Middle School Parent Handbook

MIDDLE SCHOOL

PARENT HANDBOOK

2014 | 2015

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Table of Contents

SCHOOL MISSION AND BELIEFS

School Mission

Beliefs

CONTACT US

Direct Lines/Extensions

Middle School Administrative Team

Middle School Faculty 2013-­‐14

Staff Email Addresses:

GENERAL PARENT INFORMATION

Communications

Friday Flash

Email

Phone Calls

Student Communication

Website

Blackboard

Information Sharing Events

Communication with the School

Transportation to and from School

Parking

LEARNING AND WELLNESS

Homeroom Teachers

Counsellors

Advisor Sessions

Middle School Commons Area

Late Arrivals and Early Departures

Uniforms

Winter Uniform

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Summer Uniform

Gym Uniform

Nurse

Lunch and Food Services

Middle School supplies

Ordering Textbooks

Locks on Lockers

Lost and Found

York Shop

Parent Teacher Interviews

School Trips

TRANSITIONS

Junior School to Middle School

Throughout Middle School

Middle School to Senior School

STUDENT LIFE

First week of School

Dress and Materials to Bring

Camp Oochigeas

Assemblies

House Council

Class Representatives

Social Experiences

Mentors

House Challenges

ATHLETICS

Philosophy

CAIS Interscholastic League Teams

Sign up, Practices and Attendance

Athletic Code of Conduct

Schedules

Age Restrictions

Uniforms

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Transportation

Intramurals

The Arts

Clubs

CREATIVITY, ACTION AND SERVICE (CAS) CHALLENGE EXPERIENCE

RECOGNITION

Sample Day of a Middle School Student

CREATIVITY, ACTION AND SERVICE (CAS)

CODE OF CONDUCT

Procedures

ACADEMICS

The Aims Homework and Workload Major Term Tests, Assignments and Projects Assessment and Evaluation

Reporting Extra Help Tutoring Students at risk

Technology Support

Laptop Purchase

Library

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WELCOME TO THE MIDDLE SCHOOL SCHOOL MISSION AND BELIEFS School 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

Middle School Vision: Our Middle School students become creative, caring and active community members who think critically and holistically to meet challenges with confidence.

Guiding Principles: Character Development Love of Learning Collaborative Relationships Community Engagement Personal Best Supportive Environment

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Contact Us Middle School Campus 1320 Yonge Street Toronto, ON M4T 1X2 T: 416.926.1325 F: 416.926.9592

Direct Lines/Extensions Accounts Receivable Winston Berrotte Attendance Laura George Athletics Office Susan Doyle Admission Julia Gordon

416.646.5276 416.646.5270 416.926.1325 x 1186 416.646.5275

Advancement Office (and YPA) Food Services Eve Pereira IT Manager Kathleen Peak The York Shop Ginny Bates

416.926.1325 x 1113

416.646.5280

416.926.1325 x 1150

416.646.5278

Middle School Administrative Team Head of School Kimberley Benoit Middle School Principal Middle School Assistant MYP Coordinator Middle School Coordinator of Student Life Middle School Counsellor (for students with last name beginning A-­‐L) Middle School Counsellor (for students with last name beginning M-­‐Z) Athletic Director Trip Coordinator

Conor Jones Executive Assistant to Conor Jones Helen Gin Caitlin Watson Kevin Stewart Christine McKenna

Ext. 5271 Ext. 1226

Glen Blair

Ext. 1207

Liz O’Dwyer

Ext. 1145

Rick DeMarinis Mercede Rogers

Ext. 5277 Ext. 1221

Ext. 1187 Ext. 1111 Ext. 1402 Ext. 1470

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Middle School Faculty 2014-­2015 Agostino, Juliana Arsenault, Lisa Chabot, Janine Charley, Sarah Cooper, Tim Cunningham, Emily Deighton, Chris Dionisio, Christine Drysdale, Diane Hahn, Robyn Lemieux, Danielle MacDonald, Teresa Mangal, Adrienne McKenna, Christine McPharlan, Katharine Krysa, Mike Noestheden, Jan Paris, David Roberts, Jody Scott, Cindylea Tang, Angela Woolard, Jessica Zhao, Connie

