DMT - Student Handbook 2023-24

David & Mary Thomson CI
Student Handbook
2023 - 2024
125 Brockley Drive
Scarborough, Ontario, M1P 0E1
Tel: (416) 396-5525
Fax: (416) 396-5524

Table of Contents
Welcome to DMT – History.................................................................3
Principal’s Message.............................................................................3
Land Acknowledgement & National Anthem......................................4
Vice Principals.....................................................................................5
Student Support Services (Guidance Counsellors)..............................5
Office Support Staff.............................................................................5
Curriculum & Assistant Curriculum Leaders.......................................6
Student Activity Council (SAC)............................................................6
Student Timetable & Daily Schedules.................................................7
Regular Daily Schedule and Late Start Schedule.................................7
School Map.........................................................................................8
Code for Kindness & Respect.............................................................12
Student Code of Conduct..................................................................13
1. RESPECT FOR YOURSELF........................................................13
2. RESPECT FOR EACH OTHER....................................................15
3. RESPECT FOR OUR LEARNING...............................................17
4. RESPECT FOR OUR COMMUNITY...........................................17
Consequences for Inappropriate Student Behaviour........................19
Communicating Concerns.................................................................21
Attendance Policy.............................................................................22
Late to School Policy.........................................................................24
Attendance Support Strategies.........................................................25
Academic Information and Diploma Requirements..........................25
myBlueprint Education Planner........................................................27
Assessment, Evaluation & Reporting Policy......................................28
Assessment and Evaluation Rights and Responsibilities...................30
Course Evaluation and Assignments.................................................31
Academic Honesty............................................................................34
Continuing Education Courses Policy................................................35
Student Activities & Fee....................................................................36
School Council..................................................................................37
Clubs, Teams & Extra-Curricular Activities........................................37
Academic Eligibility Policy.................................................................38
Resources For Students....................................................................38
Library & Resource Centre................................................................39
Learning Skills...................................................................................42
Learning Profile Questionnaire.........................................................43
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Welcome to David & Mary Thomson CI
History
In 1799, David and Mary Thomson along with their close friend James Elliott settled along the
Highland Creek, thus becoming the first settlers of what is now known as Scarborough. David
and Mary Thomson had six children in total including the first documented birth in
Scarborough. David Thomson died in June 1834 while Mary Thomson died in 1847 leaving the
property to be divided up among the six children.
In 1956, the Thomson family donated 50 acres of land to create a park and our school. The
original school building, located at 2740 Lawrence Avenue East, opened in 1959. The name of
the school was chosen to honour the memory of the late David and Mary Thomson. Thomson
Park officially opened in May 1960. The new school building, located at 125 Brockley Drive,
opened in 2019.
Principal’s Message
Welcome to DMT! You are now a member of a community of kind, caring adults and engaged
students. Our dedicated teaching staff is complemented by a team of committed support
staff. We not only welcome you but undertake to make every effort to assist you with your
educational and personal needs.
The DMT Student Handbook is integral to your academic success. It has been designed to help
you identify your preferred learning style as well as provide you with information that you need
to know to plan ahead. It is imperative that you use these tools to make it a habit to be
proactive. Make certain that you apprise yourself of your preferred learning style found in this
handbook, and advocate for its use in your classes on a regular basis. Take the time to track all
your homework and other important items such as due dates for projects, tests and exams. In
this way you can effectively manage your time. Developing advocacy and time-management
skills will go a long way to help ensure your success this year as well as in the future.
The handbook also includes the DMT Student Code of Conduct. It is the responsibility of every
student to know and follow this code. As a community member, you are expected to abide by
the code and adhere to DMT’s 4 Rs - RESPECT FOR YOURSELF, RESPECT FOR EACH OTHER,
RESPECT FOR OUR LEARNING & RESPECT FOR OUR COMMUNITY. Adherence ensures a safe,
secure and positive learning environment for all. I wish you great success. Have a terrific year!
A.Choudhry
Principal
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Acknowledgement of Traditional Lands and Territories
Official form of the TDSB Land Acknowledgement
After months of community consultations and working with leaders, elders, academics and
knowledge keepers, the TDSB Urban Indigenous Education Centre has determined that the
following statement will be the official form of the TDSB Land Acknowledgement:
“We acknowledge we are hosted on the lands of the Mississaugas of the Anishinaabe, the
Haudenosaunee Confederacy and the Wendat. We also recognize the enduring presence of all
First Nations, Métis and the Inuit peoples”.
"Nous reconnaissons que nous sommes accueillis sur les terres des Mississaugas des
Anichinabés, de la Confédération Haudenosaunee et du Wendat. Nous voulons également
reconnaître la pérennité de la présence des Premières Nations, des Métis et des Inuit."
National Anthem
O Canada, Our home and native land True patriot love in all of us command.
With glowing hearts we see thee rise, The true North strong and free!
From far and wide, O Canada, We stand on guard for thee.
God keep our land glorious and free! O Canada, we stand on guard for thee, O Canada, we
stand on guard for thee.
O Canada, Terre de nos aieux Ton front est ceint de fleurons glorieux!
Car ton bras sait porter l’épée, Il sait porter la croix!
Ton histoire est une épopée Des plus brillants exploits. Et ta valeur, de foi trempée,
Protégera nos foyers et nos droits Protégera nos foyers et nos droits.
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VICE-PRINCIPALS
DMT’s Vice-Principals are associated with a specific group of students (assigned alphabetically
by the first letter of the student’s surname). During 2023-24, the Vice-Principals’ alphabetic
assignments will be as follows:
VICE-PRINCIPAL SURNAMES BEGINNING WITH

Mr. T. Baiyewu A-G
Mr. E. Lee H-N
Ms. S. Tsin O-Z
STUDENT SUPPORT SERVICES
Guidance counsellors are available for educational, career and personal counselling, as well as
for referrals to a TDSB psychologist, social worker, speech-language pathologist, attendance
counsellor and/ or outside community agencies. Guidance counsellors are available to assist
students with Individual Pathway Plans, course selections and the regular use of “MyBlueprint
Education Planner”
Guidance counsellors are associated with a specific group of students (alphabetical, by

surname). During the 2023-24 school year, the guidance counsellor assignments are as follows:
COUNSELLORS SURNAMES BEGINNING WITH
Ms. E. Klinakas-Takas A-G

Ms. G. Thomas H-N
Ms. D. Levogiannis O-Z
OFFICE SUPPORT STAFF
Office Administrator: S. Banks

Main Office Staff: S. Delaney
P. De Silva
J. Kougias
Guidance Office Staff: N. Fleming
Head Caretaker: G. Preem
School Office Hours: The school office is open from 8:00 a.m. to 4:00 p.m. Students not
involved in an organized activity with direct staff supervision must leave the school immediately
after school dismissal. Please refer to the calendar for special events and schedules.
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CURRICULUM & ASSISTANT CURRICULUM LEADERS
Academic Resource / Student Success S. Tsouluhas

Leadership / Equity / Athletics L. Manzo
Business / Careers S. Mazumder
Cooperative Studies / Experiential Learning J. Borda
ESL / ELL / French / Literacy E. Thomas
English / Literacy TBD
Social Science & The Humanities V. Thorpe-Taylor
Canadian & World Studies G. Philippou
The Arts B. Gorst
Health & Physical Education M. Fortier
Student Services E. Klinakis-Takas
Information Technology / Innovative Programming R. Barrie
Technology Studies R. Zimmer
Mathematics / Numeracy TBD
Culinary Arts D. Beer
Science G. Kawai & J. Parsaud
ISP DD L. Hodges
STUDENT ACTIVITY COUNCIL (SAC)
The 2023-24 Student Activity Council represents you, and shares your achievements,
suggestions and concerns with the Administration and Staff. They look forward to working on
behalf of all DMT students. Make sure to get involved and support your school during the
elections for the positions listed below
President
Vice-President
Public Relations
Secretaries
Treasurers
Grade 12 Reps
Grade 11 Reps
Grade 10 Reps
Grade 9 Reps
Class Representative Assembly - For each semester, one student from each home form class is
elected to the assembly. The assembly meets monthly.
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STUDENT TIMETABLE
Write your timetable in this chart:
PERIO
TIME SEMESTER 1 SEMESTER 2
D
1 8:45 – 10:00
2 10:05 – 11:20
3 11:25 – 12:40
4 12:40 – 1:55
5 2:00 – 3:15
REGULAR DAILY SCHEDULE LATE START SCHEDULE
Period 1 8:45 – 10:00 Period 1 10:00 – 11:00

