t give out personal information, such as my name, address, telephone number or information about family or friends in a public online forum.
4 I won’t agree to meet in person with anyone I “meet” online.
4 I won’t respond to any messages that are objectionable or make me feel uncomfortable. I’ll inform a teacher right away if I come across any information that’s objectionable or that makes me feel uncomfortable.
4 I’ll be responsible for any repercussions, which may include civil actions or criminal charges, which may result from my online activities.
88 SECTION SANCTIONS AND DISCIPLINARY ACTIONS 7 The College administration will determine sanctions for violations of the UCC acceptable l R S choo l use policy for technology. Sanctions will be pursued vigorously and may include a verbal warning and/or notification of parents, the removal of administration rights from computers, and a ban from computer and technology access. Severe or repeated violations outi n es may result in suspension from the College or expulsion. All violations will be brought to the attention of the appropriate division head. Serious violations will be brought to the attention of the principal. Conditions for reinstatement of privileges will be determined and reviewed by the administration.
All information and communication technologies accessible on UCC’s network shouldn’t be regarded as private. The student consents and agrees to allow UCC personnel to review any and all files, data and messages, without notice, to ensure that students are using the system responsibly at all times.
UCC makes no warranties of any kind, whether expressed or implied, for the supervision and service it’s providing. Use of any information obtained via the Internet is at the student’s own risk. UCC isn’t responsible for the accuracy or quality of information obtained through its services. All students receive an introductory session when accepting the school’s laptop for their use. The introductory session and the sign-out form reference this document. By accepting the laptop and signing for it, the student agrees to this document. If you’re not sure whether something you’re doing is inappropriate or wise, use this rule of thumb: Would you want your parent or teacher to see what’s on your computer screen right now? When students are found to be in violation of the acceptable use policy, they’re dealt with through the division head in the academic office. Consequences include the removal of administrative rights on the laptop for a length of time determined by the division head.
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SECTION 7 EMERGENCY PROCEDURES The College has four different emergency protocols in place that are practised every academic year. They are: • emergency evacuation (e.g. fire alarm); • shelter in place (external environment threat); • hold and secure (danger near the school); • and lockdown (danger inside the school).
In the case of an emergency, all building occupants (students, employees and visitors) are expected to follow procedures under the direction of school officials.
RATIONALE FOR FIRE DRILL AND LOCKDOWN Ontario regulations require the College to hold six fire drills per calendar year, and Toronto Police Services recommend that we hold drills to practice our lockdown and evacuation procedures. These practice measures prepare our boys and employees for real emergencies, should they occur.
FIELD TRIPS Field trips, including athletics, enrich and contribute to both the academic and social development of Upper Canada College students. Specifically, field trips are organized: a. to investigate issues or topics and to gather information from sources outside the College community;
b. to provide unique social experiences for students and to strengthen the sense of UCC community;
c. to enhance the curriculum by providing direct experience of places of educational interest, to outside resource persons or to groups of students from other schools;
d. to observe and study practical applications of topics covered in theory in the classroom;
90 SECTION e. and to provide enrichment through out-of-class aesthetic, athletic, cultural, 7 environmental, intellectual or social service experience. l R S choo l
As in any school context, students are expected to conduct themselves responsibly as ambassadors of the College and are subject to all school regulations, including conduct outi n es expectations, dress code and the alcohol and drug policy. Parents will be informed about trip rationale, logistics, risk and cost. Permission forms will be signed off or completed online. Not all trips are eligible for financial assistance and families who may be eligible to receive support are asked to contact the finance office for clarification. For further information about the philosophy and organization of all student travel, please ask to see a copy of Student Travel at Upper Canada College, Policy and Procedures for Organizing, Approving and Executing Field Trips and Excursions.
FOOD SERVICES Upper Canada College promotes physical and emotional resilience and academic and athletic excellence through high quality nutrition. Aramark Campus Services provides excellent food services to the College’s day and boarding students. Snacks are available for day students before school and at morning recess in the lower dining hall. Healthy choices of hot and cold menu items are available for lunch in the upper dining hall and quicker alternatives, also including healthy food options, are available in the lower dining hall and student centre. Purchases in the upper dining hall are made by presenting the Student Identicard, which links purchases with the student billing system. Identicards are distributed to students at the beginning of the term. Identicards or cash may be used in the student centre and the lower dining hall. Food service for boarding students is described in Section 10: Residential Life.
UCC and its dining service provider, Aramark, aspire to the following: • All meals, soups and baked goods are made from scratch. • The salad bar offers fresh produce and protein options daily. • Breads and pastas more frequently include whole grain options. • Fresh fruit and vegetables are available every day.
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SECTION 7 • We use organic produce whenever possible. • We offer 100-per cent real fruit juice without added sugar or artificial sweeteners. • We minimize artificial ingredients. • Nutritional information is available to parents, students and staff.
IDENTICARD Each student must have an Upper Canada College student Identicard showing his photograph and UCC identifying number. This card is to be carried by all students and must never be shared with or given to another student. Students obtain an Identicard at the beginning of the school year. The Identicard is required for all purchases in the Upper School Blues Shop and meal purchases in the upper and lower dining halls and snack bars. It’s also required for authorized entry to certain school facilities during the day and after regular hours. The loss or a malfunction of an Identicard should be reported immediately to the security office. A replacement card can be obtained from the security office during school hours for $25. Misuse of the Identicard may result in cancellation or restriction of privileges and other disciplinary action.
LOCKER ASSIGNMENTS Each day student is assigned a locker in his house locker room and signs a locker use contract that commits to: • recording his lock’s combination; • acknowledging that the locker is College property and promising to maintain it in good condition; • and respecting his own personal property and the property of others, and of the College, at all times.
In addition, each Year 1 student has a “book locker” assigned to him in the second floor main hallway for the storage of texts, notebooks, clothing and personal belongings, including wallets and other valuables. Cages above the lockers in the house locker rooms are provided for the storage of bulky
92 SECTION sports equipment, hockey and lacrosse sticks, and the like. Students are expected to 7 secure their belongings at all times. The cost of repairing abnormal wear or damage will be assessed to the student’s R S choo l account. Every student is required to completely empty his locker by the last day of school before both the December and March breaks, with the locker door left open and outi n es the lock secured to the open latch. Any boy who forgets to do this will have his lock cut off and the items in his locker removed. Every boy must remove his lock completely and empty his locker by the last day of school in June. Boys failing to do so will have their locks cut and their locker belongings removed and donated to The Used Blues Shop (TUBS). While respecting the privacy of students, the College reserves the right to open and inspect a locker when there are reasonable grounds to believe that a serious disciplinary infraction or the existence of a physical, health or other risk to the student or others will be discovered.
THE USED BLUES SHOP (T.U.B.S.) TUBS is located in the Upper School basement next to the lower dining hall. It’s operated by parent volunteers and sells used uniforms (shorts, gym T-shirts, grey pants, blazers, dress shirts, khaki pants, etc.) and a limited supply of used textbooks and English/French novels and plays. In addition to supplying students with well-priced uniform items, proceeds from TUBS sales are used to fund Parents’ Organization initiatives for the benefit of students. All sales at TUBS are on an “as is” basis, and there are no refunds or exchanges of purchased items.
LOST AND FOUND TUBS is the home of the lost and found. The College strongly recommends that all articles of clothing, sports equipment, books and binders be clearly marked with the student’s name and house. Found items are stored in TUBS. Personal belongings should be kept locked in lockers when not being used. Large sums of money aren’t needed and shouldn’t be brought to school. Valuable watches, jewelry and iPods should be left at home. The insurance policy of the College doesn’t cover students’ belongings that are lost, stolen or damaged. Any valuables (such as wallets, watches, keys,
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SECTION 7 glasses, calculators, cell phones and music players) found should be turned in to the main office for safekeeping and to help the rightful owners find them. Laptops and chargers, specifically, should be turned in to the information technology help desk. If a lost item is labelled, TUBS volunteers will attempt to contact boys directly via school email. Lost items are stored in TUBS for the remainder of the term in which they’re found. However, 30 days after the end of each term, all unclaimed items become the property of TUBS. These items are then sold by TUBS, with the proceeds going to support the school wish list, or donated to charity.
TUBS Hours*
Morning Lunch Afternoon
Monday to Friday 8 to 9 a.m. 12 to 1 p.m. 3 to 4 p.m. (except Wednesday) (except Friday)
* Subject to change (e.g.: TUBS isn’t open during holiday periods and any other school closures)
DONATIONS/CONSIGNMENT Donations of used uniforms are always gratefully appreciated and are accepted throughout the school year. All donations of clothes must be uniform items, and must be clean and in good repair. TUBS will sell blazers on consignment. Blazers to be consigned for sale must be delivered in good repair with a cleaners’ tag, buttons and crest attached. Once a consigned blazer is sold, the consignor’s student account will be credited with 50 per cent of the sale price. A cheque will be mailed to Old Boys.
NEW AND USED UNIFORM SALE EVENT Every year before school begins, the Parents’ Organization holds a sale where students and parents can buy new and used uniform items required for the school year (including blazers, dress shirts, grey flannel pants, khaki pants, socks and belts). Note: see the Upper School Blues Shop Section for hours of operation. New crested navy golf shirts are sold through the Upper School Blues Shop.
