Symmes Junior High School. D Arcy McGee High School. Action Plan to Prevent and Deal with Bullying and Violence in our Schools

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1 Symmes Junior High School D Arcy McGee High School Action Plan to Prevent and Deal with Bullying and Violence in our Schools Approved by the governing board on ( ) : School s Name : Symmes Junior High School SECONDARY SCHOOL Number of students : 953 Principal : George Singfield School staff member responsible for coordinating the committee s work : George Singfield D Arcy McGee High School Committee members : George Singfield, Tara Laine, Barb Fitzgerald, Constance George, Franny Maloney, Lisa Kelly This anti-violence and anti-bullying plan is inspired by the values of the educational project of the school: The mission of the Symmes Junior High-D Arcy McGee High School Community is to foster a safe, caring, and respectful community, in which everyone learns and achieves individual success. In living this mission, we ask the following questions: 1) what is it that we want our students to learn? 2) what steps will we take to ensure that this learning occurs? 3) how will we respond when the learning does not happen? 4) how will we respond when our students have already acquired the knowledge? In answering the four questions listed above, we are committing to living as a Professional Learning Community. While it may be assumed or perceived that this model is restricted to pedagogy, it is important to note that this is not the case. Our approach to bullying and violent behavior is a proactive one; as a professional learning community, the four fundamental questions are applied to bullying and violent behavior. What is it we want our students to learn about these behaviours? What are the steps we will take as a learning community to ensure that our students, staff, and parents acquire the necessary knowledge (proactive measure)? How will we react as a learning community when it is evident that the learning has not occurred? And finally, what actions will we have in place when it is evident that the knowledge has been acquired (sustainability/growth)? The plan follows the objectives described in the partnership s agreement and in the Management and Educational Success Agreements. More specifically the actions taken toward the accomplishment of the 4th goal: To improve healthy living and safety in schools Our annual objective is : to foster a safe, caring, and respectful environment in which everyone learns and achieves individual success. Our main actions : to approach bullying and violence from a pro-active angle; that is to say that our primary focus will be on educating our students and prevention of incidents of bullying and anti-violence. It is our hope that through a Restorative Practice model we will achieve this goal. Document de travail 1 Adaptation par François Sirois du matériel élaboré par Danièle Boivin, France Langlais, Catherine Nadeau, Claudine Pelletier et Marie-Josée Talbot, agents de soutien régional et de l équipe du Plan d action pour prévenir et traiter la violence à l école (MELS, 2012)

2 What is the committee mandate? The mandate of the committee is to ensure that Symmes Junior High School and D Arcy McGee High School follow the directives as established by Law 19 (recently passed in the Quebec Assembly). In doing so, the committee will not only draft and submit a policy for approval by the two respective governing boards, but it will also meet periodically to evaluate the measures that have been put in place. More specifically, the committee will use the Decision Making for Results (DMR) model to monitor the plan. Finally, Anti-Bullying and Violence will be a standing item on the agenda for both governing boards (Symmes Junior High School and D Arcy McGee High School). What are the conditions that support the development and the implementation of the plan? (Substitutions, school organization, etc.)? A Western Quebec School Board sub-committee has been formed to review the requirements of the Education Act, to identify common practices related to the prevention of and response to bullying and violence. Membership includes Western Quebec School Board principals, a Director of Education and the Coordinator of the Anti-Violence initiative. The Western Quebec School Board s Crisis Intervention Resource Team (CIRT) is available to support schools in times of crisis. Symmes Junior High and D Arcy McGee High School have a joint In-School CIRT that has received training to allow them to cope and assist in critical incidents. Symmes Junior High School and D Arcy McGee High School both have Emergency Response Plans. Definitions Violence Any use of force verbal, written, physical, psychological, or sexual against any person, by an individual or a group, with intent to directly or indirectly wrong, injure or oppress that person by attacking his or her integrity, whether psychological or physical well-being, rights or property. Art.13, LIP 2012 Bullying Any behaviour, spoken word, act or gesture, whether deliberate or not and of a repetitive character, expressed directly or indirectly, including in cyberspace, in a context characterized by a disparity in the balance of power between the concerned persons, having the effect of engendering feelings of distress, injury, hurt oppression or of being ostracized; Art.13, LIP 2012 Document de travail 2 Adaptation par François Sirois du matériel élaboré par Danièle Boivin, France Langlais, Catherine Nadeau, Claudine Pelletier et Marie-Josée Talbot, agents de soutien régional et de l équipe du Plan d action pour prévenir et traiter la violence à l école (MELS, 2012)

3 Anti-bullying and anti-violence plan components 1. An analysis of the situation prevailing at the school with respect to bullying and violence. Analysis of the situation A. Available data Tell Them From Me Survey Results ( survey) The Bullying Indicators provide data regarding: Students who Report Being Victims of Bullying: - Percentage of Symmes students who reported that they were subject to physical, social, verbal, or cyber-bullying: 23% - The Canadian norm for students in grades 7 and 8 is: 26% - Percentage of D Arcy students who reported that they were subject to physical, social, verbal, or cyber-bullying: 21% - The Canadian norm for students in grades 9/10/11) is: 21% - Percentage of Symmes Boys who reported that they were subject to physical, social, verbal, or cyber-bullying: 22% - The Canadian norm for Boys in grades 7 and 8 is: 28% - Percentage of D Arcy Boys who reported that they were subject to physical, social, verbal, or cyber-bullying: 26% - The Canadian norm for Boys in grades 9/10/11 is: 23% - Percentage of Symmes Girls who reported that they were subject to physical, social, verbal, or cyber-bullying: 24% - The Canadian norm for Girls in grades 7 and 8 is: 25% - Percentage of D Arcy Girls who reported that they were subject to physical, social, verbal, or cyber-bullying: 15% - The Canadian norm for Girls in grades 9/10/11) is: 18% The percentage of Students who Report Feeling Safe at School: - Percentage of Symmes students who reported that they feel safe at school: 85% - The Canadian norm for students in grades 7 and 8) is: 85% - Percentage of D Arcy students who reported that they feel safe at school: 75% - The Canadian norm for students in grades 9/10/11 is: 85% - Percentage of Symmes Boys who reported that they feel safe at school: 81% - The Canadian norm for Boys in grades 7 and 8 (is: 83% - Percentage of D Arcy Boys who reported that they feel safe at school: 65% - The Canadian norm for Boys in grades 9/10/11) is: 83% - Percentage of Symmes Girls who reported that they feel safe at school: 88% - The Canadian norm for Girls in grades 7 and 8 is: 86% - Percentage of D Arcy Girls who reported that they feel safe at school: 86% - The Canadian norm for Girls in grades 9/10/11) is: 87% Document de travail 3 Adaptation par François Sirois du matériel élaboré par Danièle Boivin, France Langlais, Catherine Nadeau, Claudine Pelletier et Marie-Josée Talbot, agents de soutien régional et de l équipe du Plan d action pour prévenir et traiter la violence à l école (MELS, 2012)

4 Reports Data from the Tell Them From Me Survey Data from GPI Memos (see below) - includes reports from all staff, as well as reported incidents from students and parents GPI Memos Reporting The perpetrator The victim Responsible All staff Principal Bullying (Repetitive / Imbalance of power) B01 Verbally (Teasing/name calling) B02 Socially (Excluding/Isolation) B03 Lying and false rumours B04 Money or other things taken or damaged B05 Threatening or forcing to do things B06 Racial B07 Sexual (inappropriate touching/sexual comments/name calling) B08 Homophobia B09 Cyber bullying (use of social networking) B10 - Physical Bullying (Minor) Document de travail 4 Adaptation par François Sirois du matériel élaboré par Danièle Boivin, France Langlais, Catherine Nadeau, Claudine Pelletier et Marie-Josée Talbot, agents de soutien régional et de l équipe du Plan d action pour prévenir et traiter la violence à l école (MELS, 2012)

5 B11 - Physical Bullying (Major) Violence V01 Verbal or written V02 Physical Violence (Minor) V03 Physical Violence (Major) V04 Sexual (Inappropriate touching/threats/rape) V05 Vandalism (Destroying or damaging property) V06 Dating (Abusive relationship) B. Next steps to update and to improve our data : As a school, we will use a Decision Making for results (DMR) model when looking at our data, and when analyzing/reviewing the policies/programs that we currently have in place. GPI Memos will be the only database that is used to record reported incidents Priorities : 1. To review the data from the surveys to identify hot spots for bullying. 2. To review supervision practices and make changes as necessary based on the surveys results. 3. To provide students with every possible vehicle to report bullying and violence in a safe and non-threatening situation Anti-bullying and anti-violence plan components 2. Prevention measures to put an end to all forms of bullying and violence, in particular those motivated by racism, homophobia, sexism, group orientation, sexual identity, gender, or age grouping; Current practices Description Timeframe Responsible Reporting procedures have been implemented to ensure early identification of potential victims so that these students can receive the support, protection, education and when appropriate requests for therapy made. (GPI) Reporting procedures have been implemented to ensure early identification of students prone to bullying or violent behaviours so that these students can receive appropriate interventions required to support change in their behaviour. (GPI) A team of staff members have been trained in Restorative Practice; the intention is to have the Restorative Practice Team model restorative practice in the school setting, as well as cultivate this Ongoing March, 2009 G. Singfield G. Singfield Document de travail 5 Adaptation par François Sirois du matériel élaboré par Danièle Boivin, France Langlais, Catherine Nadeau, Claudine Pelletier et Marie-Josée Talbot, agents de soutien régional et de l équipe du Plan d action pour prévenir et traiter la violence à l école (MELS, 2012)

6 mindset not only to promote best practices, but also as a means of dealing with conflict, bullying, and violent situations when they occur; February, 2011 Ongoing A group of students has been trained as Peer Mediators; Our schools have launched a Not in My School awareness campaign to promote the concept that we, as a school community are not okay with behaviours such as bullying, homophobia, racism, sexism, and violence; October, 2012 November, 2008 November, 2012 C. George/F. Maloney G. Singfield/T. Laine As part of the Not in My School campaign, we have launched a Pink Tuque campaign; as part of this initiative, students have created a video and have contacted students from other schools and invited them to join us; November/December, 2012 G. Singfield/T. Laine/ L. Richardson/ D. Curley We plan to hold our second annual Love is Louder concert as an Anti-Bullying awareness fundraiser February, 2013 C. George/F. Maloney Student assemblies are being scheduled to provide information and receive feedback; Ongoing G. Singfield/T. Laine The school administration is planning to hold a Not in My School two-day conference in April, during which students from across the school board would be invited to participate in a series of workshops and seminars (this activity will be contingent on corporate sponsorship) April, 2013 G. Singfield Practices to Ongoing G. Singfield Document de travail 6 Adaptation par François Sirois du matériel élaboré par Danièle Boivin, France Langlais, Catherine Nadeau, Claudine Pelletier et Marie-Josée Talbot, agents de soutien régional et de l équipe du Plan d action pour prévenir et traiter la violence à l école (MELS, 2012)

7 enhance It is understood that staff will model appropriate behaviour. As well, supervision schedules will be revised to consider areas that are deemed to be hot spots for bullying behaviour. Staff members will ensure that they are strategically covering the area they are to supervise. When a staff member is not sure of how to intervene in a situation it is understood that s/he will seek guidance from an administrator. New practices to be established Potential victims and perpetrators will be identified and intervened with in a pro-active setting. (ie. meeting with a Guidance Counsellor and/or a Special Education Technician), or a Restorative Session. Ongoing G. Singfield/C. George/F. Maloney Sections # 3 to 9 could be included in an intervention protocol on bullying and violence 3. Measures to encourage parents to collaborate in preventing and stopping bullying and violence and in creating a healthy and secure learning environment; Current practices Parents have been made aware of current practices and future direction in terms of our school philosophy regarding bullying and violent behaviour (General Assembly, website). Particular emphasis is placed on the following: while we are aware that bullying and violent behaviour does occur in our school, we are committed to educating all members of our community, not only in terms of how we will respond when there are incidents, but more importantly, how we will promote a school culture where all stakeholders understand why these behaviours are unacceptable (not only in our school, but outside of it as well). Ongoing School Admin team and Guidance Team 4. Practices to enhance Parents of children with behavioural challenges are contacted either by phone or in writing when their child has had a good day at school. Ongoing Administration Team Document de travail 7 Adaptation par François Sirois du matériel élaboré par Danièle Boivin, France Langlais, Catherine Nadeau, Claudine Pelletier et Marie-Josée Talbot, agents de soutien régional et de l équipe du Plan d action pour prévenir et traiter la violence à l école (MELS, 2012)

8 5. New practices to be established Law 19 will become a standing item on our Governing Meeting agendas The school website will include pertinent information for parents pertaining to the following topics: - upcoming evening workshops for parents (antibullying awareness, Restorative practice, etc.) - parenting tips Ongoing G. Singfield a link to the MELS website will be posted on the school website Document de travail 8 Adaptation par François Sirois du matériel élaboré par Danièle Boivin, France Langlais, Catherine Nadeau, Claudine Pelletier et Marie-Josée Talbot, agents de soutien régional et de l équipe du Plan d action pour prévenir et traiter la violence à l école (MELS, 2012)

9 Sections Nos. 3 to 9 could be included in an intervention protocol on bullying and violence Anti-bullying and anti-violence plan components 4. Procedures for reporting, or registering a complaint concerning an act of bullying or violence and, more particularly, procedures for reporting the use of social media or communication technologies for cyberbullying purposes; Current practices Practices to enhance Description Timeframe Responsible GPI (Confidential data entry program for Quebec school boards) Verbal report made by student, staff, parent/guardian or bus driver. Written communication made by student, staff or bus driver. Written communication or phone call from parent/guardian. communication from students, staff member, or parent/guardian It is understood that on some occasions cyber-bullying evidence will be contained on a computer, ipad, phone, etc. The school will make every effort to extract this type of important evidence. ongoing G. Singfield ongoing G. Singfield New practices to be established An online mechanism for reporting incidents or concerns in a confidential manner (ie. Stop a Bully) May, 2013 G. Singfield 5. The actions to be taken when a student, teacher or other school staff member or any other person observes an act of bullying or violence; Current practices When a student witnesses an act of bullying or violence the student may intervene if comfortable and where there is no threat of harm. Possible intervention strategies for students are discussed in class meetings (see Class Meetings that Matter). Regardless of whether students intervene or not they must report the incident to an adult at school and an adult at home OBPP Rule #4. Intervention strategies will be discussed with bystanders when the principal or their delegate meets with the bystanders (when deemed appropriate) When a teacher or other staff member witnesses an act of bullying or violence he/she must intervene immediately if there is no threat to Document de travail 9 Adaptation par François Sirois du matériel élaboré par Danièle Boivin, France Langlais, Catherine Nadeau, Claudine Pelletier et Marie-Josée Talbot, agents de soutien régional et de l équipe du Plan d action pour prévenir et traiter la violence à l école (MELS, 2012)

10 his/her personal well-being. The teacher or other staff member will follow the 6 Steps of Intervention as outlined in the OBPP Teacher s Guide Chapter 8. If appropriate 911 will be called. Practices to enhance New practices to be established Sections # 3 to 9 could be included in an intervention protocol on bullying and violence Anti-bullying and anti-violence plan components 6. Measures to protect the confidentiality of any report or complaint concerning an act of bullying or violence; Current practices Practices to enhance To be sent out shortly, Description Timeframe Responsible Ensure all staff, staff members and volunteers understand the Code of Confidentiality. New practices to be established Document de travail 10 Adaptation par François Sirois du matériel élaboré par Danièle Boivin, France Langlais, Catherine Nadeau, Claudine Pelletier et Marie-Josée Talbot, agents de soutien régional et de l équipe du Plan d action pour prévenir et traiter la violence à l école (MELS, 2012)

11 7. Supervisory or support measures for any student who is a victim of bullying or violence, for witnesses and for the perpetrator; Current practices Victim of Bullying The student will meet with the appropriate individual (teacher they are closest to, principal or their delegate) to discuss the situation and to learn further information about bullying incidents. The student will be guaranteed confidentiality to ensure they feel safe about discussing the incidents and are not anxious about possible retaliation from the student who is bullying them. The student is informed the follow-up that will occur with the student(s) involved. The student is informed that their parent(s) will be informed of the situation. The student s input is sought as to measures that could be implemented immediately to support the student. The student is met with several times to ensure that the bullying has stopped. The student is encouraged to report any future incidents and is reminded that Rule#4 also applies to then. Appropriate staff members are informed to ensure that supervision of the individual is increased to ensure their safety. If additional resources to support the student are deemed appropriate the principal or their designate will ask the parent(s) to follow-up (counselling etc.) Bystanders The principal or their designate may meet with the bystanders individually or in a group depending on the circumstances. When students actively support the child who bullies the principal or their designate meets with the individual student to discuss their behaviour, the School Rules and the consequences that will be imposed for their active role. Future expectations for the student will be discussed and the student is informed that their parent(s) will be informed of the situation. Future consequences will be discussed should another similar incident occur. Perpetrators The perpetrator will be met with after a discussion has been held with Document de travail 11 Adaptation par François Sirois du matériel élaboré par Danièle Boivin, France Langlais, Catherine Nadeau, Claudine Pelletier et Marie-Josée Talbot, agents de soutien régional et de l équipe du Plan d action pour prévenir et traiter la violence à l école (MELS, 2012)

