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Principal’s Message Dear Parents, In the Clementine spirit of self-reflection and development, we are always striving to improve how we communicate and engage with our community in meaningful and useful ways. In an effort to provide you with the information you need, all in one place, our team has been hard at work compiling a Parent Handbook – a guide that will provide both new and returning parents with important information about the 2015-2016 school year. As always, our doors are open to you, and we welcome your feedback on this and other modes of communication. I wish you and your girls all the very best for a successful and fun school year! Martha Perry ‘85 Mission Our mission is to develop outstanding women who are intellectually curious, courageous and compassionate. Parent Handbook Page I Homeform Period: Monday and Thursday Assembly: Tuesday and Friday Early Start Day: Wednesday Time Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 8:15 Attendance Attendance Attendance Attendance Attendance Attendance Attendance Attendance Attendance 8:30 8:50 Homeform Assembly Early Start House Mtgs Homeform Assembly Early Start House Mtgs Homeform Assembly Early Start House Mtgs Homeform Assembly Early Start House Mtgs Homeform Assembly Early Start House Mtgs Homeform Assembly Early Start House Mtgs Homeform Assembly Early Start House Mtgs Homeform Assembly Early Start House Mtgs Homeform Assembly Early Start House Mtgs Period 1 8:50 9:50 Period 2 9:50 10:55 10:55 11:05 RECESS Period 3 11:05 12:25 12:25 1:15 Period 4 1:15 2:35 Period 5 2:35 3:35 LUNCH Daily Schedules Regular Schedule, Cycle Days 1 - 9 8: 15 a.m. First bell; attendance taken 8: 20 a.m. Attendance finalized; homeroom period begins (Monday and Thursday only) 8: 25 a.m. Proceed to gym for assembly (Tuesday and Friday only) 8:30 – 8:50 a.m. Assembly or Homeform; Period 1 on Wednesday 8:50- 9:50 a.m. Period 1 9:50- 10:55 a.m. Period 2 10:55-11:05 a.m. Recess 11:05-12:25 p.m. Period 3 12:25- 1:15 p.m. Lunch 1:10 p.m. First Bell 1:15- 2:35 p.m. Period 4 2:35- 3:35 p.m. Period 5 Homeform: Monday and Thursday Assembly: Tuesday and Friday Early Start Day: Wednesday Junior School Assembly: Thursday Parent Handbook • Students are expected to be at school by 8:10 a.m. • Final attendance is at 8:20 a.m. • Students arriving after 8:20 a.m., must sign in at the School Office with written parental notification, unless the absence has been reported prior to 8:15 a.m. by a parent. Absent or Late? Please notify the School at: 416 483 4414 x3300 [email protected] Page III Ms Martha Perry Principal Mr. Peter Hill Head of Senior School Mrs. Carolyn Lamy Head of Middle School Mrs. Sarah Gleeson Head of Junior School 21 St. Clements Avenue Toronto, Ontario M4R 1G8 School Telephone: 416 483 4835 Direct Line to Voice Mail: 416 483 4414 Fax: 416 483 8242 www.scs.on.ca Parent Handbook Page IV Table of Contents 2015-16 Significant Dates..................................................................................................1 Staff Directory.....................................................................................................................3 Homeform Teachers and Assistants...................................................................................8 Student Leadership............................................................................................................9 Curriculum Nights, Parent-Teacher Interviews and Course Selection Nights...................12 The SCS Community: Bd, PA, Adv, Comms.....................................................................13 Student Expectations.......................................................................................................17 School Rules.....................................................................................................................18 Uniform Policy..................................................................................................................19 School Hours and Attendance.........................................................................................21 Lateness and Absences....................................................................................................22 Sign in and Out................................................................................................................23 Allergy Policy....................................................................................................................23 The House System............................................................................................................24 SCS Athletics....................................................................................................................25 Co-Curricular Activities.....................................................................................................27 Community Involvement..................................................................................................29 Round Square Program....................................................................................................29 Code of Conduct for Junior School.................................................................................31 Code of Conduct for Upper School.................................................................................32 Appendices Appendix I, II, III(a) and III(b).........................................................................38,40,44,47 Appendix IV.................................................................................................................56 Appendix V..................................................................................................................65 Monthly Calendars...........................................................................................................66 Parent Handbook Page V 2015- 2016 Significant Dates Tuesday September 12:00 p.m. Opening Day, half day Dismissal 3:35 p.m. Full day; classes begin 12:00 p.m. Homecoming Festivities and Field Day Dismissal 8 8:15 a.m. Wednesday September 9 8:15 a.m. Friday October 9 8:15 a.m. Monday October 12 Thanksgiving Day (School holiday) Friday November 13 Half-Term Break (School holiday) Monday November 16 Half-Term Break (student holiday) Staff Professional Development Day Wednesday December 16 7:00 p.m. Carol Service at St. Paul’s Church End of Fall Term Parent Handbook Page 1 2015- 2016 Significant Dates (continued) Monday January 4 8:15 a.m. Beginning of Winter Term Friday February 12 Half-Term Break (student holiday) Staff Professional Development Day Monday February 15 Family Day (School holiday) Friday March 11 3:35 p.m. End of Winter Term Dismissal Monday March 28 Easter Monday (School holiday) Tuesday March 29 8:15 a.m. Beginning of Spring Term Friday May 20 8:15 a.m. May Day Festivities 12:30 p.m. Dismissal Monday May 23 Victoria Day (School holiday) Thursday June 16 No classes 5:30 p.m. Closing Ceremony at Massey Hall End of Spring Term Parent Handbook Page 2 Staff Directory School Phone Number: 416 483 4835 NAME DEPARTMENT EMAIL ADDRESS Abbiento Rosa Arts [email protected] AbouZeid Anna Communications Manager [email protected] Arvanitakis Yiota Science [email protected] Ash Laura Grade 5 Teacher [email protected] Boriss Megan LINCWell Counsellor—Grade 10-12 [email protected] Boyden Beth English [email protected] Bryant Nicole LINCWell Counsellor—Grade 10-12 [email protected] Bunten Mark Social Science Curriculum and Department Leader [email protected] Burnham Judy Computer Science [email protected] Caplan Adam Technology and Teaching Coach / Computer Science [email protected] Carlson Kelly Languages [email protected] Castelli Chris Science Curriculum and Department Leader [email protected] Chapman Amy Science [email protected] Chen Dan Languages [email protected] Cherry Christopher Network Administrator / Database Manager [email protected] Chisholm Amanda Arts [email protected] Clay Megan LINCWell Program Manager [email protected] Collins Gabriella Languages [email protected] Croteau France Languages [email protected] Dado Jozef Assistant Building Caretaker [email protected] D’Angelo Laura LINCWell Counsellor—Grade 7 & 8 [email protected] Parent Handbook Page 3 Staff Directory School Phone Number: 416 483 4835 NAME DEPARTMENT EMAIL ADDRESS Danter Kate Social Science [email protected] Diciero Peter Head Building Caretaker [email protected] Dickson Sarah Math [email protected] Dinsmore Andrea Grade 4 Teacher [email protected] Donohue Peggy Phys Ed [email protected] Edmunds Kelsey Director of Information Technology [email protected] Faber Kate English / Social Science / Duke of Edinburgh’s Award Program Coordinator [email protected] Festarini Krista Mathematics Curriculum and Department Leader [email protected] Fink Carli LINCWell Program Manager [email protected] Fisher Lana LINCWell Curriculum and Department Leader & Counsellor—Gr. 10-12 [email protected] Fonseca Ana Grade 6 Teacher [email protected] Gallagher Lex Phys Ed / House Program Advisor [email protected] Girvan Wendy Special Projects, Advancement Office [email protected] Gleeson Sarah Head of Junior School [email protected] Goubert Justine Languages [email protected] Grant Ellen Accountant [email protected] Gray Jennifer Director of Recruitment and Community Engagement [email protected] Griffiths Ruth Debating & Public Speaking Coach [email protected] Guarasci Julie Phys Ed Curriculum & Department Leader [email protected] Haggart Maria Social Science / Student Council Advisor [email protected] Parent Handbook Page 4 Staff Directory School Phone Number: 416 483 4835 NAME DEPARTMENT EMAIL ADDRESS Hazzard Claire Head of Library and Information Services [email protected] Hicks Katherine Junior School Resource Teacher [email protected] Hill Peter Head of Senior School [email protected] Holeton Elena Director of Admissions [email protected] Horn Andrea Grade 1 Teacher [email protected] Huycke Pam Grade 3 Teacher [email protected] LaForest Natalie Arts Curriculum and Department Leader [email protected] Lamy Carolyn Head of Middle School [email protected] Leonard Suzi Administrative Assistant, Principal’s Office [email protected] Lightly Karla School Office Receptionist [email protected] Longpré Heather LINCWell Office Coordinator [email protected] Macintosh Barb Director of Student Life [email protected] MacLeod Ken Facilities Manager [email protected] Malic Jaime English / AP Capstone Teacher [email protected] McFarlane Sherri LINCWell Counsellor—Grade 9 [email protected] McGrath Peter Science [email protected] Melville Louise Social Science / Coordinator of Experiential Education / Round Square Coordinator [email protected] Millington Carol Ann Director of Finance [email protected] Mills Kristin Associate Director of Communications [email protected] Mizener David Social Science / AP Capstone Teacher [email protected] Parent Handbook Page 5 Staff Directory School Phone Number: 416 483 4835 NAME DEPARTMENT EMAIL ADDRESS Monson Derek Arts / Social Science [email protected] Mustard Laura Assistant Head of Library and Information Services [email protected] Nevison Zoë