Student Agenda



All Saints Catholic Secondary School

3001 Country Lane, Whitby, ON L1P 1M1
Main Office: 905-666-7753
Attendance: 1-844-288-7628
Guidance: 905-666-8591
Fax: 905-666-7815

Principal: Mr. Chris Cuddy
Vice-Principal: Mr. Chris Gardner
Vice-Principal: Ms. Sonya Melim

This agenda belongs to:
NAME _________________________________________________________

HOMEROOM TEACHER __________________________ ROOM __________

“Catholic education is not something to make one a lawyer, a doctor, an engineer, or a priest… true Catholic education is not to give one a standard of living, but a standard of life”
Gratton O’Leary

Principal’s Message
Welcome to All Saints Catholic Secondary School for the 2020-2021 academic year. This school has established the reputation as being one of the finest secondary schools in the region due to the efforts of our teachers, students and parents.

It is incumbent on every member of the All Saints Community, to maintain the standards that have been established at this great school. Not only are we charged with the responsibility of maintaining the standards, we are also charged with the responsibility of raising these standards.

In this Student Agenda, you will find some of the All Saints Catholic Secondary School procedures and regulations. They are intended to be a summary guide for students and parents, but are not intended to be a detailed and comprehensive account of our procedures.

Thanks for your cooperation and enthusiasm throughout the year. Have a great year!

Mission Statement of the Durham Catholic District School Board

We are called to celebrate and nurture the God-given talents of each student as we serve with excellence in the light of Christ.

Philosophy of All Saints Catholic Secondary School

All Saints C.S.S. endorses and shares the philosophy of the Durham Catholic District School Board. The philosophy of the Board states that our Catholic school system “exists as an extension of the home to complement the parent’s right and responsibility” to educate the whole person as a child of God and as a responsible citizen.

All Saints C.S.S. strives to create a learning environment of intellectual, moral, and religious excellence as understood and inspired by the Catholic expression of Christianity. As a Catholic learning community, All Saints C.S.S. helps students develop to their maximum potential as individuals and as contributing, responsible members of society.

Faith Development

It is compulsory for students at All Saints C.S.S. to participate actively in the religious life of the school:

  • students must attend school masses, retreat days and other exercises of a Catholic nature;
  • students must take a religion course in each of their four years and attend a full day retreat as part of that course;
  • students are expected to demonstrate a caring, respectful attitude toward teachers, fellow students, and the wider community.

Durham Catholic District School Board Safe, Caring and Healthy Schools

The Durham Catholic District School Board recognizes that a school should be a place that promotes responsibility, respect, civility, and academic excellence in a safe learning and teaching environment. A positive school climate exists when all members of the school community feel safe, comfortable, and accepted. It is the responsibility of all members of the school community to work together to create a positive learning environment where all members feel supported.

Access to Premises

We are always pleased to have parents/guardians visit the school to discuss an issue with teachers or administrators. In keeping with the Board’s Access to School Premises Policy, please remember that anyone coming into the school must first sign in at the office and obtain a Visitor’s badge. All staff members will be wearing photo ID and will question anyone whose presence is not expected.
If a parent/guardian needs to pick up his/her son/daughter during the school day, this must be facilitated at the office. Members of the office staff will call the student down to the office to be signed out. If parents need to send a friend/relative/designate to pick up their child, please advise the school in advance and ask the designate to provide photo identification at the office. If the student returns to school before dismissal, he/she must sign back in at the office so his/her attendance can be monitored.

Attendance Matters

Students should miss no more than 9 days of school each year to stay engaged, successful and on track to graduation. That means no more than 4 ½ days per semester.

Absences can be a sign that a student is losing interest in school, struggling with school work, dealing with a bully or facing some other potentially serious difficulty.

Research shows that by grade nine, regular and high attendance is a better predictor of graduation rates than grade eight test scores.

Missing 10 percent of a school year (or about 19 days), can drastically affect a student’s academic success.

Students can be chronically absent even if they only miss a day or two every few weeks.

Good attendance is an important life skill that will help your child graduate from college or university and keep a job.

Make School Attendance a Priority

  • Talk about the importance of showing up to school every day, make that the expectation in your family.
  • Help your child maintain daily routines, such as finishing homework and getting a good night’s sleep.
  • Try not to schedule dental and medical appointments during the school day.

Don’t let your child stay home unless truly sick. Complaints of headaches or stomach aches may be signs of anxiety. Talk to your physician or ask someone at the school (guidance counsellor, principal or vice principal, school social worker or child and youth counsellor) where to go for help.

Help Your Child Stay Engaged

  • Find out if your child feels engaged by his/her classes and feels safe from bullies and other threats. Report any concerns to the teacher or principal or vice principal.
  • Stay on top of academic progress and seek help from teachers or tutors if necessary. Make sure teachers know how to contact you.
  • Stay on top of your youth’s social contacts. Peer pressure can lead to skipping school, while students without many friends can feel isolated.
  • Encourage meaningful afterschool activities, including sports and clubs.

Communicate With the School

  • Talk to teachers if you notice sudden changes in behavior. These could be tied to something going on at school.
  • Check on your child’s attendance to be sure absences are not piling up.
  • Ask for help from school officials, afterschool programs, other parents or community agencies if you’re having trouble getting your child to school.

SAFE ARRIVAL – Automated Attendance System

In June 2018, The Durham Catholic District School Board adopted a new automated attendance system, called Safe Arrival, for reporting student absences. Safe Arrival reduces the time it takes to verify student attendance making it easier for you to report your child’s absence and easier for staff to respond to unexplained student absences. Parents are able to report their child’s absence quickly and conveniently using three different methods:

1. Parents can log into a website: to report student absences.
2. Parents can call into the automated interactive telephone system using the toll free number 1-844-288-7628 through which absences can be reported.
3. Parents can download the SafeArrival app for iOS and Android smartphones. Search for the keyword school messenger in the Google Play store or the Apple App store. Select Canada, select sign up, enter your email address that is on file with the school, enter a password.
All three methods are available 24 hours a day, 7 days a week. Future absences, like doctor’s appointments can be reported ahead of time. For more information, please visit the school website.

Restorative Schools
We believe that safety begins with positive connections between the students, staff and parents. To foster these relationships, staff in the Durham Catholic District School Board use restorative practices, including classroom circles and small group conferences to build
community within the classroom and the school. Restorative Practice is rooted in the same philosophical approach as Canada’s Native Aboriginal communities. It rests on the belief that it is best to do things with people, rather than to them. When conflict arises, using restorative practice engages students in a fair process that responds to behavior in ways that strengthen and repair the relationship. It is collaborative rather than adversarial in nature. The aim of restorative practice is to hold individuals accountable for their actions while restoring and repairing any relationships amongst each other and within the community that may have been harmed.

Catholic Restorative Schools will:

  • Provide opportunities for someone who has done harm to determine the effect of his/her actions and make reparations
  • Provide a voice for the victim
  • Use a common set of restorative questions both in and out of our classrooms to give the victim a voice and enable the perpetrator to determine the effect of his/her actions. “How do you think your actions had an impact on others?” “What do you think you need to do to make things right?”
  • Use circles, or small group conferences to build community, develop empathy and understanding, and when needed, to repair relationships
  • Celebrate our Catholic community through the Catholic virtues and Catholic Graduate Expectations
  • Use think papers and reflective discussion papers aligned with the restorative questions

School Code of Conduct
All schools base their individual school Code of Conduct on the Ministry of Education Code of Conduct. As per Board Policy and the Ontario Safe Schools Act, a school’s Code of Conduct will be developed in consultation with parents, teachers and the Catholic School Advisory Council. All members of the school community will be responsible for adhering to the expectations as outlined in this Code of Conduct.

Schools within the Durham Catholic District School Board will focus on prevention, early intervention and progressive discipline as the key to maintaining a positive school environment in which students can learn and educators can teach. When inappropriate behaviour occurs, all staff members will utilize a range of interventions, supports and consequences that are developmentally appropriate, that include opportunities for students to learn from mistakes, and that focus on improving behaviour. In some circumstances, short term suspension may be the method of progressive discipline utilized. In the case of a serious incident, long-term suspension or expulsion, which is further along the continuum of progressive discipline, may be the response that is required.

Statement of Purpose
The provincial Code of Conduct sets clear provincial standards of behaviour. These standards of behaviour apply not only to students, but also to all individuals involved in the publicly funded school system whether they are on school property, on school buses, at school-related events or activities, or in other circumstances that could have an impact on the school climate.
The purpose of the Provincial Code of Conduct and the School Code of Conduct is:

  • To ensure that all members of the school community, especially people in positions of authority, are treated with respect and dignity.
  • To promote responsible citizenship by encouraging appropriate participation in the civic life of the school community.
  • To maintain an environment where conflict and difference can be addressed in a manner characterized by respect and civility.
  • To encourage the use of non-violent means to resolve conflict.
  • To promote the safety of people in the schools.
  • To discourage the use of alcohol, cannabis and illegal drugs.

Guiding Principles

  • Responsible citizenship involves appropriate participation in the civic life of the school community.
  • Active and engaged citizens are aware of their rights, but more importantly, they accept responsibility for protecting their rights
         and the rights of others.
  • Members of the school community are expected to use non-violent means to resolve conflict.
  • Physically aggressive behaviour is not a responsible way to interact with others.
  • The possession, use or threatened use of any object to injure another person endangers the safety of oneself and others.
  • Alcohol, cannabis and illegal drugs are addictive and present a health hazard.
  • The school will work cooperatively with police, drug and alcohol agencies to promote prevention strategies and, where
         necessary, respond to school members who are in possession of, or under the influence of alcohol or illegal drugs.
  • Insults, disrespect, and other hurtful acts disrupt learning and teaching in a school community.
  • Members of the school community have a responsibility to maintain an environment where conflict and difference can be
         addressed in a manner characterized by respect and civility.

Standards of Behaviour
I) Respect, Civility, and Responsible Citizenship

  • All members of the school community must:
  • Respect and comply with all applicable federal, provincial, and municipal laws;
  • Demonstrate honesty and integrity;
  • Respect differences in people, their ideas, and their opinions;
  • Treat one another with dignity and respect at all times, and especially when there is disagreement;
  • Respect and treat others fairly, regardless of, for example, race, ancestry, place of origin, colour, ethnic origin, citizenship,
         religion, gender, sexual orientation, age or disability;
  • Respect the rights of others;
  • Show proper care and regard for school property and the property of others;
  • Take appropriate measures to help those in need;
  • Seek assistance from a member of the school staff, if necessary, to resolve conflict peacefully;
  • Respect all members of the school community, especially persons in positions of authority;
  • Respect the need of others to work in an environment that is conducive to learning and teaching;
  • Not swear at a teacher or at another person in a position of authority.

II) Safety
All members of the school community must not:

  • Engage in bullying behaviours;
  • Commit sexual assault;
  • Traffic weapons, illegal or illicit drugs;
  • Give alcohol, cannabis or illegal drugs to a minor;
  • Commit robbery;
  • Be in possession of any weapon, including firearms;
  • Use any object to threaten or intimidate another person;
  • Cause injury to any person with an object;
  • Be in possession of, or under the influence of, or provide others with alcohol or illegal drugs;
  • Inflict or encourage others to inflict bodily harm on another person;
  • Engage in hate propaganda and other forms of behaviour motivated by hate or bias;
  • Commit an act of vandalism that causes extensive damage to school property or to property located on the premises of the

Consequences for Student Behaviour

Commensurate with the Durham Catholic District School Board’s Progressive Discipline Policy, when inappropriate behaviour occurs, schools are required to utilize a range of interventions, supports, and consequences that are developmentally appropriate, provide opportunities for students to learn from mistakes, and focus on improving behaviour. In some circumstances, short-term suspension may be the appropriate consequence while in more serious incidents, long-term suspension or expulsion may be the response that is required.


The infractions for which a suspension may be considered by the principal include:

  • Uttering a threat to inflict serious bodily harm on another person;
  • Possessing alcohol, illegal drugs or cannabis (unless the pupil is a medical cannabis user);
  • Being under the influence of alcohol, illegal drugs or cannabis (unless the pupil is a medical cannabis user);
  • Swearing at a teacher or at another person in a position of authority;
  • Committing an act of vandalism that causes extensive damage to school property at the pupil’s school or to property located on
         the premises of the pupil’s school;
  • Bullying;
  • Uttering a racial slur or comment;
  • Sexual slurs or harassment;
  • Possession and/or use of tobacco products;

Disrespect towards or desecration of the religious dimension of the school;
Conduct deemed to be unacceptable: 

  • Fighting/Violence;
  • Use of profane or improper language;
  • Persistent opposition to authority;
  • Persistent tardiness and/or truancy including “skipping” classes;
  • Theft;
  • Inappropriate use of Social Media; and
  • Any other behaviours deemed to be contrary to the school Code of Conduct.

A student may be suspended for a minimum of one (1) school day and a maximum of twenty (20) school days.

The infractions for which a principal shall suspend and may consider recommending to the Board that a pupil be expelled from the pupil’s school or from all schools of the Board include:

  • Possessing a weapon, including possessing a knife or a firearm;
  • Using a weapon to cause or to threaten bodily harm to another person;
  • Bullying, if the pupil has previously been suspended for engaging in bullying, and the pupil’s continuing presence in the school
        creates an unacceptable risk to the safety of another person;
  • Committing physical assault on another person that causes bodily harm requiring treatment by a medical practitioner;
  • Committing sexual assault;
  • Trafficking in weapons or restricted or illegal drugs;
  • Committing robbery;
  • Giving cannabis to a minor;
  • Giving alcohol to a minor;
  • Any activity listed in the Code of Conduct for which a suspension must be considered that is motivated by bias, prejudice or hate
         based on race, national or ethnic origin, language, colour, religion, sex, age, mental or physical disability, sexual orientation,
         gender identity, gender expression, or any other similar factor;
  • Engaging in activities or patterns of behaviour on or off school property that cause the pupil’s presence in the school to create an
         unacceptable risk to the physical or mental well-being of other person(s) in the school or Board;
  • Engaging in activities on or off school property that have caused extensive damage to the property of the Board or to goods that
         are/were on Board property;
  • Conduct deemed to be unacceptable:
  • Any act considered by the Principal and Family of Schools Superintendent to be a serious violation of the Board or school Code
         of Conduct.

Mitigating Factors
Before the principal or vice principal makes a decision to suspend or recommend an expulsion he/she must consider all mitigating circumstances.

  • Whether the student has the ability to control his or her behaviour;
  • Whether the student has the ability to understand the foreseeable consequences of his or her behavior; and
  • Whether the student’s continuing presence in the school does or does not create an unacceptable risk to the safety of any
         person in the school.

14 Other Factors to be Considered

  • The student’s academic, discipline and personal history;
  • Whether a progressive discipline approach has been used with the student;
  • Whether the activity for which the student may be or is being suspended or expelled was related to any harassment of the
         student because of race, ethnic origin, religion, disability, gender or sexual orientation or to any other harassment;
  • The impact of the discipline on the student’s ongoing education;
  • The age of the student;
  • In the case where the student has an Individual Education Plan(IEP) or disability-related needs:
  • Whether the behaviour was a manifestation of a disability identified in the student’s Individual Education Plan;
  • Whether appropriate individualized accommodation has been provided, and
  • Whether the suspension is likely to result in aggravating or worsening of the student’s behaviour or conduct.
  • Whether the behaviour was a manifestation of a disability identified in the student’s Individual Education Plan;
  • Whether appropriate individualized accommodation has been provided, and
  • Whether the suspension is likely to result in aggravating or worsening of the student’s behaviour or conduct.

Roles and Responsibilities

School Boards

School Boards provide direction to their schools to ensure opportunity, academic excellence, and accountability in the education system. It is the responsibility of the School Board to:

  • Model Christian behaviours founded in Catholic tradition;
  • Develop policies that set out how their schools will implement and enforce the provincial Code of Conduct and all other rules that
         they develop that are related to the provincial standards that promote and support respect, civility, responsible citizenship, and
  • Review these policies regularly with students, staff, parents, volunteers, and the community;
  • Seek input from school councils, their Parent Involvement Committee, their Special Education Advisory Committee, parents,
         students, staff members, and the school community;
  • Establish a process that clearly communicates the provincial Code of Conduct and School Board Codes of Conduct to all
         parents, students, staff members, and members of the school community in order to obtain their commitment and support;
  • Develop effective intervention strategies and respond to all infractions related to the standards for respect, civility, responsible
         citizenship, and safety; and
  • Provide opportunities for all of the staff to acquire the knowledge, skills, and attitudes necessary to develop and maintain
         academic excellence in a safe learning and teaching environment; and wherever possible, Boards should collaborate to provide
         coordinated prevention and intervention programs and services, and should endeavor to share effective practices.


Under the direction of their School Boards, principals take a leadership role in the daily operation of a school. They provide this leadership by:

  • Modeling Christian behaviours founded in Catholic tradition;
  • Demonstrating care for the school community and a commitment to academic excellence in a safe teaching and learning
  • Holding everyone under their authority accountable for his or her behaviour and actions;
  • Empowering students to be positive leaders in their school and community; and
  • Communicating regularly and meaningfully with all members of their school community.

Teachers and Other School Staff Members

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

  • Model Christian behaviours founded in Catholic tradition;
  • Help students work to their full potential and develop their sense of self-worth;
  • Empower students to be positive leaders in their classroom, school and community;
  • Communicate regularly and meaningfully with parents;
  • Maintain consistent standards of behaviour for all students;
  • Demonstrate respect for all students, staff, parents, volunteers, and the members of the school community; and
  • Prepare students for the full responsibilities of citizenship.


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

  • Models Christian behaviours founded in Catholic tradition;
  • Comes to school prepared, on time., and ready to learn;
  • Shows respect for himself or herself, for others, and for those in authority;
  • Refrains from bringing anything to school that may compromise the safety of others; and
  • Follows the established rules and takes responsibility for his or her own actions.

Parents/Guardians play an important role in the education of their children, and can support the efforts of school staff in maintaining a safe and respectful learning environment for all students. Parents fulfill their role when they:

  • Support the values of our Catholic school system;
  • Conduct themselves in an appropriate manner;
  • Take responsibility and support the efforts of school staff in maintaining a safe and respectful learning environment for all
  • Show an active interest in their child’s school work and progress;
  • Communicate regularly with the school;
  • Help their child be neat, appropriately dressed, and prepared for school;
  • Ensure that their child attends school regularly and on time;
  • Promptly report to the school their child’s absence or late arrival;
  • Show that they are familiar with the provincial Code of Conduct, the Board’s Code of Conduct and school rules;
  • Encourage and assist their child in following the rules of behaviour; and
  •  Assist school staff in dealing with disciplinary issues involving their child.

School Code of Conduct on School Bus Vehicles

All school bus vehicles are considered an extension of the classroom and all school policies such as Safe Schools, and School Code of Conduct apply to the school bus. All transported students whether on a field trip or home to school transportation are expected to behave in a manner on the bus that ensures that everyone remains safe. Since the bus is an extension of the school, students are accountable to the school principal who has the authority to ensure that student conduct on the school bus is appropriate.

Due to the nature of the activity of riding a bus, the following are expectations for all methods of school transportation as per the School Code of Conduct.

All students must:

  • Respect other people’s property and belongings while waiting for the school bus;
  • Treat the driver with respect and follow his/her instructions;
  • Be courteous and respectful to others on the bus at all times;
  • Act appropriately in a manner that does not endanger the safety of oneself or others including, but not limited to:
    • Not engaging in any activity that interferes with the safe operation of the bus;
    • Remaining seated at all times, facing forward while the bus is in motion;
    • Keeping hands, arms, feet, head and belongings inside the vehicle until the student has exited at his/her stop;
    • Not distracting or speaking to the bus driver except in the case of emergency;
    • Refraining from inappropriate behavior on the bus, e.g., throwing items, swearing, fighting, or bullying;
    • Not bringing alcohol, drugs or weapons onto the school bus;
    • Not touching safety equipment or emergency exits except in the case of an emergency; and
    • Not eating or drinking on the bus.

Safe and Caring Schools Report It – Non-Emergency Report System

Parents and students are encouraged to report incidents of bullying or other school safety concerns as soon as they happen by contacting their teacher and/or school administration. We recognize that bullying affects a student’s sense of safety and security, and some people may not feel comfortable reporting bullying or other school safety incidents. To help ease this worry, students and parents are welcome to use the Report It page available on the school website to report incidents of bullying or other safety concerns that have not already been reported. School safety concerns can be reported anonymously or contact information can be given so that appropriate follow-up can occur. The information provided will be forwarded to the school principal for action and a follow-up response if requested.

Community Threat Assessment and Intervention Protocol– Fair Notice

The Durham Catholic District School Board is committed to providing safe learning environments for all students, staff, school visitors and community members. When student behaviours pose a potential threat to safety or serious harm to self or others, all schools in the Durham Catholic District School Board follow the Community Threat Assessment and Intervention Protocol
(C-TAIP), which outlines how a school responds immediately to 19 threatening behaviour. This protocol involves supports from various partners, including community agencies, hospitals and police services. Personal information shared throughout this process will always respect and balance each individual’s right to privacy while ensuring the safety of all. For more information, please refer to the school website or ask the principal for more information.

Search and Seizure
According to the Police/School Board Protocol for Durham Catholic District School Board, it is the right and authority of the Principal or designate to search school and personal property, such as lockers, desks, backpacks, purses, etc., without notice or permission of any person as long as the Principal or designate has reasonable grounds to believe that there has been a breach of school regulations and that the search would reveal evidence of that breach. Police may from time to time be invited onto school premises to conduct their own searches, also without prior notice to or permission of any member of the school community.

Community Partners
Through outreach, school and community partnerships already in place may be enhanced and new partnerships developed with community agencies and other groups within the community (e.g., Kinark Family and Child Services, Aboriginal Elders). Community agencies are important resources that schools can use to deliver prevention or intervention programs. Protocols are effective ways of establishing connections between boards and community agencies and formalizing the partnership. These partnership agreements must respect all applicable collective agreements and Board policies.

Durham Regional Police Service Partnerships
The Durham Regional Police Service plays an essential role in making our schools and communities safer. The police investigate incidents in accordance with our Police/School Board protocol. This protocol is based on the provincial model developed by the Ministry of Education. The Durham Regional Police Service are instrumental in supporting our schools with all emergency preparedness procedures and Safe Schools initiatives. Each of our schools has regular access to a School Liaison Officer.

Emergency Response Plans
Each September, as part of our Police/Board protocol we practice our emergency response procedures so all staff and students are well prepared in the event of a real emergency. Using newsletters and the school website, we will provide all families with details of our practices and the role that parents play in supporting a school’s emergency response.
Emergency response practices include:

  • Fire Drills: Students practise the appropriate way to exit the building when they hear a fire alarm. Practices are held when
        students are in class, at recess and where an exit might be blocked.
  • Lockdown: Students practise the appropriate way to respond to a threat of danger inside the school using the R-SAFE
        acronym. Students are taught to get to the nearest and safest location as quickly as possible, what to do when they get there
        and the importance of remaining quiet.
  • Hold and Secure: Students practice how to respond to a threat of danger outside the school. In the case of a Hold and Secure,      all exterior doors remain locked and students remain inside, away from exterior doors and windows until the Hold and Secure
        has been lifted. In most cases, the need for a Hold and Secure is at the request of the police, based on a situation in the
        neighbourhood. In these cases, the school must wait for the police to lift the request for a Hold and Secure.
  • Shelter in Place: Students practice how to respond to an environmental danger, like a hurricane. In most cases, the response
         will be a Hold and Secure with specific directions based on the environmental concern.
  • Bomb Threat: Students are taught the appropriate response to a bomb threat which includes never touching a suspicious
         package, and listening carefully to the directions of the teacher or the administration if an evacuation is warranted.

How can parents help?
Parents can help by following the procedures associated with each of plans should they be present during a drill or should a real situation occur. School administration must follow the direction of the police as soon as they become involved in an emergency response. As such, Parents must understand that schools are unable to release students during an emergency response without the expressed permission of the police.

Parents can also assist the school by emphasizing with their children the importance of closely following the direction of the staff during a drill or a real emergency. Parents should encourage their children to share any information they may have about a threat of violence toward a school or information they may have after a violent incident. It is everyone’s responsibility to help keep our school safe.

Permission for Photo and Video Sharing at School

As we try to keep pace with social media that is so much a part of our students’ lives, it is important to be reminded of people’s right to privacy. While taking photos or videos at various school events, please be mindful that it is illegal to post/upload/share photos or videos of anyone other than yourself your child on the internet or anywhere without the expressed consent of the person or their guardian. Sharing photos or videos of others without their consent is a privacy violation.

Bring Your Own Device (BYOD)
BYOD allows students to bring electronic devices to school for educational purposes. Students are expected to use devices responsibly, and only with the permission and direction of teachers or other staff members. Research indicates that the use of technology increases engagement, which leads to improved student success. The following are reasons why BYOD works well:

  • Students are usually experts in their own device and can customize it to suit their learning needs
  • Students can use it to learn anytime, anywhere;
  • Students can collaborate and work anytime; before school, after school, and at lunchtime; and
  • Student-owned devices are often more up-to-date than those provided by the school due to the cost of replacing hardware for
         the entire system.

Our students are going to live and work in a world where people use electronic devices regularly. They need to learn how to use devices in a respectful, responsible and ethical manner. The Durham Catholic District School Board’s BYOD procedures, School Codes of Conduct and Ontario Graduate Expectations will guide teachers in the process of teaching students what it means to be good digital citizens.

Not every parent can, or wants to send their child to school with an electronic device. Teachers will continue to plan lessons that do not require the use of a personally owned device. Teachers are encouraged to give advanced notice when they plan to incorporate electronic devices into a lesson. Students without devices will have the opportunity to work collaboratively with other students or borrow a school device.

Students are required to use the Board’s wireless network, which they can access at no cost while at school. They will not be permitted to access their paid data plans while in school. The Durham Catholic District School Board’s network filter will help prevent students from accessing inappropriate web content while they are logged in at school.

Schools will have plans in place to help students keep their devices secures. Ultimately, students are responsible for lost, stolen, and/or damaged personal electronic devices, just as they are for other personal items brought to school.

Acceptable Use of Technology Agreement

  • I will respect the dignity of others and contribute to the common good.
  • I will only use social media in a manner that respects the dignity of others.
  • I will use the internet, computers and personally owned electronic devices in a manner consistent with the Catholic Graduate
  • I will respect the intellectual property rights of others and not pirate or plagiarize.
  • I will protect my digital identity, my passwords, and others’ right to privacy online.
  • I will only use personally owned electronic devices (e.g., cell phones, tablets, iPods) during class time when it is allowed by my
  • I will not take pictures, videos or audio recordings of people without their permission.
  • I will not use an electronic device in private areas (e.g., washrooms, change rooms, and administrative offices).
  • I understand that inappropriate use of personally owned electronic devices make me subject to discipline as noted in the Board’s
         Acceptable Use of Information and Communication Technology Administrative Procedure, Code of Conduct Policy and Student
         Discipline Policy.
  • I will remember Jesus’ message do unto others as I would have done to me.

Durham Catholic District School Board Concussion Policy

All school boards in the Province of Ontario are required by law to have a Concussion policy and school board administrative procedures in place so that students, school staff and parents/guardians understand their role in preventing, managing and reporting suspected or diagnosed concussions.

A concussion is the term for a clinical diagnosis that is made by a medical doctor or a nurse practitioner. The definition of concussion below is adapted from the definition provided in the concussion protocol in the Ontario Physical Education Safety Guidelines.
A concussion:

  • Is a brain injury that causes changes in the way in which the brain functions and that can lead to symptoms that can be physical
         (e.g., headache, dizziness), cognitive (e.g., difficulty in concentrating or remembering), emotional/behavioural (e.g., depression,
         irritability), and/or related to sleep (e.g., drowsiness, difficulty in falling asleep);
  • May be caused either by a direct blow to the head, face, or neck or by a blow to the body that transmits a force to the head that
         causes the brain to move rapidly within the skull;
  • Can occur even if there has been no loss of consciousness (in fact most concussions occur without a loss of consciousness);
  • Cannot normally be seen by means of medical imaging tests, such as X-rays, standard computed tomography (CT) scans, or
        magnetic resonance imaging (MRI) scans.

A specific concussion protocol and tool now exists in all Durham Catholic District School Board schools that includes responsibilities for Board and school staff, students and parents/guardians. Additionally, health units and sports and fitness organizations in Durham are using this protocol to raise awareness to help prevent and manage concussions.

It is important to note that all suspected concussions must be reported and a medical doctor or nurse practitioner make a diagnosis and participate in the Return To Learn and/or Physical Activity documentation process.
The concussion tool noted in this student agenda is a resource for school staff, parents/guardians and students. Parents/guardians and students are encouraged to contact your school principal for more details about the new concussion management and prevention safety protocols that exist to promote student safety and success.

Uniform Policy

Uniforms are compulsory for students. Neat, clean dress gives both the school and the individual student an identity, a sense of pride, self-respect and training in self-discipline. It is the student’s responsibility to wear the uniform properly at school, at lunch, and when travelling to and from school. All dress code infractions will be addressed with discretion and respect.

In the case of an important situation where a student is unable to wear some or all of the school uniform, a student must submit a note signed by parent or guardian explaining the situation to the Attendance Secretary before period 1 begins that morning. The student must wear appropriate alternate clothing (no jeans or sweats or t-shirts) in the event we are unable to secure uniform clothing a parent will be contacted immediately.

Summer Uniform: McCarthy shorts may be worn from the start of school in September up to the Thanksgiving weekend. They may be worn again from May 1st to the end of the school year. No sandals or backless footwear are permitted.

Non-Uniform Days: Students must be dressed appropriately as per directions of the school administration. Immodest or inappropriate clothing will not be tolerated (e.g. revealing neckline, bare midriff, bare shoulders, short shorts, bandanas, inappropriate slogans).

Hats: Hats are not to be worn in the school building. Students wearing hats in the building will be asked to surrender them to a staff member for the remainder of the day. Students in repeated violation of this rule will be subject to progressive discipline measures which may include extended loss of their hat, community service and detention.

All Saints Uniform:

  • All Saints crested navy or white golf shirt.
  • Khaki dress pants (McCarthy pants only)
  • School sweater MUST be a McCarthy All Saints sweater
  • Solid black, navy, or white socks
  • Solid black shoes with black laces. (no backless shoes or high cuts)
  • Headbands must be plain navy or black and should not be wider than 5 cm
  •  Boots, all sandals, moccasins and flip flops are not permitted


  • All Saints crested navy or white golf shirt.
  • Kilt or khaki dress pants (McCarthy kilt/pants only)
  • School Sweater MUST be a McCarthy All Saints sweater
  • Navy blue or black plain tights or knee socks (NOTE – navy or black tights must be worn between Thanksgiving weekend and            May 1)
  • Solid black shoes with black laces. (no backless shoes or high cuts)
  • Headbands must be plain navy or black and should not be wider than 5 cm
  • Boots, all sandals, moccasins and flip flops are not permitted
  • Kilts must be worn at an appropriate length (10 cm above knees)
  • Pants must be worn at the waist .and must not be altered, i.e. taken in along the side seams.
  • If special footwear is required due to orthopedic requirements, students must wear orthotics inside a shoe which meets uniform requirements. No Birkenstock sandals are allowed.
  • No headgear is allowed except for the above noted headbands (navy or black and not wider than 5 cm)

Classroom Expectations

To ensure that the classroom is a positive learning environment, it is expected that each student will:

  • arrive to class on time, in proper uniform, with all the necessary learning materials (text, notebook, calculator, etc.); students should not need to return to their lockers during class time.
  • if the late is legitimate, ask for a note from the office and go to class immediately; you may be required to meet with an administrator prior to class entry.
  • remain in their designated seat until they have permission to do otherwise.
  • sit quietly during test periods
  • use their time wisely: take notes, listen attentively and work on the assigned tasks.
  • complete all assigned work and maintain an organized notebook
  • be respectful of both peers and staff members.


Issued textbooks must be given to the subject teacher prior to the exams at the end of the semester. If a student does not return the book, or returns a book other than the book assigned, or if the book is damaged/defaced, it is expected that the student will be responsible for its replacement.

Student I.D.'s

All students will be issued with a photographic student I.D.  If a student loses their I.D. replacement cost is $5.


All students are assigned individual lockers. Only school issued Dudley locks may be used. Students who use a locker other than the one assigned to them, may have locker privileges withdrawn. For the sake of security, students should refrain from sharing locker combinations with friends. Lockers are to be kept clean and tidy. Writing on or inside lockers and the use of tape inside lockers is not
permitted. Students are reminded that lockers are the property of the school. Students are responsible for the contents of their lockers.

Lunch Hour

Students are expected to be in full uniform during lunch. In view of the short lunch period (40 minutes), students are encouraged to remain on site. Students may go to the Learning Commons after they eat lunch. Food and drink are to be consumed in the designated locations only. 

Students in Grades 7 and 8 are not permitted to leave the school property unless they are accompanied by a parent/guardian.

Sign Out Procedure

Students under 18 must have parent/guardian consent to sign out during school hours. Students cannot sign out and remain on school property. It is expected that students who have permission to sign out are leaving school for a valid reason (e.g. appointment, illness, family needs). Students are responsible for communicating with teachers about missed lessons. All students must come to the office to sign out. Please remember that school attendance is important to support learning.


Students are requested to avoid bringing valuable items and large amounts of cash to school. Valuables should not be left in the change


  • The expectation is that students be available during the exam timetable. The scheduled exam days are posted on the DCDSB
         website and made available to all families in September on the school calendar. PLEASE DO NOT REQUEST A CHANGE IN
  • In the event of extenuating circumstances, a letter must be submitted to the principal requesting permission to deviate from the
         normal exam period.
  • Students are expected to be punctual and in uniform for exams.
  • Students who are excessively late may be given a grade of zero and denied permission to write the exam.
  • If a student misses an exam due to illness, a parent/guardian must contact the school to speak to an administrator before the
         exam. A doctor’s note must be presented to the school in order for a student to write the missed exam on an alternate date.
  • Cheating on an exam will result in a grade of zero.
  • It is the student’s responsibility to know when his/her exams are scheduled.


It is the responsibility of the Guidance Department to implement a guidance program which involves the entire staff. The guidance program is designed to help students grow in their Catholic values and view themselves positively as they move from adolescence to adulthood. Guidance counsellors are teachers who assist students in acquiring the knowledge, skills and attitudes to:

  • design a personalized education plan;
  • demonstrate effective personal and social skills; and
  • develop a framework from realistic life and career planning in a constantly changing world.

The following supports are available for all students:

  • a reference library with college and university calendars and additional resources from post-secondary institutions;
  • career resource materials;
  • access to the internet as well as other support software;
  • interest inventories;
  • labour trends;
  • job search resources;
  • peer tutoring; and
  • personal counseling.

Grade 10 Ontario Secondary Schools Literacy Test

Students are required to take this test of Reading and Writing Skills. Students must pass the test in order to graduate, and their result is recorded on their student transcript. The test requirement is additional to the 30 credits needed for an Ontario Secondary School diploma.

After an unsuccessful attempt at writing the OSSLT, students may be eligible to enroll in the Literacy Course. Successful completion of this course will fulfill the OSSLT graduation requirement.

Christian Community Service

All students must complete a minimum of 40 hours of unpaid community involvement activities before graduating from high school. This requirement is additional to the 30 credits needed for an Ontario Secondary School Diploma.

The 40 hours are collected and submitted on the All Saints Christian Community Service Passport. Eligible activities and safety rules are outlined on the back of the passport.

Student Services Department

The Student Services Department, in collaboration with subject teachers, Educational Assistants and parents, provides supports to students who have unique and differentiated learning needs. Students who have an Individual Education Plan are supported through this department. The Student Services department:

  • Offers assistance to students who are experiencing difficulty meeting the Ontario Ministry of Education curriculum expectations;
  • Makes academic assessments in order to better understand the student’s academic strengths and weaknesses; and
  • May access support staff from the Durham Catholic District School Board such as Speech/Language Pathologist, Social Worker,
         Child and Youth worker. This is done through a School Team Meeting.

Learning Commons

All Saints Catholic Secondary School offers a Learning Commons which encourages students to access print, non-print materials and technological sources in their pursuit of academic excellence. A professional teacher-librarian is available to assist students in locating and accessing appropriate resource materials and to work with students individually, in small groups, or with classes. Our goal in the Learning Commons is to ensure that students become effective life-long learners and critical thinkers.

Students are welcome to use the computers in the Learning Commons before and after school. During the school day students may use the Learning Commons with their classroom teacher’s permission.


Chaplaincy at All Saints is a collaborative venture between the Chaplaincy Team Leader, Administration, staff members, student volunteers, Parish priests, and community members. Its goal is to nurture a Christ-centred school community by providing:

  • Ministry of Presence: being available to the members of the community as they seek to discern the living presence of God and         respond in co-operation with the activity of the Holy Spirit. This also involves personal presence to members in times of crises
         such as death, separation, illness etc…
  • Ministry of Advocacy: seeking to advocate for the marginalized and struggling members of our community, organizing charitable
         works, and responding to the call of our Catholic faith to build a more just world.
  • Ministry of Celebration and Worship: providing opportunities to celebrate the presence of God in daily prayer, worship, retreats,
         and the sacraments.
  • Ministry of Witness: fostering student leadership and staff initiatives to witness their Faith bearing witness to the hope that is in
         us! (1 Peter 3:15)


The Durham Catholic District School Board supplies bus transportation for all students residing outside of the non-transporting zone as set out by the Board. Students are responsible to the Principal for their behaviour on a school bus in the same manner as in the classroom. The use of bus transportation is a privilege and students who abuse it will lose it.

Should the cancellation of YELLOW SCHOOL buses be necessary due to inclement weather, the media will be informed of any such cancellations. The information will then be announced to all school communities beginning at 7:00 a.m. or earlier at the media stations listed below:

  • CFRB 1010
  • CJEZ 97.3
  • 680NEWS
  • CKLY 91.9
  • CHFI 98.1
  • MOJO 640
  • CISS 92.5
  • CHUM 1050
  • CKDO 1350
  • KX96
  • MIX 99.9

In addition the Durham Student Transportation Services (DSTS) has successfully included access to the automated phone line for parents and students that ride a yellow school bus to school. The line will be accessible for 24 hours a day, 7 days a week. Parents have the opportunity to call to ensure that their route has remained the same over the months. The phone number is 905-666-6979 or 1-866-908-6578.

The DSTS will also indicate to parents/guardian if their child is in the walk area of school. Bus cancellations and school closures due to inclement weather will also be available through the automated phone system.

Once buses are cancelled in the morning, they remain cancelled for the day. Parents who transport their children to school in the morning will be responsible for the afternoon transport as well. The school will remain open and classes will proceed as usual, unless otherwise stated.

Documenting A Research Paper

General: Title page - The title of your essay should be centered in the middle of the page. In the bottom right corner include the following information with each item on a separate line: course code, your name, school name, date.

  • Type and double space your paper.
  • Submit essays unfolded and stapled together at the top left hand corner.
  • Quotation marks should be used to identify short quotations. Quotation marks should not be used to apologize for language in
         formal essay writing.
  • Numbering:
  • The title page and table of contents are not counted or labelled in the page numbering system. The first page of text is counted
         but not labelled. Pages of the text from the second page on are counted and labelled (i.e. 2, 3, 4, etc.). The appendices and
         works cited pages are not labelled.
  • Number all pages with Arabic numerals (i.e. 2, 3, 4, etc.) in the middle bottom or in the top right hand corner of the page without

Documentation: You must accurately document the sources used so that the reader will know the origin of the information. Essentially, documentation means giving credit. By citing sources, you acknowledge those places where you draw from other people’s work in order to reinforce your own opinion. Also, clear documentation enables the readers to locate your external sources for themselves.

