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Code of Conduct
​ CODE OF CONDUCT
Durham District School Board Code Of Conduct And Safe School Regulation
The Durham District School Board is committed to providing a safe and secure school environment. The Safe Schools Act, 2000 required each board and each school to develop a Code of Conduct that is consistent with the legislation and board policy. These provisions were more recently amended by Bill 212, An Act To Amend The Education Act, in respect of behaviour, discipline and safety. The revised Education Act, together with the related Regulation 472/07, comes into effect as of February 1, 2008.
STATEMENT OF PURPOSE
The Durham District School Board encourages and supports the principles of prevention and response in Codes of Conduct developed by schools. A school principal shall establish a local Code of Conduct governing the behaviour of all persons in the school, and the local code shall be consistent with the Ontario and Board Codes of Conduct. When establishing or reviewing a local Code of Conduct, the principal shall consider the views of the School Council with respect to its content.
A student may be suspended or expelled from his or her school, expelled from attending any school in the School Board, and/or prohibited from engaging in school-related activities if the student commits an infraction of the Code of Conduct while he or she is at school, engaged in a school-related activity, or engaged in conduct that has a relationship to the school, school community, the reputation of the school or Board, or has an impact on the school climate. Police involvement will be required as outlined in the Police/School Board Protocol.
ROLES AND RESPONSIBILITIES
The Durham District School Board accepts the provincial direction on individual roles and responsibilities:
School Boards provide direction to their schools that ensure opportunity, excellence and accountability in the education system. School boards:
• develop policies that set out how their schools will implement and enforce the Provincial Code of Conduct and all other rules that they develop as related to the provincial standards for respect, civility, responsible citizenship and physical safety;
• seek input from school councils and review these policies regularly with students, staff, parents or guardians, volunteers and the community;
• establish a process that clearly communicates the Provincial Code of Conduct to all parents, students and staff in a manner that ensures their commitment and support;
• ensure an effective intervention strategy and response to all infractions related to the standards for respect, civility, responsible citizenship and physical safety;
• provide opportunities for all staff to acquire the knowledge, skills and attitudes necessary to develop and maintain academic excellence and safe learning and teaching environments.
Principals, under the direction of their school board, take a leadership role in the daily operation of a school. They provide this leadership by:
• demonstrating care and commitment to academic excellence and a safe teaching and learning environment;
• holding everyone, under their authority, accountable for their behaviour and actions;
• communicating regularly and meaningfully with all members of their school community.
Teachers and School staff, under the leadership of their principals, maintain order in the school and are expected to hold everyone to the highest standard of respectful and responsible behaviour. As role models, staff uphold these high standards when they:
• help students work to their full potential and develop their self-worth;
• communicate regularly and meaningfully with parents;
• maintain consistent standards of behaviour for all students;
• demonstrate respect for all students, staff and parents;
• prepare students for the full responsibilities of citizenship.
Students are to be treated with respect and dignity. In return, they must demonstrate respect for themselves, for others and for the responsibilities of citizenship through acceptable behaviour. Respect and responsibility are demonstrated when a student:
• comes to school prepared, on time and ready to learn;
• shows respect for themselves, for others and for those in authority;
• refrains from bringing anything to school that may compromise the safety of others;
• follows the established rules and takes responsibility for his or her own actions.
Parents play an important role in the education of their children and have a responsibility to support the efforts of school staff in maintaining a safe and respectful learning environment for all students. Parents fulfill this responsibility when they:
• show an active interest in their child's school work and progress;
• communicate regularly with the school;
• help their child be neat, appropriately dressed and prepared for school;
• ensure that their child attends school regularly and on time;
• promptly report to the school their child's absence or late arrival;
• become familiar with the Code of Conduct and school rules;
• encourage and assist their child in following the rules of behaviour;
• assist school staff in dealing with disciplinary issues;
• demonstrate respect for all students, staff and parents.
Police and community members are essential partners in making our schools and communities safer. Community members need to support and respect the rules of their local schools. Police investigate incidents in accordance with the protocol developed with the local school board. These protocols are based on a provincial model developed by the Ministry of the Solicitor General and the Ministry of Education.