Grade 2 Teacher [email protected] Newsome Heather Arts [email protected] Oliver Matt Math [email protected] Pacaud Claire English [email protected] Pai Diana Languages Curriculum and Department Leader [email protected] Pepler Barbara School Store Manager [email protected] Perry Martha Principal [email protected] Petgrave Alomar IT Help Desk Specialist [email protected] Reddy Paul Assistant Accountant [email protected] Rocchi Liz Manager, School Office Administration / Community Involvement Program Coordinator [email protected] Sarabi-Khosravi Bita Languages [email protected] Saraiva Luis Math [email protected] Sardone Laura Science [email protected] Scott Nora Arts / Social Science [email protected] Senders Joanne University Placement Counsellor [email protected] Stan Constantin Evening Caretaker [email protected] Syed Christabel Database Administrator – Academic Data Management [email protected] Taylor Nancy Junior School Curriculum Leader and LINCWell Learning Strategist [email protected] Parent Handbook Page 6 Staff Directory School Phone Number: 416 483 4835 NAME DEPARTMENT EMAIL ADDRESS Tepperman Dorit Admissions Office Assistant [email protected] Thomas Meagan Associate Director of Alumnae and Donor Relations [email protected] Thompson Joanne English [email protected] Thompson Maggie Arts [email protected] Trigatti Alisha Communications & Digital Marketing Officer [email protected] Unrau Cathleen Science [email protected] Van Huizen Rich Phys Ed [email protected] Varela Nuria Languages / Horizons Program Advisor [email protected] Vender Christine Math [email protected] Watson Lisa Executive Director of Advancement [email protected] Watt Liz Grade 6 Teacher [email protected] Westerhof Patricia English Curriculum Department Leader / Young Round Square Advisor [email protected] Westlake Fiona Director of Administration [email protected] Whalley Steven Theatre Technician [email protected] Whish Mary Director of Human Resources [email protected] Will Beth Athletic Director [email protected] Will Mark Social Science / Coordinator of Student Leadership / Graduate Leadership Program Advisor [email protected] Worsnop Jenn Arts [email protected] Yeung Dominic Help Desk Manager / Technician [email protected] Zhang Ye Computer Science Curriculum and Department Leader [email protected] Parent Handbook Page 7 Homeform Teachers and Assistants Form Homeform Teacher Room Homeform Assistant Lunchtime Status 1 Ms A. Horn 212 2 Mrs. Z. Nevison 213 3 Mrs. P. Huycke 214 4 Ms A. Dinsmore 220 5 Mrs. L. Ash 116 6F Ms A. Fonseca 118 6W Ms L. Watt 115 7F Ms K. Faber 247 Ms C. Hazzard Gr. 7 eating room 7S Ms N. Scott 248 Ms K. Festarini Gr. 7 eating room 8A Ms R. Abbiento 251 Mrs. H. Newsome Gr. 8 eating room 8D Ms S. Dickson 250 Mr. D. Monson Gr. 8 eating room 9Cap Mr. A. Caplan 323 Mme B. Sarabi-Khosravi Gr. 9 eating room 9Cha Ms A. Chapman 322 Ms J. Guarasci Science Lab- no eating 9M Mrs. L. Melville 333 Mr. R. Van Huizen Gr. 9 eating room 10A Ms Y. Arvanitakis 334 Sra N. Varela Mac Lab- no eating /meeting room 10D Dr. K. Danter 339 Mme K. Carlson Gr. 10 eating room 10M Ms J. Malic 337 Mrs. B. Will Meeting room (bookable) 10S Ms L. Sardone 336 Mrs. L. Gallagher Gr. 10 eating room 11C Mme G. Collins 314 Ms P. Donohue Gr. 11 eating room 11S Mr. L. Saraiva 313 Ms P. Westerhof Gr. 11 eating room 11U Ms C. Unrau 301 Ms C. Castelli Science Lab- no eating 11W Ms J. Worsnop 312 Mr. M. Bunten Gr. 11 eating room 12M Dr. D. Mizener 310 Mrs. C. Vender Meeting room (bookable) 12Mc Mr. P. McGrath 309 Mrs. B. Boyden Gr. 12 eating room 12O Mr. M. Oliver 308 Ms M. Haggart Gr. 12 eating room 12T Dr. J. Thompson 311 Mr. W. Will Meeting room (bookable) Parent Handbook Page 8 Student Leadership Role Leader Role Head Girl Mary Tooley House Heads: Arts Captain Isabella Cesari House Captain Emily Steele Sports Captain Natalie Chu Student Council President Sally O’Keeffe Student Council Vice President Olivia Woodman Senior Prefects Claire Chadwick Emily Cooper Julia Fast Meghan Fast Alli Piccininni Silvia Stajer Junior Prefects Emily Di Monte Nimi Durowaye Barry Kelterborn Phoebe Lombard Daniela Melis Gillian Power Michelle Tompkins Eliza Wallace Parent Handbook Leader Stuart Lea McBride Alessia Morin Tudor Emily Allen Claudia Fournier Windsor York Felicia Aiello Ciara Tersign Lily Coles Elizabeth Talbot Graduating Class President Tiffany Tse Graduating Class Vice President Jaya Manjunath Admissions Head Erin Yabsley Advancement Head Nicole Areias Anime Club Head Jackie Midroni Assembly Head Kate Kelleher Before-School Coordinator Sophia Italiano Board Games Club Heads Seona Bain Claire Dalkie Book Club Heads, Senior Maham Rehman Ellen Taylor Page 9 Student Leadership Role Leader Role Leader Broadcast Head Isabelle Rovazzi Business Club Head Lisa Dai Extended-Day Arts Program Leaders Classics Conference Head Keara Wilson Mackenzie Muir Taylor Nagamatsu Lily Prendergast Maddy Radomsky The Clementimes Editor Grace Sarabia Community Heads Michelle Cheng Emilie Morin Film Club Head Mia DeBartolo Gay-Straight Alliance Head Justine Hancock Dance Club Heads, Senior Corinne Murphy Samantha Woolven Get Active Club Heads Alex McCartney Sydney Milrad Dance Team Leaders, Junior School Erika Domitrovic Jean Hodgson Graduate Affairs Head Lauren Ferraro Debating and Public Speaking Heads Julie Midroni Sanya Naqvi Graphic Design Head Fiona McKay Guitar Club Heads Design Show, Lumina Producers Caroline Monahan Nicole Ng Charlotte Houston Emma Koster Horizons Head Gemma Barber Drama Head Alana Ceci Lego Robotics Head Yu-Lin Yee Duke of Edinburgh’s Award Program Head Raissa Dzulynsky LINCWell Heads Annie Curtis-Dyke Jasmine Patterson EcoTeam Heads Clara Goodall Jennifer Manley Mandarin Club Heads Pansy Chow Emma Powell Parent Handbook Page 10 Student Leadership Role Leader Role Leader Marketing and Merchandising Consultant Emma Thomas Round Square Program Student Coordinator Kaitlyn Law Mathematics Club Head, Senior School Andrea Haw Science Club Head, Senior Katharine Kocik Mathematics Club Head, Junior School Annabel Koivu Cassidy Miller Science Club Heads, Junior Christine Wong Elisabeth Wong Mentorship Head Isabella O’Hara Senior School Social Heads Emily Jaunkalns Gabi Samek Middle School Social Heads Juliana Miller Melissa Wong Tait Gamble Music Heads Hanlan McDougall My-Linh Yee Social & Political Affairs Club Head Spanish Club Head Julia Singer Theatre Production Head Genevieve Lamb Visual Arts Club Head Sarah Young Writer’s Club Head, Senior Megan Newman Writer’s Club Head, Middle Chelsea Aristone Papyrus Editor Claire Greening Parents’ Association Head Rachel Kim Robotics Club Head, Senior Betty Masala Parent Handbook Page 11 Curriculum Nights, Parent-Teacher Interviews and Course Selection Nights In September, Curriculum Nights provide an opportunity for SCS parents and teachers to meet one another and learn about curriculum. Teachers will provide a basic outline of their courses and all are invited to a reception to conclude the evening. September 15, 2015 Grades 1-8 September 17, 2015 Grades 9-12 Parent-Teacher Interviews are a more structured opportunity that allows for one-on-one discussion of each student’s progress in each course. Interview days for 2015 – 2016 are as follows: - Upper School Parent-Teacher Interviews Nov 19, 2015 - Full School Parent-Teacher Interviews Nov 25, 2015 - Junior School Parent-Teacher Interviews Nov 30, 2015 - Full School Parent-Teacher Interviews Feb. 18, 2016 - Full School Parent-Teacher Interviews Feb. 24, 2016 Course Selection Nights Students and parents Grade 8 – 11 are encouraged to attend on January 12, 2016 6:30 – 8:00pm in Powell Hall. Here you will learn about requirements for graduation and the courses that will be offered in the following year. Parent Handbook Page 12 The St. Clement’s Community Board of Governors Our Board of Governors works closely with School Administration to develop strategic direction and establish policies and plans to ensure the School’s future well-being. The current Board consists of 12 elected Governors and four Governors with observer status. Governors are elected at the Annual General Meeting each October, usually for a three-year term. The Board operates through several standing committees, including Advancement, Governance and Nominating, Finance and Property, and additional ad hoc committees as needed. The committees include both Board members and members of the St. Clement’s School community at large. Each year, the School will seek interested candidates for the Board of Governors and / or standing committees and determines appointments based on needs and vacancies. Parent Association (PA) The SCS Parent Association works to ensure a successful partnership between SCS parents and the School for the benefit of our girls. Working with staff and faculty the PA helps foster healthy two-way communications between the School and our families, friend-raising through the many social events they host, and fundraising for the many programs and activities that fall outside the annual budget. In addition, the PA works tirelessly to both coordinate and participate in the many volunteer-run activities that enhance life at SCS. Parent Handbook Page 13 Alumnae Association The Alumnae Association works in partnership with the School to build and foster a dynamic alumnae community and to support the School in advancing its strategic objectives. The Association is instrumental in planning and executing alumnae programs and events throughout the year in order to engage alumnae of all ages in meaningful ways. Advancement SCS’s Advancement Office is responsible for the following key areas: fundraising, friendraising, advancement services, alumnae affairs and communications. Through the many partnerships and relationships forged over the years, St. Clement’s School’s mission and vision have been strengthened and enhanced by the incredible generosity of its community. Advancement programs include special events and guest speakers, alumnae reunions and networking opportunities, Annual Giving, Planned Giving, Major Gifts, endowment gifts, capital projects and academic program initiatives. We actively fundraise with a large group of volunteers each year for the Annual Fund and are deeply grateful to those who choose to make transformational gifts beyond the Annual Fund that help us to achieve our strategic vision for the future of SCS. We maintain an active database for our alumnae and families and work to stay in touch as they move throughout their lives. We are committed to remaining in touch and ensuring that our alumnae and their families always feel welcome and a part of the SCS community. Parent Handbook Page 14 Communications A hallmark of St. Clement’s School is its community. The way our community communicates is key to the successful education experience of our girls. Parent/school communication is a top priority and can be done through formal (report cards, parent-teacher interviews, letters, magazines, etc) or informal (emails between parents and teachers, chats in the hallways, notes in student agendas, etc) channels. Regardless of how communication happens, opportunities for open, honest and authentic dialogue between