Guide to Secondary School

Printed in 2018 VISION Every student will explore and enhance their potential, passions, and strengths to thrive as contributing global citizens. VALUES As a learning organization our actions will be guided by our values...

Accountability • Creativity • Empathy • Collaboration • Equity • Integrity

Abbey Park High School Iroquois Ridge High School (905) 827-4101 (905) 845-0012 aph.hdsb.ca irs.hdsb.ca

Acton District High School M.M. Robinson High School (519) 853-2920 (905) 335-5588 act.hdsb.ca mmr.hdsb.ca

Aldershot High School Milton District High School (905) 637-2383 (905) 878-2839 ald.hdsb.ca mil.hdsb.ca

Burlington Central High School Nelson High School (905) 634-7768 (905) 637-3825 bch.hdsb.ca nel.hdsb.ca

Craig Kielburger Secondary School Oakville Trafalgar High School (905) 878-0575 (905) 845-2875 cks.hdsb.ca oth.hdsb.ca

Dr. Frank J. Hayden Secondary School Robert Bateman High School (905) 332-5235 (905) 632-5151 dfh.hdsb.ca rbh.hdsb.ca

Garth Webb Secondary School T.A. Blakelock High School (905) 847-6875 (905) 827-1158 gws.hdsb.ca tab.hdsb.ca

Gary Allan High School White Oaks Secondary School 905-632-2944 (905) 845-5200 garyallan.ca wos.hdsb.ca

Georgetown District High School (905) 877-6966 geo.hdsb.ca TABLE OF CONTENTS 1 2 3 7 8 31 31 32 33 10 16 26 26 27 28 28 34 35 39 40 4-6 2-8 9-10 18-20 29-30 16-17 21-25 26-30 31-33 36-38 11-12 13-15 16-20

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ench Immersion Cooperative Education Summer School & Night School Gary Allan High School - Alter eLearning Ontario Secondary School Certificate (OSSC) Ontario Secondary Course Information Hours Community Involvement International Baccalaureate Diploma Programme (IBDP) Diploma Programme International Baccalaureate Well-Being Team Well-Being Get Involved Grade 9 EQAO Math and Grade 10 Literacy Requir Grade 9 EQAO Math Code of Conduct I-STEM English Literacy Development (ELD) English as a Second Language (ESL) and Locally Developed Fr Specialist High Skills Major Ontario Secondary School Diploma (OSSD) Ontario Secondary Assessment and Evaluation Policies erms and Definitions is used throughout this document to refer to the legal guardian of any student under 18 years of age. The term parent is used throughout this document to refer to the legal guardian of any student under Community Resour T What Do Y Websites Additional Learning Opportunities Halton Secondary Schools Regional Pathways Programs Pathways Work University, College, Community, Apprenticeship, Support Services Teams Support Services Transition to Secondary School Transition Special Education Policies and Pr Graduation Requirements Graduation TABLE OF CONTENTS OF TABLE ONTARIO SECONDARY SCHOOL DIPLOMA (OSSD)

In order to earn an OSSD WHAT DO YOU NEED TO GRADUATE? a student must: 18 compulsory credits Students must earn the following compulsory credits to obtain the • Earn 30 credits (18 compulsory Ontario Secondary School Diploma: credits and 12 elective credits) 4 credits in English • Complete 40 community 3 credits in Mathematics involvement hours 2 credits in Science 1 credit in Canadian History • Successfully complete the Ontario 1 credit in Canadian Geography Secondary School Literacy 1 credit in the Arts Requirement

GRADUATION REQUIREMENTS GRADUATION 1 credit in Health and Physical Education 1 credit in French as a second language Compulsory Credits 0.5 credit in Career Studies Students must earn 18 compulsory 0.5 credit in Civics credits. Compulsory credits are Plus one credit from each of the following groups: determined by the Ministry 1 Group 1: an additional credit in English, or French as a second language, of Education. or a Native language, or a classical or an international language, or social sciences and the humanities or Canadian and world studies or guidance and career education or cooperative education. Elective Credits 1 Group 2: an additional credit in health and physical education, or the arts or Students must earn 12 elective business studies, or French as a second language, or cooperative education. credits. Elective credits are determined by the student based 1 Group 3: an additional credit in science or technological education, or on their pathway plan and post- French as a second language, or computer studies, or cooperative education. secondary destination in consultation In addition to the above the students must complete: with parents and with support from 12 elective credits guidance counsellors.

40 hours of community involvement activities Visit www.myblueprint.ca/halton for Ontario Literacy Requirement OSSLT or OSSLC educational planning resources.

SECONDARY SCHOOL COURSE PLANNER

Grade 9 Courses Grade 10 Courses Grade 11 Courses Grade 12 Courses Additional Year

• English • English • English • English • • Math • Math • Math • • • Science • Science • • • • Geography • History • • • • French • Civics & Career Studies • • • • Physical Education* • • • • • Technology/Business* • • • • •  Arts* • • • •

*options may vary by school 2 GRADUATION REQUIREMENTS 3

Certificate of Accomplishment of Accomplishment Certificate is granted of Accomplishment The Certificate have earnedto students who a maximum of may be a useful means This certificate 13 credits. for students who achievement of recognizing workplace or other kinds of plan to enter the to school to Students who return further training. courses and non-credit credit complete additional updated but will not be will have their transcript of Accomplishment. issued a new Certificate

1 credit in Health and Physical Education in Health and Physical 1 credit Education the Arts or Technological in 1 credit 1 credit in Canadian Geography or in Canadian Geography 1 credit -  - 1 credit in Science - 1 credit -  - 1 credit in Mathematics - 1 credit - 2 credits in English - 2 credits -  to complete not required Students are 40 community involvement hours. to complete the not required Students are Requirement. Ontario Secondary School Literacy 7 compulsory credits: •  •  • 7 elective credits.

Canadian History •  The OSSC is granted to students who have earned who have is granted to students The OSSC credits. a minimum of 14 The Ontario Secondary School Certificate Secondary The Ontario ONTARIO SECONDARY SCHOOL CERTIFICATE (OSSC) (OSSC) CERTIFICATE SCHOOL SECONDARY ONTARIO OF ACCOMPLISHMENT & CERTIFICATE COURSE INFORMATION

Courses vs. Credits study and enhance expectations are individualized Successful completion of a educational experience. for the student and generally 110-hour course has a credit 5. K-Coded courses are focus on preparing the student value of 1.0. Typically a course alternative curriculum for daily living. runs for one semester, one period and are non-credit Course Descriptions a day to meet the 110-hour bearing courses. Course offerings and requirement. Some courses are descriptions can be found offered for half a semester (e.g. Six types of courses are offered in on your school’s website and Careers, Civics) and have a 0.5 Grade 11 and 12: at www.myblueprint.ca/halton. credit value and some courses 1. Open courses are appropriate

GRADUATION REQUIREMENTS GRADUATION Each school determines its (e.g. Cooperative Education) have for all post-secondary own course offerings based a credit value of 2.0 and are two pathways. These courses on the courses selected by periods per day. prepare students for further their students. As a result, Types of Courses study and enhance educational course offerings vary by school. experience. Contact your school’s Guidance Five types of courses are offered Office for additional information. in Grade 9 and 10: 2. College Preparation courses are designed to prepare students 1. Academic courses emphasize Course Selection for most college programs and theory and abstract related careers. Students select their problem solving. courses for the next school 3. University Preparation 2. Applied courses focus on the year in January/February courses are designed to essential concepts of a subject, with support from teachers, prepare students for entrance and develop students’ Guidance Counsellors, Special requirements for university knowledge and skills through Education teachers, parents, programs and related careers. practical applications and and online resources such as 4. University/College Preparation concrete examples. Familiar www.myblueprint.ca/halton. (Mixed) courses are designed to situations are used to Course selection is an important prepare students for entrance illustrate ideas, and students part of pathway planning for requirements for specific are given more opportunities every student. Course selection university and college programs to experience hands-on determines the courses, and related careers. applications of the concepts timetable, and staffing and theories they study. 5. Workplace Preparation courses for their school. 3. Locally Developed (Essential) are designed to prepare Note: Students may take a 9th credit on courses are designed to focus students for a variety of jobs, their day school time table once during on core knowledge and skills to training programs and careers. their high school career. meet individual student needs. These courses emphasize workplace applications. 4. Open courses are appropriate for all post-secondary 6. K-Coded courses are non-credit pathways. These courses bearing courses developed by prepare students for further the school board. The course www.myblueprint.ca/halton