STANDARDS OF BEHAVIOUR
All school Codes of Conduct shall include the Ontario and Durham District School Board Standards of Behaviour and must comply with all federal, provincial and municipal laws and Regulations.
Ontario Standards of Behaviour
Respect, civility and responsible citizenship
All school members must:
• respect and comply with all applicable federal, provincial and municipal laws;
• demonstrate honesty and integrity;
• respect differences in people, their ideas and opinions;
• treat one another with dignity and respect at all times, and especially when there is disagreement;
• respect and treat others fairly, regardless of their race, ancestry, place of origin, colour, ethnic origin, citizenship, religion, gender, sexual orientation, age or disability;
• respect the rights of others;
• show proper care and regard for school property and the property of others;
• take appropriate measures to help those in need;
• respect persons who are in a position of authority;
• respect the need of others to work in an environment of learning and teaching.
Physical Safety
Weapons - All school members must:
• not be in possession of any weapon, including but not limited to firearms;
• not use any object to threaten or intimidate another person;
• not cause injury to any person with an object.
Alcohol and Drugs - All school members must:
• not be in possession of, or under the influence of, or provide others with, alcohol or illegal drugs.
Physical Aggression - All school members must:
• not inflict or encourage others to inflict bodily harm on another person;
• seek staff assistance, if necessary, to resolve conflict peacefully.
School Standards of Behaviour
In order to identify and enforce acceptable standards of behaviour and conduct in our schools, each school in the Durham District School Board, in consultation with the school community, shall develop and implement a local Code of Conduct which shall be consistent with Ontario and Board Codes of Conduct. Consequences for infractions shall likewise be consistent with Ontario and Board policies, procedures and regulations.
CONSEQUENCES
The Durham District School Board supports a proactive approach to discipline in schools. Progressive discipline will be the underlying philosophical approach to determining the consequences for students whose behaviour is deemed to be inappropriate and requiring disciplinary action. (See Progressive Discipline Chart for Secondary and Elementary Durham Schools.)
Positive reinforcement of students, parental involvement, community links, liaison with the community police officers, and modelling behaviours related to non-violence are strategies used in schools to promote acceptable behaviour and maintain a safe school climate creating positive school environments.
Consequences for unacceptable behaviour may range from initial intervention strategies such as counselling and parental communication to detention, behaviour contracts, restorative practices, support and responsibility agreements, suspension and expulsion. Peer mediation and conflict resolution programs are appropriate approaches.
Each school's Code of Conduct shall be the guide for discipline in the school and the determination of consequences for inappropriate behaviour. Mitigating factors are always considered before determining consequences.
Where behaviour is persistent or the incident is of a serious nature, suspension may result. The purpose of a suspension is to exclude the student from the learning environment.
In situations where consideration for expulsion is appropriate the principal, after completing an investigation, may recommend expulsion of the student to the Board.
Consequences should be appropriate to the nature of the unacceptable behaviour.

Definitions: SUSPENSIONS, EXPULSIONS, MITIGATING AND OTHER FACTORS
Suspension
Suspension is a consequence imposed upon a student whereby he or she is prohibited from attending at his or her school and from engaging in all school-related activities for a defined period of time.
Expulsion
Expulsion is a consequence imposed upon a student, by the Board, for an activity that is determined to warrant that the student be excluded from his or her school, or from all schools in the Board, and from engaging in all school-related activities, for an undefined period of time.
Investigation
In the case of a suspension, in the circumstances, the Principal must also conduct an investigation to determine whether to recommend to the Board, in consultation with his or her Area Superintendent, that the pupil be expelled.
Mitigating and Other Factors
Mitigating Factors
1) the student does not have the ability to control his or her behaviour;
2) the student does not have the ability to understand the foreseeable consequences of his or her behaviour; or
3) the student's continuing presence in the school does not create an unacceptable risk to the safety of any person.