12 the victim and the bystanders to ensure that the intervening adult has an accurate understanding of the situation. The perpetrator is given the opportunity to explain from their perspective. The perpetrator is informed of their knowledge of the incident, that the rules have been broken and what the consequences will be. The perpetrator is informed that his/her parent(s) will be contacted The perpetrator is asked how they will ensure that this does not happen again. The principal or their delegate will inform the perpetrator and parent(s) that should any future incidents occur that the consequences will be more severe. Regular follow-up with the perpetrator occurs to ensure the bullying has stopped. Appropriate staff members are informed to ensure the perpetrator is closely supervised and their behaviour redirected when appropriate. Practices to enhance New practices to be established Sections Nos. 3 to 9 could be included in an intervention protocol on bullying and violence Anti-bullying and anti-violence plan components Description Timeframe Responsible Document de travail 12 Adaptation par François Sirois du matériel élaboré par Danièle Boivin, France Langlais, Catherine Nadeau, Claudine Pelletier et Marie-Josée Talbot, agents de soutien régional et de l équipe du Plan d action pour prévenir et traiter la violence à l école (MELS, 2012)

13 8. Specific disciplinary sanctions for acts of bullying or violence, according to their severity or repetitive nature; Current practices Practices to enhance Please refer to GPI Memo Consequence Document New practices to be established 9. The required follow-up on any report or complaint concerning an act of bullying or violence. Current practices Practices to enhance When a report or complaint of bullying or violence is received, the required follow-up with the students involved is outlined in Section 7 and for the parent in Section 3. New practices to be established Document de travail 13 Adaptation par François Sirois du matériel élaboré par Danièle Boivin, France Langlais, Catherine Nadeau, Claudine Pelletier et Marie-Josée Talbot, agents de soutien régional et de l équipe du Plan d action pour prévenir et traiter la violence à l école (MELS, 2012)

14 Other elements related to the plan that should be foreseen The anti-bullying and anti-violence plan must specify the form and nature of the undertakings to be given by the principal to a student who is a victim of bullying or violence and to his or her parents. (article 75.2 QEA) Current practices Practices to enhance Refer to #3 and #7 above Description Timeframe Responsible New practices to be established The plan must also prescribe what action must be taken by the principal to deal with the perpetrator and his or her parents, and specify the form and nature of the undertakings they must give in order to prevent any further act of bullying or violence. (article 75.2 QEA) Current practices Practices to enhance Refer to #3 and #7 above. New practices to be established Document de travail 14 Adaptation par François Sirois du matériel élaboré par Danièle Boivin, France Langlais, Catherine Nadeau, Claudine Pelletier et Marie-Josée Talbot, agents de soutien régional et de l équipe du Plan d action pour prévenir et traiter la violence à l école (MELS, 2012)

15 SYMMES JUNIOR HIGH SCHOOL D ARCY MCGEE HIGH SCHOOL 925 Boul. Du Plateau, Gatineau, Québec J9J 3G2 Phone: (819) Fax: (819) symmes@wqsb.qc.ca darcymcgee@wqsb.qc.ca Web site: STUDENT AGENDA George Singfield PRINCIPAL Tara Laine Vice-Principal Paul Sullivan Vice-Principal Michelle Arens.... Acct. Payable/Secretary ext.2129 Lorraine Matthews... Receptionist ext.2160 Nadine Plourde... Finance/Act. Receivable ext Monique Roy... Attendance ext.2132 Anne Spear... Payroll/Transportation/GPI ext.2118 Our mission is to foster a safe, caring and respectful community in which everyone learns and achieves individual success. This agenda belongs to: Student Name: Grade: Administrator: Office: Guidance Counselor: Office: Advisory/PDC: Note: All regulations and policies within this student agenda are subject to change or modification during the school year with notice to students and parents.

16 SYMMES/D ARCY ACADEMIC EXCELLENCE 2. Promotion Policy: Promotion Policy Overview by Level Cycle 1.1 Grade 7 The student s promotion from grade 7 to grade 8 is dependent on a review of his/her results of all three terms along with his/her Attitude to Study. A team of teachers and administrators will sit down at the end of the year to discuss student profiles and determine whether students have developed the competencies that will allow them to be successful in Secondary Cycle 1 year 2 (grade 8). A letter will be sent home at the end of the year, indicating your child s placement. Cycle 1.2 Grade 8 The student s promotion from grade 8 to grade 9 is dependent on a review of their results of all eight terms and their Attitude to Study. A team of teachers, youth workers, guidance counselor and an administrator will sit down at the end of the year to discuss student profiles and determine whether students have developed the competencies that will allow them to be successful in Secondary Cycle 2 year 1 (grade 9). A letter will be sent home at the end of the year, indicating your child s placement. Cycle 2.1 Grade 9 Subject Promotion: - a student entering into Grade 9 will repeat Grade 8 Math in the event s/he did not successfully complete it in Cycle One. Cycle 2.2 Grade 10 Subject Promotion: - a student entering into Grade 10 will repeat Grade 9 courses that s/he did not successfully complete. Cycle 2.3 Grade 11 Subject Promotion: - a student entering into Grade 11 will repeat Grade 10 courses that s/he did not successfully complete. COURSES Required for Graduation The following courses are mandatory for graduating from a Quebec Secondary School: Secondary 4 MATHEMATICS Secondary 4HISTORY OF QC & CANADA Secondary 4 GENERAL SCIENCE or APPLIED GENERAL SCIENCE Secondary 4 ARTS EDUCATION Secondary 5 ENGLISH Secondary 5 FRENCH Secondary 5 ETHICS AND RELIGIOUS CULTURE OR PHYSICAL EDUCATION Pass = Level of 3 or (60%) Along with these MANDATORY courses, a student must achieve at least 54 Credits in Grade 10 and 11 combined with at least 20 credits at the Grade 11 Level. ACADEMIC EVALUATION During the course of the school year, parents will receive four reports on the progress of their child. Two formal interview sessions will be scheduled. However, parents are welcome to arrange interviews at any time during the school year. Please call the school to arrange an appointment. Each teacher has an individual address available at Term 1 Term 2 Term 3 Aug. 26 Nov. 5 Nov. 9 Feb. 5 Feb. 10 June 3 Report Card Nov 24 Report Card Feb 24 Report Card June 30 Parent/Teacher Interviews: Parent/Teacher Interviews: November 25th February 25th The pass mark for every subject is 60%. Students are expected to write all scheduled tests, writing process sessions and examinations. When a student is absent from a test or an exam without authorization, a mark of zero may result. In the event of illness, a medical certificate is required. * Evaluation of a Student s Attitude toward Study: Students will be assessed, regardless of academic marks, on their own attitude towards their own education. We Believe In Ourselves and Each Other. 2 Believe To Achieve Gee-Gee Pride!

17 GREEN YELLOW RED Works Independently Teamwork -knows what to do most of the time -completes tasks with minimal assistance and some confidence most of the time -proficient use of resources -minimally distracted -assumes leadership role under direction or actively supports leader -shares idea freely -listens and accepts the opinions of others and is willing to compromise -usually gets along with others -often encourages others to stay on task -knows what to do some of the time -completes tasks with some assistance -satisfactory use of resources -sometimes distracted -willing to work with leaders -accepts different roles some of the time -needs encouragement to express ideas -passive listener -generally gets along with others -needs occasional encouragement to stay on task -rarely seems to know what to do -tasks often incomplete or only marginally after much prompting -little attempt to use resources -easily distracts -avoids a leadership role -rarely accepts different roles -rarely offers ideas -rarely listens to others -needs constant encouragement to stay on task Organization Work Habits/ Homework Initiative -makes frequent use of an agenda or organizer -notebook well organized with all notes secure most of the time - solutions and arguments have appropriate detail to demonstrate logical reasoning most of the time - can locate required resources quickly most of the time -meets deadlines of the time -arrives on time for class most of the time -comes prepared with all supplies most of the time -usually completes assigned homework -competes a moderate amount of correction of homework -contributes regularly to class discussions -usually on task -follow directions with considerable effectiveness -occasionally requires prompting by others to complete task -displays appropriate selfmotivation -takes responsibility for making up missed work -seeks clarification comfortably -requests extra help when needed -responds to questions & respectfully generates relevant questions - makes limited use of an agenda or organizer -notebook exists but somewhat messy or disorganized -solutions and arguments lack detail of thought some of the time -manages time with moderate effectiveness -can locate required resources but takes time -sometimes need to renegotiate or misses deadlines -arrives late some of the time -lacks proper supplies some of the time -usually attempts to compete assigned homework -makes some effort to complete and correct notes during class discussion of homework -occasionally involved in class discussions -inconsistently on task -requires regular prompting to complete a task -displays some self-motivation -occasionally makes up missed work -occasionally seeks clarification appropriately -accepts extra help -responds to questions at times and even generates questions sometimes -little or no evidence of tracking of deadlines -little evidence of an attempt to maintain a notebook -solution and arguments often lack detail of thought -manages time with limited effectiveness -often has trouble locating required resources in reasonable time -has trouble meeting deadlines -often arrives late -often lacks proper supplies -little effort and few attempts to compete homework -takes little interest in or contributes little to class discussions -rarely on task -follows directions with moderate effectiveness -routinely requires prompting to complete a task -lacks motivation -does not make-up missed work -rarely seeks clarification and declines opportunities for extra help -rarely volunteers answers We Believe In Ourselves and Each Other. 3 Believe To Achieve Gee-Gee Pride!

18 ATTENDANCE AND ABSENCE PROCEDURES It is the parents responsibility, prior to an absence, late arrival or early departure from school to advise the school of their child s situation. Please call at ext.2132 before 9:00 am, or mroy@wqsb.qc.ca. ALL students arriving late to school must enter the main entrance and report to room 132. Students who leave school during the day must have parental permission (telephone call or note) prior to their departure and must sign out with the Secretary in Room 132. Non-verified absences are considered truancy and may result in a detention or suspension from school. An absence is not verified when neither a telephone call nor a note was received, from a parent/guardian, prior to the absence. Absences are recorded daily for each period. The administration could request a meeting with the parents/guardians of students who are often truant from school. A student, absent from a test, exam, or writing workshop does not have the right to sit at a later date (This absence should be verified by a medical certificate). PHONES There is a phone available for student use outside the reception area. The office phone must be used for any calls related to illness, early departure from school etc. Parents are requested to cooperate with the school in discouraging mid-day change of plans for social reasons. (i.e. Child phones parent, and parent calls school to request change of plans.) STUDENT SERVICES The Guidance Counselor at Symmes Junior High School is Ms. Richardson. She is available to help with academic, motivational and emotional/social issues. She is also available to answer questions pertaining to credits for graduation and post-secondary education. Her office is room #235. To make an appointment with Ms. Richardson you can her at hrichardson@wqsb.qc.ca, or request an appointment at break or lunch. The Guidance Counselor at D Arcy McGee High School is Ms. George. She is available to answer questions pertaining to credits for graduation, post-secondary education and new registrations. She is also available to help with academic, motivational and emotional/social issues. Her office is room #116. To make an appointment with Ms. George you can her at cgeorge@wqsb.qc.ca, sign up in her red binder in the library or request an appointment at break or lunch. ACCIDENTS Please note that all accidents are to be reported immediately to a teacher or supervisor. The School Board is not responsible for any accident in the school or on the school grounds. It is strongly recommended that all students have a private accident insurance policy. When a student is going to be transported to a health center, the cost of his transportation is the responsibility of the family. Many activities are organized for student participation. Some of these, especially sporting events, can result in minor accidents. A private insurance policy is strongly recommended for participants. SCHOOL CLOSING UNSCHEDULED In the event of classes being cancelled, parents should listen for an announcement on one of the following radio stations: CFRA, CJRC, CKOY, CBC (English and French), CHEZ FM, CIMF, CJSB, MAGIC 100, STAR 96 FM and The Bear You may also go to the Western Quebec School Board s website A link has also been provided on our school website CHANGE OF ADDRESS Students are required to notify the office of any change of address or telephone number. It is essential that the school have a telephone number where parents or an alternate adult responsible can be reached in case of an emergency. We Believe In Ourselves and Each Other. 4 Believe To Achieve Gee-Gee Pride!

19 SCHOOL BELL SCHEDULES SYMMES REGULAR BELL SCHEDULE SYMMES WEDNESDAY BELL SCHEDULE Monday, Tuesday, Thursday & Friday 8:45 Warning Bell 8:45 Warning Bell 8:50-9:15 Advisory 8:50-9:40 Period 1 9:20-10:35 Period 1 9:45-10:35 Period 2 10:45-12:00 Period 2 10:45-11:35 Period 3 12:00-12:50 Lunch 11:35-12:25 Lunch 12:55 2:10 Period 3 12:30-1:20 Period 4 2:20-3:35 Period 4 D ARCY REGULAR BELL SCHEDULE D ARCY WEDNESDAY BELL SCHEDULE Monday, Tuesday, Thursday & Friday 8:45 Warning Bell 8:45 Warning Bell 8:50 9:15 Personal Development Course (PDC) 8:50-9:40 Period 1 9:20 10:35 Period 1 9:45-10:35 Period 2 10:45-12:00 Period 2 10:45 11:35 Period 3 12:00-12:50 Lunch 11:40 12:30 Period 4 12:55 2:10 Period 3 12:30 1:20 Lunch 2:20 3:35 Period 4 WORK WEEK In order to permit a weekly period for staff to develop curriculum, the school day has been extended four days per week and students are dismissed after lunch each Wednesday. School Begins: 8:50 a.m. daily Dismissal on Wednesdays: 1:20 p.m. Dismissal on Monday, Tuesday, Thursday, Friday: 3:35 p.m. We Believe In Ourselves and Each Other. 5 Believe To Achieve Gee-Gee Pride!

20 Symmes~D Arcy McGee High School Code of Conduct and Expectations The following are rules regarding student life at school and during school hours. All the rules that apply to students apply at school and/or during school hours and/or during all school related activities. Behaviour Expectations Pyramid of Interventions for Infractions Maximum Consequence Regular School Attendance Students will attend school all possible days. Parents will ensure that students attend school; in the event a child is absent for a legitimate reason (i.e. appointment, illness) the parents will notify the school by phone or . School staff will take attendance and communicate with parents in the event that there are any concerns. D Arcy - Parents will be notified by school staff in the event that a child is absent and not verified. A student who is truant for the first time will have his/her parent(s) notified by phone. A D Arcy student who is truant for the second time will have his/her parent(s) receive a letter of concern from administration. A D Arcy student who is truant for a third time will be sent home and will be required to return with his/her parent(s) at which time he/she will present a plan of action to remedy the problem. A D Arcy student who continues to be truant will be suspended internally. Symmes A Symmes student who is truant for a first time will have his/her parent notified by phone and will be assigned a Wednesday after-school detention (1:30PM 3:30PM). A Symmes student who is truant a second time will have a letter of concern sent to his/her parents. The student will serve a Wednesday after school detention. A Symmes student who is truant for a third time will be sent home and will be required to return with his/her parent(s) at which time he/she will present a plan of action to remedy the problem. A student who, despite the measures already put into place continues to be truant will be suspended internally (Symmes) externally (D Arcy). A student who continues to be truant after having a plan-of-action meeting will be subject to an in-school disciplinary hearing. Referral to a discipline committee hearing. Arrival at Class Students will be in class and prepared to work (i.e. sitting at their assigned location, with their required materials) before the bell rings to begin class. Parents will reinforce the importance of punctuality and being prepared. A student who is late (non-verified) for class will be issued a consequence by his/her classroom teacher. A student who continues to be late will be referred to administration for further consequence. Suspension of privileges (i.e. noon hour, extracurricular activities). We Believe In Ourselves and Each Other. 6 Believe To Achieve Gee-Gee Pride!

