SENIOR SCHOOL PARENT HANDBOOK 2013 | 2014
Table of Contents SCHOOL MISSION AND BELIEFS ..................................................................................... 4 Mission.................................................................................................................................. 4 Beliefs ................................................................................................................................... 4 CONTACT US .................................................................................................................... 5 Senior School Administrative Team ..................................................................................... 5 Senior School Faculty ........................................................................................................... 6 Staff Email Addresses: .......................................................................................................... 6 GENERAL PARENT INFORMATION .................................................................................. 7 Communication .................................................................................................................... 7 Friday Flash ............................................................................................................................... 7 Email.......................................................................................................................................... 7 Phone calls ................................................................................................................................ 7 Student Communication ......................................................................................................... 7 Website ..................................................................................................................................... 7 Blackboard ................................................................................................................................ 7 Information Sharing Events ..................................................................................................... 8 Home to School ....................................................................................................................... 8 Hours .................................................................................................................................... 8 Absences .............................................................................................................................. 8 Missing Student .................................................................................................................... 9 Lunch .................................................................................................................................... 9 School Events ....................................................................................................................... 9 Transportation to and from School ...................................................................................... 9 Parking.................................................................................................................................. 9 Uniform, Supplies, Textbooks and Computer .................................................................... 10 Uniform ................................................................................................................................... 10 Supplies .................................................................................................................................. 12 Textbooks ............................................................................................................................... 12 Computer................................................................................................................................ 12
The York Shop ........................................................................................................................ 13 Lost and Found ...................................................................................................................... 13 ATHLETICS ....................................................................................................................... 14 Philosophy .......................................................................................................................... 14 CAIS Interscholastic League Teams ..................................................................................... 14 Sign up, Practices and Attendance ....................................................................................... 14 Athletic Code of Conduct ..................................................................................................... 14 Schedules................................................................................................................................ 14 Age Restrictions ..................................................................................................................... 15 Uniforms .................................................................................................................................. 15 Transportation ........................................................................................................................ 15 Athletic Assemblies ................................................................................................................ 15 STUDENT LIFE ................................................................................................................. 15 Clubs and Activities ............................................................................................................ 15 Student Leadership ............................................................................................................ 15 Other Leadership Positions ................................................................................................ 17 Student Mentors................................................................................................................. 17 House System ..................................................................................................................... 17 House Points........................................................................................................................... 19 Social Experiences .............................................................................................................. 19 Assemblies.......................................................................................................................... 19 School Trips ........................................................................................................................ 20 Challenge Week ..................................................................................................................... 21 STUDENT SERVICES ........................................................................................................ 22 University Counselling ........................................................................................................ 22 Family Connections / Naviance .......................................................................................... 24 Reference Letters ............................................................................................................... 24 CODE OF CONDUCT ...................................................................................................... 25 Procedures .............................................................................................................................. 27 ACADEMICS .................................................................................................................... 29 Curriculum .......................................................................................................................... 30 Assessment and Evaluation ................................................................................................ 30 2|Page
Assessment Scale ................................................................................................................... 31 Tests, Assignments and Examinations ................................................................................. 32 Reporting and Parent-Teacher Interviews .......................................................................... 32 Special Needs ..................................................................................................................... 33 Late Work ........................................................................................................................... 33 Handling the Workload ...................................................................................................... 33 Extra Help ........................................................................................................................... 33 Academic Eligibility Policy.................................................................................................. 34 Library ................................................................................................................................. 34
3|Page
WELCOME TO THE SENIOR SCHOOL SCHOOL MISSION AND BELIEFS Mission To develop inquiring, knowledgeable and caring young people who are engaged citizens of the world.
Beliefs We believe:
Every child has a spark Every child has a curiosity about the world Every child grows when faced with appropriate and diverse challenges
We believe:
Our school is more than a building Our school is a community which includes students, parents, staff and alumni Our school community works together to fan the spark, to encourage inquiry and to help our students be all that they can be
We believe:
Our school reaches out to embrace the communities around it Our communities need individuals who open their hearts and minds to the world Our school can inspire children to become adults who, by their actions, make a difference in the world
4|Page
CONTACT US Senior School 1320 Yonge Street Toronto, ON M4T 1X2 T: 416.926.1325 F: 416.926.9592 All extensions beginning with “5� may be dialed directly by first entering the following six numbers: 416 646. All other extensions are accessed by dialing the school number. All email addresses follow this pattern: cjones@yorkschool.com.
Senior School Administrative Team Conor Jones David Hamilton Vicky Diano David Hanna Alison Champ Claudia Da Fonte Jennifer Elliot Sean Mitchell Mercede Rogers Rick DeMarinis Andrea Mercer Kathleen Peak Winston Berrotte Laura George Hallie McClelland Jennifer Dickie Ginny Bates
Head of School Principal Senior School Administrative Assistant Director of Student Services and Counsellor Counsellor Student Services Assistant IB Diploma Coordinator Director of Student Life Trip Coordinator Athletic Director Director of Admission Director of Information Technology Accounts Receivable Attendance Executive Director of Advancement Advancement Officer The York Shop
5271 5272 1103 5274 1209 1109 1401 1208 1221 5277 1129 1150 5276 5270 1192 1231 5278
5|Page
Senior School Faculty Agostino, Juliana Aragona, Marie Arsenault, Lisa Balomenos, Effie Biagiarelli, Fabio Blain, Jill Brickell, Jim Burkett, Rob Capuano, Bianca Chabot, Janine Champ, Alison Charley, Sarah Cobban, Paul Cowie, Andrea Cunningham, Emily Downey, Glen Drysdale, Diane Eaton, Brian Edwards, ChlĂśe Eichholtz, Ruth Elliott, Jennifer Gardner, Sara Gardner Ross, Megan Hahn, Robyn Hanna, David Kerr, Jane Krysa, Mike Miller, Leslie Mitchell, Sean Noestheden, Jan Nolan, Grace Paris, David Rauh-Wasmund, Shannon Scott, Cindylea Stewart, Kevin Woolard, Jessica Zhao, Connie
Biology, Sciences Chemistry Science Visual Arts Music History, English English, Humanities English, Humanities Biology, Sciences French Counsellor Drama French Mathematics French, Spanish English Music Mathematics English Mathematics TOK, Physics English, Humanities Geography, Humanities Mathematics, Counsellor Economics Physical Education Mathematics Physical Education Technology and Film TOK, Spanish Humanities Economics, Humanities Physical Education Sciences Mathematics Mandarin
1425 1455 1462 1465 1486 1451 1452 1426 1442 1209 1422 1432 1443 1424 1467 1412 1423 1416 1401 1453 1485 1417 5274 1487 1460 1415 1208 1464 1441 1405 1488 1461 1402 1413 1433
Staff Email Addresses: The email address for any staff member is their first initial and last name @yorkschool.com; for example, Conor Jones’ address is: cjones@yorkschool.com
6|Page
GENERAL PARENT INFORMATION Communication You can expect to hear from the school in a variety of ways, depending on the sort of message that is being delivered. Here are our most common avenues of communication:
Friday Flash A weekly electronic newsletter sent out on the last day of the week delivers important messages regarding upcoming events and reports on special events that have occurred recently. It is considered essential reading for the parent who wishes to be informed about what is happening at the school. Just click on the link in the email sent to you.
