MICHAEL POWERST. JOSEPH HIGH SCHOOL

STUDENT HANDBOOK 2019 - 2020

Rose Mary Rossetti

PRINCIPAL

Martin Clough Sheila Gilkinson

Stanley Malec

VICE PRINCIPALS

TRUSTEE

Markus de Domenico

Contact Information

Main Office: (416) 393-5529

Facsimile # (416) 393-5742

Attendance Office Direct Line: (416) 393-5744

Guidance Office Direct Line: (416) 393-5794

105 Eringate Drive Toronto, Ontario M9C 3Z7

www.mpsj.ca

This agenda belongs to:

 

 

 

Pastoral Plan Prayer 

Loving God, we believe that everyone is a gift 

and belongs to your family for we are made in your image and likeness. 

 As a community of believers rooted in Christ, 

may we always celebrate your presence with us and appreciate both the gifts and responsibilities 

of belonging to this community of faith.  

Through the inspiration of the Holy Spirit, the intercession of Mother Mary, 

and all the Saints, may we become all you intend us to be— 

a reflection of Christ in our world.  

We pray through Jesus Christ our Lord.  

 

  

TABLE OF CONTENTS

Contents

History and Tradition ................................................................................................................................ 1 

International Baccalaureate Diploma Programme Mission Statement .................................................. 2 

Ontario Secondary School Diploma (OSSD) ............................................................................................ 3 

Attendance ................................................................................................................................................. 5 

School Uniform .......................................................................................................................................... 6 

Code of Conduct ........................................................................................................................................ 7 Schools .................................................................................................................................................. 11 Principals ............................................................................................................................................... 12 Teachers and School Staff ..................................................................................................................... 13 Students ................................................................................................................................................. 13 Parents and Guardians ........................................................................................................................... 14 Police and Community Members .......................................................................................................... 14 TCDSB Acceptable Use Policy for Technology .. ……………………………………………………. 17 Plagiarism and Copyright Infringement ................................................................................................ 18 Suspension ............................................................................................................................................. 20 Suspension Pending Possible Expulsion ............................................................................................... 22 Other Factors ......................................................................................................................................... 23 Local Code Of Conduct ......................................................................................................................... 23 Michael Power - St. Joseph Code of Behaviour .................................................................................... 24 

Chaplaincy ............................................................................................................................................... 25 

Student Services (Guidance) .................................................................................................................... 26 My Blueprint Education Planner ........................................................................................................... 28

Mental Health ........................................................................................................................................... 30 

Plagiarism Policy ..................................................................................................................................... 34 

Learning Commons (Library) ................................................................................................................. 35 

Catholic School Parent Council ............................................................................................................... 36 

Extra-curricular and Co-curricular Activities ........................................................................................ 37 

Athletic Teams ........................................................................................................................................ 38 

Awards of Distinction .............................................................................................................................. 42

IB Exam Schedule 2020 .......................................................................................................................... 46  

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Michael PowerSt. Joseph High School

History and Tradition

Michael PowerSt. Joseph High School is a dynamic, co-educational community of approximately 2000 students. Our present school began as two distinct high schools located next door to each other in central Etobicoke near “Six Points” at Kipling, Dundas and Bloor. The Sisters of St. Joseph opened St. Joseph’s Islington in 1949 with a population of 150 girls. The school was named after the patron of Canada. Eight years later in 1957, the Basilian Fathers started Michael Power, an all-boys high school named after the first Catholic bishop of Toronto. Cooperation, shared resources, co-ed classes and portable classroom facilities characterized the co- existence of these two separate school communities throughout the 60’s and 70’s. In 1982 the two schools were amalgamated officially. In 1993 the school moved west and north to its present location under one roof on Eringate Drive.

Our teachers have established a strong tradition of rigorous academic standards. Achievements in athletics and co-curricular activities are part of our well-earned reputation for excellence. Involvement is characteristic of this school and an essential quality of both our history and our tradition.

Students pursue individualized and enriched experiences in the Gifted, Extended French and Co-operative educations programs. Our Special Education program offers inclusive support to students of all needs. Students in grade eleven and twelve may also access the full range of TCDSB e-Learning online courses.

In July of 2002, Michael Power/St. Joseph received approval from the International Baccalaureate Organization in Geneva Switzerland to offer the IB Diploma Program. The school also offers two Specialist High Skills Majors (SHSM) programs in Health and Wellness and another SHSM in Sports.

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International Baccalaureate Diploma Programme Mission Statement

“The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.” --IBO Mission Statement

Michael Power St Joseph High School and its IB programme, the Toronto Catholic District School Board, and the International Baccalaureate Organization share a common belief that developing graduates of inquiring minds, tolerance, and respect is the best way in which to create a better world.

Founded by the orders of the Sisters of St Joseph and the Basilian Fathers, Michael Power St Joseph has at its core the mottoes of those orders: “The love of Christ has brought us together” and “Teach me goodness, discipline and knowledge”. Central to this vision is the belief that our students embody the Christly values of acceptance and peace and work with diligence to maximize their many gifts, central among them their capacity as life-long learners.

The Toronto Catholic District School Board in its Mission notes that we are an “inclusive Catholic learning community that educates students, staff, parents and trustees to grow in grace and knowledge and to lead lives rooted in faith, hope and charity”. As such, the TCDSB and all its members strive to embody the value of tolerance, the desire to make the world a better place for its peoples, and the recognition that the pathways of knowledge and understanding are central to his desire.

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Ontario Secondary School Diploma (OSSD)

The Ontario Secondary School Diploma (OSSD) is awarded to a student by the Minister of Education, on the recommendation of the Principal, who has earned a minimum of 30 credits.

The Requirements of the Ontario Diploma

In order to earn the Ontario Diploma, a student must: earn 18 compulsory credits earn 12 optional credits complete 40 hours of community involvement activities successfully complete the provincial secondary literacy test

A credit is granted in recognition of the successful completion of a course that has been scheduled for a minimum of 110 hours.

Ontario Secondary School Diploma – 30 credits total, including:

4 English (Grade 9, 10, 11, 12) 3 Mathematics (1 Senior) 2 Science 1 French 1 Canadian History 1 Canadian Geography 1 Arts (Music, Art, Drama) 1 Health and Physical Education 1 Civics and Career Studies 1 additional credit in English or a third language or a Canadian and World Studies or Canadian and World Studies or Guidance and Career Education or Cooperative Education* 1 additional credit in Health and Physical Education or the Arts or Business Studies or Career Education or Cooperative Education 1 additional credit in Science (Grade 11 or 12) or Technological Education or Career Education or Cooperative Education* 4 Religious Studies 8 Optional Credits Community Involvement Activities -40 hours Pass Secondary School Literacy Test (Grade 10)

A maximum of two credits in cooperative education can count as compulsory credits

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Community Involvement

All students must complete a minimum of 40 hours of unpaid community involvement before graduating from high school. Students will be able to choose their own community involvement activities within guidelines provided by the school. Students are responsible for fulfilling requirements on their own time and for keeping a record of their activities on a tracking sheet provided by the Guidance Department. Once the forty hours have been completed, the student should bring their tracking sheet(s) to the Guidance secretary to be entered on their transcript.

In the International Baccalaureate Diploma Programme a student needs to complete 50 hours of the Service component of the Creation Action Service (CAS) hours. The IB student can use the 40 hours of the OSSD community service and add 10 hours to complete the CAS requirement provided this is done in the last two years of the student’s high school years, the IB years.

Secondary School Literacy Test (OSSLT)

Students take the Ontario Secondary School Literacy test in Grade 10. They must pass the test in order to graduate and their result is recorded on their transcript. Students who do not pass the test will receive remedial help to prepare them for retesting. English as a Second Language students will take the test only when they have reached the Grade 9 level in their language studies. Accommodations will be made for students in Special Education programs.

Ontario Student Record

The Ontario Student Record (OSR) is the official record for a student. The OSR contains achievement results, credits earned, diploma requirements and other information important to the education of the student. Students and their parents (if the student is not an adult) may examine the contents of the OSR, but may not remove any part of it. These records are protected by the Education Act and Freedom of Information legislation.

 

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Attendance

Regular attendance and punctuality to all classes is essential for academic success.