Other Factors
The following criteria shall also be taken into account if they would mitigate the seriousness of the activity for which the pupil may be or is being suspended or expelled:
1) the pupil's history;
2) whether a progressive discipline approach has been used with the pupil;
3) whether the activity for which the pupil may be or is being suspended or expelled was related to any harassment of the pupil because of his or her race, ethnic origin, religion, disability, gender or sexual orientation or to any other harassment;
4) how the suspension or expulsion would affect the pupil's ongoing education;
5) the age of the pupil; or
6) in the case of a pupil for whom an individual education plan has been developed, whether the behaviour was a manifestation of a disability identified in the pupil's individual education plan, whether appropriate individualized accommodation has been provided, and whether the suspension or expulsion is likely to result in an aggravation or worsening of the pupil's behaviour or conduct.
Circumstances Leading To Possible Suspension
A Principal shall consider whether to suspend a pupil if he or she believes that the pupil has engaged in any of the following activities while at school, at a school-related activity or in other circumstances where engaging in the activity will have an impact on the school climate:
1. uttering a threat to inflict serious bodily harm on another person*;
2. possessing alcohol or illegal drugs*;
3. being under the influence of alcohol;
4. swearing at a teacher or at another person in a position of authority;
5. committing an act of vandalism that causes extensive damage to school property at the pupil's school or to property located on the premises of the pupil's school*;
6. bullying (Bullying is typically a form of repeated, persistent, and aggressive behaviour directed at an individual or individuals that is intended to cause (or should be known to cause) fear, distress, and/or harm to another person's body, feelings, self-esteem, or reputation. Bullying occurs in a context where there is a real or perceived power imbalance); or,
7. any other activity that is an activity for which a principal may suspend a pupil under a policy of the Board. Other suspendable infractions including but not limited to:
a) possessing or dispensing controlled or intoxicating substances that are not prescribed for medical purposes;
b) being under the influence of illegal, controlled or intoxicating substances that are not prescribed for medical purposes;
c) smoking on school property;
d) committing vandalism, destruction, damage to school property or to the property of others located on or in school premises;
e) stealing property;
f) engaging in intimidation, extortion*, harassment*, or verbal
aggression;
g) misusing or misappropriating school property or services, including computers and other technology systems;
h) engaging in hate motivated incidents*;
i) engaging in gang related activity*;
j) possessing dangerous objects or substances, including for example laser pointers; gloves with studs on knuckles; or any other item deemed by the principal to be unsafe or a hazard to persons or property in the school;
k) committing physical assault on another person*;
l) engaging in or encouraging a fight;
m) engaging in conduct that constitutes opposition to authority;
n) demonstrating poor attendance that warrants disciplinary action;
o) engaging in behaviour that is disruptive to the learning environment of the class or school;
p) engaging in conduct that is detrimental to the moral tone of the school;
q) wearing clothing/apparel that is inappropriate, offensive or violates the school Dress Code;
r) engaging in unauthorized gambling or games of chance;
s) engaging in another activity that, under the Code of Conduct of the school, is one for which a suspension is warranted.
* may require police involvement as outlined in the Police/School Board Protocol.
In considering whether to suspend a pupil for engaging in an activity, a Principal shall take into account the mitigating factors, as well as the other factors. If a Principal decides to suspend a pupil for engaging in an activity, the Principal shall suspend the pupil from his or her school and from engaging in all school-related activities. A suspension shall be for no less than one school day and no more than 20 school days and, in considering how long the suspension should be, a Principal shall take into account the mitigating factors, as well as the other factors. When a Principal suspends a pupil, the pupil shall be assigned to a program for suspended pupils, as established by the Board in accordance with any policies or guidelines issued by the Minister. A pupil who is suspended is not considered to be engaged in school-related activities by virtue of participating in a program for suspended pupils. A Principal may not suspend a pupil more than once for the same occurrence on the date of infraction.
Notice of Suspension
A Principal who suspends a pupil shall,
(a) inform the pupil's teacher of the suspension; and
(b) make all reasonable efforts to inform the pupil's parent or guardian of the suspension within 24 hours of the suspension being imposed, unless, the pupil is at least 18 years old, or the pupil is 16 or 17 years old and has withdrawn from parental control.