94 SECTION Purchases are billed to the student’s account and the profits are used to benefit the 7 school community. A tailor will be on site during the sale for alterations. The altered clothing can then be picked up at TUBS during regular TUBS hours. R S choo l The sale of new and used uniforms will be held in the David Chu Theatre on these days: outi n es
Back to school sale: Thursday, Sept. 1, 2016: 10 a.m. to 5 p.m. Tuesday, Sept. 6, 2016: 8 a.m. to 2 p.m. (used sale ends at 12 p.m.) (alterationist and pick up available until 5 p.m.)
Boarders: Sunday, Sept. 4, 2016: 2 to 5 p.m.
TELEPHONE MESSAGES TO STUDENTS The main office will relay messages from families to students in the case of true emergencies only. Reminders and/or last-minute changes of appointments aren’t considered emergencies, and delivery of such notices can’t be guaranteed. There are restrictions to student cell phone use in class. Please arrange any important communication with your son in a way that doesn’t compromise his attention to his work in class. Students who use their phones during test times will face disciplinary action.
RE-REGISTRATION AND FINANCIAL ASSISTANCE All families are required to re-register annually to confirm their son’s enrolment for the following academic year. The process is completed entirely online and all information about fees, policies and tuition refund insurance is accessed at the time of registration. Notification of the start of the re-registration process will be communicated to all parents through email and weekly reminders that will appear in Heads Up. The deadline for re-registration for the 2017-2018 academic year is Feb. 13 2017. Each parent has been given a unique username and password, and these are also used when accessing the online re-registration forms. The first installment of fees is due at the same time as the forms are completed online, and payment is a condition of enrolment.
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SECTION 7 Re-registration will be withheld for students whose accounts with the College aren’t current. Information about the annual online application process for financial assistance will also be communicated by email and in Heads Up. Returning families should note that the financial assistance application deadline is Nov. 21, 2016. This has been done to facilitate the generation of timely offers of assistance in advance of the Feb. 13 re-registration deadline. Please contact Colleen Papulkas in the finance office at ext. 2250 for further details regarding the re-registration process and the College’s financial assistance program.
HEALTH INSURANCE COVERAGE All students are required to have an Ontario Health Card. Only students who reside in Ontario are eligible for coverage under the Ontario Health Insurance Plan. Benefits paid by the plan for hospital and medical services outside of Canada may be insufficient to meet the charges assessed in those areas. Students and staff planning school trips outside Canada will arrange additional medical coverage with the finance office, as necessary. An out-of-country policy is in place, with short-term coverage available for students travelling with teams or on class trips. Out-of-province residents are covered by their provincial policies, but these may have different coverage from the Ontario plan. Parents are encouraged to confirm their son’s coverage before the start of the academic year. Boarding students who reside overseas and don’t have a valid Ontario Health Card must present proof of valid private health insurance or subscribe to the private health insurance plan arranged by the College. The cost of this policy will be billed directly to the student account. In the absence of proof of adequate health insurance coverage, the College will automatically enroll boarding students in the College’s private plan.
STUDENT PARKING AS A GREEN SCHOOL We ask that Upper School students walk, bike or take public transit to school. Doing so reduces both congestion and greenhouse gas emissions. If they must arrive by car, it’s best that they be driven to and from the College by parents, preferably as part of a carpool, using designated drop-off and pick-up areas on the grounds.
96 SECTION While the property at UCC may seem extensive, parking is extremely limited and barely 7 meets the needs of the College’s teachers, staff, residents, parent volunteers and visitors. Parking is prohibited on designated fire routes and in areas designated for buses and R S choo l commercial deliveries. outi n es
Parking is by authorized permit in assigned areas only. Vehicles parked on the College grounds without the permission of the College may be ticketed and/or towed away at the owner’s expense.
Limited student parking is available, with priority going to IB2 students who don’t have reasonable access to public transportation, who have extremely heavy and ongoing co-curricular obligations, and/or who carpool with other UCC students. Students must park in the arena parking lot at the south end of campus and student parking is only permitted with a school-authorized permit. Student vehicles parked without a permit, or parked on the driveway or in any lot other than the arena lot, may be tagged and/or towed away. Any student permit may be suspended or revoked at the school’s discretion. To apply for this limited parking privilege, a student parking application must be requested by email from [email protected] or by phone at 416-488-1125, ext. 2299, or obtained from the main office. This form must be completed, signed and returned to the main office. Students granted a parking permit will be notified at the beginning of the term and will be required to sign, with their parents, a parking agreement. Students must always drive with care and caution on College grounds and cooperate fully with College security staff at all times. Failure to abide by the terms of this agreement will result in immediate loss of parking privileges. In special circumstances, a student may request short-term permission from the main office to park a vehicle on the grounds during the school day. This request may be granted only if space permits and the student is involved in a specific school event or program, or has some physical injury or other impairment that requires him to drive. The student must provide a detailed written request accompanied by a letter of support from a physician or the faculty supervisor of the specific event or program in question. A student granted a temporary pass may only park in the arena parking lot. Students who haven’t been granted permission to park at UCC may wish to use public
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SECTION 7 parking lots in the Yonge and St. Clair area or negotiate parking arrangements at the homes of other students, family friends or relatives near UCC. Curb parking on neighbouring streets is severely limited by by-law restrictions and is undertaken at your own risk.
CARPOOLING AND ALTERNATIVE MODES OF TRANSPORTATION To reduce congestion and emissions from vehicles on College grounds, parents are encouraged to carpool when driving students to school. Students are encouraged to take alternative modes of transportation such as public transit, walking and bicycling.
VEHICLE ACCESS TO UCC To protect the safety of everyone, to ease traffic congestion on the campus and in the UCC neighbourhood, and to facilitate the morning student drop-off, we ask that you follow these instructions for entering and leaving the College by car.
From Kilbarry Road: Cars may enter from Kilbarry Road and drop students in the traffic circle north of the boarding houses. Cars may not be parked in this area at any time or anywhere else along the north entrance road as this is a designated fire route and vehicles may be towed away. All parking in the area is reserved for faculty and staff.
From Forest Hill Road: Entry from Forest Hill Road and Frybrook Avenue is one-way until 6 p.m. Parents are requested to use the designated drop-off zones near the Hewitt Centre or the main Upper School entrance. Please don’t park or idle vehicles in these areas. After drop-off, proceed cautiously south on the main driveway and follow the traffic signs or the directions of UCC staff. Please beware of Prep students at play or crossing the driveway.
From the South: Cars may enter the College from the south only by turning right from Lonsdale Road. Cars entering from the south may not proceed further than the William P. Wilder ’40 Arena parking lot.
98 SECTION SPECIAL PARKING CONSIDERATION 7
Upper Canada College has previously obtained special parking consideration for vehicles R S choo l parked on neighbourhood streets beyond the three-hour limit for special events. Changes
to local bylaws no longer allow this consideration from 6 to 10 a.m. and from 3 to 7 p.m. outi n es We ask parents to pay close attention to information that can be found in event announcements.
DRESS CODE The dress code is a daily expression of self-respect, pride of association and respect for the College. These regulations are intended to meet standards of appearance for the formal part of the school day and also to eliminate unnecessary expenditure and competition. Because many students travel great distances, arrive early for practices and rehearsals, and stay late after school, the Upper School doesn’t require our students to arrive or leave in school dress. Students may also be out of school dress when in the basement area, unless they’re in the lower dining hall or attending art, music or theatre classes.
The full cooperation of students and parents in all matters related to dress and personal appearance is expected. Parents are requested to ensure that their son’s school dress is complete, clean and in good repair at all times. Parents must also ensure that students have sufficient shirts, socks and trousers to allow for cleaning/laundry.
REGULAR DRESS Regular dress is worn from the Tuesday following the November long weekend until the March break. Students may also opt to wear regular dress at any other time throughout the year if they wish. At all times during the school day from 8:30 a.m. to 3:30 p.m. during classes, assemblies, house meetings, advising sessions and appointments, examinations and while in the corridors (other than the basement) and other public areas of the College, students are required to wear:
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SECTION 7 • A dress shirt in a conservative colour or stripe with a UCC tie (school, house or team). NO denim, flannel or plaid shirts. Dress shirts are to be tucked in at all times. If required, only a white, short-sleeved T-shirt may be worn under the dress shirt. • Students may wear a sports jacket, blue-crested UCC blazer, blue-crested UCC sweater or UCC blue fleece top, which are available for purchase in the Upper School Blues Shop. Students may wear a school-approved House or school team quarter-zip pullover. NO other sweatshirts or hoodies allowed. • Grey dress pants (NO cotton) that are well-fitting, conservative in cut, clean, not torn, in good repair and worn with a plain black or dark brown leather belt. • Dress socks must be worn. NO white socks. • Polished leather dress shoes. NO running shoes, canvas shoes, Timberlands, Blundstones or any other forms of footwear. • Head coverings (except where religious custom or medical treatment dictates), baseball or sports caps, headbands and earrings may not be worn during regular school hours or at school functions. Sunglasses may not be worn in school during the school day.
FIRST DRESS First dress is the formal dress code worn on the day of the principal’s assembly, except during the period of warm weather dress. It’s also worn for important events such as Prize Day, Remembrance Day in November and Founder’s Day in February, and for other special assemblies or ceremonies called during the year. First dress is also required when students are serving as ambassadors of the College and for specific off-site events.
First dress consists of: • blue blazer with the UCC crest; • conservative white or solid light blue dress shirt; • College or House tie; • grey flannel pants; • dark blue, grey or black dress socks; • polished leather dress shoes.
