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Canadian International School of Egypt
Secondary Parent/Student Handbook
2017 - 2018
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School Mission
The Canadian International School of Egypt is dedicated to working in partnership with
parents and students to provide a world-class teaching and learning environment to
develop students as inquiring, knowledgeable, creative and caring citizens of a global
society.
Dear Parents and Students,
Welcome to the 2017-2018 school year.
Thank you so much for choosing CISE as the school for your student's education. In global education studies,
Canadian education consistently ranks above the United States and the United Kingdom by sizable margins in
areas of literacy, numeracy and scientific inquiry skills.
For the 2017-2018 school year our plan is to continue to improve our instructional and assessment strategies
with a focus on reading and writing skills across the curriculum. In addition, these strategies will strive to engage
students in the learning process so they are more reflective of their learning and achievement.
Thank you to all of our parents for working together with the staff to ensure success with student learning and
achievement. We plan to continue with regular communication and feedback with parents so we are able to
provide the best programming for our students. With this in mind, we request that you complete the information
on the last page of this document so that our records are accurate. Also, by signing that you have reviewed the
school’s academic and behavioural standards and expectations, we know that you are part of your child’s
educational team. Your prompt response is highly appreciated.
If you have any questions or concerns, please do not hesitate to contact the school.
Kindest Regards,
Derek Ramalho, Secondary Principal
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Learning, Sharing and Growing Together
School Director: Mr. Walter Piovesan
Secondary Principal: Mr. Derek Ramalho
Secondary Vice-Principal: Mr. John Langill
Secondary Guidance: Ms. Rita Langill
Elementary Principal: Mr. Jason Ferris
Elementary Vice-Principal: Ms. Debra Truelove
Business Development Manager: Mr. Samer Ali
Finance Manager: Mr. Magdi Ismail
Clinic Doctors: Dr. Eman Fargallah
Dr. Rania El Komy
School Phone Numbers: Landline: (202) 25418299
(202) 25418277
Secondary office: (002) 01027891177
(002) 01000489334
Guidance Office: (002) 01000489224
School Website: http://www.cise-egypt.com
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Table of Contents The School Day ........................................................................................................................................................................ 6
Attendance .......................................................................................................................................................................... 6
Secondary School Late Arrival Procedures ......................................................................................................................... 6
Leaving School during the School Day ................................................................................................................................ 7
Code of Conduct...................................................................................................................................................................... 7
Uniform – The school uniform for 2016-2017 is as follows: ................................................................................................... 8
Discipline Policy ....................................................................................................................................................................... 9
Assessment, Evaluation and Reporting of Student Achievement Growing Success............................................................. 10
Final Evaluation and Examination Policies ............................................................................................................................ 14
Information on Reporting Student Achievement to Parents ................................................................................................ 15
Learning Skills and Work Habits - Sample Behaviours .......................................................................................................... 15
Academic Dishonesty ............................................................................................................................................................ 17
School Facilities ..................................................................................................................................................................... 19
Care of CISE Facilities and Resources ................................................................................................................................ 19
Use of Electronics/Technology .......................................................................................................................................... 19
Computer Misuse and Consequences............................................................................................................................... 20
Transportation ...................................................................................................................................................................... 20
Bus Students Who Occasionally Go Home by Car ............................................................................................................ 21
Unplanned Early Dismissal Days ....................................................................................................................................... 21
Miscellaneous policies .......................................................................................................................................................... 21
Parents Visiting the School ............................................................................................................................................... 21
After School Activities ....................................................................................................................................................... 22
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Field Trips .......................................................................................................................................................................... 22
Student Agendas ............................................................................................................................................................... 22
Library ............................................................................................................................................................................... 23
Care of Textbooks, Books, Library Books and School Items ............................................................................................. 23
Electronic Devices (e.g. Mobiles; Laptops; iPads; iPods; Cameras) .................................................................................. 23
Cafeteria ............................................................................................................................................................................ 23
Prayer Room...................................................................................................................................................................... 24
Medical Clinic .................................................................................................................................................................... 24
Lost & Found ..................................................................................................................................................................... 24
Evacuation and Lockdown Drills ....................................................................................................................................... 24
Lockers .............................................................................................................................................................................. 24
Non-registered Student Visitation .................................................................................................................................... 24
Glossary ................................................................................................................................................................................. 25
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The School Day The school day begins at 8:00 a.m. and ends at 2:50 p.m. The structure of the regular school day is as follows:
Opening ceremonies: 08:00 – 8:15
Period One: 08:15 – 9:40
Period Two: 09:45 – 11:10
Lunch: 11:10 – 11:50
Period Three: 11:55 – 13:20
Period Four: 13:25 – 14:50
Students are not to arrive at school before 7:45 a.m. There is no supervision prior to that time.
Students being picked up by car at the end of the school day must be picked up no later than 3:15 p.m. High
school students are to be picked up at gate 400. Students are expected to be on the bus and in their assigned
seats by 3:10 p.m. When a student is involved in after-school activities. Appropriate arrangements must be
made for student pick up. Also on school activities days’ students must remain on school campus and wait for
their driver at gate 400.
Attendance
Regular attendance is critical for students’ learning and achievement of course expectations. Historically there
is a direct correlation between poor attendance and poor success in learning. The Ontario Education Act requires
that all students attend classes punctually and regularly. School activities commence at 8:00 a.m., and all
students are expected to be present in their assigned classroom, and ready to learn by 8:15am.
To assist the school in providing security for students, parents are asked to notify the school if their child is going
to be away. A phone call to the Secondary Office in advance is requested. In the case of an extended absence,
please inform the school of your child’s planned return date. If appropriate, arrangements can be made to provide
the student with school work during their absence.