parents and the School are essential. St. Clement’s has a variety of methods that it uses for regular communication with its parents. The channels currently in use are listed below. Communication Contents Frequency Audience Website - General SCS information for current and prospective families and alumnae - Links to the Parents’ area for forms, etc and also for Edsby - Access to Red Blazer online Constant Entire SCS Ongoing community including prospective families Edsby Constant - An online learning portal for our girls and their parents; used by students, parents, Faculty and Administration for information sharing - Students have access to course work and assignments and also co-curricular information Parent Handbook Current SCS families, staff and Faculty Publication Date September-June Page 15 Communication Contents Frequency Audience Red Blazer - Noteworthy curricular or cocurricular activities; alumnae achievements and news - Content selection depends on issue Twice per year Entire SCS April and community September including prospective families eNews - Notices that affect the whole community including Junior, Middle and Senior schools - News and achievements of all grade or cross-grade groups - Currently not archived Weekly, on Friday Parents Students Staff Board Members Friends of SCS Incoming parents Parent Handbook Publication Date Friday, each week before 4:00 p.m. If a short week, published on Thursday Page 16 Student Expectations It is integral that the St. Clement’s school community endorses a standard of behaviour that contributes to a positive school climate. The School’s values are excellence, respect, integrity, creativity, community and spirituality. Our community members must work together to strive for excellence, while demonstrating respect and integrity in all that they do. It is our intention to foster an environment that values discovery, original thinking, and innovation and we are open to new ideas and ways. We also believe that opportunities for reflection and mindfulness foster inner strength. Taken together these values serve as an important guide to help the community create the best possible school climate. Parent Handbook Page 17 School Rules 1. Attendance at assemblies, homeform periods and at all classes is compulsory. Students are expected to be punctual. 2. The School is not open to students before 7:45 a.m., except for pre-arranged, supervised activities. 3. All students are expected to leave the building by 6:00 p.m. unless involved in supervised activities. 4. Students are expected to maintain respect for School property and the personal property of others. 5. Uniforms: • Students are expected to wear the complete uniform at all times during the school day, including prep periods, recess and lunch, with the following exceptions: athletic clothing worn to an athletic practice or game, or regulation gym uniform for a first-period physical education class. • If a student is missing any part of the uniform, the missing article(s) must be rented from the School Office, by 8:15 a.m. The daily rental fee will be billed to the student’s School account. • Students may arrive and leave School either in full proper uniform or in nonuniform clothing but not a combination of the two. Parent Handbook Page 18 Uniform Policy Number 1 Dress Uniform - All Grades The Number 1 Dress uniform is to be worn on special occasions such as at services at The Anglican Church of St. Clement, the Carol Service, the Closing Ceremonies and special assemblies. Additional Number 1 Dress Days will be announced and posted on Edsby. Number 1 Dress Uniform Shirt White, long-sleeved Tie School tie Blazer Red with School crest Tunic Navy blue, box-pleated, belted, with School crest. Tunic length to be no shorter than 3” above the knee Boxers Navy blue or SCS boxer shorts Knee Socks Navy blue Shoes Black, polishable leather Oxfords or loafers with flat heel. Mary-Jane style shoes permitted for Grades 1 – 3 only Tips • Students should keep blazers in their lockers so that they are available for special assemblies and church services or other occasions throughout the year • Label all uniform items Optional Items Shirt White, short-sleeved Sweater Navy blue V-neck (long-sleeved or vest) Sweatshirt SCS navy blue, hooded, crew neck or ¼ zip Jewellery School and House pins or buttons; gold, silver or pearl studs or hoop earrings (under 2 cm in diameter); a simple bracelet; a plain ring or an SCS ring Hair Items Simple hair items only, such as elastics, hair bands, clips, all of which must be regulation solid colours: red, navy, black, brown, silver, gold or white Parent Handbook Page 19 Summer Uniform May 1- Thanksgiving Uniform Item Grades White, shortsleeved shirt All grades School tie 4-12 Skirt - length to be no shorter than 3” above the knee 4-12 Skort 1-3 Navy blue knee socks 4-12 White ankle socks with cuff 1-3 Shoes, as per Number One Dress All grades Physical Education Uniform Uniform Item Grades SCS T-shirt 3-12 White uniform shirt 1-2 SCS navy blue sweatshirt 1-12 SCS navy blue athletic shorts 1-12 SCS navy blue boxers 1-2 SCS navy blue sweat pants 1-12 Navy blue knee socks 1-2 White athletic socks 3-12 Athletic shoes 1-12 Drawings by: Lavina Li,’14 Non-Uniform Days (“Mufti Days”) • E xposed midriffs and short skirts and shorts are not acceptable • Sleeveless tops must be at least 3 fingers wide at the shoulder, with no lingerie / undergarment items showing • No makeup allowed; simple, minimal jewellery is permitted Parent Handbook Page 20 School Hours and Attendance Regular school hours are 8:10 a.m. to 3:35 p.m. for Grade 7 to 12. Grade 1 to 3 are dismissed at 3:15 p.m. Grade 4 to 6 are dismissed at 3:30 p.m. All students in Grade 1 to 12 must be in their homerooms for morning attendance at 8:15 a.m., dressed in proper uniform. Assembly takes place on Tuesday and Friday Homeform Period takes place on Monday and Thursday House Meetings may also occur on a Thursday morning Early Start Days are on Wednesday; there is no homeform period or Assembly and classes start at 8:30 a.m.; attendance is taken as usual at 8:15 a.m. Junior School Assembly takes place on Thursday Students must not arrive at the School before 7:45 a.m. except for pre-arranged, supervised activities. Junior School students will be supervised by senior students outside the office of the Head of Junior School (“the Den”) between 7:45 a.m. and 8:15 a.m. A teacher will be in the School for supervision. Students must leave the building by 6:00 p.m., unless involved in a supervised School activity, e.g., athletics. Parent Handbook Page 21 Lateness and Absences A student who arrives after final attendance, which is taken at 8:20 a.m., is considered late. Students arriving after attendance are required to sign in at the School Office with written parental notification, unless the absence has been reported prior to 8:15 a.m. by a parent. When a student in the Upper School accumulates three unexcused lates in a term, a 45-minute detention is to be served. Unexcused lates will be dealt with by the appropriate Head of School. Parents are required to telephone the School at 416 483 4835 before 8:15 a.m. to inform the School Office Receptionist of absence or late arrival. As a convenience for parents, there is a School attendance voice mailbox, 416 483 4414 x3300, and an attendance email address, [email protected] . Parents may leave a message stating their daughter’s name, and the reason for absence or lateness. Whenever possible, appointments should be scheduled outside regular School hours. If a student must leave during the School day, written parental notification, an email or a phone call is required in order for the student to leave School. The student must sign out in the School Office when she leaves and sign in on return to the School. If a student becomes sick during the day, she should go to the School Office to make arrangements to be picked up from School. Parent Handbook Page 22 Sign In and Out Students must sign in at the School Office if they arrive late and sign out if they are leaving the School for any reason. Grade 11 and 12 students are permitted to sign out for any preparation periods during the day. Students in Grade 7, 8, 9, and 10 may not leave the building during class hours unless they are leaving with a parent’s permission. Grade 10 students with prep periods may sign out during their Period 5 prep only. Allergy Policy Several students and staff members suffer from severe allergies, most of which involve foods or latex. Students will learn about the severe allergies of their classmates in homeform and a presentation will be made during an assembly to educate the School community about avoiding and managing anaphylactic reactions. Names, photos and allergies of those with severe allergies are posted in the staff room and 1st floor staff workroom. St. Clement’s is a nut-restricted environment. To reduce the risk of allergen exposure, we ask all community members to not bring nuts or peanuts into the School. For personal lunches or snacks, home-baked goods or packaged goods that carry “may contain nuts” labels are acceptable. These may not be brought to School for group events, such as meetings, class breakfasts, birthday treats, or special events. An extensive reference list of products, local bakeries, caterers and other sources of nut-free food can be found on Edsby under “Documents”. Students are reminded to check the list of ingredients before bringing food into the School. Other allergens to avoid bringing into the School include latex and mango. Parent Handbook Page 23 The House System Houses The House System is designed to offer a sense of belonging to a sub-community through the years at SCS, to promote interaction among students through the various grade levels, to provide opportunities for students to participate in both competitive and cooperative activities, to offer leadership opportunities, and to build School spirit. Every student and staff member belongs to one of four Houses, each with two student leaders, House Heads, and has its own House cheer and colour: Stuart—Green, Tudor— Red, Windsor—Purple, York—Yellow. Students in Grade 7 to 12, who participate in the various House activities are awarded House points. The House with the greatest number of points at the end of the school year wins the House Cup. House Heads The House Heads of each of the four Houses are elected from the incoming Grade 11 and graduating class each spring by students in Grade 7 to 12 in their respective House. Led by the House Captain, House Heads are responsible for building House spirit, running House meetings, and organizing House activities, House Days, and Field Day. House Meetings House Heads lead House meetings on a regular basis in designated rooms. Get-toknow-you activities and interactive games are organized to build House spirit. Some meetings are for Grade 1 to 12, and some are designated for Upper School students. House Days Under the leadership of the House Heads, each House organizes a House Day to promote spirit and respect for others. On these days, the House hosts a morning assembly and an inter-House lunchtime activity. Parent Handbook Page 