Grade 7 Science Grade 6 HR, Mathematics and Science, Grade 8 Science Grade 8 French Grade 7, 8 Drama Grade 6, 7 Technology, Technology Learning Coordinator Grade 7, 8 Spanish Grade 8 HR, English, Humanities Grade 8 HR, Mathematics, Science Grade 7, 8 Music Grade 7, 8 Mathematics Grade 7 HR, English, French Grade 6 Science, Mathematics, Technology Grade 6-­‐8 Learning Associate teacher Grade 6 HR, English, Humanities, Grade 7 Eng/Humanities Grade 6-­‐8 French Grade 6, 7Physical Education Grade 7, 8 Technology Grade 8 HR, English, Humanities Grade 6-­‐8 Visual Arts Grade 8 Physical Education Grade 6 Vocal and Instrumental Grade 8 Mathematics Grade 6-­‐8 Mandarin

Staff Email Addresses: The email address for any staff member is their first initial and last name @yorkschool.com; for example, Conor Jones cjones@yorkschool.com

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GENERAL PARENT INFORMATION

Communications 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:

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 required 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 Essential 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 We believe that living in the present without the distraction telecommunication devices is important in nurturing healthy relationships with all members of the community. Consequently, we permit cell phone use during the beginning of their lunch period only.

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.

Blackboard Each of your child’s courses are featured here, with a course overview, course materials, and announcements. It is a good way of getting beyond your child’s assertion that nothing much is happening in class. Parents have an observer role of Blackboard and have separate login information.

Information Sharing Events Parents should make a point of joining us for Student Life Information Night, Curriculum Night, Technology information evenings, trip information evenings, and Grade 9 information evenings.

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Coffee mornings are a good time to hear a little more detail about our approach at each grade and provide you with an opportunity to share your child’s transition into a new school year.

Please keep the school informed of contact information changes by sending an email to update@yorkschool.com.

Communication with the School We welcome parents to call, email, or just come on in. We expect to see you at parent-­‐teacher interviews, Arts nights and important information sharing events. Teachers and administrators are most easily reached by email.

Please use this chart to direct your concerns.

Call attendance or email attendance@yorkschool.com to report an absence.

Messages to your child can be left with the Middle School administrative assistant at ext.1111.

Transportation to and from School Generally, students in the Middle School are expected to get themselves to and from school. There are two TTC subway stations within a two-­‐minute walk of the school. Parents who choose to drive their Middle School child to the school should drop them off and pick them up under the Coliseum at the back of the parking lot, where they may enter through the middle stairwell. Students may also be dropped off in the morning at the door that opens onto the south laneway (accessed just south of the school between 1320 and 1300 Yonge Street).

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Parking Limited parking is available for after-­‐school events under the Coliseum and in the underground parking lot, accessed from the south laneway.

LEARNING AND WELLNESS Homeroom Teachers Homeroom teachers are one of the keys to a child’s ability to flourish in the Middle School.

Students are asked to arrive to school between 8:15 -­‐ 8:30 a.m. to collect locker materials and print necessary documents. Homeroom teachers start each day from 8:30 -­‐ 8:40 a.m. to build community, communicate school news and assist students in organizing themselves for the day. At the end of each day, students are expected to return to their homeroom from 3:35 -­‐ 3:40 p.m. to review schoolwork responsibilities.

Homeroom teachers should be contacted for all social, emotional, psychological and medical issues.

They will relay this information to the appropriate personnel.

Homeroom teachers typically teach two subjects to a student, assist in the Advisor session and have a role in the Middle School co-­‐curricular programme.

Counsellors Upon entering the Middle School, students may access one of two Middle School counsellors who are available to assist with the academic issues and psycho-­‐social, emotional matters. Since the essence of the counsellor’s role begins with understanding the whole child, each student remains with the same counsellor through Grade 6 to 8 to ensure continuity of care. Counsellors are available to meet regularly with students, individually and in small group situations. They are important resource persons for both students facing personal problems and for the teaching faculty who also advise our students. Counsellors nurture and encourage the home-­‐school relationship and offer a collaborative approach with parents to assist and guide each student toward his/her personal best.

Advisor Sessions Two advisor sessions are scheduled in a Middle School timetable. The objective of these sessions is to provide support in learning, life and relationship skills. With a focus on life skills, executive functioning, academic integrity, and interpersonal and intrapersonal development, a team of teacher advisors for Grade 6 through 8 teach and promote the skills set that will assist in their achievements while in Middle School and ultimately prepare them for a smooth transition to the Senior School and university.

Middle School Commons Area The Middle School Commons area is located by the middle stairwell of the Middle School floor. It is a place for classes to extend, for clubs and teams to gather, for students to be connected to each other across all grades. The space will be managed by the Middle School administration team and faculty, who have their offices set at the perimeter.