4 COURSE INFORMATION GRADUATION REQUIREMENTS

Course Codes

ENG 1 D 1 These three letters identify the subject. Subject Codes - the first letter in the course code denotes the course’s department area. A = Arts H = Humanities & Soc. Sciences B = Business L = International Languages C = Canadian & World Studies M = Mathematics E = English P = Physical Education F = French S = Sciences G = Guidance & Career Ed. T = Technology

This school indicator is used to distinguish course characteristics. 1 = Common code E = ESL 4 = French Immersion F = Female B = ALP/IB Program M = Male

This letter identifies the course type. Grade 9-10 Grade 11-12 D = Academic C = College L = Locally Developed E = Workplace O = Open M = University/College P = Applied O = Open U = University

This number identifies the grade. 1 = Grade 9 3 = Grade 11 2 = Grade 10 4 = Grade 12 SBI 3 C 1

Course Outline A course outline is provided in each course at the start of the semester. The course outline includes: • The course title, course code and course description. • The course curriculum expectations, assessment and evaluation information including the course’s achievement chart, academic standards and learning skills.

5 COURSE INFORMATION

Course Changes: Students wishing to request a course change should consult their Guidance Counsellor. Parents of students under the age of 18 must approve any course changes. Requests for course changes are subject to course availability and class size considerations as approved by Guidance and/or Administration.

Sample Student Timetables

Semestered Program De-semestered Program Semester 1 Semester 2 Semester 1 Semester 2 GRADUATION REQUIREMENTS GRADUATION Period Day 1 Period Day 1 Period Day 1 Period Day 1 Period 1 MPM1D1-07 Period 1 SNC1D1-04 Period 1a MPM1DB-01 Period 1a MPM1DB-01 08:30-09:45 K. Nguyen 08:30-09:45 A. Balogh 08:10-08:47 R. Sangha 08:10-08:47 R. Sangha Sem 1 Sem 1 Sem. 1 Sem. 1 Term 1 123 Term 1 214 Term 2 A219 Term 2 A219 Announ Announ Period 1b ENG1DB-04 Period 1b ENG1DB-04 09:45-09:50 09:45-09:50 08:48-09:24 B. Khan 08:48-09:24 B. Khan Sem 1 Sem 2 Sem. 1 Sem. 1 Term 1 Term 1 Term 2 A216 Term 2 A116 Period 2 FSF1P1-01 Period 2 ENG1D1-08 Period 2a CGC1DB-09 Period 2a SNC1DB-04 09:55-11:10 M. Canton 09:55-11:10 B. Khan 09:28-10:08 D. Marceau 09:28-10:08 D. Marceau Sem 1 Sem 2 Sem. 1 Sem. 1 Term 1 211 Term 1 121 Term 2 A128 Term 2 A116 Period 3 Period 3 Period 2b CGC1DB-0-9 Period 2b SNC1DB-04 11:10-12:10 11:10-12:10 10:07-10:43 N. Millar 10:07-10:43 N. Millar Lunch Lunch Sem 1 Sem 2 Sem. 1 Sem. 1 Term 1 Term 1 Term 2 A128 Term 2 A116 Period 4 CGC101-03 Period 4 PPL1OF Period 3 FSF1DB-02 Period 3 PPL10F-04 12:10-13:25 D. Marceau 12:10-13:25 L. Davis 10:48-12:02 M. Canton 10:48-12:02 J. Canton Sem 1 Sem 2 Gym Sem. 1 Sem. 1 Term 1 205 Term 1 Term 2 A228 Term 2 SGYM3 Period 5 AVI101-01 Period 5 TIJ101-23 Period 4 Period 4 13:30-14:45 P. Bell 13:30-14:45 T. Kim 12:07-13:21 12:07-13:21 Lunch Lunch Sem 1 Sem 2 Sem. 1 Sem. 1 Term 1 142 Term 1 N127 Term 2 Term 2 Period 5 ADA101-01 Period 5 TIJ101-23 13:28-14:40 T. Kim 13:28-14:40 Mr. Kim Sem. 1 Sem. 1 Period # Term 2 T106 Term 2 T127A Course Code Class Time Teacher

Period 5 AVI1O1-01 13:30-14:45 Mr. Bell Sem 1 Term 1 142

Semester Room Number

6 GRADE 9 EQAO MATH & GRADUATION REQUIREMENTS GRADE 10 LITERACY REQUIREMENT

The Grade 9 EQAO The Grade 10 Literacy • Students with special Assessment of Mathematics: Requirement: education needs may receive • Measures the math skills • Measures whether students accommodations consistent students are expected to have are meeting the minimum with regular classroom learned in Grade 9. standard for literacy (reading assessment practices and as specified in their IEP • Students working toward a and writing) across all subjects as permitted by EQAO. credit in Grade 9 Mathematics up to the end of Grade 9. (Academic or Applied) are • Students write the Grade 10 • English Language Learners required to take this test as Literacy Test (OSSLT) in the may receive accommodations part of their final evaluation. spring of Grade 10. as permitted by EQAO. • Successful completion of the • Different versions of the Support and Preparation OSSLT is a requirement for test are administered in the for EQAO Math and OSSLT the Ontario Secondary School Academic and the Applied • Students are provided with a Diploma (OSSD). Grade 9 Mathematics courses. wide range of support within • There is support for students the classroom and outside class who are not successful, time to ensure they are well including an opportunity to prepared for these evaluations. rewrite the test or to take the • Test materials and additional Please contact your Guidance Ontario Secondary School resources are available at Counsellor for more details. Literacy Course (OSSLC). www.eqao.com.

7 COMMUNITY INVOLVEMENT HOURS

Students entering Grade 9 must complete 40 community involvement hours as one of the requirements for their Ontario Secondary School Diploma (OSSD). The aim is to encourage students Tips for Success to become actively involved in making positive contributions to their • Be on time community. Students may begin accumulating their 40 hours during • Dress appropriately the summer before they enter Grade 9. • Listen to instructions Students submit a signed letter(s) from the supervisor (on letterhead) • Ask for help if in doubt that includes the number of hours completed, a description of the a Submit evidence of activity and the name of the organization to their Guidance Office. earned hours to the

GRADUATION REQUIREMENTS GRADUATION Guidance Office as Eligible Community Ineligible Community you earn them. Involvement Activities Involvement Activities a Completion of the 40 An event/activity/program: hours is recommended • Activities during instructional/ before entering • Designed to be of benefit class time within the school day. Grade 11 (by age 16). to the community. • Activities that consist of duties a Students may begin • Supporting not-for-profit assigned to paid work. to accumulate hours agencies, institutions or following Grade 8 • Required activities of a course graduation. foundations. where you earn a credit. • Structured to promote tutoring, • Participating on school sports mentoring, coaching and the teams or clubs. purpose is to assist others. • Experiential learning (e.g. • Supporting work of a global nature. “Take Our Kids to Work Day”, job shadow, cooperative • Promoting environmental education). awareness. • Regular family responsibilities • Contributing to the health (e.g. chores). and well-being of any group, including school-based activities. • Court ordered community service programs. • Affiliated with a club, religious

organization, arts or cultural association, or political organization that seeks to make a positive contribution in the community. For more information: Visit your Guidance office www.hdsb.ca www.volunteerhalton.ca

8 TRANSITION TO SECONDARY SCHOOL 9 designed to develop a designed sense of belonging strong in the school community. include tours, These events may Student mentors dances or BBQs. Grade 9 stay connected with the year students throughout success to support academic Every and community building. is encouraged Grade 9 student to engage in the wide range of activities that all secondary schools offer.

