Cawthra Park Secondary School
STUDENT HANDBOOK 2015-2016
‘Learning the art of living: living the art of learning’
Ms. W. Lautamus
Ms. G. Ackerman
Mr. J. Bertrand
Principal
Vice-Principal
Vice-Principal
Office/Office/Student Handbook/Cawthra Student Agenda 2015-2016
Page 1
Cawthra Park Secondary School
1305 Cawthra Road
Mississauga, ON
L5G 4L1
Principal:
Vice-Principals:
Counsellors:
Telephone:
Fax:
Information Line:
Safety Answering Line:
Web Page:
School Hours:
Enrolment:
Demographics:
Colours:
Team/Mascot:
Publications:
Ms. W. Lautamus
Mr. J. Bertrand (A-L)
Ms. G. Ackerman (M-Z)
Ms. J. Miller (Head), Ms. S. Evans,
Ms. S. Watson
(905) 274-1271
(905) 274-9370
(905) 274-0564
(905) 274-1271 (ext. 429)
www.cawthrapark.com
8:30 a.m. - 3:04 p.m.
1325 students
33% community; 67% regional
Purple, Orange, White
Panthers
Cawthra Clips, The Yearbook,
The Cheese Grater
Student Executives 2015-2016
Student Activity Council
President:
Vice-President:
Treasurers:
Logan McCarthy
Hanniel Koh
Mai Nematallah
Raisa Sayed
Internal Relations Officer: Ryan Babensee
Correspondent:
Aaron Peirera
Social Convenor:
Tyrese Walters
Public Relations Officer: Meghan Aguirre
Liaison Officer:
Patrick Goralski
Grade 12 Rep:
Brianna Wright
Grade 11 Rep:
Kamil Remtulla
Grade 10 Rep:
Scott Oxholm
Grade 9 Rep:
TBA in September
Athletic Association
President:
Vice-President:
Secretaries:
Public Relations:
TBA
TBA
TBA
TBA
Page 2
Mission Statement
At Cawthra Park, our mission is to foster a love of learning in our
students through academics, arts, athletics and citizenship by providing
a positive environment characterized by individuality, integrity, and
continuous growth that nurtures compassion and community.
Vision Statement
We are a community of interdependent learners preparing for a dynamic
future in life and work.
Values
At Cawthra Park, to realize our mission and vision, we value:

Respect and Inclusivity

Engagement and Collaboration

Creativity

Responsibility

Individual and Collective Success

Environmental Stewardship
Collective Commitments
Because we value success for all students, the staff commit to:

Creating and nurturing a safe and positive classroom and
school environment in which all students can learn.

Modeling a variety of effective teaching practices that support
the individual learning styles, needs and interests of all
students.

Communicating with students and parents in a consistent and
timely fashion.
 Promoting and supporting pathways to engage students in the
career/ life planning process.

Contributing to ongoing professional learning opportunities to
support student success.

Stewardship
Page 3
DAILY SCHEDULES
Regular Schedule
Week A/E
Period A/E
Announcements
Period B
Period C
Period D
Period E/A
- 8:30 - 9:45 a.m.
- 9:45 - 9:50 a.m.
- 9:54
- we
11:09
Because
valuea.m.
success, the students commit to taking responsibility
for their- own
learning
- 11:13
12:28
p.m.and behaviours by:
all classes regularly and on time.
- 12:31 - Attending
1:46 p.m.
the school values.
- 1:49 - Respecting
3:04 p.m.

Communicating with teachers and parents about their
progress.
Periods A and E flip each week.
The first week of each semester, the school will run on a “WEEK E” schedule

Engaging
regularly instudent
self-reflection,
self-assessment
and goalto accommodate
course issues
and conflicts.
Assembly Schedule


setting.
Developing the habits and skills of personal leadership.
Developing the habits of environmental stewardship.
Week A/E
1st Assembly A/E
2nd Assembly A/E
Announcement
Period B
Period C
Period D
Period E/A
-
8:30
9:40
10:50
10:58
12:01
1:04
2:07
-
9:40 a.m.
10:50 a.m.
10:55 a.m.
11:58 a.m.
1:01 p.m.
2:04 p.m.
3:04 p.m.
-
9:05 a.m.
9:41 a.m.
10:17 a.m.
10:53 a.m.
11:30 a.m.
Half-Day Schedule - Week A/E
Period A/E
Period B
Period C
Period D
Period E/A
-
8:30
9:06
9:42
10:18
10:54
Because we value success for all students, the parents commit to modeling the principle
of shared responsibility by:





Providing a supportive learning environment at home;
Maintaining ongoing communication with their child and school staff about
student learning;
Actively supporting their child’s learning while encouraging independence,
creativity, motivation and balance;
Staying informed by reading and accessing the variety of school
communications (e.g. student agenda, school web-site)
Participating in school events (e.g. Parents’ Nights, School Council)
Page 4
Table of Contents
1.
SCHOOL MAP....................................................................................7
2.
SCHOOL PROCEDURES………………………………………………8
Attendance Policies………………………………………………………….8
i) Absence Process/Late Process..................................................8-9
ii) Excused During the Day…………………………………………….10
iii) Students 18 years of age or older………………………………….10
iv) Family Authorized Extended Absence…………………………….10
v) Student Timetable…………………………………………………. .10
3.
SAFETY.............................................................................................11
i)
ii)
iii)
iv)
v)
vi)
4.
Speciality Areas……………………………………………………....11
Safety and Student Identification………………………………..…11
Locks and Lockers…………………………………………………...11
Security Cameras.........................................................................12
Trespasser and Visitors…………………………………………….. 12
Fire Drills………………………………………………………………12
Lockdown Procedures……………………………………………....13
Emergency Evacuation Procedure………………………………...13
Emergency School Closing…………………………………………14
CODE OF CODUCT…………………………………………………....14
i)
ii)
iii)
iv)
v)
vi)
vii)
viii)
ix)
x)
Our Commitment.........................................................................14
Our Code of Conduct………………………………………………..15
Bullying Prevention and Intervention………………………………16
Progressive Disciple....................................................................17
Suspensions and Expulsions……………………………………….17
Student Action Plan………………………………………………….18
Drugs, Smoking and Alcohol.......................................................19
Weapons……………………………………………………………..19
Dress Code…………………………………………………………..19
Bus Travel……………………………………………………………20
Personal Electronic Devices……………………………………20-22
Internet……………………………………………………………….23
Student Use of Computers………………………………………...24
Personal Use of Computers……………………………………….25
School Events………………………………………………………25
Page 5
Table of Contents
5.
ASSESSMENT & EVALUATION…………………………….….26
i)
ii)
iii)
iv)
v)
vi)
vii)
6.
(cont'd)
Terms and Definition……………………………………………..26-28
Homework, Missed Assignments.................................................27
Achievement Levels……………………………………………...28-31
Evidence of Achievement and Academic Honesty………….……32
Absence of Evidence of Student Achievement……………….…..32
Late Assignments.........................................................................32
Cheating/Plagarism.................................................................33-34
Exceptional Students....................................................................35
Determining The Grade…………………………………………..….35
Reporting and Communicating.....................................................36
Early Progress Reports……………………………………………...36
Individual Student Mark Summary (from teachers)……………....37
Provincial Math and Literacy Testing (EQAO/OSSLT).................37
GUIDANCE AND STUDENT SUPPORT SERVICES…………37
i)
ii)
iii)
iv)
v)
vi)
vii)
viii)
ix)
Useful Websites………………………………………………………38
Alternative Educational Opportunities……………………………...38
Credit Recovery………………………………………………….......38
Independent Learning Centre……………………………………....38
40 Hour Community Involvement.................................................39
Library Learning Commons………………………………………....39
Computer and Internet Use Policy………………………………....40
Refer to PED POLICY…………………………………………..20-22
Cafeteria…………………………………………………………..….40
New Food Policy…………………………………………………....41
Designated Food Areas………………………………………….....41
Parking………………………………………………………………..41
Textbooks and Other Learning Resources…………………….....42
Literacy Test Information (OSSLT)..............................................42
Athletics Review Committee – Code of Behaviour……………....43
for Student Athletes
7.
Awards for Students………………………………………….44-46
8.
Professional Services for Adolescents……………………..46-47
Page 6
W
S
SCHOOL MAP
N
Page 7
E
FLOOR PLANS
2.
SCHOOL PROCEDURES
Attendance Policies
Regular attendance and punctuality are closely linked with
student achievement. Students who are absent from or late to
class miss critical instruction and disrupt the learning of other
students. Please be aware of the following procedures with
regards to student attendance:
i) Absence – Process:

When a student is absent from school, a note or phone call
explaining the absence MUST be provided to the Attendance
Secretary on the day of the absence, or the day that the student
returns from the absence.