Email from individuals at school Important communications, such as advising parents of an upcoming trip, or a teacher touching base about your child, generally come by email. Attendance or disciplinary issues, if you can’t be reached by phone, are communicated by email. Report cards will be sent home by email.
Phone calls These are used for immediate attention, and include disciplinary and attendance issues as well as medical emergencies. Teachers or counsellors may also choose to phone to discuss matters regarding your child.
Student Communication Students may use electronic devices to connect with the home before and after school and during lunchtime. At other times, they may ask to use a school phone. Students may not bring their cell phones or other personal devices to classes. Teachers require students to report their results on academic tasks via an email to the home, called “Trailmail”.
Website General information regarding the school, including an up-to-date school calendar, as well as important links for ordering textbooks, setting up parent-teacher interviews, etc., may be found on the website.
Blackboard Each of your child’s courses is featured here, with a course overview, course materials, and announcements. Parents have an observer role of Blackboard and have separate login information.
7|Page
Information Sharing Events Parents should make a point of joining us for Curriculum Night, trip information evenings, and IB Diploma information evenings. Coffee mornings are a good time to hear a little more detail about our approach at each grade. Please keep the school informed of contact information changes by sending an email to update@yorkschool.com .
Home to School We welcome parents to call, email, or just come on in. We expect to see you at parentteacher interviews, Arts nights and important information sharing events. Teachers and administrators are most easily reached by email. For all academic matters, you are best to contact the teacher. Broad learning and psychosocial issues are handled by your child’s counsellor. At the grade 9 level the homeroom teacher is a good point of contact. Call attendance at 416.646.5270 or email attendance@yorkschool.com to report an absence. If you need to get a message to your son or daughter, it is best to contact them on their own personal device or email them, both of which they may access at lunch or after school. Where an emergency arises and the child must be contacted immediately, please call the Senior School Administrative Assistant at 1103.
Hours Students are expected to be in their homeroom by 8:30 a.m. and may leave at 3:40 p.m. Lunch runs from 12 until 1:00 p.m. Grade 11 and 12 students may be absent during a spare that occurs at the beginning or the end of the day.
Absences Where a parent knows of an upcoming absence or where a child is ill and must be absent, they should contact the school as soon as possible and provide the reason. Students who miss an assessment task during a foreseen absence are expected to make arrangements ahead of the absence for completing the task. Students who are absent due to illness or other sudden emergency will be expected to complete a missed assessment task on the day of their return. Parents are to provide a note to excuse their child’s absence upon the child’s return to school. Illegitimate absences and lates result in a detention.
8|Page
Missing Student Where a student’s absence is unexplained, the school will attempt to contact the parent as soon as possible, before the end of the day.
Lunch The cafeteria in the basement offers hot meals, pizza, sandwiches, soup, a salad bar and various drinks for students to purchase during their lunch time. The lunch period runs from 12 noon until 1 p.m.; however, Senior students may only occupy the cafeteria from 12 to 12:30 p.m. Students may use their lunch charge card to purchase items. Students in grade 9 may go out and purchase food at restaurants on Day 2 of each cycle. Students in grade 10 may go out on even days in the cycle. Grade 11 and 12 students may purchase lunch outside the school on any day. Students going out for lunch are restricted to restaurants on Yonge Street between the school and Delisle Street (just north of St. Clair) or on St. Clair between the subway station and the driveway entrance to the Toronto Badminton and Racquet Club.
School Events All school events may be found on the school’s website calendar and are announced each week in the Friday Flash. Parents are welcome to come to all events at the school, but should especially make a point of attending Curriculum Night in September, the ParentTeacher Interviews in November and January, the Arts nights, and information evenings. Most events may be attended without notice to the school, but Parent-Teacher Interviews must be booked ahead of time online. Some parking is available for evening events under the Coliseum or in the underground garage.
Transportation to and from School Generally, students in the Senior School are expected to get themselves to and from school. There are two TTC subway stations (Summerhill to the south and St. Clair to the north) within a two-minute walk of the school. Parents who choose to drive their Senior School child to the school should drop them off a block or two away from the school and allow them to walk. When absolutely necessary, students may be dropped off or picked up under the Coliseum at the back of the parking lot. Students may also be dropped off in the morning at the door that opens onto the south laneway (accessed from Yonge Street, just south of the school).
Parking During the day, there is no parking at the school. Consequently, students cannot drive to school. Limited parking is available for after-school events under the Coliseum and in the underground parking lot, accessed from the south laneway.
9|Page
Uniform, Supplies, Textbooks and Computer Uniform All uniform items, except for shoes, are available at and are to be purchased from The York Shop. Winter Uniform Boys
Grey pants White oxford shirt Grey socks Black dress shoes Black belt School tie Blazer
Optional Navy vest, cardigan, or sweater Except during formal assemblies, when tie and blazer must be worn, boys must wear at least one of the following: tie, blazer, vest, cardigan or sweater. Girls:
Grey skirt or grey pants Girls fitted white shirt Grey knee socks or grey tights (Black tights are not allowed) Black bike shorts (worn under skirt) Black dress shoes School tie
Optional Navy vest, cardigan, or sweater Except during formal assemblies, when tie and blazer must be worn, girls must wear at least one of the following: tie, blazer, vest, cardigan or sweater.
10 | P a g e
Summer Uniform Optional Boys
Khaki shorts Navy golf shirt Black belt White socks Running shoes or brown or black deck shoes (with shorts) Navy crewneck crested sweatshirt (optional)
Girls
Khaki shorts or grey skirt Navy golf shirt Black belt (with shorts) White socks (with shorts) or grey socks (with skirt) Running shoes (with shorts) or brown or black deck shoes or black dress shoes (with skirt) Navy crewneck crested sweatshirt (optional)
Note: Summer uniform is optional and may be worn from the beginning of the school year to September 30th and from May 1st to the end of the school year. The winter uniform is acceptable all year. Gym Uniform
Black track suit Black gym shorts Grey t-shirt White socks Running shoes (non-skid soles) Black gym bag
School Trips: Unless the Venturing Out form indicates otherwise, daily uniform requirements will apply. Shoes: The required shoe is a plain black all leather dress shoe with no more than 1” heel, either tie-up or slip-on.
The following shoe types are not allowed: suede or patent leather, shoes with metallic or shiny decorations, running shoes, deck shoes (except with summer uniform), 11 | P a g e
moccasins or boots of any description. The leather of the shoe should not cover the ankle. For the Senior School, the shoes are the only uniform item not sold in The York Shop. Payment
Cash and cheques are accepted. The purchases can also be charged to the student’s account. The York Shop does not accept Visa payments.
Supplies Students must purchase their own school supplies. Teachers will give guidance with respect to necessary supplies during the first week of school. Some school supplies (pens, pencils, etc.) may be found for sale in The York Shop. School locks for lockers are distributed to students on the first day of school and are charged back to the family.
Textbooks Textbooks are purchased through our website in the summer before school begins. To ensure that textbooks arrive at your home on time for school, textbooks should be ordered early in the summer.
Computer The school-selected laptop is ordered directly from our reseller, MIAD Inc. who will then prepare the laptop and deliver it to the school. The laptop can be ordered online by signing in to YorkNet and clicking on the "Order Laptop" button. The order form will indicate the laptop bundle for your son/daughter's grade as well as indicating some optional extra peripherals. The laptop that you have purchased through the school is fully supported by the IT staff at the school. Should your child’s computer malfunction, they should take it to the IT office on the second floor before school, at lunch, or after school. It is essential that students save their work frequently on the school network so that a computer malfunction does not have catastrophic effects. Students are expected to bring their computer to every class unless told otherwise, and are generally expected to take the computer home each evening. Students will be expected to be able to use the internet at home. Students are not to use their computers for non-academic purposes during school. All rules with respect to the use of technology at the school are set out in the “Acceptable Use of Technology” form, which forms part of The York School Core Agreement. For complete information with respect to computer procedures and expectations, refer to the pamphlet, “Learning with Laptops”, which each student receives with their laptop, and
12 | P a g e
which may be found on the school website. As well, all students are enrolled in InfoTech, a course on their Blackboard portal which explains most procedures to be followed.
The York Shop The York Shop sells all uniform items, crested sweatshirts, t-shirts, gift and novelty items, gift certificates and a variety of school supplies. Parents or students sign for purchases. These are charged to the student account and invoiced monthly with your statement. Hours: Monday to Friday 8 a.m. to 9 a.m. Tuesday, Wednesday, and Thursday 12 p.m. to 1 p.m. Tuesday and Wednesday from 3 p.m. to 4 p.m.
Lost and Found Any lost items are placed in a lost and found wooden box located in the south end of the basement, outside the cafeteria. Once a month, clothing is returned to the owner if it is labeled. Items not collected or not labeled are bagged and given to Goodwill.
13 | P a g e
ATHLETICS Philosophy The Athletics Programme at The York School focuses on providing exposure to a wide variety of sports at all levels. Given that players’ experience and skill levels vary, some teams will be in the Canadian Association of Independent Schools league while others will have exhibition status.
CAIS Interscholastic League Teams
Boys
Co-ed
Girls
Fall Junior soccer Senior soccer Senior cross country Senior curling Senior ultimate tournament in Winnipeg Junior basketball Senior basketball Senior cross country
Winter Junior basketball Senior basketball Senior curling Senior curling
Junior volleyball Senior volleyball Senior curling
Spring Senior track and field
Senior badminton Senior track and field Senior ultimate Junior soccer
Sign up, Practices and Attendance At the beginning of each season, all interested students have a chance to try out for an interscholastic team. Students who change their minds about a team sport have up to three weeks from the start of practices to switch to another one. Schedules will be set after the initial three-week period. Attendance at practices and a commitment to the final tournament will be a contributing factor in future team selection. Practices are scheduled before and after school. Morning practices take place from 7:00 to 8:05 a.m. Afternoon practices are from 3:50 to 4:50 p.m. in spring and fall, and either 3:45 to 5:15p.m. and/or 5:15 to 6:30 p.m. in winter. Cancellations are rare, and coaches are always available to supervise students in such situations.
Athletic Code of Conduct Please see this section included in the Core Agreement. Each student-athlete signs this document once a year.
Schedules As each team is finalized, it is given a practice and game schedule. Game and/or practice schedules are posted on the school Web site one week ahead. Occasionally, last-minute changes occur. Parents can check by calling the school office.
14 | P a g e
Age Restrictions All teams have age/grade restrictions. Junior teams encompass grade 9 and 10 students who are 15 or younger as of December 31st. Senior teams encompass grade 11 and 12 students.
Uniforms All team members require a uniform which is generally loaned on a seasonal basis from the school. All interscholastic team members are required to wear the black track suit which forms part of the gym uniform.
Transportation Transportation is usually by bus. We will be using Coach Canada as our bus company this year. For weekend games within the city, often parents are involved in drop off and pick up.
Athletic Assemblies We hold three Senior School Athletic assemblies per year when we recognize excellence and participation in athletics at the school. We welcome parents to attend these ceremonies which take place in our Coliseum.
STUDENT LIFE Clubs and Activities The York School offers a wide-ranging and constantly evolving list of clubs and activities to students. Participation in co-curricular activities is integral to student life and also provides many leadership opportunities. A full list of activities and clubs will be available in September 2013’s Friday Flashes.
Student Leadership Leadership opportunities abound at The York School from the youngest grades to the graduating year. Students at the Junior School level participate in school governance through their participation in the Student Council which introduces these students to the principles of representative leadership and decision making under the guidance of two academic staff members. In the Senior School, student activities are organized and run by the Prefects. In addition, there are many leadership opportunities through committees, sports teams, clubs, and other activities and programmes. The Prefects form a very active group of students whose work enhances the overall spirit of the student body. With the guidance of teacher advisors, students plan and run everything 15 | P a g e
from dances to assemblies, intramurals to spirit days, and from United Way Week to evening coffee houses. At the Senior School level, students may exercise leadership in various capacities within the Prefect structure. The Head Boy and Head Girl, in addition to coordinating the organization of all activities, act as ambassadors for the school. They are assisted within the Executive Council by House Heads chosen by each House. Finally, the remaining Prefects take up various directorships. As directors responsible for various portfolios, they head up committees responsible for the various aspects of student life and governance. In 2013–2014, the Senior School Prefects are: Prefect Position: Head Girl Head Boy Champlain Heads Johnson Head McClung Head Simcoe Head Directors of Athletics Director of Communications & Finance Director of Community Service Directors of Social Events Directors of Arts Grade 11 Mentors
Student(s): Lianne Menkes Alex Sigel Christian Byrne and Maria Medeleanu Riley Hanson and Trevor O’Leary Tareef Rahman and Zak Ali Lauren Hoffman and Kailey Kimsa Jamie Perlmutter and Yovin Udagedara Mitchell Wortsman Benjamin Feldman Abby Benattar & Quinn Halman Danielle Brown Max Valentine Dan Schechner Noah Powers Jan Jell Bax Noah Klein Kyle Perez Colin Brandt Lucas Sheiner Taylor Lau Katja Lichtenberger Leah Monson Shannon Grell-Aird Sophie Fraser Gillian Kiessling Sabrina Leon Landegger 16 | P a g e
Julie Jenkins Grade 12 Mentors
James Mulvihill Jonah Latsky Max Brenzel Max Solish
Other Leadership Positions Students in the Middle and Senior School lead in a variety of ways outside the House Council structure. Students are appointed as club or team leaders, tour guides, directors of student plays, and many sit as members of committees.
Student Mentors A very special leadership opportunity for students in grades 11 and 12 is the two-year Mentoring programme. Students apply for these positions in May of each year. The group is trained and supervised throughout the following school year. They are guided with respect to the importance and boundaries of confidentiality, and the limits of their ability to guide/advise. Beginning in September, they work with grades 6, 7, 8 and 9 homerooms, advising students regarding relevant issues relating to academic and social life. During the year, they receive training in order to speak to youths about relationships, conflict resolution, safe partying, sexual health etc, and then lead sessions their small group of assigned students. Mentors wear gold ties which identify them to all students in the school. Students may, therefore, approach them for support on a one-to-one basis. An individual mentor may also be requested to tutor a younger student or act as a “big brother/sister�. Mentors may be asked to attend grade 6, 7 & 8 dances and other events where appropriate. Finally, mentors organize speakers and events to address some of the issues of concern or interest to the students.
House System All students at York belong to one of four houses named after four historically significant Canadians, two women and two men, to reflect the co-ed nature of the school. Champlain House
Samuel de Champlain
Johnson House
Pauline Johnson
Explorer, cartographer and Governor of New France MĂŠtis poet best known for her poetry celebrating her native 17 | P a g e
McClung House
Nellie McClung
Simcoe House
John Graves Simcoe
heritage A suffragette, reformer, legislator and author. First lieutenantgovernor of Upper Canada, founder of the town of York
*Siblings are always assigned to the same House.
18 | P a g e
The House system is an excellent opportunity for students of all ages and grade levels to be together and encourages the development of leadership skills. Competitions between houses are held from time to time and students can win points for their houses through a variety of activities within the school setting. At the end of the year, a cup is awarded to the winning house.
House Points House Points are awarded throughout the year and recorded in our Filemaker Student Information System. Participation in sports team Participation in production or club Head Boy and Head Girl Directors and House Heads and Mentors Grade 10 and grade 8 leaders/house head assistants, peer tutors
15 points per season 10 points per term (2 terms max) 50 points 25 points 20 points
House Points for the House (not the individual): These are awarded by the House Council for Spirit Days, special events and challenges.
Social Experiences The House Council organizes various social activities throughout the year, both during assembly time and after school. Dances are held in the fall and winter for all students and spring (Prom) for students in grades 11 and 12. Coffee houses are held periodically that show off student talent.
Assemblies Assemblies give students an opportunity to meet as a community, hear important speakers, to become informed about upcoming events, to recognize achievements and the thoughts and aspirations of others, and to be inspired by their peers and the world at large. Senior School students will be engaged in both ‘Senior School only’ and ‘whole school’ (Middle and Senior School) assemblies. Assemblies and other Senior School-wide events, such as House Challenges, occur on Mondays and Thursdays from 8:40 until 9:20.
19 | P a g e
School Trips Given our emphasis on experiential learning, it will come of no surprise that students engage in a good number of school trips. In planning trips to enhance learning, teachers take measures to investigate and mitigate risks, account for contingencies, and inform you, the parents, of the important details of the trip so that you can give proper consent to your child’s participation and support your child’s involvement. The system for informing parents involves three levels of information. Level I trips are simple trips within the city that pose level of risk that would commonly be met by your child in the course of a school day. These include trips to the museum, theatre, sports facility, or music venue. All parents provide a blanket consent for these trips at the beginning of the year. You will be notified of the details of any such trip ahead of time by a Level I trip form that will be sent by email, and you have an opportunity to reply and share any concerns regarding your child’s involvement. Otherwise, we will rely upon the blanket consent having been given at the beginning of the year. Level II trips typically involve a higher level of risk, an unfamiliar setting, an overnight stay, and/or possibly less immediate access to emergency services. Examples would include trips to Camp Oochigeas, a climbing wall in the city, a swimming pool, a skating rink, a ski hill, an all-weekend debating tournament, the CN tower climb, or an amusement park. Parents will receive notice of the particulars of any Level II trip, including the risks, and will have to provide specific written consent for each trip. Level III trips are trips which require a great deal of planning and a high level of expertise and where it is essential that parents have an opportunity to fully understand the trip before providing their consent. Examples would include extended international travel and adventurous activities such as those taking place in the wilderness – e.g., backpacking, canoeing (flat and moving water), kayaking, dog sledding, horseback riding and winter camping. All such trips will involve a meeting with parents in which parents have an opportunity to ask questions and receive informed answers. In most cases, students will meet with the group leaders ahead of time and receive extensive preparation, which may include the checking of personal clothing and equipment. During trips, our general policy is that no news is good news. If a parent needs to contact the trip leader, they should contact the school principal or the school’s Trip Coordinator. On many of our extended trips the practice is to have students publish a collective blog on a daily basis, which can be read by the parents. In all cases, we encourage parents to communicate any concerns regarding their child’s involvement in the trip to the trip leaders at an early stage. Keep in mind that we rely upon the medical information that parents provided at the beginning of the year and that any changes in that information must be made known to the administration. 20 | P a g e
Challenge Week Mission To challenge the mind, body and spirit through authentic experiences which extend and enrich student learning.
The Rationale Experience Teaches. As the school’s motto suggests, experience may be the greatest teacher of all. With that in mind, The York School created a programme that engages the whole student in a meaningful experience outside of the school. Challenge Week is a mandatory part of the grades 9 and 10 programme, involving students in a variety of weeklong excursions during the first week of May. Challenge Week excursions take students beyond the walls of our school and, in most cases, beyond the city limits, to places and experiences that challenge them and provide them with a deeper appreciation of the link between education and the world around them. The Programme Students in grades 9 and 10 will choose between a wide variety (location, cost, focus) of outings, ranging from five to eight days in length. Excursions will focus upon one or more of the MYP Areas of Interaction: Health and Social, the Environment, Community and Service, and Homo Faber. Grade 9 challenges will all occur in Canada and form an essential component of the Integrated Canadian Experience (ICE) programme. Examples of Challenge Week trips include:
A historic adventure around St. John’s, Newfoundland Hiking in the foothills of the Rockies Culinary school in Montreal Whitewater canoeing in Northern Ontario Painting and hiking in Killarney Park
In late October, students choose which Challenge they will undertake. Trips are limited in size; most groups are made up of approximately 12 or 14 students. Groups meet periodically with the supervising teacher throughout the year to prepare for their excursion. When they return from the week, students will make presentations to their peers and parents. Supervision The trips are organized and overseen by the Trip Coordinator. Two teachers supervise each trip, usually with on-site instruction from someone experienced in the area of study. 21 | P a g e
Cost Parents are responsible for all costs associated with the trips. Costs vary depending on the trip. Generally, trips range in cost from $450 to $1700.
STUDENT SERVICES Students in Grades 9-12 will be divided by alpha groups. Each group is assigned one counsellor who will work with the student for the four years he/she is in the Senior School. Counsellors will meet with students both individually and in groups throughout the Senior School years, with increasing frequency each year. Counsellors will work with students and parents to shape each child’s Education Plan. This will include course selections, IB Diploma awareness, Career awareness and development, learning styles awareness, CAS management, special needs management and postsecondary placement.
University Counselling The York School’s University Counselling professionals in Student Services are a primary resource for students and parents, to help them navigate the myriad of post-secondary options and paths available today. Our goal is to guide our students in finding schools and programs that are good matches, and then to offer helpful information on procedures, timelines, and application expectations. At the heart of this process are the strong personal relationships our counsellors and teachers build with the student, the parents and the postsecondary institutions. Student Services and University Placement has created a University and College Planning Guide for parents and students. This book provides essential information for each students education plan and overviews the application process for Canadian, American and international universities. The York School’s web services and links are designed to complement, not replace our personal relationship with our students and families. Each resource will provide general information and links to resources for parents and students who should always feel free to follow up with a phone call, email, or office visit. Student Services and University Placement Partnership Agreement Student Responsibilities
22 | P a g e
Bring your best effort to the classroom and your extracurricular commitments. Participate fully in the life of the school – set a tone that younger students can admire. Abide carefully by the School’s expectations. Recognize the consequences of disciplinary action, and understand that most schools will require you, and your school, to report the circumstances of any major disciplinary infraction. Research schools and visit during the spring and summer whenever possible. Take tours, attend information sessions, ask questions of current students and alumni. When making your final university list, consider choices that reflect your interests across a range of selectivity. We strongly recommend that you limit yourself to 8-10 programs or schools. Try not to prioritize the schools until you know where you have been accepted. Meet all deadlines and fill out applications with care – begin early. Remember the smaller deadlines for materials required by Student Services – a draft of your essay, a copy of your secondary school report form, and your final university list. Register for the appropriate tests. Make sure that all universities that you are applying to receive official score reports. Read and understand the University Planning Guide. Communicate openly and frequently with your counsellor and your parents. Check and update Family Connections/Naviance often. Parent Responsibilities Register unconditional positive support for your children. Remind them of their strengths and their talents, independent of any university admissions decisions, grades, or standardized tests. Help your Grade 9, 10, 11 and 12 student visit as many universities as possible in order to gain a broad perspective of how many fine choices are available to them. Listen carefully to the impressions your child has gathered and help him or her to take notes. Keep an open mind, and encourage your child to keep an open mind as he or she researches universities. Help them avoid getting fixated on one or two schools too early in the process, especially those that may be out of their range. Take the opportunity to complete the parent questionnaire. It helps bring your voice, thoughts, and wishes into the process. Communicate with the Student Services Office. We are here for you, too! University Counsellor Responsibilities We will work hard to get to know our students – to understand and appreciate their goals, talents, and interests. We will work with our students to construct an appropriate list of university choices that is both broad and deep. Developing an intelligent and balanced list is an essential task.
23 | P a g e
We will be effective advocates for our students, presenting their transcripts and official school recommendations to the universities so that they have the strongest chance of being given favourable consideration. We will treat the university admissions process as an opportunity for growth and selfknowledge and to ensure that students come away from it with a better understanding of themselves. The university admissions process has been described as an “independent study in decision-making� and we are here to provide the guidance and resources so that our students can make good decisions. We will listen to, learn from, and communicate with parents. We will personalize the process to each individual student and family.
Family Connections / Naviance connection.naviance.com/theyorkschool This portal is a one-stop site for university searches, scholarship details, application information, and almost anything else you will need to know about post-secondary education. Students and their parents are encouraged to use the site as often as possible to find information, store details about applications in progress, and to link to a dozen essential websites required for parents and students. Contact Student Services for more information about Family Connections or if you have lost your password for the site.
Reference Letters The York School acknowledges that from time to time, students and/or parents will request that a faculty member write a personal letter of reference for a variety of purposes, most notably for application to selective U.S. and Canadian colleges and universities. In the interest of supporting our students and upholding our school value of honesty, a policy has been created that preserves the confidentiality of all such letters. Students must waive their right to access such letters, and although encouraged to assist students by writing such letters, teachers have a right to refuse to do so.
24 | P a g e
CODE OF CONDUCT Only Responsibilities and Jurisdiction, Procedures and Consequences are set out below. The entire Code of Conduct, including all policies, may be found in the Core Agreement, the student’s school agenda, and the Academic Calendar.
Preamble One of The York School’s core values is providing a safe and inclusive learning environment where all school members feel comfortable, accepted and supported. In this regard, our Code of Conduct promotes responsibility, respect, civility, citizenship and academic excellence, and sets clear standards of behaviour. Our Code of Conduct is intended to benefit all members of the school community: students, administrators, staff, parents and guardians, as well as all visitors, volunteers and community users while on school property or on school buses, at school-authorized events or at off-site school activities.
Responsibilities - Students Academic It is the responsibility of students to: be punctual; be prepared for class; display academic honesty and integrity; attend all classes; be attentive in class; participate fully in the activities of the class; meet assignment deadlines; make up missed work when absent; be respectful of the efforts of fellow students to learn without interference; and be respectful of teacher instructions. Interpersonal Respect and Responsibility It is the responsibility of students to: demonstrate respect towards all school members; teachers, staff, peers and parents; treat everyone in the school with respect, generosity and kindness; respect other people’s need to be free from physical harm; judge people by their actions not their appearance; respect and accept people who may have different beliefs or ideas; respect the feelings of others and act to make other people feel included in our community; respect the property of the school and the personal belongings of others; 25 | P a g e
follow the directions and guidance given by all people in authority; and follow the environmental policies of the school.
Taking responsibility of self It is the responsibility of students to: present themselves to the school community in a manner that instills the trust and respect of others; use appropriate language; maintain the school uniform properly at all times; behave in a respectful manner at all times, demonstrating politeness and sobriety; know, respect and follow the rules and regulations of the school; and arrive and depart school at the set school times. School Safety It is the responsibility of students to: act in a manner that ensures their own safety and that of other members of our school community; and not bring anything into the school that might endanger their own safety and the safety of others, whether that be a weapon, toxic chemical or an intoxicating substance. Staff It is the responsibility of The York School to: establish a process that clearly communicates the Code of Conduct to all parents, students, and staff members; employ effective intervention strategies and respond to all infractions in a timely and respectful manner; and take proactive measures to create a safe and respectful learning environment. Head of School It is the responsibility of the Head to: ensure that the Code of Conduct is reviewed regularly; and act as adjudicator with respect to any contested suspensions and/or expulsions, and authorize all expulsions. Principals It is the responsibility of the principals to: review the Code of Conduct regularly with students, staff, and parents; hold everyone under their authority accountable for their behaviour and actions; demonstrate respect for all members of the school community; establish and maintain consistent disciplinary practices in the school; and thoroughly investigate all disciplinary matters brought to their attention and determine disciplinary consequences for all such matters. Teachers and Other School Staff Members 26 | P a g e
It is the responsibility of teachers and other school staff members to: demonstrate respect for all members of the school community know and reinforce with the students their roles and responsibilities as set out in the Code of Conduct intervene promptly and appropriately to address incidents as they occur; assist the principal by reporting incidents and assisting the principal in conducting investigations; empower students to be positive leaders in their classroom, school and community; and hold everyone under their authority accountable for their behaviour and actions.
Parents It is the responsibility of all parents to:
Demonstrate respect for all students, staff, volunteers and other members of the school community; Support the efforts of the school’s staff in maintaining a safe and respectful learning environment; Know and reinforce with their child their roles and responsibilities as set out in the Code of Conduct; Support and assist staff in dealing with disciplinary issues involving their child; Show an active interest in their child’s school work and progress; Ensure that their child attends school regularly and on time; Help their child to be dressed in proper school uniform, and to be prepared and ready to learn; Promptly report their child’s absence or late arrival; and Contact the school through proper channels of communication if they have a concern.
Jurisdiction, Procedures and Consequences Jurisdiction The principal, and his or her delegates, may discipline any student who commits an infraction while at school, at a school-related activity, or in other circumstances where committing the infraction will have an impact on the school climate. Procedures Minor Infractions Minor infractions may include, but are not limited to, uniform infractions, lateness, disruptive or distracting behaviour, chewing gum, not following staff directions, breaking rules regarding possession and use of personal digital devices or cell phones, minor infractions regarding the use of technology, breaking rules regarding the use of facilities. Where a minor infraction has occurred, staff may give students reminders, and to 27 | P a g e
preserve the order of the class and the dignity of the student, may ask a student to excuse him or herself temporarily from a class activity. As well, staff members may instruct students with respect to their conduct, assign a detention, send the offending students to the Principal, have them carry out relevant tasks, confiscate personal articles, or take other reasonable measures as authorized by the Principal. More Serious Infractions More serious infractions may include, but are not limited to, repeated instances of a minor infraction, defiance, deliberate disrespectful behaviour, bullying, assaults, theft, damage to property, tobacco, drug or alcohol offences, encouraging others to commit an infraction, and standing by while another person commits a criminal infraction. Students will have a meeting with the principal and an incident report will be filed. The incident report will include comments from the student and staff member involved. Where necessary, the Principal will interview other people who have knowledge of the incident. The Principal will notify the parents of the child who has committed the infraction and will provide the parents with a copy of the incident report. In cases of bullying, or where there is otherwise a student victim, the parents of the victim will be notified. Infractions of a Criminal Nature The principal will interview all people involved, file an incident report and notify parents of the allegations. The Principal may, at his or her discretion, notify the police. When the Principal receives credible information that leads to a reasonable suspicion that a student may be in possession of a weapon or an illegal substance, the Principal, or his or her delegate, may execute a search upon the student, his or her possessions, and his or her locker. Any such search will be carried out in the presence of at least one other adult.
Consequences Loss of Privileges Students who misuse privileges given to them may have such privileges taken away. Confiscation Students who are in possession of anything forbidden by the school may have such articles confiscated temporarily or permanently. Compensation Students who cause damages may be required to pay compensation. Positive Actions Where the Principal determines that it would be in the student’s best interest, they may have the student carry out appropriate actions, including completing chores, writing an apology, and undergoing counselling. 28 | P a g e
Detentions (applies to Middle/Senior School only) Teachers may set lunch-hour or after-school detentions for up to 30 minutes for misbehaviour in their class. Students will receive a detention for 30 minutes at the lunch hour or after school, should they be late for class. Students will receive a Friday detention of 75 minutes for skipping a class or missing the majority of a class without excuse. Students who miss a detention may be assigned longer and/or multiple detentions. Suspension Students may be suspended for one or more days for a more serious infraction, a series of more serious infractions, or an infraction of a criminal nature. The Principal, in his or her discretion, may have the suspension carried out within the school, so that the student is present in the school, but not attending classes. Probation Students who have been suspended may be placed on terms of probation for a period not exceeding one calendar year, the breach of which may result in expulsion. Re-admittance to The York School in September is conditional on a student having a good record of conduct in the previous academic year. Expulsion Students may be expelled from the school for a more serious infraction, a series of more serious infractions or an infraction of a criminal nature. Disciplinary Record Disclosure The York School will not disclose a child’s disciplinary record to outside persons or agencies without the consent of the child’s parent, except where legally required to do so. A further exception will occur should such disclosure be requested in the context of a student’s application to post-secondary institutions, in which case the school will disclose an expulsion or any single suspension of more than two days’ length received while in the Senior School.
ACADEMICS The Senior School dedicates itself to preparing students for academic success at the postsecondary level. Students experience deep learning across a broad spectrum of disciplines. Both the Middle Years Programme, which culminates in grade 10, and the Diploma Programme, which spans the last two years of high school, are aimed at challenging students to make the most of themselves, and preparing them to be global citizens. The York School, as an IB school, emphasizes student reflection, critical thinking, enhanced communication, effective inquiry and the development of a global perspective.
29 | P a g e
Curriculum The curriculum in the Senior School is developed by our teachers in accordance with the guidelines established by both the Ontario Ministry of Education and the International Baccalaureate Organization. Course descriptions may be found on the website and in our Academic Calendar, which is published electronically each year in January. Course Overviews for each subject taken by your child may be found on Blackboard. The Ministry of Education keeps guidelines for all courses offered at the school on their website: http://www.edu.gov.on.ca/eng/curriculum/secondary/. Courses in grades 9 and 10 follow the IB Middle Years Programme, whereas grade 11 and 12 courses follow the IB Diploma Programme. IB curriculum guidelines for all courses are kept in hard copy at the school. With the exception of Civics and Career Studies, which do not fall under the IB programmes, all courses fulfill the requirements of both the IB and the Ministry of Education. Students who graduate from our school and who have good success in their courses will receive both the Ontario Secondary School Diploma and the International Baccalaureate Diploma. Details with respect to requirements and features of our curriculum may be found in the Academic Calendar.
Assessment and Evaluation The mechanics of assessing and evaluating student performance at The York School is guided by the following six principles:
1. Frequent and meaningful feedback to allow a student to correct misunderstandings and improve their performance 2. The use of formative assessments to give students the opportunity to take risks and fail without fear of long-term negative consequences. 3. Provide a variety of assessment tools to ensure that all relevant strengths are measured. 4. The use of criteria-based evaluations in order to measure student performance against recognizable standards. 5. Final evaluations on a report card will represent a current measure of a student’s potential based on a consistent demonstration of distinct skills, including knowledge and understanding, thinking and inquiry, communication, and application/making connections. 6. A student’s final mark is a measure of their ability to meet the expectations set out in the curriculum and not a measure of behaviours such as handing assignments in on time or focusing in class.