  • Plagiarism is the act of passing off someone else’s writing as your own; it can take many forms. The worst type, of course, is
        submitting an essay written in whole or in part by another person. The copying of a short passage, without quotation marks,
        constitutes plagiarism.  Plagiarism is a serious offence; a student who plagiarizes may expect a failing grade.
  • Paraphrasing is representing the author’s thoughts and ideas in your own words. This also constitutes plagiarism unless the
         author is acknowledged. When paraphrasing you must introduce the material (i.e. according to Smith), so that the reader knows
         where the cited information begins. Do not use quotation marks. End the paraphrased section with an in-text citation.
  • Sometimes you will include in your writings information that is understood to be common knowledge (for example, the fact that
         World War II ended in 1945). In this case, you do not need to cite a source. However, what is held to be common knowledge in
         your Religious Studies class may not be common in History or English; there may even be discrepancies between different
         courses within a given discipline. Use your classroom experience as a guide. If a piece of information would be understood
         without a reference in a classroom discussion, consider it common knowledge. If in doubt, cite your source.

Citation: There are three methods of citation:
1. Parenthetical or In-text
2. Footnote
3. Endnote
* Your teacher will indicate which is to be used.

Parenthetical (In-Text) Citation:
At the end of a quote or a paraphrased section include, in brackets, the author’s name and the page of the information cited or paraphrased as follows: “I wish this parenthetical citation was around in my day” (Einstein, p. 15).

  • If you are citing the same author but a different work then include a key word of the title to identify it as follows: “With
         parenthetical citation you don’t have to bother with footnotes or endnotes” (Einstein, Life’s Regrets, p. 25).
  • You may mention the author’s name in your sentence, include the page number at the end and in so doing credit the author
         correctly as follows:
    • According to Einstein, “life is cool” (p. 12).
    • These parenthetical references supply enough information to identify the corresponding entry in the works cited list which
           provides full publication information.

Footnote / Endnote Citation: Each reference is given a number which corresponds to its reference at the bottom of the page on which the reference occurs. Footnotes listed on a separate page at the end of an essay are referred to as Endnotes. Here are examples:

  • Northrop Frye, Anatomy of Criticism (Princeton: Princeton University Press, 1957), p. 52
  • A.H. Raskin, The Big squeeze on labour unions:, Atlantic, October 1978, pp 41-48.
  • William Shakespeare, The Complete Works, ed. Alfred. Harbage (Baltimore: Penguin, 1969), p. 735

Works Cited:

The sources used in your paper are listed on a separate page at the very end of your paper. Double space between the title, Works Cited, and the first entry.

  • List only those works which you actually use. Do not “pad” the list with works that are not quoted or paraphrased or documented in your essay. This is a form of dishonesty that falls just short of plagiarism and calls for a deduction of marks.
  • Sources must be listed alphabetically by the AUTHOR’S last name. When the author’s name is unknown, the TITLE of the book is used. When listing entries alphabetically by title, always ignore the articles, a, an, the,.
  •  Begin each entry flush with the left margin, and if it runs more than one line, indent the subsequent line or lines five spaces from the left margin. Put two spaces after each period. Double-space between the different entries.
  • Your teacher may ask you to follow APA or MLA rules for Works Cited. Always check first.
  • The following web sites are excellent sources for proper documentation of your Works Cited resources: (click on Citation/Style guide)

The following print resources are available at the All Saints Library Information Centre:

1. APA and MLA Writing formats rev.ed.
C.E. Anderson et al.
2. The complete idiot’s guide to research methods.
L.E. Rozakis.
3. How to research almost anything. A Canadian guide for students, consumers and business.
S. Overbury.
4. The research virtuoso. Brilliant methods for normal brains. Toronto Public Library.

School Policy and Expectation Related to Missed or Late Assignments

The teachers and administration at All Saints are committed to enabling all students to reach their potential, and to succeed. The following expectations are excerpts from the Growing Success document initiated by the Ministry of Education, 2010.

Student Lates & Absence:
Students need to be on time for class. If a student is persistently and consistently late, a detention may be assigned by the teacher. If a student is legitimately late then they must present their teacher with a note explaining the lateness.

Student absence has a significant impact on student achievement. It is the student’s responsibility to make up missed class work from illness, participation in school extracurricular activities or any other absences, so FIND A BUDDY! If a student must be absent, then it is the student’s responsibility to complete the work missed and have the work completed upon the student’s return. Please advise the teacher in advance if you know that you are going to be away.

Due Dates and Late Assignments:
A number of strategies may be used to help prevent and/or address late and missed assignments. They include:

  • Explaining to the teacher prior to deadline the reason the assignment may not be completed on time.
  • Planning for major assignments to be completed in stages, so you are less likely to be faced with an all-or-nothing situation at
         the last minute;
  • Maintaining ongoing communication with your teachers and parents about due dates and possible late assignments.
  • Communicating to your teacher legitimate reasons for missed deadlines.
  • Students must understand that there will be consequences for not completing assignments for evaluation or for submitting
         those assignments late.
  • If a student does not hand in an assignment, where there is an extenuating circumstance, the onus is on the student to provide
        documentation and speak with the teacher ideally before the due date to consult and negotiate the missed work. If a student
        submits an assignment late, the teacher may deduct 5% per day to a maximum of five days at which point the assignment will
        no longer be accepted.
  • Students who are absent for a test have the responsibility of discussing their absence with the teacher. An undocumented
         absence for a test will result in an automatic mark of zero assigned.



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