The Principal shall also ensure that written notice of the suspension is given promptly to the following persons: the pupil, the pupil's parent or guardian, the Principal's Area Superintendent, and such other persons as may be specified by Board policy.
The notice must include the following: the reason for the suspension, the duration of the suspension, information about any program for suspended pupils to which the pupil is assigned and information about the right to appeal the suspension, including, a copy of the Board policies and guidelines governing the appeal established by the Board, and the name and contact information of the Director Of Education or Area Superintendent to whom notice of the appeal.
Circumstances Leading to a Suspension, Investigation, and Possible Expulsion
A Principal shall suspend a pupil if he or she believes that the pupil has engaged in any of the following activities while at school, at a school-related activity or in other circumstances where engaging in the activity will have an impact on the school climate:
1. possessing a weapon, including possessing a firearm*;
2. using a weapon to cause or to threaten bodily harm to another person*;
3. committing physical assault on another person that causes bodily harm requiring treatment by a medical practitioner*;
4. committing sexual assault*;
5. trafficking in weapons or in illegal drugs*;.
6. committing robbery*;
7. giving alcohol to a minor*,
8. any other activity that, under a policy of a board, is an activity for which a Principal must suspend a pupil and conduct an investigation to determine whether to recommend to the board that the pupil be expelled. Other suspendable infractions including but not limited to:
a) hate motivated violence*;
b) gang related violence*;
c) trafficking in controlled or intoxicating substances not prescribed or dispensed for medical purposes*;
d) uttering threats or threatening conduct intended to intimidate*;
e) engaging in harassment*;
f) ongoing conduct that is so refractory (persistent) that the student's presence in the school or classroom is considered by the principal to effect a danger or possibility of harm, physical or emotional, to others in the school or to the reputation of the school.
*require police involvement as outlined in the Police/School Board Protocol.
Guidelines from the Ministry of Education directs us to place Suspension/Expulsion documents in the O.S.R. Guidelines will be established as directed by the Ministry of Education. A pupil who is suspended under this section is suspended from his or her school and from engaging in all school-related activities. A Principal may suspend a pupil for up to 20 school days and, in considering how long the suspension should be, the Principal shall take into account the mitigating factors, as well as the other factors. When a Principal suspends a pupil, the pupil shall be assigned to a program for suspended pupils, as established by the Board in accordance with any policies or guidelines issued by the Minister.
Notice of suspension pending possible expulsion:
A Principal who suspends a pupil shall,
(a) inform the pupil's teacher of the suspension; and
(b) make all reasonable efforts to inform the pupil's parent or guardian of the suspension within 24 hours of the suspension being imposed, unless, the pupil is at least 18 years old, or the pupil is 16 or 17 years old and has withdrawn from parental control, inform Area Superintendent.
A Principal who suspends a pupil shall ensure that written notice of the suspension is given promptly to the following persons, the pupil, the pupil's parent or guardian, the Principal's Area Superintendent and such other persons as may be specified by Board policy.
The notice must include the following:
1. the reason for the suspension;
2. the duration of the suspension;
3. information about any program for suspended pupils to which the
pupil is assigned;
4. information about the investigation the principal will conduct to
determine whether to recommend that the pupil be expelled;
5. a statement indicating that,
i. there is no immediate right to appeal the suspension,
ii. if the principal does not recommend to the Board that the pupil be expelled following the investigation, the suspension will become subject to appeal and
iii. if there is an expulsion hearing because the principal recommends to the board that the pupil be expelled, the suspension may be addressed by parties at the expulsion hearing.
Investigation Process
When a pupil is suspended, the Principal, in consultation with his or her Area Superintendent, shall conduct an investigation to determine whether to recommend to the Board that the pupil be expelled. The Principal's investigation shall begin promptly following the suspension and shall be conducted in accordance with the requirements established by Board policy and, for the purpose of the investigation, the Principal has the powers and duties set out in the policy.
