Senior School Parent Handbook

SENIOR SCHOOL SCHOOL SENIOR PARENT HANDBOOK HANDBOOK PARENT 2013 |

2 014 2014 | 2015

Table of Contents SCHOOL MISSION AND VALUES Mission Values CONTACT US Senior School Administrative Team Senior School Faculty Staff Email Addresses GENERAL PARENT INFORMATION Communication Friday Flash Phone Calls Student Communication Website Blackboard Information Sharing Events Home to School Hours Absences Missing Student Lunch School Events Transportation to and from School Parking Uniform, Supplies, Textbooks and Computer Uniform Supplies Textbooks Computer The York Shop Lost and Found CO-­‐CURRICULAR ACTIVITIES | Page 2

Athletics For a complete explanation of Athletic policies, please see the Athletic Handbook, found on the School website. The Director of Athletics is Rick DeMarinis (ext. 5277).

The Administrative Assistant for Athletics is Susan Doyle (ext. 1186).

Mission and Philosophy CAIS Interscholastic League Teams by Season Communication Channels Sign Up, Practices and Attendance Athletic Permission Form Schedules Age Restrictions Uniforms Transportation Fees Athletic Assemblies Leadership Opportunities and Other Co-­‐Curricular Activities Student Leadership Prefects Student Mentors Community Building Activities and Programmes Homeroom Advisors Assemblies House System House Points Clubs Other Social Experiences Arts Events and Opportunities Creativity, Action and Service and the Duke of Edinburgh Programme School Trips Challenge Week STUDENT SERVICES Counsellors | Page 3

University Counselling CODE OF CONDUCT Procedures ACADEMICS Curriculum Assessment and Evaluation Assessment Scale Tests, Assignments and Examinations Reporting and Parent-­‐Teacher Interviews Special Needs Late Work Handling Workload Extra Help Academic Eligibility Policy Library

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WELCOME TO THE SENIOR SCHOOL SCHOOL MISSION AND VALUES Mission

To develop inquiring, knowledgeable and caring young people who are engaged citizens of the world.

Values

We will be principled, balanced, open-­‐minded and courageous.

CONTACT US Senior School 1320 Yonge Street Toronto, ON M4T 1X2 T: 416.926.1325 F: 416.926.9592 All extensions beginning with “5” may be dialed directly by first entering the following six numbers: 416 646. All other extensions are accessed by dialing the school number.

Senior School Administrative Team Conor Jones Kimberley Benoit David Hamilton Vicky Diano David Hanna Alison Champ Elissa Kline-­‐Beber Claudia Da Fonte Jennifer Elliot Sean Mitchell Mercede Rogers Rick DeMarinis Susan Doyle Kathleen Peak Winston Berrotte Laura George Hallie McClelland Pearl Goodman

Head of School

Executive Assistant to Conor Jones Principal

Senior School Administrative Assistant Director of Student Services and Counsellor Counsellor

Social Counsellor

Student Services Assistant

IB Diploma Coordinator

Director of Student Life

Trip Coordinator

Athletic Director

Athletics Administrative Assistant

Director of Information Technology Accounts Receivable

Attendance

Executive Director of Advancement Manager of Advancement

5271 1226 5272 1103 5274 1209 1220 1109 1401 1208 1221 5277 1186 1150 5276 5270 1192 1231 | Page 5

Ginny Bates

The York Shop

5278

1426 1425 1462 1159 1465 1451 1452 1442 1209 1470 1432 1411 1443 1446 1424 1467 1412 1403 1423 1413 1401 1453 1485 5274 1455 1487 1460 1434 1415 1208 1464 1441 1427 1405 1461 1406 1442 1402 1406 1422 1417 1433

Senior School Faculty Agostino, Juliana Aragona, Marie Balomenos, Effie Berry, Megan Biagiarelli, Fabio Brickell, Jim Burkett, Rob Chabot, Janine Champ, Alison Charley, Sarah Cobban, Paul Cowie, Andrea Cunningham, Emily Currier, Elise Downey, Glen Drysdale, Diane Eaton, Brian Eby, Cameron Edwards, Chlöe Eichholtz, Ruth Elliott, Jennifer Gardner, Sara Gardner Ross, Megan Hanna, David Johanssen, Robin Kerr, Jane

Krysa, Mike McParlan, Katie Miller, Leslie Mitchell, Sean Noestheden, Jan Nolan, Grace Pak, Rita

Paris, David Riverin, Kadie Ross, Tamsyn Samuel, Tracy Stewart, Kevin Swanson, Heather Wood, Mary Woolard, Jessica Zhao, Connie

Biology, Sciences

Chemistry

Visual Arts

Learning Resource

Music

English, Humanities

English, Humanities

French (on mat leave)

Counsellor

Drama

French

Mathematics

French, Spanish

English

English, TOK

Music

Mathematics

Mathematics, Science, Physical Education English, TOK

Mathematics

TOK, Physics

English, Humanities

Geography, Humanities

Counsellor

Mathematics

Economics

Physical Education

French

Mathematics

Physical Education

Technology and Film

History, Spanish

Biology, Sciences

History

Physical Education, Mathematics

English

French

Sciences

English (on mat leave)

Drama, French

Mathematics

Mandarin

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

GENERAL PARENT INFORMATION Communication

You can expect to hear from the school in a variety of ways, depending on the sort of message that is being delivered. Here are our most common avenues of communication:

Friday Flash A weekly electronic newsletter sent out on the last day of the week delivers important messages regarding upcoming events and reports on special events that have recently occurred. It is considered essential reading for the parent who wishes to be informed about what is happening at the school. Just click on the link in the email sent to you.

Email Important communications, such as advising parents of an upcoming trip, or a teacher touching base about your child, generally come by email. Attendance or disciplinary issues are communicated by email if a parent can’t be reached by phone. Report cards will be sent home by email.

Phone calls Phone calls are used for immediate attention, and include disciplinary and attendance issues as well as medical emergencies. Teachers or counsellors may also choose to phone to discuss matters regarding your child.