21 School staff will ensure that all students have the opportunity to be at their assigned location on time. School staff will also keep records of students late to class. Dismissal of Students Students will leave class after the teacher dismisses them. The bell is a reminder for TEACHERS that the period has ended. Parents will support the measures that the school is taking to promote safety. School staff will model appropriate behaviour; they will monitor and enforce the policy. Parents will be contacted when necessary. Students leaving class before the bell or without the teacher s permission will be considered as skipping and may be subject to one or more of the listed consequences. Detention Suspension of privileges (i.e. noon hour, extracurricular activities). Suspension Internal/External Completion of Assignments Students will complete assignments to the best of their ability and hand them in as requested by their teachers. Students do not have the option of not completing assignments. Parents will reinforce the fact that all assignments are to be completed and handed in as assigned. Teachers will provide students with sufficient time to complete assignments. Teachers will monitor and keep record of assignment completion. A student who does not hand in an assignment on time will be assigned a consequence from his/her classroom teacher.. A student who chooses to not hand in an assignment on time should expect a penalty when it comes to marking. A student who continues to not hand in assignments as requested may be referred to administration for follow-up. A student who continues to refuse to hand in assignments and complete work as assigned by his/her teacher will be subject to a referral to a discipline committee. Defiance - It is expected that students will comply with and promote the standards, expectations, and rules as outlined in the Symmes-D Arcy McGee Discipline Policy - A student who is defiant with a staff member and/or refuses to comply with a staff member s instructions will be referred to administration for immediate intervention. - Referral to a Discipline Committee hearing. Student Behaviour Students will behave in a manner that is conducive to learning and will respect both the school and individual classroom guidelines. Parents will emphasize with their children the importance of behaving appropriately at school. School staff will model appropriate classroom behaviour and will monitor and follow up as needed. Parents will be contacted when necessary. A student who misbehaves in class will be dealt with by the classroom teacher. In the event that a student continues to misbehave and ignores the teacher s interventions, the student will be sent to the Reflection Room. If a student is sent to the Reflection Room during Period 1, the student will be suspended (Internal or External, at the discretion of the administrator) for that school day. If the misbehaving persists, parents will be notified and a referral may be made to the behaviour technician, who will work with the student to formulate a plan of Referral to a Discipline Committee hearing. We Believe In Ourselves and Each Other. 7 Believe To Achieve Gee-Gee Pride!

22 action to remedy the problem. The student may also be served with an internal suspension. The student will agree to take part in a restorative practice session, facilitated by a staff member. A student who is verbally (ie. swears at a teacher) or physically aggressive or intimidating towards a staff member will be suspended from school immediately. If a student persists in misbehaving, despite the measures that have been taken, a team conference will be held with the student, his/her parents, the behaviour technician, one or more representatives from the teacher team, and an administrator. A student who continues to misbehave has placed him/herself at high risk: at this point, the student will be served with an out of school suspension and possibly a referral to external resource intervention (i.e. CLSC). The possibility of an alternative placement will also be considered at this level. Swearing/ Use of Profanity - It is expected that students will refrain from the use of profane and vulgar language while at school. Failure to Serve a Detention In the event that a student is served a detention, he/she will serve it as requested. Parents will support the measures that the school is taking to promote achievement and success. School staff will assign, supervise, and report detentions to parents. Failure to report to a detention will be reported by the teacher to the administrator responsible for that grade level; a consequence will be assigned by the administrator. Failure to report to a Wednesday detention will be treated as insubordination. Referral to a discipline committee hearing. Dress Code Students will dress appropriately; choice of clothing will not include or promote the following: inappropriate language, vulgarities, racism, revealing clothing (i.e. midriffs, muscle shirts, underwear). Extremes in modes of dress, such as see through clothing, exposed midriffs, or clothing normally considered as undergarments are not acceptable. - Headgear (ie. caps, toques, hoods), is not to be worn in classrooms. Pyjama tops and/or bottoms are not appropriate clothing for school. For reasons of safety and sanitation, shoes must be worn at all times. A student who is in violation of the school dress code may be asked to change his/her clothing by an administrator immediately so that the violation is remedied. In the event that the situation is unable to be remedied the student may be sent home to change his/her clothing. In the event a student continues to disregard the dress code, he/she may be sent home and required to return with his/her parent(s) at which time he/she will present a plan of action to remedy the problem. Suspension of privileges (i.e. noon hour, extracurricular activities). Referral to a Discipline Committee hearing. We Believe In Ourselves and Each Other. 8 Believe To Achieve Gee-Gee Pride!

23 Clothing or accessories with drug or alcohol images or overtones are not permitted. Pants, shorts, and skirts must be worn above the hips. Parents will reinforce the importance of choosing appropriate dress. School staff will model appropriate dress and will monitor and enforce dress code and communicate with parents when necessary. Use of Computers Students will use school computers for educational purposes, as directed by school staff. Students will not access sites or information that is inappropriate (i.e. pornographic), nor will they access Facebook accounts or other social media sites, while at school. Parents will reinforce the importance of responsible computer use. School staff will monitor and supervise student computer use, and when necessary, will communicate with parents. A student who is in violation of the computer policy for the first time will be subject to loss of school computer use for 2 weeks. Parents will be notified. A student who is in violation of the computer policy a second time will be subject to loss of school computer use for one month. Parents will be notified. A student who is in violation of the computer policy for a third time will lose computer privileges for the school year. Please note: a student who uses school computers to interfere with other student or staff accounts will automatically lose his/her privileges for the school year and will be suspended from school. Suspension from school. Referral to a Discipline Committee hearing. Electronic Devices Use of electronic devices for learning purposes in the classroom will be at the discretion of the classroom teacher. - It is absolutely forbidden for a student to record in any manner a staff member or student without previous consent from the staff member or student in question. Parents will reinforce the notion of responsible use of electronic devices with their children. School staff will model appropriate use of electronic devices and monitor the student use of these at school. Parents will be contacted when necessary. A student who violates the electronic device policy will have his/her device confiscated for the school day. The student will have the device returned at the end of the school day. A student who repeatedly violates the policy risks having their device confiscated by administration for an extended period of time, the end at which the parent(s) will be asked to retrieve the device at school. A student who refuses to comply with a staff member s request to hand over an electronic device will be immediately referred to administration. - A student who records (ie. via video, audio, snapchat, instagram, etc.) any act with the intent to distribute or share the act with others will be subject to disciplinary measures in accordance with the Criminal Code of Canada. - A student who receives a recording (ie. video, audio, snapchat, instagram, etc.) and proceeds to share and or distribute the recording will be subject to disciplinary measures as defined by the Criminal Code of Canada. Suspension of privileges (ie. noon hour, extracurricular activities). Suspension Internal/External School Bags Students will leave school bags and purses in their A student who brings a school bag or purse to class without authorization may Detention Suspension of We Believe In Ourselves and Each Other. 9 Believe To Achieve Gee-Gee Pride!

24 assigned locker for the day for safety reasons. Parents will support the measures that the school is taking to promote safety. School staff will, if and when necessary, impose the measures as indicated in the school policy. be subject to one of the listed consequences. A student who brings a school bag or purse to class without authorization more than once may be subject to one or more of the listed consequences. privileges (i.e. noon hour, extracurricular activities). Suspension Internal/External Library Students will use the library in an appropriate manner that promotes learning. Parents will support the measures that the school is taking to provide an environment for learning. School staff will model appropriate behaviour; they will monitor and enforce the policy. Parents will be contacted when necessary. Students who misuse the library may lose their privileges for a period of time determined by administration. Students who continue to misuse the library may lose their privileges for the remainder of the school year. Detention Suspension of privileges (i.e. noon hour, extracurricular activities). Suspension Internal/External Loss of school activities (dances, year-end trip/prom) Food & Drink Students will consume food & drink in the areas identified by the school. Parents will support the measures that the school is taking to promote safety and cleanliness. School staff will model appropriate behaviour; they will monitor and enforce the policy. Parents will be contacted when necessary. Students consuming food or drink in areas not approved by the school will receive a verbal warning. Students who continue to consume food or drink in areas not approved by the school may receive one of the listed consequences. Detention Suspension of privileges (i.e. noon hour, extracurricular activities). Suspension Internal/External Field Trips Students will attend planned trips/activities. Please note that school board policy requires all students participating on field trips, to provide written parental authorization on the required form, prior to the event. Telephone authorization is not acceptable. Parents will support the school by encouraging participation for trips and by providing signed consent. Students who do not participate in a field trip are responsible for making up any related work. Students on a field trip are liable to all rules and policies of Symmes/D Arcy. Loss of school activities (dances, year-end trip/prom) Referral to a discipline committee hearing. Skateboards/ Bicycles Students are allowed to have a skateboard at school although they will not be allowed to access school board transportation. Students are allowed to skateboard in the bus area during lunch break. Students are not to be in the staff parking lot. Riding a bike, skateboard, or scooter in the school is strictly Any student who refuses to follow these basic rules regarding bikes and skateboards will be given appropriate consequences by school staff. Confiscation of skateboard Detention Suspension of privileges (i.e. noon hour, extracurricular activities). Suspension Internal/External Loss of school activities (dances, We Believe In Ourselves and Each Other. 10 Believe To Achieve Gee-Gee Pride!

25 prohibited. year-end trip/prom). Parents will support the measures that the school is taking to promote safety. School staff will, if and when necessary, impose the measures as indicated in the school policy. Student Movement During school hours, students leaving the building must do so through the main entrance at Reception. Students are required to check-out with Monique Roy in Office 132 before leaving. Symmes students are not to enter through the courtyard doors when hallways are closed at lunch. Symmes washrooms/water fountains/hallways are not to be used by D Arcy students unless it is during a student s scheduled Drama period. Parents will support the measures that the school is taking to promote safety. School staff will, if and when necessary, impose the measures as indicated in the school policy. A student who leaves the school without seeing Monique Roy may be considered truant. A student who is in areas that have been designated out of bounds will be given the appropriate consequence. Detention Suspension of privileges (i.e. noon hour, extracurricular activities). Suspension Internal/External Loss of school activities (dances, year-end trip/prom). Textbooks Students are responsible for the condition of textbooks issued to them. Parents will support the measures that the school is taking to promote learning. School staff will model appropriate behaviour; they will monitor and enforce the policy. Parents will be contacted when necessary. Students are responsible to take care of textbooks they are issued. It is expected that they will be returned in the condition that they were received. Students who damage or lose textbooks will be required to pay for repair or replacement of the textbook(s) in question.. Detention Suspension of privileges (i.e. noon hour, extracurricular activities). Suspension Internal/External Lockers Students will respect their assigned locker. Parents will support the measures that the school is taking to promote safety. School staff will model appropriate behaviour; they will monitor and enforce the policy. Parents will be contacted when necessary. Students who change their assigned locker will be issued a consequence by administration. - It is expected that students will maintain their assigned lockers in a clean and orderly fashion. Students who deface or vandalize a locker will be issued a consequence by administration and will be liable for cost of cleaning. -All issued lockers are to have locks on them at all times. Referral to a Discipline Committee hearing. We Believe In Ourselves and Each Other. 11 Believe To Achieve Gee-Gee Pride!

26 Medication All medication will be kept at the office and administered by designated staff. Students will report to the office for their medication. If a parent requests that an over the counter drug be administered to his/her child, it must be accompanied by written permission from parents. Reminders Notify parents Student Parking Student parking on school grounds will be designated and monitored by school administration. Bullying (physical, emotional, cyber) Students will refrain from any activity that makes one or more fellow students or staff members feel uncomfortable. Parents will support the school s anti-bullying policy by promoting anti-bullying at home. School staff will model appropriate anti-bullying behaviour. Staff will monitor and enforce the policy; parents will be contacted if their child is bullying or being bullied. Any student or students who actively seek out one or more students or staff members with the intent of purposely harassing will be suspended immediately for a minimum of one school day: Depending on the circumstances and the level of bullying, the suspension may be up to five school days. The police educator will be involved and will intervene with the student(s). Parents will be informed either way; the student will be required to return with his/her parent(s) at which time he/she will present a plan of action to remedy the problem. As well, the student will agree to take part in a restorative practice session, facilitated by a staff member. The following is a list of examples (although not exclusive) of bullying behaviour: verbal and physical aggression, threats, gossip, intimidating looks, ostracizing, hazing, laughing at others, sending, posting, or sharing any negative and/or inappropriate communication or communication deemed to be negative and/or inappropriate. Referral to a discipline committee hearing. Physical Aggression Students will refrain from any type of physical confrontation. Parents will enforce the understanding that physical confrontation will not solve conflict or disagreement. School staff will model appropriate behaviour and will follow up with the necessary measures when the policy is violated. Two students who enter into a minor physical altercation (i.e. pushing/shoving each other) will be suspended internally for one school day. Parents will be notified. Both students will be required to participate in a restorative practice session. Two students who agree to a physical confrontation whereby punches or kicks are administered will be suspended externally for three school days. The police educator will be involved and will intervene with the student. Parents will be notified; upon return from the suspension, both students will be required to participate in a restorative practice session, facilitated by a staff member. A re-entry meeting with parents will be held. Referral to a discipline committee hearing. Drug & Alcohol Use and the Sale of Drugs and/or Alcohol Students will refrain from using and/or trafficking drugs or alcohol at school. Students will not present themselves at school A student who is caught either under the influence, in possession, or trafficking illegal drugs will be suspended for ten school days. The Referral to a discipline committee hearing. We Believe In Ourselves and Each Other. 12 Believe To Achieve Gee-Gee Pride!

27 or at school events under the influence of any illegal drug. A student who is accompanying another individual who is in the act of consuming an illegal drug (includes alcohol) may be considered to be an active participant in this activity and therefore, may be subject to the same consequences as the individual who is caught consuming. It is strictly forbidden for a student to have any type or form of drug paraphernalia; a student in possession of drug paraphernalia at school, during the school day, or during a school sanctioned event will be subject to the same consequences as a student who is in possession of drugs. Parents will ensure that their children understand the law. School staff will enforce the drug and alcohol policy; if and when necessary, school staff will impose the measures as indicated in the school policy police educator will be involved and will intervene with the student. Parents will be notified; upon return from the suspension, the student will be required to participate in a restorative practice session, facilitated by a staff member. As well, a re-entry meeting with parents will be held. The school Drug and Alcohol Counsellor will follow up with the student upon his/her return to school (minimum five follow-up meetings). A student who is caught trafficking drugs or with a quantity of drugs deemed to be for the purpose of sale (as determined by the police) will be suspended for ten school days and will be referred to a discipline committee hearing. A student who is caught a second time either under the influence or in possession of illegal drugs will be referred to a discipline committee hearing. Refusal of a search is an automatic 10 day suspension pending a discipline committee meeting. Cigarettes and the Sale of Cigarettes Symmes students will not smoke cigarettes, e-cigarettes, or use any other tobacco products at school, or during the school day. All Symmes/D Arcy students will refrain from selling cigarettes at school. Parents will ensure that their children understand the law. School staff will, if and when necessary, impose the measures as indicated in the school policy. It is strictly forbidden to smoke cigarettes or use any other tobacco products at school, or during the school day. A Symmes student who is caught smoking or in possession of cigarettes (ie. tobacco and or e-cigarettes) at school will have the cigarettes confiscated and will be issued a consequence by school administration. Any Symmes/D Arcy student who is caught trafficking cigarettes or with a quantity of cigarettes deemed to be for the purpose of sale (as determined by the police) will be suspended for five school days. The police educator will be involved and will intervene with the student. Parents will be notified; upon return from the suspension, the student will be required to participate in a restorative practice session, facilitated by a staff member. As well, a re-entry meeting with parents will be held. Referral to a discipline committee hearing. Physical Assault by one or more individuals on another Students will refrain from any form of assault towards another student or staff member. Parents will ensure that their children understand the law. School staff will model appropriate behaviour; if and when necessary, school staff will impose the measures as indicated in the school policy. The Canadian Criminal Code defines assault: A person commits an assault when without the consent of another person; he (she) applies force intentionally to that other person, directly or indirectly. A student who commits assault will be suspended for a minimum of five school days. The police educator will be involved and will intervene with the student. Parents will be notified; upon Referral to a discipline committee hearing. We Believe In Ourselves and Each Other. 13 Believe To Achieve Gee-Gee Pride!

28 return from the suspension, the student will be required to participate in a restorative practice session, facilitated by a staff member. As well, a re-entry meeting with parents will be held. In the event a student commits a second assault, he/she will be referred to a discipline committee hearing. Possession of Weapon Students will not have any type of weapons in their possession at school. Parents will ensure that their children understand the law. School staff will model appropriate behaviour; if and when necessary, school staff will impose the measures as indicated in the school policy. A student in possession of a weapon at school will be suspended for ten school days; the student will be subject to a Discipline Committee hearing. The police educator will be involved and will intervene with the student. Parents will be notified; upon return from the suspension, the student will be required to participate in a restorative practice session, facilitated by a staff member. As well, a re-entry meeting with parents will be held. In the event a student is caught a second time in possession of a weapon at school, he/she will be referred to a discipline committee hearing. Refusal of a search is an automatic 10 day suspension pending a discipline committee meeting. Referral to a Discipline Committee hearing. Stealing Students will respect the belongings of others. Under no circumstance is it acceptable to take something that does not belong to oneself. Parents will clearly spell out to their children that stealing is not only wrong but also a criminal offence. School staff will model appropriate behaviour; they will monitor and enforce the policy. Parents will be contacted when necessary. A student who steals will be required to repay the amount or dollar value of that which was stolen. The police educator will be involved and will intervene with the student; the parents will be informed. In cases that warrant it, charges will be laid. The student will agree to take part in a restorative practice session, facilitated by a staff member. Depending on the circumstances, the student may be assigned community service. A student who steals at school or during the school day will be suspended externally for up to three school days. Referral to a Discipline Committee hearing. Vandalism Students will be respectful of all school property. In doing so they will understand that it is not acceptable to vandalize. Parents will reinforce the understanding that vandalism is not acceptable. School staff will model appropriate behaviour and monitor and enforce the policy. Parents will be contacted when necessary. A student who vandalizes will be required to compensate for full repair of the vandalism. Depending on the circumstances, the student may be assigned community service. A student who vandalizes at school or during the school day will be suspended externally for up to three school days. Regardless of the act of vandalism, the parents will be advised. Referral to a Discipline Committee hearing. The school is not liable for lost or stolen items. Please leave valuables at home. We Believe In Ourselves and Each Other. 14 Believe To Achieve Gee-Gee Pride!