If the Principal’s judgment, a student’s frequent absences from school is jeopardizing his or her successful
completion of a course, a school official will communicate with the parent to explain the potential impact on
learning the absences is having. Steps may be discussed to improve the students’ attendance.
Secondary School Late Arrival Procedures
Students arriving late to school by bus are to go to the Secondary office to receive a “Morning Bus-Late slip” to
present to their teacher excusing the lateness. The teacher shall not mark them as late on the attendance
record.
Students arriving late to school by car are to go to the Secondary Office to receive a “Late Slip” and the
teacher should mark those students as late on the attendance record. If a student is driven to school, it is the
parents’ responsibility to ensure the student is on time for school. Repeated tardiness may result in disciplinary
action.
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Leaving School during the School Day
CISE must be notified 24 hours in advance for a student who must leave the school early for an appointment or
special event. The student must be signed out at the Secondary Office and be picked up by his/her parents
or by a driver or other adult with the parent’s written permission. In a semester school system, each
instructional day is important. We request that you schedule appointments for after school to minimize
disruption to your child’s learning.
Students are not permitted to leave the school grounds at any time during the day unless on a supervised
school activity or with parental permission.
Students leaving the High School building should be picked up at the High School gate 400.
Code of Conduct CISE adheres to the guiding principles of the Ontario’s Schools Code of Conduct. All members of the school
community – students, staff members, parents and volunteers – are included in this Code of Conduct, whether
they are on school property; on buses during an educational outing; or at school-authorized events or activities.
All members of the community are to be treated with respect and dignity and are expected to use non-violent
means to resolve conflict.
The Principal provides the leadership by:
● Demonstrating care and commitment to academic excellence and a safe and orderly teaching and
learning environment.
● Holding everyone accountable for his/her behaviour and actions.
● Communicating regularly and meaningfully with all members of the school community.
Staff Members maintain order in the school and are expected to hold everyone to the highest standard of
behaviour. As role models, staff uphold these high standards when they:
● Help and encourage students to work to their academic potential while developing their self-worth.
● Communicate regularly and meaningfully with parents.
● Set a positive tone in the school by; maintaining consistent standards of behaviour and language for
all students in their classroom and the whole school.
● Treat students and their concerns in a consistent, fair and courteous manner.
● Demonstrate respect for all students, other staff members and parents.
● Prepare students for the full responsibilities of global citizenship.
Students must demonstrate respect for themselves, their peers and for those in authority. In turn students are
treated with respect and dignity. Responsibilities demonstrated by students are:
● Comes to school regularly, on time and ready to learn.
● Is prepared for all classes by bringing required material and completing homework assignments on
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time and to the best of their ability.
● Takes responsibility for completing any work missed in classes due to absence.
● Develops their self-regulation skills and demonstrates courtesy through their language and actions
toward all members of the school community.
● Shows respect for school property and the personal belongings of others.
● Resolves interpersonal conflicts and difficulties through discussions with the other person or through
seeking assistance from staff members.
● Refrains from bringing anything to school that may compromise the safety of others (e.g., alcohol,
illegal drugs, weapons, chemicals, objects which may be used as weapons).
● Follows the established rules and takes responsibility for his or her own actions.
Parents play an important role in the education of their children and have a responsibility to support the efforts
of school staff in maintaining a safe and respectful learning environment for all students. Parents fulfill this
responsibility when they:
● Show an active interest in their child’s school work and progress.
● Provide a suitable environment for regular homework and ensure that their child completes school
assignments and prepares for the next day’s work.
● Communicate regularly with the school.
● Attends school events and meetings and give constructive input and support to school.
● Ensure their child is appropriately dressed and prepared for school.
● Ensure that their child attends school regularly and on time.
● Promptly report to the school their child’s absence or late arrival.
● Become familiar with the Code of Conduct and school rules.
● Encourage and assist their child in following the rules of behaviour and language.
● Support & assist school staff in dealing with disciplinary issues.
● Ensure their child is properly rested for the rigours of our school day
● Provides nutritious snacks and lunches for consumption at school
Uniform – The school uniform for 2016-2017 is as follows:
Gr. 7 -12
Classroom Dress code (No track pants or athletic shorts)
Navy blue cotton school pants or shorts
School polo (Red collared shirt)
School Jacket
PE Dress
School track pants or athletic shorts
School t-shirts.
Athletic footwear
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1. It is essential for parents to support the CISE dress code. Jeans and sweatpants will not be worn. Student must be in uniform on the bus, on the school grounds, and to gain admission to class. If a student comes to school without a uniform or wearing an unacceptable item of clothing, the parents will be contacted to bring the proper uniform to school or to pick up the student, or the student can be referred to the Uniform Shop to purchase replacement uniform elements.
2. Flip-flops, sandals and crocs are not acceptable to be worn at school. 3. Students dressed in proper uniform sets the first standard for readiness to learn and is a significant
school expectation and any effort to ignore expressed standards in this regard will not be tolerated. 4. CISE may on occasion host “Special Dress Days” such as vintage, festivals, sports, and challenge
days when the uniform is not required. Students and parents will be notified well in advance of these days.
5. Uniforms are to be purchased at the school Uniform Shop. It is important to ensure that sufficient pants/shorts and red collared shirts are on hand at home. There should be no excuse for uniforms not being worn due to being laundered.
6. Any modifications to the school uniform for reasons of faith must be discussed and approved on an individual basis with the Administration.
7. Students are expected to come to school clean and well-groomed. Excessive expressions of individuality such as coloured hair or body piercings are not appropriate for this school and will require a discussion with the Administration of the school should they appear.