Student Communication Students may use electronic devices to connect with home before and after school and during lunchtime. At other times, they may ask to use a school phone. Students may not bring their cell phones or other personal devices to classes. Teachers require students to report their results on academic tasks via an email to the home, called “Trailmail.”

Website General information regarding the school, including an up-­‐to-­‐date school calendar as well as important links for ordering textbooks, setting up parent-­‐teacher interviews, etc., may be found on the website.

Blackboard Each of your child’s courses is featured here with a course overview, course materials and announcements. Parents have an observer role on Blackboard and have separate login information. | Page 7

Information Sharing Events Parents should make a point of joining us for Curriculum Night, trip information evenings and IB Diploma information evenings. Coffee mornings are a good time to hear more detail about our approach at each grade.

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

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

For all academic matters, you are best to contact the teacher. Broad learning and psycho-­‐social issues are handled by your child’s counsellor. At the Grade 9 level, the homeroom teacher and/or advisor is a good point of contact.

Call attendance at 416.646.5270 or email attendance@yorkschool.com to report an absence.

If you need to get a message to your son or daughter, it is best to contact them on their own personal device or email them – both of which they may access at lunch or after school. Where an emergency arises and the child must be contacted immediately, please call the Senior School Administrative Assistant at 1103.

Hours Students are expected to be in their homeroom by 8:30 a.m. and may leave at 3:40 p.m. Lunch runs from 12:00 p.m. until 1:00 p.m.

Grade 11 and 12 students may be absent during a spare that occurs at the beginning or the end of the day.

Absences Where a parent knows of an upcoming absence or where a child is ill and must be absent, they should contact the school as soon as possible and provide the reason. Students who miss an assessment task during a foreseen absence are expected to make arrangements ahead of the absence for completing the task. Students who are absent due to illness or other sudden emergency will be expected to complete a missed assessment task on the day of their return.

Parents are to provide a note to excuse their child’s absence upon the child’s return to school.

Illegitimate absences and lates result in a detention.

Missing Student Where a student’s absence is unexplained, the school will attempt to contact the parent as soon as possible, before the end of the day. | Page 8

Lunch The cafeteria in the basement offers hot meals, pizza, sandwiches, soup, a salad bar and various drinks for students to purchase during their lunchtime. The lunch period runs from 12:00 p.m. until 1 p.m.; however, Senior students may only occupy the cafeteria from 12:00 p.m. to 12:30 p.m. Students may use their lunch charge card to purchase items.

Students in Grade 9 may go out and purchase food at restaurants on Fridays of week “A” in their schedules.

Students in Grade 10 may go out Tuesdays and Thursdays. Grade 11 and 12 students may purchase lunch outside the school on any day.

Students going out for lunch are restricted to restaurants on Yonge Street between the school and Delisle Street (just north of St. Clair) or on St. Clair between the subway station and the driveway entrance to the Toronto Badminton and Racquet Club.

School Events All school events may be found on the school’s website calendar and are announced each week in the Friday Flash. Parents are welcome to come to all events at the school, but should especially make a point of attending Curriculum Night in September, Parent-­‐Teacher Interviews in November and January, Arts nights and information evenings. Most events may be attended without notice to the school, but Parent-­‐Teacher Interviews must be booked ahead of time online. Some parking is available for evening events under the Coliseum or in the underground garage.

Transportation to and from School Generally, students in the Senior School are expected to get themselves to and from school.

There are two TTC subway stations (Summerhill to the south and St. Clair to the north) within a two-­‐minute walk of the school. Parents who choose to drive their Senior School child to the school should drop them off a block or two away from the school and allow them to walk. When absolutely necessary, students may be dropped off or picked up under the Coliseum in the parking lot. Students may also be dropped off in the morning at the door that opens onto the south laneway (accessed from Yonge Street, just south of the school).

Parking During the day, there is no parking at the school. Consequently, students cannot drive to school.

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

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Uniform, Supplies, Textbooks and Computer Uniform All uniform items, except for shoes, are available at and are to be purchased from The York Shop.

Each piece of the uniform is to be well-­‐fitted and worn in a manner that is respectful. Boys’ white shirts are to be tucked in and, when a tie is worn, buttoned to the top. Girls’ white shirts are designed to remain untucked; where a tie is worn, the shirt is to be buttoned to the top.

Undergarments should not be visible. Thus, boys must wear a belt and girls’ skirts should be of adequate length (8 cm above the knee). Anything worn under the white shirt should be white without visible words or images.

Shoes: The required shoe is a plain black all leather dress shoe with no more than a 1” heel, either tie-­‐up or slip-­‐on. The following shoe types are not allowed: suede or patent leather, shoes with metallic or shiny decorations or obvious insignia, running shoes, deck shoes (except with summer uniform), moccasins or boots of any description. The leather of the shoe should not cover the ankle. Shoes are the only uniform item not sold in The York Shop.

Winter Uniform Boys ● ● ● ● ● ● ●

Grey pants White oxford shirt Grey socks Black dress shoes Black belt School tie Blazer

Optional ● Navy vest, cardigan or sweater

Except during formal assemblies, when tie and blazer must be worn, in addition to pants, shirt, socks, shoes and belt, 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 dress shoes | Page 10

● School tie

Optional ● Navy vest, cardigan or sweater

In addition to the skirt or pants, shirt, socks or tights and shoes, girls must wear at least one of the following: tie, blazer, vest, cardigan or sweater. During formal assemblies, a tie and blazer must be worn.

Summer Uniform Optional Boys ● ● ● ● ● ●

Khaki shorts

Navy golf shirt Black belt White socks Running shoes or brown or black deck shoes (with shorts) Navy crewneck crested sweatshirt (optional)

Girls ● ● ● ● ● ●

Khaki shorts or grey skirt Navy golf shirt Black belt (with shorts) White socks (with shorts) or grey socks (with skirt) Running shoes (with shorts) or brown or black deck shoes or black dress shoes (with skirt) Navy crewneck crested sweatshirt (optional)

Note: Summer uniform is optional and may be worn from the beginning of the school year to September 30th and from May 1st to the end of the school year. The Winter uniform is acceptable all year.