29 POLICIES 1. WESTERN QUEBEC SCHOOL BOARD & SYMMES/D ARCY DRUG & ALCOHOL POLICY (The complete version of this policy is available from the school directly or from the WQSB Website): The following was adopted as policy in December 1996: Any student, youth or adult, using or in possession of alcohol and/or illegal drugs on school property or while participating in a school activity can expect the following action: 1. The school administration will confiscate the alcohol and/or illegal drugs. 2. The student s parents/guardians will be informed. 3. Where appropriate, the police will be notified, the student will be identified to them and the police will be given the confiscated goods. 4. Any youth sector student, in possession of, or under the influence of alcohol and/or illegal drugs on school property or during school organised activities shall be suspended immediately for a period of ten (10) school days. 5. The school administration will recommend that parents seek counselling for their child; a drug information package will be provided to students. 6. Students repeating the offence shall be liable to expulsion from school after a hearing by the Discipline Committee of the School Board. 7. Traffickers of alcohol and/or illegal drugs will be suspended immediately for a minimum of ten (10) school days and will be liable to expulsion from school. 8. Refusal of a search is an automatic 10 day suspension pending a discipline committee meeting. 2. WESTERN QUEBEC SCHOOL BOARD & SYMMES/D ARCY SAFE SCHOOL POLICY The Western Quebec School Board believes in the right of each learner and each staff member to work in a safe environment in its schools. The Board believes it is the responsibility of everyone, parents and students included, to contribute to the development of safe schools. Through the implementation of effective measures such as preventative practices, early intervention and the administration of fair, consistent disciplinary action, Safe Schools will become a reality in our Board. The Board believes in teaching self-control, self-respect and selfdiscipline to help students prepare for a satisfying and productive life. The Board sees as its role the safe-guarding of the learners and teachers on its premises or at school sponsored events and does not tolerate: Weapons (including replicas) Acts of violence actual or threatened Vandalism or theft Expressions of racial, ethnic, religious or sexual prejudice or harassment. PROMOTING SAFE SCHOOLS: The Western Québec School Board believes in positive, constructive discipline intended to create an orderly, co-operative learning atmosphere in all schools. Schools are encouraged to use programs that encourage positive attitudes and acceptable behaviour. Following from Article 76 of the Education Act, disciplinary practices should be fair, consistent, age appropriate and flexible enough to meet the needs of each school. Communication, consultation and cooperation between senior administration, school administration, students, parents, and teachers must be on-going. The Western Quebec School Board believes in working actively and collaboratively with parents, staff, students, social and law enforcement agencies, colleges and universities, municipalities, community organizations, teacher organizations and other groups. The Western Quebec School Board will adopt safety procedures for schools that will provide for a safe and secure environment in all its institutions. UNACCEPTABLE BEHAVIOURS: Intimidation to frighten, force, discourage or inhibit by the use of verbal or non-verbal actions in order to influence conduct; Harassment systematic or persistent verbal or physical action such as taunts, insults, annoyances, demands, etc., designed to inflict distress; Threats verbal promise or overt action forewarning trouble, worry or harm; Assault physical, sexual an unlawful personal attack (including menacing words or gestures), an attempt to cause injury, unwelcome physical interference with another person; Vandalism the deliberate damage or defacement of school grounds, buildings, equipment, books or personal property; Theft taking possessions or goods belonging to another person without that person s consent; Possession of Weapons/Replicas: anything used or intended for use in causing death or injury to persons whether designed for that purpose or not and, any replica of a weapon used for the purpose of threatening or intimidating any person. Trespassing any individual on school premises without authorization; Extortion intimidating or threatening behaviour intended to extract money, services or property; Overt Bigotry written or verbal comments which insult others because of their gender, racial origin, ethnicity, religion, or sexual orientation. In the case of the occurrence of any of the preceding defined behaviour, the appropriate procedures listed below will be followed: We Believe In Ourselves and Each Other. 15 Believe To Achieve Gee-Gee Pride!

30 Procedures: Inform the student of the behaviour that is in violation of the policy; communicate with a parent or guardian in a timely and appropriate manner; inform appropriate authorities and confiscate weapons necessary; impose an appropriate in-school sanction or school suspension according to the following prescribed minimal consequences: Verbal threats, racial, physical and/or sexual harassment or abuse = minimum 1 day suspension Possession of weapons = minimum 3 day suspension Threats to use weapons = minimum 5 day suspension Using a weapon = Discipline Committee** N.B. Definition of weapon and length of suspension (less than 10 days) at the discretion of the Principal *6-10 day suspension requires the approval of the Director General ** Minimum action of Discipline Committee = 10 day suspension (Suspension may be immediate and for an indefinite period of time pending a review of the situation including possible referral to the Discipline Committee. (An information sheet on the functioning of the Discipline Committee is available to parents, teachers and students.) Recommend counseling; and recommend an alternative learning placement where required. 3. EMERGENCY EVACUATION PROCEDURES POLICY To aid in the proper evacuation of the school during a signal or alarm, room doors and windows should be closed during the evacuation process. Fire evacuation Plans will be placed in each classroom please familiarize yourself with the exit procedure for each of your teaching areas. When the general alarm is sounded, people move quietly to the appropriate exit posted by the phone in each classroom. Classes must stay together outside of the school in the event a roll call is necessary. Teachers are asked to bring an attendance list with them. All persons must evacuate the school. Evacuation drills at regular intervals are required by law. It is essential that, when the signal is given, classes must be evacuated promptly by the prescribed route and that they assemble in the designated area on school grounds. Teachers must check their rooms, take their class list, close the classroom door, stay at the rear of their class when clearing the building, take attendance at every drill and supervise the group of students they are with during the drill or the real alarm. We must help the students(s) with physical exceptionalities during a general fire alarm. These students are to be accompanied by the teacher and his/her class to the nearest stairway (free of smoke) and carried down the stairs to the first floor by staff only. A teacher is to remain with this student until they are safely outside. At no time should the elevator be used during a fire alarm. This also applies to students in wheelchairs and on crutches. No-one will re-enter the school building until they have received instructions from an Administrator or a member of the Administration Staff. During Break or Lunch Hour: Students and staff must proceed to the outside of the school building by means of the nearest exit. Staff will be given Advisory/PDC lists and attendance will be taken by group in both gathering places, the gathering place for Symmes is in the football field and D Arcy staff and students should proceed to the bus parking lot. During very cold weather, precautions will be taken to protect students from the cold weather, the call for STO buses and removal of students to our alternate location to insure the safety of the students. 4. PLAGIARISM & CHEATING POLICY Cheating is a very serious academic offense. Any student who cheats on a test or exam will receive an automatic zero for the test and/or exam. The parents of the student will be notified concerning the offense and will be notified of the zero grade. Plagiarism is a very serious academic offense that involves using the ideas or words of others as your own. The following circumstances require footnoting and would constitute plagiarism if not properly documented; All word-for-word quotations. All key words or terms that have been taken from a special source. All passages that have been summarized or paraphrased. All theories or interpretations that are not your own. All charts, graphs, diagrams that are not your own. All statistics that you have not compiled yourself. At Symmes Junior High School, we will endeavor to educate students as to appropriate methods to footnote original authors. Students may receive a zero for plagiarized work. At D Arcy McGee High School, a student who plagiarizes on a paper will receive an automatic zero for the paper. The parents of the student will be notified concerning the offense and will be notified of the zero grade. In the case of a term paper, the student will NOT have the option to rewrite the paper. In the case of a test, the student will NOT be permitted a re-examination. We Believe In Ourselves and Each Other. 16 Believe To Achieve Gee-Gee Pride!

31 This is a school-wide policy and will be followed by all teachers and students. If it becomes necessary, the teacher may request a conference with the student, the parent, a guidance counselor, and Administrator. Students who do not thoroughly understand the concept of plagiarism and methods of proper documentation should request assistance from their teacher and from librarians. 5. SEARCHES & SURVEILLANCE IN OUR SCHOOL POLICY The school Administration reserves the right to perform any search deemed reasonable to ensure the safety of students and staff. A search is a procedure used to inspect you and/or your personal belongings and/or locker. When students are on WQSB property (including buses) and during school hours, teachers and administrators have a legal duty to maintain order and discipline, much like parents in a home. Administrators and teachers are entitled to perform searches without a warrant (without a judge s permission) because they are entrusted with watching over the safety of every student and staff member. Students who refuse a search will automatically be suspended for a minimum of 10 school days and a Discipline Committee meeting will be scheduled at the WQSB. 6. SMOKING POLICY In June of 2005, the National Assembly of Quebec adopted a series of measures strengthening the Tobacco Act. Therefore, beginning September 1 st of 2006, it is prohibited for anyone to smoke on the grounds placed at the disposal of secondary educational institutions. Therefore, the property of SYMMES/D ARCY is completely smoke-free. Students not respecting this policy will be automatically suspended from school. Students at Symmes are not allowed to possess cigarettes (or other tobacco products and/or e-cigarettes) or lighters in school. The Act is clear that it is prohibited for anyone to supply tobacco to a minor on the grounds and within the premises of a secondary educational institution. Therefore, supplying Symmes students with tobacco is unlawful and will result in a suspension for both students. Symmes students found in possession of lighters and/or cigarettes may be suspended for up to three school days. The Staff at D Arcy McGee will acknowledge that some of their students smoke and will respect their choices as long as the procedures of our policies are respected. The Staff will advocate the cessation of smoking by students for their own benefit because evidence clearly shows that smoking is injurious to one's health and to that of others in the form of second-hand smoke. 7. STAFF SUPERVISING STUDENT CONDUCT POLICY Teachers can set and post written standards for their own classes at the beginning of the school year and these must be respected by their students. *All staff members of SYMMES/D ARCY are asked to correct any misbehaviour on school premises or on field trips. A student that does not respect the words or actions of a staff member is to be reported immediately to an Administrator. Staff members are asked to report any suspicious behaviour, graffiti, theft, or vandalism immediately to an administrator. *When a student is asked to relinquish possession of any of the above articles, staff members are encouraged to bring it to an administrator (in case of theft of the article while in the staff members possession). 8. SUSPENSION POLICY The primary consequence of suspension is the removal of a student from the curricular, co-curricular, and extra-curricular services of the school for the period of the suspension. The decision to suspend a student is made by the Principal/Vice-Principal. Pre-Suspension Procedure: A thorough examination of the situation will take place and a written report made by the Principal/Vice Principal. The suspension will be explained to the student. Violation of school or school board policies will be outlined for the student and the parent or guardian. The length of the suspension will be decided by the Principal/Vice Principal. Whether the suspension will be an In-School or an Out-of-School suspension will be decided by the Principal/Vice Principal. The Principal/Vice Principal shall endeavor to notify the parent/guardian of the student of the pending suspension by or telephone and/or in writing. Whenever possible, the student and/or his or her parent/guardian shall be provided written and/or oral notice of the suspension prior to the time the suspension is to commence. If notice is not possible prior to the time of the suspension, every effort will be made to secure notice the next day. While under Out-of-School suspension, the student: may not visit the school; may not participate in any extra-curricular or co-curricular activities; must complete work assigned by the Principal/Vice Principal while away; While under In-School suspension, the student: may attend the school but at all times must stay in the supervised area designated by the Principal/Vice Principal; may not participate in any extra-curricular or co-curricular activities; must complete work assigned by the Principal/Vice Principal; We Believe In Ourselves and Each Other. 17 Believe To Achieve Gee-Gee Pride!

32 Post-Suspension Procedures: A meeting with the Principal/Vice Principal, the student and the student s parent/guardian may take place prior to the student s return to regular classes. The student will be allowed to complete class work and assignments missed during the suspension upon his/her return to regular classes. Teachers will determine when and where re-writes will take place and under what circumstances assignments will be accepted. Out of school suspension one Wednesday. 9. PLANNED ABSENCES POLICY At Symmes Junior High School and D Arcy McGee High School the student will be allowed to complete class work and assignments missed during the planned absence upon his/her return to regular classes. Teachers will determine when and where re-writes will take place and under what circumstances assignments will be accepted. Wednesday afternoon in-school work time (1:30 3:30PM) following a planned absence is strongly encouraged. The parent/guardian must coordinate/arrange this with the Administrator responsible for the student s grade level. 10. PHOTOGRAPHING AND VIDEO-TAPING FOR MEDIA RELEASE POLICY At Symmes Junior High School and D Arcy McGee High School we offer a wide range of co-curricular and extra-curricular activities. We are proud of students and staff and their hard work and we want to share important messages about how great Symmes Junior High School and D Arcy McGee High School are. As such, a Symmes or D Arcy student may be involved in programs and/or events that are photographed and/or videotaped for media - release. If for any reason, parents/guardians object to a student s picture being published or aired, please state this, in writing in a letter or , addressed to the Principal and send it immediately to the school office. 11. REFLECTION ROOM PHILOSOPHY The Purpose of the Reflection Room: is to allow time for students and teachers to re-evaluate a situation causing a disruption or failure to communicate. The Reflection Room is to be used only after measures have been taken by the teacher to resolve the issues hampering success in the classroom. Students who refuse to stay in class or are very disruptive are not to be in the hallway unattended. The Reflection Room is to be used for these students who are unable to remain in a classroom. Students sent out of class twice in a day may be suspended for a full day of school. Rules for the student while in the Reflection Room: 1. No sleeping, eating, or drinking; 2. No wearing of hats/headwear or electronic devices 3. No talking; 4. He/she must do work of some kind, if work is not provided by the classroom teacher, work may be provided by the supervisor or the Principal/Vice-Principal; 5. Unless otherwise noted by the Principal/Vice-Principal, students will report to next class; 6. If the student refuses to follow these rules, a Principal/Vice-Principal should be contacted immediately and a report filled-out; 7. Students are to leave the reflection room when they are dismissed by the supervisor; 8. If a student refuses to follow the directives of the supervisor and is asked to leave the Reflection Room, they will be sent home immediately and suspended for a full day of school. 12. COMPUTER AND TECHNOLOGY USER POLICY General Policies: Persons who receive accounts or who receive temporary access to the local area network at Symmes Junior High School & D Arcy McGee High School are expected to conform to the following general policies. It is each user's responsibility to be aware of these restrictions and limitations. If there is any doubt regarding the legitimacy or authorization of any action on a workstation or network resource, please check with your teacher in advance. Users are expected to maintain high ethical standards, and to be courteous to other system users at all times. Educational Use: The computers in the school are intended for educational purposes only. Users should not play games on the computers, or use the systems in association with any inappropriate text, graphic, or other media type. Electronic communication systems should not be used for trivial purposes, and offensive, obscene, or harassing messages are strictly prohibited. Students may not: Use, or attempt to use, Symmes or D Arcy s computer systems or those accessible by network, without proper authorization, which includes, but not limited to, supplying misleading information or false credentials. Tamper with, obstructing, or attempting to alter the operation of any computer system accessible through the Symmes and D Arcy network connections. We Believe In Ourselves and Each Other. 18 Believe To Achieve Gee-Gee Pride!