In considering whether to recommend to the Board that the pupil be expelled, a Principal shall take into account the mitigating factors, as well as the other factors. If, on concluding the investigation, the Principal and his or her Area Superintendent decide not to recommend to the Board that the pupil be expelled, the Principal shall,
(a) confirm the suspension and the duration of the suspension;
(b) confirm the suspension but shorten its duration, even if the suspension has already been served, and amend the record of the suspension accordingly; or
(c) withdraw the suspension and expunge the record of the suspension, even if the suspension has already been served.
If the Principal and his or her Area Superintendent do not recommend to the Board that the pupil be expelled, the Principal shall ensure that written notice containing the following information is given promptly to every person to whom he or she was required to give notice of the suspension.
1. a statement that the pupil will not be subject to an expulsion hearing for the activity that resulted in the suspension.
2. a statement indicating whether the Principal has, confirmed the suspension and its duration, confirmed the suspension but reduced its duration or withdrawn the suspension.
3. unless the suspension was withdrawn, information about the right to appeal the suspension, including, a copy of the Board policies and guidelines governing the appeal established by the Board, and the name and contact information of the Director of Education or designated Supervisory Officer to whom notice of the appeal must be given.
Expulsion Process
If, on concluding the investigation, the Principal, in consultation with his or her Area Superintendent, decides to recommend to the Board that the pupil be expelled, the Principal shall prepare a report that contains the following, a summary of the Principal's findings, the Principal's recommendation as to whether the pupil should be expelled from his or her school only or from all schools of the board, the Principal's recommendation as to,the type of school that might benefit the pupil, if the pupil is expelled from his or her school only, or the type of program for expelled pupils that might benefit the pupil, if the pupil is expelled from all schools of the board.
The Principal shall promptly provide a copy of the report to the Board and to every person whom the Principal was required to give notice of the suspension. If the Board expels the pupil, the Board shall assign the pupil to,
(a) in the case of a pupil expelled from his or her school only, another school of the Board; and
(b) in the case of a pupil expelled from all schools of the board, a program for expelled pupils.
The Board that shall ensure that written notice of the expulsion is given promptly to,
(a) all the parties to the expulsion hearing; and
(b) the pupil, if the pupil was not a party to the expulsion hearing
To appeal a school board's decision to expel a pupil, a person who is entitled, under 311.7 (2) of the Act, to appeal the decision shall give the Child and Family Services Review Board a written notice of appeal within 30 days after the date on which he or she is considered, in accordance with the rules set out in subsection 300 (3) of the Act, to have received the notice given under subsection 311.6 (1) of the Act.
The notice of appeal shall, set out the date of the decision that is being appealed, setout the name of the school board that made the decision, state whether the decision expels the pupil from his or her school only or from all schools of the school board and be in a form acceptable to the Child and Family Services Review Board.

Status of Expelled Pupils and Return to School Provisions
An expelled pupil continues to be a pupil of the board that expelled him or her if the pupil attends a program for expelled pupils, offered by that board; or offered by another board under an agreement between that board and the board that expelled the pupil.
An expelled pupil ceases to be a pupil of the board that expelled him or her if, the pupil is assigned by that board to a program for expelled pupils and does not attend the program; or the pupil registers as a pupil of another board. If a pupil who has been expelled from one board registers as a pupil of another board, the other board may, assign the pupil to a school of that board or assign the pupil to a program for expelled pupils.
Return to school after expulsion
A pupil who has been expelled from all schools of a board is entitled to be readmitted to a school of the board if the pupil has, since being expelled, successfully completed a program for expelled pupils; or satisfied the objectives required for the successful completion of a program for expelled pupils.
Office Referral
When a student is requested to go to the office, whether the student is in class, the hall or any location in or outside the school, the student is expected to report to the office immediately. The student must report his/her arrival to the front desk secretary and complete a "Student Behavioural Report". The issue that resulted in the behavioural report will be resolved between the referring teacher, the student and the vice-principal. If a student is frequently referred to the office, then there will be a progression of interventions to promote success. These interventions can include verbal warning, parental notification, counselling, community service, learning packets, contract, detention, in-school suspension, out-of-school suspension and/or expulsion.