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Late Arrivals and early Departures Students who arrive late are required to sign in with the attendance receptionist, Laura George (ext.

5270). Students who need to leave early need to alert their homeroom teacher who will add a note to the student’s attendance file for that day. They will then need to sign out with the attendance receptionist.

Uniforms The school uniform is comprised of a summer or winter combination, as well as formal dress (called number one dress) for assemblies and graduation. Uniforms are purchased through The York School shop, located in the basement by the middle stairwell.

Winter Uniform (Acceptable all year) 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 the school 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 bike shorts (worn under skirt) Black dress shoes School tie

Optional ● Navy vest, cardigan, or sweater

Except during formal assemblies, when the school tie and blazer must be worn, girls must wear at least one of the following: tie, blazer, vest, cardigan or sweater.

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Summer Uniform (Optional and only worn from the first day of school in September -­‐ September 30 and May 1-­‐ June 16) Boys ● ● ● ● ● ●

Khaki shorts

Navy golf shirt Black belt White socks Running shoes or boat/deck shoes (new for 2013 and onward) Navy crested sweatshirt (optional)

Girls ● ● ● ● ● ●

Khaki shorts Navy golf shirt Black belt (with shorts) White socks (with shorts) Running shoes (with shorts) Navy crested sweatshirt (optional)

Shoes

●

The shoes required are plain black leather dress shoes with no more than 1” heels, either tie-­‐up or slip-­‐on. The running shoes are to be proper athletic wear with non-­‐skid soles to protect the gym floors.

Gym Uniform ● ● ● ● ● ●

Navy wind suit Green gym shorts Navy t-­‐shirt White socks Running shoes (proper athletic wear with non-­‐skid soles) Navy gym bag

Nurse First Aid is available on the first floor for bandages and everyday injuries. There is also a medical room available on the third floor to allow a child to rest if not feeling well until a parent can be contacted. Our Middle School Administrative Assistant is available to assist with any first aid attention required.

Lunch and Food Services Lunch is held in the MPR from 12:00 p.m. -­‐ 1:00 p.m. Students are welcome to bring their lunch or purchase from the cafeteria. The cafeteria is opened from 8:00 a.m. to 4:00 p.m., Monday to Friday.

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Students are permitted to make purchases before and after school, as well as during their lunch time. Students are not permitted to visit the cafeteria during mid-­‐morning break. Costs for all items are marked in the cafeteria and making purchases will be charged to the student’s school account.

Given the independent nature of lunch, we suggest parents talk with their child about spending guidelines.

Several times during a term, Grade 6 – 8 students are given the opportunity to have a lunch out along Yonge Street to help them develop responsibility and independence. Students are required to go out in small groups.

Middle School supplies A school supplies list, such as pens, paper, binders, scissors, pencil crayons, dividers, calculators will be provided for all Middle School students during the first week of school by their homeroom and subject teachers. Homeroom and subject teachers will hand these out during the first week of school.

Ordering Textbooks Textbooks are purchased online through the Canadian School Book Exchange. You can place your order online by logging into YorkNet and clicking on the “Order Textbooks” icon.

Follow the information appropriate to your child’s grade and textbook requirements. Used books are also available through the website on a first come, first served basis. The online ordering process will be available in late June. Orders must be placed by July 30 to ensure delivery for the start of classes in September.

Locks on Lockers Students are provided with combination locks for both their lockers and laptop lockers (same combination for convenience) to secure their belongings. These locker combinations are recorded and kept on file by the MS Administrative Assistant on the first floor.

Lost and Found Any lost items are placed in a lost and found wooden box located outside the south west corner of the Multi-­‐Purpose Room in the basement. Once a month, clothing is returned to the owner if it is labeled. Items not collected and unlabeled items are bagged and given to Goodwill.

The York Shop The school shop is located on the basement floor, by the middle stairwell. It is open Monday through Friday from 8:00 a.m. -­‐ 9:00 a.m., Tuesday to Thursday 12:00 p.m. -­‐ 1:00 p.m., Tuesday, Wednesday 3:00 p.m. -­‐ 4:00 p.m. for uniform item purchases, school stationery and gift items. If an appointment is needed outside of these times, please contact Ginny Bates (ext. 5278).