33 Attempt to modify, distribute, or copy data of software without proper authorization. Attempt to physically open/damage or otherwise alter hardware such as mice, keyboards, computers, scanners, or cameras, visit inappropriate sites such as pornography, hate sites, pro-drug or alcohol sites; Communicate with , messaging software during class time. This distracts not only you but also others from their education. In addition, it uses bandwidth of the network slowing everyone down; Play games, download or/and steal music or videos/movies, use chat-lines - all use up bandwidth of the network slowing everyone down; ownloading applications or files uses up hard drive space and is a virus risk; Use diskettes because they are a virus risk; Plagiarize (to use someone else s work and claim it as your own); Try to access other students' / teachers' files; Change system settings; and Let others know or use your password/account. Your "friend" may change your password and disable your account. Consequences: Account suspended; and/or Parents/guardians contacted; and/or Letter is sent home; and/or In the case of plagiarism, the school policy will be followed If there is damage to school property, the student will be billed the dollar amount of the damages; and/or suspended from school. 13. STUDENT TRANSPORTATION TO SCHOOL POLICY ASSIGNED TRANSPORTATION TO EACH STUDENT: Any changes to the methods of transportation to and from school must be made through the Transportation Department at the Western Quebec School Board. No person, this includes parents, students themselves, Principals/School Staff, and/or Bus Drivers can authorize a change of the method of transportation. ONLY the Transportation Department of our school board can authorize an alteration in the bus or the route of the bus (this includes pick-up and drop-off areas). Even for a one time situation students will not be allowed to switch buses at any time, for any reason, unless authorized by the school board. SECURITY: The School Board of Western Quebec and their transportation contractors take all possible safety measures in order to assure that each student is transported safely. However, it is incumbent on all parents to take the necessary time to explain clearly all safety rules regarding school bus transportation. All students should become familiar with the rules of security while getting on or off the bus. In addition, each student should exercise caution when crossing a public thoroughfare. All students must cross in front of the bus; they must come to a full stop in front of the bumper extension arm, be well in view of the bus driver and await the driver s signal before crossing. Even though the flashing lights are operational, they must make sure that oncoming traffic has come to a complete stop in both directions before crossing. ROLE OF THE SCHOOL BUS DRIVER: The primary responsibility of the driver is to drive his/her vehicle safely. We therefore encourage you to co-operate with the driver and request that you stress to your child the importance of listening to the driver s instructions. In the event that a conflict should arise, the matter should be referred to the school Vice-Principal, Mr. Sullivan. ITEMS WHICH STUDENTS MAY BRING ONTO SCHOOL BUSES: Article of the Highway Safety Code states that students travelling on a school bus may carry only items that will fit on their lap. These items must be in an appropriate bag. Examples of items not permitted by Article are: skis, skateboards, guitars, baseball bats, and large school projects. ELIGIBILITY FOR SECONDARY TRANSPORTATION: The distance will be measured using the shortest route travelled on a public road from the school to the student s residence. Secondary students whose residence is farther than 2 KM from the school are eligible for transportation. TEMPORARY DISABILITY: Students with a temporary handicap and who are unable to ride a school bus safely must be transported to and from school by their parents. WALKING DISTANCE TO THE BUS STOP: Students may be required to walk 1.6 KM on a public road to their bus stop, however under normal circumstances the walking distance is as follows: Secondary: 0.8 KM We Believe In Ourselves and Each Other. 19 Believe To Achieve Gee-Gee Pride!

34 RESPONSIBILITY OF THE DRIVERS: Drivers are the key persons in the School Bus System and as such are to be supported by all students, parents, and school authorities. They are responsible for the safety and well-being of all passengers on their buses, and should report all infractions and problems regarding conduct to their designated supervisor, who, in return, will notify the school principal. RESPONSIBILITY OF THE STUDENTS: The students must be punctual and arrive at their designated bus stops at least five (5) minutes before the bus arrives. The students must stay on the soft shoulder or the sidewalk until the bus comes to a full stop. When boarding, if they must cross the street, the student must wait for the driver s signal before crossing. The students must board the bus calmly. The students must walk directly to their seats and remain seated until they reach their destination. The students must abide by the transportation rules. Yelling, whistling and shouting are forbidden on the bus. Unless absolutely necessary, the students must refrain from talking to, disturbing or distracting the bus driver. The student must keep their hands and heads inside the bus when it is moving. The students must not throw any object inside or outside the bus. When dismounting, the students must walk three (3) steps away from the bus and ten (10) steps in front of the bus, passed the bumper extension arm and wait for the driver s signal before crossing. The students who must cross the street must always go in front of the bus and watch for traffic. The students are not permitted to eat on the school bus. **In the Symmes Junior High School and D Arcy McGee High School bus parking lot, students MUST NOT walk behind or in between the buses when coming from the side street or the designated smoking section. This is a safety issue. Students who do not comply will be referred to an Administrator. DISCIPLINARY ACTION: Based on written reports submitted by drivers or supervisors of student behaviour, the school administration will deal with each case based on the following guidelines: Singularly inexcusable conduct (i.e. threatening or assaulting a driver, vandalism, stealing bus equipment, throwing objects from the bus, etc.) shall result in an immediate and indefinite period of suspension from bus use. When the security of passengers is threatened by the actions of any rider, the driver may refuse to carry that person(s). Inquiries or complaints should be directed to the school principal. Specific Procedure for Smoking on School Buses: Provincial and school board policy require that all cases of smoking be reported to the school administration. Offenders will be disciplined. Repeat offenders may lose bus privileges for an indefinite period of time. Procedure for Alcohol, Drugs or Weapons: Students found to be in possession of alcoholic beverages, drugs, or under the influence of alcohol or drugs, will be subject to the Western Quebec Drug and Alcohol Policy. We Believe In Ourselves and Each Other. 20 Believe To Achieve Gee-Gee Pride!

35 SYMMES~D ARCY McGEE LEARNING COMMUNITY Educational Project boul. Du Plateau Gatineau, Quebec J9J 3G2 Phone: (819) Fax: (819)

36 SYMMES D ARCY MCGEE LEARNING COMMUNITY TABLE OF CONTENTS Ministry of Education Vision Statement... 4 Western Quebec School Board Vision Statement... 4 Symmes-D Arcy McGee Mission Statement... 5 Symmes Junior High School Vision and Values... 6 Symmes School Success Plan Community Profile... 8 Symmes School Success plan School Profile... 9 A Data Picture of Symmes Junior High School Student Achievement Results Percentage of students with an end of cycle level of 3 or above...10 Course average at the end of cycle...11 Student attendance data...11 Student behaviour data...12 Student attitude data...12 Priority #1: To function and continue to grow...13 Priority #2: To increase overall student achievement...14 Priority #3: To continue to grow and develop as a peaceful school...15 Priority #4: To increase overall student engagement...16 Professional Development Plan...17 Analysis...18 D Arcy McGee High School Vision and Values...19 D Arcy McGee High School Success Plan Community Profile...22 D Arcy McGee High School Success Plan School Profile...23 A Data Picture of D Arcy McGee High School Student Achievement Results Percentage of students with a level of 3 or above at the end of year 1, cycle Course average at the end of year 1, cycle Percentage of students with a level of 3 or above at the end of year 2, cycle Course average at the end of year 2, cycle Percentage of students with a level of 3 or above at the end of year 3, cycle Course average at the end of year 3, cycle Student attendance data...30 Student behaviour data...30 Student attitude data...30 Priority #1: To function and continue to grow...31 Priority #2: To increase overall student achievement...32 Priority #3: To continue to grow and develop as a peaceful school...33 Priority #4: To increase overall student engagement...34 Professional Development Plan...35 Analysis...36 Monitoring of the Educational Project...37 Educational Project Team...38

37 SYMMES-D ARCY MCGEE EDUCATIONAL PROJECT Symmes~D Arcy McGee Learning Community 701 Du Plateau, Gatineau, Quebec J9J 3G2 (819) Principal: George Singfield Vice-Principals: Jo-Anne Georgeadis Paul Sullivan

38 Mission Statement Ministry of Education Vision Statement for Quebec Schools School is the main place where young people learn about the previous achievements of society. Its educational activities create an environment in which students become familiar with their culture, pursue understanding of the world and the meaning of life and develop new ways of adapting to society. Quebec schools have a mandate to prepare students to contribute to the development of a more democratic and just society. Their primary responsibility concerns the basic competencies that students must acquire in order to achieve success in school beyond the secondary level, or, in the case of students who decide not to continue their schooling, their integration into the world of work. Schools also have a mandate to help students take their place in society, by ensuring that they acquire the fundamental social knowledges and values they need to play a constructive role as citizens. Western Quebec School Board Vision Statement The Western Quebec School Board, which covers a vast and diverse area, is an English school system dedicated to developing life-long learners who contribute to society and are prepared for the future. We are committed to academic excellence, quality education and social, emotional and moral development. We respect and promote the rights and responsibilities of the individual while maintaining student-centered learning in a safe and healthy environment. We value our parents and communities as partners involved in working collaboratively with us to enrich our programmes and achieve our goals. Page 4

39 Symmes~D Arcy McGee Learning Community The Symmes~D Arcy McGee Learning Community is comprised of two secondary schools, housed in the same building with a shared mission. Symmes Junior High School is a Cycle One school that clearly subscribes to a middle school philosophy, while D Arcy McGee High School is a Cycle Two school that is centered around a senior approach. While the two schools operate separately in many ways, they are administered by one administration team. Symmes~D Arcy McGee Mission Statement The mission of the Symmes~D Arcy McGee Learning Community is to foster a safe, caring, respectful community in which everyone learns and achieves individual success. As a professional learning community, we will strive to answer the following four questions: 1) What is it that we want our students to learn? 2) How will we know when they have learned it? 3) How will we respond when students don t learn? 4) How will we respond when students demonstrate that they have already learned it? Page 5

40 SYMMES JUNIOR HIGH SCHOOL EDUCATIONAL PROJECT

41 Vision and Values Symmes Junior High School At Symmes Junior High School, the specific needs of young adolescents are recognizes and addressed. We promote the ongoing, intellectual, social, emotional and physical development of each student. Working together, students, parents and teachers ensure that each student receives a quality education in a safe, fair and compassionate environment. Our school community accepts and respects each individual as a person of worth and dignity in his or her own right. Students are provided every opportunity to succeed according to their individual strengths and abilities. As a middle school, the methods by which we strive to achieve this include: Heterogeneous and consistent class groupings Academic teaming As student-centered approach A direct approach to social and emotional needs through an advisory program/student services School-based evaluations Symmes is committed to the progressive implementation of the middle school philosophy. Our ultimate goal is to develop informed, thinking, caring and responsible citizens who will be equipped for the challenges of the 21st century. Page 6

42 Vision and Values Symmes Junior High School Symmes Junior High School is committed to excellence in education. We believe that the school should be the Champion of Children. Our goal is to strive to improve student achievement and to actively engage children in a positive learning environment. A Symmes Junior High School, We Believe: That every communication should be based on mutual respect Adolescent development is a unique transitional phase Students learn in different ways In promoting independent learners In an collaborative learning environment for students and teachers In the school as a community In taking responsibility for learning In the development of the whole person In a safe and positive learning environment That in our school, everyone deserves to be treated fairly, with respect and understanding Everyone should strive for their potential by encouraging creativity, ownership and independent thinking. At Symmes, We Believe In Ourselves... and Each Other. In a world of constant change, the primary function of the school is to provide knowledge and capabilities. Every student has a unique potential and pattern of learning. Our role is to tap into these strengths in order to enable each student to achieve his/her potential. Direction, support and encouragement will enable each student to: Communicate thoughts and ideas through a variety of means Think critically and make informed decisions Adapt to change Aspire to the highest levels of achievement in chosen endeavors Respect the individual differences of others Express creativity and imagination Accept the responsibility of citizenship in a democracy Develop an awareness of Science and Technology Develop an appreciation of the Arts and Humanities Develop a sense of self-respect, self-discipline and self-esteem Understand the relationship of man to the environment Through exposure and development in these areas, students will be better prepared to take an active role as contributing members of our society. May the short time they spend at Symmes School help encourage all our students to become self-directed and continuous lifetime learners. Page 7

43 School Success Plan Symmes Junior High School Community Profile Symmes Junior High is a school community of approximately 450 students and 50 staff. As a Junior High School, we embrace the first two years of the Quebec Education Program s first cycle of secondary school. (For the benefit of visitors from outside of Quebec, think Grades 7 and 8) The most recent provincial statistical analysis ranks Symmes as a two (on a scale of ten) on the socio-economic scale, with ten being the lowest level. There is a high level of parent involvement in the Symmes community, as both the Governing Board and the Parent Participation organization (P.P.O.) are actively involved in the promotion of both curricular and extra-curricular pursuits. The parental community is extremely supportive towards athletic, artistic, and cultural endeavours, which make up a big part of the Symmes community. Page 8

44 School Success Plan Symmes Junior High School Symmes School Profile At Symmes, we are proud of our academic, artistic, and athletic accomplishments as well as our commitment to maintaining a safe, welcoming school environment. Pedagogically, our school is divided into four teams of 4 classes, which share, to a large degree, the same teachers. These teams of teachers meet regularly (once every nine days) to plan joint activities, review programs, and to discuss the progress of individual children. In addition to these inter-disciplinary teams, our school benefits from other Middle School structures and strategies (advisory program, heterogeneous groupings, and academic inclusion of all students) all of which assist us as we work to implement the newly implemented Quebec Education Program. Our goal is to promote and benefit from a climate of learning within an atmosphere of mutual respect. Symmes Junior High School offers Regular and French Immersion academic programs, Modified expectation programming, as well as a Centre of Excellence program designed for students with diagnosed intellectual deficiencies. These programs are delivered within the supportive framework provided by middle school organizational structures and philosophy. The entire school population benefits from a Special Education program characterized by authentic inclusion of students in regular classes, individual programming, effective leadership, skilled and experienced intervention personnel, as well as a sense of shared responsibility amongst staff, parents, and students. In addition to a wide variety of extracurricular activities in the areas of sports, cultural clubs, and academic clubs, the school offers a wide range of enrichment activities during school hours. Symmes was selected by the Ministry of Education to serve as a Pilot School for the implementation of the new Quebec Education Plan. As a pilot school, we had the opportunity to experiment and provide feedback regarding the development and testing of the new curriculum. It should be noted that the weekly structure at Symmes is such that every Wednesday afternoon, two hours are set aside for curriculum planning and development by teachers. Page 9

45 A DATA PICTURE OF SYMMES JUNIOR HIGH SCHOOL Student Achievement Results - Percentage of Students with an End of Cycle Level of 3 or Above: Subject 2005/ / / 2008 Art / / / / / / 2014 Dance Drama English Ethics & Religious Cultures 202 N/A N/A N/A Éthiques et Cultures Réligieuses 202 N/A N/A N/A Français French Géographie Geography Guitar 208 N/A N/A N/A Histoire History Math Music Physical Education Production 208 N/A Science Sciences Page 10

46 A DATA PICTURE OF SYMMES JUNIOR HIGH SCHOOL Student Achievement Results - Course Average at the end of cycle: Subject 2008/ / / /2012 # of Referrals to Reflection Room Subject 2005/ # of Internal Suspensions 2006 # of Art Out 302 of School Suspensions # of Dance Referrals 302 to Behaviour Technician # of Drama Parent Conferences 302 Regarding Student English Behaviour 306 # of Français Expulsions 306 French 306 Histoire 304 Student Attitude Data: History 304 Math 306 Music 302 Physical Education Subject / / / /2012 % of POF Students 304 Involved in Extra- Curricular POP 304 Activities # of Referrals to Lunch & Learn Science (General) % of Students Recognized as All- Green Sciences (Générale) # of Wednesday Science (Applied) PM Detentions Sciences (Appliquées) 2006/ / / / / / / / 2014 Student Attendance Data: Subject 2005/ 2006/ 2007/ Total Enrolment / / / / / / 2014 % OF Average Daily Attendance % of Absences Classified as truant % of students who drop out of school Page 11

47 A DATA PICTURE OF SYMMES JUNIOR HIGH SCHOOL Student Behaviour Data: Subject 2005/ / / / 2009 # of Referrals to Reflection N/A N/A N/A Room (%) # of Internal Suspensions / / / / / 2014 # of Out of School Suspensions # of referrals to Behaviour Technician N/A N/A N/A # of Parent Conferences Regarding N/A N/A N/A Student Behaviour # of Expulsions REASONS FOR SUSPENSIONS: Truancy 24 Insubordination 48 Bullying 11 Theft 4 Fighting 65 Assault 4 Vandalism 7 Under influence of drugs/alcohol 15 Possession of drugs/alcohol Sale of drugs/alcohol Possession of a weapon 3 Smoking 10 Dangerous behaviour 3 Student Attitude Data: Subject 2005/ / / 2008 % of Students Involved in Extracurricular N/A N/A N/A Activities # of Referrals to Lunch and Learn N/A N/A N/A 2008/ / / / / / 2014 % of Students Recognized as All N/A N/A N/A Green # of Wednesday PM Detentions N/A N/A N/A Page 12

48 School Success Plan Priorities Symmes Junior High School Priority #1: Links to Action Objective Indicators/ Measures General Strategies To function and continue to grow as a professional learning community Create a schoolwide focus on learning Provide a framework to ensure that students receive necessary time & support for learning Build a collaborative culture through the establishment of teacher-teams Effectively use SMART goals (Specific/ Strategic, Measurable, Attainable, Resultsoriented, Timebound) as a means to guide the collaborative planning process Increase in student achievement results Wednesday PM log book Establish a clearly defined protocol for lesson preparation Develop standards and norms for all procedures and systems within the school Page 13

