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102 MASSEY ROAD

REGINA, SASKATCHEWAN

Canada S4S 4M9

TEL: 306-523-3250

FAX: 306-584-5995

EMAIL: CAMPBELLCOLLEGIATE@RBE.SK.CA

WEBPAGE: CAMPBELLCOLLEGIATE.RBE.SK.CA

NAME: HOMEROOM:

PERIOD

ONE:

8:30-9:31

COURSE:

TEACHER:

ROOM NUMBER:

PERIOD

ONE:

8:30-9:31

COURSE:

TEACHER:

ROOM NUMBER:

CAP:

9:36-9:51

TEACHER:

ROOM NUMBER:

CAP:

9:36-9:51

TEACHER:

ROOM NUMBER:

PERIOD

TWO:

9:56-10:57

COURSE:

TEACHER:

ROOM NUMBER:

PERIOD

TWO:

9:56-10:57

COURSE:

TEACHER:

ROOM NUMBER:

PERIOD

THREE:

11:02-12:03

COURSE:

TEACHER:

ROOM NUMBER:

PERIOD

THREE:

11:02-12:03

COURSE:

TEACHER:

ROOM NUMBER:

PERIOD

FOUR:

1:18-2:19

COURSE:

TEACHER:

ROOM NUMBER:

PERIOD

FOUR:

1:18-2:19

COURSE:

TEACHER:

ROOM NUMBER:

PERIOD

FIVE:

2:24-3:25

COURSE:

TEACHER:

ROOM NUMBER:

PERIOD

FIVE:

2:24-3:25

COURSE:

TEACHER:

ROOM NUMBER:

Campbell

Collegiate

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ADMINISTRATORS’ WELCOME

o those of you returning to Campbell, welcome back. To those new to

Campbell, you are about to embark on the journey of a lifetime. Those

returning are well aware of the vibrant, exciting atmosphere that exists in

our school. To those of you new to the school you will quickly become caught

up in the “Spirit of Campbell”. It is important that you become involved in

your school. Participate, Participate, Participate! Don’t let your high school

years pass by without enjoying the high school life. Get involved both academically and in extra-curricular activities.

Setting goals for yourself is very important and keep in mind that

academics is our priority. You can be assured that each and every member of

the Campbell staff will do everything in their power to help you reach your

goals. We promise to provide you with a wide range of educational

opportunities that will position you well for post-secondary education or entering the work force.

The success of our school must be measured by you. It will be

measured by your achievement and your enjoyment in high school. Our

dedicated, conscientious staff will work closely with you to achieve the desired outcomes for all.

Have a great year and remember “it’s great to be a “Tartan”!

Ms C. Hock Mr. M. Panko Mrs. H. Ibbott Neiszner

Principal Vice-Principal Vice-Principal

SLC WELCOME

On behalf of the Student Leadership Council 2014-2015, we would like to

extend a warm welcome to everyone attending Campbell Collegiate this year.

For those of you walking the halls for the first time, we encourage you to enjoy

your stay at our school. For those of you returning to Campbell Collegiate, we

send greetings to your familiar faces.

As your SLC, we aim to make the following year at Campbell superb for

everyone. It is our duty to represent the students’ interests and we believe that this year will be a true success.

We urge you to get involved in some of the numerous activities provided by

our school. Your school spirit and participation is essential in order to maintain

our Tartan pride! The SLC is a team of determined, hard-working individuals

who – with the help of you as students – will make the upcoming year an

unforgettable experience.

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2014/2015 SLC

President Tin La

Vice Presidents Griffin Hewitt & Michaela Kleisinger

Secretary Janelle Salm

Treasurer Max Liu

Publicity Reps Bjorn Haave & Scott Pettigrew

Outreach Reps Neha Sharma & Jonah Toth

Grade 12 Rep Rishi Thakkar

Grade 11 Rep Austin Faubert

Grade 10 Reps Rohit Chakma & Zak Neilson

Visual Arts Rep Clara Chen

Music Rep Ethan Williams

Athletics Rep Abdullah Khawata & Josh Koshuba

SLC Fundraising Reps Jason Zhao & Tai Ha

Technology Rep Sean Eastley

Webmaster/Social Media Shaylin Pillay

FIAP Rep Lauren Wall

Yearbook Rep Jasmeet Khuber & Hojeong Kim

Member-At-Large Dilpreet Bajwa & Taylor MacLean

STATEMENT

Campbell Collegiate believes in the dignity of each individual. We strive to develop responsible citizens and life- long learners by fostering intellectual, physical, social and emotional growth within a safe learning environment

School History

he original planning for a high school in Hillsdale began in 1960. Campbell Collegiate opened for classes in September 1963.