Parent Teacher Interviews Parents are welcome to contact their child’s homeroom (HR) teacher or subject teacher at any time during the school year to share a new development or raise a concern. Formal parent teacher interviews are held two times per year after the October and January report. The school will direct 13 | Page

parents to an online link where they can schedule meetings with their child’s subject teachers. At the interview, an action plan will be devised. Following the creation of an action plan, the teacher, counselor, parents and the student will continue to communicate to ensure the success of the plan.

At any point in the year, parents may be asked to come in for an interview or a round table discussion if their child is not meeting the course expectations or is at risk of failing.

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 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.

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TRANSITIONS Junior School to Middle School Grade 5 York students will have had several opportunities to visit and encounter Middle School experiences such as the Grade 7 technology project, “Pinewood Derby” or the Grade 6 Robotics project.

Grade 5 students will have an opportunity to meet with the Middle School Administration and hear from current Grade 6 students about their transitions.

At the beginning of the school year, a special orientation week will be held to familiarize students with life as a Middle School student. This involves the following: How to manage and organize materials How to effectively manage a greater rotary schedule The cafeteria routines and expectations The sign-­‐up process for the co-­‐curricular opportunities available How to use the agenda to manage their work requirements Grade 6 students will have a full orientation to their laptops when the laptops are received in October Throughout the year, homeroom periods at the beginning of the day and at the end of the day will provide an opportunity for students to build community and to be organized. This practice is continued through to Grade 8. ● ● ● ● ● ●

In addition to following a core programme of English, French, Humanities, Math, Science, PE, Visual Arts, Instrumental Music and Technology, Grade 6 students have the option to enrich their learning by choosing to study either Mandarin or Vocal Music. Teachers of these classes deliver a presentation in the spring and selection is made prior to the end of the year.

Throughout Middle School

Transitions from Grade 6 to 7 will include the option of selecting one course from: Mandarin, Spanish, Vocal Music or Drama. These courses offer students an opportunity to pursue a new interest.

An opportunity to pursue a reach ahead Math credit (Ontario Secondary School Grade 9 credit) will be started in Grade 7 and continue through to Grade 8. Students identified for this programme will participate in an accelerated Math programme, which will continue through to Grade 12 and will honour their math interest and ability.

A Spanish or Mandarin reach ahead credit will also be available starting in Grade 7 and continuing through to Grade 8. Students selecting a second language (in addition to mandatory French) are expected to continue with this language study for 2 years, in order to earn the reach ahead credit.

Grade 7 students will write in two major tests in December and two major tests in June. Subject teachers provide an outline and guide students in their preparation and writing of the major tests, which are typically 1.5 hours in length.

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Transition from Grade 7 to 8 will involve the same course options available in Grade 7. Students pursuing a third language will continue with that language in order to earn a reach ahead Ontario Secondary School credit.

Grade 8 students participate in two major tests in December and three major tests in June. Subject teachers provide them with an outline and guidance in preparation and writing of the major tests, which are typically 1.5 hours in length.

Leadership opportunities for Grade 7 students moving to Grade 8 Grade 7 students are given the opportunity to become house captains. A nomination and selection process occurs in the spring of Grade 7.

Middle School to Senior School Transition from Middle School to Senior School will involve a greater emphasis on independence in work requirements. In Grade 9 students begin to earn credits toward their OSSD (Ontario Secondary School Diploma) and begin charting their post-­‐secondary education path.

The students from Grade 8 do not write a formal test for entrance into Grade 9. They are accepted based on their academic performance and recommendation by the Grade 8 teachers. The Grade 8 teachers pass on the student files to their Grade 9 teachers and advisors. These files contain school reports, any outside assessments that have been done, and work samples as well as anecdotal comments on the students’ work habits, attitudes toward learning and involvement in school life. Students with specific learning needs are identified, any accommodations that have been made to their programme in the Middle School are outlined in detail, and recommendations for extra support to help the students manage the programme in the Senior School are included in these files. In the spring, the Grade 8 teachers meet with the Grade 9 teachers and advisors to discuss the transition from Grade 8 to the Senior School. In the fall, we meet again to discuss the academic and psycho-­‐social strengths and needs of individual students in an effort to make the transition to our Senior School a smooth one.

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STUDENT LIFE

Being a York Middle School student involves being engaged in life outside of the class. We have a large number of experiences that enrich and round out the academic programme.