100 SECTION Parents must ensure that their son is equipped with first dress and that it’s well-fitting 7 and kept in good repair. Prize Day is the first occasion for which first dress must be worn. The next occasion is for the College’s Remembrance Day observance, which is the R S choo l Thursday leading into the November long weekend. After that, first dress must be worn on the first school day of every week until the March break. Students who fail to appear in outi n es first dress when required to do so must obtain a dress code infraction from the main office. Failure to observe the dress code will result in a detention. Repeat offenders will be subject to further consequences. Regular dress and first dress are available at the annual uniform sale (with the exception of footwear) held in the David Chu Theatre during the week before school begins. Please refer to the “Uniform Sale” section of this handbook for further details.
WARM WEATHER DRESS Warm weather dress can be worn from the beginning of school in September to the Thursday prior to the November long weekend and after the March break until the end of the academic year. Other than for Prize Day and Remembrance Day, as outlined above, warm weather dress may be worn from the start of the school year until the November long weekend. It resumes again after the March break. Warm weather dress is designed to provide students with comfort during the fall and spring, while maintaining clear standards for dress and appearance. There are two options for warm weather dress. Students may continue to wear regular school dress, as defined above, or they may choose from these options:
TROUSERS: • Beige or tan cotton ‘khaki’ pants may be worn in place of the grey regular dress pants. • All pants must be well-fitting, conservative in cut (e.g. NO elastic ankles), clean, not torn, in good repair and worn with a plain black or dark brown leather belt. • NO jeans or cargo pants or any other casual or leisure pants.
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SECTION 7 SHOES: • Polished brown or navy blue one-tone leather ‘topsiders’ may be worn in place of regular dress shoes. • Dress socks must be worn (NO white socks.) • NO running shoes, canvas shoes, sandals, Timberlands, Blundstones or any other forms of footwear.
SHIRT: • A blue-crested UCC golf shirt may be worn in place of the regular dress shirt and UCC tie. • If the dress shirt and UCC tie are worn, the dress shirt must be properly tucked in at all times. • A plain white T-shirt may be worn under the regular dress shirt or UCC golf shirt. The undershirt must be tucked in.
Note: • A UCC blue crested sweater or UCC blue crested quarter-zip fleece top may be worn over top of a blue-crested UCC golf shirt or dress shirt and school tie. • School-approved House or school team quarter-zip pullovers may be worn over top of a blue-crested UCC golf shirt or dress shirt and school tie. • NO other sweatshirts or hoodies or jackets.
CASUAL DRESS Casual dress days are announced regularly throughout the year for a variety of reasons. Clean, casual clothes may be worn. As with first dress and warm weather dress, the expectation is that the student maintain a neat and tidy appearance. On some casual dress days, there will be a specific “Blue and White” or “House Colour” theme requested, for example, for events such as the Friday before Association Day, mental health awareness or the day of the house track meet.
102 Section 8: Student Conduct
SECTION ALCOHOL AND CONTROLLED DRUGS AND SUBSTANCES 8
Upper Canada College’s policy on alcohol and drugs is consistent with its mission S tu d e n t statement. The College firmly believes in the development of responsible citizenship, physical and mental health, and moral integrity among its students. co nd uct UCC believes that student alcohol and/or drug use interferes with personal health as well as the legitimate academic and co-curricular interests of that student and other students, and with the well-being of the school community as a whole.
ALCOHOL AND DRUG POLICY STATEMENT
The use, possession or sharing of smoking or chewing tobacco by any student while on school property, or at any event sanctioned by UCC or hosted by any other school, is strictly prohibited. This includes all time spent on field trips, athletic trips, dances and school- sponsored co-curricular activities.
The use, possession, being under the influence or sharing of alcohol by any student while on school property, or at any event sanctioned by UCC or hosted by any other school, is strictly prohibited. This includes all time spent on field trips, athletic trips, dances and school-sponsored co-curricular activities.
The use, possession, being under the influence or sharing of illegal drugs by any student is prohibited while on school property or at any event sanctioned by UCC or hosted by any other school. This includes all time spent on field trips, athletic trips, dances and school- sponsored co-curricular activities.
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SECTION 8 DISCIPLINARY RESPONSE The following discussion of disciplinary responses to substance use, possession or sharing serves as a guideline only and in no way limits the ability of the College to apply what disciplinary sanctions it determines to be appropriate in individual cases.
TOBACCO With reference to tobacco products, the school encourages its students to be non-users. Federal law prohibits anyone under 16 years of age from using tobacco in a public place, or purchasing any tobacco product such as cigarettes or chewing tobacco. Ontario law prohibits the sale of tobacco to anyone under 19 years of age. In accordance with the Smoke-Free Ontario Act (2006), smoking is prohibited in any school buildings and on school property. Infractions of the school’s no-smoking policy will be dealt with on an individual basis, with the emphasis on helping the student refrain from tobacco use. However, repeated violations of the school’s tobacco ban will be dealt with by increasingly strict responses.
ALCOHOL Alcohol is one of the most widely used drugs in our society. It’s acknowledged that many students will begin to use alcohol during the time they are enrolled in the school. The following information has been considered in establishing a policy for UCC:
In Ontario, it’s illegal for anyone under 19 years of age to purchase, possess or use alcohol, except in a residence or private place, and only if the alcohol has been provided by that youth’s parent. This permits parents to serve alcohol only to their own children.
The abuse of alcohol, whether on one occasion or consistently, constitutes a threat to the user, as well as to those around him. The costs and dangers of alcoholism are obvious.
104 SECTION Being Under the Influence of Alcohol or Possession of Alcohol: For a student with an 8 otherwise clean conduct history, he may expect to be placed on conduct concern, S tu d e n t though conduct probation and/or a suspension of one to three days is still a possibility. If, however, this isn’t the student’s first offence, then conduct probation with co nd uct suspension will be the likely minimum consequence as well as a recommendation for the student to undergo counselling for a possible substance use issue. Whether or not it is a first offence, the student may be denied admittance to the next school event, dance (whether UCC or of another COSSOT school) or other UCC social function.
Sharing or Selling of Alcohol: This is the most egregious alcohol offence and a student should expect a minimum of conduct probation with a suspension and understand that, depending on the circumstances, denial of re-registration or even immediate expulsion from school will be seriously considered.
DRUGS Because Canadian law makes a distinction between alcohol and drugs (please see the Controlled Drugs and Substances Act [CDSA] at http://laws-lois.justice.gc.ca/eng/acts/C- 38.8/), and because their dangers are different, the College also makes a distinction between alcohol and drugs in its disciplinary policies. The possession or use of drugs by any student is a serious offence, and any student who provides drugs — whether for money, for goods or services, for free, or in any other way — to anyone else is guilty of trafficking in narcotics, and is liable to the most severe disciplinary consequences.
Being Under the Influence or in Possession of Drugs: A student with an otherwise clean conduct history should expect to be placed on conduct probation with suspension and recommended to undergo counselling for a possible substance use issue. If this isn’t the student’s first offence, then the student will likely be denied re-registration or immediately expelled from the College.
Sharing or Selling of Drugs: This is the most egregious drug offence and a student should
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SECTION 8 expect denial of re-registration or immediate expulsion from the College. In addition to any school consequences, the police may also be involved.
PRESCRIPTION DRUGS Prescription medications are for the sole use of the person for whom they’re prescribed and the use of a medication by anyone other than the person for whom it’s prescribed is illegal and may cause dangerous health issues, including death. For this reason, no student should ever ingest the medication of any other student. Any student who is required to take prescription medication while at school is allowed to have that medication at school, but is responsible for the security of that medication at all times and for keeping it out of reach of any other students. If he would like, any student with medication prescribed to him may ask for his prescription medication to be stored in our Health Centre. (Please see the “Policy Regarding Students Having Prescription Medication” for further details.) If any student’s prescription medication is one that’s listed in any of Schedules 1 through 8, inclusive of the aforementioned CDSA, then both the sharing and selling of that medication is illegal. If any student provides any of his prescription medication to anyone else — whether for money, for goods or services, for free, or in any other way — it’s trafficking. In addition to any disciplinary response by the College for such a student, that student may also be arrested and charged with trafficking in a controlled substance.
Being Under the Influence or in Possession of Someone else’s Prescription Medication: A student with an otherwise clean conduct history should expect to be placed on conduct probation with suspension and recommended to undergo counselling for a possible substance use issue. If this isn’t the student’s first offence, then the student will likely be denied re-registration or immediately expelled from the College.
Sharing or Selling of Prescription Medication: A student should expect a minimum of conduct probation with suspension and understand that, depending on the circumstances, denial of re-registration or even immediate expulsion are distinct
106 SECTION possibilities. Regardless of the school’s disciplinary response, the police may choose to 8 pursue criminal charges against the student or students involved. S tu d e n t
POLICY REGARDING STUDENTS HAVING PRESCRIPTION co nd uct MEDication PREAMBLE The ability of an individual to control his/her own personal health information is key to his/her privacy rights. In Ontario, the 2004 Personal Health Information Protection Act gives patients control over their own personal health information, including any information about any medication a person may be taking, including any prescription medication. This means that any day or boarding student at UCC may have medication that’s prescribed to him and he has no obligation whatsoever to disclose that information to the College, any employee of the College, or anyone else.