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Our school was named for Mr. John Esson "Shorty" Campbell (1886-1973).

His lengthy career as an educator included 34 years as a teacher and principal at

Regina's Central Collegiate (1912-46). Mr. Campbell always maintained

interest in Central and attended Commencement Exercises at the school for 59 consecutive years.

An addition of six classrooms was made in 1965 to accommodate Grade 8

students from Massey and Grant Road. Later, McVeety and Elsie Dorsey

schools closed their Grade 8 programs.

In 1969, Campbell obtained comprehensive high school status when an

extensive addition was made to include a second gym and facilities for

industrial arts, technologies and business education. Additional labs, classrooms, the Resource Centre and TV studios (now closed) were also added.

SCHOOL CREST

he Latin motto "Ne Obliviscaris" (Let us not forget) is a banner over the guardian lion, symbol of our bond to the crown.

The triple maple leaf of the Canadian Memorial Bearings lies below the book of learning. The colors are the green and gold of Saskatchewan.

THE TARTAN CREED

Learn and perform to the fullness of your potential

Exercise self-restraint, leaving room for freedom

Be orderly, cooperative, and empathetic

Live in harmony with your fellowmen

Be serious but with enjoyment

Be determined and persistent

DAILY TIME SCHEDULE

Regular Day

Period 1 8:30 – 9:31

Homeroom 9:36 – 9:51

Period 2 9:56 - 10:57

Period 3 11:02 – 12:03

Noon Hour 12:03 – 1:13

Period 4 1:18 – 2:19

Period 5 2:24 – 3:25

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SHARED VALUES

y facilitating a process of community consultation, through the Shared

Values Advisory Committee and the Shared Values Forum, the Regina

Board of Education identified four categories of shared values. To

maintain a focus on students, the areas are expressed in the form of

empowering “I” statements:

I BELONG

A sense of belonging is important to educational success. It is fostered by our

family, our friends and our community. In an educational setting, a sense of

belonging is created by recognizing and utilizing each individual’s unique

contributions. As a caring community, Regina Public Schools work to ensure

that they are comfortable, safe places for everyone to work and learn.

I WANT TO KNOW

The value of knowledge is fundamental to education. It is within this context

that Regina Public Schools develop policies, deliver curriculum, and create

appropriate and challenging learning environments. It is important to

encourage and to nurture a commitment to excellence in learning, with an

emphasis on academic achievement and personal, moral and ethical

development. Regina Public Schools instill the value of knowledge in three areas: knowledge of self, knowledge of others, and knowledge of community.

I RESPECT

The value of respect is critical for living and learning within a diverse

community. Respect provides the basis for all interactions within Regina Public

Schools. Respect is based upon acceptance and understanding of the

similarities and differences among people. In an educational setting, respect is

an essential component to ensure that all students reach their highest potential. Teaching the value of respect includes: respect for self, others, and community.

I AM RESPONSIBLE The value of responsibility is a cornerstone of a healthy society and essential

for quality education. Regina Public Schools are committed to the development

of personal, social and community responsibility. The exercise of these

responsibilities extends to human interactions, the learning environment, and

curriculum development and delivery. The development of personal and social

responsibility places an emphasis on responsibility for self, responsibility towards others, and responsibility within the community and the world.

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Campbell Collegiate

Floor Plan

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SHARED EXPECTATIONS’ OF CAMPBELL COLLEGIATE

The Essence of Learning

The purpose of the Shared Expectations is to promote the following values in

and out of the school. Campbell Collegiate is a community that lives and works

together. The Campbell Community believes that working together to follow these values will result in a positive educational experience.

BELONGING…

by listening attentively to others

by supporting others in learning together

by participating in community service

by showing consideration for others whose values and beliefs may differ by treating others with dignity

LEARNING…

by attending school regularly and punctually

by arriving prepared to do their best

by being actively involved in learning

by cooperating in group activities

by requesting assistance when necessary

by taking responsibility for completing assignments by following our school’s rules and expectations

RESPECT…

by treating others fairly

by encouraging others to do their best

by being courteous

by respecting their own property and the property of others

by following the rules of safety

by contributing to a clean and healthy environment

RESPONSIBILITY…

by taking responsibility for their own actions and decisions

by being honest

by developing their strengths and interests to benefit from educational

opportunities

by being morally responsible

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School Policies

ampbell students understand that orderly conduct and courtesy to teachers

and other students is expected of them at all times. Students are subject to

discipline by any teacher anywhere on the school premises. The school

premises are defined as the school buildings, parking lot, school grounds and

the streets that bound the school grounds, or any place during school based and

supervised activities. The information contained in this handbook is divided

into three groupings: Academic Programming, Student Guidelines and Student Information.