Daily Absence

1. When students are absent, parents are required to notify the Attendance Office. They should do so using School Messenger. They can also call the Attendance direct line: (416) 393-5744

If parents are unable to call, they are required to forward a note justifying the full-day absence of the student, upon his/her return to school. Returning students must bring this note to the Attendance Office and obtain an admit slip to class before the start of school.

2. Students who are late to school in the morning must sign in at the Attendance Office before proceeding to class.

3. Students who skip classes are reported to the Vice Principals through regular attendance tracking by the classroom teacher. Parents are notified and appropriate consequences are given for these skips.

4. Students who need to leave school prior to dismissal must sign out at the Attendance Office before 8:30 a.m. A parental note is required for all students except for students who are 18 years of age or older.

5. A student who becomes ill during the day and needs to leave school must report to the Attendance Office to sign out before leaving the school building.

Extended Absence

In the event of an extended absence for any reason, parents must notify the school and subject teachers. We l l in advance of the i r p lanned depar ture , s tudents should meet wi th the i r Vice-Pr inc ipa l , who wi l l communicate wi th c lassroom teachers . Extended absences due to vacations impact on achievement in individual courses. Parents and students must accept responsibility for making the necessary arrangements with classroom teachers for missed assignments and tests.

 

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  School Uniform 

At MPSJ, the school uniform is worn throughout the school day, including lunch hour and spares. Additional clothing items are not to be worn with the uniform, including, but not limited to: hats, head ties, scarves and sweat shirts that are not the R.J. McCarthy monogrammed polo shirt. All students will be required to wear the full McCarthy uniform as outlined below.

R. J. McCarthy grey pants.

R. J. McCarthy navy or white short or long sleeve monogrammed

golf shirt.

Black shoes only. Shoes cannot have logos or other colours. High cuts/boots/flip flops/sandals are not permitted. Shoes must not be above the ankle. Moccasins, slippers, Uggs or construction boots are not permitted.

All students must wear socks with their shoes.

Optional Uniform Items 

R. J. McCarthy monogrammed navy sweatshirt. This must be worn

with a navy or white golf shirt underneath.

Grade 12 students may wear the burgundy grad golf shirt instead of the navy or white one

Summer Uniform (May, June, September) 

In place of the R.J. McCarthy grey pants, students may choose

to wear R.J. McCarthy navy, knee length, walking shorts. (Shorts must be regulation knee length- 3 inches above the knee-not shorter. Students are not to roll up shorts.)

All students must wear socks with their shoes.

 

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Code of Conduct

POLICY

The Toronto Catholic District School Board (the “TCDSB”), including staff, students, parents, and trustees is committed to the TCDSB’s mission of providing a safe and welcoming learning environment that supports academic excellence and is an example of Christian Community. This mission is affirmed in TCDSB policies, including the Violence Prevention Policy. Every member of this community - student, teacher, parent/guardian, support staff, trustee, parish priest, volunteers or others while on TCDSB property, at TCDSB sponsored events and circumstances that could have an impact on the school climate - is governed by the policies of the TCDSB and shares in the responsibility for creating a positive environment that is safe, harmonious, comfortable, inclusive and respectful.

As provided in our Mission Statement and Values, our school community is formed by Catholic beliefs and traditions. The fundamental expectation of students in our Catholic Schools is that they will follow the ethic of our Catholic faith, where empathy, care for others, and respect for life dominate.

If you are aware that a student or group of students is in a dangerous situation, then you should tell a caring adult in the school community immediately.

The TCDSB Mission is to educate students to their full potential by providing:

leadership in the shared responsibility for education that exists among schools, students, families, parishes and community;

a safe and welcoming learning environment that is an example of Christian community;

role models of Gospel values and Catholic doctrines, teachings and beliefs;

guidance in what students need to learn; instruction in the learning process itself; religious, academic and technological instruction; integration of Catholic, Christian beliefs into the total learning

experience; and

feedback on students’ proficiency and performance.

Please note this is a condensed version of the TCDSB Safe Schools Policy. For a complete copy, refer to: www.tcdsb.org/policyregister/SS09.htm

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The Ontario Catholic Graduate Expectations represent an integral component of TCDSB students’ character formation. We envision students who are: discerning believers formed in the Catholic faith community

who celebrate the signs and sacred mysteries of God’s presence through word, sacrament, prayer, forgiveness, reflection and moral living;

effective communicators who speak, write, and listen honestly and sensitively, responding critically in light of gospel values;

reflective, creative and holistic thinkers who solve problems and make responsible decisions with an informed moral conscience for the common good;

self-directed, responsible, life-long learners who develop and demonstrate their God-given potential;

collaborative contributors who find meaning, dignity and vocation in work which respects the rights of all and contributes to the common good;

caring family members who attend to family, school, parish, and the wider community;

responsible citizens who give witness to Catholic social teaching by promoting peace, justice and the sacredness of human life.

The purpose of the TCDSB Code of Conduct is to further promote the mission of the TCDSB and to provide a framework for individual schools to develop local, school-based codes of conduct that foster a positive school climate and support student academic achievement. In addition, the TCDSB Code of Conduct and local school-based codes of conduct must be modified regularly. The TCDSB Code of Conduct is to be read together with the Violence Prevention Policy and all related TCDSB policies. The TCDSB Code of Conduct also recognizes the importance of progressive discipline which focuses on prevention and early intervention as the key to maintaining a positive school environment.

GUIDING PRINCIPLES

The guiding principles of the Provincial Code of Conduct include the following:

all participants involved in the publicly funded school system - students, parents or guardians, volunteers, teachers and other staff members, superintendents, senior board staff, board personnel and trustees - are included in the Provincial Code of Conduct whether they are on school property, on school buses or at school-authorized events or activities that may have an impact on school climate;

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all members of the school community are to be treated with

respect and dignity, especially persons in a positions of authority;

responsible citizenship involves appropriate participation in the civic life of the school community. Active and engaged citizens are aware of their rights, but more importantly, they accept responsibility for protecting their rights and the rights of others;

members of the school community are expected to use non- violent means to resolve conflict. Physically aggressive behaviour is not a responsible way to interact with others;

the possession, use or threatened use of any object to injure another person endangers the safety of oneself and others;

alcohol and illegal drugs are addictive and present a health hazard. Ontario schools will work cooperatively with police, drug and alcohol agencies to promote prevention strategies and, where necessary, respond to school members who are in possession of, or under the influence of, alcohol or illegal drugs;

insults, disrespect, and other hurtful acts disrupt learning and teaching in a school community. Members of the school community have a responsibility to maintain an environment where conflict and difference can be addressed in a manner characterized by respect and civility;

members of the school community must not engage in bullying behaviours (including: physical, verbal, social and cyber);

members of the school community must not commit sexual assault;

members of the school community must respect and comply with all applicable federal, provincial and municipal laws;

members of the school community must respect differences in people, their ideas and their opinions;

members of the community must respect and treat others fairly, regardless of , for example, race, ancestry, place of origin, colour, ethnic origin, citizenship, religion, gender, sexual orientation, age, or disability.

The guiding principles of the TCDSB Code of Conduct include the broader principles in the Provincial Code of Conduct. The TCDSB Code of Conduct is also committed to the Foreword/Statement of Principle set out in the TCDSB Violence Prevention Policy.

 

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ROLES AND RESPONSIBILITIES

The TCDSB Code of Conduct recognizes that all members of the school community, including pupils, teachers, principals, parents, staff superintendents, senior board staff, board personnel, trustees have an obligation to comply with the standards of behaviour outlined in this policy. Each member of the school community (including all persons who come in contact with or have an impact on school life, e.g. co-op employers, crossing guards, permit holders, bus drivers, service providers, guests, volunteers, delivery personnel) has the following roles and responsibilities:

Toronto Catholic District School Board

The TCDSB will provide direction to its schools that ensure opportunity, excellence and accountability in the education system.

The TCDSB is committed to the principles and standards established by the Violence Prevention Policy. The TCDSB will not tolerate behaviour that jeopardizes the emotional well-being or physical safety of members of the school community.

As set out in the Violence Prevention Policy, the TCDSB acknowledges the rights and responsibilities for its students and staff, including: to be respected by all members of the school community; to work and learn in a safe, orderly and positive environment; to access facilities and to participate in programs offered by the

school without fear of violence; to respect all members of the school community; to contribute positively to the Christian climate of the school; to respect the property of the school and all members of the

school community; and to respond positively to the educational environment provided

by the school community.