Gym Uniform ● ● ● ● ● ●

Black track suit Black gym shorts Grey t-­‐shirt White socks Running shoes (non-­‐skid soles) Black gym bag

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School Trips: Unless the Venturing Out form indicates otherwise, daily uniform requirements will apply.

Payment: Cash and cheques are accepted. The purchases can also be charged to the student’s account. The York Shop does not accept Visa payments.

Supplies Students must purchase their own school supplies. Teachers will give guidance with respect to necessary supplies during the first week of school. Some school supplies (pens, pencils, etc.) may be found for sale in The York Shop. School locks for lockers are distributed to students on the first day of school and are charged back to the family.

Textbooks Textbooks are purchased through our website in the summer before school begins. To ensure that textbooks arrive at your home on time for school, textbooks should be ordered early in the summer.

Computer The school-­‐selected laptop is ordered directly from our reseller, MIAD Inc., who will then prepare the laptop and deliver it to the school.

The laptop that you have purchased through the school is fully supported by the IT staff at the school. Should your child’s computer malfunction, they should take it to the IT office on the second floor before school, at lunch or after school. It is essential that students save their work frequently on the school network so that a computer malfunction does not have catastrophic effects.

Students are expected to bring their computer to every class unless told otherwise, and are generally expected to take their computer home each evening. Students are expected to be able to use the internet at home.

Students are not to use their computers for non-­‐academic purposes during school. All rules with respect to the use of technology at the school are set out in the “Acceptable Use of Technology” form, which is part of The York School Core Agreement. For complete information with respect to computer procedures and expectations, refer to the “Learning with Laptops” pamphlet, which each student receives with their laptop and which may be found on the school website.

The York Shop The York Shop sells all uniform items, crested sweatshirts, t-­‐shirts, gift and novelty items, gift certificates and a variety of school supplies. Parents or students sign for purchases. These are charged to the student account and invoiced monthly with your statement.

Hours: Monday to Friday from 8:00 a.m. to 9:00 a.m.

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Tuesday, Wednesday, and Thursday from 12:00 p.m. to 1:00 p.m.

Tuesday and Wednesday from 3:00 p.m. to 4:00 p.m.

Lost and Found Any lost items are placed in a lost and found wooden box located in the south end of the basement, outside the cafeteria. Once a month, clothing will be returned to its owner, if labeled.

Items not labeled or collected are bagged and given to Goodwill.

CO-­CURRICULAR ACTIVITIES ATHLETICS For a complete explanation of Athletic policies, please see the Athletic Handbook, found on the school website. The Director of Athletics is Rick DeMarinis (ext. 5277). The Administrative Assistant for Athletics is Susan Doyle (ext. 1186).

Mission and Philosophy The mission of The York School Athletics Department is to promote the development of athletic skills, social growth and personal health in the pursuit of excellence.

We will provide opportunities for our students to develop a life-­‐long passion for sport and a healthy and active lifestyle. Students are encouraged to participate in one or more of the many athletics offerings to achieve a balanced lifestyle. The characteristics that we strive to instill in all of our student-­‐athletes are commitment, discipline, confidence, teamwork and heart.

The York School offers both Core/Competitive Team sports and Gladiator Athletic Development Programmes. Core/Competitive sports involve at least 2 practices per week and league games and tournaments. Gladiator Athletic Development Programmes (GADP) are primarily fun and developmental, with the aim of either introducing a new sport to students or building on skills.

The following chart lists the options offered at the Senior School level.

Core/Competitive Teams

Gladiator Athletic Development Programmes (GADP)

Girls Volleyball

Strength and Conditioning

Boys Volleyball

Yoga

Girls Basketball

Squash

Boys Basketball

Fitness & Athletic Development

Girls Soccer

Boxing

Boys Soccer

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Co-­‐ed Curling Co-­‐ed Ultimate Frisbee Co-­‐ed Badminton Co-­‐ed Track and Field Co-­‐ed Cross-­‐Country Co-­‐ed Golf

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CAIS Interscholastic League Teams by Season

FALL

WINTER

SPRING

September 3/14 -­‐ November 1/14

November 3/14 -­‐ February 28/15

March 23/15 -­‐ May 22/15

Junior Girls Basketball

Junior Boys Basketball

Senior Girls Soccer

Senior Girls Basketball

Senior Boys Basketball

Senior Co-­‐ed Badminton

Junior Boys Soccer

Junior Girls Volleyball

Senior Boys Soccer

Senior Girls Volleyball

Junior/Senior Co-­‐ed Track & Field

Senior Boys Volleyball

Boys’ & Open Curling

Junior/Senior Co-­‐ed X-­‐ Country Senior Co-­‐ed Ultimate Frisbee

Junior/Senior Co-­‐ed Golf Senior Co-­‐ed Ultimate Frisbee D1 Senior Co-­‐ed Ultimate Frisbee D2

Boys’ & Open Curling

Communication Channels The York School web site (www.yorkschool.com) has a Senior School Athletics Page. The athletics page provides access to all the information students and parents need to know about the athletic programmes. From the Athletics Page there are links to the: Practice schedule by season Programme and team descriptions and age/grade eligibility Athletic programme registration (or sign-­‐up) Links to the team pages, which include schedules of practices and games, if applicable.

In the Friday Flash, the school weekly parent bulletin, athletics announcements and reminders about registration dates are outlined on the Senior School page. ● ● ● ●

Within the school, students are made aware of the athletics programmes and sign-­‐up procedure through PE classes, assembly announcements, viewing the Athletics Information Boards outside each Gymnasium, checking the information monitors located in various locations in the school and York TV announcements.