ACADEMIC PROGRAMMING

LEARNING ASSISTANCE PROGRAM

his program is designed for students from Grades 9-12 who experience

difficulty in academic subjects. The students receive tutorial assistance in academic subjects on a daily basis.

ALTERNATE EDUCATION

he Alternate Education program provides educational opportunities for

students with challenging needs. Students enrolled require significant

modification of curricula, and often need technical or personal assistance.

Students have opportunities to take a wide variety of academic and vocational

classes, both in alternate and general education. An extensive out of school

work experience is provided for senior students. The students are an integral

part of the school and readily participate in many school activities. The

Alternate Education Program focuses on promoting independence, building self-esteem and preparing the students for the world of work.

BILINGUAL PROGRAM

he Bilingual program was introduced in 1984. Campbell serves south

Regina as the high school for French Immersion. About 20% of students

take classes where French is the language of instruction. Classes include

French Language Arts, Art, Social Studies, Math, Wellness and Drama. The

Grade XII students write the IB final exam in French.

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THE INTERNATIONAL BACCALAUREATE (IB)

nternational Baccalaureate (IB) offers the motivated student an opportunity to challenge his/her own ability to learn.

The IB program is a challenging pre-university course of study offered at 1000

schools in 108 countries around the world. The IB Philosophy believes in training students how to learn by means of curriculum of high quality and rigor.

Campbell's IB program covers three years: a pre-IB year in Grade 10 and the two-year IB program in Grades 11 and 12.

IB courses may be offered at either Higher Level (HL) or Standard Level (SL).

At Campbell, English, History, Chemistry and Mathematics are taught at the

Higher Level. Students may sit either the HL or SL Mathematics examination.

French, Biology, Physics, Art, Computer Science, Music and Theatre Arts will

be offered at the Standard Level. University credit may be granted for some courses.

The IB goal is to educate an international community of skilled, thoughtful,

compassionate and responsible citizens whose commitment to humanity and to

their communities transcends national, cultural and social barriers and whose zest for learning continues throughout their lives.

ACADEMIC AWARDS

lass Pins are awarded by Campbell Collegiate to students who achieve a

minimum of 79.5% based on six courses (Grade 9 and 12) and seven

courses (Grade 10 and 11). Required core subject marks will be

considered from any class taken during the current school year or any class

previously taken at the student’s current grade level or higher. Elective subject

marks will only be considered from the current school year. Students

spending only a partial year at Campbell can apply to the office to be considered for a class pin based on external courses.

Grade 9 pin averages are calculated using courses instructed in English or

in French, and must include:

- One language arts class (Francais Immersion 9 or ELA 9)

- One mathematics 9 class

- One science 9 class

- One social studies 9 class

- Two current year additional electives

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Grade 10 class pin averages are calculated using:

-Two credits from English A10, English B10, or Français 10

-one credit from Foundations of Math and Pre-Calculus 10, Math 11,

Workplace and Apprenticeship Math 10, or Foundations of Math and Pre-Calculus (IB) 10

-One credit from Science 10, or Science 10 (IB)

-One credit from a Social Science (History 10, Native Studies 10, Sciences humaines 10)

- Two current year additional electives

Grade 11 class pin averages are calculated using:

-One credit from English 20, English 20 (IB), or Français 20,

-One credit from Biology 20, Chemistry 20, Physics 20, or Computer Science 20

-One Mathematics course from the 20 level (Foundations 20, Precalculus 20, Workplace 20, Foundements 20, Precalcul 20 or Math 21)

-Four additional current year electives (may include World Literature 20 (IB), History 20 or French immersion integre A20)

Grade 12 class pin averages are calculated using:

-Two credits from English A30, English B30, and Français 30

-One credit from History 30, History 30 (IB), Native Studies 30, Science Sociales 30 or Social Studies 30

-Three additional current year electives

GENERAL PROFICIENCY AWARDS

General Proficiency Award is presented to the students with the top three

averages in each grade (9 through 11). The criteria used for Class Pin

Awards are used when calculating the top averages. A gold, silver and

bronze pin are awarded at each grade level.

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STUDENT GUIDELINES

ATTENDANCE

y law (The Education Act), regular attendance is the responsibility of the parent and pupil:

"Every parent, guardian, or other person having charge of a pupil

who is of compulsory school age shall take the steps that are necessary to

ensure regular attendance of that pupil. Every pupil shall attend school

regularly and shall furnish promptly to the principal such information as he/she may require . . . with respect to any absence from school."