24 SCS Athletics Fall: Winter: Spring: Basketball (Grade 6 - 12) Cross Country (Grade 4 - 12) Field Hockey (Grade 9 - 12) Soccer (Grade 5 - 12) Swimming (Grade 5-12) Alpine Skiing (Grade 9 - 12) Badminton (Grade 6 - 12) Ice Hockey (Grade 7 - 12) Volleyball (Grade 5 - 12) Golf (Grade 7 – 12) Softball (Grade 6 - 12) Track & Field (Grade 4 - 12) Tennis (Grade 6 - 12) St. Clement’s competes against independent schools in and around Toronto, and is a member of the Conference of Independent Schools Athletic Association for Girls (CISAA-G), which is an official OFSAA association. We encourage all students to try out for athletic teams. We strive to provide ample opportunity for students at every grade level to find “their sports” and to develop both the skill and passion to enjoy participating to the fullest. Whether through the formal curriculum, House events, intramural or interschool athletics, all students are encouraged to become involved. Students are selected for SCS athletic teams during tryouts at the start of each season. Once teams are selected, each team practices at least once per week, at 7:00 a.m. or after school. Most games are played in the afternoons once or twice per week, and occasionally on the weekends. Some teams, such as track and field and skiing, involve day-long meets. The School provides transportation to all games; if the game is played within the City of Toronto, team members are responsible for their own transportation home. Parent Handbook Page 25 Parents are asked to sign and return a permission form to allow students to participate on a team. Game and practice schedules are posted on Edsby at the beginning of each season, as are the permission forms and other athletic information. The SCS physical education uniform—regulation navy blue shorts and an SCS t-shirt—is mandatory for all games, except for the teams with special team uniforms, which are rented to team members for the season. The SCS sweatshirt and solid navy blue track pants are also regulation athletic wear. Parent Handbook Page 26 Co-Curricular Activities St. Clement’s School offers an abundance of opportunities for students to become involved in co-curricular activities. Details regarding date, time and location can be found on Edsby. Announcements will also be made in assembly and appear in Homeform Announcements. The list below outlines most of the regularly scheduled activities available. Questions regarding these activities should be directed to the group’s student leader(s) or faculty advisor, or the Director of Student Life. Clubs, Productions, Programs and Publications Anime Club Community Service activities Art and Literature Magazine, Papyrus Debating/Public Speaking Club Art Club Design Show, Lumina Athletic Teams Drama Club Business Club Drama Productions Because I Am A Girl Duke of Edinburgh’s Award Program Chamber Choirs EcoTeam Choirs – Junior and Senior Film Club CISDF/CISMF/CIS Dancefest French Culture Club Classics Club Gay-Straight Alliance (GSA) Classics Conference Gourmet Club Parent Handbook Page 27 Clubs, Productions, Programs and Publications (continued) Guitar Club Peer Mentorship History Club Peer Tutors Horizons Partnership Pilates Intramurals / House Program Reach for the Top Club Kids’ Lit Competition Round Square Committee Knitting Club Running Club Lego Robotics Clubs Science Clubs LINCWell activities Social and Political Affairs Club Mandarin Club Spanish Club March Break Camp Senior School Book Club Math Clubs Swim Program Model United Nations (SOMA) Writers’ Clubs Music Ensembles and Bands Yearbook, Intra Muros Newspaper, The Clementimes Yoga Ontario Model Parliament (OMP) Parent Handbook Page 28 Community Involvement At St. Clement’s, we challenge students to take risks, deepen their understanding and discover new passions through opportunities to explore different communities. Whether exploring an area of the city, raising awareness about the work of an organization, nurturing a partnership or providing support, students at every grade level actively participate and engage in communities beyond the walls of St Clement’s. While the Ministry of Education’s Secondary School Diploma requires a minimum of 40 hours of volunteer time in the community, SCS requires that students complete a total of 50 hours over the course of a student’s secondary school career. Round Square Program Round Square students make a strong commitment, beyond academic excellence, to broadening perspectives and allowing for reflection. Round Square is a world-wide association of schools on five continents sharing unique and ambitious goals. As the first girls’ school in North America to be accepted as a full global member, SCS is committed to the six IDEALS of learning: International Understanding and Tolerance of Others, Democracy and Justice, Environmental Stewardship, SelfDiscovery Through Adventure, Leadership and Service to others. Round Square is not a “club” but a “philosophy,” something to which we all belong. Our students and staff members have attended international conferences in Australia, Columbia, Germany, India, Jordan, South Africa, the United Kingdom, and the United States and have participated in Round Square international service projects in Botswana, Ecuador, Costa Rica, the Dominican Republic, Guatemala, Honduras, India, Kenya, Malawi, Nepal, Peru, South Africa, and Thailand. Application procedures for these excursions are posted and processed by our Coordinator of Experiential Education and Round Square Coordinator. Parent Handbook Page 29 Young Round Square Program Young Round Square prepares Middle School students for life in a global community through service, challenge, adventure and international understanding. Activities include participating in international conferences, leadership roles that promote active citizenship and learning from and about others, and service projects to Costa Rica and Peru, and adventure trips to New Zealand. Round Square Committee The SCS Round Square Committee comprises staff and students in Grade 7 to 12, with a Grade 12 student as leader. The committee works to raise awareness of the six values, encourage the school’s involvement in and learning from conferences, and events to support the Round Square charity. Parent Handbook Page 30 St. Clement’s School Code of Conduct for the Junior School (Grade 1 – 6) for the 2015-2016 School Year General Principles: • I am responsible. • I am well prepared and punctual. • I will follow the school rules and will show courtesy and respect towards all members of the School community. • I know that at St. Clement’s learning is very important. My classroom behaviour will reflect this priority. • I can resolve differences and conflict cooperatively. • I try hard to do my best, knowing that both effort and achievement are valued. • I understand that winning and losing are both honorable outcomes as long as I have done my best. • I will respect myself, others, and the environment in all of my activities, including the use of technology. By acting in accordance with this code of behaviour, I know that I am capable, connecting and contributing. The St. Clement’s School Code of Conduct sets out clear school standards of behaviour. These standards of behaviour apply to each student whether she is on School property, on buses, at School-related events or activities, or in other circumstances that could have an impact on the School climate. These standards of behaviour also apply to all members of the School community, including staff, parents, volunteers and visitors. Parent Handbook Page 31 St. Clement’s School Code of Conduct for the Upper School, for the 2015-2016 School Year The St. Clement’s School (the “School”) community comprises students, staff, parents, volunteers and visitors whose common goals include the following: • • • • the pursuit of academic excellence; the personal growth and development of self-discipline and independence in each student; the development of a sense of responsibility for one’s own behaviour; the development of a sense of responsibility to the School community and the community at large; • the affirmation and commitment to uphold the standard of truth. To achieve these goals, it is important that everyone in the School community endorse a standard of behaviour that will enable each student to develop to her fullest potential in a School climate of consideration, trust, integrity and mutual respect. The St. Clement’s School Code of Conduct sets out clear School standards of behaviour. These standards of behaviour apply to each student whether she is on School property, on buses, at School-related events or activities, or in other circumstances that could have an impact on the School climate. These standards of behaviour also apply to all members of the School community, including staff, parents, volunteers and visitors. Parent Handbook Page 32 Standards of Behaviour Respect, Civility and Responsible Citizenship All members of the St. Clement’s School community must: • • • • • • • • • • • • respect and comply with all applicable federal, provincial and municipal laws; demonstrate honesty and integrity; respect differences in people, their ideas, and their opinions; treat one another with dignity and respect at all times, and especially when there is a disagreement; respect and treat others fairly, regardless of, for example, race, ancestry, place of origin, colour, ethnic origin, citizenship, religion, gender, sexual orientation, age or disability; respect the rights of others; show proper care and regard for School property and the property of others; take appropriate measures to help those in need; seek assistance from a member of the School staff to resolve conflict peacefully, if necessary; respect all members of the School community, especially persons in positions of authority; respect the need of others to work in an environment that is conducive to learning and teaching; not use derogatory or abusive language towards another member of the School community. Parent Handbook Page 33 Safety All members of St. Clement’s School community must not: • • • • • • • • • • • • • • • • • engage in bullying behaviours; commit sexual assault; traffic in weapons or illegal drugs; give alcohol to a minor; commit theft; be in possession of any weapon, including firearms; use any object to threaten or intimidate another person; cause injury to another person with an object; be in possession of, or be under the influence of, or provide others with alcohol or illegal drugs; inflict or encourage others to inflict bodily harm on another person; engage in hate propaganda or other forms of behaviour motivated by hate or bias; commit an act of vandalism that causes damage to School property or to property located on the premises of the School; engage in vandalism, theft or disrespect for the property of others; be involved in cheating or plagiarism; engage in physical or psychological intimidation of another person (either in person or using electronic devices); be involved in any act or conduct that causes embarrassment or brings disrepute to the School; engage in disrespect or a lack of courtesy towards another member of the School