8. These dress code expectations apply as well to students involved in field trips unless specific alternative clothing directions have been given.
9. In cooler weather, if students are cold, they must only wear uniform sweaters/jackets in classes over the collared red shirt.
10. Hats are not to be worn inside the school.
Discipline Policy CISE students, staff and parents work in partnership to create a positive educational environment based on trust,
responsible decision-making and self-discipline. Interventions and consequences will be logical, rational and
consistent depending on the behaviour, its seriousness, and its frequency. CISE operates under a progressive
discipline model as specified by the Ontario Ministry of Education and the Safe Schools Act. Progressive
discipline includes, but is not limited to: discussion / reflection, restorative justice, loss of privilege, detention,
parent contact, parent student interviews, alternative learning environment, home suspension, academic /
behaviour contracts, expulsion.
Progressive discipline simply means CISE uses a variety of methods to encourage students to make good
choices regarding their conduct in and out of the classroom to become successful learners. The consequences
become progressive in nature for repeated negative behaviour that limits learning for the offending student or
their peers.
Removal from class
If the student’s behaviour, attitude or language is disruptive to the learning environment, he/she will be removed
from class. This may be temporary to allow the teacher to discuss the issue with the student to have the student
rejoin the learning of the classroom. The student may also be removed and revered to the office. This could
result in a return to class or will be expected to complete his/her work in an alternative setting.
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Out of School Suspension
A suspension involves a student remaining at home during school day(s) for the period of the suspension. The
student is not to attend CISE or attend any school function or to go on any CISE bus until the date of the
suspension is over. A parent conference will be a requirement before the student is readmitted to the school.
Class work will be sent home to ensure the learning process continues.
Academic/ Behavioural Contract and/or Probation
Where necessary, students may be placed on Academic contract, Behavioural contract and/or Probation by the
Admin team in consultation with Student Success and classroom teachers. This is part of progressive discipline
and intended to support students to make better choices and become more responsible, accountable, organized,
and successful. Contracts may be period specific or for the full day as determined by student needs. Parents will
be notified and required to sign the contract. Failure of the student to comply with the expectations in the contract
will result in further consequences.
Expulsion
If a student is considered for expulsion, that is, permanent removal from the school, parents will be contacted to participate in a discussion concerning the matter. If, after that discussion, a decision to expel the student is made, he or she, with parental support, may submit a written appeal of the decision to the Director. The decision of the Director is final.
Following an expulsion all CISE textbooks and borrowed supplies/material must be returned before any official
student documents will be released. The school will, within reasonable limits, provide information, student
records and letters to aid in the process of finding an alternate school placement.
Assessment, Evaluation and Reporting of Student Achievement Growing
Success
The Seven Fundamental Principles: The Canadian International School of Egypt is committed to improving student learning through assessment and evaluation and reporting of student achievement. The Ontario Ministry of Education states that the primary purpose of assessment and evaluation is to improve student learning. To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the improvement of learning for all students, teachers use practices and procedures that:
• Are fair, transparent, supportive and equitable for all students. • Support all students including those with literacy needs. • Are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students; • Are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course. • Are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning.
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• Provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement. • Develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.
Assessment and Evaluation Expectations, Roles and Responsibilities
Students Teachers Parents
Expectations: ● To be Fully
prepared for all assessment and evaluation experiences
● To understand how they are being evaluated prior to the evaluation
● To have an opportunity to reflect on their learning and incorporate feedback from their formative evaluations
Expectations: ● To have students take
charge of their own learning as active partners
● To receive student submissions on time
● To have students complete daily work in preparation for achieving the overall expectations
● To receive student submissions that reflect a student’s best work
● To reasonably expect students and parents to accept a teacher’s professional judgment in assessment and evaluation
Expectations ● To be informed through
their child about course requirements and overall expectations, assessment and evaluation tasks, and due dates for submission of work
● To be able to communicate with teachers for advice or information regarding their child’s progress
● To be partners in the learning process
Responsibilities: ● To attend class
regularly with the appropriate learning materials
● To complete all work to the best of their ability
● To submit their own work to teachers by set deadlines
● To be active partners in the learning process
Responsibilities: ● To prepare all
students fully for assessment and evaluation
● To monitor student progress based on daily work and assessment tasks
● To grade and return student work in a timely manner
● To be familiar with and implement
Responsibilities: ● To act as partners in the
learning process ● To monitor the progress
of their child ● To initiate contact with
teachers if and when difficulties arise
● To ensure that students spend time at home preparing for evaluations and completing their own work
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● To respect the learning environment, others, and self
● To set individual goals for learning
● To take all opportunities to improve work after receiving feedback
assessment and evaluation practices that are consistent with Ministry and CISE policy
● To be fair, transparent, and equitable in assessment, evaluation and reporting practices
● To keep parents informed regarding the progress of their child
● To initiate regular contact with parents if difficulties arise
● To use a repertoire of proactive assessment strategies and ongoing feedback to ensure that quality work is submitted in a timely fashion
● To know about and monitor, due dates for submission of work
● To take advantage of interview opportunities provided at parent interview nights
● To initiate contact with the school regarding student absences
Communication/Reporting CISE staff will communicate with parents regularly concerning student learning, assessment, behaviour and other matters. Parents are also encouraged to communicate with the school. Communication methods with parents may include:
Curriculum Nights for parents. ● Secondary: At risk reports –if required (issued approximately six weeks into each semester), mid-term
reports (mid-November, mid-April), and final reports at the end of each semester. ● Parent-teacher interviews ● Telephone calls ● Emails ● School SMS messaging
● Agendas – provided by the school.