Period 2 10:05 – 11:20 Period 2 11:05 - 12:05
Period 3 11:25 – 12:40 Period 3 12:10 – 1:10
Period 4 12:40 – 1:55 Period 4 1:10 – 2:10
Period 5 2:00 – 3:15 Period 5 2:15 – 3:15
NOTE: During various times in the school year, a special schedule may be required. Any special
schedule implemented during the school year will be communicated to students, staff and
parents/guardians in advance.
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SCHOOL MAP
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9
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CODE FOR KINDNESS AND RESPECT
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STUDENT CODE OF CONDUCT
Schools are one of the cornerstones of our community, designed to help ensure students grow
into independent, lifelong learners through the acquisition of values, knowledge,
understanding, and life skills. We know that a school environment founded on respect is
essential to this personal growth. The purpose of the DMT Student Code of Conduct is to set
out and/or clarify specific expectations regarding student behaviour that is conducive to a safe,
respectful, and welcoming learning environment. It is the responsibility of every student to
know and adhere to the standards set out in this code. This will ensure our community is one
in which self respect as well as respect for each other, our learning and our community are at
the core of DMT.
RESPECT FOR YOURSELF

Students at DMT:
• are punctual, and attend and engage themselves in all classes
• engage in the larger school community when at DMT
• conduct themselves responsibly, always using appropriate language
• make healthy choices – say NO to drugs, alcohol, and tobacco/vape use
• strive for excellence in all that they do
• prepare for work and/or post-secondary education
Class Time: Students are expected to be present and on time for every class. Good attendance
is essential if a student is to be successful. If a student must be absent due to illness, personal
or family reasons, or school authorized activities, it is the responsibility of the absent student to
determine the material or work covered during the absence and to complete the work prior to
the next class.
Academic Performance: Students are responsible for assisting in creating a positive learning
environment in each subject classroom and the school. Students are expected to participate
responsibly in their learning by completing assignments and homework, contributing positively
to classroom discussions, and seeking extra help when necessary.
Student Activity Card: Students are expected to obtain and always carry their Student Activity
Card while on school property or while participating in school events.
Classroom Decorum: Each student has the right to an orderly classroom environment. A
student who disrupts this environment infringes on the rights of others in the class and will face
proportional and progressive sanctions should the behaviour continue.
Washroom Use and Water Breaks: Students are encouraged to use the washroom before class,
during their lunch period or after school. Students are encouraged to avoid leaving the
classroom, especially during the first and last 20 minutes of each period. Students are
encouraged to use a reusable bottle that can be filled at a water filling station located in the
school. Students must use the washroom or water filling station located on the same floor as
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their class during that period.
Spares: Students who have a spare must be in the library or cafeteria for quiet study. They are
not to be in the hallway or to visit their lockers while classes are in session.
Brimmed Hats, Hoods & Sunglasses: Brimmed hats, hoods and sunglasses that are used to
conceal identity are required to be removed immediately upon entry into the school to
maintain a safe and secure learning environment.
Masks and Face Coverings: Masks and/or face coverings are only permitted for medical
purposes or religious reasons. Students who wear a mask for medical purposes are highly
encouraged to use a medical grade mask. Balaclavas, ski masks, costume masks and/or any
other facial covering that is used to conceal identity is not permitted on school grounds or
school-sponsored events.
Bulky Outdoor Wear, Coats, Sweaters/Hoodies: No bulky outdoor wear/coats are to be

brought to and/or worn in classes. Students are to remove these items immediately upon entry
into the building and store them in their assigned locker.
Personal Communication & Media Devices: All personal communication devices must be
powered off and stored completely out of view during all instructional classes except with the
express permission of the classroom teacher granted immediately prior to each use. Students
are not permitted to record or photograph others on school grounds or at school-sponsored
events without prior authorization from a staff member.
Gambling: Games of chance for the exchange of money (Gambling), in any form are not
permitted anywhere on or near school property.
Alcohol and Drugs: Alcohol and/or illegal drugs are not to be brought onto or consumed on
school property or at any school activities including excursions. The possession and/or use of
alcohol or drugs will not be tolerated. Students under the influence of drugs or alcohol will not
be allowed at school or at school-sponsored events.
Smoking OR Vaping (includes E-Cigarettes and Tobacco): All TDSB schools are tobacco and
vape free. Provincial laws prohibit smoking or vaping on school property. Students will be
warned (by announcements and assemblies) during the year about the consequences of
noncompliance. Should an incident occur after these warnings, more severe sanctions may be
applied including the issuance of a by-law enforcement ticket for smoking or vaping or being in
the possession of said substances or paraphernalia.
Roller Blades and Skateboards: Skateboards, Rollerblades and the like are not to be used in
school or on school property at any time. Upon entry into the school, they must be immediately
stored in a locker. Under no circumstances are they to be taken to class and/or carried in the
hallways throughout the day.
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Lockers: Students may choose to use a locker. Students must register to use a locker using
DMT’s locker management system. A combination lock must be used, and the combination
must be submitted at the time the locker is issued otherwise the locker cannot be officially
assigned. All locks on lockers that have not been officially assigned will be cut. Do not bring
valuables or money to school nor keep them in your locker. The locker is the property of the
school. Defacing or damaging lockers will be considered vandalism. Do not share your locker!
You will be held accountable for its contents even if the item in question belongs to someone
with whom you are sharing. Lock combinations are to be kept confidential.
RESPECT FOR EACH OTHER

Students at DMT:
• are punctual, and attend and engage themselves in all classes
• engage in the larger school community when at DMT
• cooperate with all in a courteous and friendly manner
• contribute to racial. cultural and religious harmony
• accept others’ abilities and views
• respect and care for their environment
• demonstrate teamwork and leadership skills
Civility: Courteous and considerate treatment of others is expected at all times. Students will
use language that reflects respect not only for themselves, but also for other people.
Hall Expectations: Students loitering in the halls when classes are in session destroy the
positive learning environment, therefore students are prohibited from being in any hallway
during class time even if on a study period (see Spares). Students who leave their class to use
the washroom or water filling station must adhere to the classroom sign-out / sign-in
procedures. Students must use the washroom or water filling station located on the same floor
as their class during that period. Students must return to their class immediately after using the
washroom or water filling station located on the same floor as their class during that period.
Harassment, Discrimination and Bullying: Harassment and Discrimination: Both are prohibited
under the Ontario Human Rights Code. The Toronto District School Board Policies will be
followed. “Harassment” is engaging in any annoying and/or provoking comment or conduct
that is considered unwelcome. Whereas, “Discrimination” is any practice or behaviour, whether
intentional or not, which has a negative effect on an individual or group because of their age,
creed (faith), disability, national or ethnic origin, colour, family status, gender, marital status,
race, sexual orientation, or socio-economic status. “Bullying” is unwanted, aggressive behavior
that involves a real or perceived power imbalance. Engaging in any annoying and/or
provocative comment or conduct that is known or ought reasonably to be known to be
unwelcome either verbally or via print, electronic media, or hard copy that serves to offend
threaten, ridicule, or defame is considered bullying and/or harassment.
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Life Threatening Allergies - Risk of Anaphylactic Shock: Anaphylaxis is a severe allergic reaction
that can be fatal. Conservative estimates are that one in fifty Canadians suffers from extreme
life-threatening allergies to certain foods, medications, insect bites, or non-food materials such
as latex. Several DMT students are allergic to peanuts, milk, shellfish and/or latex. Exposure to
even a minute amount of the substance to which they are allergic can trigger an anaphylactic
reaction. Students are strongly advised not to bring peanut products to school. To limit
exposure to the other above listed foods students are asked to consume food products on the
first floor of the school and are prohibited from bringing any latex materials such as balloons,
rubber bands, etc.
Scent Awareness: Due to the health concerns arising from exposure to scented products staff,
students, parents, and visitors are asked to refrain from using such products when they intend
to come into DMT. Individuals with scent sensitivity report that certain odours, even in the
smallest amounts, can trigger an attack. The severity of symptoms can vary. Some people
report mild irritation while others may be very severely affected and/or must give up 'normal'
activities due to incapacitation. We want our school to be an inclusive, welcoming, and safe
environment for all. To help achieve this we ask that you also refrain from discharging scented
products in all areas of the school including washrooms, changerooms, hallways and
classrooms.
Assemblies: All students including those on spare must attend scheduled assemblies.
• Attendance at an assembly is a PRIVILEGE
• No backpacks, food/drink, gum/candy etc. allowed
• Follow instructions from any/all TDSB staff
● Staff and students are to be seated in their assigned area
• No talking during a performance or presentation
• Latecomers must wait for a natural break to enter
• The cafeteria will be closed during all assemblies
• Applause is the proper way to show appreciation
• Be respectful of all performers/presenters
● Recording or photographing others during the assembly is not permitted
Visitors/Trespassing: All visitors to the school are required to report immediately to the main
office to explain the purpose of their visit in order to obtain a visitor’s pass. This pass will be
issued at the discretion of the administration. Visitors in the school without a pass are
trespassers and will be dealt with as such. Any DMT students found with a trespasser will be
disciplined and parents/guardians will be informed. Similarly, DMT students are not to visit
other schools.
Use of the Cafeteria: During lunch, all food and beverages should be consumed in the cafeteria
or on the First Floor. ABSOLUTELY NO FOOD OR DRINK IS ALLOWED ON THE 2 nd, 3rd OR 4th
FLOORS, expect with permission from an administrator. Students are expected to clean up
after themselves, placing all garbage and recyclables in one of the appropriate containers
provided throughout the school. No food or drink except water, when appropriate, may be
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consumed in the classrooms and under no circumstances are food or drink of any description to
be consumed in any of the science classrooms or computer labs.
Cafeteria Servery: The cafeteria servery is available to students during their lunch period
(Period 3 or 4). To receive service, students must obtain a lunch line pass, join and respect the
line, submit the lunch line pass to enter the servery, order and pay for their meals. Students are
expected to demonstrate DMT’s 4 Rs at all times when in the cafeteria and servery.
Parking: The front and rear parking lots are reserved for DMT staff, TDSB Employees and
visitors to the school on official school business (i.e., Parents attending at the school to meet
with the Administration). There is to be no parking in fire routes, the pick-up/drop-off lane or
on Brockley Drive. The TDSB is not responsible for damage to cars parked on Board property.
Unauthorized and/or unlawfully parked cars will be ticketed and/or towed at the owner’s
expense. Students must register their vehicle in the Main Office, obtain a parking permit and
park their vehicle in the Student Parking Zone located in the front parking lot.
Responsibility to Identify Oneself: For the security and safety of all, students must identify
themselves when requested to do so by any staff member, AND to report to the office
immediately should you be instructed to do so by any member of staff.
Office Protocol: A student who has been instructed by a staff member to go to the office must
proceed directly to the office, complete an Office Referral Form, and wait in the office (Do Not
Leave) until seen by an administrator.
Lost and Found: Found items should be turned into the Main Office.
RESPECT FOR OUR LEARNING & RESPECT FOR OUR COMMUNITY
Students at DMT:
• are punctual, attend and engage themselves in all classes
• take pride in their school community
• are accountable for all actions/omissions
• understand they are role models
• use the facilities/grounds in a safe and respectful manner
• are committed to all environmental initiatives to Recycle/Reuse/Reduce
• act with honesty/integrity in all that they do
• fulfill commitments to fellow students, teachers, administration, staff, coaches,
teammates and/or club members
DMT Computer Use and the TDSB Online Code of Conduct - The computer services and
network at DMT and the TDSB exist to benefit students in their everyday tasks and to enrich the
learning environment in the school. Users must adhere to the TDSB’s Online Code of Conduct
(PR571) which is available in its entirety at www.tdsb.on.ca. It is expected that students, at all
times, use technology available to them in a responsible and respectful manner to further
academic pursuits in relation to research, preparation and presentation of school related
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assignments.
Physical Aggression and Fighting: Any form of bullying, physical aggression, fighting, verbal
threats or intimidation is strictly forbidden in the school, anywhere on school property, or
during any school related activity. This includes play fighting.
Weapons: Students are prohibited from possessing weapons, imitations/replicas, toy versions
of weapons, or any object that is used, threatened to be used, or is reasonable to perceive as a
weapon while on school property or during any school- sponsored events regardless of
location. For example (but not limited to) pocket knives, laser pointers and box cutters.
Water-based Activities: Water-based activities are not permitted in the school building, on
school property or at school-sponsored events. Water-based activities include but are not
limited to the use of water dispensing toys, water guns, water balloons, hoses, buckets, water
bottles or any other object used to dispense water onto another person or object.
Academic Eligibility for Extracurricular Activities: Extracurricular involvement is strongly