If a student is absent, we expect a parent or guardian to phone the school (306-

523-3250) with an explanation. If the phone call is not made, the student must

bring an explanatory note from home signed by a parent or guardian. If a call

or note is not received verifying the absence, a computer generated call may

contact your home to report the absence.

Students who are absent from classes on the day of an extra-curricular activity,

including dances, should not expect to participate in those activities.

Student attendance is a very important part of the educational process. Regular

attendance and promptness are necessary for continuity of instruction.

Evaluation is continuous. Although students are responsible for all work

missed, time lost from class cannot simply be retrieved through homework.

Discussion opportunities and participation in class activities have been lost.

Excessive absences can result in withdrawal of credit.

Students leaving on family holidays or other extended events must inform their

teachers in advance of their departure. Completing work prior to leaving is strongly recommended.

CARE OF SCHOOL PROPERTY

e ask students to care for all equipment and property of the school.

Students will be held financially responsible for any damage.

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INTERNET POLICY

ccess to the school’s computer networks and the use of the Internet is an

important part of a student’s education. Access to these resources comes

with some responsibility. Before students use the computer equipment in

the school, they must read and sign an agreement that outlines appropriate

computer use within the school. A representative from the computer science

area discusses the agreement with the students. The key points in the agreement include:

The computers and the Internet are to be used for educational use only.

The use of the equipment must be in support of educational activities that

support your class activity. Personal email, game playing, downloading

software does not fall into this category.

Users of the Computer networks and the Internet must display appropriate

network etiquette. This includes, but is not limited to, being polite in all

communications, using appropriate language, respecting the privacy of all

individuals, displaying appropriate computer ethics, not modifying the

computer systems in any way, with respect to hardware or software that

can hamper the computer’s performance for another individual.

Using the computers and the Internet is a privilege. This privilege may be

removed if it is felt you are using the equipment for inappropriate reasons,

or in an inappropriate manner – both electronically and physically.

Security on any computer network is always a concern. If students become

aware of a security problem, they are to notify a system administrator or a

teacher as soon as possible.

Excessive use of consumable resources (printing) may result in an

additional cost to the student.

Labs are available to the students throughout the day. Students must

receive permission from an appropriate subject teacher before they can

have access to the equipment.

TEXTBOOKS

ll student textbooks, with the exception of workbooks, are distributed free

of charge. Students, however, are responsible for the textbooks they are

issued to them and will be assessed charges for damage or loss. Accounts must be cleared before final examinations are written.

Students who are required to report to the office on an exam day may lose some

time used in writing the exam. Every effort should be made by the student to

ensure that problems are dealt with well before the final exam period.

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DROPPING CLASSES

lasses cannot be dropped without the written consent of the parent, subject

teacher, and guidance counselor or vice principal. Please consult the school calendar for each semester’s final date for class withdrawal.

APPROVED DRESS

tudents demonstrate integrity by dressing appropriately for school, as they

would for work in an informal service business. Clothing should be

suitable for modesty, and must not be decorated with images or lettering

that would be offensive to students, staff, or the public. Clothing which covers

the chest, midriff, and back is considered appropriate. Shirt/top must touch

pants/skirt at the hipline or waistline. Clothing that covers all undergarments (including when bending down) is also part of the dress code.

CELLULAR PHONES

ell phones - A cell phone or PDA is a disruption to the educational process.

Accordingly no cell phones or PDA’s are allowed during class time. Cell

phones can be used during non-scheduled instructional times however

phones with camera capability are not permitted for use at any time in the

school.

Electronic devices – PDA’s, MP3’s, iPods, etc. - at the discretion of the

teacher; these devices may be allowed for use during class time pending the

class activity. During any evaluation session all devices must be turned off and secured out of sight and out of reach.

LOCKERS

very student will be assigned a hall locker on the first day of school. It is

his/her responsibility to keep it damage free and clean at all times. Locks

are mandatory and only school issued locks (DUDLEY) are to be used. We

will exchange locks to allow students to get a new combination. Locks can be

purchased at homeroom on Registration Day or at the school office during the year.

Under no circumstances are students allowed to share a locker. Physical

Education students will require a second combination lock purchased from the

school. All lockers must be cleared and the locks removed each year.

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Students should not keep money or other valuables in their locker. Should

students choose to bring valuables to school, it is their responsibility to ensure

they are locked up at all times (this includes clothing, i.e. during gym class).

The school is not responsible for lost or stolen property.

SMOKING

he Regina Board of Education has declared that all school facilities,

buildings and premises are smoke-free. The rule is no smoking on school

property at any time by anyone - students, teachers, or parents. Smokers are subject to suspension.

STORE

ou may purchase physical education gym strip and other Campbell

sweatshirts, T-shirts or school spirit wear. Cheques are to be made payable to Campbell Collegiate S.L.C.