● Individual meetings by appointment - usually scheduled after school ● Google classroom communication resource coordinated by teachers. ● Meetings with a member of the school’s Administration. Parents must meet with the classroom
teacher before requesting a meeting with the Principal. ● Newsletters – Information will be posted on the website. ● Parents are encouraged to follow the school website for updates and school news.
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Grades Final grades will be issued on an individual student’s demonstrated level of achievement in the four categories defined in the curriculum documents: Knowledge/Understanding, Thinking, Communications and Application. Secondary: Seventy percent (70%) of the grade will be based upon term evaluations and thirty percent (30%) of the grade will be based upon summative evaluations administered towards the end of the course. Course expectations must be met for the credit to be awarded.
Evaluations
Teachers will identify the set of evaluations related to essential learning which will be communicated to students, along with process timelines to support them in completing major tasks, due dates, end-of-unit dates, and end-of-reporting-period dates. When students know that they will be absent for a test, presentation or other assignment due date, they are expected to make alternate arrangements with the teacher before the due date. Students are expected to make every attempt to meet their academic responsibilities. Circumstances where critical evidence of learning is missing will be dealt with in the following manner:
Missed Tests or Presentations
● Upon missing a test or a presentation, students will be required at the teacher’s discretion to:
o Complete the assessment piece immediately upon return to school; or
o Complete the assessment piece with the teacher at an assigned time outside of class time; or
o Complete the assessment piece with the teacher with an alternate task or assignment.
● If the parent/guardian has not already contacted the school or the teacher directly, he/she will be informed by the teacher about the missed test or presentation.
● Timelines for completion of this work will be
established with the teacher and failure to complete it according to the proposed schedule will result in a mark of zero if the student does not produce evidence of learning.
Late, Missed or Incomplete Assignments
● Elementary: If the parent/guardian has not already contacted the school or the teacher directly, he/she will be informed about the late, missed or incomplete assignment.
● A mark of ‘incomplete’ will be recorded until the late, incomplete or missed work is submitted.
● Students may be assigned an alternate task in order to provide evidence of learning if the integrity of the original task is compromised by late submission.
● Timelines for the submission of late, incomplete or alternate assignments must be established by the
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teacher. Once an assignment is late or incomplete, the student will be expected to arrange additional time during breaks or after school to complete the task.
● Secondary: All missed, incomplete and/ or alternative assignments must be submitted by the closing date for each assignment. The closing date for assignments will follow the due date. (Credit recue procedures may alter the deadline to the end of the term.)
● Students who do not complete assignments may require an intervention by Guidance, the Student Success Teacher, VP or P.
● Grades 7-12, late submission of assignment policy is
guided by the Growing Success Document. Deductions can be made after submission due date. Assignments can still be handed in after the closing date, teachers will provide an assessment of the submitted material to ensure that the student has feedback on their learning.
The teacher will inform the parent/guardian about a late or missed summative evaluation. As with formal examinations, a legitimate absence from a summative is one resulting from student illness or family emergency, and appropriate documentation must be provided to the student’s Vice-Principal or Principal. In the case of legitimate absence, the Vice-Principal or Principal will consult with the teacher and an alternate due date will be established. If the summative is time sensitive, an alternate task may be assigned.
Final Evaluation and Examination Policies Students will be evaluated in an ongoing manner throughout the semester in each subject area (Assessment
for, as and of Learning). These evaluations may take many forms: tests, quizzes, presentations, assignments,
portfolio development, essays, reports, performance tasks, etc. This work, done throughout the semester, will
amount to 70% of the students’ final mark in a course.
At the end of the semester students are required to write a final examination. In lieu of a final examination, the
student may be asked to complete a major assignment which is referred to as a culminating activity. This final
major assignment, which could take up to 6 to 8 weeks of preparation, will account for 30% of the final mark.
Similarly, the final examination will account for 30% of the total, final mark in the course - a student may be asked
to complete an examination plus a culminating activity still adding up to 30% of the final course mark.
Term Work: (throughout the semester) 70%
May include, but are not limited to:
Quizzes
Presentations
Assignments
Tests
Performance Tasks
Final Evaluation: (end of the semester) 30%
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Final Examination
Culminating Activity
TOTAL 100%
Information on Reporting Student Achievement to Parents Report cards are issued four times a year – one Midterm and one Final Report for each semester. Parent
conferences are held each semester. Parents are welcome to meet with a teacher or teachers when the need
arises. At Risk reports are distributed at approximately 4-6 weeks into each semester to indicate student
struggles in a particular course. Included with the Final Report is a summary of credits earned to date, including
a breakdown of compulsory and optional elective credits. Informal communication between teacher and parents
on a regular basis is strongly encouraged. Teachers communicate information regarding general and upcoming
instructional and assessment opportunities through emails and/or websites. In addition, teachers will
communicate with individual parents regarding specific student: needs, concerns, interventions, accolades and
improvements.
Learning Skills and Work Habits - Sample Behaviours
Learning Skills
Although learning skills can have a significant impact on academic achievement, they are assessed and reported separately using a four-point scale (Excellent, Good, Satisfactory and Needs Improvement). Responsibility The student: • Fulfils responsibilities and commitments within the learning environment. • Completes and submits class work, homework, and assignments according to agreed-upon timelines. • Takes responsibility for and manages own behaviour. Organization The student: • Devises and follows a plan and process for completing work and tasks. • Establishes priorities and manages time to complete tasks and achieve goals. • Identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks. Independent Work The student: •Independently monitors, assesses, and revises plans to complete tasks and meet goals. • Uses class time appropriately to complete tasks. • Follows instructions with minimal supervision.