CONSIDERATIONS There’s no minimum legal age for consent in Ontario. Any individual deemed competent may visit a doctor independently and, in turn, be prescribed medications, even without parental knowledge or consent. This can be as young as 13 years old, for example, for birth control pills or anti-depressant or ADHD medication. Boys in Y1 at UCC are 13 years old and may, therefore, have prescription medications of which the College is unaware. This right to privacy extends to both boarding and day students. The College’s Health Centre may become aware of a student’s prescription medication in these instances:
• It’s communicated to the College by a student and his parents.
• It’s communicated to the College by a student.
• It’s communicated by the school doctor or student’s physician with the consent of the student.
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SECTION 8 POLICY STATEMENT REGARDING STUDENTS HAVING PRESCRIPTION MEDICATION Prescription medications are for the sole use of the person for whom they’re prescribed and the use of a medication by anyone other than the person for whom it’s prescribed is illegal and may cause dangerous health issues. Any student who is required to take prescription medication while at school is allowed to have that medication at school, but he’s solely responsible for the security of that medication at all times. For a boarder, this means any prescription medications must be locked in the closet of his room at all times. For a day boy, this means any prescription medications must be locked in his locker at all times. All prescription medication must be kept in its original pharmacy container with complete medical labels, including the student’s (i.e. patient’s) name. It’s expected that no more medication than is necessary for a reasonable amount of time (e.g. a week for a day boy and a month for a boarder) needs to be with the student–patient at any given time. If any student provides any of his prescription medication to anyone else — whether for money, for goods or services, for free, or in any other way — it’s trafficking. In addition to any disciplinary response by the College for such a student, that student may also be arrested and charged with trafficking in a controlled substance. If such a student is allowed to remain in the College, the College reserves the right to store his prescription medication in the school’s Health Centre, as described below.
THE REQUEST FOR STORAGE OF PRESCRIPTION MEDICATION AT SCHOOL Any student, whether boarding or day, with medication prescribed to him is required to manage his own medication. A student may ask for his prescription medication to be stored in the Upper School Health Centre. The Health Centre staff will provide the student access to his prescription medication based on a mutually agreeable schedule, on school days, between the hours of 8 a.m. and 4 p.m. Neither the College nor any of its employees, however, assume any responsibility or liability for the use or misuse of any medications prescribed to any of its students, nor can they be held responsible for the loss of this property. Any student who wishes to ask the Upper School Health Centre to store his prescription medication while at the College, with or without the knowledge or consent
108 SECTION of his parents, must provide disclosure of the prescription medication and its 8 therapeutic purpose to the Upper School Health Centre of the College, accompanied by S tu d e n t a request for storage of prescription medication form that’s available in the Health Centre. Access to these medications is limited to school days only, between the hours co nd uct of 8 a.m. and 4 p.m.
THE REQUEST FOR STORAGE OF PRESCRIPTION MEDICATION ON A SCHOOL TRIP As is the case at school, any student with medication prescribed to him is required to manage his own medication on a school trip, whether a day trip or a multiple day/night trip, and maintain the security of his prescription medication. If he wishes to, a student may choose to ask the supervising teacher to hold his prescription medications for safekeeping and arrange a mutually agreeable schedule to obtain the container of medication from the supervising teacher. Again, the container must be the original pharmacy container and have the complete medical label on it, including the student’s name. Any such request for safekeeping must also be accompanied by a request for storage of prescription medication form, which are available in the main office.
COLLEGE NEIGHBOURHOOD RULE The College respects the rights of its neighbours in the area surrounding the school. The College neighbourhood rule requires students to conduct themselves in a considerate and cooperative manner in travelling to and from the grounds. Trespassing on private property, littering on private or public property, and loitering or congregating in a manner that might reasonably cause offence to neighbours are prohibited. Senior Division students smoking on Frybrook Avenue is a particularly disappointing example of this disrespect for oneself and one’s neighbours. Serious or repeated misconduct will lead to parental notification and to a gradation of disciplinary response.
DETERMINING DISCIPLINARY RESPONSES Upper Canada College students are generally responsible and meet or surpass basic
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SECTION 8 standards of community life. Minor infractions are normally addressed through supportive counselling by faculty and staff. In more serious breaches of these standards, to provide guidance to the student and to respect others and the well-being of the community, more serious interventions may be necessary. In most of these situations, the College’s student discipline council (please see below) will review the relevant information of a given case within the context of the appropriate application of school policy. The council then makes a disciplinary recommendation to the senior house advisers committee, which, in turn, independently reviews the case and the recommendation from the council. The senior house advisers committee supports or modifies the council’s recommendation and forwards this information on to the Upper School administration committee for its consideration. The administration committee correspondingly deliberates and then submits a final recommendation of the College’s disciplinary response to the dean of students or the division head for the student in question, depending on the severity of the disciplinary response.
STUDENT DISCIPLINE COUNCIL The terms of reference for the student discipline council were established by a student committee chaired by the head steward in 2006–2007. These terms were approved, with some modifications, by the Upper School administration committee at the end of that year. The council consists of three IB1 and three IB2 students. A non-voting member of the Upper School administration committee also sits on the council. At least one and no more than two of the student members must be boarders. A shortlist of candidates is generated by faculty vote, and council members are then selected by interview with members of the board of stewards. Once selected, each member of the council signs a confidentiality agreement. Without mentioning any student names, a written account of the facts and circumstances of a given discipline case are presented to the council. The council nominates one member to chair and another member to take minutes at each meeting. The council deliberates and reaches consensus, which is submitted to the dean of students as a recommendation.
110 SECTION A GRADATION OF DISCIPLINARY RESPONSES 8 S tu d e n t The following eight stages of disciplinary response serve as a guideline only, and don’t limit
the ability of the College to apply whatever disciplinary sanctions it deems appropriate in co nd uct any individual case.
Depending on the severity of a student infraction, any step or steps may be skipped in order to reach the appropriate level of disciplinary response. In addition, any conduct status may or may not be combined with a detention or suspension.
1. AFTER-SCHOOL DETENTION A student may be given a detention for reasons that include misconduct, inappropriate behaviour or frequent lateness. Detentions take precedence over all other activities and will be served on Tuesdays and Thursdays from 3:45 to 4:45 p.m. in room 131. School dress must be worn. The student is to sit quietly and work on homework or school assignments. The student is expected to attend the first detention date after the infraction and may receive a reminder notification. A student who misses his detention must bring a note from his parent/guardian to the main office to explain his absence. Failure to do so may result in an escalated response.
2. HALF-DAY AND FULL-DAY DETENTIONS A half- or full-day detention is a serious disciplinary consequence that’s usually applied if a student isn’t positively responding to other consequences. A student can receive a full-day detention in school for a number of reasons, including, but not limited to: unserved detentions; neglecting to submit IB diploma requirement work; or for various violations of school policy or citizenship expectations. Half- or full-day detentions will be dispensed by a division head or the dean of students. Students who have received one must report to school at 8:30 a.m., prepared to do school work under the supervision of one of the members of the Upper School administration committee. A reflection and writing component may be attached to this detention, requiring students to reflect on the actions that caused the detention and to recommit to the standards and core values of the College. A student who has received a full-day detention won’t
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SECTION 8 be permitted to participate in classes or any co-curricular activities on the day it’s served.
3. CONDUCT ADVISORY (FIVE WEEKS ON STATUS) Conduct advisory serves the purpose of informing parents of student conduct that has violated school policy or breached our community expectations. Through the process of conduct advisory, students and parents are cautioned about the potential escalation of disciplinary response if inappropriate behavioural incidents persist. This status will lapse after five weeks if the student maintains a clean record of citizenship during that period.
4. CONDUCT CONCERN (10 WEEKS ON STATUS) A student may be placed on conduct concern status for a variety of infractions against UCC’s stated policies, standards and expectations for behaviour and responsibility, including: repeated absence from class and/or other College appointments; and first offences against published College standards and policies. Once placed on conduct concern status, it’s the responsibility of the student to demonstrate through his choices and actions his re-commitment to the College’s values and standards. He must demonstrate his re-commitment not merely through the absence of negative behaviours and the fulfillment of academic responsibilities, but also through the presence of positive contributions. At the end of 10 weeks on conduct concern status, the student may apply in writing to have his status reviewed. The student’s letter must present specific evidence of the student’s re-commitment to UCC’s stated policies, standards, expectations and values, and of his ability to make them active in his daily life at the College. The letter should include: • a specific account of contributions to the community since the infraction through participation in the academic and co-curricular program; • and reference to school documents where possible, such as the latest report card. Each student must also provide a letter of support from each of two adults within the school (e.g. house adviser, teacher, coach or co-curricular supervisor).
The dean of students (or the academic dean, for conduct status arising from an
112 SECTION academic infraction) will examine the appeal and determine whether or not to lift 8 conduct concern status. At the end of 10 weeks on conduct concern status, if the student hasn’t requested S tu d e n t review or his request has been denied, he’ll remain on conduct concern status. If, after five more weeks, he still hasn’t taken the necessary action to request review or the co nd uct appeal has again been denied, he may be suspended and placed on conduct probation upon his return. If, while on conduct concern, a student commits further infractions, he may be suspended and placed on conduct probation.