As part of its broader mandate, the TCDSB will:

develop policies that set out how its schools will implement and enforce the Provincial Code of Conduct and all other rules developed as related to the provincial standards for respect, civility, responsible citizenship and physical safety;

 

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seek input from Catholic School Advisory Councils, school based safe school action teams and the TCDSB safe schools advisory committee and review these policies regularly with students, staff, parents or guardians, parish priests, volunteers and the community;

establish a process that clearly communicates the Provincial Code of Conduct to all members of the school community-- including parents, students, staff, superintendents, senior board staff, board personnel and trustees--in a manner that ensures their commitment and support;

ensure an effective prevention-intervention strategy and response to all infractions related to the standards for respect, civility, responsible citizenship and physical safety; and

provide opportunities for all staff to acquire the knowledge, skills and attitudes necessary to develop and maintain academic excellence and safe learning and teaching environments.

Schools

Through the development or refinement of local codes of conduct, schools must communicate provincial and TCDSB standards of behaviour.

Schools shall:

seek input from Catholic School Advisory Councils and school based safe school action teams in the development or refinement of local codes of conduct;

review their local codes of conduct regularly with students, staff, parents or guardians, volunteers and the community;

establish a process that clearly communicates the school code of conduct, the TCDSB Code of Conduct and the Provincial Code of Conduct to all parents, students and staff in a manner that ensures commitment and support;

include in the local code of conduct a summary of the TCDSB Violence Prevention Policy;

ensure that the local code of conduct is distributed to students at least once per school year, including students admitted during the school year;

ensure that the local code of conduct is explained to each student and that the expectations in the local code are clearly communicated to each student at least once per school year; and

ensure that the local code of conduct is enforced in a fair and even-handed manner throughout the school year.

 

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Principals

Principals, under the direction of the school board, take a leadership role in the daily operation of the school. Principals provide this leadership by:

demonstrating care and commitment to academic excellence and a safe teaching environment and learning environment;

holding everyone, under their authority, accountable for their behaviour and actions;

developing and enforcing local codes of conduct; communicating the contents and expectations contained in local

codes of conduct regularly with all members of their school community;

ensuring the communication of local codes of conduct includes a communication plan that outlines how these standards will be made clear to the entire school community, including school communities who have a significant number of parents whose first language is not English;

providing an example of respect and civility for all members of the school community;

empowering students to be positive leaders in their schools and community.

Principals have a duty to maintain proper order and discipline within the school. Local codes of conduct are a key component of that duty. Principals shall develop local codes of conduct that are expressly tailored for their schools.

Under the provisions of the Education Act, principals are responsible for suspending students and for referring expulsions to the school board in appropriate circumstances. Principals will conduct investigations in accordance with the Guidelines for Conducting a Disciplinary Investigation.

 

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Teachers and School Staff

Under the leadership of the principal, teachers and staff shall maintain order in the school and are expected to hold everyone to the highest standard of respectful and responsible behaviour. As role models, staff uphold these high standards when they:

help students work to their full potential and develop their self- worth;

communicate regularly and meaningfully with parents; maintain consistent standards of behaviour for all students; demonstrate respect for all students, staff and parents; empower students to be positive leaders in the classroom, school

and community; prepare students for the full responsibilities of citizenship; and comply with the responsibilities established by the TCDSB Violence

Prevention Policy

Teachers shall also assist principals in maintaining close co- operation with the school community and in establishing and maintaining consistent disciplinary practices in the school.

Students

Students are to be treated with respect and dignity. In return, they must demonstrate respect for themselves, for others and for the responsibilities of citizenship through acceptable behaviour. Respect and responsibility are demonstrated when a student:

comes to school prepared, on time and ready to learn; shows respect for themselves, for others and for those in authority; refrains from bringing anything to school that may compromise the

safety of others; and follows the established rules, policies and local codes of conduct and

takes responsibility for his or her own action.  

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Students are also expected to fulfill the Ontario Graduate Expectations and live the Gospel message by: exercising self-discipline; accepting such discipline as would be exercised by a kind, firm

and judicious parent; being courteous to fellow pupils and obedient and courteous of

teachers; showing respect for school property; complying with all school expectations, procedures and codes of

behaviour; and giving respect and co-operation to all persons in positions of

authority in the school.

Parents and Guardians

Parents and guardians play an important role in the education of their children and have a responsibility to support the efforts of school staff in maintaining a safe and respectful learning environment for all students. Parents and guardians fulfill this responsibility when they:

show an active interest in their child’s school work and progress communicate regularly with the school; help their child be neat, appropriately dressed and prepared for

school; ensure that their child attends school regularly and on time; promptly report to the school their child’s absence or late arrival; become familiar with both the Provincial Code of Conduct and

their local school code of conduct; encourage and assist their child in following the rules of

behaviour; and assist school staff in dealing with disciplinary issues.

Police and Community Members

Police and community members are essential partners in making our schools and communities safer. Community members need to support and respect the rules of their local schools. Police will investigate and respond to incidents in accordance with the Police/School Board Protocol.

Community agencies are resources that boards can use to deliver prevention and intervention programs.

 

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STANDARDS OF BEHAVIOUR

Respect, Civility and Responsible Citizenship

The TCDSB does not tolerate any anti-social or violent behaviour that impacts on learning environments. All local school codes of conduct must set out standards of behaviour consistent with the standards established in the TCDSB Violence Prevention Policy. Standards of behaviour must promote respect, civility, responsible citizenship and Catholic values.

All members of the school community must: respect and comply with all applicable federal, provincial and

municipal laws; demonstrate honesty and integrity; respect differences in people, their ideas and opinions; treat one and other with dignity and respect at all times, and

especially when there is a disagreement; respect and treat others fairly, regardless of their race, ancestry, place

of origin, colour, ethnic origin, citizenship, religion, gender, sexual orientation, age or disability;

respect the rights of others; show proper care and regard for school property and the

property of others; take appropriate measures to help those in need; respect persons who are in a position of authority; respect the need of others to work in an environment of learning and

teaching. seek assistance from a member of the school staff, if necessary, to

resolve conflict peacefully; not swear at a teacher or at another person in a position of authority

or any other person.

Safety

All members of the school community must not: engage in bullying behaviours; commit sexual assault; traffic weapons or illegal drugs; give alcohol to a minor; commit robbery; be in possession of weapon, including firearms; use any object to threaten or intimidate another person; cause injury to any person with an object; be in possession of, or be under the influence of, or provide others

with alcohol or illegal drugs; inflict or encourage others to inflict bodily harm on another; engage in hate propaganda and other forms of behaviour motivated

by hate or bias; commit an act of vandalism that causes damage to school property

or to property located on the premises of the school.

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Applications of Standards of Behaviour

The Board standards of behaviour apply to all members of the school community, including students, parents or guardians, volunteers, teachers, other staff members, superintendents, senior board staff, board personnel, trustees and others who may be present in schools or at school related events under the jurisdiction of the TCDSB

The standards of behaviour apply: on school property; while travelling on a school bus that is owned by the Board or that is

under contract to the Board; in-school sports activities; in off-site school-sponsored activities; or in circumstances where engaging in an activity could have a negative

impact on the school climate.

For a complete copy of the Safe Schools Policy please refer to the TCDSB website using the following address: www.tcdsb.org/policyregister/SS09.htm

SMOKE-FREE ONTARIO ACT

The Toronto Catholic District School Board is a smoke-free environment and is governed by the regulation outlined in the Smoke-Free Ontario Act, which is an Ontario Law that was passed in 2006.

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TCDSB Acceptable Use Policy for Technology

The TCDSB Acceptable Use Policy (AUP) reflects the growing technological presence of electronic communication systems in our schools and emphasizes the use of technology in a respectful manner that upholds the dignity of the human person and is consistent with our Catholic teachings. It recognizes that in 21st century there is a shared responsibility between the Board, families, schools and students to provide guidance on the appropriate use of technology. The AUP has been created to establish guidelines for users to understand what governs “safe and appropriate use”.

The AUP defines electronic communication systems to include social media, website publishing, and the use of personal electronic devices (PED’s). In addition it addresses expectations surrounding the Bring Your Own Device (BYOD) policy effective as of September 2012. While these devices are not mandatory for classroom activities, they may be included when there is a clear educational purpose that has been identified by the teacher.