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Collaboration The student: • Accepts various roles and an equitable share of work in a group. • Responds positively to the ideas, opinions, values, and traditions of others. • Builds healthy peer-to-peer relationships through personal and media-assisted interactions. • Works with others to resolve conflicts and build consensus to achieve group goals. • Shares information, resources, and expertise and promotes critical thinking to solve problems and make decisions. Initiative The student: • Looks for and acts on new ideas and opportunities for learning. • Demonstrates the capacity for innovation and a willingness to take risks. • Demonstrates curiosity and interest in learning. • Approaches new tasks with a positive attitude. • Recognizes and advocates appropriately for the rights of self and others. Self-regulation The student: • Sets own individual goals and monitors progress towards achieving them. • Seeks clarification or assistance when needed. • Assesses and reflects critically on own strengths, needs, and interests. • Identifies learning opportunities, choices, and strategies to meet personal needs and achieve goals. • Perseveres and makes an effort when responding to challenges.
The categories of knowledge and skills are as follows: • Knowledge and Understanding: Subject-specific content acquired in each grade/course (Knowledge), and the comprehension of its meaning and significance (understanding). • Thinking: The use of critical and creative thinking skills and/or processes. • Communication: The conveying of meaning through various forms. • Application: The use of knowledge and skills to make connections within and between various contexts.
Levels of Achievement The achievement chart also identifies four levels of achievement, defined as follows: Level 1 represents achievement that falls much below the provincial standard. The student demonstrates the specified knowledge and skills with limited effectiveness. Students must work at significantly improving learning in specific areas, as necessary, if they are to be successful in the next grade/course
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Level 2 represents achievement that approaches the provincial standard. The student demonstrates the specified knowledge and skills with some effectiveness. Students performing at this level need to work on identified learning gaps to ensure future success. Level 3 represents the provincial standard for achievement. The student demonstrates the specified knowledge and skills with considerable effectiveness. Parents of students achieving at level 3 can be confident that their children will be prepared for work in subsequent grades/courses. Level 4 identifies achievement that surpasses the provincial standard. The student demonstrates the specified knowledge and skills with a high degree of effectiveness. However, achievement at level 4 does not mean that the student has achieved expectations beyond those specified for the grade/course.
Academic Dishonesty At CISE, we strive to help students develop integrity, a strong work ethic, responsibility and the knowledge
and skills needed for success beyond school. Academic dishonesty hinders students from developing these
attributes and cannot be condoned in our school.
We aim to work collectively with stakeholders to “develop strategies for helping students understand the gravity
of such behaviour and the importance of acknowledging the work of others” (Growing Success, p. 42).
Cheating is defined as “Any effort to defraud, deceive, or elude someone else”. Examples may include, but
are not limited to: taking a test or an examination in a dishonest way through improper access to answers and
giving or obtaining assistance without acknowledgement (www.dictionary.com).
Plagiarism is an act of theft known by many names: cheating, borrowing, stealing or copying. Plagiarism is
when a student intentionally or unintentionally uses another person’s work or ideas and presents them as
his/her own. It is a serious offence that may result in serious academic consequences.
Plagiarism usually takes one of four forms:
● Using a quotation or sentence without citing the source.
● Paraphrasing another’s ideas, style or language or restating those ideas in your own words, style and
language without acknowledging the original source.
● Submitting any work by another student and claiming it as your own.
● Using without acknowledging the original source: diagrams, charts, internet graphics, questionnaires,
etc.
Prevention and Detection
Education of students and parents is the most effective way to prevent plagiarism and cheating. “Students
must understand that the tests/exams they complete and the assignments they submit for evaluation must be
their own work and that cheating and plagiarism will not be condoned” (Growing Success, p. 42).
Teachers will:
● Clearly communicate expectations and consequences related to cheating and plagiarism to students
and parents.
● Communicate information to parents about the infraction and the consequences for all cases of
plagiarism and cheating.
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● Ensure students understand the definition of plagiarism and cheating and the consequences to their
learning.
● Explicitly teach strategies for citing sources properly and for avoiding plagiarism.
● Design and structure assignments aligned with the curriculum expectations that guide students through
the research and completion process.
● Whenever possible, have students complete assignments for evaluation and tests/exams under the
supervision of the teacher.
● Provide meaningful class time for the completion of assignments.
● Consider the use of anti-plagiarism software, if appropriate (e.g., www.turnitin.com).
Students will:
● Be aware of assignment and test expectations.
● Organize time effectively.
● Seek assistance when necessary.
● Recognize the inappropriateness of academic dishonesty and accept the related consequences.
● Review work before submission, to ensure that plagiarism has not occurred; provide proof of, when
requested, of his/her work and research (e.g., process work).
● Review work before submission to the teacher to ensure that plagiarism has not occurred.
● Accept the consequences when cheating and/or plagiarism are detected.
Parents will:
● Be informed as to how plagiarism and cheating are defined and addressed, and the potential
consequences.
● Be encouraged to help children set reasonable goals in keeping with the requirements of each course.
● Be encouraged to monitor homework and assignment completion.
The Principal will:
● Clearly communicate expectations and consequences to students, parents and teachers relating to
cheating and plagiarism.
● Provide professional development about plagiarism and cheating to staff, and encourage the use of a
range of prevention and detection strategies in classes.
● Work collaboratively with the teacher to address and resolve any concerns that arise.
● Assume final responsibility for making decisions in cases of unresolved issues regarding cheating and
plagiarism.
● Record incidents of Academic Dishonesty in the office.