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 | Page 15

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 -­‐ 8:00 p.m. Afternoon practices are from 3:45 p.m. -­‐ 5:00 p.m. or 5:00 p.m. -­‐ 6:00 p.m.

Students are expected to attend all practices and games. Absences may be met with penalties (see Athletic Handbook: Attendance & Commitment).

Athletic Permission Form In order to play on a team, a prospective player must sign the Athletic Permission Form – a copy of which may be found in the Athletic Handbook.

Schedules Game and/or practice schedules are posted on the Team Page on the school website. The Team Page is accessible from the Athletics page in the Senior School section.

Age Restrictions All teams have age/grade restrictions. Junior teams encompass Grade 9 and 10 students who are 15 or younger as of December 31st. Senior teams encompass Grade 11 and 12 students. When a Junior team is not offered, students in Grades 9 and 10 may try out for a Senior team.

Uniforms All team members require a uniform which is generally loaned on a seasonal basis from the school. All interscholastic team members are required to wear the York track suit, which forms part of the gym uniform.

Transportation Generally, the school will arrange for all transportation to and from games. Parents who wish to drive a child to a game or home from a game, or who wish their child to make their own way home, must communicate with the coach via email prior to departure to the game. Where a parent is more than 10 minutes late in picking up a child, the child will be brought home on the bus. Consent must be given by a parent for a student driving themselves to and from a game; however, students may not drive other team members to and from a game.

Fees There is a team fee for each school team participated on by a student-­‐athlete. The fee is used to cover transportation, tournament registration fees, and a player package. For 2014-­‐2015, the team fee shall be $155.

Each student will be assigned a team uniform at the beginning of the season and is responsible for returning it washed and in acceptable condition at the end of the season. Any student who fails to do so will be assessed a replacement fee of $100. Please note that some teams buy their uniforms and equipment and therefore the above does not apply.

For optional, non-­‐league, out-­‐of-­‐town tournaments, the costs for accommodation, transportation, tournament fees and food will be the responsibility of the parents of the student-­‐ athletes. The Venturing Out form for these events shall provide this fee information. | Page 16

Athletic Assemblies We hold three Senior School Athletic assemblies per year where we recognize excellence and participation in athletics at the school. We welcome parents to attend these ceremonies which take place in our Coliseum.

LEADERSHIP OPPORTUNITIES AND OTHER CO-­CURRICULAR ACTIVITIES

The York School offers a wide-­‐ranging and constantly evolving list of clubs and activities to students, everything from assemblies to House challenges, theatre productions to service opportunities, and trips around the world. Participation in co-­‐curricular activities is integral to student life and also provides many leadership opportunities.

The Director of Student Life for the Senior School is Sean Mitchell (ext. 1208). Mr. Mitchell oversees student leadership, and particularly the House Council, the Creativity, Action and Service Programme, the Duke of Edinburgh programme, assemblies, clubs and social events. He works closely with our Trip Coordinator, Mercede Rogers (ext. 1221), who helps to organize all overnight trips.

A full list of activities and clubs is posted in the Friday Flash in September.

Student Leadership Students in the Senior School lead in a variety of ways. The most formal positions are those held by the members of the House Council – Prefects, and Student Mentors. Students wishing to become Prefects or Mentors must follow a process, which may include an application, interview and/or election. In addition, all students who wish to be considered as a Prefect must, in their Grade 10 year, attend workshops on leadership being held at the school.

Beyond the formal positions of Prefects and Mentors, students are appointed as club or team leaders, tour guides, directors of student plays, and many sit as members of committees. As well, students act as peer tutoring coordinators, peer tutors, ambassadors, student life coordinators and buddies.

Prefects In the Senior School, student activities are organized and run by the Prefects. The Prefects form a very active group of students whose work enhances the overall spirit of the student body. With the guidance of teacher advisors, students plan and run everything from dances to assemblies, intramurals to spirit days, and from United Way Week to evening coffee houses. Students apply to become prefects in April of each year.

At the Senior School level, students may exercise leadership in various capacities within the House Council structure. The Head Boy and Head Girl, in addition to coordinating the | Page 17

organization of all activities, act as ambassadors for the school. They are assisted within the Executive Council by House Heads chosen by each House. Finally, the remaining Prefects take up various directorships. As directors responsible for various portfolios, they head up committees responsible for the various aspects of student life and governance. For 2014–2015, the Senior School Prefects are: Head Girl -­‐ Kailey Kimsa Head Boy -­‐ Zak Ali

Grade 12 House Heads: Champlain -­‐ Maria Medeleanu Johnson -­‐ Trevor O'Leary McClung -­‐ Jan Jelle Bax Simcoe -­‐ Max Valentine

Grade 11 House Heads: Champlain -­‐ Chris Kousinioris Johnson -­‐ Emi-­‐Lee Commisso McClung -­‐ Jenna Bresge Simcoe -­‐ Ally Hoffman

Director of Arts -­‐ Sabrina Leon Landegger Director of Communications -­‐ Dan Schechner Co-­‐Directors of Athletics -­‐ Yovin Udagedara & Ian Johnson Co-­‐Directors of Community & Service -­‐ Ben Feldman & Sydney Turk Co-­‐Director of Social Events -­‐ Quinn Halman & Danielle Solish

Student Mentors A very special leadership opportunity for students in Grades 11 and 12 is the two-­‐year Mentoring programme, overseen by Alison Champ (ext. 1209) and Glen Blair (ext. 1207).

Student mentors are charged with the responsibility of helping to guide and counsel students in the Middle School and Grade 9 students. Students apply for these positions in May of each year.

During the year, they receive training in order to speak to youth about relationships, conflict resolution, digital citizenship, sexual health, and other issues. They are guided with respect to the importance and boundaries of confidentiality, and the limits of their ability to guide/advise.

Beginning in September, Mentors work with small groups of students in Grades 6, 7, 8 and 9, advising students regarding relevant issues relating to academic and social life. Mentors wear gold ties which identify them to all students in the school. Students may, therefore, approach them for support on a one-­‐to-­‐one basis. An individual Mentor may also be requested to tutor a younger student or act as a “big brother/sister.” Mentors may be asked to attend Grade 6, 7 & 8 dances, and other events where appropriate.