encouraged at DMT. In order to be eligible to participate in any extra-curricular activity
students must have paid their SAC fee in full, possess a valid student activity card and meet the
academic eligibility requirements as outlined in DMT’s Academic Eligibility Policy.
Property Damage, Graffiti and Vandalism: Students must take care of Chromebooks, SEA claim
equipment, textbooks, library books, and any other equipment and/or uniforms loaned by the
school. Students are to treat the school building, grounds and property with respect and care.
Students who damage or lose school property will be required to pay costs for the repair or
replacement of said property.
Fire Alarm: The pulling of a false fire alarm jeopardizes the safety of all staff and students in the
school and is punishable upon conviction under the Criminal Code of Canada. If a fire alarm
rings, evacuate the building, without stopping for coats, via the designated exit and clear all
driveways and fire routes. Familiarize yourself with the directions posted in each classroom.
Students will be notified when it is safe to re-enter the building.
Change of Address / Phone Number: Any change of address or telephone number(s) for home
or parents at work or emergency contact(s) must be reported to the office in writing as soon as
possible. This is a requirement by law.
Emergency Procedures: All students are required to know and follow emergency procedures as
posted in the school.
Accidents: All accidents must be reported to the supervising staff member or the office
immediately. An electronic accident report must be completed as soon as possible.
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Excursions & Athletic Activities: School sponsored excursions and athletic activities are
encouraged, however, students are reminded that while out of the school, they still represent
DMT and therefore must behave appropriately by demonstrating DMT’s 4 Rs. Students on
excursions and attending athletic activities are also responsible for all work missed.
Arrangements with teachers should be made well in advance of the activity.
Athletic Events at DMT: Only students from DMT are permitted to attend and attendance is
contingent on the presence of appropriate staff supervision. Students must present a valid DMT
Student Activity Card to gain entrance to the event.
Role of Spectators: Every spectator must:

• Cheer in a positive manner, refrain from use of profanity, taunting, threatening
• Respect the decisions of the officials, and do not interfere with the game in any manner
• Respect the athletic facilities & property, exiting quickly/orderly at end of games
• Respect the authority of supervising TDSB staff
• Adhere to all TDSB Codes of Behaviour
CONSEQUENCES FOR INAPPROPRIATE STUDENT BEHAVIOUR

Failure to comply with the DMT Student Code of Conduct will be dealt with on a case-by-case
basis, considering the unique individual circumstances of the students involved as well as all
applicable mitigating circumstances to arrive at an appropriate consequence. Consequences
can range from a verbal reprimand, office referral, notification of parent(s)/guardian(s), and/or
formal suspension to an ultimate expulsion depending on the frequency and/or severity of the
behaviour. Depending on the nature of the act/omission, police may also become involved, and
this may lead to criminal charges being laid.
The Toronto District School Board has set out consequences for all inappropriate behaviour
that all schools must follow. These consequences have been outlined in a document entitled
“Consequences of Inappropriate Student Behaviour Charts” also included in this handbook.
I (student name)______________________ have read, understand, and

agree to adhere to the DMT Student Code of Conduct.
Student Signature: _________________________________
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Date: _________________________
MM / DD/ YYYY
Consequences for inappropriate student behaviour are detailed in the chart below.
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COMMUNICATING CONCERNS
The TDSB Parent Concern Protocol (PR505) is a tool for parents/guardians to address school
and classroom concerns. The protocol is detailed below.
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ATTENDANCE POLICY
Attendance is taken at the beginning of each class period. Students are expected to be present
and on time for every class. Good attendance is essential if a student is to be successful.
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Notifying the School of an Absence: Students who are ill and unable to attend classes should
have a parent/guardian report the absence through School Messenger before 10:00 a.m.
Some teachers may ask for notes explaining student absences. Notes are kept on file. It is your
responsibility to account for every absence promptly. Failure to do so will result in the absence
being considered “unexcused” and may result in a review of placement, ineligibility for extra-
curricular activities and impact student achievement.
ATTENDANCE REPORTING
Parents and caregivers are to report all student absences, late arrivals or future absences using
the School Messenger app. You can also report by calling the school messenger portal at 1-833-
250-2290. All attendance being reported before 9:00 a.m. must be done using School
Messenger. You no longer need to call the school directly.
Learn more about SchoolMessenger and watch a video about it.
How to Get Started on the App
1. Download the app from the Apple App Store or Google Play.
2. Open the app and tap Sign Up at the bottom of your phone screen.
3. Enter the email address that your school has on file, location and create a password.
4. You will then receive an email to verify your account. Once verified, reopen the app.
5. Enter the same email address and password used to create an account.
6. Tap Log In.
How to Get Started on the Website
1. Visit https://go.schoolmessenger.ca/
2. Click on Sign Up at the top right corner
3. Enter the email address that your school has on file, location and create a password.
4. You will then receive an email to verify your account. Once verified, reopen the site.
5. Enter the same email address and password used to create an account.
6. Click on Log In.
Absence from Class - Student’s Responsibilities: If a student knows in advance that they will
miss a class, arrangements must be made ahead of time for any work missed. This includes field
trips, athletics, and medical appointments. If a student is unexpectedly absent from class, it is
the responsibility of the absent student to contact the teacher and follow up with the material
or work covered during the absence, and to complete the work.
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Full-Day Absences - Student’s Responsibilities: Students must provide documentation for
absences not part of the school program. Classroom teachers maintain attendance records by
recording daily absences and lates. When returning from an absence, students provide a note
signed by a parent/guardian if under 18 years of age to the Home Form teacher.
Partial-Day Absences - Student’s Responsibilities: Students leaving / returning to school during