Consequences
Teachers will consider the factors such as grade level, maturity, task and incident frequency as part of their
professional judgment. In consultation with the principal, teachers will determine the appropriate
consequences. The final decision resides with the principal.
For all cases of plagiarism and cheating, teachers will communicate information to the parents about the
infraction and the consequences. Specifically, teachers will discuss the individual situation with the student and
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the principal will be informed. For repeated incidents, the teacher and principal will discuss the individual
situation with the student and parents. Consequences will be based on the factors outlined above and may
include:
● Redoing part/all of the assignment.
● Completing an alternate assignment.
● Loss of marks.
● A mark of zero.
● Suspension.
School Facilities
Care of CISE Facilities and Resources
CISE’s ownership has invested substantially in the school’s facilities. All students are expected to respect and
use the facilities with utmost care. Mistreatment or misuse of the facility or equipment may result in a suspension.
A student will be expected to pay for any equipment he or she has damaged willfully.
The Auditorium, Cafeteria, Gymnasium, Library, Computer Lab, and Science Laboratory are important areas in
our school. All students are expected to respect and use the equipment in these areas appropriately and to help
others do the same. This means students will:
● Treat all facilities and equipment with care.
● Ensure tidiness and organization of each facility after use, (e.g., placing equipment back in
order).
● Consume food in the Cafeteria only.
● Place any garbage in the proper receptacles.
● Make use of facilities only with a teacher is present.
Use of Electronics/Technology
CISE has internet connection to support learning. The school is equipped with land and wireless internet connection. All school computer use must support education for classroom activities and/or professional or career development. The school supports only the ethical and legal utilization of technology and internet resources. The smoother operation of the network is dependent upon appropriate use. All users will adhere to the following expectations:
● CISE has the right to monitor all electronic communication.
● Users will not transmit, relay or receive information or materials that are inappropriate and/or unlawful.
● If a user unintentionally accesses unacceptable materials, he/she must report this to the supervising teacher for direction.
● Users will familiarize themselves with and respect copyright laws and licensing agreements.
● Use of electronic media such as email, chat rooms, blogs, social networking sites, etc. without a specific identified task/focus/issue is inappropriate.
● Vandalism and/or the unauthorized use of non-school hardware or software on the network environment are prohibited.
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Computer Misuse and Consequences
If there is any misuse of CISE’s computer policy one or more of the following consequences may result:
● Suspension or cancellation of access privileges. ● Payments for damages and repairs. ● School progressive discipline, including suspension or expulsion. ● Civil or criminal prosecution under applicable Egyptian law.
Should an infraction occur, the school Administration may immediately revoke user privileges. Any user
identified as a security risk or as having a history of problems with other computer systems may be denied
access to CISE’s computer system.
Students are required to transfer files to the school as e-mail attachments. No work is to be transferred from
home to the CISE computer network by portable memory devices such as flash memory as this practice puts
the integrity of the school's computer system at risk.
If a student is seen using an electronic device such as a camera, mobile, etc. without permission, the student
will be asked to give it to the Principal. The item can be collected by the student at 2:50pm. If this is repeated,
the item may be held in the school safe until the end of the week and/or until a parent comes to the school to
retrieve it.
Transportation
Transportation – General
Bus transportation to and from school is available to most students. The school does reserve the right to
decline bus transportation to students whose residence is remote in relation to the school thus making pick-up
and drop-off unreasonable. If there are safety issues about the bus and its driver please contact the school.
The transportation fee is set at the beginning of the year. Students:
● are expected to be punctual for buses. Buses cannot wait nor return for tardy students in the
morning. Students who miss their bus at the end of the day must call their parents and make alternate
arrangements to get home.
● may only travel on the bus to which they are assigned. Switching buses creates security concerns
and will not be allowed unless the Secondary office has been informed in advance. . Requests for
changes must be made before 12:00 p.m. so adequate arrangements can be made with the
transportation department.
Students are expected to follow these bus rules and respect the instructions of the bus monitor:
1. Remain seated in your assigned place while on the bus. 2. Keep hands, feet and head away from windows and doors. 3. Use appropriate language. 4. Behave responsibly – every student deserves a safe and happy ride. 5. Follow the directions of the Bus Monitors always. 6. Students will be allowed to have a snack on the bus from 3:00-3:10pm before the buses leave the
school grounds.
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7. Any damage to the school bus caused by a student(s) will be charged to the student(s).
Being transported by school bus is a privilege. Students who consistently ignore bus rules will follow
progressive discipline consequences.
Under no circumstances are parents to board the bus to address students, kindly report any concerns
to school administration.
Private Drivers
When students are transported to school privately, parents are required to:
● Notify the school if a change of driver is to take place.
The Driver will:
● Wait outside the school.
● Drop off students between 7:45 and 8:00 a.m.; pick up students between 2:50 and 3:15 p.m.
● Secondary students use Gate 400 only.
Bus Students Who Occasionally Go Home by Car
Parents are to notify the school in writing of any changes and clearly indicate who will be picking up the
student and at what time. In the event of an emergency please contact the Secondary Office. Requests for
changes must be made before 12:00 p.m.
Unplanned Early Dismissal Days
There may be times when the school must send students home early due to a situation which causes traffic
problems and delays. If we dismiss students 15 minutes early, we do not call parents. For all other times,
Monitors will call the parents of students on their buses. For students who go home by car, they will call their
parents directly. The message will also be sent by an SMS message and posted on Twitter.
Miscellaneous policies
Parents Visiting the School
As CISE grows, it is increasingly difficult to ensure student safety without more stringent control of access to
the school, therefore parents entering the school during the school day must sign in at the security office,
present appropriate identification and receive a visitor's pass prior to entering the school. Parents should then
report their presence to the front foyer Reception desk.