5. CONDUCT PROBATION (15 WEEKS ON STATUS) Any student who has committed an offence against the community of sufficient seriousness will be placed on conduct probation for 15 weeks. Please see the section below entitled “Reporting Serious Disciplinary Action.” While on probation, he must demonstrate his re-commitment through his attitude, choices and actions. The onus is on the student to earn his way off probation. He must demonstrate his re-commitment not merely through the absence of negative behaviours, but also through the presence of positive contributions. At the conclusion of his 15 weeks on conduct probation, the student must make an appeal in writing to have his status lifted. The appeal must include evidence of re-commitment in the form of examples of constructive participation in the various aspects of community life. The student is supported in his efforts toward constructive, responsible citizenship by his house adviser, who meets regularly with him. The letter should include: • a clear expression of understanding by the student as to why he was placed on conduct probation; • a specific account of contributions to the community since the infraction through participation in the academic and co-curricular program; • and reference to school documents where possible, such as the latest report card. Each student must provide letters of support from two adults within the school (e.g. house adviser, teacher, coach or co-curricular supervisor).
Following submission of the relevant documentation, the dean of students will determine whether or not conduct probation will be lifted. In the process of arriving at
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SECTION 8 his decision, he may consult with faculty with whom the student has worked. The decision will be communicated in writing to the family. The student’s disciplinary history will always be considered should further disciplinary action be taken. A student who has been removed from conduct probation but who subsequently commits a serious offence or whose actions indicate that he’s still not meeting expectations for responsibility and citizenship when he writes his appeal may be expelled or denied re-registration.
6. SUSPENSION Suspension means that a student has been required to remove himself from school to think seriously about whether he wishes to still be a part of the UCC community and, consequently, about whether he can commit to the community’s values and standards. The duration of a suspension from College activities will vary depending on the circumstances. While serving a suspension, a student is barred from all school privileges, including classes, co-curricular activities and College-sponsored events. During his suspension, a student is expected to reflect formally in writing on his behaviour and to set personal goals for improvement. Before his return, the student and his parents may be required to attend a re-entry interview in which the student, with the support of his family, must demonstrate that he’s thought seriously about his attitude, choices and actions and has made a deliberate re-commitment to the College’s values and standards. Please see the section below entitled “Reporting Serious Disciplinary Action.”
7. dENIAL OF RE-REGISTRATION At the discretion of the College, a student may be allowed to complete his academic year at the College but be denied re-registration for the subsequent school year for reasons including, but not limited to: a single extremely serious offence or violation of school standards; repeated serious offences or violations of school standards (particularly if two or more infractions are of a sufficiently similar nature); failure to meet the requirements of conduct probation status; or for bringing dishonour to the College. Parents will be informed as early as possible of the potential for denial of re-registration.
114 SECTION 8. EXPULSION FROM SCHOOL 8 If the infractions committed by the student as outlined in the above “Denial of S tu d e n t Re-registration” section are, in the opinion of the College, sufficiently egregious, then consideration will be given instead to the immediate expulsion of the student, co nd uct regardless of the timing within the school year.
REPORTING SERIOUS DISCIPLINARY ACTION Students who apply to universities in the United States are required to answer the following question on the application form:
“Have you ever been found responsible for a disciplinary violation at any educational institution you have attended from 9th grade (or the international equivalent) forward, whether related to academic misconduct or behavioural misconduct, that resulted in your probation, suspension, removal, dismissal, or expulsion from the institution? If you answered yes, please attach a separate sheet of paper that gives the approximate date of each incident, explains the circumstances, and reflects on what you learned from the experience.”
UCC is required to answer a similar question on the secondary school report to U.S. colleges.
In such cases, admission committees will decide what effect, if any, the reported circumstances should have on the candidate’s eligibility. Any student who has such information on his record and decides to apply to universities that require disclosure should speak to his university placement adviser about the appropriate manner in which to proceed. Students and parents should be aware that the College’s obligation to report serious infractions and disciplinary consequences continues until submission of the final school report in mid-July. IB2 students who are active in the co-curricular programs after the leaving ceremony in May are reminded that they remain under the College’s expectations and policies for the duration of their commitment.
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SECTION 8 APPEALING A DISCIPLINARY DECISION If a family doesn’t agree with the disciplinary response being applied to their son, a written appeal may be made to the following person, according to the degree of the disciplinary decision (and sometimes the grade level of the student):
• In the case of conduct advisory, conduct concern, conduct probation and/or suspension for a boy in Y1 or Y2, the appeal should be addressed to Intermediate Division head Derek Poon.
• In the case of conduct advisory, conduct concern, conduct probation and/or suspension for a boy in FY, IB1 or IB2, the appeal should be addressed to Senior Division head Scott Cowie.
• In the case of denial or re-registration or expulsion for a boy at any grade level, the appeal should be addressed to Principal Jim Power.
DIGNITY, WELL-BEING AND SAFETY Upper Canada College strives to provide a positive, humane and safe environment for students, faculty and staff — a community that supports the dignity, well-being and safety of all its members.
HARASSMENT AND BULLYING The full text of the UCC policy and procedures for preventing, identifying and investigating harassment, abuse and violence, and its companion statement, standards and boundaries for working with children, are available upon request through the main office. UCC is fully committed to respecting and protecting the dignity and human rights of its students, faculty and staff. Harassment, abuse or intimidation in any form are against everything for which the College stands as an educational institution. Students, faculty and staff have a right to work in an environment that’s free of any form of harassment, bullying, intimidation, violence and abuse, and all members of the community share a responsibility for ensuring that such an environment exists at all times. The UCC policy and procedures for preventing, identifying and investigating harassment, abuse and violence states that such conduct won’t be tolerated, and that all reported incidents will be thoroughly investigated and appropriate action taken.
116 SECTION Harassment: Harassment is defined in the Ontario Human Rights Code to mean “a course 8 of vexatious comment or conduct that is known or ought reasonably to be known to be unwelcome.” The code prohibits such harassment when it relates to prohibited grounds: S tu d e n t race, ancestry, sex, sexual orientation, age, record of offences, marital status, same-sex partnership status, family status or disability. For the purpose of the College’s protocols, co nd uct any form of harassment is prohibited, regardless of whether or not it relates to these enumerated grounds. Harassment may be physical, such as pushing or unwelcome contact. It may be verbal, including insults and threats. It may be written or visual, such as graffiti or the display of offensive and hurtful materials designed to exclude or marginalize its targets, sometimes through the use of the Internet. To be clear, such material need not target a named student or individual to constitute harassment. Under the Ontario Human Rights Code, sexual harassment is “a course of vexatious comment or conduct of a sexual nature that is known or ought reasonably to be known to be unwelcome.” Sexual harassment may refer to instances where the behaviour isn’t overtly sexual in nature, but is related to the person’s gender and demeans or causes personal humiliation or embarrassment to the recipient.
Bullying: A certain amount of conflict and disagreement is common among children and teens as they explore and develop their relationships with others and learn to manage these relationships responsibly and with respect and empathy for others. Conflicts and disagreements may be hurtful, but don’t necessarily result in long-term harm. Timely and collaborative intervention by parents and school normally address such incidents and concerns. In addition to counselling and monitoring, school disciplinary procedures may be involved. Bullying refers to the conduct of one or more students who repeatedly intimidate another student or students through: actual violence; threatened violence; verbal taunts and name-calling; extortion or theft of money, lunches or possessions; or enforced exclusion from peer groups. Bullies rely on a perceived power imbalance between themselves and their targets. This power imbalance may be based on perceived strength, age or accomplishments. Racially or ethnically based verbal abuse and gender-related harassment are also frequently related with bullying. Any student who is the victim of harassment or bullying should know that he’s supported by the College, and that his dignity, well-being and safety are of the highest
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SECTION 8 importance. A student who is the victim of harassment or bullying is encouraged to seek the assistance of his form or house adviser, one of his teachers, a staff member, school counsellor, College nurse or administrator. Reported incidents of harassment or bullying will be fully investigated, with the goal of stopping the misconduct, supporting and empowering the victim, and intervening to correct the perpetrator through a gradation of disciplinary responses. Alternative methods, such as mediation, may also be considered. However, serious or repeated incidents of harassment or bullying will also result in serious disciplinary responses, which may include suspension or withdrawal. The police may also be contacted.
CYBER-HARASSMENT AND CYBER-BULLYING New technologies such as email, cell phones, text and picture messaging, chat lines, websites, blogs, wikis, social networking sites such as Facebook, and online voting booths have unfortunately become outlets for harassment and bullying, which can often be especially damaging and corrosive. Young people need to know that the same basic rules of respect and courtesy apply to the use of these new technologies as to any other form of human communication. Harassment or bullying by means of the school computer network is a serious violation of school’s appropriate use of technology policy. The school can’t presume to police the use of private Internet services at home, and parents have an important role to play in monitoring their son’s conduct there. Nonetheless, “off-site” cyber-harassment and cyber-bullying very often spill directly into school relationships, targeting individuals or groups of students, and undermine their dignity and well-being as members of the UCC community. Such incidents will warrant intervention and appropriate disciplinary action by the College.