the day must report to the office to sign out / sign in. Students who do not sign in or out will be
directed to the office upon their return.
Sign-Out Procedures – Student’s Responsibilities: No students are to leave the school grounds
without school and parental permission. Students under 18 must have parental permission to
sign out. Students who must leave the school must come to the office and sign out with either a
note or parent phone call. The only exception is during the lunch period. Medical & dental
appointments should be made outside of school hours when possible.
Students Attending Friday Prayer Service at the Mosque: DMT students who would like to
attend a Friday Prayer Service at the mosque (located at 2665 Lawrence Avenue East) are
required to attend the following prayer services:
a. During Daylight Savings Months ( i. September to the 1st week of November & ii. after
the March break until the end of June): DMT students are to attend the prayer service
at the end of the school day. Students are not permitted to sign-out during the school
day without parent/guardian permission
b. During Non-Daylight Savings Months (2nd week of November until the March Break):
DMT students to attend the prayer service that will be determined by school
administration in consultation with the Scarborough Muslim Association
Students will require parent/guardian permission to sign-out to attend a prayer service

during the school day. Once signed-out, students are not permitted to return to the school
building without permission from an administrator.
Parent/Guardian Notification of Absences: Regular phone calls will be made regarding daily
absences. Students or parents who believe that an error in reporting an absence has been
made should contact the attendance secretary in the Main Office.
Absence During Suspension: If you are suspended, you must remain off school property and
away from the general vicinity of the school for the duration of the suspension. You are
responsible for making arrangements to obtain your work from the main office through a family
member or friend.
Extended Absence: Families should plan extended vacations when school is not in session. For
extended absences, 2 weeks notice to the Main Office is advised. Students/parents must fill out
an Extended Absence Form and return it to the Main Office with a note explaining the reason
for the absence. Additional documentation may be required. Teachers shall not be expected to
provide detailed classroom work & homework assignments for students who are away for
extended periods of time because of family or parent-initiated absences.
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Long-term Illness: Families should report to the appropriate administrator when it becomes
apparent that the student may be away for some time. Teachers will be notified and
arrangements for schoolwork will be made. Medical certificates must cover dates of absence
and must state that the student is unable to attend school.
Note: For a concussion, students must complete the TDSB Return to Learn / Play Protocol.
Unexcused Chronic Absence will severely affect a student’s progress towards earning a
diploma.
15 Days Unexplained Absence: School staff will continue to contact home. The appropriate
school staff will initiate a referral to TDSB Professional Support Services & Attendance
Counsellor/Social Worker.
15 Days Absent in One Course: Student may lose the course credit
LATE TO SCHOOL POLICY
Students who are not prepared and in their classrooms for the start of the school day (promptly
or are not prepared and in subsequent classes on or before the time identified on the schedule
for that day, are late for school.
Students who arrive late to Period 1 report directly to the classroom teacher. Students who
arrive late to Periods 2, 3 or 4 report directly to the classroom teacher who records all late
arrivals.
Teachers will use a range of attendance support strategies to address punctuality and/or
recurring absences including those set out on the next page:
ATTENDANCE SUPPORT STRATEGIES

1 TO 4 DAY UNEXPLAINED ABSENCE
Teacher counselling student, calling home, before/after school attendance support workshops
to make up time.
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5 DAYS (CONSECUTIVE), OR 5 OUT OF 10 DAYS (CUMULATIVE), EXPLAINED AND
UNEXPLAINED ABSENCE, OR 5 CLASSES MISSED IN 1 COURSE
Teacher counselling student, calling home, consultation with parent/guardian, Main Office may
request external confirmation for absences, “Late/Absence Letter” may be sent home for
parental signature, possible referral to IST to formulate strategy to address issue.
6 TO 9 DAY UNEXPLAINED ABSENCE (CONSECUTIVE ONLY)

Teacher counselling student, calling home, consultation with parent/guardian, Main Office will
request external confirmation for absences, “Late/Absence Letter” will be sent home for
parental signature, possible referral to IST to formulate strategy to address issue.
10 DAYS (CONSECUTIVE), 10 OUT OF 30 DAYS (CUMULATIVE), EXPLAINED AND

UNEXPLAINED ABSENCE, OR 10 CLASSES MISSED IN 1 COURSE
Referral Main Office/ Guidance, calling home, consultation with parent/guardian, request for
external confirmation for absences, possible referral to IST/SST, actions taken may include
referral to the Board’s Attendance Counsellor and/or recommendation to enlist the aid of
outside agencies and/or alternative educational programs.
ATTENDANCE SUPPORT STRATEGIES

Teachers as well as Administrators may schedule attendance support workshop for a variety of
reasons, including the need to counsel about inappropriate behaviour or attendance. A
workshop takes priority over extracurricular and/or co-instructional activities.
*** IMPORTANT ***

STUDENTS WHO DO NOT ATTEND CLASSES ON A REGULAR BASIS MAY BE DECLARED
INELIGIBLE FOR PARTICIPATION IN EXTRACURRICULAR ACTIVITIES AND EVENTS.
ACADEMIC INFORMATION and DIPLOMA REQUIREMENTS
A high school diploma requires the completion of 30 credits, each of which has 110
instructional hours. Eighteen (18) of the thirty (30) credit courses required for a diploma are
compulsory. The remaining twelve (12) credit courses are elective. On completion of the
diploma requirements (30 credits), a student is awarded the Ontario Secondary School Diploma
(OSSD). Please see the chart for more information.
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Course Load Requirements: All students in Grades 9, 10 and 11 must have a full timetable of
eight courses. A Grade 12 student with 23 credits must enroll in a minimum of 7 credits in their
final year. A Grade 12 student with 24 or more credits must enroll in a minimum of 6 credits in
their final year. It is highly recommended that Grade 12 students start their grade 12 year with
4 subjects in Semester 1. Once the deadline for full disclosure has passed, the student’s final
course standing shall be reflected in that student’s Ontario Student Record. Courses dropped
before this date will not appear on the student’s transcript.
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Repeating Passed Courses: Students wishing to upgrade a passing mark in a completed course
should consult with their Guidance Counsellor. Only one (1) credit is granted for repeated
courses.
Special Education - Individual Education Plans (IEP): Students in Special Education programs
may require accommodations to the scheduled full course load outlined above dependent on
needs outlined in their IEP.
Pathway/Level Changes: Level changes for courses require consultation with a Guidance
Counsellor. Level changes may require transfer courses taken through Continuing Education or
eLearning. Level changes may affect college or university eligibility. See your Guidance
Counsellor to discuss your post-secondary pathway plan.
Granting of Credits and Upgrading Summer School: If a student receives less than 50% in a
core course, the student may attend upgrading Summer School if the subject is offered and the
student meets the Continuing Education Summer School Admissions criteria (35% - 49%).
Remedial programs may not be offered for elective subject areas.
Dropping A Course: Students are responsible for seeing their Guidance Counsellor if they wish
to drop a course. Students must attend the course until the completed form has been returned
to Student Services and textbooks/materials have been returned to the teacher. As of
September 1999, the Ontario Student Transcript is issued to all students. This transcript will
include all courses whether passed, failed, or dropped according to the full disclosure policy in
effect since 1999. If students wish to drop courses taken at or above Grade 11, they must do so
within five instructional days after the Provincial report card is issued for semester 1 and for
semester 2. After this time, the course and the marks earned to date will be permanently listed
on the transcript, even if the course is subsequently dropped.
Transfers or Retirements from School: If you will no longer be attending DMT, you should
advise Student Services as far in advance of the last day of attendance as possible. A “Demit
from School” form must be completed and all textbooks, library books and other school
equipment must be returned before any school documentation is given.
MY BLUEPRINT EDUCATION PLANNER

MyBlueprint is a website used by the TDSB to plan your secondary school education. Log in to
myBlueprint Education Planner (www.myBlueprint.ca) and see your Guidance Counsellor for
more information.
You can use myBlueprint.ca to:

• Choose your high school courses
• See what post-secondary opportunities your course choices will qualify you for
• See what post-secondary options are available across Canada (including information on
co-curricular activities, school fees, and academic programming)
• Create your Individual Pathways Plan, to help you set goals and reach them
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• Complete the “Explorations” interest inventory to see what future occupations you might
enjoy
• Explore occupations in Canada (including employment prospects, salary projections, and
links to related sites to help your research)
• Build your resume and cover letter for prospective employers
• Create a financial plan to help make your goals achievable
Students: To access the site, visit www.myBlueprint.ca/tdsb and select your school from the
school dropdown menu. If you already have an account, you may log-in from the same site.
Always enter your OEN number when asked. It can be located at the top of your timetable or
Credit Counselling Summary.
Parents and Guardians can also have a myBlueprint account!
Go to www.myBlueprint.ca/tdsb and select DMT from the drop down menu. Register as a
parent and you will have free access to the same resources as your child. Link to their account
and you will be able to browse opportunities independently, while having access to your child’s
course selection information and Individual Pathways Planning (IPP) completion.
ASSESSMENT, EVALUATION & REPORTING POLICY

Based on TDSB/Ontario Curriculum Policy and Growing Success, Assessment, Evaluation and Reporting in Ontario
Schools, Grade 1- 12, 2010.
The purpose of assessment and evaluation is to improve student learning.
The fundamental principles of assessment, evaluation and reporting are:

• fairness, transparency, and equity for all students
• careful planning so that all teaching relates to curriculum expectations, learning goals,
and as much as possible, the individual interests, learning styles, preferences, needs,
and experiences of each student
• clear communication with students and parents at the beginning of the semester and at
appropriate times throughout any course
• giving students multiple opportunities to demonstrate the full range of their learning
through assessments that are ongoing, diverse, and administered throughout the
duration of a course
• providing ongoing descriptive feedback that is clear, specific, meaningful, and timely to
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support improved learning and achievement
• developing students’ self-assessment skills to enable them to assess their own learning,
set specific goals, and plan next steps for their learning (Growing Success, 2010, p. 6)
Assessment and evaluation will be based upon curriculum expectations identified by the
Ministry of Education for every subject and discipline. Students can anticipate demonstrating
the knowledge and skills they have developed during a course by submitting class work, writing
tests, or performing other various activities. This practice will ensure that teachers are
consistent when judging the quality of a students’ learning, based upon clear performance
standards on a body of evidence collected over time. (Growing Success, 2010 p. 16)
The Ministry-mandated achievement chart identifies four categories of knowledge and skills
that are common to all subject areas and disciplines, defined by clear criteria:
• Knowledge and Understanding: subject-specific content and comprehension of its
meaning
• Thinking/Inquiry: using critical and creative thinking
• Communication: conveying meaning through various forms
• Application: using knowledge/skills to make connections within and be- tween various
contexts. (Growing Success, 2010, p. 17)
Types of Assessment
Regardless of format, assessment must serve to improve student learning. This is best
accomplished using a range and balance of assessment strategies and recording tools. Students
must be encouraged to engage in self and peer assessment, to assess their own progress and
set specific goals. They must understand how to plan next steps to ensure learning. Teachers
are also encouraged to improve student learning by providing regular, on-going feedback, and
frequent and varied assessment of the levels of students’ current knowledge and skills before
embarking on new learning.
Assessment FOR Learning: Teachers will work with students to determine what they already
know; teachers use their information to provide feedback and adjust instruction accordingly.
Assessment AS Learning: Students will work to develop their ability to be independent learners
and reflect upon their achievements; this is done through peer and self-assessment.
Assessment OF Learning: Teachers will collect and assess assignments, tests, essays,
presentations, etc. for the purpose of evaluating what the student has learned. Assessment of
learning will determine the grade that appears on the student’s report card.
When determining a report card grade, a teacher will use their professional judgment. This
professional judgement will ensure that a grade is indicative of a students’ most consistent
level of achievement, giving consideration to a student’s most recent evidence of
achievement. Teachers and their Principal will work together to ensure that all common and
equitable grading practices follow the ministry policy and school board guidelines. (Growing
Success, 2010, p. 39)
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The Ministry-mandated achievement chart also identifies four levels of achievement:
LEVEL 1: 50 – 59%, D- to D+ (Achievement well below provincial standard)

LEVEL 2: 60 – 69%, C- to C+ (Achievement approaching provincial standard)
LEVEL 3: 70 – 79%, B- to B+ (Achievement indicative of provincial standard)
LEVEL 4: 80 – 100%, A- to A+ (Achievement surpasses provincial standard)
Assessment and Evaluation Rights and Responsibilities
(i) Students' rights around assessment and evaluation:

• To know how they are performing
• To receive timely marking/grading
• To have opportunities to improve their work
• To get feedback which is formative
• To understand how they are being evaluated prior to the evaluation
• To be fully prepared for all assessment and evaluation experiences
(ii) Students' responsibilities around assessment and evaluation:

• To complete all work to the best of their ability
• To submit work to their teachers on time
• To be active partners in the learning process
• To take all opportunities to improve work after receiving feedback
• To assist other students
• To receive and complete missed work in the event of an absence
• To communicate with their teachers in a timely manner regarding any difficulties
• To ensure all work submitted is their own
• To not interfere with the assessment and evaluation progress of other students
Students must make themselves aware of each due date and the ultimate deadline which is the
last opportunity a student has for submitting an assignment for evaluation. Students should
complete and submit all assignments. Students will be informed of the due date; teachers may
assign an ultimate deadline for each assignment. The following strategies will help students to
complete assignments:
Students should:
1. Attend class on a regular basis with completed homework and assignments
2. Record and check due dates for assignments
3. Seek extra help from the teacher if an assignment is not understood
4. Inform their teachers of any absence or foreseen absence
5. Attend the school homework club and/or access all extended learning opportunities
offered in the school
In addition, the teacher may contact a parent/guardian to discuss academic progress/

attendance etc.
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COURSE EVALUATION AND ASSIGNMENTS
At the beginning of each course, in addition to a Course Outline, students will receive an
Evaluation Plan detailing how they will be evaluated.
• 70% of the final grade is comprised of on-going evaluation throughout a course. This
portion of the grade should represent the students’ most consistent level of
achievement, considering a student’s most recent evidence of achievement.
• 30% of the final grade will be based upon a final evaluation administered at or towards
the end of a course. This evaluation will be based on evidence from one or a
combination of final tasks, such as an examination, a performance, an essay, or any
other evaluation method that is deemed appropriate for the content of the course.
A credit will be granted to any student who achieves a final grade of 50% or higher. (Growing
Success, 2010, p. 41)
Late or Missing Assignments

Students are responsible for completing and submitting all work for evaluation on time.
Students must make themselves aware of each due date and the ultimate deadline, which is
the last opportunity a student has for submitting an assignment for evaluation. These deadlines
will be communicated clearly to the students, and where appropriate, to parents/guardians as
well. Teachers, students, and parents will work together and use several strategies to ensure
that students complete their work and submit it on time. Suggested strategies include:
1. Counselling the students and offering extra help

2. Helping students develop better time-management skills
3. Scheduling timely conferences with student and parent/guardians
4. Providing alternative forms of assignments
5. Setting up a student contract
Should the need occur, students must advise their teacher when a challenge will prevent the
student from submitting work on time. The teacher will use professional judgment and consider
extenuating circumstances for individual students. Students must also understand that there
are consequences for incomplete, missing, and late assignments.
When a significant number of strategies have been tried unsuccessfully, marks may be
deducted up to 10% from the value of the assignment. If seeing a marked assignment would
give another student an academic advantage, then a late assignment may not be submitted
after the marked work has been returned (the ultimate deadline) to the rest of the class.
Test, Presentations, and Labs: Students must provide a note from parents with a legitimate
reason to the subject teacher. Students must be prepared to write the test, present, or
complete the lab in the class following the absence.
Group Presentations: Students are responsible for their part of the work on the day of the
presentation. If a student is not present, the group is still responsible for presenting. Students
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who are assigned a group presentation will not receive a ‘group mark’ for the product. Students
will receive marks which represent their different contributions of the knowledge and skills
represented in the product, and which are aligned with the curriculum expectations of the
course. Individual effort in creating the product and contributions to the group will be reflected
only on the Learning Skills side of the Report Card, unless the ability to work in a group is part
of the subject curriculum expectations.
Missed In-class Culminating Evaluations & Scheduled Exams: All students must take part in the
in-class culminating course evaluations and scheduled examinations. Leaving early for a family
vacation or a summer job is not a legitimate excuse for missing these evaluations.
When a student does not complete a test or assignment, a ‘0’ will be assigned. The ‘0’ is used as
a placeholder until the missed work is completed, or the student has demonstrated the
curriculum expectations in another assignment. Students with a documented ‘legitimate’
absence will be given an opportunity as soon as possible to complete missed evaluations to
replace the ‘0’.
For all missed examinations scheduled in the formal Exam Period, all illnesses must be
supported with a medical note from a physician. Until documentation is provided, the student
will receive ‘0’ for the missed end-of- course evaluation or examination and the ‘0’ will be
included in the calculation of the final grade.
Note: Students and/or their parents/guardians must inform the school ahead of the due date if
a request for accommodation of religious beliefs, practices and observances requires a
rescheduled submission of student work. The Principal shall make the final decision in
situations deemed exceptional.
Summative Activities/Examinations – 30% of the Final Grade: Summative activities and/or

examinations are scheduled near the end of each course and determine the remaining 30% of
the student's final grade in the course. At DMT, summative evaluations occur in the last 6 to 8
weeks of the course. A summative can be a test, assignment, research project, presentation, a
summative studio project, formal examination, or a combination of these alternatives. Students
are expected to be in school to write all aspects of the summative evaluation.
Missed End-of-Course Evaluations