All students are expected to familiarize themselves with the AUP. The full text of the TCDSB AUP can be found at: http://www.tcdsb.org/board/policies/aup

Summary of the AUP expectations for students when using the TCDSB electronic communication system:

Behaviour Expectations: All students must sign a "Student Access Agreement" before

receiving their individual user accounts and gaining access to the Board network. If a student is less than 18 years of age, a parent or guardian must also sign the agreement.

Using the Board’s electronic communication systems is a privilege, not a right, and can be restricted or, if appropriate, removed altogether.

Individual user accounts must remain private. Students must act ethically, lawfully and in an appropriate

manner when using the Board’s electronic communication systems.

Personal Safety & Privacy: Students will promptly inform a school Administrator or

teacher if they receive any inappropriate communication that makes them feel uncomfortable or unsafe.

Students should always protect their personal information and privacy. All parents and students are encouraged to familiarize themselves with resources that support Digital Citizenship. For parents and students, resources can be found at: https://www.tcdsb.org/ProgramsServices/SchoolProgramsK12/AcademicICT/DigitalCitizenship

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Password Management: TCDSB student logins grant access to WiFi, school computers

and devices, and educational third-party services e.g., Google Apps for Education (GAFE).

Password management is very important and students must personally create their own password and it must be a strong password.

Students must keep their password secret, and never disclose or share a password.

When creating a password we recommend that you make it easy to remember, but hard for others to guess. Avoid using personal information such as your name, email address, or mailing address.

Password creation checklist: Minimum 8 characters Need to meet three of the following criteria: At least 1 upper-case letter At least 1 lower-case letter At least 1 number At least 1 special character

Unacceptable Activities: Attempts to access unauthorized areas of the Board’s system,

or any other computer system through the Board’s network. This includes attempting to access another user’s files or attempting to log on using another person’s account.

Malicious destruction or abuse of the Board’s network, computer systems, hardware, software, or electronic devices.

Accessing, installing or distributing unauthorized equipment, software or media files on the Board’s network or computer systems.

Engaging in any illegal activities such as the sale of drugs or alcohol, criminal activity or threatening the safety of another person.

Engaging in any inappropriate behaviour such as cyberbullying, personal attacks, threats, harassment, hate motivated and discriminatory behaviours at school, school related events or in circumstances that negatively impact on the school climate. These actions will be dealt with according to the Education Act or school codes of conduct.

Impersonation or using a false identity. Any use of inappropriate language (obscene, profane,

threatening, harassing, bullying, racist or disrespectful) posted publically, privately, or on any websites.

Plagiarism and Copyright Infringement Students must not plagiarize works that they find on the

Internet and properly obtain permission and/or site original ownership for copyright materials.

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Bring Your Own Computer / Personal Electronic Device (PED): The student use of PEDs is a privilege, not a right and can be

removed if it interferes with student learning, duties and obligations.

Students are allowed to bring their own Personal Electronic Device (PED) including cell phones and laptops to school, but not to class unless permitted by the teacher, for an educational purpose.

For educational purposes, students may use their PEDs when not in class in the following designated areas: Library, Cafeteria, Forum.

All other times PEDs MUST be securely stored away by the student and in silent mode during regular school hours. A student who uses a PED in class without the teacher’s permission is subject to regular classroom and school disciplinary procedures.

The teacher may send a student to see an administrator if a PED is used inappropriately during class. The administrator may confiscate the device and store it securely until the matter is resolved.

The school administration may decide when and where PEDs are permitted and prohibited within a school environment.

Students may connect their devices to the Board’s Guest network for internet access only, in designated study areas and as per school policy. PEDs are NOT permitted in examination rooms, unless the teacher has granted permission.

Board Technical support will be not be provided for any hardware, software or connectivity issues, and users may not install any Board/Ministry licensed software, unless the software has been be licensed for home use.

All PEDs must have anti-virus malware protection on them prior to connecting to the Board’s network. If a PED is suspected of interfering with the Board’s network it must be disconnected and securely stored by the student.

Students may not use PEDs to capture video or images in private areas such as washrooms or change rooms. When photographing a student or students on school property their consent must be granted. Parental/guardian consent is required for photographing a student with special needs. Any images being posted or transmitted electronically while photographed on school property or at a school event must have the permission of the individual(s) or the principal. Any images or video that negatively impact the school climate must not be captured, transmitted or posted under any circumstances.

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Accessing TCDSB Wi-Fi Network with a Personal Device The TCDSB provides students with Wi-Fi access on their

personal devices for educational purposes only. Access to Wi-Fi with a personal device is restricted to the

TCDSB-Guest network. Any personal device connected to a Wi-Fi network other than

the TCDSB-Guest (including but not limited to TCDSB-Misc) will be identified and banned from all TCDSB Wi-Fi networks.

Disciplinary Consequences:

In the event that a student violates this policy, the student (and parent, where applicable) will be provided with a notice of violation and will meet with a school administrator/designate.

A school administrator/designate may deny, restrict or suspend a student’s access to the Board’s network upon any violation of this policy or other rules of the school. Appropriate legal authorities will be contacted if there is any suspicion of illegal activities.

The Board will cooperate fully with legal authorities in any investigation relating to illegal activities conducted through the Board’s system.  

CONSEQUENCES FOR INAPPROPRIATE BEHAVIOURS

Students The local school codes of conduct shall set out consequences that are consistent with the Education Act and the Board Safe School policies for Suspension (S.S.06) and Expulsions (S.S. 05). Mitigating Factors as stated in The Education Act shall be considered. 

Activities Leading to Possible Suspension

Under subsection 306 (1) of the Education Act, a principal shall consider whether to suspend a pupil if he or she believes that the pupil has engaged in any of the following activities while at school, at a school-related activity or in other circumstances where engaging in the activity will have an impact on the school climate:

1. Uttering a threat to inflict serious bodily harm on another person. 2. Possessing alcohol or illegal drugs. 3. Being under the influence of alcohol or illegal drugs. 4. Swearing at a teacher or at another person in a position of

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authority. 5. Committing an act of vandalism that causes extensive damage to

school property at the pupil’s school or to property located on the premises of the pupil’s school.

6. Bullying 7. Any other activity that is an activity for which a principal may

suspend a pupil under the policy of the board.

If a principal decides to suspend a pupil for engaging in an activity described in subsection (1), the principal will suspend the pupil from his or her school and from engaging in all school-related activities.

The minimum duration of a suspension is one school day and the maximum duration is 20 school days. In considering how long the suspension should be, a principal will take into account any mitigating or other factors prescribed by the regulations.

Suspension Under Board Policy

Under clause 306 (1) 7 of the Education Act, a pupil may be suspended if he or she engages in an activity that is an activity for which a principal may suspend a pupil under a policy of the board. Under Board policy, activities for which a principal may suspend a pupil include:

1. Persistent opposition to authority; 2. Habitual neglect of duty; 3. Willful destruction of school property; vandalism causing damage

to school or Board property or property located on school or Board premises;

4. Use of profane or improper language; 5. Use of tobacco; smoking and vaping 6. Theft; 7. Aid/incite harmful behaviour; 8. Physical assault; 9. Being under the influence of illegal drugs; 10. Sexual harassment; 11. Racial harassment; 12. Fighting; 13. Possession or misuse of any harmful substances; 14. Hate-motivated violence; 15. Extortion; 16. Distribution of hate material; 17. Inappropriate use of electronic communications/media; and/or 18. Other – defined as any conduct injurious to the moral tone of the

school or to the physical or mental well-being of others.

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Suspension Pending Possible Expulsion

Under subsection 310 (1) of the Education Act, a principal shall suspend a pupil if he or she believes that the pupil has engaged in any of the following activities while at school, at a school-related activity or in other circumstances where engaging in the activity will have an impact on the school climate:

A pupil who is suspended under this section is suspended from his or her school and from engaging in all school-related activities. The following infractions may result in a suspension pending expulsion in accordance with Board policy:

1. Possessing a weapon, including possessing a firearm. 2. Using a weapon to cause or to threaten bodily harm to another

person. 3. Committing physical assault on another person that causes bodily

harm requiring treatment by a medical practitioner. 4. Committing a sexual assault. 5. Trafficking in weapons or in illegal drugs. 6. Committing robbery. 7. Giving alcohol to a minor. 8. Possession of explosive substance; 9. Serious or repeated misconduct; 10. Refractory conduct; and/or 11. Other – defined as any conduct injurious to the moral tone of the

school or to the physical or mental well-being of others. 12. Any other activity that, under a policy of a board, is an activity for

which a principal must suspend a pupil and, therefore in accordance with this Part, conduct an investigation to determine whether to recommend to the Board that the pupil be expelled.