In 2014-­‐2015, the student Mentors include the following Grade 11 and 12 students: Grade 11

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Ellie Eberlee Ariel Gorodensky Lindsay Katz Helena Hyams Emaan Chaudry Hunter Soll Claire Wortsman Talia Wolfe Sofia Shetinina

Stefan Jovanovic Doug Van Loan Russell Sherman Noah Brown Aidan Blair Adam Ali Sam Beber Sam Bager Ryan Bradley

Grade 12 Noah Powers Noah Klein Kyle Perez Colin Brandt Lucas Sheiner Taylor Lau

Katja Lichtenberger Leah Monson Shannon Grell-­‐Aird Sophie Fraser Gillian Kiessling Julie Jenkins

COMMUNITY BUILDING ACTIVITIES AND PROGRAMMES Homeroom Students in Grade 9, 10 and 11 begin each day in homeroom. The homeroom teacher plays a central role in the support of a student in Grade 9; the homeroom teacher at this level will also act as a student’s English, Geography, History and Civics teacher.

In Grade 10 and 11, the homeroom teacher will provide reminders to students regarding various aspects of student life, and may contact parents regarding a recurring uniform deficiency.

Advisors In addition to the homeroom teachers, students in Grade 9 have a staff advisor who meets with the students in groups of approximately 10 students. These meetings occur weekly for 40 minutes. The advisor will guide students with respect to developing organizational and study skills, and handling the challenges of teenage life.

Assemblies Assemblies give students an opportunity to meet as a community, hear important speakers, become informed about upcoming events, recognize achievements and hear the thoughts and aspirations of others, and to be inspired by their peers and the world at large. Assemblies and other events, such as House Challenges, occur on Mondays and Thursdays from 8:40 a.m. until 9:20 a.m. Some assemblies/challenges occur with the Middle School.

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House System All students at York belong to one of four Houses named after four historically significant Canadians, two women and two men, to reflect the co-­‐ed nature of the school.

Champlain House

Samuel de Champlain

Explorer, cartographer and Governor of New France

Johnson House

Pauline Johnson

Métis poet best known for her poetry celebrating her Aboriginal heritage

McClung House

Nellie McClung

A suffragette, reformer, legislator and author

Simcoe House

John Graves Simcoe

First Lieutenant-­‐ Governor of Upper Canada, Founder of the town of York

*Siblings are always assigned to the same House.

The House system is an excellent opportunity for students of all ages and grade levels to be together, and encourages the development of leadership skills.

Competitions between houses are held from time-­‐to-­‐time and students can win points for their Houses through a variety of activities within the school setting. At the end of the year, a cup is awarded to the winning House.

House Points House Points are awarded to individuals throughout the year.

Participation in sports team Participation in production or club Head Boy and Head Girl Directors, House Heads and Mentors Grade 8 and Grade 10 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 are also awarded to the entire House by the House Council for Spirit Days, special events and challenges.

Clubs Students in the Senior School have many clubs to choose from. Long-­‐standing clubs include the Debating Club, the Model United Nations Club, the Yearbook, the Social Justice Club, Book Club | Page 20

and Chess Club, but each year, students and staff develop other clubs. To see what opportunities exist this year, stay tuned to September’s Friday Flash editions.

Other Social Experiences The House Council organizes various social activities throughout the year, both during assembly time and after school. Dances are held in the fall and winter for all students, and during the spring Prom is held for students in Grades 11 and 12. Coffee houses are held periodically that show off student talent. Generally, these events are advertised in the school, particularly during assemblies.

Arts Events and Opportunities There are three major events in the arts calendar for the Senior School that all parents should plan on attending.

The first event is the school play or musical, which generally runs during the last week of November. Auditions take place soon after school begins. Mary Wood (ext. 1422 ), our Drama teacher is conducting this year’s production.

There are two Arts nights during the year which feature the students taking visual arts, music, drama and film. The night is made up of a viewing of student art and short drama and film productions, as well as listening to various school music ensembles. Music and drama students are required to attend these evenings. The first evening is in early December, while the second event runs in late April. Speak to your son or daughter’s arts teacher, should you have any questions about these events.

Students who want to get involved in performing music on a regular basis can consider joining one of various music ensembles. The concert band and jazz band are developed in the context of Grade 9 and 10 music classes; however, talented students who do not take music as a course at the school still have opportunities to join either of these bands, or other music ensembles that run each year.

Creativity, Action and Service and the Duke of Edinburgh Programme Students in the Senior School are encouraged to take on experiences that help them to develop all of the Learner Profile attributes. The IB has enshrined this approach in the Creativity, Action and Service (CAS) programme; the philosophy is also at the core of the Duke of Edinburgh programme. Our students participate in both programmes.

Grade 9 Each Grade 9 student is expected to work towards their Bronze Duke of Edinburgh award. The award is consistent with all aims of the CAS programme. The award provides training, achievement and recognition on the basis of good citizenship. The goal is for students to complete high standards in four areas: physical recreation (Activity), skills (Creativity), adventurous journey (Activity), and service (Service). Students will be guided by international standards while using an online personal portfolio to track their progress. Student can “double count” any service hours used for the Duke of Edinburgh towards their 40 hours of community

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involvement (community service) required for a student's Ontario Secondary School Diploma (OSSD).

Grade 10 Each student in Ontario is expected to complete 40 community involvement (community service) hours in order to receive their Ontario Secondary School Diploma (OSSD). At York, students are expected to complete their 40 hours before the end of Grade 10. Students are strongly encouraged to participate in a variety of CAS activities and show evidence of thoughtful reflections during their Grade 10 year. Students will be using an online portfolio called ManageBac to track their progress. Students are also encouraged to continue to work towards their Duke of Edinburgh awards (Silver and Gold).