All students must take part in the summative course evaluations. Students will receive a mark
of “0” for any missed end-of-course evaluations, and the grade of “0” will be included in the
calculation of the final grade for the course. If a student is ill, the student must provide
documentation of the illness. A note from a physician verifying that the student was too ill to
participate in the examination for a specified medical reason must be submitted to the office
within one school day of the missed examination. Until this documentation is provided, the
student will receive ‘0’ for the missed end-of-course examination and the ‘0’ will be included in
the calculation of the final grade. When the documentation is submitted as outlined above, the
Vice-Principal may arrange for the student to complete the end-of-course examination at the
earliest opportunity, if time permits.
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Rules for Writing Examinations
1. Students must arrive at the exam location 10 minutes before the exam begins. A
student may be permitted to write an exam, if late, up to an hour after the exam has
begun. No extra time will be allotted.
2. Students are permitted to leave their personal belongings at the front of the classroom
during exams. No food or drinks are permitted. Students are not permitted to go to their
lockers when the exam is in session; they must exit the building or go to the cafeteria or
library (if available) for quiet study.
3. Absolutely no talking, signaling, exchange of information or use of unauthorized
electronic devices; personal communication devices, programmable calculators,
electronic dictionaries will be allowed during the examinations.
4. All written work and exam materials must be handed in with the examination. Any
breach of these rules will be interpreted as cheating and may result in the student’s
exam being cancelled. The student may face further disciplinary action from the school
administration.
5. Students writing exams may leave after 1 hour and thereafter on the half hour. No
students are to leave the exam in the last 15 minutes.
6. Any student who misses an exam must bring in a medical note and a parent/ guardian
must contact the school office within 24 hours of the missed exam. The medical note
must state that the doctor was aware that the student was unable to write an exam due
to illness.
Examinations - Extreme Inclement Weather Policy: If the TDSB closes all schools on a day in
which examinations are scheduled: Students/parents must monitor the radio releases when
severe weather is predicted. It is not necessary to phone the school. Please refer to
www.thomsoncollegaite.ca for information regarding school closing. Examinations scheduled
for a day on which the school has been closed will be postponed until the day following the
previously scheduled examination days.
If severe weather causes transportation to be delayed, but schools are not closed: Every effort
will be made to start all examinations at the scheduled time. Students/parents must make
arrangements to adjust their departure time to ensure arrival at school on time.
Moratorium Policy
During the moratorium period prior to the scheduled exam days, there shall be no excursions,
assemblies, major evaluations (except on “In Class Dates”, projects or assignments due, or
conferences or meetings that remove teachers from their schools.
Suspensions and Evaluation: A student under suspension must request work and assignments
through the designated administrator and must meet appropriate deadlines. Students under
suspension will be provided with the opportunity to write a supplemental test/assignment or
alternatively to have adjustments made to the weighting of marks.
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ACADEMIC HONESTY
All students in the Toronto District School Board are expected to submit their own work for
evaluation. Cheating and plagiarism will not be condoned.
● Cheating is usually defined as the act of practicing deceit or breaking the rules. In the
context of assessment and evaluation, cheating would be defined as the deviation from
the behaviour expected in an evaluation situation. Examples include but are not limited
to using another student’s work on a test or any other evaluation, unauthorized use of
electronic media to obtain answers during an evaluation, exchanging information or
materials during an evaluation and/or enabling the academic dishonesty of another
student in an evaluation.
● Plagiarism is defined as the use of close imitation of the language and thoughts of
another without attribution, to represent them as one’s own original work. (Growing
Success, 2010, p. 151). It can take many forms, including the following:
o Submitting an essay/assignment written by someone else, e.g., buying an essay
online, downloading an essay from a website, having someone else complete
one’s assignment, or copying or using work done by another student.
o Piecing together material from one or several sources and adding only linking
sentences.
o Quoting, paraphrasing, copying, and pasting material without citing the source of
that material
o Omitting quotation marks for direct quotations even if the sources have been
cited.
Ultimately, you are accountable for every word, every sentence, every idea and every
statistic in work you submit. Think carefully and prepare thoroughly to avoid plagiarism.
To ensure a full understanding of academic honesty students are expected to:

1. Seek clarification from teachers about actions that constitute plagiarism
2. Seek assistance when their research skills need improvement
3. Understand the penalties for academic dishonesty and plagiarism
4. Ensure that all their work is original and that they cite sources accurately and
consistently.
DMT uses a plagiarism detection service offered through Turnitin to confirm the originality of
the work assignments submitted by students in the classroom.
Consequences of Academic Dishonesty: When plagiarism/cheating is detected, it will be

investigated. If plagiarism/cheating is confirmed by the teacher, they will inform the
Principal/Vice-Principal, the student, and the parent/guardian (when the student is under the
age of 18) of the specific details regarding the plagiarized assignment or the allegation of
cheating and the resulting consequences.
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Consequences for Cheating/ Plagiarism:
• A mark of zero may be awarded for the assignment in question, as there has been
no evidence that the student has demonstrated research skills required to
demonstrate achievement of the course/curriculum expectations.
• Or in the professional judgment of the teacher/P/VP, they may provide an
opportunity at another time for the student to demonstrate evidence of proper
research skills.
• A repeated pattern of academic dishonesty may result in an escalating severity of
consequences
Appeal: All students who face the consequences of plagiarism or cheating have the right to
appeal the teacher’s decision to the Principal/Vice-Principal. Students may appeal their case to
the Principal/Vice-principal only after they have first discussed the matter with their teacher.
CONTINUING EDUCATION COURSES POLICY
Admission during regular school year (Night School)

If any course is offered and can be accommodated in the student's day school timetable, the
student is NOT eligible to attend night school or any other public or private day school program
for that course.
Falsifying Information
• Any DMT student who has falsified information to gain entry to summer school or to
night school will be withdrawn from the course. A letter will be sent home to the
parents/guardians and placed in the OSR indicating that this step has been taken.
Students must consult a Guidance Counsellor to complete a night school, or
summer school application form.
• Any student who earns a credit for continuing education courses that they took
without receiving the required permission from DMT and/or falsified information to
enter the course will not have the credit added to their record. DMT will not forward
this credit to any post secondary institution on behalf of the student.
Falsifying Information Includes, but not limited to, the following:
• The student indicates on the Adult and Continuing Education application form that
they do not attend day school.
• The student indicates that they have the prerequisite for the Continuing Education
course but does not. The prerequisites are those stated by the Ministry of Education
and the Toronto District School Board.
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Admission to Full Credit/Acceleration Courses (Summer):
• Students are cautioned against taking a course such as English or Math during the
summer, where 20 days of instruction may not provide adequate time to proceed
confidently to the following year's work.
• Any student wishing to use a Summer School course as their final credit for
admission to university or college must ensure the university/college receives a copy
of it and should meet with their Guidance Counsellor well in advance of their plans
to take a course.
Admission to Remedial Summer School

Students will be admitted to remedial summer school when they have failed a core subject with
a mark greater than or equal to 35% but less than or equal to 49%. Registration for remedial
summer school occurs from May to June. Please see your Guidance Counsellor for registration
dates.
STUDENT ACTIVITIES & FEE

Student Activity Fee: The fee for the 2023- 2024 school year is $60.00. This includes a copy of
the DMT Student Handbook, DMT’s Yearbook and the right to:
• receive a Student Activity Card

• participate on athletic teams
• participate in intramural competitions in the gym
• join any number of the myriad of organizations/clubs and/or groups
• purchase tickets to school dances/semi-formal
• purchase tickets to the prom
• attend leadership camps or student seminars
• check materials out of the library
In addition to the student activity fee there may be occasions where students are required to
pay a fee for an enhancement to a particular course over and above what is required to obtain
the credit in that course or a user fee to participate in an extra-curricular activity.
Thomson Student Activity Council (SAC)

The Thomson SAC represents the interests of the DMT student body in the affairs of the school.
It is made up of an executive as well as grade representatives. The council is elected each year
in the spring. It provides an excellent opportunity to play a strong leadership role at DMT, to
learn important skills while serving the school and community and for personal growth. A
successful council enhances the culture and climate of our school thus providing a positive
environment for both staff and students to succeed. Funding for all clubs and most sports
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teams comes from the sale of student activity cards and from fund-raising activities.
PASS (Peer Assisted Student Success)
PASS is both a Grade 9 transition program and a senior leadership course. Grade 9 students are
connected to senior students during an orientation day at the end of the summer. The goal is
for Grade 9 students to have a smooth transition into high school, while senior students have
an opportunity to actively enhance their leadership skills. PASS Leaders make monthly visits to
Grade 9 classes and engage students with challenges focusing on communication, teamwork,
organization, time management and developing positive habits.
BREAKFAST CLUB
The Thomson Breakfast Club runs each morning in the cafeteria before classes start.
SCHOOL COUNCIL
The school council for DMT has been created to enhance students’ learning through the co-
operative efforts of parents, students, staff members and others in the community. New
members are always welcome. The council is an excellent forum for parents/guardians to learn
about the programs and the facilities at DMT. Please visit www.thomsoncollegiate.com >
PARENT COUNCIL for more information.
CLUBS, TEAMS & EXTRA-CURRICULAR ACTIVITIES
DMT offers a wide range of activities and encourages students to participate in activities
outside the classroom. DMT believes in academics first and as a result has an academic
eligibility policy that governs student participation in these activities. The following is a list of
activities that have been offered at DMT (please note that the list is subject to change). Get
involved!
Examples of DMT clubs and sports teams from previous years:

CLUBS SPORTS TEAM
FALL WINTER SPRING
Audio-Visual (AV) Crew Varsity Co-ed Cross Co-ed Curling Ultimate Frisbee
DECA Country Junior Girls Volleyball Varsity Boys Cricket
Breakfast Program Varsity Co-ed Tennis Senior Girls Volleyball Varsity Girls Cricket
Stage Band Varsity Girls Field Varsity Co-ed Swim Varsity Girls Soccer
FIRST Robotics Team Hockey Team Junior Boys Soccer
Science Club Varsity Girls Basketball Varsity Co-ed Senior Boys Soccer
SAC Senior Boys Volleyball Badminton Co-ed Track & Field
TAC Junior Boys Volleyball Varsity Wrestling Co-ed Volleyball
Wind Ensemble Bantam Boys Rugby 7's Varsity Boys Ice Hockey Co-ed Archery
START Junior Boys Rugby 7's Junior Boys Basketball Junior Boys Rugby 15's
Improv Club Senior Boys Rugby 7's Senior Boys Basketball Senior Boys Rugby 15's
SISTA Varsity Girls Rugby 7’s Boys Indoor Soccer Varsity Girls Rugby 15’s
Mental Health & Well
Being
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Visit www.thomsoncollegiate.com > ATHLETICS for more information.
ACADEMIC ELIGIBILITY POLICY
DMT offers students numerous opportunities to enhance their educational experience through
extra-curricular activities. In order to participate in these activities, it is every student’s
responsibility to achieve to the best of their abilities in the school community. Student’s must,
therefore, fulfill the following requirements:
1. Student must have paid their $60 SAC fee.