Mitigating Factors and Other Factors

In considering whether to suspend a pupil or to recommend to the Board that a pupil be expelled, a principal will take into account any mitigating factors or other factors prescribed by the regulations.

Pursuant to the Suspension and Expulsion of Pupils Regulation, the following mitigating factors shall be taken into account: 1. The pupil does not have the ability to control their behaviour. 2. The pupil does not have the ability to understand the

foreseeable consequences of his or her behaviour. 3. The pupil’s continuing presence in the school does not create an

unacceptable risk to the safety of any person.

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Other Factors

The following other factors shall be taken into account if they would mitigate the seriousness of the activity for which the pupil may be or is being suspended or expelled: 1. The pupil’s history. 2. Whether a progressive discipline approach has been used with

the pupil. 3. Whether the activity for which the pupil may be or is being

suspended or expelled was related to any harassment of the pupil because of his or her race, ethnic origin, religion, disability, gender or sexual orientation or to any other harassment.

4. How the suspension or expulsion would affect the pupil’s ongoing education.

5. The age of the pupil. 6. In the case of a pupil for whom an individual education plan has

been developed, a) whether the behaviour was a manifestation of a

disability identified in the pupil’s individual education plan,

b) whether appropriate individualized accommodation has been provided, and

c) whether the suspension or expulsion is likely to result in an aggravation or worsening of the pupil’s behaviour or conduct.

LOCAL CODE OF CONDUCT

At Michael Power-St. Joseph, the responsibility for a safe school and the education of appropriate student social behaviour is founded on Gospel values. An optimal learning environment is supported by a school-wide progressive discipline plan.

Discipline can be defined as supporting students to make the right decisions. It refers to instruction, correction, self-control and orderly conduct. Consistent and logical consequences are important in order for students to learn that they can control their own behaviour.

Interventions and consequences applied to instances of inappropriate behaviour are made after consideration of a student’s history, age, level of remorse and other mitigating factors that apply (refer to the list of mitigating factors in the TCDSB Code of Conduct).

At Michael Power-St. Joseph, the progressive discipline approach, consequences are designed to support the prosocial development and future behaviour of the student responsible for the action.

The MPSJ Safe School Action Team (SSAT) meets on regular basis to develop and review our progressive discipline model.

 

 

MICHAEL POWER ST. JOSEPH CODE OF BEHAVIOR

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   Inappropriate Behavior  Student 

Conference 

Notify 

Parents 

Detention  Possible Suspension 

Possible Expulsion 

Other 

Skipping Class  X  X  yes       

Skipping Class (Repeated)  X  X  yes  X     

Repeated Late  X  X  yes  X     

Uniform Violation  X  X        Send home 

Wearing Hat (Repeated)  X  X  yes      Refer to administrator 

Inappropriate Use of  language  X  X  yes  X     

Academic  Dishonesty  X  X        Possible mark of "0" recorded 

Improper Use of Electronic Equipment  X  X    X     

   Disrespect of staff member  X  X  yes  X    Conference with parents 

Smoking or Vaping on School Premises  X  X    X    Fine can be imposed 

Theft/Robbery/Possession of Stolen Property  X  X    X  x  Possible police contact /restitution 

Vandalism  X  X    X    Restitution /Possible police contact 

Fighting  X  X    X  X   

Physical and Cyber Bullying  X  X    X  X  Possible police contact 

Possession of Controlled Substances  X  X    X  X   

Possession of Illegal Drugs  X  X    X  x  Police called 

Use of Controlled Substances  X  X    X  x   

Use of Illegal Drugs  X  X    X  x  Police called 

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Chaplaincy The Chaplaincy team at MPSJ focuses on the spiritual well-being of the school community. The team includes the Chaplains, teacher volunteers and a strong contingent of peer ministers who implement activities such as charity drives and the co-ordination of retreats. In living the Basilian motto of goodness, discipline and knowledge, we aspire to imbue our students with the lifelong challenge to intimately meet with their God in the love of Christ to gather us together.

RELIGIOUS ACCOMMODATION IN THE TCDSB

In concert with the Assembly of Catholic Bishops of Ontario, the TCDSB supports freedom of religion and an individual’s right to manifest his or her religious beliefs and observances. The right to freedom of religion, however, is not absolute and religious accommodation in the Board is carried out in the larger context of the Catholic education system and denominational rights of Catholic schools.

The Board, at all times, will seek to accommodate an individual’s right to freedom of religion in a manner that not only respects the individual’s beliefs but the principles of the Catholic Church.

It is understood that all students registered at Michael Power/St Joseph High School, acknowledge and are committed to the school community that proclaims, celebrates, and cherishes its Catholic identity and traditions. At the same time, MPSJ is enriched and is committed to providing an environment that is inclusive, safe and is free of barriers based on religion. With respect to Religious Accommodation, the TCDSB also acknowledges that all students, in accordance with the best of what our Catholic Church offers in its social teachings and reflective practice, are entitled to their rights and responsibilities under the Ontario Human Rights Code.

In the spirit of respect and inclusion, the TCDSB will work cooperatively and take all reasonable steps, to provide accommodation to individual requests to facilitate his/her religious beliefs and practices. We would ask those seeking accommodations to make their requests at the start of the school year so that consideration can be given early on.

For further information on religious accommodation please consult with the school administration. Additional information on the religious accommodation guidelines can be found at: www.tcdsb.org/religiousaccommodation.htm

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Student Services Student Services provides support to students in the transition from elementary school; throughout the secondary school years; and to college, university or the workplace. As students progress through high school, they must learn to make independent and responsible choices about themselves, their educational plans and their career goals. Guidance counsellors are available to assist students in making important decisions about course selection, career information and planning, and to provide current and accurate information about post-secondary pathways. A major emphasis at Michael Power · St. Joseph is in the area of educational planning to ensure that students meet the entrance requirements for the post- secondary opportunities of their choice.

Students may request appointments with their counsellor by contacting the secretary in the Guidance Office before, after, or during their lunch hour.

Course – Timetable Changes Students are advised to choose their courses carefully, in consultation with parents and Guidance counsellors. It is very difficult and often impossible to change courses once scheduling has been completed. Course selections authorized by student and parent signatures, are viewed as firm commitments for the entire year. Course changes necessary because of poor progress, summer school upgrading or career plan changes will be considered only if space in a classes permits. In order to change a course, students must fill out a Timetable Change request form in Student Services. Students must follow the timetable they were given until contacted by a guidance counsellor.

Course Load Students in Grades 9, 10 and 11 must take 8 credit courses per year and are NOT entitled to spares as part of their program of study. Students in grade 12 who have earned 24 credits are permitted to take a spare. However, they must maintain 3 full credit courses p e r s e m e s t e r including Theology, to remain a full time student at MPSJ.

 

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Full Disclosure According to full disclosure, the transcript (OST) will list all grade 11 and 12 courses attempted or completed by a student with the percentage grade earned and the credits gained. Students repeating a course for which they have already earned a credit will only earn one credit for the completion of that course.

Withdrawal from a grade 11 or 12 course five days after issuance of the midterm report card, is noted on the transcript along with the midterm mark.

Career/Educational Planning myBlueprint is an exciting education planning resource that is available to students at school or from home. myBlueprint Education Planner (www.myBlueprint.ca) lets students create an engaging and interactive individual Education Plan. They can build customized high school course plans, instantly identify the post- secondary options that are available to them and explore valuable information about apprenticeships, college programs, university programs and workplace opportunities.

University/College Information Senior students are given the opportunity to attend a university and college information evening at MPSJ. Representatives from most Ontario Universities and Colleges will be present to answer questions and provide program information. Also, short informational seminars will be held covering such topics as choosing a post-secondary destination, using myBlueprint as a research tool, financial assistance and scholarships. Please check your October agenda calendar for date and time.

Interpersonal Development The student services staff can assist students with regard to personal issues and when appropriate refer them to the school child and youth worker, the visiting social worker or services within the community.