Student Mentors Student school has Every secondary mentor and student leaders to models for incoming act as role These senior Grade 9 students. an integral student leaders play for in planning activities role as they begin Grade 9 students experience. their secondary school grouped are Grade 9 students with student leaders to familiarize them with life at secondary school variety of activities a through to familiarize student leaders them with life at Grade 9 students are grouped with grouped are secondary school. Grade 9 activities and the year events throughout Orientation to secondary school with senior student mentors Course selection workshops Grade 8 Information and student) evening (parent Guidance visits to all Guidance visits to schools elementary feeder •  •  •  • Grade 8 visits/tours •  •  Every school provides Every school provides for orientation comprehensive families that students and their may include: Transition programs support programs Transition transition from the successful Grade 8 to 9. TRANSITION TO SECONDARY SCHOOL TO SECONDARY TRANSITION 10 TRANSITION TO SECONDARY SCHOOL meeting newpeopleandtryingthings. their physical,creative, andsocialselveswhile schools. Bygettinginvolved,studentsexplore clubs andsportsoffered inHaltonsecondary There are more than70co-curricularactivities, are more likelytosucceedacademically. Research showsthatstudentswhogetinvolved Athletics andCo-Curriculars GET INVOLVED TIP  TIP  or teachers. students, studentcounciland/ started byspeakingtoother can getinvolvedandit not currently offered, students If acluborteamofinterest is of co-curricularactivities. Check withyourschoolforalist

SUPPORT SERVICES TEAMS SUPPORT SERVICES TEAMS

Support Services Teams Each secondary school has a Support Services team that assists students in a variety of ways to ensure success for all students. Support Services staff includes: Administrators,

Guidance Counsellors, Social Workers, Special Education teachers, and Student Success teachers.

Administrators Questions? The Guidance Office can help! Principals and Vice-principals Counsellors are available by drop-in, email, phone play an essential role as school and by appointment. leaders. Every secondary school has a Principal and The Guidance Office is a safe Vice-principal(s). The focus of Special Education Teachers place for students to express their administrators is to develop and Special Education Teachers, as a needs and concerns. Counsellors maintain effective educational part of the Support Services team, provide school-based support and programs within the school. provide a variety of programs connect students and their families Principals and Vice-principals are to assist students identified as with community resources. available to assist and problem- exceptional by an IPRC and In addition to individual solve with students and parents. students who have needs beyond counselling services, Guidance Administrators are responsible for those met by regular classroom Counsellors: setting the climate in the school, instruction. Special Education professional development for • Facilitate Grade 8 to 9 transition teachers assist students with goal staff, and ensuring a safe and • Complete new student setting, self-advocacy, and the inclusive learning environment registration development of learning skills. and facility. In addition, Principals • Lead course selection and They work closely with students work to support and encourage timetabling to help them understand partnerships between the school • Host pathway planning and their individual learner and the broader community. information evenings profile and recognize which • Support the transition to accommodations and resources Guidance Counsellors post-secondary destinations will enable them to achieve at • Track and monitor student their greatest potential. Guidance Counsellors provide achievement toward graduation comprehensive counselling services to support the academic, career and personal development of all students.

11 12 SUPPORT SERVICES TEAMS school-wide initiatives to improve achievement,facilitate and instructiontostudents to accumulation, provide assistance who are behindincredit the progress ofstudents teachers trackandmonitor all students.StudentSuccess team toensure thesuccessof members oftheSupportServices collaborate withallstaff as Student SuccessTeachers Student SuccessTeacher their child’s supportisapriority. however involvingparents in without parental consent, access socialworkerservices Students aged14andovercan and theSupportServicesteam. students themselves,parents, Social Worker maybemadeby responsibility. Referralstoa adapting tochangeandtaking building, problem-solving, following keyareas: confidence developing competenciesinthe Workers assiststudentsin prolonged absences.Social school insituationsthatinvolve attendance counsellorforthe Social Workers alsoactasthe of mentalhealthandwellness. success, particularlyinthearea and support students’learning unique knowledgeandskillsto students andfamilies.Theybring can provide counsellingfor every secondaryschooland the SupportServicesteamin Social Workers are partof Social Worker SUPPORT SERVICES TEAMS technology programs, self-paced test support,multiple-credit compulsory courses,literacy peer tutoring,locallydeveloped strategiescourses, learning after schoolremediation, homework clubs,studyhall, credit rescue, credit recovery, secondary schoolsmayinclude: Student Successprograms in and thewidercommunity. leavers, andworkwithparents students, re-engage earlyschool improve outcomesforstruggling “Working inpartnershipwithstudents, educational needsofeverystudent.” families, and community to meet the families, andcommunitytomeetthe

available resources. determined bylocalneedsand These education. specialized co-operative and courses, eLearning, programming supportsare SPECIAL EDUCATION 13

not represented in the not represented Ontario curriculum. that Regulation 181/98 requires an IEP be developed for every student identified as exceptional by an Identification, Placement and Review Committee (IPRC). In addition, an IEP may be developed for a student who has not been formally identified as exceptional but who a special education requires and/or services when program achievement will a student’s be assessed on the basis of modified expectations; and/or requires the student regularly accommodations for instructional or assessment purposes. and the The parent/guardian student, if the student is 16 must be years of age or older, asked to sign the IEP and the Contact Form and to indicate consulted in whether they were the development of the IEP; they declined the opportunity to be consulted; they have received a copy of the IEP; and any during comments they provided the development of the IEP. expectations that are modified that are expectations for the the expectations from in grade level age-appropriate or course,a particular subject Ministry ofas outlined in the policy curriculum Education’s alternativedocuments, and/or areas expectations in program An IEP is a written plan describing the special education program by a and/or services required particular student, based on the and needs and strengths student’s ability on the student’s their effect to learn and to demonstrate learning. The IEP may include of the particular a record accommodations needed to help the student achieve his or her learning expectations, learning Individual Education Plan (IEP) The Special Education Education The Special (SERT) Teacher Resource Resource Special Education a variety of provide Teachers in a school.supports and services diagnosticThese may include theassessments to determine learning strengths student’s support and needs; providing classroom to the student’s teachers by generating ideas and suggestions for developing modified expectations, alternative or accommodations programs, (e.g., individualized teaching or assessment strategies, human support, individualized equipment); advice about materials providing planning instruction and resources; those expectations to address and assessing the student’s achievement of the expectations; and working with the classroom teacher(s) to maintain ongoing communication with the student’s other teachers. and parents

A formal team composed of a teachers school administrator, as needed to and other staff discuss student needs. This team meets as part of the problem are Parents solving pathway. team invited to school resource active partners meetings and are in determining how to best support their student at school. School Resource Team (SRT) Team School Resource The Halton District School Board The Halton District School Board Special Education Plan outlines framework for the school board’s the delivery of special education and services in Halton. programs This plan has been written in compliance with the Ministry for School Boards’ Standards Special Education Plan and is website available on the Board’s at www.hdsb.ca. Special Education Plan The Halton District School Board Board District School The Halton that to the principle is committed learning process is a developmental the through proceed and children at varyingstages of development also committedrates. The HDSB is of learningto early recognition as theneeds and early intervention the way to ensure most effective confident aboutlearner remains his/her own abilities as a learner and is engaged in the schooling years to come. for process SPECIAL EDUCATION EDUCATION SPECIAL SPECIAL EDUCATION

Identification, Placement option of being timetabled into and Review Committee the class/section of the core (IPRC) academic subjects of English, The IPRC is a committee Math, Science, Geography and of school board staff who History, where common course selections occur, timetables SPECIAL EDUCATION determine whether or not a student should be identified as permit and with student/parental exceptional according to the input. Secondary gifted students categories and definitions of in Grade 11 and 12 will have exceptionalities provided by the option of being timetabled the Ministry of Education and into the same class/section of decide an appropriate placement the core University destination for that student based on the subjects of English, Math, information presented by the Science, Geography and History, student’s home school. where common course selections Parents are invited and occur, timetables permit and with Special Education encouraged to attend the student/parental input. Placement Options IPRC meeting. Please note: Not all high schools A. Resource Support Placements: The Education Act defines offer Secondary Gifted Placement • A regular class with an exceptional pupil as, “a – for further information, please consultative support pupil whose behavioural, contact your secondary school communicational, intellectual, • A regular class with Principal or Head of physical or multiple resource assistance Special Education. exceptionalities are such that • A regular class with B. Self-Contained Placements: he or she is considered to need withdrawal assistance placement in a special education • A special education class program.” Students are identified For students identified as gifted with partial integration according to the categories and in Grade 8 moving into high • A special education definitions of exceptionalities school and for all identified class full-time provided by the Ministry gifted students currently in • Communication and of Education. high school: Community Independence Class (available in secondary) Working Together is a guide • Secondary Gifted Placement students move towards for parents, guardians and offered at designated schools supported independence students about the Identification, East - Oakville Trafalgar HS, and a high quality of life. Placement and Review Iroquois Ridge HS, Abbey Park HS The placement focuses on Committee (IPRC) process in North - Georgetown District HS, the following eight program Halton. This document sets Milton District HS areas: Functional Life Skills, out the procedures involved in West - Nelson HS Communication Skills, Social identifying a student Secondary gifted students in Skills, Leisure and Recreation as exceptional. Grade 9 and 10 will have the