First Week of School Students can expect the following things during the first three days of school: ● Homeroom classes are identified ● Timetable is provided ● Locker assignment and locks provided ● Establishing routines to the school day ● Understanding expectations; academic responsibilities, behaviours – review of the School’s Core Agreement ● A General Assembly with presentations by the Principal and other Middle School faculty ● A meeting with their mentor

Dress and Materials to Bring: ● ●

●

Wear summer uniform Lunch or a purchased lunch from the school cafeteria. Student purchases are charged to the student’s tuck account. Families are encourage to discuss spending limits with their children A tool to write with and a folder to hold paper. A comprehensive list of materials to acquire will be provided in an August mailing. Laptops and textbooks are not required on the first day.

Camp Oochigeas Each fall, Grade 6, 7 and 8 classes go to Camp Oochigeas situated on Lake Donner for three days and two nights to learn about each other and build the community of which they will be part of. The trips are organized and led by the Trip Coordinator and staffed by outdoor educators and supervised by homeroom teachers, Middle School subject specialists and administrators.

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. Middle School students will be engaged with both “Middle School only” and “whole school” (Middle and Senior) assemblies.

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House Council All York students belong to one of four Houses named after historically significant Canadians, two women and two men, to reflect the coed nature of the school. Siblings are always assigned to the same House.

Champlain House

Samuel de Champlain

Johnson House

Pauline Johnson

McClung House

Nellie McClung

Simcoe House

John Graves Simcoe

Explorer, cartographer and Governor of New France Métis poet best known for her poetry celebrating her native heritage A suffragette, reformer, legislator and author First lieutenant-­‐governor of Upper Canada, founder of the Town of York

The House system provides an excellent opportunity for students of all ages and grades to be together, and encourages development of leadership skills.

Class Representatives One Class Representative is elected per homeroom to sit on the Middle School House Council. This position is determined in September.

Social experiences Our Middle School students have social experiences where they can interact with students from the same grade and other grades. Opportunities for social interactions with students are arranged by the Middle School and are supervised by staff. These have included: talent shows, skating trips, movie nights, etc. We are open to student-­‐generated ideas that bring community members together for some fun.

Mentors Each year, Grade 11 students are chosen, trained and supervised to work with students in Grades 6 through 8. The mentors establish positive relationships with the students and address relevant and developmentally appropriate issues related to academic and social life with the guidance of a counsellor in the classroom setting. As well, students are encouraged to approach a mentor for support on a one-­‐to-­‐one basis. Mentors may also be involved as role models in the planned Middle School social events.

House Challenges House competitions 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 each year, a House Cup is awarded to the House with the highest point total.

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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) are awarded by the House Council for Spirit Days, special events and challenges.

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

Fall U12 volleyball U14 volleyball U14 soccer U14 cross country

Winter U12 basketball U13 basketball U14 basketball

Spring U14 badminton U14 track and field

Girls

U12 basketball U13 basketball U14 basketball U14 cross country

U12 volleyball U14 volleyball U14 badminton

U14 soccer U14 track and field U14 Ultimate

Boys

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 a.m. to 8:05 a.m. Afternoon practices are from 3:50 p.m. to 4:50 p.m. in spring and fall, and either 3:50 p.m. to

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4:40 p.m. and/or 4:45 p.m. to 5:45 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 Core Agreement mailing sent in August. 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.

Age Restrictions All teams have age restrictions. When a team is referred to as U14, for example, it means that all players must be 13 years of age or under on December 31, 2014. Some teams have a grade requirement; Junior and Senior teams students must be in Grade 9 and above to participate.

Uniforms All team members require a uniform, which is generally loaned on a seasonal basis from the school.

Transportation Transportation is usually by bus, and costs are charged to student accounts. 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. Our 15-­‐seat van will be used for single team visits to local schools when a qualified driver is available.

Intramurals Students are encouraged to be active during their lunch hour through participation in an intramural programme. Activities include basketball, volleyball and floor hockey, to name a few.

The Arts A musical or drama production is held each year in the spring. Other music opportunities include being part of the concert band, Jazz band or glee ensemble. Performances are held in the winter and the spring.

The Art club, film club and photography club gather at lunch or after school.

Clubs

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. Below are just a few of the clubs and activities currently offered at The York School. We are always looking for other ideas to grow as a community with diverse interests.

Book discussion Debating and Public Speaking Club Cheerleading Club Outer’s Club Intermediate Science Olympics

Film Society Chess Club Lego Robotics Reach for the Top Art Studio 20 | Page

Latch hooking York Paper, ‘The Stand’

Sewing York TV

CREATIVITY, ACTION AND SERVICE (CAS) CHALLENGE EXPERIENCE

Philosophy: As part of the Grade 6, 7 and 8 York education experience, students must participate in CAS Experience which gives them the opportunity explore a skill/topic in greater detail and depth.