LOST AND FOUND

ost and found articles are to be left at or collected from the administrative office.

POSTERS

rior approval of the office is required before hanging posters. Use masking tape only.

PARKING

tudent parking is available on the UPPER level south of the school, at All

Saints' Anglican Church & north of the school in front of Massey Pool (please respect signage). Cars and property are left at the student’s risk.

Students may not park in any area of the LOWER staff parking lot, along

the building, bus lane, music area, or alternative education/technology

area. Specific areas in designated student parking lots may be off limits. It is

the student’s responsibility to become familiar with these restrictions. Student

vehicles parked in these areas will be ticketed and/or towed away at the owner’s expense without further warning.

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TELEPHONE

he main office phone number is not to be used as an answering service for

students. Only calls of an urgent nature will be forwarded to students.

Students will not be called from class during class hours to receive messages.

UNASSIGNED PERIODS

tudents are encouraged to take as many courses as possible. Unassigned

times provide a student with an opportunity to use the Resource Centre to

complete assignments or to seek assistance from available teachers.

Students are asked not to loiter in hallways. Students may leave the school

during unassigned periods. The school administration may cancel a student’s

“free time” if that student does not use the time appropriately or has poor

attendance. Grade 9 and 10 students will not have unscheduled class periods (spares). By choice, most grade 11- 12 students do carry a full schedule.

ACCIDENTS AND INSURANCE

he Board of Education carries an insurance policy covering accidents

which occur while students are participating in athletics or other activities under school supervision.

This policy offers basic coverage but we would encourage students to consider

the extended benefits package as it provides a much more comprehensive

coverage for a small premium. Application forms will be distributed to students

on Registration Day.

A student suffering an accident must report to the supervising teacher or the

office. A form will be completed by the teacher or office outlining the

circumstances of the accident. The form is then submitted to the insurance company.

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STUDENT INFORMATION

ASSESSMENT FRAMEWORK

REGINA PUBLIC SCHOOLS DIVISION ASSESSMENT

(This section is based on the Assessment Overview

page of the Regina Public Schools website.)

The Regina Public School division defines assessment as the systematic

process of gathering evidence of what students can do in relation to the

broad goals of education or the specific goals of an educational

program. Assessment includes methods developed at the school, district,

provincial (and international) levels. Broadly stated, there are three types of

assessment practices used in schools: Assessment FOR Learning

(Diagnostic), Assessment AS Learning (Formative), and Assessment OF

Learning (Summative).

ASSESSMENT FOR LEARNING (DIAGNOSTIC):

Assessment for learning measures where a student is prior to instruction.

The information informs the teacher’s instructional practice to enhance

student learning. When teachers access students in an ongoing

manner by employing regular or specifically designed techniques

(such as conversations, observations, and collecting products), it is

possible to discover what students understand to date and where teachers

can take the learning from that point. These assessments are descriptive

and give information to teachers about both areas of strengths and areas

that need further development. Assessment for learning involves learners

receiving feedback during their learning.

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ASSESSMENT AS LEARNING (FORMATIVE):

Assessment AS learning describes how assessment can be understood and

internalized by students to think about and refine their learning. When

students understand and use criteria independently, they are learning how to

think about their own thinking and learning. These assessments are

descriptive and have students using well-developed criteria and descriptions

to identify their own areas of strength and those that need further

development.

ASSESSMENT OF LEARNING (SUMMATIVE):

Assessment of Learning measures what learning has taken place at a

particular point in time. When students are demonstrating what they know

at the end of a unit, or a term, or in a more formalized test, this is a summary

of their learning at that particular time. The most relevant assessment for

classroom practices are those designed to match the classroom curriculum.

These assessments are evaluative and are a snapshot of learning at a given

point.

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PHILOSOPHY AND PRINCIPLES OF ASSESSMENT AT CAMPBELL COLLEGIATE

The main purpose of assessment and evaluation at Campbell Collegiate is to

inform instruction and support student learning and achievement of

curricular outcomes. Attitudes and actions about assessment reflect the

belief that all students are capable of learning and should be allowed to

demonstrate the full range of this learning. Assessment should be varied in

nature, formative and summative, concrete and meaningful.

Effective formative assessment strategies allow students to have a clear

understanding of what they are expected to learn, to engage in strategies

for self and peer evaluation, to develop critical thinking abilities, to reflect

on their progress, and to set goals for their own learning.

Effective summative assessment strategies are aligned with curricular

outcomes, emphasize the most recent and consistent evidence of learning,

are respectful of student diversity, and are used to make decisions about

students based on a variety of evidence.

In sum, assessment and evaluation should:

1. inform instruction and be based on curricular outcomes

2. articulate clearly purpose, requirements and achievement

standards, i.e. performance variables that describe levels of

student performance

3. be valid, i.e. measure student achievement of the learning

outcomes that the assessment is intended to measure

4. be reliable and consistent in the application of achievement

standards across subject sections

5. be administered over an appropriate period of time to

provide multiple opportunities for students to demonstrate

their learning

6. be diverse and inclusive, allowing for equity of opportunity

for students of varying ability; recognize cultural diversity,

promote international-mindedness, and be sensitive to

gender, ethnic or heterocentric bias

7. provide motivation for learning

8. set high standards for students and foster critical thinking

9. provide timely, descriptive and meaningful feedback to

students on their progress

10. provide clear and transparent information to parents,

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teachers and administrators on student progress 11. encourage students to reflect on their progress, and

empower them to take ownership of their own

learning

12. facilitate smooth transitions through high school and

beyond

ROLES AND REPONSIBILITIES

Administrators, teachers, and students all have roles and responsibilities to

ensure that effective assessment occurs at Campbell Collegiate.

Administrators

To ensure effective assessment practices, school administrators will:

1. apprise all teachers of Campbell’s assessment policy

2. provide opportunities for relevant professional development in

effective assessment practices 3. provide reasonable time for teacher collaboration in

reviewing and refining assessment practices and instruments

4. communicate the assessment policy to the school community,

i.e. parents and the Campbell Collegiate

Community Council 5. communicate to teachers, students and parents a policy

that holds students accountable for late, incomplete or

missed assignments.

6. plan for, schedule, and facilitate parent/student/teacher

conferences regarding student progress as per board directive

or as needed

7. communicate the academic honesty policy to teachers and

the school community, and support the protocol for the

investigation of suspected malpractice

8. ensure that schedules for reporting periods and final

examinations are communicated at the beginning of the

academic year to students, teachers, and parents/guardians

9. determine whether accommodations are appropriate for

students unable to sit final examinations because of

extenuating circumstances (i.e. illness, injury, bereavement).

If so, they will make alternative arrangements in consultation

with the student’s subject teacher.

10. support teachers to develop effective assessment practices

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Teachers

To ensure effective assessment practices, teachers will:

1. collaborate within their subject areas to ensure

consistency of course syllabi/outlines/assessment

requirements and practices; submit course outlines to core

leaders and/or administrators

2. provide students with COURSE OUTLINES that include:

a) descriptions of course content and learning

outcomes

b) assessment framework that outlines the nature

of diagnostic, formative and summative tasks

c) evaluation criteria and percentage breakdown

of marks (final examinations may count to a

maximum of 20%)

3. provide students with clear descriptions of performance

criteria and standards, such as rubrics and exemplars, prior

to assessment tasks

4. use a variety of FORMATIVE ASSESSMENTS to

prepare students BEFORE summative assessments are

given. Examples may include:

a) drafts

b) checklists for understanding

c) quizzes

d) review exercises and practice tests

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5. communicate information about student effort or learner

attributes separately from academic achievement,

notwithstanding curricular requirements. This information

may include comments on:

a) attendance

b) student effort

c) participation in class

d) homework completion

e) attitude and behaviour

6. base final Ministry marks on assessments that clearly measure

provincial curriculum learning outcomes

7. adjust marks of IB students who complete assessment

requirements unique to the International

Baccalaureate Diploma Program based on a scale developed by

IB teachers at Campbell Collegiate.

8. promote by example and teach students about ethical

practice and academic honesty (see Ethical

Practice and Academic Honesty section below); and apprise

them of the consequences of malpractice

9. provide timely and meaningful feedback to students on

assessments—within 5 school days of the due date for minor

tests/assignments, and 10 school days for major

tests/assignments

10. keep accurate records of assessments and enter the grades of

summative assessments on Power School Grade Book within a

reasonable time period; students must be made aware that an

accurate reflection of their achievement occurs over time and

with multiple assessments

11. review annually assessment guidelines and practices with

subject colleagues

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Students

To be successful students are expected to:

1. attend school regularly and arrive to classes punctually.

Regular attendance is key to academic success.

Students who are absent are responsible for missed

content and completing required assessments.

2. prepare for evaluations and complete assignments in a

timely manner and to the best of their ability

3. complete homework regularly to be prepared for

subsequent lessons and consolidate their learning

4. inform teachers in advance of expected absences or

requests of due date extensions

5. complete assignments in a principled manner,

observing guidelines of ethical practice and

academic honesty

Late and Missing Assessments

1. Late Assignments

a) Teachers will indicate on Power School Grade Book

when an assignment is not submitted using the codes

below.

b) Consequences of assignments submitted late:

Optimal learning depends on timely submission of

assignments without which teachers are not able to

provide meaningful feedback. The decision to accept

late assignments is based on several factors, including

student illness, bereavement, and other extenuating

circumstances. It is also based on whether the teacher

feels the academic integrity of the assignment has been

compromised and/or the assignment is no longer

relevant to the course. Examples: an assignment has

already been returned to the class, or the particular

outcome(s) in question is/are no longer being taught or

assessed. An assignment is either relevant to the course

in question or it is not. Teachers will not subscribe an

arbitrary number in the docking of marks. Teachers

will indicate through the comment section of their

Grade Book which assignments are eligible to be handed

in for credit.

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c) late assignment, the student must first appeal that

decision to the teacher. Failing satisfactory resolution of

the matter, the student may appeal the decision to the

office.

2. Missing Assessments:

a) When students fail to submit a sufficient number of

assessments of learning for grading purposes, and every

effort to obtain the assessment(s) has been

exhausted, teachers use professional judgment to

determine whether marks for missing assessments

result in zeros and/or failing grades.

b) Students unable to write a final examination because of

serious illness, injury, bereavement or for other valid

reasons, for which sufficient cause is demonstrated,

should apply to the administration. In consultation with

the subject teacher, an administrator will determine

whether accommodation may be granted, and the

appropriate time for an alternative assessment.

Communication and Reporting

1. A schedule of reporting periods, parent/teacher/student

conferences, and final examinations is established and

communicated to teachers, students and parents at the beginning

of the academic year.

2. Subject teachers and advisory teachers communicate student

progress, grades, and achievement to parents through Power

School Grade Book and when appropriate via email, telephone

calls, and conferences.

3. Formal parent/teacher/student conferences may occur once per

semester, and are planned with direction from the administration

and facilitated by advisory teachers. Subject teachers may also

schedule such conferences when appropriate.

4. Report Card marks are submitted to the Ministry at the

conclusion of courses. Paper transcripts of final

marks are provided to students at the end of each semester,

and to parents upon request. Parents and students are

encouraged to follow the “real-time” reporting of academic

progress through the Student/Parent Portal of Power School.

5. Teachers use Power School Grade Book codes as follows:

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Teacher Codes (these are codes teachers use but students

do not necessarily see)

EXEMPT ≠ “0” (Student is exempt from assessment.

Teacher is excusing the student from completing the

assignment and it will have no affect on the grade)

NHI= “0” (Absent and mark is resulting in a 0. Should be

entered immediately after an assignment is

due and changed upon submission of the assignment)

Parent/ Student Codes (These are codes teachers,

students and parents see)

Missing (M) (Student may or may not receive credit for

the assignment at this time. Please see the comment section

for clarification as to whether the assignment is still able to be

submitted for credit.

Late (L) (mark earned no reduction but student did not meet

expected deadline for submission.)

Comment (C) (will be followed with a comment from

the teacher in regards to that particular assignment)

Collected () (indicates the assignment has been collected but

not yet marked.)

STUDENT SERVICES

he guidance team at Campbell Collegiate provides the following services:

ACADEMIC INFORMATION

Help students make class choices.

Inform students of graduation requirements.

Recommend and facilitate special needs assessment and

placement in alternate programs.

POST-SECONDARY EDUCATION/CAREER INFORMATION AND COUNSELING

Administer and interpret interest/aptitude inventories.

Help students to identify their strengths and interests for

potential careers.

Identify academic prerequisites for specific post secondary

programs.

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Provide up-to-date information on universities, technical

institutes, training programs, and job opportunities.

Provide scholarship/bursary/awards and student loan

information.

INDIVIDUAL COUNSELING

Offer a safe and confidential environment to discuss personal

concerns (failing grades, relationships, anger issues, loss/grief,

self esteem, etc.).

Offer problem-solving techniques and explore possible

solutions.

CRISIS COUNSELING

Inform students that there are limits to confidentiality in

situations of possible harm to self or others

Provide a safe environment for the disclosure of crisis situations

such as addictions, eating disorders, abuse issues, suicidal

thoughts/behavior, etc.

Provide individual and/or family referrals to outside agencies

Students are encouraged to request an appointment to see a counselor

(preferably during a spare period), but immediate attention will be given in crisis situations.

Appointments may be made directly with a counselor, or by filling out a

request form and placing it under the counselor’s door, after which time

students are requested to return to their class. Forms are located on the wall by the telephones outside of the guidance office.

If parents wish to speak with a counselor, or to make an appointment, they may

phone the main office at 523-3254, or contact a counselor directly.