14 SPECIAL EDUCATION SPECIAL EDUCATION

Skills, Transition to Work Skills, Please note: Not all schools Special Education Advisory Functional Academics, Social/ offer these self-contained Committee (SEAC) Emotional/Self-Regulation, placements – for further Special Education Advisory Personal Life Management information, please contact your Committee members are and others as appropriate so secondary school Principal or representatives of local students can be successful in Head of Special Education. associations appointed by the their post-secondary destination. Board, and, as such, attend monthly participatory meetings. They act in an advisory capacity to the Halton District School Board on issues and policies that affect Special Education. They act as a liaison to their local associations; so that issues, concerns, and recommendations of a local association can be brought to a SEAC meeting. Similarly, those changes in policy or procedure initiated by the Board or Ministry are shared with SEAC members. Each SEAC member in turn shares this information with his or her local association. There are also members at large who do not represent a local organization. (More information on SEAC can be found at www.hdsb.ca).

15 16 POLICIES AND PROCEDURES your Principal. To more, learn contact partners andthePrincipal. support staff, community students, parents, teachers, The teamiscomposedof to overallstudentaccess. team. Well-being isfundamental Each schoolhasawell-being Well-Being SchoolTeam can befoundatwww.hdsb.ca. schoolsafety legislation concerning policies andthechangesin prevention andintervention Information regarding bullying, to learn. are safeandsupportiveplaces of policiestoensure ourschools of Conduct,andthedevelopment of theSafeSchoolsAct,Code belief guidestheimplementation engaging environment. Thiscore inasafe,healthyand to learn Every studenthastheright POLICIES ANDPROCEDURES caring communities. schools are safeand Education directives toensure legislation andMinistryof in accordance withprovincial policies havebeendeveloped Halton DistrictSchoolBoard making ourschoolssafe. partners haveaparttoplayin students, parents andcommunity for studentstosucceed. Staff, school environment isessential

A positive and inclusive A positiveandinclusive

•  •  •  • Practisehonestyandintegrity The student’s role: •  •  •  •  •  •  The school’s role: contribution tomake. Each partnerhasanimportant and climateoftheschool. powerful impactontheculture keep theirschoolsafe,ithasa parents worktogetherto When staff, studentsand A Shared Responsibility and InclusiveSchools— for Safe,Caring Code ofConduct Show respect forselfandothers on time,andready tolearn Come toschoolprepared, self-discipline Exercise self-control and classroom teaching the curriculumindaily prevention throughout programs, includingbullying Provide bullyingprevention sense ofself-worth full potentialanddeveloptheir Help studentsworktotheir communication Foster open,honest respect forothers Teach acceptanceofand behaviour andgoodcitizenship Teach andmodelpositive from distractions Provide aclimatefree

• •  •  The parent’s role: •  •  •  •  •   keeping theirschoolasafeplace how theycancontributeto Talk withyourstudentabout your student’s schoolprogress Show anactiveinterest in Code ofConduct as theBoard andprovincial Code ofConductaswell Understand yourschool’s Show respect forschoolproperty your student Be apositiverole modelfor student’s school Communicate withyour the rulesofpositivebehaviour Assist yourstudentinfollowing dignity andrespect Treat otherswithkindness, “When staff, students impact ontheculture and parents work it has a powerful it hasapowerful their school safe, their schoolsafe, together to keep together tokeep and climate of and climateof the school.”

POLICIES AND PROCEDURES 17 final evaluations in January and in January final evaluations final during this June. Absences may require evaluation period documentation. kept informed about are Parents through student attendance systems automated notification Parents by email or phone. the Student may also log in to Information System at http://info.hdsb.ca/sis (requires birth date and student number) their student’s to review are Parents attendance history. also encouraged to consider their attendance on report student’s and in reports progress cards, dialogue with teachers. For additional information on HDSB policies and procedures please consult your student’s agenda or visit www.hdsb.ca.

Student Attendance Student school Students who attend successful more are regularly do not. than students who andRegular school attendance expectation ofpunctuality is an importantall students and an learningcomponent of strong miss outskills. Absent students on the carefully planned sequence on the carefully of instruction. notify the school should Parents of any and all attendance concerns (lates and absences) Student Absence the through Reporting System. Upon arrival the school the from or departure student is to sign in/out at the main office. Early notification of planned absences is important. Vacations should not be planned during Early and ongoing prevention Early and ongoing prevention and intervention strategies inappropriate Addressing behaviour Opportunities for a student their choices to learn from and awareness Parental involvement punitive solely A shift from and to both corrective supportive measures Transportation information is Transportation available at www.haltonbus.ca. Busing is provided to students Busing is provided who live beyond set distances their designated secondary from school. Distances vary based on grade and whether it is an urban or rural setting. Student Transportation •  •  •  •  •  Progressive Discipline is a whole Discipline is a whole Progressive a that uses school approach continuum of interventions, support and consequences for that include opportunities positive behaviour reinforcing make and helping students progressive good choices. The includes: discipline approach Progressive Discipline Progressive POLICIES AND PROCEDURES AND POLICIES ASSESSMENT AND EVALUATION POLICIES

Assessment and • Are ongoing, varied in nature, Student Reports Evaluation Policies and administered over a Teachers provide regular Classroom practices for all period of time to provide feedback on student courses are aligned with Ministry multiple opportunities for achievement. Formal reports of Education policy. The primary students to demonstrate the are provided at both midsemester purpose of assessment and full range of their learning. and semester-end (see sample evaluation is to improve • Provide ongoing descriptive copy below). There are additional student learning. feedback that is clear, opportunities to receive specific, meaningful, and feedback on student progress POLICIES AND PROCEDURES The Seven Fundamental timely to support improved and achievement. Parents are Principles learning and achievement. encouraged to communicate To ensure that assessment, • Develop students’ at any time with their evaluation, and reporting are valid self-assessment skills student’s teachers and/or and reliable, and that they lead to enable them to assess guidance counsellor. to the improvement of learning their own learning, set Reporting focuses on two distinct for all students, teachers use specific goals, and plan but related aspects of student practices and procedures that: next steps for their learning. achievement: the achievement • Are fair, transparent, and of curriculum expectations equitable for all students. (Achievement Chart) and the development of learning skills. • Support all students, including those with special education needs, those who are learning the language of instruction Student: Nathan Lee OEN Grade: 9 Homeroom: 121 (English or French), and those Learning Skills & Work Habits Attendance who are First Nations, Métis, Courses Comments or Inuit. Strengths/Next Steps for Improvement • Are carefully planned to relate Classes Missed Total Classes Total Late Times to the curriculum expectations Reporting Period Percentage Mark Course Median Credit Earned Responsibility Organization Independent Work Collaboration Initiative Self-Regulation and learning goals and, as Course Title: English 1st 75 74 G G G G G G Student specific 1 44 Couse Code: ENG1D1 comment from course teacher much as possible, to the Teacher: A.J. SmithBalogh 2nd interests, learning styles and ESL/ELD IEP Final 1.00 French SHSM G G G G G G preferences, needs, and 90 Course Title: Math 1st 75 76 G G G G G G Student specific experiences of all students. Couse Code: MPM1D1-01 comment from course teacher 44 2nd Teacher: M.M.Canton Johnson • Are communicated clearly ESL/ELD IEP Final 1.00 French SHSM G G G G G G to students and parents at 90 the beginning of the school Course Title: 1st G G G G G G Couse Code: 43 2nd year or course and at other Teacher:

ESL/ELD IEP appropriate points throughout Final 1.00 G G G G G G French SHSM 43 the school year or course. Course Title: 1st G G G G E

Couse Code: MCF3M1-01 44 2nd Teacher: Shalini Singal

ESL/ELD IEP 18 Final 1.00 French SHSM G G E E E E 90 Course Title: 1st

Couse Code: XXXXXXXXX 2nd Teacher: Shalini Singal

ESL/ELD IEP Final French SHSM ASSESSMENT AND EVALUATION POLICIES POLICIES AND PROCEDURES

Achievement Chart Assessment and evaluation The final percentage grade for The achievement chart is a is based on the provincial all secondary school courses is standard province-wide guide curriculum expectations and derived as follows: used by teachers and includes four achievement levels. • 70% of the final grade categories of knowledge and skill: The percentage grade represents is based on term work Knowledge & Understanding the student’s overall achievement evaluations conducted of the course expectations as throughout the course. • Subject-specific content acquired described in the achievement chart. This portion of the grade in each grade/course (knowledge), should reflect the student’s and the comprehension of most consistent level of its meaning and significance “Today’s Learning achievement throughout (understanding). Skills are Tomorrow’s the course, although special Thinking Employability skills” consideration should be given • The use of critical and creative to the more recent evidence thinking skills and/or processes. Learning Skills of achievement. Communication The development of learning skills • 30% of the final grade is based on a final evaluation(s) • The conveying of meaning and work habits is an integral part towards the end of the course. through various forms. of a student’s learning. Teachers will support the development of Final evaluation may include Application learning skills and work habits a final performance task • The use of knowledge and identified as: Responsibility, and/or a final exam. skills to make connections Organization, Independent within and between Work, Collaboration, various contexts. Self-Regulation, Initiative.

Percentage Mark Achievement of the Provincial Curriculum Expectations

The student has demonstrated the required knowledge and skills with a high degree 80-100 of effectiveness. Achievement surpasses the provincial standard. (Level 4)

The student has demonstrated the required knowledge and skills with considerable 70-79 effectiveness. Achievement meets the provincial standard. (Level 3)

The student has demonstrated the required knowledge and skills with considerable 60-69 some effectiveness. Achievement approaches the provincial standard. (Level 2)

The student has demonstrated the required knowledge and skills with limited 50-59 effectiveness. Achievement falls much below the provincial standard. (Level 1)

The student has not demonstrated the required knowledge and skills. Extensive Below 50 remediation is required.

19 ASSESSMENT AND EVALUATION POLICIES

Credit Counselling Summary A student’s Credit Counselling Summary lists all credits and marks. It also shows how many credits are still needed to graduate, how many community involvement hours are submitted and whether the literacy requirement is complete.

POLICIES AND PROCEDURES Credit Counselling Summaries are available from your Guidance office. Please note: A Credit Counselling Summary is not an official transcript.

Ontario Student Transcript (OST) The Ontario Student Transcript is an official and consistent summary of a student’s achievement in Ontario secondary school credit courses. A current, accurate and complete copy of the OST will be included within the Ontario Student Record.

Ontario Student Record (OSR) The Ontario Student Record is the official school record for a student. Every Ontario school keeps an OSR for each student enrolled at that school. The OSR contains achievement results, credits earned and diploma requirements completed, and Students and their parents (if of the OSR. The Education Act other information important the student is under 18 years of and Freedom of Information to the education of the student. age) may examine the contents legislation protect these records.

20 PATHWAYS 21 You enjoy hands-on You learning and have good mechanical and spatial abilities. enjoy fixing You things, assembling and disassembling structures. able to solve are You determine problems, why something does not work and how it can be done better. in a interested are You the that requires career completion of an apprenticeship. combination of on-the-job training and in-school training usually done at a local college, and usually lasts two to five years. Consider Apprenticeship if: Consider Apprenticeship •  •  •  •  Most students’ secondary school secondary Most students’ includes courses experience a variety of course types. from school Pathways in secondary students for their chosen prepare post-secondary destination. Pathways The five destination Apprenticeship, initiatives are: University College, Community, and Work.

Apprenticeship Apprenticeship is a practical method of learning, providing hands-on training in over 130 skilled trades. paid while are Apprentices gaining work experience. with skill increase Wages levels. leads to: Apprenticeship can Apprenticeships such as: lead to careers construction workers, chefs, horticulturists, information technologists, educational assistants and hairstylists. How long does take? Apprenticeship Becoming a certified a tradesperson requires APPRENTICESHIP Pathway

include specialized regional regional include specialized programs. pathways flexible and Pathways are and changed. may be combined to know As students begin themselves as learners they to adjust have the opportunity they move pathway plans as with secondary school, through their Guidance the assistance of Counsellor and parents.

www.apprenticetrades.ca www.collegeoftrades.ca www.careercruising.com www.earnwhileyoulearn.ca www.ontario.ca/page/start-apprenticeship www.myblueprint.ca/halton www.apprenticesearch.com For more information on For more visit: Apprenticeship, www.oyap.com Each pathway includes different different Each pathway includes course types and may also Secondary schools offer a variety offer Secondary schools meet the of course types to needs of all learners. Pathways initiatives provide initiatives provide Pathways of course a wide range and learning types, programs students prepare opportunities to school for success in secondary and beyond. PATHWAYS

22

PATHWAYS

www.careercruising.com www.ontario.ca/page/ontario-colleges www.gotocollege.ca www.myblueprint.ca/halton www.ontariocolleges.ca on College,visit: For more information

Pathway COLLEGE to complete. take onetothree years programs, thatusually or jointcollege-university certificate, applieddegree, diploma, graduate Colleges havecertificate, College take? How longdoes technologists. paralegals andchemical website technicians, officers, dentalhygienists, police such as:journalists, pursue avarietyofcareers you theskillsneedto College programs give College leadsto: quality education. of real lifeskillswith an effective combination College programs provide •  •  •  •  Consider Collegeif: your chosencareer area occupational skillsrequired for developing technicaland You are interested in that require acollegeeducation You havespecificcareer goals to instruction the personalapproach You enjoysmallerclassesand applied curriculum You findsuccessinhands-on/ COMMUNITY (CPP) PATHWAYS Pathway

The Community Pathway programs (CICE - Program (CPP) is designed Community Integration for students with special through Co-operative education needs who Education) offered at a are primarily accessing few Ontario colleges. non-credit courses leading to a Certificate Students graduate with of Accomplishment. In one of the following: some cases, students • Ontario Secondary may work toward an School Certificate Ontario Secondary School (OSSC) Certificate (OSSC), which This certificate is requires 14 credit courses. awarded to students who successfully Making Plans for complete a minimum this Pathway? of 14 credits including • Special Education staff, 7 compulsory credits parents and community — 2 credits in English, support agencies work 1 credit in each of together in a collaborative the following: Math, community process to Canadian Geography individually plan and For more information or Canadian History, prepare students for life on the Community Pathway visit: Science, Health and in the community upon www.hdsb.ca (search: Special Physical Education, leaving secondary school. Education Plan) Arts or Technological (Students in this pathway www.dsontario.ca Education ­— plus 7 may remain in school www.sopdi.ca optional credits. until June of the year in www.communitylivingontario.ca • Certificate of which the student turns Accomplishment 21 years of age). This certificate is • In planning, options awarded to students could include, but are upon leaving school not limited to: volunteer who have made work, paid employment, progress in completing and participation in individual personal and recreational programs. educational goals. A few students may access specialized

23 UNIVERSITY Pathway

University offers degree Consider University if: programs that are • You enjoy abstract PATHWAYS theoretical in nature concepts associated in the General Arts, with course material Sciences and Business. and academic/theoretical University leads to: learning University can lead to • You enjoy independent careers such as: teachers, learning engineers, doctors, • You have specific accountants, computer career goals in mind programmers and lawyers. that require a university education How long does University take? • Students in university obtain bachelor degrees, master degrees, and doctorate degrees, ranging from three to 10 years of study • Universities also offer continuing education and certificate programs for specific occupations