Tutoring Services Senior students are available to provide individualized, academic instruction to those in need of assistance. A list of student tutors is available in the Guidance Office.

 

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My Blueprint Education Planner   GETTING STARTED GUIDE ‐ STUDENTS 

 

CREATE ACCOUNT 1. Visit www.myBlueprint.ca/tcdsb    

2. Click “Login with school account” and enter your school login info  

or  

Enter your previous years email address and password 

 in “Existing User” if you have set up your profile already            

 

 

Troubleshooting Tips: 

Have an account? Enter your email/password in the Existing User box 

Forgot your password? Click on “Forgot your password?”  

 

LINK WITH A TEACHER  You may need to link with your Teacher as part of a class activity 

From your Home Screen, click on your name and select My Links 

Click Add Teacher, find your teacher and click Send Request 

Note: You can also link with your counsellors or parents 

 

COMPLETE 100% ACTIVITY PROGRESS AND 

EARN POINTS!  In the Activities tab of your Home section, view your Current Activities and 

their requirements 

Click on any box to get started and complete an activity to earn points in 

order to enter prize draws 

Once you complete every activity, your progress tracker will reach 100% 

Each September the tracker will reset and you will have new activities to 

complete 

 

 

 

  

 

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Who Am I –  complete 6 unique assessments for self‐

exploration and discovery (including Learning Styles, Myers‐

Briggs Personality, Holland Interests, Knowledge, 

Motivations, and Compatibility) and be matched with suited 

occupations 

Goals – add interactive SMART goals and action plans 

High School – visually plan courses, track progress toward 

graduation, and instantly identify post‐secondary eligibility 

for opportunities in every pathway 

Post‐Secondary– compare detailed information on 

apprenticeships, college programs, university programs and 

workplace sectors across Canada 

Occupations – compare comprehensive information on 

occupations 

Resumes & Cover Letters – record experiences, build a 

resume, write a cover letter 

Money – build a budget to track income and expenses  

Job Search – find real‐world job and volunteering postings 

that relate to occupations of interest 

Portfolios  –  create  several  portfolios  (e.g.  Career  Portfolio) and share them with parents, teachers, or future employers. It’s simple to add work you have completed in myBlueprint or add pictures/videos. 

 

www.myBlueprint.ca/tcdsb |  1‐888‐901‐5505 | support@myBlueprint.ca 

 

 

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 Mental Health 

FOSTERING STUDENT ACHIEVEMENT AND WELL‐BEING 

The Mental Health Awareness initiative at MPSJ aims to promote awareness and educate students 

about mental health, stress, anxiety, depression and to encourage early intervention. The following 

is a list of Resources and Supports students can access if they require help or someone to talk to.  

There is someone available for you to talk to every day. Please reach out!  

 

SUPPORT STAFF AT THE SCHOOL  Guidance Counsellors Ms. Michelle Asselstine Mr. Anthony Gosio Ms. Stephanie Harquail Mr. John Morris Mr. Fabian Roberts  Child and Youth Care Workers Ms. Nancy Martins Ms. Angie Migliazzi Ms. Liz Petrini  School Social Worker Ms. Joanne Mazzei  School Psychologists Ms. Iwona Kaczmarzyk‐Kozlowski  Chaplaincy Ms. Nancy Mideo Ms. Catena Manco    

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 Mental Health Resources 

  TCDSB Website (Mental Health resources can be found under Program/Special Services)    Websites: These youth‐driven websites provide numerous resources and ideas that can be used by students for both personal and educational purposes   Teen Mental Health ‐ www.teenmentalhealth.org Kids Help Phone ‐ www.kidshelpphone.ca  BC Mental Health ‐ www.mindcheck.ca    Telephone Support (24 Hours):   

o Call Kids Help Phone: 1‐800‐668‐6868 o Teen Help Line: 1‐800‐420‐8336 o Telehealth Ontario: 1‐866‐797‐0000 

  Free Mobile Apps (mental health, relaxation, sleep, meditation)    Mind Shift Mobile App from BC Anxiety Kids Help Phone  Calm Headspace    General Information and Community Support  www.ementalhealth.ca  www.mentalhealth4kinds.com  www.kidsmentalhealth.ca  

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Student Assessment and Evaluation Policy

Examinations and Reports

Final examinations are written in January (Semester 1) and June (Semester 2). MEDICAL CERTIFICATES are required from students who miss exams due to illness. The appropriate Vice Principal should be informed as soon as possible.

In October and March, Early Communication letters will be sent home with students achieving below 60% in a particular course.

Parents receive two report cards per semester. Midterm reports are carried home by students in November and April. End of semester f i n a l reports are mailed home in January and June.

Reporting Dates

Information dealing with student performance is to be available in a timely manner.

Formal reporting dates are set at the start of the school year. Early warning letters for students at risk of being unsuccessful are

sent out early in the semester. Mid-term report. Final reports. Reports on successful completion of OSSLT and community

service.

Extra Help

Students can arrange to meet with their classroom teacher outside of classroom hours.

Students can meet with a guidance counsellor to arrange for tutoring.

Teacher Contacts

Teachers view contact with the home as a key building block to academic success.

Teachers can be contacted via voicemail, email, or through a call made to the Main Office or the Guidance Office.

Teachers communicate through Parent-Teacher interviews, early warning letters, mid-term marks, final marks, and arranged appointments.

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Homework

Homework is a key component to student learning. Students regularly receive homework in all subjects. Homework is meant to contain numerous and varied opportunities

to learn. Homework is assessed as a learning skill using a variety of

assessment instruments, including checklists, oral recall, and classroom spot-check.

When homework is consistently incomplete or done poorly the home is contacted.

Missed Work

When a student is returning from an absence, the teacher requires an explanation, usually a note or phone call from home.

Work that is an integral part of the course’s expectations must be completed.

A reasonable timeline should be created for students to complete missed work.

Students are responsible to catch up on missed work as expeditiously as possible. This can be done through contacting the teacher, have a buddy in class keep the student up to date, check the teacher web site.

If a student has been absent without reason a mark of zero may be assessed for incomplete work.

Late Assignments

The student will be made aware of key dates for completing assignments and should plan his or her time accordingly.

Assignments must be submitted in a timely manner. Students must honour presentation dates and respect reservations

of AV equipment. Student should provide an explanation for late assignments and

discuss with the . Late assignments are reported in the learning skills section of the

evaluation. A deduction will be imposed on students who submit an assignment beyond

the due date. Parents will be contacted by the teacher if the student persists in

handing in late work

 

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Plagiarism Policy As a community our goal is to create an environment where intellectual integrity and academic honesty prevail. Students are instructed in class that plagiarism is the presentation of someone else’s work as their own. They also learn about the different forms of plagiarism from their teachers and teacher librarians. Students sign a contract outlining that they understand the meaning of plagiarism and promise to honour the goals of intellectual integrity. Plagiarism is a dishonest activity – an obvious form of cheating – that is not accepted in the school system or the workplace. For the purposes of clarity, NINE types of p l a g i a r i s m may result in a mark of zero at MPSJ.

Forms of Plagiarism

1. Copying and pasting text, images, and/or graphs from an on-line media, such as encyclopedias;

2. Copying and pasting text, images, and/or graphs from any web site or database;

3. Transcribing text from any printed material such as books, magazines, encyclopedias, or newspapers;

4. Simply modifying text from any of the above sources;

5. Merely replacing a few select words from a source by using a Thesaurus;

6. Copying all or part of another student’s work and claiming it as your

own;

7. Using all or part another student’s work and claiming it as your own, even with permission; this is academically unethical on both students’ parts and is known as collusion;

8. Using an essay/ piece you wrote for another class or another purpose without getting permission from the teacher of both the current class and the class for which the original work was used; this is also referred to as self- plagiarism;

9. Use of another student’s collection of data and calling it your own.  

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Avoid Plagiarism

Submit your own work and document all sources that you integrate in your writing by including properly quoted evidences in your assignments in the form of in-text citations/endnotes/footnotes. Use a Works Cited page at the end of the assignment

Take all research notes in a careful manner

Be prepared to hand in rough notes/drafts of your research and a hard copy of any electronic sources, if requested.

Believe in your ability to complete the task. If you are unsure how to proceed ask your teacher.

Do not risk your good reputation and academic standing by plagiarizing.