community. Parent Handbook Page 34 Consequences Disciplinary action is within the jurisdiction of the Principal or designate and may extend to out-of-school behaviour that would have a deleterious effect on School climate. Since no two misdemeanours will necessarily be identical, and the age and needs of the offender will vary from student to student, each case will be dealt with individually. If necessary, an advisory council to the Principal may be called, which will consist of the Head Girl, the President of the Student Council, the president of the class of the offending student, and faculty members. Consequences for misdemeanours may include: • service within or outside the School community; • detentions; • loss of privileges or leadership responsibilities within the School; • suspension or expulsion from the School and / or School activities. The School will attempt to give fair, constructive, and progressive discipline for breaches of conduct. Assistance from the LINCWell Department, or help in finding outside counselling, will be offered to a student and her family, in appropriate circumstances. In a case of expulsion, the student may have the decision reviewed by a committee of three employees of the School to be selected by the Board of Governors. The Principal shall not be a member of the review committee. Parent Handbook Page 35 Roles and Responsibilities Principal’s Responsibilities The Principal takes a leadership role in the daily operation of the School. She provides this leadership by: • demonstrating care for the School community and a commitment to academic excellence in a safe, inclusive, and accepting teaching and learning environment; • holding everyone under her authority accountable for his or her behaviour and actions; • empowering students to be positive leaders in their School and community; • communicating regularly and meaningfully with all members of the School community. School Staff Responsibilities Under the leadership of the Principal, staff maintain order in the School and are expected to hold everyone to the highest standard of respectful and responsible behaviour. As role models, staff uphold these high standards when they: • • • • • help students work to their full potential and develop their sense of self-worth; empower students to be positive leaders in their classroom, School and community; communicate regularly and meaningfully with parents; maintain consistent standards of behaviour for all students; demonstrate respect for all students, staff, parents, volunteers, visitors and all members of the School community; • prepare students for the full responsibilities of citizenship. Parent Handbook Page 36 Student Responsibilities Students are to be treated with respect and dignity. In return, they must demonstrate respect for themselves and for others, and for the responsibilities of citizenship through acceptable behaviour. Respect and responsibility are demonstrated when a student: • • • • comes to School prepared, on time, and ready to learn; shows respect for herself, for others and for those in authority; refrains from bringing to School anything that may compromise the safety of others; follows the established School rules and takes responsibility for her own actions. Parent Responsibilities Parents play an important role in the education of their daughter(s), and can support the efforts of the School staff in maintaining a safe, inclusive, accepting and respectful learning environment for all students. Parents fulfil their role when they: • • • • • show an active interest in their daughter’s school work and progress; communicate regularly with the School; help their daughter to be on time, in proper uniform and prepared for School; promptly report to the School their daughter’s absence or late arrival; ensure that they are familiar with, and support, the St. Clement’s Upper School Code of Conduct and School rules; • encourage and assist their daughter in following the rules of behaviour; • assist School staff in dealing with disciplinary issues involving their daughter; • support and model respectful behaviour in all communications with the School staff. Parent Handbook Page 37 Appendix I Liquor Laws The Liquor Laws, as an appendix to the St. Clement’s Upper School Code of Conduct, constitute the legal provisions pertaining to the use of alcohol by persons under nineteen years of age. Parents and students should be aware of the following provisions of the Ontario Liquor Licence Act, Section 30, which is outlined below. It is important to note that parents / guardians are responsible for any under-age student not residing in their home who consumes alcohol there; parents could be charged with an offence in the event of an incident involving alcohol. A Dance Permission Form, outlining the application of the Upper School’s Code of Conduct to social events, will be made available for each School-sponsored dance. Students in Grades 9 to 12 who plan to attend a dance must review this form with her parents and return it, with student and parent signatures, before being permitted to purchase a ticket(s) for the dance. Parent Handbook Page 38 The Ontario Liquor Licence Act, Section 30 30(1)No person shall knowingly sell or supply liquor to a person under nineteen years of age. 30(2)No person shall sell or supply liquor to a person who appears to be under nineteen years of age. 30(8)No person under nineteen years of age shall have, consume, attempt to purchase, purchase or otherwise obtain liquor. 31(13) This section does not apply, (a) to the supplying of liquor to a person under nineteen years of age in a residence as defined in section 31* or in a private place as defined in the regulations by a parent of the person or a person having lawful custody of the person; or (b) to the consumption of liquor by a person who is supplied liquor in a manner described in clause (a), if the liquor is consumed at the place where it is supplied. 1990, c.15, s.30. *31(1)In this section, “residence” means a place that is actually occupied and used as a dwelling, whether or not in common with other persons, including all premises used in conjunction with the place to which the general public is not invited or permitted access, and, if the place occupied and used as a dwelling is a tent, includes the land immediately adjacent to and used in connection with the tent. Parent Handbook Page 39 Appendix II St. Clement’s School Acceptable Use of Technology St. Clement’s School Acceptable Use of Technology, as an appendix to the St. Clement’s Upper School Code of Conduct, holds students to the same standards of consideration, trust and mutual respect in their electronic communications that are expected in face-toface interactions with others. Technology is defined as all computers, tablets, hardware, software, database/records systems, networks, cabling, school associated cloud services, School email, voicemail, fax transmissions, and the use of and access to the intranet and the internet at the School. The following general principles guide the School’s technology philosophy: • • • • • • • ct ethically and with integrity A Act responsibly Be open-minded Be globally-minded Be respectful of the property of others, people, ideas and opinions Think before you post Consider the impact of your actions Parent Handbook Page 40 All members of the School community share in the responsibility of keeping the School’s network, as well as external networks, functional and secure. Therefore, members of the School community shall not: • attempt to breach system security or disrupt the normal operation of the School Network; • attempt to access another person’s account or private files; • impersonate others or misrepresent oneself in electronic communications; • use School technology for any illegal activity, including the violation of copyright or other contracts. No unauthorized / illegal copies of pirated music, movies, books or software may be downloaded or run on any School equipment; • install any programs on the School network; • send anonymous or inappropriate unsolicited mass email messages, such as chain letters, jokes, political opinions, or spam; • engage in peer-to-peer networking using the School’s internal network, including shared drives and peer-to-peer programs; • operate proxy software, or view proxy websites, that attempt to bypass the firewall; • copy, transfer, rename, add to or delete information, files, or programs belonging to others, unless given the express written permission to do so by the owner. Parent Handbook Page 41 All members of the School community shall: • comply with the St. Clement’s Upper School Code of Conduct in all communications. The School reserves the right to monitor all network access and electronic communications; • respect the work and property of others, including digital property; • keep online identities and passwords confidential; • use email as a positive and productive means of communication within the School community. • exercise caution to prevent virus and Spyware contamination. If you detect contamination, please report it to a member of the technology department; • think environmentally before printing and photocopying; • be responsible for the content of all text, audio or images that he or she accesses or sends via the internet and/or phone systems; • conduct all electronic communication with the understanding that Social Network Guidelines are in place for School staff. Among other considerations, this policy stipulates that ecommunication must take place during appropriate times; that is, 7:00 a.m. to 10:00 p.m. Parent Handbook Page 42 Examples of copyright violations include, but are not limited to, copying a picture, making illegal copies of software or music and/or reproducing part of a third party text and claiming credit for authoring that work. Please see Appendix III, the St. Clement’s School Academic Honesty Policy, for further details. The School’s technology department is not in a position to support hardware or software other than that belonging to the School. The use of the School’s technology is a privilege, not a right, and is intended for School purposes. Inappropriate use of technology and / or social media and / or ecommunication may result in a cancellation of that privilege and may include progressive disciplinary measures. All electronic expressions of fact, intention and opinion are legally equivalent to oral and written expressions and statements. Emails, both in hard copy and electronic form, are admissible in a court of law. If your conduct and / or action(s) over email are unlawful or illegal, you may be personally liable. Parent Handbook Page 43 Appendix III(a) St. Clement’s Junior School Academic Honesty Policy Introduction The St. Clement’s Junior School Academic Honesty Policy, as an appendix to the St. Clement’s Junior School Code of Conduct, is a guide to academic behaviours appropriate in our School. To enable each student to develop to her fullest potential in an atmosphere of consideration, trust, and mutual respect, each Junior School student, her parents, and her teachers must work together to ensure honesty in all aspects of academic