Each experience connects our students to the world beyond our classroom walls, making learning authentic and meaningful for them.

Last year, CAS experiences included: •

Working on a pottery wheel at a local studio, and sketching outdoors and in Toronto’s galleries.

•

Learning the art of performance magic and staging their own magic show.

•

Studying circus arts at the Toronto School of Circus Arts.

•

Exploring physical pursuits at various Toronto locations.

Supervision: Teacher-­‐leaders supervise each group of 10-­‐14 students on daily excursions.

Timing: In March, students identify three experiences they would be happy to participate in. The Trip Coordinator and teachers review their selections and assign them to a group according to their choice. CAS excursions for Grades 6, 7 and 8 take place during normal school days between 8:30 a.m. and 3:45 p.m., during the first week in May. Costs: Parents are responsible for all trip costs. Costs vary according to trip; in 2013, they cost approximately $350-­‐500.

RECOGNITION Each year, closing ceremonies for Grades 6 -­‐ 12 will be held on the last day of school in the gymnasium at 1320 Yonge Street.

Students in Grades 6 -­‐ 8 with an average of 4-­‐ or above for their year’s work will be on the Honour Roll. Students who earn an average of 85 percent or more will be placed on the Principal’s List.

Students who earn an average of 90 percent or more will be placed on the Head’s List. One student per subject, in each Middle School grade will receive an award for excellence, and another student will receive an award for dedication shown for that subject. In addition the following special awards are given to Middle School students: THE YORK SCHOOL AWARD -­‐ Our highest pre-­‐graduation award, The York School Award is given to the student who best exemplifies all that the York School stands for -­‐ academic achievement, participation in sports and co-­‐curricular activities, citizenship and leadership.

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LEADERSHIP AWARD -­‐ The Leadership Award is given to a student who has demonstrated through his or her actions what it takes to be a leader both in and outside of the classroom.

FELLOWSHIP AWARD -­‐ The Fellowship Cup is given for showing respect, care and concern towards all members of our school community.

DEDICATION AWARD -­‐ The Dedication Award is presented to the student who best exemplifies the virtues of diligence, perseverance, and dedication in their academic life at the school.

SPIRIT AWARD -­‐ The Spirit Award is presented for participation and enthusiasm as well as for encouraging others to become involved in the life of the school.

INQUIRY AWARD -­‐ The Inquiry Award is given to that student who, by critical thought and ceaseless questioning, reveals a deeper appreciation of knowledge and its many dimensions across the academic disciplines.

WRITER’S AWARD -­‐ The Writer’s Award is presented to the student whose love of the written word has been made manifest in superior written pieces produced for academic assignments and/or wider school audiences.

DEBATING AWARD -­‐ The Debating Award is given to the student who demonstrates dedication, enthusiasm, and excellence in debating and/or public speaking COMMUNITY SERVICE AWARD -­‐ The Community Service Award is given to a student who has shown exemplary involvement in the area of community service.

MYP GLOBAL CITIZENSHIP AWARD -­‐ This award recognizes students in Grades 6 -­‐ 10 who, through their actions, promote global citizenship. These students are engaged, inquiring and caring individuals who understand and respect the differing perspectives of others, make strong contributions in many areas of the life of the school, and who develop a greater sense of community at the school by their ability to bring people together.

SERVICE PINS SPIRIT PINS

Sample Day of a Middle School Student The School day starts at 8:30 a.m. and finishes at 3:40 p.m. Middle School students assemble in homeroom from 8:30 a.m. -­‐ 8:40 a.m. and at the end of the day from 3:35 p.m. -­‐ 3:40 p.m. Classes are either 40 or 76-­‐minute blocks. Lunch is held during period 5 for 60 minutes.

Each Monday and Thursday, Middle School students are engaged with House meetings, House challenges or an assembly. Each Month, there will be a designated sleep in.

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* Morning nutrition breaks are overseen by the teacher scheduled between period 3 and 4.

Late Arrivals Students who have been late without excuse must sit a detention at the next available detention time, either at lunch or after school for 30 minutes. Students who miss more than the first 10 minutes of a class without excuse will sit a one-­‐hour detention at the end of the week. Students will be instructed to get an admit slip from the Attendance counsellor, Laura George in the main lobby.