2. Students must attend all their classes on a regular basis and demonstrate excellent
effort and deportment (attitude and behaviour).
3. Students must be full-time registered students with 6 courses minimum.
4. Student athletes are expected to participate responsibly in their classes by completing
assignments and homework, contributing positively in classroom discussions, and
seeking extra help when necessary.
5. Student behaviour and attitude in school as well as during sporting activities must be
consistent with the DMT/TDSB Codes of Conduct.
6. Athletes must adhere strictly to T.D.S.S.A.A. Behaviour Code.
7. Students must:
a. be medically fit for the activity.
b. have adequate insurance.
c. have provided written parental permission in order to participate.
8. Students must be able to commit to the responsibilities of the activity as set out by the
staff advisor or coach to continue participating in the activity.
9. If a student does not meet these expectations, they will be asked to consult with a staff
advisor and administrator to be considered for further participation in school co-
curricular activities.
RESOURCES FOR STUDENTS
Student Support Services - Guidance Counsellors, Child & Youth Workers & Social Worker
Guidance Counsellors are available to provide educational and career information as well as to
discuss any matter of concern that may have an impact on your progress. Guidance Counsellors
work with students through individual academic and career counselling sessions, classroom
visits, school assemblies, special programs, referrals to community agencies, college/university
applications, OYAP, course selection, liaison with feeder schools and referral to night school or
summer school. Child & Youth Workers and a Social Worker are also available to support
student well-being.
If you have a question and/or concern, Student Support Services will be happy to assist you. To
book an appointment with your Guidance Counsellor, simply come to the Guidance Office
(outside of class time) to book an appointment time that works with your schedule. Your
Guidance Counsellor may recommend additional support services such as child & youth work or
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social work. If you have a question or concern that requires immediate attention, please feel
free to come to the Guidance Office at any time within the school day.
Sample Reasons for Visiting Student Support Services:

• get information about courses, program pathways and post-secondary destinations
• To discuss different course pathways, or electives to ensure informed course selections
• To discuss social/emotional challenges you may be facing (anxiety, de- pression, making
healthy choices, familial relationships, peers’ relationships, etc.)
• Learn more about meeting with a social worker or about joining a support program or
accessing information on a wide range of health-related topics
• My BluePrint Education Planner – myBlueprint.ca
• Access information on scholarships
• Check for job/volunteer opportunities & submit your volunteer hours
• Find information about how to access DMT Peer Tutors
• Get a copy of your IEP accommodations to keep in your binder
• Learn more about opportunities at DMT (Specialist High Skills Major programs, Co-op,
Dual Credits, Apprenticeships, Credit Recovery, etc.)
• Sign-up for Night School or Summer School
COURSE SELECTION & TIMETABLE CHANGE REQUESTS

At course selection time it is important that students make every effort to effectively select
courses for the coming school year. Following the course selection period, the ability to change
course requests is limited. Guidance Counsellors are available to assist with course selections
during the course selection period. Please see your Guidance Counsellor well in advance of the
start of each semester to make a request for a change. Requests for teacher changes will not be
considered. Students must continue to attend their scheduled classes while waiting for any
timetable requests to be processed.
NIGHT SCHOOL, SUMMER SCHOOL AND ELEARNING SUMMER GUIDELINES

Registration for all night and summer school credit courses may be completed online at:
www.creditprograms.ca
Students must submit a signed parent/guardian permission form to the Guidance Office.
All course requests require the approval of a Guidance Counsellor. Please see your Guidance
Counsellor for more information.
LIBRARY & RESOURCE CENTRE
The DMT library is an amazing learning commons with on-line resources available. It provides
students and teachers with current, contemporary resources supporting curricular needs and a
diverse community. The DMT Library provides a safe and supportive learning environment for
every student. The library is open for individual and group study, research, reading, and
computer use.
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Resources include: Fiction/nonfiction books, graphic novels, reference books, magazines.
Library Volunteers: The library provides opportunities for students to earn volunteer hours
towards their diploma. Students are welcome to inquire and fill out an application. Please see
library staff for more information.
TDSB VIRTUAL LIBRARY
Your TDSB Virtual Library is open 24/7 from school or home with digital resources and tools to
help you, your teachers, and families with your learning. For your school’s access to the Virtual
Library from home connect to: https://www.tdsb.on.ca/library or through your AW login.
On the Virtual Library, click on the left navigation bar and/or the icons on the centre of the page
to access the resources. ‘Online Databases’ are searchable collections of information from
different sources (books, encyclopedias, journals, magazines, and video’s), which you search all
at once. Most have read-a-loud and translation features. Digital ‘Encyclopedias’ include current
information, maps, and images to support curriculum subjects. ‘eBooks’ are digital versions of
print books that can be read online. Images & Media includes images, streamed video and
music that can be searched by topic. The Research Toolkit includes student research guides.
Library Use
• Research and study are the primary focus of the library

• Classes take priority; students on spares can visit if space allows
• Students are expected to adhere to the DMT Student Code of Conduct
• During classes students must have teacher permission to visit
• Computer use is restricted to school-related work
• Adhere to the TDSB On-line Code of Conduct
• No food or drink permitted
Computers and Printing
• Printing from a computer – 10 cents per page

• Photocopier – 10 cents per page
• Social networking or gaming sites are not permitted
• Computer privileges will be revoked for inappropriate use
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LEARNING PROFILE QUESTIONNAIRE
How do I learn best?

WHAT’S MY PERSONAL LEARNING PROFILE?
Your success is our number one priority. We want to know how we can better respond to your unique learning needs. By completing the
questions found below you can help us determine the best way to support your efforts to meet success. Using the questions below place a √
beside each statement that you feel describes you.
Section 1
I regularly participate in at least one sport or physical activity.

I can master new sports easily.
I find it difficult to remain seated for long periods of time.
I enjoy working with my hands at manipulative activities such as sewing, weaving, carving, carpentry, or model-building.
I am often inspired with great ideas when I’m out for a long walk or jog.
I like to spend my free time outdoors.
I often use hand gestures or other forms of body language when communicating with others.
I would describe myself as well coordinated.
I need to practice a new skill by doing it rather than simply reading about it or watching an instructional video.
I can often figure out how to fix something or determine how it works without asking for assistance.
Section 2
I enjoy music and have a list of favourite performers.

I have been told that I have a pleasant singing voice.
I can distinguish when a musical note is off-key.
My music collection is one of my most treasured possessions.
I play a musical instrument.
Sometimes I catch myself walking down the street with a television jingle or other tune running obsessively through my
mind.
I recognize the tunes to many different songs or musical pieces.
If I hear a musical selection once or twice, I am usually able to sing or hum it back accurately.
I often make tapping sounds or sing melodies while working, studying, or learning something new.
My favourite T.V. programs are those which showcase people’s musical talents.
Section 3
I regularly spend time alone to meditate, reflect, or think about important life questions.
I often reflect on what I want from life and how I will accomplish it.
I love working on projects that allow me to learn more about myself.
I have a special hobby or interest that I keep mostly to myself.
I consider myself to be in touch with my feelings.
When reading about someone else, I often find myself imagining how I would feel if I were in that person’s situation.
I keep a personal diary or journal to record the events of my life.
I think I would enjoy being self-employed or starting my own business.
I would prefer to spend my evenings at home than at a lively party.
I am more comfortable working independently than in a group setting.
Section 4
I can remember in detail, the layout, and landmarks of places I have visited.
I often see clear, visual images when I close my eyes.
I consider myself to have a keen eye for colour coordination.
I have a camera/camcorder that I use to record what I see around me.
I can easily solve jigsaw puzzles, mazes, and other visual puzzles.
I often have vivid dreams at night.
I find my way by “land marking” familiar sites and locations.
People praise me for the drawings or doodles I create.
When I visit a restaurant, I pay close attention to the interior design, furniture, and accents.
I can comfortably imagine how something might appear from a bird’s eye view.
45
Section 5
I am fascinated by scientific/philosophical questions. (“When did time begin?”)