Detentions
Detentions must be served for the first 20 minutes of the lunch period in Room 333 on the first available detention day (Monday through Thursday) after the detention is assigned.

Bus Safety
The regulations of the Durham District School Board require students to conduct themselves in an orderly manner while riding, embarking or disembarking. The bus driver is in charge of the bus and his/her instructions must be followed. Students may lose their privilege to ride on a school bus if their conduct is unsatisfactory.
Buses load and unload at the front of the school. Only Dunbarton H.S. students may board school buses at DHS. Students must be on the bus list to ride a Durham School Bus. The Board may provide school bus transportation for students who reside within their school boundary and live more than 1.6 km. from their designated school.
Bus information for students is available on the Durham District School Board web site (www.durham.edu.on.ca). For your convenience, the Board offers an automated bus information system available 24/7 at 905-666-6979 or 1-866-908-6578.
The Durham District School Board does not provide busing for students who live in areas where Pickering Transit operates. Monthly bus passes for Pickering Transit buses are available for purchase in the main office at lunch (at a reduced rate) or at the GO station during business hours and the Pickering Recreation Centre. For further information call Durham Regional Transit at 1-866-247-0055 or visit their website at www.durhamregiontransit.com. Students are responsible, when taking public transit, to ensure that they are on a bus that will deliver them to the school before classes begin.
Unruly or unreasonable behaviour on public transit may be subject to disciplinary measures similar to those that apply to school bus passengers.
Students not taking Durham District School Board buses or public transit must not loiter at the front of the school after the school day.
Conflict Resolution
Students are expected to resolve conflicts in an appropriate manner. Students are expected to practice peaceful conflict resolutions. Staff, administration, and others are readily available to mediate and facilitate conflict resolution among students.
Crime Stoppers
A student who wishes to anonymously report information about a crime in the school may call the Durham Regional Crime Stoppers community telephone hotline 1-800-222-8477 (TIPS). This line is answered 24 hours a day, seven days a week. Crime Stoppers does not use call display. You never have to give your name. You never have to meet police, go to court or be hassled in any way. Do the right thing; call Crime Stoppers! It's your school - it's your call.
You may also contact Dunbarton High School's, "School Safety Hotline", at (905) 839-1125 and leave a CONFIDENTIAL message at voice mail #655.
Harassment
Harassment of any kind is not permitted. Students being harassed should report the harassment to administration or to a parent/guardian. Students or parents are welcome to phone and leave a confidential message with their vice-principal.
PROTOCOL FOR A SAFE SCHOOL
Allergens
Nuts and Peanuts: Please limit the use of any food containing nuts and peanuts.
Cinnamon: Please limit the use of any food or cosmetic containing cinnamon.
Scented Products: For the comfort and safety of others, please limit the use of perfume/cologne/body spray and other scented products. Please note: No school or work-place can guarantee an allergen free environment at all times.
Knapsacks
Knapsacks present a trip and injury hazard in the classrooms and hallways. Consequently, every effort should be made to leave knapsacks in your locker, except when arriving or departing school.
Police in the School
It is the policy of DHS to co-operate with the police in maintaining a safe environment in our school. In co-operation with Durham Regional Police Services, DHS participates in the Community High School Liaison Officer Programme. This programme is a proactive initiative to develop and build trust, respect and a mutual understanding between police and youth. Constable David Jaciuk is the Police Liaison Officer attached to DHS. He visits the school regularly to discuss law enforcement issues with students, teachers and administrators, and to promote anti-violence, drug awareness, impaired driving awareness and safety concerns.
Prohibited and Restricted Items
The following items are not permitted on school grounds: laser pointers, nuisance items, portable stereos and firecrackers.
Cellular phones, picture phones, cameras, beepers, and other electronic devices must be kept off, kept out of sight, and are not to be used by students in the school building or during class time. Cell phones must be surrendered to school staff upon request. Cell phone records or pictures may be reviewed by school administration upon confiscation.
Personal music devices (MP3 players, Ipods) are not permitted in instructional areas.
Skateboards, scooters, roller blades and similar devices, are not to be used on DHS property.