CREATIVITY, ACTION AND SERVICE (CAS) CAS is an integral component of the IB Middle Years Programme and extends learning beyond the classroom. It offers students an opportunity to be life-­‐long learners.

The Middle School holds Community, Service and Action days to develop the understanding and experience behind CAS during each school term. However, students are required to participate in activities for each of the categories of: Creativity, Action, and Service (CAS). These activities must be taken on students’ own initiative and take place beyond the regular class time. Students in Grades 6, 7 and 8 are required to perform a total of 10 -­‐ 15 hours in each CAS category in the school or in the community over their three years.

The Middle School’s Coordinator of Student Life assists students to find meaningful service opportunities within and outside the school. Opportunities may include organizing fundraising for various charities, coaching, peer-­‐tutoring, and helping in Junior School classrooms, sports, and Sports Day for the younger students. Students may also pursue volunteer positions in outside agencies.

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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; ● 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: 24 | Page

● ● ● ● ● ●

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 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.

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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 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

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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.

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.

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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.

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ACADEMICS International Baccalaureate Middle Years Programme: Grades 6, 7 and 8 The International Baccalaureate Middle Years Programme (IB MYP) forms the basis for our curriculum from grades 6 to 10. In this section, we have outlined the aims, central concepts, and curriculum model for the entire programme.

The Aims The chief aim of the IB Middle Years Programme is to provide a well-­‐rounded education in which students learn to the best of their ability, and are well-­‐prepared for the next stage of their education.

STUDENTS ARE PLACED AT THE CENTRE OF THEIR OWN LEARNING.

Everything we do as educators needs to begin with the students’ experience, so that, from their perspective, they understand the key elements of this educational programme, how it all fits together, and the benefits it offers to them.

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Three fundamental concepts underpin the Middle Years Programme:

Holistic /Global Education

Communication Intercultural Awareness

The MYP seeks to increase the student’s awareness and understanding of both the separate identities of the various subject areas and their inter-­‐relatedness. From this foundation it aims to increase a student’s perception of the problems of the real world and to find solutions to them.

Language learning is emphasized as a tool for the acquisition of all knowledge.

Effective written and oral expression enables the student both to fit into society by communicating with others, and to develop his/her individuality The MYP encourages an international perspective by awakening in young people an interest in the diverse cultures and attitudes of people, as well as celebrating their own unique heritage; by making them aware of the fundamental, positive values of the common heritage of human beings and by encouraging intercultural awareness.

Homework and Workload The academic programme requires students to have several opportunities to demonstrate their knowledge and skills in various course objectives. Homework is largely an extension of projects, assignments and tasks started in class.

Teachers will communicate one week in advance for major tests and assignments – on a shared electronic calendar to ensure that no more than 1 test/major assignment is due on the same date.

Skills based assessments, such as a language oral, music or physical education tests may occur on the same date, as a written test/assignment. Middle School students typically complete an average of 1 – 1.5 hours of homework every evening and may vary depending on the subjects. Parents can access homework assignments and subject material through our Blackboard system.

Students should record all assignments, projects, and tests in their student agenda with the expectation that due dates will be met. Homeroom teachers will review upcoming assignments every afternoon during homeroom period prior to dismissal. At this point, students have an opportunity to update their agenda and make sure they have all the necessary books and materials with them to complete their assignments. Time management and organization are important skills that are supported by teachers with the intention of assisting students to keep workload under control. Major assignments are also posted on Blackboard for the students.

Students are responsible for missed work due to personal appointments or involvement with the co-­‐curricular programming. Students are required to contact their subject teachers prior to a known absence. For unplanned absences, students are required to contact their subject teachers.

Major Term Tests, Assignments and Projects In Grades 6, 7 and 8, students write tests/complete assignments and projects at regular intervals, generally at the end of a unit of study with a duration of 4 -­‐ 6 weeks. As well, Grade 7 students write two major term tests in December and one in June. The Grade 8 students write three major term tests in December and two in June. No major term tests are written in Grade 6.

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Test preparation and writing is a learning process and is undertaken to prepare the students for high school when they are expected to be more independent. Students are given a study schedule, and taught study tips and techniques to help them study effectively. In Grade 7 and 8, the process of creating an individualized study schedule is taught and supported by the teachers. The major term tests are 1.5 hours long. Arrangements are made to accommodate the needs of students who have been identified with specific learning profiles in which accommodations have been identified as beneficial. Parents are encouraged to meet with their child’s counselor to provide a current psycho-­‐educational assessment so arrangements are made to best support the child.