Students who fail to provide information from a parent/guardian
that authorizes the absence will be required to make up the
time at lunch

After missing three (3) classes without authorization, students
will be referred to the Vice Principal for review and possible
additional disciplinary action
Protocol For Student Absences
Number of
Absences
2
3
Teacher Response
Teacher calls home to inform parent that 2
unauthorized class absences have taken
place and that consequences have been put
into place.
Teacher calls home, for the second time,
letting parent/guardian know of skipped class.
Consequences are determined with parental
input.
4+
Teacher consults with alpha V.P. for nextsteps; with parental/guardian support.
Students who
are 18 years
old or over: 5
Refer to VP at 5 absences of any kind.
Authorized, or not.
Vice Principal will
determine suitable consequence.
Page 8
Late – Process:




If a student arrives, after 9:00 a.m. on any school day, they are
to report directly to the student counter for admission to school.
Students are to provide a valid note for their late arrival to school
An admit slip will be issued; no exceptions
Students are to report directly to class once an admit slip is
obtained.
Late – Consequences:
Number of Lates
1–2
3
5
6
Teacher Response
Teacher discussion with student
regarding importance of punctuality.
Teacher will phone parent/guardian
letting them know lates to class are
hindering progress in daily class work.
Teacher calls home to inform
parent/guardian of issue and will also
inform VP. Make-up time may be given
by administration.
Vice Principal will determine suitable
consequence upon teacher referral
There is a strong correlation between punctuality and student
success. Habitual lateness, to class, negatively impacts
student achievement. Unauthorized lates to class may result in
loss of time for writing any assessment/evaluation. For
counselling or administration appointments, students will
issues a note from the staff member directly. Students must
show this note to the classroom teacher. Remember…school
begins at 8:30 a.m. sharp! All assigned periods are
compulsory.
Communication is key to ensuring that these procedures are
successful. Here are some ways that we are keeping parents
informed regarding student attendance:

Automated attendance calls go home each night. These are
generally accurate. Please call attendance desk or teacher(s)
with any questions

Automated attendance calls can also include automatic emails
to parents/guardian (please request access at the Attendance
Desk in the Main Office, parents/guardian must show photo ID)

Parent Web allows parents to view student attendance on-line
(please request access from an administrator or guidance
counselor, parents must show photo ID)

Please maintain up-to-date contact information
Page 9
ii) Excused During the School Day
All students leaving school for the day must sign out at the student
counter. Students under the age of 18 must have parental
permission to sign out of school. Students not returning from
lunch must arrange for parental contact with the school and / or a
note for the following day.
iii)
Students 18 years of Age or Older
Please be advised that Peel District School Board staff, including
teachers and administrators, will communicate with the
parent(s)/guardian(s) of an adult student (defined as age 18 or
older) regarding educational matters, unless and until that adult
student provides direction in writing that all further communication
by school staff regarding educational matters must be with that
student only.
iv) Family Authorized Extended Absence
All holidays must be taken during the designated holiday periods.
See the school calendar found on page 7 in this agenda. Parents
planning extended leaves for their children ,outside the designated
holiday period ,must notify the school well in advance. Note that
such leaves will put academic success at risk. A form entitled
“Application for Temporary Withdrawal From School” must be
completed at least two weeks in advance by all of the student’s
teachers and then by the parent/guardian before being submitted to
the main office.
NOTE: Vacations must not be scheduled during summative
assessments and formative evaluation periods (written, oral or
performance based).
Work Missed Due to Absence From Classes
See the Assessment and Evaluation section for policies dealing
with missed assessments due to absence.
v)
Student Timetables

Students in year 1,2 and 3 must carry 8 courses, no study
periods

Students in year 4 (23 or more credits earned) may choose to
have a study period in one or both semesters depending on
credits earned
Note: Grade level is determined by the number of credits a
student has successfully completed.
Timetable Changes
Note: Course change requests are based on availability and
suitability. Check deadlines for course changes in our Guidance
Page 10
Department. Students must follow their existing timetables until
they find out the status of their course change request.
Study periods Students are permitted to stay in the library or
cafeteria during study periods. Students should not be in the
hallways during study periods.
3. SAFETY
i) Specialty Areas
Safety Regulations for specific areas are posted in those areas and
are reviewed by the teacher(s) who teach there. You are expected
to follow the rules for all Technical Shops, Exercise Rooms,
Gymnasiums, Science Labs etc. Inability to follow safety rules may
result in your removal from the class.
ii) Safety and Student Identification
To ensure the safety and security of everyone in the school
buildings, all students must carry their School Photo ID card with
them at all times. When requested to do so by a staff member,
students are expected to stop, identify themselves, answer
questions and, if necessary, go to the office with that staff member.
Politeness, respect and cooperation must be shown at all times.
Students are responsible for the replacement cost of a photo ID
card.
iii) Locks and Lockers
Locks and lockers are the property of Cawthra Park Secondary
School and are loaned to students once the year starts. (Please
note that locker privileges may be revoked by the Administration
when circumstances warrant such action). THE LOCKERS ARE TO
BE KEPT IN GOOD ORDER AND GRAFFITI-FREE. If the locker is
defaced, painted or altered, the student will be responsible for the
cost of returning the damaged locker to the original condition.
Cleaning beyond what might normally be expected will result in a
$25.00 fee. School provided Dudley combination locks are the only
approved locking system. Report locker problems to the student
counter.



Activity in a locker that could compromise the safety of others or
the school is not permitted.
Do not post anything on the outside of the locker.
Opening another's locker and taking another's belongings is not
allowed.
Page 11




Belongings must be removed prior to the June Exam schedule
to allow for cleaning of the lockers; articles remaining at that
time will be removed for donation or disposal.
The lock is to be left on the locker at the end of the school year.
A fee of $5.00 will be charged for lost or damaged locks.
For safety reasons, students should use only the locker that
they have been assigned.
The Peel District School Board does not carry insurance to
cover the loss of personal property from lockers or any other
area of the building. Students are encouraged to leave valuable
items and large sums of money at home.\
iv) Security Cameras
To support security and safety, security cameras are in use
throughout the school, both inside and outside the building. Filming
occurs on a continuous basis.
v) Trespassers & Visitors
 Peel schools are NOT public buildings and the school grounds are
NOT public parks. It is Ontario Law that only students, staff and
those with legitimate school business who have signed in at
Student Reception (main office) may be on school property.
 Unauthorized persons are trespassers who will be dealt with by the
administration, police and the courts. Students are not permitted to
have friends and acquaintances on school property at any time including younger siblings or relatives.
 Cawthra Park Secondary School students, who are associating
with trespassers, are subject to disciplinary measures including, but
not limited to, suspension. If a trespasser is seen on Cawthra Park
property, it is the responsibility of all students to alert the nearest
teacher or the main office.
 Cawthra Park welcomes visiting parents, volunteers and guest
speakers to our school community. ALL VISITORS are expected
to report to the office immediately upon arrival. A request for a
guest must be made with a Vice-Principal 24 hours in advance.
vi) Fire Drills/Lockdowns Procedures/Emergency Evacuation
Procedures and Emergency Closing of the School
a)
Fire Drills
Fire Drills are required three times a semester under the Fire Code
Regulations.
Page 12

When the alarm sounds, students are to leave the building
immediately via the route posted in each room.
Students are to remain with their teacher and class after
evacuation and move to an area away from the building.
Until approval is received from the fire chief, students and staff
must not enter the building.
A false alarm is a serious offence. Any incident will be fully
investigated and the person(s) responsible will be charged, fined
and suspended.



All students must assume any fire alarm is real and vacate the
building immediately! Walk in a calm and orderly fashion and
move at least 50 meters from all school buildings and all roadway
areas. It is illegal to pull the fire alarm without reasonable cause.
Anyone pulling the alarm unnecessarily will be required to pay the
cost of the dispatch of the fire department ($600) and will face
criminal charges.
b)
Lockdown Procedures
These are defined by the Peel Regional Police as the restriction of
movement during the time of a potentially serious violent incident.

Upon repeated ringing of the bell and hearing the message on
the P.A. “Initiate Lockdown Procedures”, students and staff
inside the school go to the closest classroom and lock the door,
turn off the lights, lie on the floor away from the doors and
windows and remain on the floor until further directions are
given.

Students and staff outside the building shall move as far away
from the building as possible and remain outside until further
directions are given. Students under the direction of staff should
exercise critical judgment to maximize their safety.
Administration may direct staff and students to move to the
school evacuation site. Once a lockdown has been initiated and
while the Police will work in co-operation with the Principal, the
Police will take control of the situation and the Principal and all
staff will take direction from them.
c) Emergency Evacuation Procedures
All schools must establish a process for the evacuation of students in
case of emergency. In the case of a brief school evacuation, Cawthra
Park staff and students will proceed to our parking lot area. If a multiple
school evacuation is required, Cawthra Park staff and students will
proceed in groups to St. Paul's C.S.S. and the Cawthra Community
Centre. If a multiple school extended evacuation is required, Cawthra
Park staff and students will proceed to Gordon Graydon M.S.S. Local
and Toronto radio stations will be asked to communicate this
information to parents and to the public. Students with vehicles will
Page 13
remain with the entire student body until specific direction has been
given.
d)
Emergency Closing of School
Cawthra Park Secondary School may be required to close the school
if there is inclement weather, loss of hydro and/or poor road conditions
which prevents the normal operation of schools. In such cases, the
Peel District School Board may attempt to keep schools open but this
does not mean that students must be sent to school.