Surveillance Cameras
For the safety and security of our school community, digital surveillance cameras will be operational in and around Dunbarton High School.
Smoking
The school building and property are legally designated as non-smoking areas. Smoking on the sidewalks around the school is not acceptable. Ontario Tobacco Control Enforcement Officers will enforce the Tobacco Control Act Protocol on school property. Students, parents, and staff are not to smoke on school property at any time. Individuals who are caught smoking on property may be charged and fined under the Ontario Tobacco Control Act. Students will be subject to school consequences. The use of chewing tobacco is also not allowed in or around the school.
Snowballs
Making or throwing snowballs is not permitted.
Spitting
Spitting is both unhygienic and inappropriate in the school environment.
Student Identification (ID) Cards
In order to provide a safer school environment, all members of our school community will be required to be in possession of a school-issued ID card at all times, including students, staff and visitors. Students will be issued ID cards following photo day, and are required to carry their ID card at all times. The student ID card will double as both identification card and library card, and will be required to sign any materials out of the library. Students must be able to provide their ID card upon request, identify themselves, accompany staff members to the office, or leave an area when asked: all without question. Adult members of our school community will be required to wear school-issued lanyards and ID cards at all times, including staff and visitors.
Students who require a replacement ID card will go to the main office, fill out a replacement card form and make payment of $5.00 for the replacement card. The new card will be delivered in homeroom.
Students who deface or tamper with their ID cards will be required to purchase a new card at their own expense. All students must have their photo taken for student identification cards.
Substance Abuse
Durham District School Board policy does not allow alcohol or illegal drugs to be brought to, or consumed on, school property or brought to, or consumed during activities under the jurisdiction of the school.
Students are not allowed to attend school or any school activities under the influence of alcohol or illegal drugs.
Penalties under this policy will range from, for the first offence, suspension for being under the influence or in possession of a restricted substance, to expulsion from all schools in the Durham District School Board. Students involved may be required to give satisfactory evidence of treatment/counselling through a rehabilitation programme before being re-admitted to school. Trafficking or distributing an illegal substance may lead to an expulsion. Illicit substances will be seized, documented and given to the police. In all cases where criminal activity is suspected, police will be called and criminal charges may be laid. Students are encouraged not to bring personal medications to school. If this is not possible, the medications must be brought in identifiable containers and not distributed to others.
Telephones
Office telephones are available for appropriate student use. Please ask the receptionist for assistance. There is a set of pay telephones at the head of the stairs leading to the library. These phones should be used for personal business only before school, at lunch or after school.
III ASSESSMENT AND EVALUATION
MISSION STATEMENT
DHS believes in a supportive, open, and meaningful evaluation of students and recognizes that achievement extends beyond the academic domain.
On assessment and evaluation, the Ministry of Education (PPA 2000) states the primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students' strengths and weaknesses in their achievement of curriculum expectations in each course. Assessment and evaluation of student achievement serves to guide teachers in adapting curriculum and instructional approaches to students' needs, an opportunity to think critically about their methods of instruction, and the overall effectiveness of programmes and classroom practices. Teachers and principals will systematically review course content, instructional strategies, and assessment procedures and make the programme changes needed to improve their students' achievement. DHS will hold annual reviews.
By the Board Regulation #5124, the Durham District School Board is committed to high quality assessment, evaluation and reporting of student achievement as a critical part of improving student learning.
The Ministry policy highlights that, "assessment and evaluation will be based on the provincial curriculum expectations and achievement levels outlined in the assessment policy document and the curriculum policy document for each discipline for Grades 9-12."
Learning skills will be assessed regularly and objectively according to the criteria that have been communicated clearly to the students. The student's learning skills will be reported using a four level key (E-Excellent, G-Good, S-Satisfactory, N-Needs Improvement).
Parents and students should expect a course outline sheet from each subject area which includes an assessment and evaluation break down.
Absenteeism on Test Dates
• Legitimacy of absence will be determined by subject teacher in consultation with a vice-principal.
• If absence is legitimate, a No Mark (NM) will be entered as a place holder until an alternative test or assignment can be inserted.