For more information on University, visit: www.ouac.on.ca www.myblueprint.ca/halton www.electronicinfo.ca www.ontario.ca/page/ontario-universities www.careercruising.com

24 WORK PATHWAYS Pathway

A wide variety of careers Consider direct entry require a high school into Work if: diploma, followed by • You have developed specific on-the-job practical workplace training or entry-level skills that have positions from high prepared you for a school including: real specific career without estate agents, animal needing to pursue care workers, bank college, university, or an tellers, photographers, apprenticeship first website designers and • You have been construction labourers. successful in workplace Some students who pathway courses choose direct entry into and wish to explore work may later pursue workplace opportunities apprenticeship, college • You want to gain and/or university. workplace experience Several programs before continuing in Halton provide post-secondary opportunities for education students to meet initial • You have specific requirements for entering career goals in mind For more information specific industries, that allow you to go on direct entry into allowing them to make a directly to the workplace Work, visit: successful transition from for on-the-job training www.jobfutures.ca school to the workplace. www.jobbank.gc.ca www.myblueprint.ca/halton www.careercruising.com www.ontario.ca/page/ employment-ontario

25 26 REGIONAL PATHWAYS PROGRAMS is acomprehensive two-year The IBDiplomaProgramme •  •  •  •  Diploma Programme (IBDP) BaccalaureateInternational (OYAP) and SchooltoCareer. Youth Apprenticeship Program (SHSM), DualCredit, Ontario Specialist HighSkillsMajor Pathways Programs including: students mayalsoenterRegional as aSecondLanguage).Senior Baccalaureate, andESL(English French Immersion,International Regional Pathwayssuchas: offers avarietyofspecialized The HaltonDistrictSchoolBoard BaccalaureateInternational DiplomaProgramme REGIONAL PATHWAYS PROGRAMS scholarship potential acceptance and High levelofuniversity and focus curriculum, expectations, recognizedInternationally university study A preparation for A multidisciplinaryprogram I-STEM For more information,visitwww.hdsb.ca (search: I-STEM). High Schoolbeginningin2019-2020 forstudentsenteringGrade9. global issues.I-STEMisanew program thatwillbeoffered atAldershot community partnerstosolvesocial,economicorenvironmental localand Students workcollaborativelyandinpartnershipwith post-secondary and competency-based andinquiry-basedprogram focusedoninnovation. The I-STEMregional program isaninterdisciplinary, experiential, I-STEM PROGRAM transportation forI-STEMstudents. Note: HDSB does notprovide School Diploma. theOntarioSecondary time earn the IBDiplomawillatsame Students whosucceedinearning universities. respect from theworld’s leading has gainedrecognition and and lifebeyond.Theprogramme students forsuccessatuniversity final examinationsthatprepare programme ofeducationwith rigorous andbalanced designed asanacademically The IBDiplomaProgramme is some universities. receive credit forcoursesat Diploma holdermayalso school (Grade11&12).AnIB in thelasttwoyearsofsecondary programme thattakesplace

Burlington CentralHS** West -RobertBatemanHS, Craig KielburgerSS* North -GeorgetownDistrictHS, East –WhiteOaksSS offering IBDPinclude: Halton secondaryschools challenges oftheIBDP. for theacademicrigourand designed toprepare students This two-yearprogramme is students acceptedtoIBDP. program forGrade9and10 All IBDPschoolsoffer acluster offering IBDPinclude: Halton secondaryschools Grade 9/10preparation program. transportation forIBprogramme or Please Note:HDSBdoesnotprovide Burlington CentralHS. 2021/21 Grade9-12willattend will remain atRobertBateman HS. Burlington Central,Grade10-12 ** 2019/20Grade9willattend See www.cks.hdsb.ca forupdates. preparation program in2019/20. in 2020/21.Grade9willbegin * proposed program tobegin

REGIONAL PATHWAYS PROGRAMS 27 . + This chart shows how most English language learners ESL and/ through progress or ELD courses and into English courses. mainstream Not all students will follow this pathway exactly. Individual students may vary in the rate at which they the levels. through progress Transportation is Please note: Transportation provided for students who live more than 3.2 km from their ESL secondary school. English As a Second Language As a Second Language English English Literacy (ESL) and STEPs 1-5 Development (ELD) sites include: A. Blakelock HS, East - T. White Oaks SS SS North - Craig Kielburger HS - Burlington Central West schools offer All other secondary for and/or support programming students at STEPs 4

ENGLDCC ENG1P/2P ENG3E/4E .

ELDEO ELDCO ELDBO ELDAO ELDDO ELD LEVEL 3 ELD LEVEL 2 ELD LEVEL 1 ELD LEVEL 4 ELD LEVEL 5 Development *When offered, these courses *When offered, must all be completed prior to taking ESL courses *English Literacy The assessment provides provides The assessment about the type information of support the and the amount develop English student needs to gaps address language skills and in learning. placement In secondary schools, upon the in courses will depend and the of the assessment results background. educational student’s

ESLCO ESLBO ESLEO ESLAO ESLDO ESL LEVEL 3 ESL LEVEL 2 ESL LEVEL 1 ESL LEVEL 4 ESL LEVEL 5 The time English as a Second Language ENG3E/4E ENG1P/1D ENG2P/2D ENG3U/3C ENG4U/4C An assessment of comprehension reading An assessment of student writing An assessment of mathematical knowledge and skills A structured interview to assess A structured oral communication skills (listening and speaking) •  •  •  •  needed to complete the needed to complete based assessment will vary needs. on individual student include: The assessment will The English language proficiency language proficiency The English Language Learnersof all English upon (ELL) will be assessed with the Halton registration District School Board. PROGRAMS PATHWAYS REGIONAL (ELD) Development and English Literacy (ESL) as a Second Language English 28 REGIONAL PATHWAYS PROGRAMS French ImmersionandExtended French REGIONAL PATHWAYS PROGRAMS on learning experiences onlearning • Benefitfrom authentic,hands- andprompting withassistance,support, • Completetasksandhomework organization • Benefitfrom structure and inliteracyandnumeracyskills • Are severalgradelevelsbehind meetgraduationrequirements • Require flexibilityandsupportto for studentswho: Locally DevelopedPrograms are Locally Developed LOCALLY DEVELOPED Burlington Central HS, M.M. Robinson HS Burlington Central HS,M.M.RobinsonHS West –AldershotHS,Nelson HS, MiltonDistrictHS Craig KielburgerSS,Georgetown District North –ActonDistrictHS, White OaksSS,GarthWebb SS Oakville Trafalgar HS,T.A. BlakelockHS, East –Iroquois RidgeHS, Early French Immersion include: Halton secondaryschoolsoffering subjects taughtinFrench. credits and6additionalcoursesinother credits include4French LanguageArts of ImmersionStudies.The10immersion credits inorder toreceive aCertificate accumulate atotalof10immersion French Immersionstudentsmust school boards outsideHalton. permission forappropriate students from elementary schoolorwithprincipal French Immersionprogram inaHalton to studentswhohavecompletedthe The French ImmersionProgram isopen

learning skillsthrough project-based • Develops academic and social • Developsacademicandsocial • Buildsliteracyandnumeracyskills • Improves confidence • Easesthetransitiontohighschool The LEAPProgram: school credits towards theirOSSD. 4high the opportunitytoearn students intheLEAPProgram have Developed Program. Grade8 are likelytoattendtheLocally to selectGrade8studentswho The LEAPProgram isavailable courses taught inFrench mayvarybyschool. additional courses taughtinFrench forthe Grade 9-11years,additional *some school’s French Immersionprogram mayadjustthenumberof Grade 12:ExtendedFrench Course Grade 11:ExtendedFrench Course taughtinFrench* Grade 10:ExtendedFrench Courseplus1additional course taughtinFrench Grade 9: the following: Students intheExtendedFrench Program take and 3additionalcoursesinothersubjectstaughtFrench. The 7extendedcredits include4French LanguageArtscredits French credits inorder toreceive aCertificateofExtendedFrench. Extended French studentsmustaccumulateatotalof7extended M.M. RobinsonHS. Sir E.MacMillanPSandcontinuesinGrade9-12at The ExtendedFrench Program beginsinGrade7at Grade 12:French ImmersionCourse Grade 11: taughtinFrench* Grade 10: Grade 9:French ImmersionCourseplus3additionalcourses the following: Students intheFrench ImmersionProgram take taughtinFrench* ExtendedFrench Courseplus2additionalcourses French ImmersionCourse French ImmersionCourseplus3additionalcourses