Learning Commons (Library)

Information literacy is defined as "the ability to solve information- based problems: acquire, critically evaluate, select, use, create and communicate information in ways which lead to knowledge and wisdom". (Ontario School Library Association, Information Studies, 1999 document). In order to succeed in a constantly changing technological world, students must be information literate. They should be able to locate, critically examine and use information to solve problems.

The Learning Commons at Michael Power/St. Joseph, supports and promotes learning technology and information literacy.

Mission

The Michael Power-St. Joseph Learning Commons is recognized for leadership in the development and application of information resources and technology, providing access and services to support learning.

The MPSJ librarians and faculty actively collaborate to teach students and develop their information literacy skills within a learning community. It is the mission of the MPSJ Learning Commons to participate actively in the education of students and to promote student and faculty success in learning, teaching and scholarly work by:

• Developing and maintaining balanced collections of print and non- print resources, in a variety of formats, to support academics, career, developmental, vocational and general interest programs. • Providing appropriate facilities and equipment for the use of resources, and by providing appropriate staff to assist and instruct users in accessing and using in-house and off site collections and information sources.

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General Policies

MPSJ’s Learning Commons supports each student’s right to succeed: to read, study, work on assignments and prepare class work. Anyone who DOES NOT adhere to this basic principal, or if they are disturbing others, will be asked to leave. Full uniform is required to be allowed into the library.

Computers in the Library

MPSJ’s Learning Commons is fully automated. Staff and students may locate books by using the On-line Catalogue. Electronic resources such as On-line Databases, E-Books as well as internet search, Word Processing and Power Point are available. The school’s website is www.mpsj.ca.

The computers are available for student use, although scheduled lasses will have first priority. The computers in the Learning Commons are for Assignment Research, not recreational use. The Acceptable Use Policy will be enforced and students may lose their computer privileges if not followed. A time limit for computer use will be in effect during peak times.

Virtual Library

The Learning Common’s Web Page may be accessed by clicking on the library link at www.mpsj.ca. Staff and students have 24-hour remote-at- home access to our subscription online databases and e- books. These databases and e-books are password controlled. Password handouts are available.

Borrowing Procedures, Renewals and Fines

Students must show their MPSJ Photo I.D. in order to borrow material. A maximum of 3 items may be signed out on any one topic at one time. Students are responsible for all materials signed out. If the items are lent to a friend and he/she loses, damages or fails to return the books/videos, the student who originally signed out the items is accountable.

Students must return all overdue items before signing out additional materials. The school yearbook will be withheld from students until overdue items are returned, and payment for lost or damaged materials have been received.

Catholic School Parent Council A new School Council will be elected at the September Annual General Meeting. All parents are encouraged and invited to attend. Parent involvement at MPSJ is a collaborative partnership. CSPC meets six times a year and functions in an advisory role to the school principal.

 

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Extra-curricular and Co-curricular Activities

All students are invited to become involved in the many extra- curricular and co-curricular activities available to them.

   

Music Drum Line and Concert Band  Show Choir Small Chamber Group Special Strings Stage Band Orchestra Power Rocks‐Variety Show  Art Art Club Powerful Visions Art Event Drama Arts Week Theatre Showcase   Drama Drama club Power Play  Technology/Computer Technology Aviation  Club  Communication Technology –  (school poster and video design) Documentary Film Society Games Club  Hour of Code club Power TV club  Robotics Club Rogers TV Sports Broadcasting Club Special Events tickets/cards/menu design Yearbook Committee  Environmental Clubs Event planning and decor  School Beautification Club Green Power Power Planters  Fitness Fitness Club Ping Pong Club  

 Leadership/Social Justice/Awareness Clubs Amnesty International  Best Buddies Club  Black History Month  Camp Olympia  Camp White Pine North Camp White Pine South  Duke of Edinburgh’s Award  MPSJ Fashion Show Grad Committee  Hour of Code club  Free the Children   GSA (Gay Straight Alliance) club God Squad IB Executive Indigenous Awareness Club Multifest Mental health Awareness Committee Mini Olympics Navigating the Teen Brain Peer Ministry Power International Student Association  Power Supply Store Student Council Ukrainian Heritage Club  

Intellectual Pursuits Anime Club  Books, Quills, and Writing Skills  Pro‐Con Debating Club The DECA Club – Business Competition Global Ideas Institute HOSA Health/Science Competition Math Leagu Reach for the Top Science Club POWERMUN (United Nations Debating Club)  

 

 

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Athletic Teams

 

Michael Power·St. Joseph has held a long tradition of athletic excellence. Our Trojans teams have won over 499 TDCAA championships. It is our goal to create a competitive but positive environment for all students to be athletically active. We offer a variety of extra-curricular sports. Below, is a list the teams offered at Power grouped by sport season. Updates on Athletics can be found on our school portal at www.mpsj.ca.

  

Fall  (Sept. to Nov.) 

Winter  (Nov.  to March) 

Spring  (March to June) 

Cross Country Golf Junior Boys’ Baseball Junior Boys’ Football Junior Boys’ Soccer Junior Girls’ Basketball Senior Boys’ Football  Senior Boys’ Volleyball Senior Girls’ Basketball   Tennis Varsity Girls’ Field Hockey 

Alpine Skiing Badminton  Cheerleading Curling Junior Boys’ Basketball Junior Boys’ Hockey Junior Girls’ Volleyball Varsity Boys’ Non‐Contact  Hockey Senior Boys’ Basketball   Senior Boys’ Hockey   Senior Girls’ Volleyball Snowboarding Swimming Varsity Girls’ Hockey   Varsity Indoor Soccer   

Cricket Dragon Boating Junior Boys’ Volleyball Senior Boys’ Soccer Senior Track and Field Varsity Boys’ Baseball   Varsity Boys’ Lacrosse Girls’ Lacrosse   Varsity Boys’ Softball   Varsity Girls’ Soccer   Varsity Girls’ Softball 

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Sports Program

The Sports Program plays an important role in the life of the school.

As in other activities the core of the program is learning. Participation should be characterized by a spirit of dedication, sacrifice and intensity. It should stress and help the athlete:

Build moral character and respect for opponents. Develop self-discipline, poise under pressure, courage, endurance,

and patience. Promote co-operation, teamwork and spirit.

Players are charged a fee to subsidize costs of the athletic program, $65 per team you participate on.

(NB. Football, Hockey, Alpine Skiing, Snowboarding, Cheerleading and Dragon Boat Racing require additional fees).

Rationale

It is our hope that we can offer competitive teams at all levels. When possible, we will attempt to offer two teams at the same level. Our goal will be to include as many junior athletes as possible so they may experience extra-curricular sports at the high school level. We realize that some athletes will not be able to move to the next level or may lose their spot to a more talented younger player. Where there is a second team available, we will have spots on the second team for those who are interested, up to 25% of the team

Athletics – Second Teams Policy

This policy concerns a second team offered at the same level where a team is already participating. **If there is a junior team and a senior team, the second team offered will be at the junior level.

Junior Teams

If the second team is offered at the junior level, the second team must have a 75% make-up of grade nines.

The first team will have 1st choice of athletes and the second team will be chosen after the first team is selected.

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Open Teams

If the second team is offered at the Open level, the second team must have a 74% make-up of athletes from the junior age group (grades 9 & 10).

The first team will have 1st choice of athletes and the second team will be chosen after the first team is selected.

The senior athletes (25%) selected for the second team must have been a member of the first team in the previous year. No new senior players may be selected for the second team.

If a grade nine student is selected for the first team, the expectation is that he/she will play at least 50% of each game.

Spectators

Parents of players are welcome to school games: Games are also open to students when supervision is available. All spectators must abide by the school code of conduct. Spectators should:

Remember that people play organized sports for their own fun. Be on their best behaviour. Refrain from the use of profane language, harassment of players,

coaches, officials. Applaud good plays by their team and the opponent’s team. Never ridicule a player for making a mistake during competition. Condemn the use of violence in all forms. Respect the officials’ decisions. Encourage players always to play according to the rules.

Eligibility Code for Co-curricular Activities

Co-curricular activities are designed to enhance the overall school experience for students at Michael Power/St. Joseph High School. These same activities, however, should never detract students from achieving their academic goals. Students selected to play on MPSJ teams or who are part of school clubs/activities (i.e., musical or drama production) are expected to represent the school in an exemplary manner. All students who participate in programs offered at school are expected to be in compliance with all code items listed below. Failure to comply may result in suspension or removal from the appropriate activity and/or other activities. If there are extenuating circumstances that would mitigate a suspension or sanction, an appeal process to a tribunal can be called to review any decision made. The tribunal consists of an administrator and two teachers.