49 School Success Plan Priorities Symmes Junior High School Priority #2: Links to Action Objective Indicators/ Measures General Strategies To increase overall student achievement To work collaboratively as a staff with a view to improving student performance To increase the level of classroom participation in all subjects To increase the level of student commitment toward homework and assignment completion Report Cards Progress Reports Assignment completion statistics Lunch & Learn statistics Wednesday PM detention statistics Set expectations that allow students to perform to the best of their capacity As a staff, by following up with the individual and collective needs of our students By providing students and staff with the resources (human, physical, technological) that best allow us to grow as a learning community Establish a teacher-visit program Establish a clearly defined protocol for lesson preparation Effectively use Wednesday PM time along with collaborative team time towards common planning, assessment, and revision practices Collaboratively create a curriculum map for each subject domain Collaboratively identify the essential knowledge base for each subject domain Establish and follow a structured pyramid of interventions with when students confront academic difficulty Page 14

50 School Success Plan Priorities Symmes Junior High School Priority #3: Links to Action Objective Indicators/ Measures General Strategies To continue to grow and develop as a Peaceful School Create a school environment that is a microcosm of the world as we would like to see it Encourage student-centered conflict resolution strategies Reduce violence and punitive discipline measures Support at-risk students Promote an understanding and appreciation of diversity Effectively use Restorative Practice as a means for conflict resolution Decrease the number of bullying incidents at school Increase the number of school-wide world awareness activities (ie. Free the Children presentation) Increase in the percentage of students involved in organizing specific peaceful initiatives Train the school staff in Restorative Practice mediation strategies Host a series of workshops for parents Incorporation of peaceful school characteristics in our curriculum Emphasis on using the Broad Areas of Learning as a base for peaceful school initiatives Introduction of Peer Mediation Emphasis put towards student leadership Page 15

51 School Success Plan Priorities Symmes Junior High School Priority #4: Links to Action Objective Indicators/ Measures General Strategies To increase overall student engagement Build a school community that is both a safe and healthy place for all students and staff Encourage positive and healthy relationships amongst staff, students and parents Increase in the amount of extracurricular participation Green/Yellow/ Red reports Attitude to Study Honour Roll Tell Them From Me survey results Tracking system for truancy, lates, detentions Establish a Student Recognition Program Engage a Student-Life animator using the staffing allocation designated for students who fall under the Socio-Economic bracket Develop a Parent Workshop series, that focuses on the specific issues and needs of our parent community Maintain a strong active relationship with the Parent Participation Organization Establish a Teacher Mentoring program Develop a school portal Contest to design a poster for our community mission Page 16

52 Professional Development Plan: Symmes Junior High School Big Question: What measures do we take as a staff to effectively understand, implement, and evaluate our curriculum? Our plan will be accomplished by: 1) Focusing on a specific context 2) Tapping into all available resources 3) Effectively using reflection as a key element in the process Professional Development Plan Goals: 1) Establish a Common Curriculum Language 2) Broad Areas of Learning: What are they? What is their impact? How do we use them? 3) Cross-Curricular Competencies: What are they? What is their impact? How do we use them? 4) Review the framework for the Evaluation of/for Learning 5) Develop a curriculum Map for each subject domain 6) Sharing of Effective Practices: a staff commitment to open classroom/visits; obligation to share after visiting elsewhere/receiving outside PD 7) Creation of and follow up with a Wednesday PM log book 8) Use of portal a means to communicate effectively (commitment to provide staff with necessary training) 9) Regular review of the 12 Teacher Competencies 10) Commitment by all staff members to build and maintain a Professional Growth Plan Page 17

53 Analysis This section of the School Success Plan will be completed at the end of each school year, beginning in More specifically, the Analysis section will provide an in-depth look at the identified data and effectiveness of the various measures and strategies that were put into place for the identified school year. Page 18

54 D ARCY MCGEE HIGH SCHOOL EDUCATIONAL PROJECT

55 Vision and Values D Arcy McGee High School What is our purpose? To develop competent and responsible young people who are ready to take on more. Create supportive learning environment for our students that meets their academic, social and spiritual needs. Socialization, guidance, share knowledge, encourage interests and goals, communicate ideas/information. To teach, attend to the various needs of our students promote life-long learning to model and to inspire. Education, students learning at all levels (academic, social, etc.). To nurture and encourage students to become life-long learners; as a result happy and contributing citizens. How do we behave? Professionally, cooperatively and friendly. Collegial, collaborative and inventive. As a community; with genuine interest in student learning within ministry requirements. Becoming more collegial. As professionals reactive positive and negative behaviours. We are a collegial, respectful, supportive, friendly, sharing and accepting staff. How do we treat each other? Professionally, respectfully and humorously. We are a collegial, respectful, supportive, friendly, sharing and accepting staff. Page 19

56 Vision and Values D Arcy McGee High School How do we treat our students? Respectfully, enthusiastically, professionally, compassionately need to work on a consistent approach. With respect expect accountability. Encourage, challenge we are patient, understanding empathetic we believe in their potential As individuals, respecting their individual needs and differences we support them to embrace their strengths and weaknesses. We encourage them to become aware of the world around them. How do we interact with community and parents? Effectively, room for improvement (ie. PUP calls) honestly and openly. In a positive way by providing parents opportunities to interact with staff and students. We would love to see more interaction between community example, other schools, seniors, city organizations, and our students to make learning more real. We are fairly easily accessible to parents and have positive interactions with parents often. What makes our school a good place to work? People we feel valued it s fun. Involvement and participation among all members of the D Arcy community (students, staff and parents) D Arcy is a safe, welcoming environment people are friendly and approachable. Supportive and enthusiastic atmosphere, respect as seen through professional freedom flexibility (very important) teamwork thinking better teacher/administrative communication. Friendly environment good relations with students and staff supportive administration. Excellent admin leadership makes it easy to be at ease everyone is part of the decision making process (individual people are treated equally). How have we measured our progress? Student involvement and spirit smiling faces from students and staff. By communicating with each other, re-evaluating and making adjustments we measure our progress based on direct feedback from students and parents through team meetings, parent-teacher interviews, open houses, academic and non-academic presentations and standardized testing at the provincial level. Improvement in participation in various activities positive feedback from students. Page 20

57 Vision and Values D Arcy McGee High School What should we be most proud of? Reaching out to students Team meetings Diverse activities As a Staff community we are growing and learning Recognition of students and teachers Growing feeling as a community Administration team Safe school The time that is given by staff in terms of extra activities Collegiality Extracurricular activities Staff who are former students D Arcy Pride Very supportive staff that communicates very well The support and maintenance staff The students how well behaved they are Page 21

58 School Success Plan D Arcy McGee High School Community Profile D Arcy McGee High is a school community of approximately 700 students and 70 staff. As a Senior High School, we embrace the last three years of the Quebec Education Program s second cycle of secondary school. (For the benefit of visitors from outside of Quebec, think Grades 9, 10, and 11) The most recent provincial statistical analysis ranks D Arcy McGee as a two (on a scale of ten) on the socio-economic scale, with ten being the lowest level. There is a high level of parent involvement in the D Arcy community, as both the Governing Board and the Parent Participation Organization (P.P.O.) are actively involved in the promotion of both curricular and extra-curricular pursuits. The parental community is extremely supportive towards athletic, artistic, and cultural endeavours, which make up a big part of the D Arcy community. Page 22

59 School Success Plan D Arcy McGee High School School Profile At D Arcy McGee, we are proud of our academic, artistic, and athletic accomplishments as well as our commitment to maintaining a safe, welcoming school environment. Our goal is to promote and benefit from a climate of learning within an atmosphere of mutual respect. D Arcy McGee High School offers Regular and French Immersion academic programs, Modified expectation programming, as well as a Centre of Excellence program designed for students with diagnosed intellectual deficiencies. These programs are delivered within the supportive framework provided by senior school organizational structures and philosophy. The entire school population benefits from a Special Education program characterized by the authentic inclusion of students in regular classes, individual programming, effective leadership, skilled and experienced intervention personnel, as well as a sense of shared responsibility amongst staff, parents and students. In addition to a wide variety of extracurricular activities in the areas of sports, cultural clubs and academic clubs, the school offers a wide range of enrichment activities during school hours. D Arcy McGee was selected by the Ministry of Education to serve as a Pilot School for the implementation of the new Quebec Education Plan. As a pilot school, we have had the opportunity to experiment and provide feedback regarding the development and testing of the new curriculum. Our mandate as pilot school will end in It should be noted that the weekly structure at D Arcy is such that every Wednesday afternoon, two hours are set aside for curriculum planning and development by teachers. Page 23

60 A DATA PICTURE OF D ARCY MCGEE HIGH SCHOOL School Profile Student Achievement Results - Percentage of Students with a Level of 3 or Above at the end of Year 1-Cycle 2 : At D Arcy McGee, we are proud of our academic, artistic, and athletic accomplishments as well as our commitment to maintaining a safe, welcoming school environment. Our goal is to promote and Subject benefit from a climate 2005/ 2006/ of learning 2007/ within 2008/ an 2009/ atmosphere 2010/ 2011/ of mutual 2012/ respect. 2013/ Art D Arcy McGee High School offers Regular and French Immersion academic programs, Modified Dance expectation 302 programming, N/A as N/A well as 78 a Centre of Excellence program designed for students Drama with 302 diagnosed intellectual 85 deficiencies These programs are delivered within the supportive English framework 306 provided by 84 senior 86 school 93 organizational structures and philosophy. The entire Français school 306 population benefits 81 from 100 a Special 98 Education program characterized by authentic French inclusion 306 of students in 81 regular 81 classes, 69 individual programming, effective leadership, Histoire skilled 304 and experienced intervention personnel, 92 as well as a sense of shared responsibility History amongst 304 staff, parents, and 84 students. 60 In 71 addition to a wide variety of extra-curricular activities Math in 306 the areas of sports, cultural clubs, 61 and academic clubs, the school offers a wide range Music of enrichment 302 activities during 100 school 100 hours. 100 Physical Education D Arcy POF McGee 304 was selected by the N/A Ministry N/A of N/A Education to serve as a Pilot School for the implementation POP 304 of the new Quebec N/A Education N/A Plan. N/A As a pilot school, we have had the opportunity to experiment and provide feedback regarding the development and testing of the Science (General) 67 50? new curriculum. Our mandate as a Pilot school will end in It should be noted that the Sciences (Générale) N/A weekly structure at D Arcy is such that every Wednesday afternoon, two hours are set aside for curriculum Science (Applied) planning and development N/A N/A by teachers. Sciences (Appliquées) N/A N/A Page 24

61 A DATA PICTURE OF D ARCY MCGEE HIGH SCHOOL Student Achievement Results - Course Average at the end of Year 1-Cycle 2 : Art 302 Subject 2005/ / / / / / / / / 2014 Dance 302 Drama 302 English 306 Français 306 French 306 Histoire 304 History 304 Math 306 Music 302 Physical Education 302 POF 304 POP 304 Science (General) Sciences (Générale) Science (Applied) Sciences (Appliquées) Page 25

62 A DATA PICTURE OF D ARCY MCGEE HIGH SCHOOL Student Achievement Results - Percentage of Students with a Level of 3 or Above at the end of Year 2-Cycle 2: Subject 2005/ / / 2008 Art 402 N/A / / / / / / 2014 Dance 402 N/A N/A N/A Drama 402 N/A N/A N/A English 406 N/A N/A 89 Ethics & Religious Cultures Éthiques et Cultures N/A N/A N/A Religieuses 402 Français 406 N/A French Histoire 404 N/A N/A N/A History 404 N/A N/A 77 Math CST04 N/A N/A 66 Math CS&T N/A N/A N/A Math SCI N/A N/A 95 Music Physical Education Science (General) N/A N/A 74 Science (Applied) N/A N/A N/A N/A Page 26

63 A DATA PICTURE OF D ARCY MCGEE HIGH SCHOOL Student Achievement Results - Course Average at the end of Year 2-Cycle 2: Art 302 Subject 2005/ / / / / / / / / 2014 Dance 302 Drama 302 English 306 Français 306 French 306 Histoire 304 History 304 Math 306 Music 302 Physical Education 302 POF 304 POP 304 Science (General) Sciences (Générale) Science (Applied) Sciences (Appliquées) Page 27

64 A DATA PICTURE OF D ARCY MCGEE HIGH SCHOOL Student Achievement Results - Percentage of Students with a Level of 3 or Above at the end of Year 3-Cycle 2: Subject 2005/ / / / / / / / / 2014 Art 502 N/A Biology Chemistry Contemporary World N/A N/A N/A Monde Contemporain N/A N/A N/A Dance 502 N/A N/A 89 Drama 502 N/A English 506 N/A N/A 78 Ethics & Religious Cultures 502 N/A Éthiques et Cultures Religieuses 502 N/A N/A N/A Français 506 N/A N/A N/A French 504 N/A N/A 84 Math CST04 N/A N/A 78 Math CS&T N/A N/A N/A Math SCI N/A N/A 89 Music 502 N/A Physical Education Physics Page 28

65 A DATA PICTURE OF D ARCY MCGEE HIGH SCHOOL Student Achievement Results - Course Average at the end of Year 3-Cycle 2: Art 302 Subject 2005/ / / / / / / / / 2014 Dance 302 Drama 302 English 306 Français 306 French 306 Histoire 304 History 304 Math 306 Music 302 Physical Education 302 POF 304 POP 304 Science (General) Sciences (Générale) Science (Applied) Sciences (Appliquées) Page 29

66 A DATA PICTURE OF D ARCY MCGEE HIGH SCHOOL Student Attendance Data: Subject 2005/ 2006/ 2007/ % of Average Daily Attendance / / / / / / 2014 % of Absences Classified as truant % of students who drop out of N/A N/A N/A school Total Enrolment Student Behaviour Data: Subject 2005/ / / / 2009 # of Referrals to Reflection N/A N/A N/A Room (%) # of Internal Suspensions / / / / / 2014 # of Out of School Suspensions # of referrals to Behaviour Technician N/A N/A N/A # of Parent Conferences Regarding N/A N/A N/A Student Behaviour # of Expulsions N/A 2 1 REASONS FOR SUSPENSIONS: Truancy N/A N/A N/A 60 Insubordination N/A N/A N/A 52 Bullying N/A N/A N/A 12 Theft N/A N/A N/A 2 Fighting N/A N/A N/A 24 Assault N/A N/A N/A 8 Vandalism N/A N/A N/A 14 Under influence of drugs/alcohol N/A N/A N/A 4 Possession of drugs/alcohol N/A N/A N/A Sale of drugs/alcohol N/A N/A N/A Possession of a weapon N/A N/A N/A 1 Page 30

67 A DATA PICTURE OF D ARCY MCGEE HIGH SCHOOL Student Attitude Data: Subject 2005/ / / 2008 % of Students Involved in Extracurricular N/A N/A N/A Activities # of Referrals to Lunch and Learn N/A N/A N/A 2008/ / / / / / 2014 % of Students Recognized as N/A N/A N/A All Green # of Wednesday PM Detentions N/A N/A N/A Page 31

68 School Success Plan Priorities D Arcy McGee High School Priority #1: Links to Action Objective Indicators/ Measures General Strategies To function and continue to grow as a professional learning community Create a school-wide focus on learning Provide a framework to ensure that students receive necessary time & support for learning Build a collaborative culture through the establishment of teacher-teams Effectively use SMART goals (Specific/ Strategic, Measurable, Attainable, Results-oriented, Time-bound) as a means to guide the collaborative planning process Increase in student achievement results Wednesday PM log book Establish a clearly defined protocol for lesson preparation Develop standards and norms for all procedures and systems within the school Page 31

69 School Success Plan Priorities D Arcy McGee High School Priority #2: Links to Action Objective Indicators/ Measures General Strategies To increase overall student achievement To work collaboratively as a staff with a view to improving student performance To increase the level of classroom participation in all subjects To increase the level of student commitment toward homework and assignment completion Report Cards Progress Reports Assignment completion statistics Lunch & Learn statistics Wednesday PM detention statistics Set expectations that allow students to perform to the best of their capacity As a staff, by following up with the individual and collective needs of our students By providing students and staff with the resources (human, physical, technological) that best allow us to grow as a learning community Establish a teacher-visit program Establish a clearly defined protocol for lesson preparation Effectively use Wednesday PM time along with collaborative team time towards common planning, assessment, and revision practices Collaboratively create a curriculum map for each subject domain Collaboratively identify the essential knowledge base for each subject domain Establish and follow a structured pyramid of interventions with when students confront academic difficulty Page 32