2019/20, it will be extended to Grade 10-12. 2019/20, itwillbeextendedtoGrade10-12. move toNelsonHSforGrade8and9in The program from RobertBatemanHSwill Grade 11in2021/22,122022/23. extended toGrade10in2020/21, HS,M.M.Robinson program will be * 2019/20Grade8and9at RobertBatemanHS Nelson HS, • West* -M.M.RobinsonHS, GeorgetownDistrictHS • North-CraigKielburgerSS, • East-WhiteOaksSS sites include: LEAP andLocallyDevelopedProgram

REGIONAL PATHWAYS PROGRAMS SHSM & OYAP REGIONAL PATHWAYS PROGRAMS

Specialist High Skills Major Programs SHSM programs have been introduced to offer specialized programming for students in various sectors. These programs allow students to focus their learning on a career path that matches their skills and interests. Each SHSM program includes a bundle of eight to ten Grade 11 and 12 courses related to the chosen sector. In addition, students choosing a SHSM program earn valuable industry certification and training and have an experiential learning opportunity working in the chosen sector.

Sector Region Sector Region

Agriculture Halton Hills Health & Wellness Burlington Oakville Arts & Culture Burlington Milton Halton Hills Milton Horticulture & Landscaping Burlington Oakville Milton Oakville Business Burlington Milton Social Justice Burlington Oakville Milton Oakville Construction Burlington Milton Sports Burlington Halton Hills Halton Hills

Energy Oakville Transportation Burlington Halton Hills Environment Burlington Milton Halton Hills Oakville Oakville Hospitality & Tourism Burlington Information and Acton Halton Hills Communications Technology Burlington Milton For more information Halton Hills Oakville Milton on Regional Pathways Oakville Manufacturing Burlington Milton Programs see your Guidance Justice, Community, Halton Hills Oakville Safety & Emergency Services Oakville Halton Hills Counsellor and/or visit www.haltonpathways.ca Concentrated Ontario Youth Apprenticeship Programs www.myblueprint.ca/halton Concentrated OYAP helps prepare students for apprenticeship by combining high school courses with a cooperative education placement to provide the knowledge, skills and work experience to begin an apprenticeship. Hours and skills accumulated in OYAP may be applied to the student’s apprenticeship certification requirement.

Program Region Program Region

Auto Body & Automotive Burlington Hairstylist Burlington Painter Halton Hills Milton Chef/Baker Burlington Oakville

Cabinetmaking/Carpentry Burlington Precision Machining/ Burlington Halton Hills Millwright

Child and Youth Worker Milton Transportation Burlington Halton Hills Electrical Burlington Oakville Milton Welding Halton Hills Child Development Milton ONTARIO Practitioner YOUTH APPRENTICESHIP PROGRAM 29 REGIONAL PATHWAYS PROGRAMS Dual Credit Programs & School to Career Programs

Dual Credit Programs These partnership programs between school boards and colleges provide an opportunity for senior students to simultaneously earn secondary school and college credits. These credits are applied to their OSSD and college diploma or Level 1 apprenticeship training. Dual Credit programs run either in the secondary school or at the college, and allow students to reach ahead to their future education in the apprenticeship or college post-secondary pathways. Some Dual Credit programs are also offered as a SHSM.

Program Region College Partner Advanced Landscaping and Horticulture Milton Humber Halton Hills Oakville

Sociology Halton Hills Humber

Construction/Welding Re-engagement Burlington Mohawk

REGIONAL PATHWAYS PROGRAMS REGIONAL PATHWAYS Halton Hills

Mental Health Re-engagement Milton Mohawk

Media - Re-engagement Burlington Mohawk

Advanced Construction - Electrical Burlington Mohawk

Manufacturing SHSM: Advanced Robotics Burlington Mohawk

Pathways to Community Services Burlington Mohawk

Art Fundamentals Oakville Sheridan

Trades & Technology Fundamentals Brampton Sheridan For more information on Regional Pathways Programs see your Pathways Programs Guidance Counsellor These programs are designed to engage Grade 10 -12 students by and/or visit extending their learning in an alternative educational setting. Learn more www.haltonpathways.ca at www.haltonpathways.ca and by visiting your Guidance Counsellor.

Program Description Region

Bronte Creek Project* One semester, four credit, Burlington environmental leadership program available to Grade 11 and 12 students.

Trailhead One semester, four credit, community Burlington and environmental leadership program available to Grade 10 students.

RBG Eco Studies* One semester, four credit, Burlington environment program at the Royal Botanical Gardens.

Can-Fit Pro Personal* One semester, four credit, Can-Fit Pro Burlington Personal Trainer program available to Grade 11 and 12 students.

*Indicates the program is also offered as a SHSM program. 30 ADDITIONAL LEARNING OPPORTUNITIES 31

Earn hours and/or apprenticeship be registered as an apprentice apprentice as an be registered while participating in an trade through apprenticeable Apprenticeship Youth Ontario the Program (OYAP). For more For more (OYAP). Program please information about OYAP, go to www.haltonpathways.ca workplace experience Gain valuable work experience, for to prepare build a résumé and/or employment future post-secondary eduction Earn and develop credits essential skills through •  • • 

teachers can assist students with an exploration of online learning opportunities in Halton. details on eLearning For more visit www.elearning.hdsb.ca.

See the relevance of their See the relevance learning classroom Students can apply up to two their towards Co-op credits compulsory course requirements, with no limit on earning elective credits. appropriate are Co-op programs for all post-secondary destinations college, including: apprenticeship, university or work. community, Co-op students have the opportunity to: • Experience hands-on learning interest career • “Test-drive” •  half-day programs. half-day programs. •  •  Most Co-op work placements are Most Co-op work placements are designed as Earn the same credits in a Earn same credits the way. different Learn a flexible time (no at place and scheduled classes), limits). pace (within semester Access engaging, unique courses unavailable in some high schools.  students interact and learnstudents with and classmates their teacher, using any resources electronic internet-connected computer. students to: Online courses allow •  •  • encouraged to Students are evaluate their learning styles and learning skills when considering online. a course delivered Guidance Counsellors and online

learning/

experience. with an in-school courses are Fully online courses are available to students in both semesters and at summer school. In an online course, Blended Learning is a part of and courses many classrooms at all secondary schools. traditional It combines the more experience with classroom a variety of internet-based and applications resources to Learn) D2L (Desire the through learning management system. is growing in Halton! eLearning is growing eLearning all encompasses learning opportunities and that instructional strategies and incorporate electronic internet-based resources. ADDITIONAL LEARNING OPPORTUNITIES LEARNING ADDITIONAL eLearningCooperative Education & The course begins pre-placement learningpre-placement plan to students for the out-of-schoolready work experience. Cooperative Education teachers work in IndustryHalton the with partnership Education Council (HIEC) to match Halton students with appropriate employment placements. and monitored Students are assessed by the Cooperative Education teacher and have regular performance appraisals by the placement supervisor (employer). Co-op course connects prior Cooperative Education Cooperative Education (Co-op) allows students to earn secondary while completing a school credits work placement. The integrated credits and related work and related credits ADDITIONAL LEARNING OPPORTUNITIES Summer School & Night School

Summer School - Secondary Summer School - Elementary In July, some secondary schools • Elementary summer school are designated as sites for programs are available to Summer School. Courses are students in Grade 7 and 8 who available for students who are looking to build literacy and wish to earn new credits or numeracy skills. upgrade previous courses. • Reach ahead opportunity for Students may register for one Grade 8 students to take Grade 9 full-credit course with the HDSB credit course over a four-week (including online courses). period prior to starting high school. • Full-credit courses are four weeks in duration (110 hours Night School of instruction). These courses Night School offers full-credit

ADDITIONAL LEARNING OPPORTUNITIES are appropriate for new credit courses for some Grade 11 and/or for students who require and 12 courses at designated additional learning/support to secondary schools each meet provincial standards. semester. Classes are scheduled • Courses available: in class, two evenings per week from online, co-op. 6:30 - 9:30 p.m. • Two week credit recovery is Night School course offerings available for failed courses and registration are available based on school referral. from the Guidance office in mid-September for semester • Summer School course 1 courses and mid-February offerings and registration for semester 2 courses. forms are available from your Course offerings and schedule school’s Guidance office in information are also available May and at www.garyallan.ca. at www.garyallan.ca. Students who intend to Students who intend to register register for summer school for Night School with other with other school boards must school boards must inform inform their Guidance office. their school’s Guidance office. Students are required to Students are required to provide official documentation provide official documentation to their Guidance office for to their school’s Guidance all credits earned outside of office for all credits earned the Halton District School Board. outside of the Halton District School Board.