With respect to athletics, the TDCAA eligibility rules state that a student must be considered a full time student and enrolled therefore in a minimum of three 1.0 credit classes (or equivalent) for the entire season in which they participate.

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Behaviour Code for Co-Curricular Activities:

Students are not permitted to play/participate for two activities at the same time unless permission is secured from both coaches/moderators. The Athletic Director is part of the approval process in cases involving athletics. For those students permitted to play/participate for two activities at the same time and in recognition of the fact that conflicts with dates will sometimes occur the decision of which event should be given priority will be left with the coaches/moderators. Unless in extraordinary circumstances a performance or game takes precedence over a practice.

Students are expected to demonstrate support and respect for their coach/team-mates/moderator, the rules governing the activity, and those responsible for administering the rules.

Students who quit an activity/team after being selected to join are placed on probation and are subject to suspension from further participation in co-curricular activities for up to one calendar year as determined by the school principal or vice principal. Students who repeatedly fail to demonstrate commitment to the other members of the group (i.e., late or frequently absent for practice) may be suspended or removed from the activity.

Students who are frequently late or absent from school are subject to suspension from co-curricular activity involvement for a period of time as determined by the principal or vice principal. A warning will precede any suspension.

Students absent from school for an entire day or suspended are not permitted to participate in a co-curricular activity on the day(s) affected unless approval for exceptional circumstances has been secured from the school principal or vice principal. Students must attend a minimum of two classes unless excused earlier for competition.

Students who skip a class may be denied the right to participate in co-curricular activities for a period of time as determined by the principal or vice principal.

Students who have an overall failing mark in more than one course at early warning time and at mid-terms are denied the right to participate until achievement levels have improved. The principal or vice principal are responsible for imposing the sanction and authorizing a return to the activity.

 

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Awards of Distinction

Each year student achievement is recognized in the academic, co- curricular and athletic areas of school life. Awards and scholarships are presented to students who distinguish themselves in their effort and achievement.

Governor General’s Award – To a graduating student who attained the highest academic average using the best six grade 12 marks.

Principal’s Award – To a graduating student who attained the second highest academic average using the best 6 grade 12 marks.

Catholic School Council Award – To graduating students who attained the third and fourth highest academic averages using the best six grade 12 marks.

Honour Roll Bible Recipients – To graduating students who consistently maintained honour standing.

Ontario Scholar – To graduating students who attain an academic average of 80% or greater in their best six grade 12 “U” or “M” level courses.

Sr. Imelda Cahill Award – To an outstanding graduating female student who excels in all aspects of student life.

Sisters of St. Joseph Award – To a graduating female student who exemplifies the spirit of the school.

Father Clare Malone Award – To a graduating male student who exemplifies the spirit of the school.

Fr. John Redmond Performing Arts Award – To outstanding graduating students in dramatic arts and music.

Liz Matich Award – To a graduating student who contributed to the arts and displays athletic ability.

Joshua Mazza Award – To a graduating student who has demonstrated leadership and academic proficiency in the Humanities

John McKeon Award – To a graduating student who will attend university and has made an outstanding contribution to the school community.

Katherine Miga Award – To a graduating student pursuing continuing studies, who participated in Coffee House and Talent Shows, and who had the highest number of volunteer hours during their high school years.

Perry Morrison Award – To a graduating student who embodies the character and dignity for whom this award has been named. A good well-rounded student.

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Peter Galbraith Award – To a graduating students who is an example to others of respect and civility for all members of the school community and who strives to promote peace, justice and the sacredness of human life.

Peter Gerald McGourty, Jr. Award – To a graduating student who has witnessed the required life skills during the student’s enrolment at Michael Power St. Joseph.

Catholic Student of the Year – Sponsored by the Catholic Education Foundation of Ontario. To a graduating student whose exemplary conduct, service and achievement merit the commendation of the Catholic Education Community of Ontario.

Grad Class Legacy Fund – To a graduating student who has left behind a legacy for future MPSJ graduates to follow through leadership and involvement in extra-curricular activities, sport and/or academics.

International Student Award – To a graduating newcomer to Canada who has made a significant contribution to the school community with respect to academics, extra-curricular activities and leadership among newcomers to Canada

Lieutenant Governor’s Community Volunteer Award – To a graduating student for exemplary community contribution or outstanding achievement through volunteer activities.

Lucy Connolly Endowment for the Sciences Scholarship – To a graduating student who is focused on pursuing the study of science at a post-secondary institution.

Mother-Daughter Wellness Award – To a graduating female student who plans to pursue the studies of Health and Wellness with a focus on any of the social, emotional, physical, spiritual well-being of the wider community.

Northlea-Caravaggio Endowment Award for University Mathematics – To a graduating student who has demonstrated excellence in Mathematics, exemplary school involvement and plans to pursue the study of mathematics or related field at the university level.

Northlea -Caravaggio Endowment Award for College Mathematics – To a graduating student who has demonstrated academic proficiency in College Mathematics, exemplary school involvement and plans to pursue studies at the college level.

Power PLAY (Positive Leaders Among Young Leadership Award – To graduating students who have made significant, consistent contributions in a number of areas of the MPSJ students leadership program.

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Powerful Visons Award – To a student who has demonstrated leadership and excellence to Visual Arts, Media Arts, Communication Technology or Photography, and who plans to pursue the study of the Arts at the post-secondary level.

Student Council Award – To a graduating member of student council and/or of graduating class who has exemplified commitment, dedication and leadership.

Toronto Secondary Unit Graduating Student Award – To a graduating student who demonstrated social and political responsibility by participating in activities which exemplify social justice while fostering moral values.

Salutatorian – To the graduating student who has the privilege of welcoming the community to the graduation ceremony.

Valedictorian – To the graduating student who has the honour of offering a farewell on behalf of the graduating class.

Certificates and Medals

University of Waterloo Descartes Math Contests (2) Contests in the Sciences Certificats de Français Intensif University of Toronto Book Award School Letter

Catholic School Council Bursaries

Bursaries are granted based upon demonstrated financial need, a minimum expectation of academic accomplishment and, in some cases, other forms of earned merit. All graduating students accepted into a post- secondary institution are welcome to apply for a bursary. Applications are available through the Guidance department in April.

Honour Roll Eligibility

Students in grades 9 through 12 must achieve an overall average of 80% in their courses. All courses must be taken at day school here at MPSJ. A student who drops a course whether before or after the full disclosure date will still be considered for the Honour Roll provided they meet the minimum course load requirements outlined below. Grades 9 and 10 8 full credit courses or equivalent (Career/Civics) Grade 11 8 full credit courses Grade 12 6 full credit courses (can be taken partly in Grade 11 and partly in grade 12, i.e., 6 best grade 12 courses)

 

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Athletic Awards

Senior Athlete of the Year – presented to the top male and female athlete. The individual must compete in more than one sport.

Senior Leadership Award – presented to a male and female who demonstrate outstanding leadership skills. This individual can be an athlete, manager, or student coach. One activity is sufficient to qualify the individual for this award.

Senior Christian Athlete – presented to a male and female athlete who consistently demonstrate Christian principles while participating in sports. One sport is sufficient to qualify the individual for this award.

Junior Athlete of the Year – presented to the top male and female athlete. The individual must compete in more than one sport.

Junior Leadership Award – presented to a male and female who demonstrate outstanding leadership skills. This individual can be an athlete, manager, or student coach. One activity is sufficient to qualify the individual for this award.

Junior Christian Athlete – presented to a male and female athlete who consistently demonstrate Christian principles while participating in sports. One sport is sufficient to qualify the individual for this award.

The Joe Cindric Award – presented to a junior male or female player who is hard working, coachable and a team player. This individual is not the MVP but must participate in more than one sport.

Michael PowerSt. Joseph School Letter The MPSJ school letter recognizes and rewards individual contributions to the school community. The letter is inclusive in nature as it acknowledges student involvement in many different areas. The School letter distinguishes a student’s high standard of participation, excellent achievement and leadership in the school community. Students may earn a junior and a senior school letter. Information and tracking forms are available in the main office.