If a parent wishes to meet with a teacher, Principal, or Vice-Principal, it is necessary to make an
appointment in advance. Appointments with teachers should be arranged via e-mail. Parents are asked not
to arrive without an appointment, as it will be difficult if not impossible to accommodate an interview with a
teacher since they are with their class involved in student learning; equally administrators’ days are pre-set
interacting with students, staff, management and parents.
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Also, unscheduled meetings do not allow the school staff participants to be properly prepared for the important
discussions which make such meetings productive.
After School Activities
Students must have paid their activity fee with their registration to participate in after school activities.
These activities can include clubs, sports and special projects will begin early in the school year. Examples
are Football / Soccer, Basketball, Volleyball, Swimming. Clubs may include: Homework, Drama, Art, Music,
French, Tennis, Chess and Board Games.
After school sessions will also be designated for extra academic support. These are valuable opportunities for
students to improve their academic performance.
Field Trips
Field trips are organized to enrich the students’ experience of the school curriculum. These are valuable
experiences related to one or more of the school’s academic programs. All students are expected to
participate in these educational outings subject to the following requirements:
1. Students must have paid their activity fee with their registration to participate in field trips.
2. Students must have their parents sign appropriate field trip forms indicating parental consent, to
participate in field trips.
3. If students arrive at school on the day of a field trip without their signed field trip form, they will be
offered an alternative program.
4. All students must wear their school uniform on field trips unless an exception has been approved by
Administration.
5. Students whose behaviour at school has been consistently inappropriate may not be permitted to
participate in field trips at the discretion of the Principal. An alternative learning opportunity will be
provided for the student.
6. From time to time field trips will be offered that require students to meet a higher standard of behaviour
than typical classroom excursions. Therefore, these trips may exclude students who have
demonstrated a lack of cooperation.
Student Agendas
The CISE student agendas are important communication vehicles. These are useful time management tools and we encourage their use.
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Library
The Library is to be used for research and reading for pleasure. All students are invited to take advantage of
the Library’s materials and services. An impressive selection of books, periodicals and electronic resources
facilitates the learning of students. Students may use these materials in the Library or sign out books and
return them in good condition by the due date. Students must return these materials in a timely fashion. Lost or
damaged books/materials will be charged to the student (replacement cost plus shipping costs).
Care of Textbooks, Books, Library Books and School Items
Textbooks are loaned to the student to use for the classes they are enrolled in. Therefore, students must return
all textbooks, books, library books and school items in good condition. The student must pay for the
replacement cost of lost or damaged books. The library and textbook deposit fee is used for any outstanding
school resource when a student is permanently leaving the school.
Electronic Devices (e.g. Mobiles; Laptops; iPads; iPods; Cameras)
It is expected that all students are engaged in the learning and instruction in the classroom. All electronic
devices must be put away during class time to avoid distraction to self and others. Students must have
permission from their teacher to use any electronic devices during class time. Misuse may result in disciplinary
action. In addition, if a student chooses to bring any personal electronics to school the item(s) are his/her
responsibility. The school does not accept responsibility for any loss, theft or damage. Students are
encouraged to ensure their belongings are not left unattended and are secured safely. Students are not
permitted to take pictures of other students, staff or teachers unless they are given specific permission to take
pictures for a particular assignment or project. Teachers will outline the rules for taking any pictures during the
school day. Students must receive permission from any staff member and/or student before their picture is
taken.
Cafeteria
All students are expected to:
● Treat the facilities, Cafeteria and staff with respect.
● Sit at tables.
● Line-up in an organized fashion.
● Ensure tidiness and organization of the Cafeteria after use (by placing all garbage in a
receptacle).
● Remain seated on chairs while eating.
● Eat with good table manners.
● Talk in a normal tone of voice, with no excessive raising of the voice.
.
- Food and drinks (other than water) must be purchased in the cafeteria.
Students must pay cash for the items they purchase. There are no provisions for credit.
Each of our food services providers are committed to delivering, quality meals at reasonable prices. Their
efforts are monitored by the Administration and concerns or compliments regarding these services are
welcomed.
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Prayer Room
● Shoes are to be removed before entering.
● The Prayer Room should be left clean after use.
● Students will not be excused from class to go to the Prayer Room. There are opportunities during
students’ free time to visit the Prayer Room for prayer and reflection.
Medical Clinic
CISE has a full-time doctor (General Practitioner) on its staff who will attend to all immediate and emergency
needs of its students and staff. The doctor compiles and files required medical information about all students
and implements a preventive medical program where required. Students are required to have a completed
permission form from their teachers to visit the doctor during class time. As necessary, the doctor will contact
parents to provide important information. Parents are requested to provide important medical information upon
registration to CISE and directly to the Doctor about their child (E.g., allergies, medical condition).
Lost & Found
The Lost and Found is located in the Uniform Shop. Students are asked to check there first if they have lost
anything. Locker use is expected to prevent loss and/or theft.
Evacuation and Lockdown Drills
Student safety is always of primary importance at CISE. The school practices two types of drills. One is called
an Evacuation Drill. This drill is used to empty the school building. All students and staff exit the building in a
safe and orderly fashion and assemble on the main soccer field.
The second drill is called a Lockdown Drill. This drill is used to secure all students and staff in classrooms and
offices with doors locked. Please note, this is nothing more than another type of safety drill.
All schools in Ontario are required to regularly practice both drills.