Mrs. D. LeDressay Ms B. Bates Ms B. Valiaho

CAP – Campbell Advisory Program

good education starts with caring relationships. Connecting with young

people is vital to providing the quality education they deserve. The

Student Advisory Program provides opportunities for students to develop a

sense of belonging and a personal connection to our high schools—to be known

well by at least one adult in their schools. All Campbell students must participate in the Advisory program in order to remain in good standing.

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The Student Advisory Program will help to personalize the high school

environment, bringing forward the kind of supportive, caring and sustained

relationships among teachers and students that make schools better places to

learn. Advisors will help to enhance student engagement and learning by:

Helping students to adjust to the high school environment and

making a successful transition

Supporting students’ academic progress and personal-social growth

Providing schools with opportunities to be responsive to needs of

students

Building community among young people and adults—encouraging a

sense of belonging, respect and responsibility

Advising, advocating for and guiding students, helping them to succeed by giving them support in a proactive and timely ways

To contact your staff advisor, please call your high school main office or contact by email.

PEER COUNSELING

tudents with problems or concerns often talk with their friends. Based on

this premise, a group of students within our school have received training

that enables them to be a support system to their fellow students. Contact the Guidance Office for more information.

RESOURCE OFFICER

egina high schools have the assistance of police constables as staff

members. The officer is available to students, parents and teachers for

their questions and concerns. Our Resource Officer, Cst. Ryan Massier, is

a school staff member - a resource to our community. Students will meet him in

classes, at extra-curricular activities or around the school.

You're welcome to stop by the constable's office. The office is across from the

main office. Please call the main office at 523-3250 and leave a number for

him.

DRIVER EDUCATION

he Regina Public School Board provides this program to all students aged

15 years 5 months or younger (based on enrollment). Driver Education

consists of 30 hours of classroom as well as 6 hours of in-car instruction.

When successfully completed, the student receives an SGI Certificate of

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Completion. This course is offered after school; all in-car driving is during

school hours. From the date of their learner's license validation (Class 7), all

students are required to drive for 6 months prior to being eligible for a Class 5

road test. As of August 1997, SGI has made Driver Education a mandatory

program for all new drivers. For Driver Education applications, please contact the main office.

RESOURCE CENTRE (LIBRARY)

ampbell Collegiate has an excellent Resource Centre Facility. All books

and reference materials are available for a two-week loan period with one

renewal allowed. Overnight books cannot be charged out until 3:20 p.m. and must be returned before classes the next morning.

CLUBS, SPORTS AND ACTIVITIES

tudents at Campbell have a wide array of activities available to them. To

compete in sports at an interschool level, students must qualify under

RHSAA rules and be making satisfactory progress in school. Listed are

some of the extra-curricular activities offered, provided there are approved

adult supervisors/coaches and sufficient student interest.

CLUBS, SPORTS AND ACTIVITIES

Football Basketball Curling

Volleyball Track and Field Hockey

Wrestling Golf Soccer

Badminton One Act Plays Athletic Trainers

Outdoors Club Computer Club Spirit Dancers

Math Club Photography Newspaper

Yearbook Social Justice Club Improv

G.S.A. Creative Writing ISCF

Video Production Club Debating French Oratory

S.A.D.D. Drama Act

Peer Support Band Groups Music Groups

Robotics Public Speaking

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LUNCH ROOM AND NOON HOUR

he canteen, run by the S.L.C., is open during the noon hour Monday

through Friday. Students should bring a bag lunch, which may be

supplemented by purchases from the canteen. The canteen sells drinks,

hotdogs, pizza, and other snacks. Teachers are assigned to supervise the school

at noon hour. Students are allowed to eat in all areas of the school and they are responsible for cleaning up after themselves.

EXTRA-CURRICULAR ACTIVITY POINTS

wards are presented at Grade XII Graduation exercises for participation in

non-credit extracurricular activities. The points for these awards are

accumulated from Grade IX through Grade XII. The awards are as follows:

MAJOR AWARD - A minimum of 90 points in a minimum of 3 categories with a minimum of 5 points in each category.

MINOR AWARD - A minimum of 65 points in a minimum of 2 categories with a minimum of 5 points in each category.

EXTRA CURRICULAR POINTS CATEGORIES

Athletics

Clubs

Music

Performing Arts

Publications

Service Clubs

Student Leadership Council

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COMPUTER LAB PASS

Need access to a computer out of class time (on your spare, at noon, or after

school)? Fill in the pass below with the date, and time, and have it signed by

your classroom teacher. Be prepared to show it to gain access to the computers in the school. This includes the computers in the Resource Center.

Date Time Teacher

Initials

Date Time Teacher

Initials