Information regarding buses not running and school closing is
available early in the morning on the major radio stations. It is the
parent's/guardian's responsibility to decide if conditions are safe
for their children to travel to and from school.

Parents may pick-up or excuse students at any time during the
day.
4.
CODE OF CONDUCT
i)
Our Commitment
Cawthra Park Secondary School recognizes that students achieve
their best when they feel safe, nurtured, welcomed, respected and
included. We are committed to providing a healthy climate for
learning and working to support student success. For learning to be
successful, schools must be free of negative factors such as bullying,
discrimination and other harmful behaviours including physical
violence in any form. In the Peel District School Board, we
understand that equity and excellence go hand-in-hand.
One of the core goals in our strategic plan, the Report Card for
Student Success, is the following:
"Achieve equity for students and staff—we provide equity of
access and opportunity for students and staff to learn, work
and develop in an environment that is nurturing, engaging,
respectful and inclusive."
One of the Peel Board's projects is the implementation of six core
character attributes. The attributes are taught in school, but they are
also the basis of the board's working relationships – they help to
create a positive climate for learning and working.
We want our staff and students to be:



Caring – showing compassion and kindness towards others
Cooperative – working collaboratively with others for a
common purpose
Honest – being truthful, trustworthy and sincere in our
speech and actions
Page 14



Inclusive – treating everyone fairly and equitably
Respectful – treating others, ourselves and the environment
with high regard and value
Responsible – being accountable and reliable in our actions
and commitments
We believe that parents, the school and community must all work
together to help students learn to become responsible members of
society, being sensitive to the diversity, cultures and special needs of
individual students. We must clearly demonstrate respect for social
justice and human rights and promote the values needed to develop
responsible members of a democratic society.
The Code of Conduct for Cawthra Park Secondary School aligns with
and supports Ontario's Equity and Inclusive Education Strategy, the
Peel Board's Human Rights policy and the Equity and Inclusive
Education policy.
ii)
Our Code of Conduct
The Cawthra Park Secondary School Code of Conduct applies to all
members of the school community including students, parents,
guardians, volunteers, visitors and school staff, whether they are on
school property, on school buses, at school-authorized events or
activities, or in any other situation that may impact the school climate.
All members of the school community have a responsibility to respect
and honour the school Code of Conduct, to demonstrate age and
developmentally appropriate social behaviour and to take
responsibility for their own actions.
OUR RESPONSIBILITIES
All members of the school community are expected to:

demonstrate honesty and integrity

treat one another with dignity, respect and fairness, regardless of
race, ancestry, place of origin, colour, ethnicity, creed, citizenship,
religion, gender, gender identity, sexual orientation, age, ability,
socioeconomic status, or any other attribute

take appropriate action to help those in need, seeking assistance
to resolve conflict constructively and respectfully

show proper care and regard for school property and the property
of others
Parent and guardian responsibilities include:

taking an active role in their son/daughter's education by ensuring
that he/she is prepared for learning, including punctual and regular
attendance, promptly reporting authorized absences and late
arrivals, and communicating regularly with the school
Page 15



reviewing the school Code of Conduct with their son/daughter
and helping him/her follow school rules
helping their child understand that it is not appropriate to tease
or bully others
monitoring their child’s internet use and taking responsibility for
his/her behaviour when accessing electronic resources from
home
Student responsibilities include:

demonstrating a commitment to learning through punctual and
regular attendance, being prepared and ready to learn

practising honesty and integrity including, but not limited to, not
participating in or encouraging plagiarism, misrepresentation of
original work, use of unauthorized aids, theft of evaluation
instruments, or false representation of identity

following school rules and taking responsibility for his/her own
actions

refraining from bringing anything to school, or using anything
inappropriately, that may risk the safety of themselves or others

showing proper care and regard for school and community
property, as well as only visiting other schools for school-related
and authorized activities
Staff responsibilities include:

helping students achieve to the best of their ability, developing
self-worth, and being responsible citizens

maintaining order in the school and holding everyone to the
highest standard of respectful and responsible behaviour

communicating regularly and meaningfully with parents/guardians

establishing a range of clear, fair and developmentally appropriate
interventions, supports, direct skill instruction and consequences
for unacceptable behaviour including but not limited to
homophobia, gender-based violence, sexual harassment and
inappropriate sexual behaviour

responding to and reporting behaviours which may have a
negative impact on school climate
iii)
Bullying Prevention and intervention
We are teaching students to identify and deal with bullying behaviour
and to stop this behaviour from happening. 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, 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.
When someone experiences or observes bullying behaviour, he/she
is expected to report it to a teacher, teaching assistant or school
Page 16
administrator immediately. Bullying behaviour will be dealt with using
a progressive discipline approach.
iv)
Progressive Discipline
Cawthra Park Secondary School encourages, supports and
recognizes acceptable behaviour in our students through a variety of
positive practices. Progressive discipline is an approach that makes
use of a continuum of interventions, supports and consequences,
building upon strategies that promote positive behaviours.
We encourage students to take responsibility for their behaviour and
to accept the consequences of their actions. A progressive discipline
approach is used to deal with inappropriate behaviour. This may
include: verbal reminders, review of expectations, contact with
parent(s)/guardian(s), written reflections, volunteer services to the
school community, conflict mediation and resolution, peer mentoring,
referral for support services and/or an opportunity for restoration and
repair.
We recognize that each student is a unique individual and that every
situation that requires disciplinary action has its own set of
extenuating circumstances. All factors that may have affected the
student’s behaviour will be considered before progressive discipline
is applied. Students who behave inappropriately will receive an age
and developmentally appropriate consequence. For a student with
special education or disability-related needs, all progressive discipline
approaches will be consistent with his/her Individual Education Plan
and his/her demonstrated abilities.
Suspension and Expulsion
Cawthra Park Secondary School also supports the use of suspension
and expulsion for serious incidents as outlined in the Peel District
School Board's Safe Schools Policy.
Before considering whether to impose a suspension or make a
recommendation for an expulsion, a principal considers mitigating
and other factors.
The behaviours for which a principal will consider suspending a
student include:

swearing (written or verbal) at a teacher or at another person in a
position of authority

bullying, including cyber-bullying

uttering a threat to inflict serious bodily harm on another person

committing an act of vandalism that causes extensive damage to
school property

possessing alcohol or restricted drugs

being under the influence of alcohol

committing any act, considered by the principal to:

have a negative impact on the moral tone of the school
Page 17


have a negative impact on the physical or mental well-being
of one or more school community members
be contrary to the school or Peel Board Code of Conduct
Student Action Plan
If a pupil has been suspended for five (5) or fewer school days the
school will make reasonable efforts to ensure that students are
provided with school work throughout the suspension. It is the
responsibility of the family of the suspended student to make
arrangements for the pick-up and drop-off of any/all homework.
Students who have been suspended between six (6) and twenty
(20) school days will be offered the Peel District School Board's
Fresh Start Program. The school will provide the program staff with
school work for the student to complete while attending the program.
The program is located at an alternate school site and it is the
responsibility of each student to make transportation arrangements.
If a student chooses not to participate in the Fresh Start Program,
school work will be provided for the student at regular intervals during
the suspension period for the parent(s)/guardian(s) or a designate to
pick-up and drop-off. Participation in the program is highly
recommended.
Incidents for which a principal will consider recommending to the
Board's Discipline Committee that a student be expelled include:

physically assaulting another person causing bodily harm that
requires medical treatment

possessing a weapon or using a weapon to cause or to threaten
bodily harm to another person

trafficking in restricted drugs or weapons

giving alcohol to a minor

committing robbery

committing sexual assault

behaviour that:

is significantly detrimental to the school climate and/or to
the physical or mental well-being of others

causes extensive damage to school property

causes his/her continued presence at the school to pose
an unacceptable risk to other members of the school
community

is a pattern of behaviour so inappropriate that the
student's continued presence is detrimental to the
effective learning or working environment of others

demonstrates a persistent resistance to changes in
behaviour that would enable him/her to be successful

is a serious violation of the school or Peel Board Code
of Conduct
Page 18
Students who are suspended or expelled will be given an opportunity
to continue their education through educational programs offered by
the school board.
v) Drugs, Smoking & Alcohol
The school recognizes the benefits of a smoke-free environment for
all persons. By law, smoking is not permitted at Cawthra Park
Secondary School, on any other board property, on school buses or
while attending any school-related event or activity. School property
includes cars that are on school grounds and all lands to the edge of
the sidewalk or street. The no smoking rule will be enforced within
these areas.