CHILD ABUSE The duty to report sexual or physical abuse of a child to the Children’s Aid Society is required of faculty, staff and volunteers at the College. The protection of children is paramount. Any student who is the victim of physical or sexual abuse, or who is concerned about the safety of another, should know that he’s fully supported by the College, that appropriate action will be taken, and that his dignity, well-being and safety are of the highest importance and urgency. A student who is the victim of abuse, or who is concerned about the safety of another, is encouraged to seek the assistance of a teacher,
118 SECTION house adviser or administrator. Harassment officers, the school counsellor and the College 8 nurses are always available for confidential support and guidance. The obligation to and procedures for reporting suspected child abuse are outlined in the UCC policy and S tu d e n t procedures for preventing, identifying and investigating harassment, abuse and violence, and in standards and boundaries for working with children. co nd uct
VIOLENCE Violence, bullying and physical intimidation have no place in the life of UCC and are treated as very serious disciplinary matters. Any student who is the victim of violence, bullying or physical intimidation should know that he’s supported by the College, that appropriate action will be taken, and that his dignity, well-being and safety are of the highest importance. A student who is the victim of violence, bullying or physical intimidation, or who is concerned about the safety of another, is encouraged to seek the assistance of his form or house adviser, one of his teachers, a staff member or administrator. The school counsellor and College nurses are always available for confidential support and guidance. Standards and procedures for investigating and responding to incidents of violence are outlined in the UCC policy and procedures for preventing, identifying and investigating harassment, abuse and violence. The Ontario Safe Schools Act provides an important context. Acts of violence are a serious disciplinary matter and are subject to a gradation of disciplinary responses.
THE ROLE OF BYSTANDERS Most incidents of harassment or bullying are witnessed by other students. Their presence brings with it the obligation to intervene as quickly and as frequently as possible to support and comfort the victim and, if necessary, to seek the help of a trusted adult in the school community. Bystanders who look the other way or who remain silent further victimize the target of harassment or bullying, and give power to the perpetrator to victimize the school community as a whole by weakening the foundation of respect. By not nipping the problem in the bud, the bystander increases the odds that he’ll become a future victim of bullying.
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SECTION 8 PERSONAL APPEARANCE AND HYGIENE Students are to be clean-shaven at all times. Hair must be neat, well-groomed and off the face. Students are to have regular haircuts and be clean in person and apparel. Sideburns may not extend below the bottom of the ear.
THEFT Theft strikes at the heart of trust in relationships in a school as in any other community. Students are reminded that they should take care of their possessions by keeping them in locked lockers when not being used and should not bring expensive belongings or large sums of money to school in the first place. Students should report concerns about theft to the main office immediately for investigation. If any student loses his student Identicard, he should notify the security office, the dining hall and the Upper School Blues Shop immediately so that it can be deactivated before any unwanted purchases are made. Theft and involvement in theft are considered serious matters for disciplinary response, including expulsion. Serious cases of theft will be reported to the police for further investigation and action in addition to any school response.
120 Section 9: School Organization
SECTION BOARD OF GOVERNORS 9 The Board of Governors has 15 members. Eight are appointed by the board for four-year O r g a n i z atio S choo l n terms; three are elected by the Upper Canada College Association for three-year terms; and four are ex officio under the provisions of the Upper Canada College Act. The chair of the UCC Foundation is invited to attend all meetings. The board and its standing committees are representative of Old Boys and parents, as well as the broader College community. The board establishes and directs policy for the College, oversees its financial affairs, and appoints the principal. The current board chair is Russ Higgins, ’81, who assumed this position in 2016. More information on the board can be found at www.ucc.on.ca under the “About UCC” tab.
PRINCIPAL’S OFFICE The principal, Sam McKinney, is Upper Canada College’s chief academic and executive officer. He reports to the Board of Governors and is the overall head of the College, with responsibility for all aspects of its programs and administrative operations. The principal chairs the Senior Management Team, which is the senior decision- making group at UCC. Membership on this committee includes the chief administrative officer, the vice principal of advancement and strategy, the academic dean, the executive director of people and organizational development, the four division heads and the vice principal of enrolment management.
DIRECTOR OF COMMUNITY RELATIONS Ruth Ann Penny is Upper Canada College’s director of community relations. This position has been created out of a recommendation from the board of governors’ 2010 governance review and is unique in the independent school sector. The goal of the director of community relations is to be an agent of continuous improvement. The director acts as a confidential and neutral intermediary between the UCC administration and College community to enhance communication with parents and other members of the UCC community, assisting in seeking information and answers to questions and concerns. She also provides periodic reports to the administration that represent concerns brought to her attention. Finally, she works with parents to assess
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SECTION 9 their educational needs and to provide forums for learning and discussion. The aim is to help the College in its ongoing work to improve the delivery of services to its community, strengthen partnerships and ultimately provide data that can inform strategic planning.
UPPER SCHOOL ADMINISTRATION UCC PROGRAM TEAM The principal oversees the Upper Canada College program team, the most senior decision- making group responsible for all things to do with the educational and day-to-day experience of the students. The Program Team reports to the Senior Management Team. The team supports faculty and staff to provide a broad, rich and rigorous program for all UCC students.
division heads: Primary Years Program (SK to Form 5) — Tom Babits Middle Years (Forms 6 and 7) — Naheed Bardai Intermediate (Years 1 and 2) — Derek Poon Senior (FY, IB1, IB2) — Scott Cowie
Academic dean — Julia Kinnear Dean of students (Upper School) — Evan Williams Dean of students (Prep School) — David Girard Director of residential life and university counsellor – boarding — Andrew Turner Director of the Wernham and West Centre for Learning — Kathryn Barnes Director of university counselling — Katherine Ridout Director of community relations — Ruth Ann Penny
UPPER SCHOOL ADMINISTRATION COMMITTEE The Upper School administration committee is comprised of the Upper School members of the program team, as well as the associate directors of university counselling, Upper School counsellor, the Senior Division coordinator of the Wernham and West Centre for Learning and the school nurses. This committee, co-chaired by the Intermediate and
122 SECTION Senior Division heads, meets regularly to approve all Upper School policy decisions and to 9
review and monitor support strategies for students of concern who have been identified O r g a n i z atio S choo l n through conduct or academic status, teacher grade level meetings or through house adviser communication.
THE ACADEMIC POLICY ADVISORY COMMITTEE The academic policy advisory committee is chaired by the academic dean and is comprised of department chairs, coordinators, the librarian, the executive director of the Centre for Learning, director of university counselling and the technology integrator. The mission of the academic policy advisory committee is to: share subject and pedagogical expertise; support the work of faculty; and shape and implement a shared academic vision for the Upper School. The group meets on a regular basis on matters of curriculum development, academic policy and procedure, and makes recommendations to the academic dean.
chairs: English ...... Colleen Ferguson ...... ext. 3334 Modern and classical languages ...... Sophia Berezowsky ...... ext. 3387 Humanities and social sciences ...... Ian Toope ...... ext. 3369 Science ...... Richard Turner ...... ext. 3415 Mathematics ...... Deirdre Timusk ...... ext. 3370 Arts ...... Judith Macdonell ...... ext. 3367 Physical education coordinator ...... Mario Sturino ...... ext. 3408 Theory of knowledge coordinator ...... Gregory McDonald ...... ext. 3330
THE ACADEMIC ADMINISTRATION COMMITTEE The academic administration committee is chaired by the academic dean and is comprised of the Intermediate and Senior Division heads, the executive director of the Wernham and West Centre for Learning and the director of university counselling. This group meets weekly to review matters related to Upper School academic policy and procedure. It identifies matters for the attention of the academic policy advisory committee and makes recommendations to the academic dean.
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SECTION 9 PREPARATORY SCHOOL, PREP OFFICE The Prep Primary Years (Tom Babits) and Middle Years (Naheed Bardai) Division heads are responsible for the academic programs at the Preparatory School, as well as all athletic, arts, leadership and service programs, student support, discipline, health and counselling, staffing and overall operation of the Preparatory School under the oversight of the principal. This includes a close working relationship with the academic dean and the office of admission.
FACILITIES AND THE CENTRE FOR ENVIRONMENT AND SUSTAINABILITY Facilities executive director Steve Thuringer oversees facilities and the centre for environment and sustainability. His department is responsible for the day-to-day operations of buildings and grounds. It is also involved in planning and developing new facilities, as well as redeveloping existing buildings and physical resources, including the William P. Wilder ’40 Arena and Sports Complex, with the overarching goal of greening and improving the environmental performance of all facilities. Security services are managed through contracts with external suppliers reporting to the facilities department. Steve Thuringer may be reached at [email protected] or at ext. 2309.
FINANCE OFFICE The finance office is responsible for the fiscal management of all aspects of the College’s operations. Chief administrative officer Patti MacNicol oversees the day-to-day functions of the finance office, which include accounting services for the College, UCC summer programs and the College’s rental operations, excluding the arena. The finance office also oversees the operations of the Upper School Blues Shop and the Prep Blues Shop, and it manages the contractual agreements for food services and housekeeping at UCC. Please direct all finance office questions to Colleen Papulkas at [email protected] or at ext. 2250.
HUMAN RESOURCES The executive director of people and organizational development and the human resources generalist/recruiter provide the College with a full range of integrated people and organizational development services that link with organizational planning and
124 SECTION strategic and operational needs. The department creates and implements programs and 9
policies in all areas of the talent management cycle, including attracting, hiring, O r g a n i z atio S choo l n developing, assessing, recognizing and retaining top calibre faculty and staff.
OFFICE OF ADMISSION Vice-principal of enrolment management David McBride oversees recruitment at UCC. His primary responsibility is the development and management of active recruitment programs, both nationally and internationally. Executive director of admission Chantal Kenny is responsible for all aspects of the admission process for day and boarding at the Preparatory and Upper Schools. McBride and Kenny manage College-wide enrolment, candidate assessment, financial assistance, recruitment and admission communications.