70 School Success Plan Priorities D Arcy McGee High School Priority #3: Links to Action Objective Indicators/ Measures General Strategies To continue to grow and develop as a Peaceful School Create a school environment that is a microcosm of the world as we would like to see it Encourage student-centered conflict resolution strategies Reduce violence and punitive discipline measures Support at-risk students Promote an understanding and appreciation of diversity Effectively use Restorative Practice as a means for conflict resolution Decrease the number of bullying incidents at school Increase the number of school-wide world awareness activities (ie. Free the Children presentation) Increase in the percentage of students involved in organizing specific peaceful initiatives Train the school staff in Restorative Practice mediation strategies Host a series of workshops for parents Incorporation of peaceful school characteristics in our curriculum Emphasis on using the Broad Areas of Learning as a base for peaceful school initiatives Introduction of Peer Mediation Emphasis put towards student leadership Page 33

71 School Success Plan Priorities D Arcy McGee High School Priority #4: Links to Action Objective Indicators/ Measures General Strategies To increase overall student engagement Build a school community that is both a safe and healthy place for all students and staff Encourage positive and healthy relationships amongst staff, students and parents Increase in the amount of extracurricular participation Green/Yellow/ Red reports Attitude to Study Honour Roll Tell Them From Me survey results Tracking system for truancy, lates, detentions Establish a Student Recognition Program Engage a Student-Life animator using the staffing allocation designated for students who fall under the Socio-Economic bracket Develop a Parent Workshop series, that focuses on the specific issues and needs of our parent community Maintain a strong active relationship with the Parent Participation Organization Establish a Teacher Mentoring program Develop a school portal Contest to design a poster for our community mission Page 34

72 Professional Development Plan: D Arcy McGee High School Big Question: What measures do we take as a staff to effectively understand, implement, and evaluate our curriculum? Our plan will be accomplished by: 1) focusing on a specific context 2) Tapping into all available resources 3) Effectively using reflection as a key element in the process Professional Development Plan Goals: 1) Establish a Common Curriculum Language 2) Broad Areas of Learning: What are they? What is their impact? How do we use them? 3) Cross-Curricular Competencies: What are they? What is their impact? How do we use them? 4) Review the framework for the Evaluation of/for Learning 5) Develop a curriculum Map for each subject domain 6) Sharing of Effective Practices: a staff commitment to open classroom/visits; obligation to share after visiting elsewhere/receiving outside PD 7) Creation of and follow up with a Wednesday PM log book 8) Use of portal a means to communicate effectively (commitment to provide staff with necessary training) 9) Regular review of the 12 Teacher Competencies 10) Commitment by all staff members to build and maintain a Professional Growth Plan Page 35

73 Analysis This section of the School Success Plan will be completed at the end of each school year, beginning in More specifically, the Analysis section will provide an in-depth look at the identified data and effectiveness of the various measures and strategies that were put into place for the identified school year. Page 36

74 Monitoring of the Educational Project Each year the Educational Project will be formally monitored as follows: August: February: June: Full overview and in-depth analysis of the project with a specific emphasis on the individual goals and targets set out in the School Success Plan and Professional Development Plan. Mid-year review of the project, along with recommendations for revision. Year-end review and evaluation of the Educational Project. Final revisions for the upcoming year will be approved. It should be noted that the Educational Project Report will be a standing item on all Governing Board meeting agendas. Any and all proposed revisions must be approved by the respective governing boards. Page 37

75 EDUCATIONAL PROJECT TEAM The Symmes~D Arcy McGee Learning Community Educational Project was developed collaboratively with input from the following groups: 1) Administration team from Symmes~D Arcy McGee; 2) Teaching staff from Symmes~D Arcy McGee; 3) Students from Symmes~D Arcy McGee; 4) Members of the governing boards of Symmes Junior and D Arcy McGee High Schools. Page 38

76 SYMMES~D ARCY McGEE HIGH SCHOOL 925 Boul. Du Plateau, Gatineau, Quebec J9J 3G2 Phone : (819) Fax : (819) Standards and Procedures Symmes Junior High School The purpose of this document is to provide parents with necessary important information regarding the following: a) individual course outlines; b) official and unofficial communications for the school year; c) assessment and evaluation methods; d) general student expectations. We ask that you take the time to familiarize yourselves with the information contained in this document, as it is meant to provide support to parents. Sincerely, G. Singfield T. Laine P. Sullivan Principal Vice-Principal Vice-Principal Symmes Jr. High School Symmes Jr. High School Symmes Jr. High School D Arcy McGee High School D Arcy McGee High School D Arcy McGee High School (2158) (2117) (2131) gsingfield@wqsb.qc.ca tlaine@wqsb.qc.ca psullivan@wqsb.qc.ca Progress Report During the third week of October, your child will be issued the first written communication, a Progress Report which will include comments on your child s learning and behaviour. Term 1 The Term 1 report card will be sent home with your child on November 25 th. The Parent-Teacher Evening will be held on November 26 th. The IEP goals for the current school year will be reviewed and discussed during interview time. Term 2 The Term 2 report card will be sent home with your child on February 24 th. The parent-teacher interviews will be held on February 26 th. The IEP goals will be evaluated at this time for term 2. Term 3 The Term 3 report card will be mailed to parents on June 30 th. Our mission is to foster a safe, caring, and respectful community in which everyone learns and achieves individual success.

77 Comments on learning: For each subject, space is reserved in the report card for the school to provide any necessary information regarding your child s strengths, challenges and progress. Different means may also be used to promote communication with you: ie. , phone calls, assignments sent home,etc. Please note that the Challenges report card speaks to assessment results as well as to the phase of learning that the student is in. Resource Cycle One Resource is a scheduled class that aims to provide additional support to students who have been identified as being academically at risk. The program is designed to focus on building skills in reading comprehension, writing, math and organization but also provides time for work completion. The material generated for the skill building portion of the program will complement the concepts being taught in both English and Math however students may work on material from any academic course during the work completion portion. Students will not be assigned homework in resource. Students will not receive a mark in resource however students work habits and attitudes toward work will be included on the report card. Mathematics - Cycle 1 Teachers: Mr. C. Byrne chbyrne@wqsb.qc.ca Mr. S. Gray sgray@wqsb.qc.ca Mr. D. Wells dwells@wqsb.qc.ca Ms. A. Passier apassier@wqsb.qc.ca Ms. K. Smith katesmith@wqsb.qc.ca Mr. R. Schwartz rschwartz@wqsb.qc.ca Design of the Program: The objective of the 106/206 program is to introduce the topics of the Mathematics curriculum in a setting which readily allows for the individualization of your child s program to his/her learning style. Topics are introduced in keeping with the MEQ guidelines and in the sequence determined by the Math department of Symmes Junior High. Competency 1: Solves a Situational Problem Competency Features-Decodes the elements that can be processed mathematically -Represents the situational problem by using a mathematical model -Works out a mathematical solution -Shares information related to the situation -Validates the solution Competency 2: Uses Mathematical Reasoning Competency Features- Forms and applies networks of mathematical concepts and processes -Identify appropriate strategies when solving mathematical problems -Demonstrates step by step solutions -Constructs proofs Our mission is to foster a safe, caring, and respectful community in which everyone learns and achieves individual success.

78 Topics: Mathematics 106 (Grade 7) Term I Number Notation, Fractions, Decimals, Percent Term II Percent, Order of Operations, Integers Term III Perimeter, Area, Volume, Geometry, Statistics Topics Mathematics 206 (Grade 8) Term I Various Modes of Representation, Proportions, Percent Term II The Circle, Polygons, Surface Area Term III Algebraic Calculations, Algebraic Equations, Probability Detentions will be given for work not completed. At the end of the school year, students will take two compulsory ministerial examinations (a situational problem exam and a reasoning exam) Teachers will review their individual rules and expectations with their respective classes. EVALUATION Competency 1: Solves a situational problem 30% Competency 2: Uses mathematical reasoning 70% Grade 7& (NE in Term 1 for C1) Term 3 60% Term Mathematics Term 2 1 Competency 20% 20% C1 Solves a situational problem (30%) School Result 30% (real Term 3) Final Exam 30% Final Result % NE 7.5% 11.25% 11.25% 30% C2 Uses mathematical 14% 14% 21% 21% 70% reasoning (70%) Total % 14% 21.5% 32.25% 32.25% 100% S Our mission is to foster a safe, caring, and respectful community in which everyone learns and achieves individual success.

79 Symmes Junior High School Modified Mathematics Secondary Cycle 1 Teacher: Mrs. C. Pratt cpratt@wqsb.qc.ca Website: PROGRAM OBJECTIVE: The objective of the Modified Math Program is to introduce the topics of the Mathematics curriculum in a setting that allows for individualization of each child s program to his or her learning style. The students will use more of a hands-on approach when learning the various math concepts, using math manipulatives when possible to strengthen their understanding of the concepts. Topics are introduced in keeping with the MEQ guidelines and in the sequence determined by the Math department of Symmes Junior High. Competency 1: Solves a situational problem Key Features: Decodes the elements that can be processed mathematically Represents the situational problem by using a mathematical model Works out a mathematical solution Shares information related to the solution Validates the solution Competency 2: Uses mathematical reasoning Key Features: Forms and applies networks of mathematical concepts and processes Establishes conjectures TOPICS: Term 1: Number Notation, Operations Term 2: Fractions, Decimals, Percent, Patterns, Geometry Term 3: Measurement, Probability, Data Management EVALUATION: Students will complete various learning activities in which they will acquire new knowledge and skills. Students will be evaluated through assignments, quizzes, word problems, tests, and projects. General effort, participation, and notebook neatness will be reflected in the term assessment. The following is a breakdown of evaluation for each term: Term 1: 20% (Assignments, quizzes, tests, and projects) Term 2: 20% (Assignments, quizzes, tests, and projects) Term 3: 40% (Assignments, quizzes, tests, and projects) + 20% Final Exam EXPECTATIONS: Homework is assigned regularly. The opportunity to write math homework and upcoming tests in their student agenda is given every class. All assignments are to be handed in at the beginning of class on the date that it is due. If absent that day, it must be given the next day that the student is present. Students are responsible to pick up any assignments that they have missed due to absence. Our mission is to foster a safe, caring, and respectful community in which everyone learns and achieves individual success.

80 English Language Arts - Cycle One Teachers: Nancy Gale Nadine Malloy Danielle Jepson Rebecca Gilbert ngale@wqsb.qc.ca nmalloy@wqsb.qc.ca djepson@wqsb.qc.ca rgilbert@wqsb.qc.ca Course Outline: Students will focus on mastering the three competencies of the Secondary English Language Arts (SELA) program. Competency 1: Uses language to communicate and to learn Competency 2: Reads, listens and responds to texts Competency 3: Produces spoken, written and media texts Evaluation: Students will be producing and reading a variety of text types throughout the year. The competencies will be evaluated through the use of tools such as rubrics. Series of learning activities will build strategies, skills and knowledge that students will apply in new situations. Each competency will be evaluated throughout each term through tasks such as reading responses to a variety of text types, application of the writing process, media productions and collaborative situations. Competency 1 33% Competency 2 33% Competency 3 34% Expectations: Students arriving at Symmes have developed reading, interpretive, writing, production and collaborative strategies. In Cycle One, students will draw on their own experience and knowledge to make sense of different texts. They will be encouraged to make more choices about their own reading and writing. Collaborative work will remain central to this program. At home, students are expected to spend minutes each night reading and working on their current writing projects. Sharing their reading and writing with their families is encouraged and is a valued part of the process, but students are required to submit their independent writing. Teachers will review their individual rules and expectations with their class. Français enrichi et de base - Cycle One Teachers: M.B..Adam D.Gadient L.Wilson J.Foster mbadam@wqsb.qc.ca dgadient@wqsb.qc.ca lwilson@wqsb.qc.ca jfoster@wqsb.qc.ca Our mission is to foster a safe, caring, and respectful community in which everyone learns and achieves individual success.

81 At the end of each term, students will be evaluated on their progress in the three competencies of the French program. Competency 1: Interacting, de base 40% enrichi 33% Competency 2: Reads and listens to texts, de base 30% enrichi 34% Competency 3: Produces spoken and written texts, de base 30% Enrichi 33% 1. Interacting: Discussions, participation in class, the use of French in all classroom situations. Oral presentations on specific topics (ex: dans 20 ans, la nutrition). 2. Reading: Comprehension of a variety of texts, magazine articles and novels. Cercle de lecture. Evaluation of listening exercises through short films or songs 3. Produces written texts: Grammar notions, sentence structure and verbs are an ongoing progressive part of the program. Evaluation: Students will complete learning activities in which they will acquire new knowledge and skills. Through the learning activities students will be given: tests, quizzes, assignments and projects. Breakdown of yearly evaluation: Term 1 is worth 20% of final mark. Term 2 is worth 20% of final mark. Term 3 is worth 60% of final mark. ( 50% will be term 3 mark and 50% will include the final exam) Expectations: In Cycle One, students will be encouraged to review their class notes or any new vocabulary as part of nightly homework. Students are strongly encouraged to read in French and also watch French programs. We also encourage students to speak French at home. When absent, it is the student s responsibility to come see his teachers to find out what was missed. Extra help will be available subject to teacher s timetable. Our mission is to foster a safe, caring, and respectful community in which everyone learns and achieves individual success.

82 Social Studies Year 1: GEOGRAPHY Teachers: J. Foster M. Rocan L. Wilson The following competencies are developed throughout the Geography program. 1. Understands the organization of a territory 2. Interprets a territorial issue 3. Constructs his/her consciousness of global citizen Social Studies is a cycle based program which is developed over two years. At the secondary level, connections are made with the History and Citizenship and Geography programs from the elementary level. In Geography students learn about the organization of territory and the issues these territories face while developing their own understanding as a citizen. Students will have the opportunity to work as a class, in groups and individually as we explore the Quebec Education Program (QEP) in new learning and evaluation situations. Students will learn mapping skills and country locations through the GeoMasters program. Students will develop these competencies through the study of: An Urban Territory: the Metropolis, Natural Hazards in the Urban Territory, A Protected Territory: The Natural Park, The Tourism Territory, The Energy-Producing Territory, The Agricultural Territory in Environments at Risk, The Industrial Territory, The Forest Territory, The Native Territory, The Urban Territory: The Heritage City Students will complete learning activities in which they will acquire new knowledge and skills. These will be applied in a new situation which will be evaluated using tools such as rubrics. Students will also be assessed through tests and quizzes. Late assignments will receive a 2% deduction per day and will not be accepted 14 days past the deadline. Students should have homework on a regular basis. Each day your child has a Social Studies class he/she should spend minutes working at home. Homework will most often consist of finishing questions from their Time and Place workbook and will occasionally consist of preparing a final project, studying for a test or quiz and practicing for GeoMasters. At the end of the year students will be evaluated based on the following: Term 1: 20% Course work (Projects, tests and quizzes and homework) Term 2: 20% Course work (Projects, tests, quizzes, homework and GeoMasters) Term 3: 25% Course work (Projects, tests, quizzes, homework) GeoMasters: 5% Final Exam: 30% Content from the second half of the year Our mission is to foster a safe, caring, and respectful community in which everyone learns and achieves individual success.

83 Social Studies Year 2: HISTORY AND CITIZENSHIP Teachers M. Rocan B. Edwards D. Wells The following competencies are developed throughout the History program. 1. To examine social phenomena from a historical perspective 2. To interpret social phenomena using the historical method 3. To construct his/her consciousness through the study of history Social Studies is a cycle based program which is developed over two years. At the secondary level, connections are made with the History and Citizenship and Geography programs from the elementary level. In History students examine historical content while making connections to the present. They will learn to interpret facts as they proceed through the historical method. Students will learn how to properly research for an historical essay in order to prevent plagiarism. Student will understand the significance of historical events on the world we live in today. Students will have the opportunity to work as a class, in groups and individually as we explore the Quebec Education Program (QEP) in new learning and evaluation situations. Students will develop these competencies through the study of: Sedentarization, Mesopotamia, Ancient Greece and Persia, Ancient Rome, Medieval Society, The Renaissance and Humanism, European Expansion in the World, Fundamental Rights and Revolutions, Industrialization: an Economic and Social Revolution, Imperialism and Colonization, Recognizing Rights and Freedoms. Students will complete learning activities in which they will acquire new knowledge and skills. These will be applied in a new situation which will be evaluated using tools such as rubrics. Students will also be assessed through tests and quizzes. Late assignments will receive a 2% deduction per day and will not be accepted 14 days past the deadline. Students should have homework on a regular basis. Each day your child has a Social Studies class he/she should spend minutes working at home. Homework may consist of reviewing notes from class, preparing a final project or studying for a test or quiz. At the end of the year students will be evaluated based on the following: Term 1: 20% Course work (Projects, tests, quizzes and homework) Term 2: 20% Course work (Projects, tests, quizzes and homework) Term 3: 30% Course work (Projects, tests, quizzes and homework) History Final Exam: 30% Our mission is to foster a safe, caring, and respectful community in which everyone learns and achieves individual success.

