Secondary School Programs

Chelmsford Valley District Composite School: Chelmsford, Larchwood, Levack ♦ Student’s academic achievement levels Confederation Secondary School: Pinecrest, C.R. Judd, Valley View ♦ Community secondary school options Espanola High School: A.B. Ellis, S. Geiger, Webbwood ♦ Level of courses [academic, applied, Lasalle Secondary School: locally developed compulsory Churchill, C. Nesbitt, Northeastern, Markstay (essentials) /self-contained] Lively District Secondary School: J. Hamilton, R.H. Murray, George Vanier ♦ Level of resource involvement required Lockerby Composite School: (support or withdrawal) Alexander, MacLeod, Copper Cliff, Wembley Lo-Ellen Park Secondary School: Algonquin, R.L. Beattie, Monetville, ♦ Special talents and strengths Copper Cliff, Wanup Manitoulin Secondary School: ♦ Learning style Assiginack, Central Manitoulin, C.C. McLean, Little Current ♦ Accommodations required Sudbury Secondary School: Lansdowne, Wembley ♦ Distance to secondary program Specialized Programs These programs are available for all RDSB students: ►Elementary Special Education Resource Chelmsford Valley District Composite School Teacher (SERT) ♦ Bilingual Trades Program Lively District Secondary School ►Elementary Principal ♦ School of Integrated Technology ♦ The College Certificate Program Lockerby Composite School ►Special Education Program Leader ♦ Science, Technology Education Program Secondary School Lo-Ellen Park Secondary School ♦ The International Baccalaureate Program ►Secondary School Principal Sudbury Secondary School ♦ Arts Education Program ►The Gord Ewin Centre for Education Rainbow District School Board (705) 523-3308 ♦ thevirtualschool.ca For additional information, please contact the secondary school or visit rainbowschools.ca Academic Courses: Special Education Resource Services Special Education Programs Students who should consider taking courses Resource programming is a service offered to Transition Program at the academic level typically: exceptional students as determined by the IPRC. This program is a self-contained class program for (Identification, Placement, Review, Committee). students identified with an intellectual exceptionality. ♦ Achieve level 3 or 4 in core subject areas Access to the resource room may be on a daily basis The focus is placed on developing literacy, ♦ Demonstrate a learning style suited to for the learning strategies course or on a “needs numeracy, independent living skills and work related theoretical and abstract thinking basis” as determined by the student and/or teacher. skills geared towards specialized college programs, trades assistants’ programs and the workplace. ♦ Are self-motivated and require less Resource Support: teacher direction ASD (Autism Spectrum Disorder) Program Exceptional students have access to the resource This program is for students identified with autism. Applied Courses: room “as needed” throughout the school year to The focus is to develop academic and social skills to write tests/exams, to complete assignments and/or enable students to meet their overall potential in the Students who should consider taking courses use assistive technology. class and beyond. at the applied level typically: Resource Withdrawal: Lifeskills Program ♦ Achieve level 2 or above in core subject This program is a self-contained class program for areas Exceptional students go to the resource room for students identified with a moderate intellectual ♦ Demonstrate a learning style suited to the Learning Strategies course on a daily basis per exceptionality who require development of daily hands-on, practical learning semester. This course provides a credit as well as living skills. The focus is placed on developing basic ♦ Require more specific, teacher-directed supports for particular subjects. A student may literacy, numeracy and independent living skills. instruction achieve up to four Learning Strategies credits. ALTA / Adapt / Section 23 Programs These programs are self-contained class programs Locally Developed Compulsory Courses offered solely by RDSB or in partnership with (Essentials) Please Note: various community agencies for students identified The right choice of academic course level and re- with behavioural challenges. The placement in these Students who should consider taking one or source programming has an impact on student programs is short term with a goal of reintegration more of these courses typically: success in secondary school. into the regular program. The focus is placed on developing appropriate social emotional adaptive ♦ Achieve level 1 or below in core subject skills, with an additional focus on literacy and areas numeracy. ♦ Consistently require support to complete Ontario curriculum expectations Oct 2007 .

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