Lockers
Lockers are available for students’ use. Students are expected to use lockers to store their belongings in a safe,
secure place and to keep themselves organized. Students are responsible for locking their lockers to ensure this
security. Students are not to leave their bags in the hallways, corridors or stairwells.
Non-registered Student Visitation
Non-registered students may visit CISE with their parents after making an appointment with an administrator
or a member of the office staff for the soul purpose of potential registration for the following school year.
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Glossary Assessment: The process of gathering, from a variety of sources, information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course.
Assessment as learning: The process of developing and supporting student metacognition. Students are actively engaged in this assessment process, that is: they monitor their own learning; use assessment feedback from teacher, self, and peers to determine next steps; and set individual learning goals. Assessment as learning requires students to have a clear understanding of the learning goals and the success criteria. Assessment as learning focuses on the role of the student as the critical connector between assessment and learning. (Adapted from Western and Northern Canadian Protocol for Collaboration in Education, 2006, p. 41.)
Assessment for learning: The ongoing process of gathering and interpreting evidence about student learning for the purpose of determining where students are in their learning, where they need to go, and how best to get there. The information gathered is used by teachers to provide feedback and adjust instruction and by students to focus their learning. Assessment for learning is a high-yield instructional strategy that takes place while the student is still learning and serves to promote learning. (Adapted from Assessment Reform Group, 2002.)
Assessment of learning. The process of collecting and interpreting evidence for the purpose of summarizing learning at a given point in time, to make judgments about the quality of student learning on the basis of established criteria, and to assign a value to represent that quality. The information gathered may be used to communicate the student’s achievement to parents, other teachers, students themselves, and others. It occurs at or near the end of a cycle of learning.
Assignment for evaluation: An assignment for evaluation is used to evaluate student learning. Most assignments for evaluation are rich performance tasks, demonstrations, projects, or essays. Assignments for evaluation do not include ongoing homework that students do to practice skills, consolidate knowledge and skills, and/or prepare for the next class.
Content standards: Standards that describe what students should know and be able to do. The content standards in the Ontario curriculum are the curriculum expectations identified for every subject and discipline, which describe the knowledge and skills that students are expected to develop and demonstrate in their class work, on tests, and in various other activities on which their achievement is assessed and evaluated.
Criterion-referenced assessment: Assessment that focuses on whether a student’s performance meets a predetermined standard, level, or set of criteria rather than on the student’s performance measured in relation to the performance of other students.
Curriculum expectations: The knowledge and skills that students are expected to develop and to demonstrate in their class work, on tests, and in various other activities on which their achievement is assessed and evaluated. Overall expectations describe in general terms the knowledge and skills that students are expected to demonstrate by the end of each grade/course. Specific expectations describe the expected knowledge and skills in greater detail.
Diagnostic assessment: Assessment that is used to identify a student’s needs and abilities and the student’s readiness to acquire the knowledge and skills outlined in the curriculum expectations. Diagnostic assessment usually takes place at the start of a school year, term, semester, or teaching unit. It is a key tool used by teachers in planning instruction and setting appropriate learning goals.
Differentiated instruction: An approach to instruction designed to maximize growth by considering the needs of each student at his or her current stage of development and offering that student a learning experience that responds to his or her individual needs. Differentiated instruction recognizes that equity of opportunity is not achieved through equal treatment and takes into account factors such as the student’s readiness, interest, and learning preferences.
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Evaluation: The process of judging the quality of student learning on the basis of established criteria and assigning a value to represent that quality. Evaluation is based on assessments of learning that provide data on student achievement at strategic times throughout the grade/subject/course, often at the end of a period of learning.
Formative assessment: Assessment that takes place during instruction in order to provide direction for improvement for individual students and for adjustment to instructional programs for individual students and for a whole class. The information gathered is used for the specific purpose of helping students improve while they are still gaining knowledge and practicing skills.
Homework: Work that students do at home to practice skills, consolidate knowledge and skills, and/or prepare for the next class.
Learning goals: Brief statements that describe for a student what he or she should know and be able to do by the end of a period of instruction (e.g., a lesson, series of lessons, or subtask). The goals represent subsets or clusters of knowledge and skills that the student must master successfully, in order to achieve the overall curriculum expectations.
Peer assessment: Assessment of a student’s work or learning processes by classmates
Professional judgment: Judgment that is informed by professional knowledge of curriculum expectations, context, evidence of learning, methods of instruction and assessment, and the criteria and standards that indicate success in student learning. In professional practice, judgment involves a purposeful and systematic thinking process that evolves in terms of accuracy and insight with ongoing reflection and self-correction.
Reliability: The degree to which an assessment or evaluation is consistent and stable in measuring what it is intended to measure. An assessment or evaluation is considered reliable when the same results occur regardless of when or where the assessment or evaluation occurs or who does the scoring.
Rubric: A scale that uses brief statements based on the criteria provided in the achievement chart and expressed in a language meaningful to students to describe the levels of achievement of a process, product, or performance.
Student self-assessment: The process by which a student, with the ongoing support of the teacher, learns to recognize, describe, and apply success criteria related to particular learning goals and then use the information to monitor his or her own progress towards achieving the learning goals, make adjustments in learning approaches, and set individual goals for learning.
Success criteria: Standards or specific descriptions of successful attainment of learning goals developed by teachers on the basis of criteria in the achievement chart, and discussed and agreed upon in collaboration with students that are used to determine to what degree a learning goal has been achieved. Criteria that describes what success “looks like”, and allow the teacher and student to gather information about the quality of student learning.
Summative assessment: Evaluation that occurs at the end of important segments of student learning. It is used to summarize and communicate what students know and can do with respect to curriculum expectations.
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Reference Document:
http://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf
