Students need to:

Teachers will:

●      Demonstrate a sincere commitment to their work and their learning, and focus on thedevelopment of appropriate learning skills, as well as the curriculum specific skills.

●      Monitor their own thinking and learning strategies, inform their educator as to thelearning style best suited for them, and apply strategies tat will most likely lead to success.

●      Communicate with teachers aboutchallenges and concerns clearly, and in a timely fashion.

●      Be willing to share current learning strategieswith their teacher, and work towards a more effective method if one is recommended by teachers

●      Follow through with agreed upon commitmentsto their teacher, and to their classmates

●      Create and maintain a positive/safe learning climate where students feel comfortable asking questions, trying new things, andparticipating in class discussions. [p.8 -Growing Success]

●      Differentiate instructions and assessments to support the diverse learning styles ofstudents [p.6 – Growing Success]

●      Provide clear learning goals and successcriteria at the start of learning, and return to them frequently during the learning process [p.6 – Growing Success]

●      Offer multiple opportunities for assessments(for & as learning) before an evaluation [p.6 – Growing Success]

●      Provide ongoing descriptive feedback that is clear, specific, meaningful, and timely, in orderto support improved learning & achievement [p.6 – Growing Success]

These will minimize misconceptions, encourage studentinvolvement, and allow students to have a clear understanding of all the required expectations.

Students should:

Teachers must consider the four MITIGATINGfactors:

●      Communicate with their teacher about the challenges or concerns clearly, and in a timely manner.

●      If that does not resolve the issue, students can choose to have a conference with the teacher,in presence of a parent/gaurdian, and an administrator

1.     Individual circumstances

2.     Number and frequency of incidents

3.     Maturity of the student

4.     Grade level of the student

After considering the four MITIGATING factors, teachers may, in their professional judgment:

●      Listen and respond accordingly to the raisedconcern with student’s best interest in mind

●      Consult with other teachers for support and ideas

●      Reflect on current instructional & assessmentpractice

●      Discuss & develop a resolution plan with student

●      Communicate with the student’s home, to notify parents of the concern, the strategies that have been put in place to address the concern, and later, the outcome of these strategies

●      Enter a note in The School Information System

●      If the issue cannot be resolved between teacher & student, then the teacher may initiate a conference with parents, student, and an administrator.

Students will:

Teachers will:

●      Know timelines around assignment submission by checking classroom resources, including the course calender

●      Record due dates using their device or agenda

●      Enable notifications on the OOS Moodle App, so that they receive notifications about upcoming due dates.

●      Speak to their teacher well BEFORE (not on) the agreed upon due date, if they are unable to complete/submit the assignment on time

●      plan for major assignments to be completed in stages, so that students are less likely to be faced with an all-or-nothing situation at the last minute;

●      establish deadlines (collaborate with students) for the submission of assignments for evaluation and clearly communicate those deadlines to students and, where appropriate, to parents;

●      publish submissions in an easily accessible medium e.g.: Google classroom.

Teachers may:

●      remind students of upcoming due dates

Students will:

Teachers must consider the four MITIGATINGfactors:

●      offer suggestions for alternative assignments that can assess the skills and content that were being assessed in the initial assessment.

●      negotiate a new date to submit the assignment and adhere to the new deadline

●      Individual circumstances

●      Number and frequency of incidents

●      Maturity of the student

●      Grade level and pathway of the student

After considering the four MITIGATING factors, teachers may, in their professional judgment:

●      provide students with the opportunity to demonstrate their evidence of learning using analternative format, where possible

●      call parents to discuss late assignments

●      schedule catch-up opportunities

●      accept late assignments with or without penalty, in accordance with Growing Success and Policy 1. However, “teachers must ensure that mark deductions will not result in a mark on the report card, that, in the professional judgment of the teacher, misrepresents the students’ actual achievement.”

Students will:

Teachers will:

●      Always produce original work

●      Give credit through appropriate citation andreferencing when quoting and paraphrasing

the work of others

●      Do not allow others to copy your work

●      Seek clarification and assistance from teacher regarding proper citation

●      discuss with students what academic honesty and plagiarism look like (i.e. examples)

●      share specific protocol concerning plagiarism with students at the beginning and throughout the semester

●      provide students with appropriate resources to properly reference their work (e.g. MLA/APA guide, easybib.com, turnitin.com, etc.)

●      create authentic evaluations to minimize the likelihood of plagiarism

●      consider evaluation criteria to thinking/ integrating/application of information

●      Explain the consequences for plagiarism

p.42 Growing Success

Teachers may:

●      collect and assess work done during class time

●      provide students with assessment choices

Students may:

Teachers must consider the four MITIGATING factors:

1.     Have a conversation with the teacher(Discuss the circumstances openlyand honestly with teacher & accept responsibility and consequences for behaviour)

2.     Complete the same or an alternative assignment done with supervision in or out of class time

3.     Enter a note in The School InformationSystem

1.     Individual circumstances

2.     Number and frequency of incidents

3.     Maturity of the student

4.     Pathway of the student

After considering the four MITIGATING factors, and theirprofessional judgment teachers may:

·       have a conversation/interview with the student todetermine whether the transgression was done inadvertently or deliberately.

·       document the incidence of plagiarism in THE SCHOOLINFORMATION SYSTEM

·       counsel the student and give him/her the opportunity torevise the work or resubmit all or part of the assignment with, appropriate with teacher supervision.

·       assign a reflection on academic honesty

·       contact parent/guardian

·       refer students to a vice-principal

·       provide alternative assignment – keeping in mind todifferentiate the assessment (e.g. observation, conversation or product)

·       assign students a zero; however, “teachers must ensure that mark deductions will not result in a mark on the report card, that, in the professional judgment of the teacher, misrepresents the students’ actual achievement.”

Students will:

Teachers will:

●      Provide input/consult with their teacher in order to negotiate timelines for due dates and absolute deadlines

●      Use their school agenda or personal electronic device to record due dates for assignments and evaluations

●      Speak to their teacher well BEFORE (not on) the agreed upon due date, if they are unable to complete/submit the assignment on time

●      Where possible, inform their teacher in advance if they will be absent for an evaluation

●      Provide a note from their parent/guardian authorizing their absence in cases of a missed evaluation

●      Gather     evidence     of     learning     based                on                observations, conversations with students, as well as products students create

●      Establish due dates and absolute deadlines withstudents

●      Inform students’ parent/guardian, counsellor, andvice-principal about developing patterns of incomplete (missed) assignments

●      Provide    student     with    an    alternative                assignment        if       the assignment/evaluation has been marked and returned

Teachers may:

●      remind students of upcoming in-class evaluationdate

●      outline expectations of the evaluation in advance

Students will:

Teachers must consider the four MITIGATINGfactors:

●      Explain their reason for not completing theassignment

●      Provide any relevant documentation that supports/explains why they did not complete the assignment (i.e. a note from parent/guardian or medical note)

●      Make use of all available opportunities to complete missed assignments (for example, attend Credit Rescue)

1.     Individual circumstances

2.     Number and frequency of incidents

3.     Maturity of the student

4.     Grade level of the student

After considering the four MITIGATING factors,teachers may, in their professional judgment, address and respond to missed assignments by:

●      provide an alternative assignment – keeping in mind to differentiate the assessment (e.g. observation, conversation or product)

●      assign Zero or Incomplete as a placeholder until the student demonstrates evidence of the learning

●      refer to the last evidence of learning for the specific learning goals pertaining to the evaluation if no new evidence can be collected (using professional judgment)

●      assign students a zero; however, “teachers must ensure that mark deductions will not result in a mark on the report card, that, in the professional judgment of the teacher, misrepresents the student’s actual achievement.”

●      recommend students for Credit Recovery

Students will:

Teachers will:

●      Understand the definition of cheating (an attempt to or any of the following: breakingthe rules; completing work in a dishonest way; stealing or using another student’s work; possessing or copying or using unauthorized notes; fabricating references; using an electronic device to access unauthorized sources; taking pictures and sending/receiving messages)

●      Always produce original work

●      Understand the consequences for cheating

●      Seek clarification and assistance on assigned coursework from teachers as needed

●      Be prepared to share sources ofinformation and ideas when asked by a teacher

●      Not allow others to copy your work

●      Define cheating (an attempt to or any of the following: breaking the rules; completing work in a dishonest way; stealing or using another student’s work; possessing or copying or using unauthorized notes; fabricating references; using an electronic device to access unauthorized sources; taking pictures and sending/receiving messages)

●      Explain the consequences for cheating

→ Note: zero can only be assignedto the section student was caught cheating on.

Students will:

Teachers must consider the four MITIGATING factors:

·       Have a conversation with the teacher (Discuss the circumstances openly and honestly with teacher & accept responsibility and consequences for behavior)

·       Accept responsibility and the consequences of their choices

1.     Individual circumstances

2.     Number and frequency of incidents

3.     Maturity of the student

4.     Grade level of the student

After considering the four MITIGATING factors, teachersmay, in their professional judgment:

●      provide an alternative assignment – keeping in mind to differentiate the assessment (e.g. observation, conversation or product)

●      have a conversation/interview with the studentto determine whether the transgression was done inadvertently or deliberately.

●      document     the    incidence     of     cheating                    in       THE             SCHOOL INFORMATION SYSTEM

●      counsel the student and give him/her the opportunity to revise the work or resubmit all orpart of the assignment with, appropriate with teacher supervision.

●      assign a reflection on academic honesty

●      contact parent/guardian

●      refer students to an administrator

●      provide alternative assignment – keeping in mind to differentiate the assessment (e.g. observation, conversation or product)

●      assign students a zero; however, “teachers must ensure that mark deductions will not result in a mark on the report card, that, in the professional judgment of the teacher, misrepresents the students’ actual achievement.”

Students will:

Teachers will:

·       Get the Extended Absence Form (link to this).

·       Complete the form (required information fromthe student).

·       Meet with their teacher and:

o   Notify the length of absence

o   Acquire what work will be missedduring the absence

o   Discuss with the teacher the next steps

o   If available, the student will accessthe class site for more information

·       The student will email the completedExtended Absence Form to the school administration for review.

●      Complete the Extended Absence Form with thestudent

●      Discuss the expectations for completing themissed work either before, during, or after the absence

●      Establish a set date for all work during the absenceto be completed

●      Provide learning goals, success criteria and online/print resources to support learning.

●      Provide an alternative task that combineessential skills and knowledge that are representative of missed summative task(s)

To ensure all students an equal educational opportunity, make up work and late assignments should be accepted.

Teachers may:

●      Communicate with parents/guardians to either arrange a pre-conference in person or on the phone to outline expectations and agreements.

●      Refer students to credit rescue

●      Utilize Academic Resource Room

Students will:

Teachers must consider the four MITIGATING factors:

●      Upon the return of the student, the agreed upon set date for work must be met

●      If the student fails to meet the deadline set, then it is his/her responsibility to create the next steps to demonstrating evidence of learning

Suggestions:

●      Set conference date with teacher

●      Complete alternative assignment with due dateset by teacher

1.     Individual circumstances

2.     Number and frequency of incidents

3.     Maturity of the student

4.     Grade level and pathway of the student

After considering the four MITIGATING factors, teachers may, in their professional judgment:

●      Communicate with parents/guardians to arrange a post-conference to discuss next steps.

●      Assign Zero or Incomplete as a placeholder until the student demonstrates evidence of the learning

●      Refer to the last evidence of learning for the specific learning goals pertaining to the evaluation if no new evidence can be collected (using professional judgement)

●      Triangulate evidence of learning

Students will:

Teachers will:

●      Review the rubric, instructions, expectations,checklist, Success Criteria and teacher feedback, prior to questioning/contesting the grade.

●      Allow at least 24 hours to complete the above steps before scheduling a time to discuss the grade with the teacher. This time is to allow the student to thoroughly review the evaluation.

●      Be accountable for providing reason for theircontestation.

●      Be accountable for providing evidence for thegrade the student is advocating for:

○      Learning Goals and Success Criteria

○      Rubrics/checklists

○      Other related course work

●      Instruct student to review task expectations, instructions, rubric/checklist, Success Criteria and feedback (prior to the discussion) OR ask if they first reviewed the evaluation before disputing the grade.

●      At teacher’s discretion and/or convenience,he/she will schedule a time to discuss the grade and to review instructions, expectations, Success Criteria and rubrics with the student.

Students may:

Teachers may:

●      If the concern is not resolved, then the student may discuss the concern with the department head.

●      If the issue is still not resolved, then the student may take the concern to a vice-principal and a conference may be set up to with the teacher, student and parents.

●      Initiate and arrange a meeting between parents, student and an administrator to resolve the issue