The Smoke-Free Ontario Act prohibits smoking on school
property 24 hours a day/7days a week

Smoking prohibition applies to students, parents, visitors and
staff as well as “after hours” groups who use school property

The minimum fine is $305 for smoking on school property.
Repeat offences result in a higher fine

It is illegal to sell or supply tobacco to any person under the
age of 19
Alcohol and restricted drugs may be addictive and represent a health
hazard. Possessing, using, trafficking in, or providing others with
restricted drugs and/or alcohol will not be condoned at Cawthra Park
Secondary School, on Peel Board property or at any school-related
event or activity at any time. Drug-related paraphernalia that can be
used for substance abuse are not permitted on school property.
vi)
Weapons
Possessing or displaying weapons of any kind, real, toy or replica,
and all other objects that could inflict or threaten bodily harm will not
be accepted at Cawthra Park Secondary School, on any Peel Board
property, or at any school-related event or activity at any time.
vii)
Dress Code
Cawthra Park’s dress code strikes a balance between individual
expression and the expectation of society for appropriate attire in a
shared workplace; such as a school. Examine the list below for what
is considered “appropriate” for school wear.


Exposure of undergarments is considered inappropriate at
all times. Tube tops, crop tops, backless tops and other such
beach/weekend clothing are not appropriate.
Bare midriffs and exposure of undergarments are not
permitted
Page 19



Jewellery, backpacks, binders or clothing that features sexual
content, substance abuse, profanity, insignia referring to
drugs/alcohol or violence, gang membership, or inappropriate
references to nationality, race, sexual orientation or gender will
not be permitted anywhere on school property
Bandanas are not permitted anywhere on school property.
"Spiked" or "studded" articles of clothing or chains are not to
be worn in school.
Students will be sent home for wearing inappropriate articles of
clothing. In the case of repeat offenders, further consequences will be
given.
viii)
Bus Travel
Students are expected to follow the standards of behaviour
outlined in the Code of Conduct while they are on the school bus.
Students are required to:

be at their bus stop at least five minutes before their pick-up time;

go directly to their seats and stay seated;

follow the bus driver’s instructions and behave appropriately at all
times.
Students may not:

consume food and drinks on the bus;

fight, swear or cause excessive noise on the bus;

engage in activities that may endanger the safety of themselves
or others.
ix) Personal Electronic Devices
USE OF TECHNOLOGY – Cawthra Park’s Personal Electronic
Device Policy
Cawthra Park is committed to “21st Century School Learning”; and as
such, supports students and staff who are living and learning in the
‘digital age’. Cawthra Park recognizes the value of using Personal
Electronic Devices [PEDs] to enhance student learning and support
curriculum delivery. As such, we embrace the use of Personal
Electronic Devices in a respectful and responsible manner. This PED
policy has been designed with these commitments at the forefront.
Both staff and students are expected to review and follow the PED
Policy.
Page 20

PEDs may be used during class time for educational
purposes in classrooms, the resource centre and auditorium
only with the permission of the teacher or another staff
member. Still camera, video camera and audio recordings
uses are detailed on the chart below. Abuse or inappropriate
use of these PEDs will result in disciplinary action.

PEDs may be used outside of class time in designated areas
(the foyer, cafeteria and outside the library, as long as these
devices do not distract from instructional class time, or other
school activities. At no time, are ear buds an excuse for not
being able to respond to directions. Also, a ‘no leaking’ policy
is in place throughout the school, and as such, no one other
than the owner of the PED should be able to hear music/audio
from the PED.

Using PEDs to make and/or receive telephone calls or texts
may only occur in the foyer, sitting area (outside the library)
and cafeteria. This use must not distract from instructional
class time or other school activities.

Some examples of curriculum related activities include
inputting deadline into calendar, researching curriculum topic,
or adding comment to class blog. Use of a PED during class
time for uses other than curriculum related activities is
unacceptable.

To encourage responsible and respectful use of devices in
the classroom and throughout the school, a teacher may
request a student to “flip-it” (show the screen). Students are
to immediately show the contents of their screen to their
teacher. If a student is in violation of the school policy, the
student can expect consequences for breaking the policy

Students need to be diligent about safely storing their PEDs.

Cawtha Park is not responsible for lost or stolen PEDs.

PEDs must not be used for any purpose that is contrary to the
intent of the Cawthra Park Secondary School Code of
Conduct.
Page 21
Examples of Appropriate Use versus Abuse of PEDs.
(with permission from Halton Board “Bring I.T. document”)
Feature
Example of
Appropriate Use
cellular voice
calls
• calling an external
expert to find
information
Examples of Abuse
or Inappropriate
Use
• taking personal calls
in class
• allowing students
to leave voicemail
reminders for
themselves about
school work
• using a
voting/polling web
site
• providing a twitter
back channel for
questions/comments
during class
• homework
reminders
asking questions
• taking picture of
class for capturing
group work for
project
• texting friends
socially
• texting in any
gymnasium space
video camera
• media work (i.e.
interview)
audio recording
• documenting
conversations with
permission
• web-based apps to
work on an
assignment
• reference suites to
look up information
• e-readers
• productivity suite to
organize dates/tasks
• recording video
without permission
• sharing the video
without permission
• recording somebody
speaking without their
permission
• getting distracted by
social and gaming
sites
text messaging
(SMS)
still camera
browser
pps
Page 22
• taking photos of
anyone without
permission
• sharing the photo
without permission
Internet use and E-mail Use
Internet Use

Cawthra Park is pleased to offer Wi-Fi to our students. To
gain access to the Internet within the school, you must agree
to use your network privileges responsibly. In addition to the
Computer Use Policies, students will respect the following
rules:

Use the Internet for school-related research

Visit only those sites with material appropriate for the school
research setting

Do not harass/insult others via e-mail, MSN, Facebook, etc.
This is considered cyber-bullying and will result in disciplinary
action.

Do not give out personal information, such as home address
and telephone number or the name and address of the school
without teacher or parent approval

Check with the supervising teacher before entering a chat site

The internet provides a unique environment for research and
learning (and must be used for that purpose only). It allows
students access to vast, diverse resources and vital current
information. However, while there are many valuable ways to
use the Internet, controversial materials do exist, and much
information on the Net is opinion, rather than verified fact.

It is our position that any obscene, degrading, racist and
sexually explicit materials have no place in the school and
that students will self-censor inappropriate materials
encountered. They are to report any information, of this
nature, to a member of the school staff for appropriate
progressive disciplinary action.

We also expect that students will validate and site information
found on the Internet. Ask a teacher, librarian or guidance
counsellor for assistance with this.

Finally, we expect that Cawthra Park students will follow the
same code of conduct in online communications that applies
in all other school activities.
Use of E-mail

The Peel District School Board recognizes that e-mail is a
valuable communication tool that is widely used across our
society. As a result, the board encourages staff and students
to use e-mail to improve the efficiency and effectiveness of
communication both within the organization and with the
broader community.
Page 23

The following guidelines should be adhered to when students
are using e-mail:

Parental consent for student use of e-mail must be
provided in addition to consent for student use of the
Internet.

E-mail written by students for school purposes
should be treated as any other student writing, i.e.
appropriate attention must be paid to spelling,
grammar, presentation and plagiarism.

E-mail cannot contain identifying information about
the sender or any other students. This includes
addresses, pictures and other personal information.

Students are responsible for all e-mail sent from
their account and must take care to protect access
to the account by keeping their password secret and
by logging off each time they leave the workstation.
The Peel District School Board has the right to access and disclose
the contents of a student's e-mail messages.
The following is acceptable student-to staff-member e-mail
communication:

Discussions specifically related to class activities curriculum,
homework, tests and/or special events.
The following is unacceptable student-to-staff member e-mail
communication:

Any discussion related to other students

Personal information about other students

Discussion about the personal life of the staff member or
student (home life, vacations, relationships).
Student Use of Computers at Cawthra Park

Computer lab access and use of the Internet is made
available for students under teacher supervision. Student use
is governed by the school policies outlined below:

Never download or install any software or access DOS
without the permission of your teacher or the teacher in
charge.

Use only school approved software on school computers.

Always use all computer equipment with care and respect.

Immediately report all unlocked and unsupervised
computer labs to the nearest teacher.

Report any hardware or software problems to the teacher in
charge.

Never bring food or beverages into the computer areas.
Page 24
Personal Use of Computers

Personal computers are those computers that belong to the
students (e.g. laptops, iphones or palm pilots). If you bring
your own computer to school, it is subject to the following
conditions:

Use of your computer is subject to Cawthra Park’s computer
use policy.