achievement. Student Responsibilities It is the responsibility of each student to, for example: • make sure that all of her homework and assignments represent her own work; • offer assistance to another student only to clarify homework and as explained by her teacher; • take responsibility for her share of a group assignment; • always give credit to the sources of information she uses, including online sources, and any assistance she has received to complete an assignment; • complete all quizzes, tests, or examinations independently using only the designated materials. Parent Handbook Page 44 Faculty Responsibilities It is the responsibility of each faculty member to, for example: • foster ethical practices in all aspects of academic achievement; • model and, in collaboration with other teachers, teach the research skills identified for each grade level; • design research assignments that require students to practise and demonstrate skill in handling the various stages of the information problem-solving process; • teach their students at the beginning of the year how to avoid the offences of academic dishonesty most likely to occur in their class; • have students complete a brief in-class assignment at the beginning of the year as an assessment of their knowledge and skills; • vary the format of the assignments they give; • set achievable assignments, ensuring that students have the skills needed to complete the assignments, and provide guidelines as necessary; • set assignments that challenge students to interpret, compare, criticize and analyze information rather than recite factual data; • outline expectations for assignments, and especially group projects, clearly and in writing; • ask students to submit their research work in progress as well as their completed assignments; • remind students of the rules of conduct for tests and examinations, and clarify which aids are permitted; • ensure that tests and examinations are properly and visibly supervised; • vary the format of tests and examinations; • use the approach outlined in this document under Academic Discipline when a case of academic dishonesty is suspected. Parent Handbook Page 45 Parent Responsibilities It is the responsibility of parents to support their daughters as learners. Parents fulfil this responsibility when they, for example: • • • • support this policy document; encourage an ethical approach in all aspects of academic achievement; expect their daughter to complete all assignments herself to the best of her abilities; assist their daughter, as necessary, by clarifying instructions, reinforcing skills, providing examples, and suggesting problem-solving strategies or directions, but also insisting that all completed assignments must represent her own work; • encourage their daughter to practise good research habits, to think critically, to have confidence in her own work, and to acknowledge readily the achievements of others; • oversee the type of assistance given to their daughter by a tutor to ensure that the assistance complies with the guidelines set out in this document. Academic Discipline The purpose of the St. Clement’s Junior School Academic Honesty Policy is to encourage the understanding, habits and skills of academic responsibility. Where a case of academic dishonesty is suspected, it will be treated, with the involvement of the parent, as a learning situation. The intent is to teach the student the appropriate behaviour so that she will be able to cope with situations honestly. Parent Handbook Page 46 Appendix III(b) St. Clement’s School Academic Honesty Policy Introduction The St. Clement’s School Academic Honesty Policy, as an appendix to the St. Clement’s Upper School Code of Conduct, is a guide to academic practices appropriate in a community such as St. Clement’s School. The common goals of the students, staff, parents and volunteers of the School community include the pursuit of academic excellence; personal growth and the development of selfdiscipline and independence; the development of a sense of responsibility for one’s own behaviour; and the development of a sense of responsibility to the School community and to the community at large. To enable each student to develop to her fullest potential in an atmosphere of consideration, trust, and mutual respect, each member of the community must work to ensure honesty in all aspects of academic achievement. While students look both to members of the School community and to the community at large for inspiration and information in academic pursuits, it is essential always to credit the source of inspiration. It is the responsibility of students to pursue their studies with integrity and with respect for others; it is the responsibility of faculty and of parents to ensure and support this. Parent Handbook Page 47 It is academically dishonest to submit as one’s own a piece of work that does not truly represent one’s abilities. It is a violation of the St. Clement’s School Academic Honesty Policy if a student, for example: • copies from another student unless specifically allowed by the teacher; • makes information for an assignment or test available to another student unless specifically allowed by the teacher; • uses help on homework, take-home tests or assignments from tutors, family members, or others beyond the limits specified by the teacher; • copies a laboratory or field report, or other assignment; • allows someone else to copy a laboratory or field report, or other assignment; • uses another person’s data unless specifically allowed by the teacher; • copies from another student during a quiz, test or examination; • allows another student to copy from her quiz, test or examination; • uses unauthorized aids during a quiz, test, or examination; • gains access to tests and examinations before they are administered; • submits the same work to more than one teacher without prior permission; • uses translations of texts studied in class without the permission of the teacher; • uses an electronic translation device to translate an assignment from English into the required language; • takes or destroys someone else’s notes or work; • takes, hides, or destroys learning resources; • plagiarizes. Parent Handbook Page 48 Plagiarism Plagiarism is the use of someone else’s work, ideas, arguments, or research without acknowledgement. Students must apply the “Fair Use”* guideline when using someone else’s work and must acknowledge the source. Note that these guidelines refer not only to books but also to articles, photographs, music, artwork and resources found electronically. *The “Fair Use” guideline is “any limited use of a resource that is to be used for criticism, comment, news reporting, teaching, scholarship or research, and will not deprive the author of his / her income.” The following are examples of plagiarism and, while not comprehensive, can be used as a guide. A student plagiarizes if she, for example: • submits as her own an essay or assignment, any part of which was created by someone else, including material available on the internet; • uses direct quotations or paraphrases from a source without proper acknowledgment; • submits work as her own, any part of which is based on an idea or research unique to a particular source without proper acknowledgment; • buys or sells papers or assignments to be submitted in the buyer’s name. Parent Handbook Page 49 Student Responsibilities It is the responsibility of each student to, for example: • understand the difference between legitimate assistance and academic dishonesty. An “assistant” (a tutor, another student, a parent, or any other kind of resource, including the internet) may clarify instructions, teach necessary skills, provide examples, and suggest problem-solving strategies or directions. With this added insight, the student must then complete the assignment to the best of her abilities. All homework, essays, and assignments (including lab reports and field reports) must be her own work; • offer assistance to another student to clarify homework and assignments if she wishes. Students must not, however, provide answers, ideas or materials unless specifically directed by the teacher; • prepare for a presentation or seminar or prepare her part of a presentation or seminar herself, acknowledging any help from another source; • collaborate on group assignments as directed by the teacher. All specified limits to the collaboration must be adhered to and the extent of the collaboration acknowledged; • in the case of cross-curricular assignments, meet the requirements of each participating teacher and fully disclose to all teachers involved the requirements of the work to be submitted for each course; • write a quiz, test or examination to the best of her knowledge and ability, without use of unauthorized aids, and refrain from giving unauthorized aid to another student; • avoid plagiarism. Parent Handbook Page 50 When writing a paper, references should be given parenthetically or as a footnote / endnote as soon as an idea or information from another source has been mentioned. Whether passages are quoted directly in quotation marks, paraphrased closely in a student’s own words, or rapidly summarized, the source must be immediately identified. Good research habits are helpful; students should carefully document each source as they make notes, putting quotation marks around anything they have copied into their notes exactly as it appears in a source. It is safer to “over-reference” than to omit references. Some ideas may be considered “common knowledge” and do not need to be referenced. Facts easily found in standard reference books or commonly known do not need to be referenced; for example, the dates of major events in world history do not need to be referenced. Information likely to be known only by specialists in a field or information that is interpretive in nature must be referenced. Faculty Responsibilities It is the responsibility of faculty to, for example: • foster ethical practices in all aspects of academic achievement; • model and, in collaboration with other teachers, teach the research skills identified for each grade level; • design research assignments that require students to practise and demonstrate skill in handling the various stages of the information problem-solving process; • teach their students at the beginning of the year how to avoid the offences of academic dishonesty most likely to occur in their class; • have students complete a brief in-class assignment at the beginning of the year as an assessment of their knowledge and skills; • change assignments, including lab reports and field reports, each year and keep a record of the topics they have used; Parent Handbook Page 51 • vary the format of the assignments they give; • set achievable assignments, ensuring that students have the skills needed to complete the assignments, and provide guidelines as necessary; • set assignments that challenge students to interpret, compare, criticize and analyse information rather than recite factual data; • outline expectations for assignments, and especially group projects, clearly and in writing; • ask students to submit their research work in