30 | P a g e
Assessment Scale The following scale is used in evaluating student work: Ontario Ministry of Education Scale Level 4+ 4 (high) 4 (low) 43+ 3 32+ 2 21+ 1 10
% Equivalent 95-100 90-94 87-89 80-86 77-79 73-76 70-72 67-69 63-66 60-62 57-59 53-56 50-52 0-49
IB MYP Scale
IB Level 7 6 5 4 3 2 1
Summary Description Excellent Very Good Good Satisfactory Mediocre Poor Very Poor
Summary Description A very high to outstanding level of achievement. Achievement is above the provincial standard. A high level of achievement. Achievement is at the provincial standard. A moderate level of achievement. Achievement is below, but approaching, the provincial standard A passable level of achievement. Achievement is below the provincial standard. Insufficient achievement of curriculum expectations. A credit will not be granted.
IB Diploma Equivalency Scale
IB Diploma Level 7 (high) 7 (low) 6 (high) 6 (low) 5 (high) 5 (medium) 5 (low) 4 (high) 4 (medium) 4 (low) 3 (high) 3 (medium) 3 (low) 2 (high) 2 (medium) 2 (low) 1
% Equivalent 100 97 95 92 89 86 83 79 76 73 69 66 63 59 56 53 0-49
31 | P a g e
Tests, Assignments and Examinations Students receive notification of tests, assignments or performance tasks in class and on Blackboard. An exam schedule is sent home to the parents and the student. Where a student is unable to attend a scheduled assessment, notification must be given to the teacher as soon as possible and efforts will be made to reschedule the assessment. Students who do not attend an assessment as a result of illness or other emergency must make arrangements with the teacher to complete the assessment within 48 hours of their return to school. Students who are absent from an assessment without valid excuse will receive zero. Examinations are held as follows: grade 9 and 10 sit exams before the holidays in December, March and June; grade 11 students sit exams in early February and June; grade 12 students write exams in early February and in May. Exams are generally 1.5 to 2 hours in duration at grades 9 and 10 and 2 to 3.25 hours at grades 11 and 12. Oral examinations in modern languages and English and performance exams in music and drama will be held outside the regular examination period. Students are expected to participate in all examination sessions. If, for medical reasons, a student must be absent from an examination, the examination will be re-scheduled, to be written as soon as possible when the student returns. In rare cases, where it is deemed by the Senior School Principal to be in the best interests of a student, an exam may be waived. Absence from an examination requires written proof from the medical professional treating the students, or other written proof as required by the school or the IB Organization. Students are given a few “quiet” days prior to the start of exams, when no homework, tests, projects are to be assigned. Evening work during this quiet period should be dedicated solely to the preparation and study for exams.
Reporting and Parent-Teacher Interviews A mid-term report card is issued in early November and again in early April. Grade 12 students receive a report with grades in December, as well. Otherwise, report cards are issued following the end of each term – in early February, and late June. February and June reports express the student’s achievement in terms of a percentage grade, which represents the degree to which students have achieved the learning objectives set out in the Ministry of Education curriculum guidelines. The percentage grade received at the end of the year is based on the student’s most consistent level of achievement, with the greatest emphasis being given to the latter part of the course. In all courses, 70% of the grade must come from summative assessments performed over the year, while the remaining 30% must come from a final summative assessment, either an exam, major project, or both. Each Department’s policy with respect to weighting will be made available to students at the beginning of the year.
32 | P a g e
In addition to reports, parents will receive notification of their child’s assessment results through TRAIL mail. All students who receive results on assessments will be prompted by their teacher to send an email to their parents and counsellor detailing their results and their plan of action. Parent-teacher interviews are held in November and February. At any point in the year, parents may be asked to come in for an interview if their child is experiencing difficulties meeting the course expectations or is at risk of failing.
Special Needs Students who have been identified as having special learning needs and who require accommodations for summative assessment, such as tests and exams, will be granted such accommodations, provided evidence from a psycho-educational assessor is provided to substantiate such need. For Diploma students (grades 11 and 12), a formal written request to the IBO with the psycho- educational report dated no earlier than 18 months prior to the final IB exams is submitted for consideration for the IB exams written in the 12th grade. Parents are required to submit these requests to their child’s counsellor.
Late Work Where an assessment task is not complete on the day it is due, the student will be sent to study hall at either lunch or after school to complete the work.
Handling the Workload Homework varies, and can be expected to range from 10 hours per week in grade 9 to 15 hours in grade 12. Students can expect to have 1-3 summative tasks per week. Students are guided by teachers and counsellors, especially in grade 9, in the use of their planner and time management, study habits, and test preparation. Extra help in a subject is available, either upon request, or as specified by the teacher. Parents are encouraged to check frequently with the student to monitor his or her schedule and to go on Blackboard as necessary. Where a student is having difficulty managing their workload parents should be in touch with the student’s counsellor.
Extra Help Students are encouraged to seek individualized help from their teachers both in and out of the class time. Teachers will announce their office hours to students at the beginning of the year. Students are best to speak directly with a teacher to arrange an appointment or email the teacher. In some subjects, such as math, extra help is provided every day after school and is conducted by different math teachers on different days of the week. 33 | P a g e
Academic Eligibility Policy One of the key attributes of the IB Learner Profile is ‘balance’. The York School endeavours to ensure that all students maintain an appropriate balance between the various aspects of their educational commitments. This policy assists students by establishing priorities between academic work and co-curricular activities. The policy requires all students to file with their counsellor a list of co-curricular activities in which they intend to participate during the school year. The list must be signed by the student and parents, and must be updated as necessary. Under the policy a teacher may give notice that a student is not abiding by his or her academic responsibilities and a process, including notice to the student’s counsellor and parents, will be set in place to determine the best course of action for the student with regard to his or her eligibility to take part in co-curricular activities.
Library Our library is open from 7:30 am to 5:00 pm, Monday to Friday. Students have access to an extensive collection, as well as our digital library, Overdrive. Ms. Bauld, our Middle and Senior school librarian works alongside subject teachers to teach students research and literacy skills. The Senior School Academic Calendar, which includes all full school policies and academic course descriptions maybe found online: https://www.yorkschool.com/ftpimages/353/download/The%20York%20School%20Upper%20School%20Acade mic%20Calendar%202012_2013%20V.5.pdf
34 | P a g e