ADVANCEMENT AT UCC The office of advancement is responsible for fundraising, communications, alumni relations and friend-raising for UCC. The staff members and volunteers involved in advancement are committed to attracting support for UCC in the form of donations, volunteer participation and goodwill in order to achieve the College’s mission. Advancement staff members work with the UCC Association, the parents’ organizations at the Prep and Upper School, volunteers and donors to foster involvement in the community through a myriad of events and activities such as Association Day, Founder’s Dinner, class reunions and branch events. Fundraising for the College is directed by its strategic plan. Private funding affects all aspects of school life, including financial assistance, facilities and programs. The College’s alumni, parents, faculty and staff have a reputation for giving generously, and they’re responsible for much of the fabric of UCC today. In November 2015, UCC completed the landmark Think Ahead Campaign which raised $104.2 Million for priorities as set out in the College’s strategic plan, specifically financial assistance, renovations to the Upper School facility, boarding, and teaching and program development. Donations to the UCC Fund — our annual fundraising initiative to alumni, parents, faculty, staff and friends — support the College’s most pressing needs and promising opportunities. Like at all independent schools, the UCC Fund helps fill the tuition gap and
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SECTION 9 has an immediate and meaningful impact on students. By giving annually, the UCC community provides the margin that bumps the UCC educational experience from good to extraordinary. The leaving class — both students and parents — raise funds for the leaving class’ gift to the College each year. Students typically raise between $2,000 and $3,000 for a tangible item. Parents are asked to donate to a leaving class scholarship fund. This fund, distributed with preference to a boy demonstrating the greatest need, provides a vehicle for future donations from the class members as they celebrate their reunions as Old Boys. Both the leaving class students and parents are recognized with a plaque at the College.
UCC ASSOCIATION These members of the UCC community are considered to be members of the UCC Association: • Old Boys; • parents; • members of the board of governors; • members of the board of trustees of the UCC Foundation; • members of the board of directors of the Upper Canada Educational Foundation and the UCC United Kingdom Foundation; • the principal, faculty and staff members; • all others who have shown sufficient interest in the welfare of the College.
The UCC Association Council is the governing body of the UCC Association and has 21 elected council members and eight ex-officio council members elected by the community. Old Boys representing various decades and the president or chair of the parent organizations, which are constituent parts of the Association, are included on the Association Council.
The purpose of the Association Council is: • to serve as a link between UCC and its members;
126 SECTION • to provide programs and services for its members; 9
• and to engage its members in the service of UCC. O r g a n i z atio S choo l n
The role of the Association Council is: • to provide governance-level recommendations to the College for major priorities and policies regarding external relations, including friend-raising, fundraising and communications. The council also provides advice to the Advancement office on overall strategies and priorities. Senior staff members present reports and annual objectives to the council; • to actively gather views on broader governance issues at UCC and serve as the major conduit for advocating these positions on behalf of the membership to the board of governors and principal; • to be available, individually or in groups, to provide situation-specific advice and assistance in the implementation of friend-raising, fundraising and communications programs; • to fulfill its constitutional responsibilities and appoint three governors of the College. The Association president also serves as a governor; • to select the annual recipient of the John D. Stevenson Award for outstanding volunteer service to the College and the Harold A.D. Roberts Circle Awards for volunteerism; • and to identify and cultivate potential volunteers, donors and advocates for UCC. This may include nominating additional individuals for the board of governors, the UCC Foundation board or other groups.
Contact constituency relations director Jody Jacobson at 416-488-1125, ext. 2235 for further information.
COMMON TIES MENTORSHIP PROGRAM The office of advancement runs the UCC Common Ties Mentorship Program. The mission of the program is to facilitate mentoring relationships between senior students, Old Boys and parents to develop the skills, knowledge and expertise needed to excel educationally, professionally and personally. There are two programs within it: the alumni career mentorship program and the IB university mentorship program. Resume and interview
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SECTION 9 workshops are provided by Common Ties to students in their IB1 year. Mock interview opportunities are available to boys in their IB2 year to prepare them for university entrance and future job interviews. Common Ties hosts industry-specific and professional development events each year.
Past events have included: • Finance LunchNet; • Legal LunchNet; • Effective Networking; • Medical Dinner with 12 Strangers; • and Career Management: Thinking Ahead.
Contact Jeff Ball at 416-488-1125, ext. 3357 for more information.
THE FOUNDATIONS The UCC Foundation manages and stewards the College’s endowment. The foundation was incorporated under the laws of the Province of Ontario in 1962 and is a charity that’s registered apart from the College. An 11-member board of trustees — drawn from Old Boys, parents and friends of UCC — guides and directs the foundation. The foundation has an endowment of more than $87 million, almost three-quarters of which is held for purposes restricted by donors in various named funds. An annual contribution is made from the endowment to the College based on a formula approved by the board of trustees. The Upper Canada Educational Foundation is incorporated in the State of New York and registered with the Internal Revenue Service (501-C-3). It provides a vehicle for United States-based members of the UCC community to support the College and receive an IRS tax receipt. The Upper Canada Educational Foundation is guided by a board of directors and managed by UCC staff members. The UCC United Kingdom Foundation is incorporated in the United Kingdom and registered with Inland Revenue. It provides a vehicle for U.K.-based members of our community to support the College. It’s guided by a board of directors and managed by UCC staff members.
128 SECTION UCC 2016–17 ASSOCIATION EVENTS 9
Please check the UCC website, www.ucc.on.ca, for updates on all of these and other O r g a n i z atio S choo l n great events:
Reception for members of the Council of 1829, Wednesday, Sept. 14, 2016: The Council of 1829 is the College’s society for individuals who give $1,000 in a fiscal year.
Association Day, Saturday, Sept. 24, 2016: Don’t miss “A-Day,” UCC’s homecoming and one of the biggest days on the College’s calendar. Come out and enjoy live music, sports, the “KidZone,” club displays, a chess challenge, silent auction, organic market and a barbecue lunch for the entire family. School teams will play football, soccer and volleyball. It’s a great day for alumni, UCC boys and their families to celebrate a great school and community.
Founder’s Dinner, February 15, 2017: Founder’s Dinner features a prominent keynote speaker and is the highlight of the Association’s calendar. It’s held annually for all members of the UCC community in the Hewitt Athletic Centre.
Reception for College volunteers, Wednesday, May 17, 2017: This reception thanks the College’s Old Boy and parent volunteers.
Leaving class of 2016 dinner, May 22, 2017: The Association hosts an annual dinner to recognize members of the leaving class.
Grandparents’ and Special Friends’ Day at the Prep, SK–5, Thursday, June 1, 2017 and Form 6 & 7, Wednesday, May 10, 2017: Grandparents (or special friends) of all Prep students are encouraged to register for this fun event that’s held each spring. It includes classroom visits, a concert, tours, refreshments and photographs.
Joe Cressy Memorial Golf Tournament, June 2017: This annual tournament includes lunch, 18 holes of golf, barbecue steak dinner and prize presentations. All Old Boys, current and past parents, faculty, staff and friends of the College are welcome to participate.
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SECTION 9 UCC Association branches around the world: The Association operates branches in several locations outside Toronto. All members of the UCC community are welcome at branch events. Consult the UCC website or call the Association offices at 416-484-8629 for information regarding locations and times. Listed below are just a few of the cities that host branch events:
• Kingston, Ont. • Edmonton, Alta. • Boston, Mass. • London, Ont. • Calgary, Alta. • New York City, N.Y. • Ottawa, Ont. • Vancouver, B.C. • London, England • Montreal, Que. • Los Angeles, Calif. • Hong Kong, China • San Francisco, Calif.
UPPER CANADA COLLEGE ARCHIVES The Upper Canada College archives are a fascinating repository of photographs, documents and artifacts. Under the direction of archivist Jill Spellman ([email protected]. ca), the archives promote and preserve UCC’s heritage and serve as its “institutional memory.”
Hours: Monday through Thursday, 9 a.m. to 3 p.m., by appointment only
Access to archival records: Inquiries from the entire UCC community and the general public are welcome. Access to the College’s records is open to authorized College employees who require them to fulfill their responsibilities and when consistent with applicable legislation and appropriate policies of the College. Access to archival records by the UCC community and the public is provided whenever possible. Access to some collections may be restricted and require review and approval by the archivist and/or principal.
What you’ll find: The College’s archival records date back to the mid-19th century and trace the history of UCC. They offer a wealth of information about the history of the College, the province of Ontario and the City of Toronto. UCC graduates, faculty members and the
130 SECTION College itself have all played an active role in Canadian politics, education, the arts and 9
sports. The current archival collection includes: O r g a n i z atio S choo l n
• Textual records: These are documents produced by the UCC board of governors, the principal, the head of the Preparatory School (at the time) and College associations. The collection also has student records and publications. College Times is the oldest continuously running student publication in Canada, dating back to 1871. • Audio-visual records: This collection has more than 20,000 photographs, slides, negatives, films and tapes depicting students, faculty members, UCC buildings, theatre productions, sports and UCC’s Norval Outdoor School. • Artifacts: This includes medals, trophies, sweaters, caps, ties, pennants, sports equipment and battalion uniforms.