84 Science and Technology - Cycle One Teachers: E. Desaulniers (edesaulniers@wqsb.qc.ca) C. Pratt (cpratt@wqsb.qc.ca) M. Edwards (medwards@wqsb.qc.ca) S. Gray (sgray@wqsb.qc.ca) D. Wells (dwells@wqsb.qc.ca) L. Ponsford (lponsford@wqsb.qc.ca) Science Blogs: Information can be accessed on the school website or the following blogs: E. Desaulniers: coinscientifique@blogspot.com M. Edwards: symmesscience@blogspot.com S. Gray: mrgraysymmes.weebly.com C. Pratt: D. Wells: Textbooks/Workbooks: Eureka (English sector), Explorations (French Immersion sector) Design of the Program: The Secondary Science and Technology Cycle One program is offered to students during 4 periods of 75 minutes over a nine-day cycle. The course is a combination of classroom lessons, discussions, small group investigations, hands-on laboratory work, projects, etc. In the first year, students will focus on developing their awareness on general scientific concepts, terms and working methods. In the second year, students will explore these concepts in greater depth. Units to be Covered: The Technological World Engineering Technological Systems Forces and Motion The Earth and Space General characteristics of the Earth Geological and geophysical phenomena Astronomical phenomena The Material World Properties Changes Organization The Living World Diversity of life forms Survival of species Life-sustaining processes Evaluation: Throughout the 2 years, the students will be expected to acquire subject-specific competencies as well as cross-curricular competencies. It is important to understand that a competency is acquired throughout the cycle. The students will be working on acquiring these through different learning tasks and evaluation situations. There are 2 subject-specific competencies that are evaluated. Our mission is to foster a safe, caring, and respectful community in which everyone learns and achieves individual success.

85 PRACTICAL: (40%) Competency 1: Seeks answers or solutions to scientific or technological problems. THEORY: (60%) Key Features Defines a problem Chooses an investigation or design scenario Carries out the procedure Analyzes results Key Features Identifies the effects of science and technology Understands how technical objects work Understands natural phenomena Competency 2: Makes the most of his/her knowledge of science and technology. Key Features Identifies the effects of science and technology Understands how technical objects work Understands natural phenomena Key Features Compares scientific or technological information with others Interprets and produces scientific or technological messages Presents scientific or technological results Evaluation is an ongoing process. Throughout the year, students will be evaluated in learning situations on specific competencies. Evaluation can be based on many things and take many forms (e.g., assignments, presentations, discussions, lab experiment and reports, projects, quizzes, tests, and cooperation). There will be a formal evaluation in June that will count for 30% of the overall mark. Expectations: Respectful classroom decorum is expected and will be encouraged. Homework will be assigned regularly and must be submitted on time. This program involves a great deal of lab work. As such, safety is of great importance. Only students displaying appropriate behaviour will be permitted to access the lab. Equipment replacement and/or repair costs due to carelessness will be charged to the student responsible for the damage. If you have any questions throughout the year, do not hesitate to communicate with us. We will be happy to resolve any problems and answer any questions. Our mission is to foster a safe, caring, and respectful community in which everyone learns and achieves individual success.

86 Physical Education Cycle One Teachers: M. Reid A. Rossi C. Brown Program Objectives: At the end of each term, students are evaluated on their progress in one competency based on the individual s skill development. However, the evaluation will be equally based on the Students effort, attitude and participation. D Arcy students have developed a varying degree of gross motor skills and knowledge of individual sports rules and strategies. The students will be expected to build on their existing abilities and go beyond their previous capacities. Teachers will review their individual rules and expectations with their respective classes. Students are encouraged to have healthy lifestyle habits outside of class. Students' will participate in a variety of physical activities. Students will learn movement techniques and principles, ways to improve personal fitness and physical competence. An initial fitness assessment will be made during the first cycle of classes upon which students will attempt to improve their scores throughout the year. Basic wellness principles will be introduced. Evaluation: Competency 1 100% Performs movement skills in different physical activity settings Cooperates with others in different activity settings Adopts a healthy, active lifestyle Individual Skill Knowledge of Content Testing 15% Canadian Standardized Fitness Testing 10% Skill Testing 15% Wellness Principles Testing 10% Quality Participation 50% 50% Effort and Attitude towards physical activity Preparation for class (wearing class uniform) The final mark for the year is calculated with the following weighting: Term 1 Term 2 Term 3 Total 20% 20% 60% 100% Our mission is to foster a safe, caring, and respectful community in which everyone learns and achieves individual success.

87 Visual Art Cycle One Year 1: Subject Specific Competencies: 1. Creates Personal Images 70% 2. Appreciates works of art and cultural objects from the world s artistic heritage, personal images and media images 30% The Secondary One Art Program introduces students to various artistic concepts and materials. Students explore the concepts of color, line, shape, and composition. They have the opportunity to experiment with a wide range of materials including paint, oil pastels, charcoal, pen and ink, printmaking materials and clay. Projects that students complete include a color wheel, scratchboard, pen and ink drawing, print making, sculpture, drawing and painting. This course also includes Art History, taught in relation to art completed in class. By exploring these concepts in art, students will develop an appreciation for fine art and have a fuller understanding their culture. Evaluation: Evaluation includes self-reflection essays, class discussions, interviews with the teacher, and evaluation rubrics. All assignments must be completed. A creative interpretation of art assignments is important. Respect of materials, respect of fellow classmates, cooperative work habits and clean-up are important qualities of a successful student. Expectations: Students are expected to be punctual, polite, industrious, and co-operative. All art assignments must be completed. Students should provide their own drawing materials: pencils and a white eraser. Year II: Subject Specific Competencies: 1. Creates Personal Images 70% 2. Appreciates works of art and cultural objects from the world s artistic heritage, personal images and media images 30% The Secondary Two Art Program continues concepts which were introduced in Secondary One. Students explore the concepts of color, line, shape and composition. They have the opportunity to experiment with a wide range of artistic materials including charcoal, paint, oil pastels, watercolor pencils, pen and ink, Chinese ink, copper and stained-glass materials. Projects students will complete include watercolor, relief sculpture, stained glass, self portrait, and drawing. This course also includes Art History, taught in relation to art completed in class. Evaluation: Evaluation includes self reflection essays, class discussions, interviews with the teacher, and evaluation rubrics. All assignments must be completed. A creative interpretation of the art assignment is important. Respect for materials, respect for classmates, co-operative Our mission is to foster a safe, caring, and respectful community in which everyone learns and achieves individual success.

88 work habits and clean-up are important qualities of a successful student. Expectations: Students are expected to be punctual, polite, industrious, and co-operative. All art assignments must be completed. Students need to provide their own drawing materials: pencils and a white eraser. Drama Cycle One Cycle One Year 1 Teacher: C. Dolan (cdolan@wqsb.qc.ca) The following competencies are developed throughout the Drama program: 1. Performs dramatic works 2. Appreciates dramatic works The Drama Cycle One Year 1 course is offered to students during 4 periods of 75 minutes over a nine-day cycle for one third of the school year. This is an introductory Drama course. It is a combination of warm-ups, lessons, small group projects and performances. Students will focus on dramatic concepts, stage techniques and physical movement. The students will develop these competencies through different learning tasks and evaluation sit the following units: Tableau, Mime, Characterization and Improvisation Theatre. It is critical that students be present during assessment periods. This program involves a great a group work. Most evaluation situations are group performances; therefore, it is critical that studen available for group rehearsals. One person missing from a group can mean that the whole group not perform and throw off the whole assessment schedule. If outside appointments need to be m during drama periods, please ensure that the teacher knows in plenty of time to reschedule grou evaluation performances. Participation and enthusiasm are expected of all students, as well as re self, others, and property Student participation will be assessed each cycle. Performance (70%) Assignments 45% Final production 15% Participation/Effort 10% Appreciation (30%) Assignments 25% Final Reviews 5% Cycle One - Year II: Teachers: C.Beaton ( cbeaton@wqsb.qc.ca); C. Dolan (cdolan@wqsb.qc.ca) Our mission is to foster a safe, caring, and respectful community in which everyone learns and achieves individual success.

89 Design of the program: The Drama Cycle One Year Two course is offered to students during 4 periods of 75 minutes over a nine-day cycle. The course is designed as a continuation of the introductory drama course all students took the previous year. The course is a combination of warm-ups, lessons, small group projects, individual assignments and performances. Students will focus upon dramatic concepts, physical movement and stage technique continuing to explore concepts introduced in Cycle One and to add to their knowledge base in the forms of theater styles, theater history and playwriting. Evaluation: By the end of Cycle One, the students will be expected to acquire subject-specific competencies as well as cross-curricular competencies. It is important to understand that a comp is acquired throughout the cycle. The students will be working on acquiring these through differe learning tasks and evaluation situations. There are 2 subject-specific competencies that are eval Competency 1: - Performs Dramatic works (70%) Key Features Uses elements of dramatic language Regards the conventions regarding unified performance Applies ideas for the creation of a dramatic work Shares the creative and performance experience Presents the dramatic creation Competency 2: -Appreciates Dramatic Works (30%) Weighting: Key Features Analyzes a dramatic work Interprets the meaning of the work Shares appreciation experience Makes critical judgments Performance Appreciation Assignments 45% Assignments 25% Final production 15% Final Reviews 5% Participation/Effort 10% Total 70% 30% Topics to be Covered: Tableaux Series Mime Stage Combat Monologue Commercials Improvisation Scene Study Our mission is to foster a safe, caring, and respectful community in which everyone learns and achieves individual success.

90 Expectations: When homework is assigned, it must be submitted on time. A writing utensil (pen/pencil) must be brought to every class. It is critical that students be present during assessment periods. This program involves a great amount of group work. Most evaluation situations are group performances; therefore, it is critical that students be available for group rehearsals. One person missing from a group can mean that the whole group does not perform and throw off the whole assessment schedule. If outside appointments need to be made during drama periods, please ensure that the teacher knows in plenty of time to reschedule group evaluation performances. - Participation and enthusiasm are expected of all students, as well as respect of self, others, and property. Music Cycle One Teacher: Mr. Darren Gray dgray@wqsb.qc.ca Three subject specific competencies will be addressed: Competency 1: Creates Music Competency 2: Performs Music Competency 3: Appreciate Music The Cross-curricular competencies that we will be focusing on are: CCC4-Uses creativity, CCC5- Adopts effective work methods, CC8- Cooperates with others. Playing the instruments of their choice and becoming competent on their respective instruments will be the main focus of this course. Students will also be expected to gain a basic knowledge of musical theory with the emphasis on note reading. Evaluation: Students will be assessed on a regular basis through teacher assessment, peer assessment and self-assessment. Evaluation includes ability on the instruments, group performance, individual performance, musical theory and projects. Pubilc performance may be included in the evaluation. The evaluation breakdown is as follow: C1: Music Definition project 10% Composition project 20% C2: 70% (please note that C1 & C2 are given one mark.) C3: Journal project 80% Film Music and other in class appreciation 20% The teacher will review his individual rules and expectations in the music class with his respective classes. There is no end of the school year ministerial examination. Our mission is to foster a safe, caring, and respectful community in which everyone learns and achieves individual success.

91 Ethics and Religious Culture At Symmes Junior High School, our student schedule is based on a 9 day cycle. Within each cycle, students receive 2 periods of Ethics and Religious Culture. This translates into approximately 11 classes of Ethics per term. Throughout the year, we will have sessions provided by our Drug and Alcohol technician Erica Tomkinson, antibullying visits provided by the Gatineau Police Force and participation in the annual Tell Them From Me school survey. Overall, the Ethics program is designed to help teens to open their minds to the different religious cultures through the development of their own opinions on various issues within today s society and to express how they feel through reflection and dialogue. In following with the Quebec Education Program (QEP), students will be encouraged to develop two competencies during the two year Cycle 1 program. Competency 1: Reflects on Ethical Questions - Dialogue Students will be expected to analyze a situation from an ethical point of view, examine a variety of cultural, moral, religious, scientific or social references, and evaluate options or possible actions. Competency 2: Demonstrates an Understanding of the Phenomenon of Religion - Dialogue Students will be expected to analyze forms of religious expression, make connections between forms of religious expression and the social and cultural environment, and examine various ways of thinking, being and acting. Themes and Related Content Ethics: 1. Rights Based and Utilitarian Based Approaches to Ethical Moral Dilemmas 2. Ambivalence 3. Ethics in modern culture: advertising, social media, movies and internet. 4. Power of Kindness: Understanding Gesture Bullying Religious Culture: 1. Quebec s Religious Heritage (values and norms) 2. Key elements of the Abrahamic religions 3. The Garden of Eden 4. Concept of Prophet 3. Randomness vs. Determinism Dialogue: 1. Forms of dialogue and conditions that foster dialogue (Conversation, Discussion, Narration, Deliberation, Interview, Debate, Panel) 2. Means for developing a point of view (Description, Comparison, Synthesis, Explanation, Justification) 3. Means for examining a point of view (Types of judgments; Processes likely to hinder dialogue) The following are the term weightings: Term 1-20% Term 2-20% Term 3 60% *Please note that there is no final exam or provincial exam evaluation is based on activities and assignments given during regular class time (usually 1-2 assessments per term). Dialogue will be assessed based on participation in discussions, debates, presentations, group work and overall behaviour. Our mission is to foster a safe, caring, and respectful community in which everyone learns and achieves individual success.

92 Centre of Excellence Lifeskills Programme Teachers: B Fitzgerald( bfitzgerald@wqsb.qc.ca) L. Souliere (lsouliere@wqsb.qc.ca S. Toohey (stoohey@wqsb.qc.ca) At the end of each term, students will be evaluated on their progress in the competencies of the Life-skills program. The basic subjects are Math, English, Social Studies, Social Skills and Phys-Ed. Moreover, they will be evaluated with respect to the cross curricular competencies of Communication and Autonomy. Competency 1: To develop basic mathematical skills in everyday situations. Competency 2: To develop basic language skills in everyday situations. Competency 3: To develop basic time, money and space skills. Competency 4: To adopt personal and social behaviours enabling the student to be relatively autonomous in society. Competency 5: To develop communication skills that will foster future autonomy. Math - The focus will be on solving problems of addition and subtraction, drawing and constructing two dimensional shapes, using whole numbers in concrete situations, using fractions in practical situations and solving simple measurement problems. English- In the language area the focus is on the ability to communicate in a manner that is functional, to understand written text and to use it appropriately, to be able to reproduce text and to construct a written message. Social Studies- In this area of study the students focus on managing their own time table, investigating the value of money and using it in practical situations and understanding how to navigate familiar environments in a safe manner. Social Skills - The focus in this area of study is to enable the students to be as autonomous as possible by focusing on personal responsibility and socially acceptable behavior. Attention is given to developing positive relationships, developing a strong self- image and understanding the rules of conduct in society. The subjects that fall under this category are Home-Ec, Personal Growth, and Art. Phys Ed. - The focus is on teamwork and co-operative play in a physical setting. Students are challenged to participate in all levels of activity. Attention is given to the connection between physical activity and healthy lifestyles. Assessment and evaluation of learning will be done in a variety of ways, allowing each student to demonstrate the skills they have acquired in a given area. Emphasis is placed on meaningful activities that will facilitate the learning process and an environment that encourages the transfer of learning. The report card will indicate the numerical grade, as described in the scaled rubric. The Individualized Education Plan will speak to individual goals for each student. At home, students are encouraged to continue to build on literacy skills and to take on added responsibility. We encourage input from parents and are available to discuss concerns as they arise. Our mission is to foster a safe, caring, and respectful community in which everyone learns and achieves individual success.

93 SYMMES~D ARCY McGEE HIGH SCHOOL 925 Boul. Du Plateau, Gatineau, Quebec J9J 3G2 Phone : (819) Fax : (819) Standards and Procedures D Arcy McGee High School The purpose of this document is to provide parents with necessary important information regarding the following: a) individual course outlines; b) official and unofficial communications for the school year; c) assessment and evaluation methods; d) general student expectations. We ask that you take the time to familiarize yourselves with the information contained in this document, as it is meant to provide support to parents. Sincerely, G. Singfield T. Laine P. Sullivan Principal Vice-Principal Vice-Principal Symmes Jr. High School Symmes Jr. High School Symmes Jr. High School D Arcy McGee High School D Arcy McGee High School D Arcy McGee High School (2158) (2117) (2131) gsingfield@wqsb.qc.ca tlaine@wqsb.qc.ca psullivan@wqsb.qc.ca Progress Report During the third week of October, your child will be issued the first written communication, a Progress Report which will include comments on your child s learning and behaviour. Term 1 The Term 1 report card will be sent home with your child on November 25 th. The Parent-Teacher Evening will be held on November 26 th. The IEP goals for the current school year will be reviewed and discussed during interview time. Term 2 The Term 2 report card will be sent home with your child on February 24 th. The parent-teacher interviews will be held on February 26 st. The IEP goals will be evaluated at this time for term 2. Term 3 The Term 3 report card will be mailed home to parents on June 29 th. Our mission is to foster a safe, caring, and respectful community in which everyone learns and achieves individual success.