progress as well as their completed assignments; • remind students of the rules of conduct for tests and examinations and clarify which aids are permitted; • ensure that tests or examinations are properly and visibly supervised; • vary the format of tests and examinations; • use the approach outlined in this document under Academic Discipline when a case of academic dishonesty is suspected. Parent Handbook Page 52 Parent Responsibilities It is the responsibility of parents to support their daughters as learners. Parents fulfil this responsibility when they, for example: • support this policy document; • encourage an ethical approach in all aspects of academic achievement; • expect their daughter to complete all assignments herself to the best of her abilities; • assist their daughter, as necessary, by clarifying instructions, reinforcing skills, providing examples, and suggesting problem-solving strategies or directions, but also insisting that all completed assignments represent her own work; • encourage their daughter to practise good research habits, to think critically, to have confidence in her own work, and to acknowledge readily the achievements of others; • oversee the type of assistance given to their daughter by a tutor to ensure that the assistance complies with the guidelines set out in this document. Parent Handbook Page 53 Academic Discipline In order to promote the understanding, habits and skills of academic responsibility, infringements of the School’s Academic Honesty Policy will be subject to appropriate, fair, and constructive discipline. The following disciplinary responses serve as a guideline only and in no way limit the discretion of the School to apply whatever disciplinary sanctions it determines to be appropriate in individual cases. If a case of academic dishonesty is suspected by a teacher or is reported to a teacher, the teacher will investigate the evidence him / herself and will discuss the situation at once with the student. The teacher may ask for additional information from the student, such as note sources, rough drafts and reference materials. The teacher may discuss the situation with his / her Curriculum and Department Leader, another colleague, or a LINCWell counsellor. If the teacher is satisfied that no academic offence has been committed, he / she will inform the student and no further action will be taken. If the student admits to having committed an act of academic dishonesty, an appropriate course of action will be determined by the teacher. The teacher will inform the student’s parents of the situation and of the consequences for the student. If the situation is not resolved in the student / teacher discussion, it will be dealt with on an individual basis. No two cases of academic dishonesty can be identical, and the age and needs of the student will vary from case to case. Therefore, the School’s administrators will determine the course of action to be taken in each case so that a fair and constructive solution is reached. The student may be required to show the process whereby she obtained any suspect material or to demonstrate her knowledge of the subject. Counselling or further help in the subject or skill area will be made available to the student to ensure that she understands the problem, to help her overcome whatever may have led her to resort to academic dishonesty and to ensure that her future behaviour will be honest. Parent Handbook Page 54 A student may be asked to do one or more of the following to ensure that she understands her infraction, learns from her mistake, and recognizes the importance of behaving with integrity in all of her academic pursuits: • redo the assignment; • meet with her parents and teacher(s); • write a letter, outlining the offence and the steps that she will take to avoid further problems of this nature; • submit work for external marking; • take a reduced mark or accept a 0 for the piece of work in question; • take a reduced mark or accept a 0 for the final grade in the course; • be suspended from School for a specified period of time; • be expelled from the School. The above list is not exhaustive; it is a sample of the types of consequences (the severity of which would correspond to the severity of the offence) that may result from an act of academic dishonesty. Parent Handbook Page 55 Appendix IV St. Clement’s School Bullying Awareness and Prevention Policy Introduction The St. Clement’s School Bullying Awareness and Prevention Policy, as an appendix to the St. Clement’s Upper School Code of Conduct, is designed to ensure that all members of the School community feel happy, comfortable and safe. Bullying is a serious issue that research shows has far-reaching consequences for the bully, the bystander, and the victim. St. Clement’s School is committed to the development and implementation of a bullying awareness and prevention framework that will support our community in building and sustaining a positive and healthy school culture. What is bullying? Bullying is typically a form of repeated, persistent, and aggressive behaviour directed at an individual or individuals that is intended to cause (or should be known to cause) fear and distress and / or harm to another person’s body, feelings, self-esteem, or reputation. Bullying occurs in a context where there is a real or perceived power imbalance. Students may attain or maintain power over others in the School through real or perceived differences. Some areas of difference may be size, strength, age, intelligence, economic status, social status, solidarity of peer group, religion, ethnicity, disability, need for special education, sexual orientation, family circumstances, gender, and race. Children who suffer prolonged victimization through bullying, as well as children who use power and aggression as bullies, may experience a range of psycho-social problems that may extend into adolescence and adulthood. Critical points to remember about bullying include: • Bullying is a learned, aggressive, and sometimes subtle behaviour (bullies were often bullied themselves); • Bullying is an often repeated behaviour that is intended to control, distress, or harm others; Parent Handbook Page 56 • Bullying is intentional; it is not impulsive behaviour that may result in normal conflict; • Bullying creates unhealthy dynamics that negatively affect the culture of a school and the members of its community; • Bullies are often dealing with crises in their own life. “Creating learning environments that are free of bullying behaviour is much more than simply putting policies into place. It is supporting a community-wide model that celebrates positive behaviours – behaviours carried by our students into their adult lives. When we create safe, respectful learning environments, we build and nurture safer communities for all our citizens.” (Ontario Ministry of Education, 2005) Key Concepts • Intervention is key. Without intervention, unhealthy dynamics of power and aggression, for the bully, the bystander and the victim, become established and carry over to future relationships. • Students who bully are at risk for delinquency, substance abuse, or adult criminality. • Victims and bystanders may be at risk for anxiety, low self-concept, academic problems, and depression. • Adults are an important part of any plan to support students. Research shows that active parental and teacher involvement is essential to solving the problem of bullying and cyber-bullying. • Involvement of bystanders is also vital. Peer interventions have proven to be successful, when safe and effective strategies have been taught. • It is not the victim who is at fault for being bullied. Every person should be treated with consideration and respect. Parent Handbook Page 57 Bullying can take many forms, including: • Physical - for example: pushing; tripping; hitting; damaging; stealing someone’s property; any use of physical violence; • Verbal - for example: name-calling; hurtful taunting; humiliating or threatening someone; • Electronic / Cyber-bullying - for example: using the Internet (including Facebook or other social networking sites) or a cell phone to email or send text messages or pictures in order to threaten someone or hurt her feelings, single her out, embarrass her, or make her look bad; spreading rumours or revealing secrets about her; assuming another person’s online identity; creating a web page, or blog, or posting on a website in order to threaten, hurt, or impersonate another person; • Social / Emotional - for example: excluding someone from “the group” or from an activity; shunning someone; gossiping or spreading rumours about someone; making someone look foolish; making sure others do not associate with someone; displaying images or materials that are offensive or disrespectful; • Sexual - for example: making unwanted physical contact. Bullying can occur for many reasons, including: • Religion - for example: treating someone differently or badly because of her religion; making jokes or unkind comments about her religion; • Race, culture or skin colour - for example: treating someone differently or badly because of race, culture or skin colour; making jokes or unkind comments about someone’s race, culture or skin colour; • Sexuality - for example: making hurtful comments or spreading rumours that are sexual in nature; taunting someone about sexual behaviours or a relationship; • Sexual orientation - for example: taunting someone or talking negatively about sexual orientation; Parent Handbook Page 58 • Academics - for example: making hurtful comments or taunting someone about academic achievement or grades, academic effort or results on a test or assignment; • Appearance - for example: making hurtful comments or taunting someone about someone’s physical appearance, body shape, clothes, etc.; • Physical ability - for example: making hurtful comments or taunting someone about a physical limitation or athletic abilities; • Socio-economic background - for example: making hurtful comments or taunting someone about real or perceived financial resources / status; • Social / Emotional challenges - for example: a history of the bully having been a victim of bullying, or crises in the life of the bully. General Policy Statement Every member of the School community has the right to be treated with dignity and respect. Bullying, including cyber-bullying, is never acceptable, and the prevention of bullying is everyone’s responsibility. Therefore, all members of the community must take action to prevent bullying. They must not ignore bullying, condone it by silence, or join in. They must report bullying behaviours immediately and confidentially to an adult who will be able to help. Moreover, all members of the community are expected to support the bullying awareness and prevention education programs provided by the School, and to adhere to this policy. Bullying adversely affects a student’s ability to learn. • Bullying adversely affects healthy relationships and the School climate. • Bullying adversely affects the School’s ability to educate its students. • Bullying will not be accepted on School property, at School-related activities, on buses, or