UCC PARENTS’ ORGANIZATIONS The Upper Canada College parent organizations act as liaisons between faculty, staff, parents and students. The Upper School Parents’ Organization is known as the PO and the Prep School organization is called the Prep Parents’ Organization (PPO). You automatically become a member of the parent organization by becoming a parent of a student in the College. The PO is comprised of parent volunteers who organize events and services throughout the year to provide valuable and practical information to all parents, as well as to enrich our community spirit. We encourage members of the parent body to become involved and volunteer in the PO. It’s not only an opportunity to gain unique insight into the boys’ environment and learn more about the school, but it also fosters friendships with fellow parents from working and socializing at school events and initiatives. Please check the PO web page to learn more about the specific positions and responsibilities in the organization. There are lots of different opportunities to volunteer depending on your availability, talent and interests, and we invite you to join. It’s rewarding and fun. The Parents Organization will also publish information in Heads Up, the official weekly newsletter from the College. It goes out by email to all parents and we encourage you to read it. It will keep you informed about what’s happening at the school and with your boys. Information on events run by the PO will also be included, as each event
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SECTION 9 approaches. The PO also provides a forum to communicate and receive news and information through your year representative. You will receive these emails from time to time. The PO is a wonderful way to become engaged in the school and to help make UCC a great community as well as contributing to the boys experience during their time at the College. Please look for these opportunities to volunteer at the school, as it is the volunteers who make these much anticipated and popular community events so successful. We look forward to seeing you!
UCC PARENTS’ ORGANIZATION 2016–2017
EXECUTIVE Past president ...... Karen Arnone . . . . . [email protected] President* ...... Jody Howe ...... [email protected] Vice president* ...... Kim Enns ...... [email protected] Treasurer ...... Lynne Bridgman . . . . [email protected] Communications ...... Patricia Morrison ...... [email protected] ...... Mariza Griffith . . . . . [email protected] Parent network ...... Liza Murrell ...... [email protected] ...... Priti Kawale ...... [email protected] Secretary ...... Jan Harkness . . . . . [email protected] [email protected] Volunteer coordinator ...... Jill Adolphe ...... [email protected]
ADVISORY Year 1 representative ...... Patricia Elia ...... [email protected] Year 2 representative ...... Laurissa Canavan . . . . [email protected] FY representative ...... Jane Kilburn Boyle . . . [email protected] IB1 representative ...... Suneeta Monga . . . . [email protected] IB2 representatives ...... Carita Sheehy . . . . . [email protected] ...... Lisa Assaf ...... [email protected] Community service ...... Annie Kwok ...... [email protected] Facilities ...... Lillian Chan ...... [email protected] Green School member at large . . . Lori Barnes ...... [email protected]
(parents’ organization continued)
132 SECTION 9
Festive ...... [email protected] O r g a n i z atio S choo l n co-chairs: ...... Noreen Williams . . . . [email protected] ...... Christine Alderman . . . [email protected] vice chair ...... Stella Scalia . . . . . [email protected] communications chair . . . . . Shelina Dhanani ...... [email protected] Library* ...... Jennifer Barnett . . . . [email protected] PPO chair ...... Lori Elder ...... [email protected] Rings and frames chair ...... Scott Enman ...... [email protected] Special events co-chairs: ...... Ellen Watt ...... [email protected] ...... Kathy Stevens . . . . . [email protected] assistant chair/E-market . . . . Sarah Morgenstern . . . [email protected] TUBS (The Used Blues Shop) co-chairs: ...... Rebecca Barrett . . . . [email protected] ...... Simone Odendaal ...... [email protected] ...... Verena Dong ...... [email protected] Used books chair ...... Lucia Liscio ...... [email protected] Constituency Relations ...... Jody Jacobson . . . . . [email protected]
*appointed positions
UCC ARTS BOOSTER CLUB (ABC) The Upper Canada College Arts Booster Club was created in 2009 with a mandate to deepen appreciation and understanding of the arts at UCC’s Upper School. Members include parents, faculty, students and Old Boys. Its primary purpose is to bring the “small school” successes of arts students and arts events to the attention of the broader “whole school” community at UCC. It also aims to contribute to school spirit by enlivening school events through the involvement of the arts.
The ABC’s specific goals are to: 1. Give recognition to the many boys who participate in the arts at UCC. This is accomplished with the help of:
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SECTION 9 • the ABC section of UCC’s Connection e-newsletter, with news, photos and video of arts students and events. This “People magazine” of UCC is distributed to parents, students and a select group of Old Boys each month during the school year; • regular arts news updates on UCC’s website and Facebook page; • showcasing the activities of arts students at three end-of-term arts assemblies each year; • and the inclusion of arts students in the Terry Fox Run, Association Day, Festive Marketplace, Winterfest, Founder’s Dinner, spin-a-thons and other school events.
2. Celebrate the specific accomplishments of arts students at the annual Spring Arts Festival, Nuit Bleue. This festival showcases the cumulative works of arts students in music, film, visual art, literature, theatre, languages and performance clubs at UCC.
3. Expose students to successful role models with arts speakers at three assemblies each year. The ABC actively encourages Old Boys, parents or other community members active in any area of the arts to share their experiences with the boys.
The ABC sponsors the Arts and Academics Award, given annually to a boy in each of the five grade years at the Upper School for outstanding commitment and achievement in both the arts and academics during his grade year. The recipients are determined by the UCC arts faculty, who consider boys’ curricular and co-curricular arts activities.
UCC ARTS BOOSTER CLUB (ABC) BOARD The ABC board includes parent representatives for each art at UCC. Each art has a single parent rep. The music parent rep has the additional responsibility of chairing the music parent council, which includes parent reps for the Senior, Intermediate and Junior Jazz Bands, Concert Band, Symphonic Band, Wind Ensemble, String Ensemble and Blue Notes Vocal Ensemble. The art parent reps are the foundation of the ABC. They fulfill a key role in keeping arts parents informed of upcoming activities. They also liaise with arts faculty to gather information and relay important events and successes to the broader UCC community. The ABC relies on parents, faculty, staff and Old Boys to share news, photos and video of successes in the arts inside and outside the walls of UCC. The ABC also works with the
134 SECTION head steward, creativity steward and UCC administration to coordinate the participation 9
of arts students in school events and assemblies. O r g a n i z atio S choo l n
ABC BOARD 2016–17
Chairs: ...... Laura Dallal and Susan Farrow Vice chair: ...... Elissa Fingold Secretary and Communications: . . Nina Mouzitchka Treasurer: ...... Rizwan Mirza Past presidents: ...... Amelia Rattew ...... Susan Eplett Theatre: ...... Catherine Li Music: ...... Elissa Fingold Film: ...... Jennifer Bell Visual Arts: ...... Pina Petricone ...... Astrid Bastin Language Arts: ...... TBD
UCC BLUES BOOSTER CLUB (BBC) The Blues Booster Club was established in the fall of 2008 to foster school spirit through athletics. The BBC is comprised of parents, Old Boys, faculty and students in the Prep and Upper Schools. It boosts awareness of athletic events and celebrates athletic performance.
More specifically, the goals of the BBC are: 1. to increase UCC fans’ (parents, students, faculty and alumni) enjoyment of, and visibility at, athletic events;
2. to increase communication regarding, and visibility of, UCC athletics;
3. to increase attendance at all athletic events, including Association Day, Battle of the Blues, Winterfest, May Seniors Night and Spirit of Athletics;
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SECTION 9 4. and to celebrate team, individual and coaching athletic performance.
The foundation of the BBC is the team parent program. Every team in the school is assigned one or two team parents who act as the liaison between the coach, the team and the parents. Their main areas of responsibility include communication and spirit-raising activities. The BBC supplements the team pages of UCC’s GO BLUES athletics site, which are filled with stories, photos and highlights of all athletic teams within the UCC community. The BBC works closely with the Blue Army Generals, the head steward, and the Athletic steward to plan and coordinate spirit-raising activities for parents and students at all major athletic events. Go Blues!
UCC BLUES BOOSTER CLUB (BBC) EXECUTIVE 2016–2017
PRESIDENTS Lisa Assaf ...... [email protected] Carita Sheehy ...... [email protected]
EVENT COORDINATORS Sandy Delaney ...... [email protected] Priti Kawale ...... [email protected] Cynthia Littler ...... [email protected] Christina Mauro-Manget ...... [email protected] Daiva Stonehouse ...... [email protected] Jackie Tighe ...... [email protected]
VOLUNTEER COORDINATOR Ruth Gould ...... [email protected]
TEAM PARENT COORDINATORS Upper School: Franca Peri ...... [email protected] Sarah Morgenstern ...... [email protected]
(BBC continued)
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Prep School: O r g a n i z atio S choo l n Zoe Mahoney ...... [email protected] COMMUNICATIONS Lisa Oneschuk ...... [email protected]
PHOTOGRAPHY Susan Sellan ...... [email protected]
MERCHANDISE Lillian Chan ...... [email protected] Andrea Armstrong ...... [email protected]
ALUMNI Sue Murphy ...... [email protected] Julie Norton ...... [email protected] Julie Rao ...... [email protected] Donna Simpson ...... [email protected]
ROWING PARENT LIAISON Caroline MacLean ...... [email protected]
FACULTY Brent MacKay, athletic director ...... [email protected] Nigel White, athletic director, Prep School ...... [email protected]
STUDENTS Trevor Hutchison, Blue Army General ...... [email protected] Owen Jones, Blue Army General ...... [email protected] Seion DaCosta, Head Boy ...... [email protected] Zhengbang Zhou, Athletic Steward ...... [email protected] James Warren, Student Photographer ...... [email protected]
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138 T.O.C. Upper Canada College 200 Lonsdale Rd. Toronto ON M4V 1W6 www.ucc.on.ca