The school is not liable or responsible for your computer's
care or safety.
Note - Any alteration, damage or misuse of any school equipment,
software, files, network applications and/or websites/email can result
in severe consequences. Students are required to follow all guidelines
outlined in the student agenda and where a particular activity or action
is not listed here, students are required to ask for permission from a
teacher before engaging such activity.
x) School Events
 A Cawthra student must present an S.A.C./Student I.D. Card to
purchase a ticket. Ticket sales will be limited. No tickets will be sold
at the door.
 A Cawthra Student must present an S.A.C./Student I.D. Card to be
admitted.
 A Cawthra student may bring one guest who is not a student of the
school. A guest ticket must be purchased with permission from the
appropriate Vice-Principal. The host and guest must arrive together
at the event and sign in at the entrance. The host is responsible for
the behaviour of the guest while attending the school event.
 Certain individuals may be ineligible to receive a guest pass and
certain students might be identified as being ineligible to serve as a
sign-in host.
 The school reserves the right to refuse admission to anyone who
does not comply with the regulations established for an event or
who does not appear to be in a satisfactory state for attendance at
a school function.
 Use of tobacco, alcohol and/or drugs at school events or attending
a school event while under the influence of drugs or alcohol is
prohibited by school regulations and by law. Infractions will result
in suspensions from school and may also result in charges being
laid by the police officers in attendance. Parents will be notified to
take the students home from the event.
Page 25
5. ASSESSMENT & EVALUATION
i) Terms and Definition
Assessment:

The process of gathering, from a variety of sources, information
that accurately reflects how well a student is achieving the
curriculum expectations in a subject or course.i
Assessment as learning:


The process of developing and supporting student engagement
in the assessment process by monitoring their own learning,
using assessment feedback from teacher (and peers and self)
to determine next steps, and setting individual learning goals. ii
Students learn how to learn more effectively and how to selfassess their way to future success.
Assessment for learning:


The ongoing process of gathering and interpreting evidence
about student learning for the purpose of determining where
students are in their learning, where they need to go, and how
best to get there. The information gathered is used by teachers
to provide feedback and to differentiate instruction
appropriately.iii
Teachers and students use assessment information during the
learning process to adjust what they are currently doing in order
to improve the quality of learning taking place.
Assessment of learning:



The process of collecting and interpreting evidence for the
purpose of summarizing learning at a given point in time, to
make judgments about the quality of student learning on the
basis of established criteria, and to assign a value to represent
that quality.iv
Evaluation of learning comes at the end of a learning sequence,
unit or progression and provides an accurate summary of what
has been learned according to clear learning goals or
standards.
Learning is summarized in the form of a level, grade and/or
percentage mark to be communicated to parents in a formal
way (i.e. on the report card).
Page 26
Evaluation:


The process of judging the quality of student learning on the
basis of established criteria and assigning a value to represent
that quality.
Evaluation is based on assessments of learning that provide
data on student achievement at strategic times throughout the
grade/subject/course, often at the end of a period of learning.v
Homework:






Homework is described as those learning activities that are
associated with the in-school program and which are
completed outside the classroom.
Supplements and supports in-school experiences through
related out-of-class activities.
Encourages the development of self-discipline and good work
habits.
Helps develop positive attitudes towards independent
study and lifelong learning.
Acquaints parents with the student's in-school
learning activities.
The amount and frequency of homework will be
communicated to the student at the beginning of the semester
for each subject. However, it is customary for students to
expect to have some homework or review activities on a
regular basis.
Missed Assessments:

It is a very serious matter for a student to miss an assessment.
Students are encouraged to negotiate with their teacher
(before the assessment date) should a problem arise. One of
the consequences of missing an assessment is that a student
may be assigned an "I" or "Incomplete" for that missed
assessment, or a zero, and, as a result, an "I" for the entire
course. In those cases, a student would not be granted a credit.
This applies particularly to the identified summative
assessments. In all cases, teachers will continue to use their
best professional judgement in assessing the situation of
each student.
Reporting:

The process of communicating with parents and students about
student learning.
Page 27
Summative Assessment:

This term refers to the judgments or evaluations of student
achievement at the end of a unit or period of study. Summative
assessments are important because they involve a final
demonstration of the knowledge and skills that students have
practiced and received feedback on through formative
assessment in an instructional unit. Students will be evaluated
based on their achievement level in the following categories:
Knowledge
and
Understanding,
Inquiry,
Making
Connections and Communication. These categories
encompass all the curriculum expectations in courses in the
discipline. Students will be provided ample and varied
opportunities to demonstrate the full achievement of the
curriculum expectations across all four catego ries. Where
possible, exemplars of student work will be provided.
ii) Achievement Levels

Assessment and evaluation are based on the Provincial
expectations and achievement levels using the four categories
of knowledge and skills as outlined in the curriculum of each
subject.
A wide range of assessment and evaluation
opportunities allow students to demonstrate their learning in a
variety of ways. This information provides the basis for
reporting student grades on the Report Card.
Levels of Student Achievement
The following chart is to be used for Grades 9-12 and is based
on Growing Success policy.
Level
Sc
ale
4+
Percentage
Levels of Achievement
95-100%
4
4-
87– 94%
Level
4
identifies
achievement
that
surpasses the provincial
standard. The student
demonstrates
the
specified knowledge and
skills with a high degree of
effectiveness. However,
achievement at level 4
does not mean that the
student has achieved
expectations
beyond
those specified for the
grade/course.
Level 4
80 – 86%
Page 28
Level 3
Level 2
Level 1
Final 30%
Evaluation
I
3+
3
3-
77 – 79%
74 – 76%
70 – 73%
Level 3 represents the
provincial standard for
achievement. The
student demonstrates the
specified knowledge and
skills with considerable
effectiveness. Students
achieving at level 3 can
be confident of being
prepared for work in
subsequent
grades/courses.
2+
67 – 69%
Level 2 represents
achievement that
2
64 – 66%
approaches the provincial
2
60 – 63%
standard. The student
demonstrates the
specified knowledge and
skills with some
effectiveness. Students
performing at this level
need to work on
identified learning gaps
to ensure future
success.
1+
57 – 59%
Level 1 represents
achievement that falls
1
54 – 56%
much below the
150 – 53%
provincial standard. The
student demonstrates the
specified knowledge and
skills with limited
effectiveness. Students
must work at
significantly improving
learning in specific
areas, as necessary, if
they are to be
successful in the next
grade/course.
In Grades 9-12, failure to complete a 30% Final
Evaluation does not automatically result in the loss
of a credit. Final decisions around granting a credit
are made by the principal/vice-principal in
consultation with the subject teacher.
In Grades 9-10, the code “I” may be used to
indicate that insufficient evidence is available to
determine a letter grade or a percentage mark.
The report card comment indicates the reason for
assigning an “I”.
Page 29
In Grades 9-12, the code “W” indicates that the
student has withdrawn from the course.
*Schools can establish and use mid-points for marks to
promote equity and fairness in grading practices.
W
Learning Skills and Work Habits
Learning Skills and Work Habits allow students to know how to learn
more effectively, develop their potential as independent and autonomous
learners (student development, interpersonal development, career
development) and to take ownership over their own learning. While
strong Learning Skills and Work Habits do contribute to a student’s ability
to be successful at school, they are evaluated separately from student
achievement of course expectations. The Learning Skills and Work
Habits include:
Responsibility
Collaboration
Organization
Initiative
Sample Behaviours
Learning Skills
and Work Habits
Responsibility
Organization
Independent
Work
Independent Work
Self-Regulation
The student:

fulfils responsibilities and commitments
within the learning environment;

completes and submits class work,
homework, and assignments according
to agreed-upon timelines;

takes responsibility for and manages
own behaviour.
The student:

devises and follows a plan and process
for completing work and tasks;

establishes priorities and manages time
to complete tasks and achieve goals;

identifies, gathers, evaluates, and uses
information, technology, and resources
to complete tasks.
The student:

independently monitors, assesses, and
revises plans to complete tasks and
meet goals;

uses class time appropriately to
complete tasks;

follows instructions with minimal
supervision.
Page 30
Collaboration
Initiative
Self-regulation
The student:

accepts various roles and an equitable
share of work in a group;

responds positively to the ideas,
opinions, values, and traditions of
others;

builds healthy peer-to-peer relationships
through personal and media-assisted
interactions;

works with others to resolve conflicts
and build consensus to achieve group
goals;

shares information, resources, and
expertise and promotes critical thinking
to solve problems and make decisions.
The student:

looks for and acts on new ideas and
opportunities for learning;

demonstrates the capacity for
innovation and a willingness to take
risks;

demonstrates curiosity and interest in
learning;

approaches new tasks with a positive
attitude;

recognizes and advocates appropriately
for the rights of self and others.
The student:

sets own individual goals and monitors
progress towards achieving them;

seeks clarification or assistance when
needed;

assesses and reflects critically on own
strengths, needs, and interests;

identifies learning opportunities,
choices, and strategies to meet
personal

needs and achieve goals;

perseveres and makes an effort when
responding to challenges.
Page 31
iii) Evidence of Achievement and Academic Honesty
Frequent absences interrupt the learning process and thus negatively
affect student achievement. The formative assessments missed may
also affect your ability to be successful on your summative
evaluations. Students who are absent for reasons such as illness,
field trip or suspension are responsible for:

The work covered and assigned during the class.