I can double or triple a recipe or measurement without having to write it down on paper.
I am often the winner in games like chess, checkers or other strategy games.
I have been told that I have a computer-like mind.
I organize things in my home, school and/or at work according to categories or patterns.
I believe that almost everything has a rational explanation.
I like to think about what makes things work.
I enjoy finding logical errors in the things people say/do at home and at school.
I feel more comfortable when something is measured/categorized/analyzed.
When I go out with my friends, I like things to be well-planned and organized in advance.
Section 6
I can easily remember phrases or memorable quotes and I use them in conversation with others.
My collection of books is one of my most precious possessions.
I get more out of listening to news on the radio and hearing books on cassette/ compact discs than I do from watching TV.
I am a master when it comes to word games like Scrabble, or Anagrams.
I enjoy entertaining others with tongue twisters, rhymes, or puns.
I enjoy completing crosswords and feel frustrated when someone else fills in a word from my puzzle.
When I am in a car or bus, I pay more attention to the words on billboards or signs than to the scenery.
I often refer to books or articles I have read when I am in conversation with others.
I have recently written something of which I am particularly proud or that has earned me the recognition of others.
I notice other people’s errors in using words or grammar, even if I don’t correct them.
Section 7
When I meet new people, I often relate their personality/characteristics to those of my other friends/ family members.
I consider myself to be in tune with the way my family/friends are feeling.
I prefer group sports like hockey to solo sports such as swimming.
I often seek out others for help when I have a problem as opposed to working it out on my own.
I have at least three close friends.
I enjoy the challenge of teaching, coaching, or helping others.
I have been described as a natural leader.
I feel comfortable when I am in a crowd.
I enjoy being involved in social activities connected with my school, religious organized, or community.
I would prefer to spend my evenings at a lively party rather than be at home alone.
Once you have finished, count the total number of √ that you have in each section and transfer that number to the “total” column
for each section on the chart below. Once you have all your totals multiply them each by ten to get your score for each section and
enter it into the “Score” column. The highest number is your strongest intelligence. The lowest number identifies the intelligence
with which you have the most difficulty and therefore may have to dedicate some time and effort to develop.
Sectio Total (√) Multipl Score

n y
1 X10
2 X10
3 X10
4 X10
5 X10
6 X10
7 X10
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LEARNING PROFILE DEFINITIONS
Multiple Description of Learner Suggested Teaching Strategies Product Design Choices

Intelligences
Use their bodies to solve Encourage movement within the Dramatic performances
Bodily problems, demonstrate classroom Tableaux
their ideas and express their Integrate physical activity in Create models/ sculptures
Kinesthetic understanding daily routine Create sports games
Need MOVEMENT to be Use performance based assessments Use body language
incorporated into their Use dramatization/role- playing Perform dances
Have students design Circuits/learning centres/stations
learning model(s)/replica(s)
Use body language, gestures & actions
to emphasize a new concept
Uses rhymes, rhythms and Demonstrate understanding of Create original music (write songs)
Musical sound sensitivity to patterns through rhythm and beat Create original lyrics
demonstrate their ideas and Use songs/raps to explain various Change old lyrics
Rhythmic express their understanding concepts/processes Perform in musicals
Need to include SOUND and Incorporate appropriate background Identify rhythmic patterns
RHYTHM in their learning music Incorporate instruments
Use music/sounds as spring- board for Use music/sounds as
writing process a backdrop
Use new words to an old song to
reinforce understanding
Use personal experiences Support expression of opinion Become a character
Self and self-awareness to Provide individual review sessions Journal/diary reflections
demonstrate their ideas Permit students to maintain a Editorial column
Intrapersonal and express their diary/reflection journal of learning Share opinions/ feelings
understanding activities Autobiographical report
Need to RELATE to what Use alternative assessment methods Select topics of personal interest
they learn & make (editorials, inter- views) Set personal goals
connections Have students relate new learning to
personal experiences
Transfer abstract ideas into Use different coloured Mind maps/flow charts
Visual concrete images in their chalk Original artwork
mind and on paper so that Encourage use of graphic organizers Photo albums/ portfolios
Spatial they can express their Use visual cues Video recordings
understanding Use pictorial task out- lines Collages
Need to SEE it Print overview on board Brochures
to understand it Storyboards
Posters/graphs
Use patterns, relationships Use a variety of graphic organizers Charts/graphs/ diagrams
and sequencing to Encourage mind mapping strategies Create/solve clues & mysteries
Mathematical
demo strate their ideas and Set up a “To Do” list outlining lesson Create rules
Logical express their understanding expectations Invent games
Need to PUT IT IN ORDER Encourage use of sequencing & List/catalogue
to understand it timelines Sequence
Integrate trivia/ puzzles into learning Identify steps and procedures
Use charts to communicate info Identify patterns
Use language and oral Allow for oral tests/ examinations Audio cassette recordings
Verbal communication to Promote discussion based learning Rhymes/riddles/ jokes
demonstrate their ideas and groups Storytelling
Auditory express their understanding Accompany written information with Poetry
Need to DIS CUSS it to oral input Interview
understand it Have students reiterate instructions Debate
Have students verbalize newly Verbal reports
learned material Read aloud
Speeches
Use their connection with Use cooperative learning groups Conduct a survey
others as a vehicle to Design group research projects Work in groups
Social demonstrate their ideas and Use group/class brainstorming to Work with a partner
Interpersonal express their understanding introduce a new idea Become a team/ group leader
Need to RATE Encourage teamwork Brainstorm
“Chunk” knowledge and allow Debate
students to teach portion of lesson to
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large group Teach others
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David & Mary Thomson CI

125 Brockley Drive

Scarborough, Ontario, M1P 0E1

Tel: (416) 396-5525

Fax: (416) 396-5524

Official form of the TDSB Land Acknowledgement

VICE-PRINCIPAL SURNAMES BEGINNING WITH

STUDENT SUPPORT SERVICES

Guidance counsellors are associated with a specific group of students (alphabetical, by

COUNSELLORS SURNAMES BEGINNING WITH

Ms. E. Klinakas-Takas A-G

OFFICE SUPPORT STAFF

Office Administrator: S. Banks

Academic Resource / Student Success S. Tsouluhas

STUDENT ACTIVITY COUNCIL (SAC)

REGULAR DAILY SCHEDULE LATE START SCHEDULE

Period 1 8:45 – 10:00 Period 1 10:00 – 11:00

RESPECT FOR YOURSELF

Bulky Outdoor Wear, Coats, Sweaters/Hoodies: No bulky outdoor wear/coats are to be

RESPECT FOR EACH OTHER

RESPECT FOR OUR LEARNING & RESPECT FOR OUR COMMUNITY

Academic Eligibility for Extracurricular Activities: Extracurricular involvement is strongly

Role of Spectators: Every spectator must:

CONSEQUENCES FOR INAPPROPRIATE STUDENT BEHAVIOUR

I (student name)______________________ have read, understand, and

Student Signature: _________________________________

Learn more about SchoolMessenger and watch a video about it.

How to Get Started on the App

How to Get Started on the Website

Partial-Day Absences - Student’s Responsibilities: Students leaving / returning to school during

Students will require parent/guardian permission to sign-out to attend a prayer service

LATE TO SCHOOL POLICY

ATTENDANCE SUPPORT STRATEGIES

6 TO 9 DAY UNEXPLAINED ABSENCE (CONSECUTIVE ONLY)

10 DAYS (CONSECUTIVE), 10 OUT OF 30 DAYS (CUMULATIVE), EXPLAINED AND

ATTENDANCE SUPPORT STRATEGIES

*** IMPORTANT ***

ACADEMIC INFORMATION and DIPLOMA REQUIREMENTS

MY BLUEPRINT EDUCATION PLANNER

You can use myBlueprint.ca to:

Parents and Guardians can also have a myBlueprint account!

ASSESSMENT, EVALUATION & REPORTING POLICY

The purpose of assessment and evaluation is to improve student learning.

The fundamental principles of assessment, evaluation and reporting are:

LEVEL 1: 50 – 59%, D- to D+ (Achievement well below provincial standard)

Assessment and Evaluation Rights and Responsibilities

(i) Students' rights around assessment and evaluation:

(ii) Students' responsibilities around assessment and evaluation:

In addition, the teacher may contact a parent/guardian to discuss academic progress/

Late or Missing Assignments

1. Counselling the students and offering extra help

Summative Activities/Examinations – 30% of the Final Grade: Summative activities and/or

Missed End-of-Course Evaluations

To ensure a full understanding of academic honesty students are expected to:

Consequences of Academic Dishonesty: When plagiarism/cheating is detected, it will be

CONTINUING EDUCATION COURSES POLICY

Admission during regular school year (Night School)

Falsifying Information Includes, but not limited to, the following:

Admission to Remedial Summer School

STUDENT ACTIVITIES & FEE

* IMPORTANT *