Grade 11 & 12 CAS is at the heart of the Diploma programme. Each student in the Diploma programme is expected to complete the requirements of the CAS programme, as set by the IB, over an 18 month period. It involves students creating balance by participating in a range of experiences alongside their academic studies. CAS is the “active” component of a student’s education, beyond the classroom. The emphasis is on experiential learning, collaboration and personal growth. There are a number of opportunities made available at York to help students develop their CAS portfolio, but students are expected to independently seek “beyond York” experiences.

Diploma Students are required to: Self-­‐review at the beginning of their CAS experience and set personal goals for what they hope to achieve through their CAS programme · Plan, do and reflect (plan activities, carry them out and reflect on what they have learned) · Undertake at least one interim review and a final review with the CAS Coordinator · Take part in a range of activities, including at least one CAS project, some of which they have initiated themselves · Keep records of their activities and achievements using ManageBac online portfolio software · Show evidence of achievement of the eight CAS learning outcomes.

All CAS experiences need to meet the following criteria: · Real, purposeful activities, with significant outcomes · Personal challenge-­‐tasks must extend the student and be achievable in scope · Thoughtful consideration in planning, reviewing progress and reporting · Reflection on outcomes and personal learning

School Trips Our 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 | Page 22

you, the parents, of the important details of the trip so that you can give proper consent to your child’s participation and support your child’s involvement.

The system for informing parents involves three levels of information.

Level I trips are simple trips within the city that pose level of risk that would commonly be met by your child in the course of a school day. These include trips to the museum, theatre, sports facility or music venue. All parents provide a blanket consent for these trips at the beginning of the year. You will be notified of the details of any such trip ahead of time by a Level I trip form that will be sent by email, and you will 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 provide at the beginning of the year and that any changes in that information must be made known to the administration.

Challenge Week

Mission To challenge the mind, body and spirit through authentic experiences which extend and enrich student learning.

The Rationale | Page 23

Experience Teaches. As the school’s motto suggests, experience may be the greatest teacher of all.

With that in mind, The York School created a programme that engages the whole student in a meaningful experience outside of the school. Challenge Week is a mandatory part of the Grade 9 and 10 programme, involving students in a variety of week-­‐long excursions during the first week of May. Challenge Week excursions take students beyond the walls of our school and, in most cases, beyond the city limits, to places and experiences that challenge them and provide them with a deeper appreciation of the link between education and the world around them.

The Programme Students in Grades 9 and 10 will choose between a wide variety (location, cost, focus) of outings, ranging from five to eight days in length. Grade 9 challenges will all occur in Canada and form an essential component of the Integrated Canadian Experience (ICE) programme. Grade 10 challenges link to specific courses. Examples of Challenge Week trips include: ● ● ● ●

A historic adventure around St. John’s, Newfoundland Hiking in the foothills of the Rockies French culinary school in Montreal Painting and hiking in Killarney Park

In late October, students choose which Challenge they will undertake. Trips are limited in size; most groups are made up of approximately 10 or 14 students. Groups meet periodically with the supervising teacher throughout the year to prepare for their excursion. When they return from the week, students will make presentations to their peers and parents and/or complete projects relating to their travels.

Supervision The trips are organized and overseen by the Trip Coordinator. Two teachers supervise each trip, usually with on-­‐site instruction from someone experienced in the area of study.

Cost Parents are responsible for all costs associated with the trips. Costs vary depending on the trip.

Generally, trips range in cost from $450 to $1700.

STUDENT SERVICES Counsellors Students in Grades 9 -­‐ 12 each have an academic counsellor, either David Hanna or Alison Champ, who will work with the student for the four years he/she is in the Senior School.

Counsellors will meet with students both individually and in groups throughout the Senior School years, with increasing frequency as they approach the crucial time when they choose their post-­‐secondary destinations.

Counsellors will work with students and parents to shape each child’s Education Plan. This will include course selections for Grades 9 & 10 and the IB Diploma, career awareness, learning styles awareness, special needs management and post-­‐secondary placement. | Page 24

In addition to the academic counsellors, the school has a social counsellor, Elissa Kline-­‐Beber, who is available to meet with students who wish to discuss personal issues regarding their psycho-­‐social and emotional development and challenges. Ms Kline-­‐Beber also coordinates the Advisor Programme for the Grade 9 students (see page 21).

University Counselling The university counsellors in Student Services -­‐ David Hanna and Alison Champ -­‐ are a primary resource for students and parents, to help navigate the post-­‐secondary options and paths available, and find schools and programs that are good matches. They also provide helpful information on procedures, timelines, and application expectations. Your child will have been assigned to either of the counsellors based on their last name (Mr. Hanna takes the first half of the alphabet and Ms. Champ takes the second half).

Meetings In Grade 12, the counsellors set up university placement meetings with each student’s family.

Students and parents can, at any grade, set up a meeting with their child’s counsellor to discuss university placement. Contact Claudia Da Fonte (ext. 1109) to arrange for such a meeting. As well, the counsellors meet with Grade 11 and 12 students in advisor groups to discuss the university application process.

Resources Planning Guide An excellent resource provided by the counsellors is the University and College Planning Guide for parents and students. This book provides essential information for each student’s education plan and overviews the application process for Canadian, American and international universities. Copies of the book are distributed to students in Grade 11, but parents of younger children may contact Claudia Da Fonte to obtain a copy of the guide.

Online Family Connections / Naviance: connection.naviance.com/theyorkschool This portal is a one-­‐stop site for university searches, scholarship details, application information, and almost anything else you will need to know about post-­‐secondary education. Students and their parents are encouraged to use the site as often as possible to find information, store details about applications in progress, and to link to a dozen essential websites required for parents and students. Contact Student Services for more information about Family Connections, or if you have lost your password for the site.

Finally, updates with respect to university applications and opportunities are to be found in each issue of the Friday Flash, in the “Beyond York” section.