in any other circumstances (e.g., online) where engaging in bullying will have a negative impact on the School climate, whether or not the bullying / cyberbullying takes place at School or during school hours. Parent Handbook Page 59 Student Responsibilities All students should: • treat everyone with dignity and respect; • encourage others to contribute to a positive School culture; • support this policy and the bullying awareness and prevention education programs provided by the School; • report immediately any act of bullying to an adult; • wherever possible, speak up to stop bullying behaviour. School Staff Responsibilities All School staff should: • treat everyone with dignity and respect; • encourage others to contribute to a positive School culture; • support this policy and the bullying awareness and prevention education programs provided by the School; • model appropriate language and behaviour for students at all times; • promote ethical behaviour online, including encouraging empathy and common sense, promoting netiquette and cyber-kindness, and maintaining an open dialogue on internet use; • take seriously all allegations of bullying behaviour and act in a timely, sensitive, and supportive manner when responding to students who disclose or report bullying incidents; • report immediately and confidentially any act of student bullying witnessed or heard about (see below, “How to report an act of bullying?”); • complete a Safe Schools Incident Report; • wherever possible, try to stop any act of bullying using professional judgement. Parent Handbook Page 60 Parent Responsibilities All parents should: • • • • • • treat everyone with dignity and respect; encourage others to contribute to a positive School culture; encourage their children to be positive members of the School community; oversee internet / social media use at home; support this policy and discuss it with their daughter(s); support the bullying awareness and prevention education programs provided by the School; • report immediately and confidentially any act of bullying experienced or witnessed by their daughter(s) (see below, “How to report an act of bullying?”); • wherever possible, speak up to stop bullying behaviour. How to report an act of bullying? Students School Staff Parents If you are bullied or you observe or know about an act of bullying, report it immediately. Talk to a teacher, LINCWell counsellor, School administrator or your parents. If you witness or hear about any act of student bullying, you are required to follow the steps outlined in the SCS Safe Schools Incident Report. If your child reports any acts of bullying to you or shows any signs of school avoidance, you should contact the appropriate Head of School or LINCWell counsellor. Parent Handbook Page 61 What will happen when bullying is reported? If an act of bullying is reported to the School: • All concerns will be carefully considered and support provided to all parties; • The appropriate Head of School will undertake an investigative process and inform parents; • All efforts will be made to maintain confidentiality throughout the process; • Discretionary judgement will be applied based on the age of the students involved and any extenuating circumstances; • Appropriate mediation, counselling, and consequences will be put into place. Consequences If an act of bullying is reported, the School shall take all reasonable steps to ensure the safety of students reporting acts of bullying and to minimize the possibility of reprisals being taken against such students. The appropriate Head of School will conduct a thorough investigation, and the School will attempt to give fair, constructive, and progressive discipline for acts of bullying. Repeated incidents by the same person or persons will not be tolerated, and will influence the School’s response. • Consequences for acts of bullying may include but are not limited to: o service within or outside the St. Clement’s community; o loss of privileges or leadership responsibilities within the School; o probation / behaviour contract for a period of time; o expulsion or suspension from the School or School activities. Parent Handbook Page 62 • In case of expulsion, an appeal may be submitted and the decision will then be reviewed by a committee of three employees of the School to be selected by the Board of Governors. The Principal shall not be a member of the review committee. • Where the Head of School believes that a student has been harmed as a result of bullying, the parent or guardian of the victim shall be notified as soon as reasonably possible. • The Head of School shall inform the parent of the nature of the activity causing harm, the nature of the harm and the steps taken to protect a student’s safety, including the nature of disciplinary activities taken in response. • The Head of School shall also notify the parent or guardian of the student believed to have engaged in the bulling activity that caused the harm. • The exceptions to this notice requirement are as follows: o W here students are 18 years or older, or 16- and 17-year old students who have withdrawn from parental control; and, o W here the Head of School is of the opinion that notice would put the student at risk of harm from a parent or guardian, such that the notification would not be in the student’s best interests. In such cases, the student will be referred to the LINCWell Department or an appropriate community agency that can provide confidential support to the student. • The School will offer the assistance of the LINCWell Department or assistance in finding suitable outside professional support to students who have been bullied, students who have bullied others and students who have been affected by observing bullying, and their families. Parent Handbook Page 63 • In the event that parents or guardians are not satisfied with the supports (either directly from the LINCWell Department or from outside professional support) that their daughter(s) receive in respect of bullying behaviour the parents may notify the appropriate Head of School, and the School shall consider whether alternative support can be identified. Depending on the circumstances and severity, bullying incidents may potentially violate the Criminal Code of Canada. In circumstances where the School staff has reason to believe that a student may be in need of protection, they must call the Children’s Aid Society according to the requirements of the Child and Family Services Act, R.S.O. 1990, c. C.11. Parent Handbook Page 64 Appendix V St. Clement’s Upper School Intellectual Property Licence Agreement The St. Clement’s Upper School Intellectual Property Licence Agreement is an appendix to the St. Clement’s Upper School Code of Conduct. During the course of study at St. Clement’s School, students will likely develop intellectual property including copyrighted works. In accordance with Canadian copyright law, intellectual property developed by a student in her course of study at the School is owned by that student. If other persons contribute to the intellectual property, those persons may also have an interest in the intellectual property. To use and showcase student achievements involving their intellectual property rights, the School requires a licence from the student. In consideration for attending St. Clement’s School, the undersigned grant to the School, for the purpose of education, or advertising and promotion, a non-exclusive, transferable, assignable, worldwide licence to use, reproduce, modify, translate, publish, make a fixation of, distribute and communicate to, and perform for, students, staff, members of the School, and the public at large, and to authorize someone to do any of the above acts on the School’s behalf, any intellectual property in whole or in part, in any form whatever, including but not limited to any copyrighted works, created by the student during the effective dates as a result of the student’s enrolment with the School. The undersigned also waive(s) the student’s moral rights in the student’s copyrighted works in favour of the School. If the School uses the student’s intellectual property, the School agrees either to attribute the intellectual property to the student or to the student’s pseudonym, or to preserve the student’s anonymity, as requested by the student or her parent or guardian. Parent Handbook Page 65 September 2015 Sunday 6 Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 7 8 9 10 11 12 Labour Day Holiday First Day of Fall Term Gold Belt Assembly 12:00 p.m. Dismissal Full day; classes begin 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Parent Association Meeting 8:00 am October 2015 Sunday 4 Monday 5 Tuesday 6 Wednesday 7 Thursday Friday Saturday 1 2 3 8 9 10 Homecoming Assembly Field Day Dismissal 12:00 p.m. 11 12 13 14 15 16 17 Thanksgiving Day (School Holiday) 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Parent Association Meeting 8:00 a.m. November 2015 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Half-Term Break (School holiday) 15 16 17 18 19 20 21 24 25 26 27 28 Half-Term Break (student holiday) Staff Professional Development Day 22 23 29 30 Parent Association Meeting 8:00 a.m. December 2015 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Carol Service at St. Paul’s Church Christmas Break Christmas Break Christmas Break End of Fall Term 20 21 22 23 24 25 26 Christmas Break Christmas Break Christmas Break Christmas Break Christmas Break Christmas Break Christmas Break 27 28 29 30 31 Christmas Break Christmas Break Christmas Break Christmas Break Christmas Break January 2016 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 Christmas Break 3 4 5 6 7 8 9 First Day of Winter Term 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Parent Association Meeting 6:45 p.m. 31 Grade 5 Assembly February 2016 Sunday 7 Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 6 8 9 10 11 12 13 Half-Term Break (student holiday) Staff Professional Development Day 14 15 16 17 18 Family Day Holiday (School holiday) 21 22 28 29 Parent Association Meeting 8:00 a.m. 19 20 Grade 4 Assembly 23 24 25 26 27 March 2016 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 Grade 3 Assembly 6 7 8 9 10 20 27 12 End of Winter Term 3:35 p.m. Dismissal Int’l Women’s Day Assembly 13 11 14 15 16 17 18 March Break March Break March Break March Break March Break 21 22 23 24 25 March Break March Break March Break March Break March Break 28 29 30 31 Easter Monday (School Holiday) Beginning of Spring Term 19 26 April 2016 Sunday 3 Monday 4 Tuesday 5 Wednesday 6 Thursday 7 Friday Saturday 1 2 8 9 Grade 2 Assembly 10 11 12 13 14 15 16 Parent Association Meeting 8:00 a.m. 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Round Square Assembly May 2016 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 6 7 Grade 1 Assembly 8 9 10 11 12 13 14 15 16 17 18 19 20 21 May Day Festivities 12:30 p.m. Dismissal 22 23 24 Victoria Day (School Holiday) 29 30 Parent Association Meeting 6:45 p.m. 31 25 26 27 28 June 2016 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 24 25 End of Spring Term No classes Closing Ceremony at Massey Hall 19 20 21 22 23 26 27 28 29 30