The major term test schedule is completed and sent to both parents and students approximately 4 weeks in advance. Illness or conflicts to the schedule are to be communicated to the Middle School Principal, who will make appropriate accommodations without jeopardizing the integrity of the test.

A quiet period occurs 3 -­‐ 4 days prior to the start of the major testing period and requires no homework, tests, projects be assigned during the week. Evening schoolwork should be limited to preparation for the major test.

Assessment and Evaluation Formative assessment (assessment tasks for learning and as learning), such as quizzes and exit cards, allow students to attempt new skills and demonstrate recent learning without their performance affecting their overall grade. Tasks for Summative assessment (assessment of learning) such as essays, projects, tests, and exams, demonstrate students’ learning and contribute to a student’s overall course grade.

The assessment tasks are designed to allow students to demonstrate all of the categories of achievement: knowledge and understanding, thinking and inquiry, communication and application /making connections. These 4 categories are weighted differently in each subject and are based on descriptors set out in both the MYP and Ontario Ministry Guidelines.

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Achievement Chart Percentage Grade Range 95-­‐100

Achievement Level (Ministry) 4+

90-­‐94 87-­‐89 80 -­‐ 86 77-­‐79

4 (High) 4 (Low) 4-­‐ 3+

73-­‐76 70-­‐72 67-­‐69

3 3-­‐ 2+

63-­‐66 60-­‐62 57-­‐59

2 2-­‐ 1+

53-­‐56 50-­‐52 0-­‐49

1 1-­‐ 0

Achievement IB Summary Description Level Description (Ministry of Education) (IB) 7 Excellent A very high to outstanding level of achievement. Achievement is above the provincial standard.

6 Very Good

5 (High) Good

5 (Low) Good 4 Satisfactory A high level of achievement.

Achievement is at the provincial standard.

4 Satisfactory 4 Satisfactory 3 Mediocre A moderate level of achievement.

Achievement is below, but approaching, the provincial standard.

3 Mediocre 3 Mediocre 2 Poor A passable level of achievement.

Achievement is below the provincial standard.

2 Poor

2 Poor 1 Very Poor Insufficient achievement of curriculum expectations. A credit will not be granted.

Reporting Reporting is carried out three times a year. The first report, in late October, is a progress report which indicates a student’s skill development and achievement on a few items to date. In April report is also sent to indicate progress. A report to show overall academic achievement and anecdotes from each subject teacher is sent home in January and in June. In the January report subject teachers will indicate if a student is at risk of failing, and if so, parents will be asked to attend the interviews with their child present.

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Extra Help Extra help is available from all subject teachers at posted times and by personal appointment.

Tutoring Outside tutoring may be recommended for students who continue to struggle in subject areas after regular extra help from teachers.

Students at risk When teachers are concerned about the progress of a Middle School student, they communicate their initial concerns to their homeroom teacher. If necessary, the Learning Resource Associate teacher will be asked to work with the child and family. If necessary, roundtable meetings with parents, psychologists, tutors, and teachers are set up to help students manage. The school, the parents, psychologists and/or tutors can request these meetings. After every roundtable session/ interview with parents regarding a student who is at risk, a follow-­‐up letter is sent home documenting issues discussed and plans of actions and goals agreed on for the future. Parents and teachers sign this documentation and a copy should be kept by each.

Students who are struggling with the curriculum at any grade level or whose level of motivation and work ethic would indicate difficulties with York’s programme, will be advised to seek outside tutoring, counselling and/or look into other schools. These discussions with parents begin to take place after the fall interim report and continue during regular round table meetings and/or interviews. These meetings are followed up by a written summary documenting issues discussed and plans of actions and goals agreed on for the future. Parents and teachers sign this documentation and a copy should be kept by each. The school copy is kept in the student’s file.

Technology Support Learning to use the laptop, the installed software and management of power and the organization of files is collectively supported by the Homeroom teacher and subject teachers, who are further supported by a Technology Learning Coordinator.

The laptop or tablet computer 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 (until 4:30 pm). It is essential that students save their work frequently on the school network so that a computer malfunction does not have catastrophic effects. During the summer, hours for IT support are Monday -­‐ Friday, 8:30 a.m. – 4:00 p.m.

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 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.

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Laptop Purchase 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.

Library Our library is open from 7:30 a.m. to 5:00 p.m., 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.

Questions and comments to this publication are welcome to Helen Gin, Middle School Principal at hgin@yorkschool.com.

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