University Placement Partnership Agreement

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The goal of having each York School student enter the best university for him or her requires an effort from the counsellor, the student and the parents. Early in the process, both the parents and student will enter into an agreement with their counsellor with respect to their respective roles in finding an appropriate university or college. The agreement covers such aspects as research, resources, strategies, applications, communication with post-­‐secondary institutions, and meeting deadlines.

Reference Letters The York School acknowledges that from time-­‐to-­‐time, students and/or parents will request that a faculty member write a personal letter of reference for a variety of purposes, most notably for application to selective U.S. and Canadian colleges and universities. In the interest of supporting our students and upholding our school value of honesty, a policy has been created that preserves the confidentiality of all such letters. Students must waive their right to access such letters, and although encouraged to assist students by writing such letters, teachers have a right to refuse to do so.

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 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; | Page 26

● ● ● ●

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 peoples’ 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: ● 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.

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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.

Parents It is the responsibility of all parents to: ● Demonstrate respect for all students, staff, volunteers and other members of the school community; ● Support the efforts of the school’s staff in maintaining a safe and respectful learning environment; ● Know and reinforce with their child their roles and responsibilities as set out in the Code of Conduct; ● Support and assist staff in dealing with disciplinary issues involving their child; ● Show an active interest in their child’s school work and progress; ● Ensure that their child attends school regularly and on time; ● Help their child to be dressed in proper school uniform, and to be prepared and ready to learn; ● Promptly report their child’s absence or late arrival; and ● Contact the school through proper channels of communication if they have a concern.

Jurisdiction, Procedures and Consequences

Jurisdiction The principal, and his or her delegates, may discipline any student who commits an infraction while at school, at a school-­‐related activity, or in other circumstances where committing the infraction will have an impact on the school climate.

Procedures Minor Infractions Minor infractions may include, but are not limited to, uniform infractions, lateness, disruptive or distracting behaviour, chewing gum, not following staff directions, breaking rules regarding

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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 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.

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Detentions (applies to Middle/Senior School only) Teachers may set lunch-­‐hour or after-­‐school detentions for up to 30 minutes for misbehaviour in their class. Students will receive a detention for 30 minutes at the lunch hour or after school, should they be late for class. Students will receive a Friday detention of 75 minutes for skipping a class or missing the majority of a class without excuse. Students who miss a detention may be assigned longer and/or multiple detentions.

Suspension Students may be suspended for one or more days for a more serious infraction, a series of more serious infractions, or an infraction of a criminal nature. The Principal, in his or her discretion, may have the suspension carried out within the school, so that the student is present in the school, but not attending classes.

Probation Students who have been suspended may be placed on terms of probation for a period not exceeding one calendar year, the breach of which may result in expulsion.

Re-­admittance to The York School in September is conditional on a student having a good record of conduct in the previous academic year.

Expulsion Students may be expelled from the school for a more serious infraction, a series of more serious infractions or an infraction of a criminal nature.

Disciplinary Record Disclosure The York School will not disclose a child’s disciplinary record to outside persons or agencies without the consent of the child’s parent, except where legally required to do so. A further exception will occur should such disclosure be requested in the context of a student’s application to post-­‐secondary institutions, in which case the school will disclose an expulsion or any single suspension of more than two days’ length received while in the Senior School.

ACADEMICS

The Senior School dedicates itself to preparing students for academic success at the post-­‐ secondary level. Students experience deep learning across a broad spectrum of disciplines. Both the Middle Years Programme, which culminates in Grade 10, and the Diploma Programme, which spans the last two years of high school, are aimed at challenging students to make the most of themselves, and preparing them to be global citizens. The York School, as an IB school, emphasizes student reflection, critical thinking, enhanced communication, effective inquiry and the development of a global perspective.

Curriculum The curriculum in the Senior School is developed by our teachers in accordance with the guidelines established by both the Ontario Ministry of Education and the International | Page 30

Baccalaureate Organization. Course descriptions may be found on the website and in our Academic Calendar, which is published electronically each year in January. Course Overviews for each subject taken by your child may be found on Blackboard. The Ministry of Education keeps guidelines for all courses offered at the school on their website: http://www.edu.gov.on.ca/eng/curriculum/secondary/.

Courses in Grades 9 and 10 follow the IB Middle Years Programme, whereas Grade 11 and 12 courses follow the IB Diploma Programme. IB curriculum guidelines for all courses are kept in hard copy at the school.

With the exception of a few courses at Grade 10, which do not fall under the IB programmes, all courses fulfill the requirements of both the IB and the Ministry of Education. Students who graduate from our school and who have good success in their courses will receive both the Ontario Secondary School Diploma and the International Baccalaureate Diploma.

Details with respect to requirements and features of our curriculum may be found in the Academic Calendar.

Assessment and Evaluation The mechanics of assessing and evaluating student performance at The York School is guided by the following six principles: 1. Frequent and meaningful feedback to allow a student to correct misunderstandings and improve their performance.

2. The use of formative assessments to give students the opportunity to take risks and fail without fear of long-­‐term negative consequences.

3. Provide a variety of assessment tools to ensure that all relevant strengths are measured.

4. The use of criteria-­‐based evaluations in order to measure student performance against recognizable standards.

5. Final evaluations on a report card will represent a current measure of a student’s potential based on a consistent demonstration of distinct skills, including knowledge and understanding, thinking and inquiry, communication, and application/making connections.

6. A student’s final mark is a measure of their ability to meet the expectations set out in the curriculum and not a measure of behaviours such as handing assignments in on time or focusing in class.

Assessment Scale The following scale is used in evaluating student work: Ontario Ministry of Education Scale Level 4+

% Equivalent 95-­‐100

4 (high) 90-­‐94 4 (low) 87-­‐89 4-­‐ 80-­‐86

Summary Description A very high to outstanding level of achievement.

Achievement is above the provincial standard.