The handing in of all assignments at a time negotiated
with the teacher.

The writing of any missed tests at a time negotiated with
the teacher.
Absence of Evidence of Student Achievement
As our Peel Character Attributes in Action demonstrate, we expect all
those in our learning community, including students to act in a
responsible manner and this includes being responsible for
providing evidence of what they have learned or accomplished in the
time frame allowed by the teacher.
When students do not submit products to the teacher, there is no
evidence for teacher to assess. Similarly, when students do not
submit products in a timely manner to the teacher, assessing or
judging the evidence can be a problem, especially when teachers
have deadlines for reporting to parents. Cheating or student products
that are plagiarized also fail to provide any evidence of student
achievement.
A.
Late Assignments:
Students are expected to demonstrate RESPONSIBILITY and submit
all assessments by the established due date. Students are
responsible for providing evidence of their achievement of the
overall course expectations within the time frame specified by the
teacher and in a format approved by the teacher. There are
consequences for late assessments.
In order to ensure that all assessments are submitted by the
established due date, students will:

Track due dates for all classes.

Develop learning skills and work habits to complete all
assessments on time.

Independently find out what they have missed if absent.

Notify teacher of extenuating circumstances in advance.
Page 32
After the established due date, teachers will consider any mitigating
factors and in their informed professional judgment, students may
then:

Be asked to engage in a new contract for submission of the
original assessment or alternate assessment

Be asked to participate in Credit Support opportunities

Be referred to the School Success Team
(Teacher, Guidance, SST, Special Education, Admin,)
B.
Assignments not submitted (missing work):
Students are expected to demonstrate RESPONSIBILITY and submit
all assessments by the established due date. Students must present
evidence of their achievement of the overall course expectations.
An assessment is considered not submitted when the absolute
deadline has passed or the assessment has been returned to the
class, whichever comes first.
In order to ensure that all assessments are submitted by the
established due date, students will:

Track due dates for all classes.

Develop learning skills and work habits to complete all
assessments.

Independently find out what they have missed if absent.

Notify teacher of extenuating circumstances in advance.
If an assessment is missing teachers will have made the
consequences clear before the due date, students may:

Be asked to engage in a new contract for submission of the
original assessment or alternate assessment

Be asked to participate in Credit Support opportunities

Be referred to the School Success Team
(Teacher, Guidance, SST, Special Education, Admin,)

Lose the opportunity to demonstrate achievement of course
expectations and jeopardize the credit

Repeat the course through alternate programs for successful
credit completion (summer school, credit rescue, credit recovery,
etc.)
C.
Cheating:
Students are expected to demonstrate HONESTY and INTEGRITY
and submit assessments that are reflective of their own work.
Cheating is defined as completing an assessment in a dishonest way
through improper access to the answers. Examples include, but are
not limited to; using another person’s work as your own, using an
unauthorized reference sheet during an assessment, receiving /
sending an electronic message to another student with test questions
/ answers.
Page 33
In order to ensure that all assessments are free from cheating,
students will:

Review and follow the digital literacy policy in the Student Code
of Conduct.

Review and follow the academic honesty policy in the Student
Code of Conduct.

Demonstrate honesty and integrity through their actions.
If a student cheats on an assessment, teachers will consider any
mitigating factors and in their informed professional judgment,
students may then:

Meet with teacher, parent, counsellor and/or administration to
discuss the incident of cheating.

Be given an opportunity for an alternate evaluation based upon
the teacher’s professional judgment.

Receive a notation in their school record.

Receive a mark of “0” for a portion or all of the assessment.
D.
Plagiarism:
Students are expected to demonstrate HONESTY and use proper
citations and referencing when completing assessments.
Plagiarism is defined as the unauthorized use or close imitation of
the language and thoughts of another author and the representation
of them as one's own original work. Examples include, but are not
limited to; copying another’s project ( in portions or whole) images,
music, graphics, and/or paraphrasing a book or article, without
reference or citation.
In order to ensure that all assessments are free from plagiarism,
students will:








Review and follow the Assessment and Evaluation policy in the
Student Code of Conduct paying specific attention to the section
on Academic Honesty and dishonesty.
Take part in two library lessons on MLA and APA citation styles
in grades 9 and 10
Apply the library lessons to their course work.
Create research notes using your own words.
Properly cite all print, visual, electronic and audio resources.
Hand in process work where relevant.
Not submit the same work for two assessments, or work
prepared for out of school activities without prior permission of
the teacher(s) involved.
Demonstrate honesty and integrity through their actions.
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If an assessment is plagiarized, teachers will consider any mitigating
factors and in their informed professional judgment, students may
then:

Meet with teacher, parent, counsellor and/or administration to
discuss the incident of cheating.

Be given an opportunity for an alternate evaluation based upon
the teacher’s professional judgment.

Receive a notation in their school record.

Receive a mark of “0” for a portion or all of the assessment.
iv)
Exceptional Students:
Accommodation for the assessment and evaluation of students
identified for the Special Education program may vary in type
according to individualized needs. These will be identified in the
Individual Education Plan (IEP).
v)
Determining the Grade
A. Mid-semester Term Mark
The teacher will review the evidence of learning and use
professional judgement to determine the student's most consistent
level of achievement by:

Reviewing relevant summative evaluation evidence.

Giving particular attention to the student's most recent
achievement.

Applying achievement levels to judge student performance.

Assigning a percentage (%) grade that corresponds to the level
of achievement.
B. End of Semester Term Mark (70% of final grade)
Seventy percent of the final grade will be based on evaluations
conducted throughout the course. The teacher will use professional
judgment to ensure that this portion of the grade reflects the
student's most consistent level of achievement throughout the
course, with special consideration given to the most recent evidence
of achievement.
C. Final Evaluation (30% of final grade)
Thirty percent (30%) of the grade is based on a final evaluation which
will usually be completed towards the end of the course. This
evaluation will be on evidence from one or a combination of the
following: an examination, a performance, an essay and/or another
method of evaluation suitable to course content. The final evaluation
allows the student an opportunity to demonstrate comprehensive
achievement of the overall expectations of the course.
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Final evaluation components will vary from course to course and may
occur in-class (before the final evaluation period) or may be
scheduled during the final evaluation period.
Students can expect that teachers will make sure students are clear
on the expectations for ALL major assignments and on the criteria
used to evaluate them. All sections of the same course will have the
same evaluation patterns and standards to ensure consistency and
fairness.
D. Final Mark (70% Term + 30% Final)
The percentage grade represents the quality of the student's overall
achievement of the expectations of the course and the corresponding
level of achievement as described in the achievement chart. Learning
is a responsibility shared among students, parents and teachers.

Missed Final Evaluations
Under the Ontario Secondary School policy, students must
complete a final evaluation in each course. The final evaluation
can involve more than one component e.g. in-class performance
task and written formal exam.


vi)
Students must not expect to have the final evaluation schedule
altered due to job training, work, vacation plans, appointments,
etc. If in doubt, contact your alpha Vice-Principal. Students who
miss a final evaluation will receive a mark of 0 (zero) on their
final evaluation.
For medical (medical documentation is required) or
compassionate reasons, a decision about the timing and
arrangement of an alternate final evaluation will be made by
your administration. There are no exemptions from completing
the final evaluation of your course. Students who miss an
arranged alternate final evaluation will receive a mark of 0 (zero)
on their final evaluation.
Reporting and Communicating
Early Progress Reports

This report, placed early in the semester, will be a Learning Skills
and Work Habits report on the formative assessment data
collected to date. These are an important indicator of a student's
chance for success.
Parents' Night - when parents can speak individually to teachers,
will occur shortly after Early Progress Reports in Semester 1 and 2.
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Individual Mark Summary
Students always have access to a clear understanding of their
standing in a course through their teacher. When a parent or
student requests an update, teachers will prepare a
comprehensive summary of the student’s academic standing in the
course.
Students can normally expect assignments to be returned within
the following timelines:
 Homework, quizzes, short recall tests, lab tests: within one (1) week.
 Major Tests: within two (2) weeks.
 Research Assignments, Reports, Essays, and Major Projects: within
three (3) weeks.
Formal reporting to parents takes place twice during each
semester: a mid-term report, and a final report after the end-ofsemester evaluations.
In addition, teachers will alert parents to potential problems at any
time during the semester, so that early remedial action can be
taken. Parents are encouraged to contact teachers if they have any
concerns.
vii) Provincial Math and Literacy Testing - EQAO/OSSLT

All grade 9 mathematics students complete EQAO tests near
the end of their Math course in both semesters. The earned mark
is incorporated into their final evaluation for the course.

