Policies will reflect a continuum of behavioural
and academic responses and consequences, based on at least the following four
factors: (1) the grade level of the student, (2) the maturity of the student,
(3) the number and frequency of incidents, and (4) the individual
circumstances of the student. LATE AND MISSED ASSIGNMENTS It must be made
clear to students early in the school year that they are responsible not only
for their behaviour in the classroom and the school but also for providing
evidence of their achievement of the overall expectations within the time
frame specified by the teacher, and in a form approved by the teacher.
Students must understand that there will be consequences for not completing
assignments for evaluation or for submitting those assignments late. Where in
the teacher’s professional judgement it is appropriate to do so, a number of
strategies may be used to help prevent and/or address late and missed
assignments. They include: • asking the student to clarify the reason for not
completing the assignment; • helping students develop better time-management
skills; • collaborating with other staff to prepare a part- or full-year
calendar of major assignment dates for every class; • planning for major
assignments to be completed in stages, so that students are less likely to be
faced with an all-or-nothing situation at the last minute; • maintaining
ongoing communication with students and/or parents about due dates and late
assignments, and scheduling conferences with parents if the problem persists;
• in secondary schools, referring the student to the Student Success team or
teacher; • taking into consideration legitimate reasons for missed deadlines;
• setting up a student contract; • using counselling or peer tutoring to try
to deal positively with problems; • holding teacher-student conferences; •
reviewing the need for extra support for English language learners; •
reviewing whether students require special education services; • requiring the
student to work with a school team to complete the assignment; • for First
Nation, Métis, and Inuit students, involving Aboriginal counsellors and
members of the extended family; • understanding and taking into account the
cultures, histories, and contexts of First Nation, Métis, and Inuit students
and parents and their previous experiences with the school system; • providing
alternative assignments or tests/exams where, in the teacher’s professional
judgement, it is reasonable and appropriate to do so; • deducting marks for
late assignments, up to and including the full value of the assignment.
Growing Success Assessment, Evaluation, and
Reporting in Ontario Schools First Edition, Covering Grades 1-12 2010 Page 43.