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3+

77-­‐79

3 3-­‐ 2+

73-­‐76 70-­‐72 67-­‐69

2 2-­‐ 1+

63-­‐66 60-­‐62 57-­‐59

1 1-­‐ 0

53-­‐56 50-­‐52 0-­‐49

A high level of achievement. Achievement is at the provincial standard.

A moderate level of achievement. Achievement is below, but approaching, the provincial standard

A passable level of achievement. Achievement is below the provincial standard.

Insufficient achievement of curriculum expectations. A credit will not be granted.

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IB MYP Scale IB Level

7 6 5 4 3 2 1

IB Diploma Equivalency Scale

Summary Description Excellent Very Good Good Satisfactory Mediocre Poor Very Poor

IB GRADE

Ontario % Equivalence

7 (high)

100

7 (middle) 98 7 (low)

97

6 (high)

96

6 (middle) 94 6 (low)

93

5 (high)

92

5 (middle) 88 5 (low)

85

4 (high)

83

4 (middle) 78 4 (low)

74

3 (high)

71

3 (middle) 67 3 (low)

63

2 (high)

60

2 (middle) 56 2 (low)

53

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Tests, Assignments and Examinations Students receive notification of tests, assignments or performance tasks in class and on Blackboard. An exam schedule is sent home to the parents and the student. Where a student is unable to attend a scheduled assessment, notification must be given to the teacher as soon as possible and efforts will be made to reschedule the assessment. Students who do not attend an assessment as a result of illness or other emergency must make arrangements with the teacher to complete the assessment within 48 hours of their return to school. Students who are absent from an assessment without valid excuse will receive zero.

Examinations are held as follows: Grade 9 and 10 sit exams before the holidays in June; Grade 11 students sit exams in late January and June; Grade 12 students write exams in early February and in May. Exams are generally 1.5 to 2 hours in duration at Grades 9 and 10, and 2 to 3.25 hours at Grades 11 and 12. Oral examinations in modern languages and English and performance exams in music and drama will be held outside the regular examination period.

Students are expected to participate in all examination sessions. If, for medical reasons, a student must be absent from an examination, the examination will be re-­‐scheduled, to be written as soon as possible when the student returns. In rare cases, where it is deemed by the Senior School Principal to be in the best interests of a student, an exam may be waived. Absence from an examination requires written proof from the medical professional treating the student, or other written proof as required by the school or the IB Organization.

Students are given a few “quiet” days prior to the start of exams, when no homework, tests, projects are to be assigned. Evening work during this quiet period should be dedicated solely to preparation and study for exams.

Reporting and Parent-­Teacher Interviews A mid-­‐term report card is issued in early November and again in early April. Grade 12 students receive a report with grades in December, as well. Otherwise, report cards are issued following the end of each term – in early February, and late June.

February and June reports express the student’s achievement in terms of a percentage grade and IB grade, which represents the degree to which students have achieved the learning objectives set out in the Ministry of Education curriculum guidelines and IB curriculum. The percentage grade received at the end of the year is based on the student’s most consistent level of achievement, with the greatest emphasis being given to the latter part of the course. In all courses, 70% of the grade must come from summative assessments performed over the year, while the remaining 30% must come from a final summative assessment, either an exam, major project, or both. Each Department’s policy with respect to weighting will be made available to students at the beginning of the year.

In addition to reports, parents will receive notification of their child’s assessment results through TRAIL mail. All students who receive results on assessments will be prompted by their teacher to send an email to their parents and counsellor detailing their results and their plan of action. | Page 34

Parent-­‐teacher interviews are held in November and February. At any point in the year, parents may be asked to come in for an interview if their child is experiencing difficulties meeting the course expectations or is at risk of failing.

Special Needs Students who have been identified as having special learning needs and who require accommodations for summative assessment, such as tests and exams, will be granted such accommodations, provided evidence from a psycho-­‐educational assessor is provided to substantiate such need. For Diploma students (Grades 11 and 12), a formal written request to the IBO with the psycho-­‐educational report dated no earlier than 18 months prior to the final IB exams is submitted for consideration for the IB exams written in the 12th Grade. Parents are required to submit these requests to their child’s counsellor.

Late Work Where an assessment task is not complete on the day it is due, the student will be sent to study hall at either lunch or after school to complete the work.

Handling the Workload Homework varies and can be expected to range from 10 hours per week in Grade 9 to 15 hours in Grade 12. Students can expect to have 1-­‐3 summative tasks per week.

Students are guided by teachers, advisors and counsellors, especially in Grade 9, in the use of their planner and time management, study habits, and test preparation. Extra help in a subject is available, either upon request, or as specified by the teacher.

Parents are encouraged to check frequently with the student to monitor his or her schedule and to go on Blackboard as necessary. Where a student is having difficulty managing their workload parents should be in touch with the student’s counsellor.

Extra Help Students are encouraged to seek individualized help from their teachers both in and out of the class time. Teachers will announce their office hours to students at the beginning of the year.

Students are best to speak directly with a teacher to arrange an appointment or email the teacher. In some subjects, such as math, extra help is provided every day after school and is conducted by different math teachers on different days of the week.

Academic Eligibility Policy One of the key attributes of the IB Learner Profile is ‘balance’. The York School endeavours to ensure that all students maintain an appropriate balance between the various aspects of their educational commitments. This policy assists students by establishing priorities between academic work and co-­‐curricular activities. The policy requires all students to file with their counsellor a list of co-­‐curricular activities in which they intend to participate during the school year. The list must be signed by the student and parents, and must be updated as necessary.

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Under the policy a teacher may give notice that a student is not abiding by his or her academic responsibilities and a process, including notice to the student’s counsellor and parents, will be set in place to determine the best course of action for the student with regard to his or her eligibility to take part in co-­‐curricular activities.

Library Our library is open from 7:30 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.

The Senior School Academic Calendar, which includes all full school policies and academic course descriptions, may be found online: https://www.yorkschool.com/ftpimages/353/download/The%20York%20School%20Upper%20School%20Academ ic%20Calendar%202012_2013%20V.5.pdf

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