All grade 10 students (unless exempted or deferred) must write
the Ontario Secondary School Literacy (OSSLT) Test in the
spring. Passing this test is a requirement for graduation.

All grade 10 students who have successfully met the grade 9 core
course requirements are eligible to write the OSSLT.

Students who attempt and are unsuccessful on the OSSLT may
register in the grade 12 literacy course. Passing this course will
fulfill the literacy expectations of graduation.

Students may register for the grade 12 literacy course during
summer school (limited spots available).
6. GUIDANCE AND STUDENT SUPPORT SERVICES
The Guidance Department at Cawthra Park S.S. offers students
assistance with Educational and Career planning and access to
Personal Counselling. Students my see the Walk-In Counsellor at
lunch time without an appointment – to answer simple questions or to
schedule an appointment with their counselor. Parents and students
may also access the Cawthra Park’s website to find links to various
educational and career planning websites.
Page 37
Extra Help/Support
In addition to support available from teachers, students who struggle
with any components of their learning or school life are encouraged
to participate in programs such as:

Tutoring

Counting On You (after school Literacy and
Numeracy)

Connections Room
Go the Guidance Office for Extra Help/Information
i) Useful Websites:
1. www.careercruising.com (username – Peel; password 28830)
2. www.osca.ca
3. www.myblueprint.ca (you will be asked for your OEN number)
ii) Alternative Educational Opportunities:
On a semi-monthly basis, The Alternatives Review Committee
meets to discuss the placement of at-risk students in one of the
following programs. According to the current Ministry Pathways
definition, a student 'at risk' is defined as any student who has failed
one or more courses leaving him/her with fewer than 16 credits by
the end of Grade 10.
Credit Recovery (CR) is a program for those students who have
failed two (2) or more credits in the 35-45 range. The program
targets learning skills, curriculum expectations that students failed to
achieve and particular academic behaviours that hinder success.
Emphasis is placed on filling content, literacy and numeracy gaps in
a highly individualized program. Grade 9 and 10 credits are offered primarily at the applied level.
Independent Learning Centre (ILC) is designed to support three
(3) groups of students:
 those who begin a course mid-year or mid-semester,
 students with timetable conflicts,
 other individual extenuating circumstances which may prevent
the individual from earning a credit in a regular classroom
setting.
Other alternative educational programs that support learning and
credit accumulation for students include: credit completion, credit
support and closing the gap.
Page 38
40 Hour Community Involvement
In order to graduate with your Ontario Secondary School Diploma
you must successfully complete 40 hours of community service. The
Ministry of Education has developed guidelines about what kinds of
activities are eligible.
Students can pick up a “Your Time Counts” Community Involvement
form in the Guidance Office. Students may begin their 40 hours after
grade 8 graduation and are advised to get started as early as
possible. Ideally, students will have completed their 40 hours by the
end of grade 10.
iii) Library Learning Commons
Students are welcome to use the Library Learning Commons for quiet
research and study before, during lunch and after school.
Borrowing: Students may borrow materials by presenting their
School Photo ID Card (no materials may be borrowed without this
card). Each student must use his/her own card and is responsible for
all materials that are signed out on that card.
LOAN PERIOD
14 days – Books/Encyclopedias
1 day - Videos, DVDs
1 day – USB Keys
1 day – head sets
Fines: 10 cents per item per day (Books)
Fines: 25 cents per item per day (Videos, DVDs)
Expectations: Students are welcome to use the Library Learning
Commons when not in class, but are expected to work quietly. No
food or drink is permitted.
Services Available: Internet access, electronic research databases,
word processors, videos and DVDs and video and DVD. A coinoperated photocopier is available as well as individual assistance
from the teacher-librarian and library technician. Supplies are also
available for purchase.
In order to use computer, printing and borrowing services,
students must present their School Photo ID card and have
no overdue materials or fines outstanding.
Page 39
iv) Computer and Internet Use Policy - Computer
Use only network software on lab computers. Students are not
permitted to access DOS or use any personal programs.

Do not take food or drink into the computer labs at any time.

Use all computer equipment with care and respect, and report any
hardware or software problem to the lab supervisor/teacher
immediately.

Proofread and spell-check before printing. Ask the lab
supervisor/teacher for permission to print.
NOTE: Be realistic about timelines. Do not assume that any
program or printer will work on the day your presentation is due. Give
yourself at least two (2) days breathing space.
Peel Board's pamphlet on Discipline in Schools states:
"Internet use for any purpose which is contrary to the intent of
your school's code of behaviour is strictly prohibited. This
includes all forms of violence, threats and harassment directed
at the staff, students or school. The rule applies to school, work
and home Internet use".
The following behaviours are strictly forbidden:

Plagiarism.

Use of racial slurs, obscene or foul language.

Erasing, copying or damaging files.

Illegal copying of software.

Hacking (breaking into computers or unauthorized areas.

Game playing.

Students should understand that access to school
computers is a privilege, not a right. Any individual who
fails to conform to this Code of Conduct, risks loss of
computer privileges and possible suspension from
school.
v) Cafeteria
The Cafeteria is the only area food/beverages are to be consumed.
When in the cafeteria, security requires that backpacks be removed
before entering the server line and preferably left in your locker. You
may pick-up your backpack after obtaining food.
Page 40
New Food Policy Means Tasty, Healthy Changes At Your School
You will notice changes in the cafeteria and vending machines this year
that will make choosing healthier options easier. Certain foods and
beverages will no longer be available, or the recipes will be different. For
example, deep fried French fries have been replaced by a baked version.
 The changes are the result of the Ministry of Education’s School
Food and Beverage Policy.
 The policy is meant to encourage students to make healthier choices
by removing less healthy food and beverage options from schools.
The new food choices are lower in sodium, fat and sugar.
 The nutrition standards in the policy are based on the principles of
healthy eating outlined in Canada’s Food Guide.
 The policy doesn’t apply to food and beverages brought from
home—only food and beverages sold to students at school.
Designated Food Areas– Cafeteria and Front Foyer
Students are permitted to consume food and beverages in the
Cafeteria on the first floor and in the Main Foyer only.
Students are not to consume food and/or beverages on the
2nd or 3rd floors.
Card playing and dominos are permitted in the cafeteria if the noise is
kept at a conversational level. Gambling will not be tolerated.
Cleanliness is the shared responsibility of each student. Students are
expected to clean up after themselves by depositing all litter in the
receptacles provided, returning trays to the proper place, leave tables
clean/put chairs back under the table, store personal items in their
lockers, be courteous and polite and accept direction from persons on
duty.
vi) Parking
Students and parents should be aware that the privilege of bringing a
motor vehicle to school property requires adherence to the following
guidelines:






The speed limit on school property is 10 km/h;
Vehicles may not be used for dangerous or stunt driving.
Cars must not park in the bus loading area, the handicapped area
(unless authorized) visitor spaces or the designated Fire Route
zones.
Vehicles are to be used for transportation only. Students may not
remain in cars for socializing, lunch, etc.
Car radios must be turned off in parked cars.
Smoking is not permitted in parked cars.
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Students who fail to follow these guidelines may lose their parking
privileges.
vii)
Textbooks and Other Learning Resources
All textbooks, including the use of other learning materials and
resources are issued or loaned to you without charge by the Peel
District School Board. The school expects you to return all texts and
materials in usable condition at the end of the semester directly to your
teacher and in a timely fashion.
Students may be held responsible for the replacement cost of
textbooks or other materials returned that are damaged or altered in
such a way that they are not deemed to be usable (suitable for use by
other students).
If you fail to hand in your texts at semester end, you may not be issued
any new textbooks pending settlement of your account.
Students who leave school at any time during the school year or at the
end of a semester and fail to return their textbooks, library books or
other learning materials at semester end, and do not settle their
accounts by the opening day of the following semester, will not be
issued textbooks until:
The outstanding texts have been returned OR The
replacement costs for the text have been paid.
viii)
Literacy Test Information
The successful completion of the OSSLT is a graduation requirement.
In select cases by special permission of the principal, some students
may be allowed to fulfill the graduation requirement by successfully
completing the OSSLC - Ontario Secondary School Literacy Course.
See a guidance counsellor for further information




Ontario Secondary School Literacy Test (OSSLT)
The OSSLT Test format is one day of 2.5 hours of testing. The
OSSLT evaluates provincial reading and writing skills taught in
all core subject areas up to the end of Grade 9.
If a student is determined to not have the reading and writing
skills necessary for success due to lack of success in core
courses, a learning disability or ESL background, he or she may
be deferred.
With a deferral, a student is allowed to take the test the following
year so that he/she has the time to acquire the necessary skills
for success.
In rare cases, if a student chooses not to receive an OSSD
diploma, he or she may be exempted. An exemption is
permission not to take the test (or the OSSLC) with the
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understanding that he/she will not receive an Ontario Secondary
School Diploma.
The reading sections require proficiency in reading informational,
narrative and graphical text. The writing skills sections require
proficiency in writing a news report, supported opinion, short
answers and multiple choice questions on punctuation,
capitalization and organization of ideas.
Students studying English as a Second Language (ESL) and
students with special needs that have an Individual Education
Plan (IEP) may be eligible for accommodations on the test.
These may include, but are not limited to, extra time to complete
the test, a quiet test-taking setting and prompts to draw the
student back to the test. Please see a member of the Special
Education or ESL department for further information.


ix)
a)
b)
c)
d)
e)
f)
g)
Athletics Review Committee – Code of Behaviour for
Student Athletes
Representing Cawthra Park Secondary School as a member of a
school club, group or team is not a right - it is a privilege. In
order to represent Cawthra Park and/or wear the school colours
and participate, you must accept the responsibilities that come
with it. Cawthra Park student athletes/club and activity members
are expected to:
Uphold the highest ideals, of sportsmanship, fair play and
respect towards team-mates, opponents, coaches, game
officials, custodians, spectators and the building as outlined here
and in the ROPSSAA Code of Conduct or other governing body
as applicable.
Attend to Participate – Student athletes are STUDENTS FIRST
and must adhere to the rules outlined in the school’s Attendance
Policy. Student athletes must be in attendance for scheduled
periods on event or game day.
Fulfill all academic responsibilities. Student Athletes who are
identified as being “at-risk” due to academic performance or
attendance will be required to meet with the Athletics Review
Committee to determine plans for improvement and further
participation in athletics.
Dress according to standards established by coaches/staff
sponsors and our school's dress code.
Travel via school transportation unless otherwise specified by the
coaching/event staff (athletes/participants are not permitted to
drive themselves unless written permission has been obtained
from parent/coach or staff advisor, and approved Administrators).
Pay all fees including student activity and athletic fees.
Obtain Parent Signatures on all permission, transportation and
liability forms.
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The privilege of being on a school team/club may be withdrawn
at any time during the season/semester for any of the following
reasons:
1. Serious academic or attendance issues
2. Displaying inappropriate conduct during practice/events, in travel
or at competitions which reflect poorly on the team or school, such
as, but not restricted to:
 Obscene language.
 Gestures perceived as disrespectful, aggressive or violent.
 Arguing with officials or other members of the community.
3. Failing to abide by team/event rules as set out by coaches and
sponsors.
Any student who has been selected for a team or group, who quits
or is removed from the team or group, during the season/semester
may be ineligible for interschool teams and/or intramural teams and
other groups/activities for the remainder of the year (Reinstatement
may only be allowed after a meeting with the Athletics Review
Committee).
It is the responsibility of the student/athlete or student participant to
take care of the uniform (including other assigned
materials/equipment) for the entire season and return it to his/her
coach or sponsor in satisfactory condition at the sport/event
season's end. The student/athlete or participant must accept
financial responsibility for the uniform other materials and for the
team/event fees.
Performance and Rehearsal Policy
Students involved in curricular or co-curricular performances are
expected to participate in all mandatory rehearsals. Failure to do so
will jeopardize their involvement in the performance.
7.
AWARDS FOR STUDENTS
Cawthra Park recognizes high achievement in the four main areas of
school life – Arts, Athletics, Citizenship and Academics.
a) Cawthra Park Scholars
Cawthra Park Scholars will be identified after each report card. Activity
points are awarded for being a Cawthra Park Scholar once per
semester.
The following are the criteria for identification of Cawthra Park
Scholars: Grades 9 & 10 – A total of 320 marks in 4 credits; Grades
11 & 12 – A total of 240 marks in the best 3 credits. Depending on the
grade level, a student must successfully complete a minimum of 3 or
4 full credits in the semester to be eligible for consideration. These
Page 44
criteria apply only to courses taken at Cawthra Park between
September and June. These students must have an average of at
least 80% or more.
b) Subject Awards
Subject Awards for non-graduates are presented at our Awards
Assembly held during the day in October. Each Area of Study in the
school has its own criteria for recommending award winners. All of
them consider academic achievement as the main guideline, but
various other factors play an important role in the final decision.
c) Special Awards
Cawthra Park has a number of unique or special awards which are
given out at our annual Awards Assembly and Commencement.
Students in their senior years should review this list and discuss
eligibility with their counsellor. For a full list and details, see the
Cawthra Park website.
d) Special Scholarships
There are many special scholarships available through the Peel
District School Board and companies/organizations in our community.
Be sure to ask your counsellor for information.
e) Activity Awards
The activity points program is designed to encourage and reward
student participation in the areas of athletics, arts, citizenship and
academic excellence. Points are given on the basis of effort, attitude,
achievement, attendance, and outlay of time on the part of the
individual in the given activity. There will be a maximum number of
points that can be earned for a single event regardless of the many
different jobs a student may undertake for that event. We wish to
acknowledge the ongoing work of Mr. J. Sparling, retired Cawthra
staff member, and current staff member, Ms. S. Graham, for her
assistance in recording the points.
f)
Activity Points- Medallions and Shields (Granted at Activity
Banquet.
g)
Athletics Medallion (80 points)
Inter-School sports: Coaches may award 0-15 points for a major
sport, or 0-8 points for a minor sport. In addition, bonus points may be
awarded for each sport as follows: Peel finalist, 0-2; Peel champion, 03; OFSAA champion, 0-3.
Student Coach/Manager: 0-15
Game Officials: ½ point/game to a maximum of 3 points per sport
per year.
Intramural activities: Students may gain 1/2 point per game to a
maximum of 3 points per sport per year. An intramural championship
is worth an extra 2 points. The total points a student may be
awarded in all intramurals shall not exceed 20 per year.
Page 45
h) Arts Medallion (80 points)
Arts Council: 0-10; Assemblies: 0-3 each occasion, maximum 10 points
per year; Assemblies - Lighting and Sound: 0-3 each occasion;
maximum 10 points per year; Regional Arts Program Open House: 0-5.
i) Citizenship Medallion (80 points)
A student who obtains a total of 80 points, throughout his/her high
school career for involvement in extra-curricular activities (e.g.
clubs, sports, organizations, community programs)
Granted at Commencement
i) Scholarship Medallion (60 points)
10 points are awarded each semester a student is a Cawthra Park
Scholar. (see criteria on previous page)
ii)
Silver Shield
A Silver Shield is awarded to those students who earn any two different
medallions.
iii)
Gold Shield
A Gold Shield is awarded to those students who earn a scholarship
medallion plus at least two other different medallion.
8.
PROFESSIONAL RESOURCES FOR ADOLESCENTS
CRISIS
Crisis Intervention Team – Credit Valley Hospital
Trillium Health Centre (Mississauga)
Distress Centre Peel
Kids Help Phone (24 hours)
Peel Children’s Centre – Crisis Response
Peel Regional Police – Youth Bureau
Victim Services of Peel
(905) 813-2200
(905) 848-7495
(905) 278-7208
1-800-668-6868
(416) 410-8615
(905) 453-3311
(905) 568-1068
HOSPITALS & HEALTH SERVICES
Credit Valley Hospital
Trillium Health Centre Mississauga
(905) 813-2200
(905) 848-7100
LEGAL SERVICES
Mississauga Community Legal Services
Peel Legal Aid
(905) 896-2050
(905) 453-1723
MENTAL HEALTH
Brampton Health Centre
CAMH
Council On Adolescent Suicide Prevention
(905) 453-1160
1-800-463-6273
(905) 451-2123
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Credit Valley Hospital
MENTAL HEALTH (cont’d)
Tangerine Walk-In Counselling
Telehealth Ontario
Trillium Health Centre
(905) 813-2396
(905) 795-3530
1-866-797-0000
(905) 451-4655
PEEL DISTRICT SCHOOL BOARD
(905)890-1099
SEXUAL ASSAULT/ABUSE
Children’s Aid Society (CAS) Mississauga
Family Services of Peel
Victim Services of Peel
Sexual Assault/Rape Crisis Centre Peel
(24 hours Crisis Line)
(905) 363-6131
(905) 270-2250
(905) 568-1068
(905) 273-3337
1-800-810-0180
SEXUALITY & PREGNANCY/AIDS/HIV DRUG & ALCOHOL
AIDS & Sexual Health Info Line
(416) 392-2437
Ontario Ministry of Health
1-800-668-2437
HEALTHY SEXUALITY CLINICS
(Pregnancy Options, Family Planning, STD)
Mississauga West
(Mississauga East
Lesbian, Gay, BiTrans Youth Line
Peel Pride LGBT Youth Drop-In
Peel HIV/AIDS Network
Website: www.peelsexualhealth.ca
Page 47
(905) 820-3663
905) 270-0587
416) 962-9699
or 1-800-268-9688
(905) 791-7800
or 1-800-762-8377
(905) 362-2025 ext. 2869