• If absence is not legitimate (a skip), a mark of ZERO will be entered and the student will be required to write an alternative test or assignment after school or at lunch to be arranged in consultation with a vice-principal.
• The grade value of the alternative test or assignment will be for Credit Completion and will be evaluated as either Pass or Fail.
Absenteeism on Exam Dates:
• The office will determine the legitimacy of the absence.
• The vice-principal will provide direction for legitimate absences.
• If the absence is not legitimate, the student will be directed to write an alternative exam for Credit Completion and will be evaluated as either Pass or Fail
Late Assignments:
• The assignment deadline will be determined by the teacher.
• If the student exceeds the deadline and has not worked with the teacher in advance of the deadline to re-negotiate, then the student will be placed on the following contract:
Graduated Credit Completion Contract
• A place value of ZERO which represents "incomplete" will be recorded in the teacher's mark record book.
• The student is then placed on contract with an absolute deadline of six days after the original deadline.
• For each day that the assignment is not submitted, a 2% per day deduction will be assigned up to a maximum of 5 days or 10%.
• On the sixth and final day, the assignment will be worth a maximum of 50% of the original value.
• Beyond the sixth day, an assignment will not be given Credit Completion value.
Assigning No Marks (NM) and No Report (NR):
• A "No Mark" will be used as a place holder for legitimate absences only. It will be replaced with a mark when the test or assignment is complete.
• A "No Report" for the mid-term or final report card will be used for legitimate reasons determined in consultation with the vice-principal.
Final Grades
The final grade for each course for Grades 9 - 12 will be determined as follows:
• Seventy percent of the grade will be based on evaluations conducted throughout the course. This portion of the grade would reflect the student's most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
• Thirty percent of the grade will be based on a final evaluation in the form of an examination, performance, essay and/or other method of evaluation suitable to the course content and administered towards the end of the course.
Examinations and Final Evaluations
DURHAM BOARD POLICY STATES ALL STUDENTS ARE EXPECTED TO BE PRESENT FOR SCHEDULED EXAMS.
The school year is divided into two semesters, each with a set of formal examinations. Final examinations will be written:
Semester I
Exams: January 20th to 26th, 2009.
Semester II
Exams: June 17th to 23rd , 2009.
Examination length and format must be consistent in both semesters. Recommended exam length:
Intermediate 1½ hours
Senior 1½ to 2 hours
Cheating/Plagiarism/Academic Dishonesty
Plagiarism is the use of someone else's work, or ideas, as your own. Plagiarism has occurred if you use any or all of another person's book, essay, magazine article, chart drawing, diagram, or any other piece of work in any of your assignments without proper acknowledgement. Plagiarism has occurred if you submit an assignment written by anyone else (this includes material taken from the INTERNET) or if you buy an essay.
The use of computerized translator software is forbidden for foreign languages. The use of text messaging is forbidden in school.
• A student caught cheating on a test or plagiarizing an assignment will meet with the teacher and vice-principal and the Parent/ Guardian will be contacted.
• A mark of ZERO will be entered as a place holder in the teacher's mark record book.
• The student will be directed to do an alternative assignment or test for Credit Completion value only to a maximum of 50% of the original value.
Reporting Procedures
Formal report cards are issued twice each semester. A Progress Report will be issued for all students for all courses within the first third of each semester. Parents may request progress reports at any time by calling the guidance department or a vice-principal. Credit Endangered notifications will be issued in the final third of each course to students who are in danger of losing a credit. Telephone contacts between parents and teachers regarding a student's progress and attendance are encouraged and expected.
The Ministry of Education mandates that students in grades 9 to 12 must return the Parental Response Form of the interim report card to their homeroom teacher within one week of the report card being issued.
Honour Roll
To be considered for the Honour Roll, students must earn a minimum average of 80% in a semester. Only FULL-TIME students will be considered. Grade 9, 10, and 11 students must be taking 4 credits each semester. Grade 12 students must be taking a minimum of 3 credits each semester. Students who achieve Honour Standing for the year are invited to participate in an Awards Assembly.