See your Guidance Counsellor www.garyallan.ca for more information.

32 ADDITIONAL LEARNING OPPORTUNITIES ADDITIONAL LEARNING OPPORTUNITIES Gary Allan High School – Alternative and Adult Programs

Gary Allan High School (GAHS) serves learners of all ages at sites in Burlington, Georgetown, Milton and Oakville. The wide range of courses and programs offered at GAHS are suitable for all destination pathways. Programs at a Glance Program Location(s) Age Learner Profile Start Dates Range Online+ Burlington 18 + Fully online learning with ongoing Continuous enrolment Halton Hills teacher support and direction in Sept. - March Milton class or online. Oakville

STEP Burlington 16-20 Guided learning focusing on Intakes Sept.- Oct. Halton Hills compulsory credits combined Jan. - April Milton with an experiential learning Extended morning program Oakville program.

TREX Burlington 16-20 Experiential learning program for Intakes Sept.- Oct. youth interested in landscaping Jan. - April Extended or construction. morning program

Literacy/ HDSB secondary Grade 7-10 Students looking to develop their Sept. - June Numeracy and elementary skills with literacy and numeracy remedial schools studies, including preparation for Grade 9 EQAO Math and Grade programs 10 OSSLT programs.

Heads Up Halton secondary Incoming Transition to high school program Three-day program in late Grade 9 schools Grade 9 for students entering Grade 9. Aug. students Students will be welcomed to their school community through literacy and numeracy activities.

Credit Burlington 14 + Secondary students and adults Sept. (full-year program) International Oakville looking to earn secondary school Language Milton credits in various International Languages.

To learn more, speak to your Guidance Counsellor or visit www.garyallan.ca. ot t e o t

e oo

t

t

33 WEBSITES Pathway & Education Planning

Area of Interest Website(s) WEBSITES Halton District www.hdsb.ca School Board www.garyallan.ca www.haltonpathways.ca eLearning.hdsb.ca

Ontario Ministry of www.edu.gov.on.ca/eng/curriculum Education Curriculum

Program Pathway www.myblueprint.ca/halton Planning www.careercruising.ca www.osca.ca www.ontario.ca/page/education-and-training

Scholarships and www.scholarshipscanada.com Financial Assistance www.studentawards.com www.osap.gov.on.ca

Apprenticeship Pathway www.apprenticesearch.com www.osca.ca www.oyap.com www.myblueprint.ca/halton www.apprenticetrades.ca www.haltonpathways.ca www.careercruising.ca

College Pathway www.ontariocolleges.ca www.osca.ca www.gotocollege.ca www.myblueprint.ca/halton www.degreesindemand.ca www.haltonpathways.ca www.ocutg.on.ca

Community Pathway www.dsontario.ca www.communityliving.ca

University Pathway www.electronicinfo.ca www.haltonpathways.ca www.ouac.on.ca www.osca.ca www.aucc.ca www.myblueprint.ca/halton www.ocutg.on.ca

Work Pathway www.on.workinfonet.ca www.osca.ca www.workingincanada.gc.ca www.myblueprint.ca/halton www.haltonpathways.ca www.careercruising.ca

34 COMMUNITY RESOURCES COMMUNITY RESOURCES

Burlington Milton Oakville Halton Hills

ADAPT 905-639-6537 905-693-4250 905-847-6547 Georgetown 905-873-2993 Alcohol and Drug Counselling Acton www.haltonadapt.org 519-853-8222 Halton Children’s Aid Society Burlington Toll free 866-607-5437 (CAS) 905-333-4441 www.haltoncas.ca

Halton Family Services Oakville Burlington 905-845-3811 905-637-5256 Individual and family counselling www.haltonfamilyservices.org Regional offices in Oakville, Burlington, Milton, and North Halton book appointments through the Oakville or Burlington office.

Halton Multicultural Council 905-842-2486 905-864-6565 905-257-1555 905-864-6565 ext.482 www.hmcconnections.com

Halton Region Dial 311 905-825-6000 www.halton.ca Toll free 1-866-442-5866

Halton Regional Police 905-825-4747 905-878-5511 905-825-4747 905-878-5511 Services www.haltonpolice.ca

Oakville Halton Trauma Centre Toll free 800-663-9888 Services for children and families 905-825-3242 affected by abuse www.haltontraumacentre.ca

Halton Women’s Place North Shelter: 905-878-8970 Crisis Line: 905-878-8555 www.haltonwomensplace.com South Shelter: 905-332-1593 Crisis Line: 905-332-7892 Kids Help Phone 1-800-668-6868 http://www.kidshelpphone.ca

Our Kids Network 905-333-1844 Milton Hub North Oakville Acton Hub Aldershot Hub 905-876-1306 Youth Project 289-428-5097 Local support for children, 905-633-7108 905-635-3525 youth, families www.ourkidsnetwork.ca

Reach Out Centre for Kids 905-634-2347 905-875-2575 905-339-3525 905-875-2575 ROCK Individual and family counselling www.rockonline.ca

35 TERMS & DEFINITIONS Guide to Secondary School

Accommodations – Community Involvement Credit Counselling Summary – Adjustments made in the Hours – As part of the OSSD A record of marks and credits delivery of course material, all students must complete 40 attempted and achieved, including specific, teaching and community involvement hours. community involvement hours, assessment strategies, and/or Students may begin to accumulate and completion of the Ontario assistive technology, that support hours during the summer before Secondary School Literacy a student’s access to the subject their Grade 9 year. Test requirement. TERMS & DEFINITIONS or course materials, but do not Compulsory Course – Credit Recovery – A Student change the learning expectations. Refers to a specific course that Success initiative that provides Achievement Categories – students must take as part of students who have failed a course The four achievement the Ontario Secondary School an opportunity to complete the categories are: Knowledge Diploma (OSSD). required learning expectations and Understanding, Thinking, Cooperative Education and earn the credit. Students who Communication and Application. (Co-op) – Provides students withdraw from a course are not Achievement Chart – with an opportunity to extend eligible for credit recovery. The chart provides a reference their classroom learning with Credit Rescue – A Student point for all assessment practice a work placement. Success initiative that supports and a framework within which Course Code – Six character students at risk of failing a course. to assess and evaluate student course codes are used to Credit Rescue occurs while the achievement. represent the subject, grade, student is enrolled in the course. Assessment – The process of and course type. Elective Course – A course gathering information/evidence Course Selection – The process students select based on interest. that accurately reflects how of selecting courses for the English Literacy Development well a student is achieving the following school year. This occurs Program (ELD) – A course which curriculum expectations in in January/February. will teach students the basics of a course. Course Types – Courses are reading and writing. Certificate of Accomplishment – offered as: Academic, Applied, English as a Second Language This certificate will be granted College, Essential, Open, Program (ESL) – A course to students who have earned University, University/College, which will support students in a maximum of 13 credits. Workplace and K-Coded courses. developing English language skills Code of Conduct – Provides Credit – A credit value of 1.0 (reading, writing, listening, guidelines and expectations for is granted upon successfully and speaking). all students regarding behaviour completing a 110-hour course English Language Learners within the school. It is usually with a minimum of 50%. (ELL) – Refers to students whose found in the student agenda or first language is not English. on the school website.

36 TERMS & DEFINITIONS TERMS & DEFINITIONS Guide to Secondary School

Evaluation – The process of a traditional classroom. collaboration, initiative and of judging the quality of Guidance – The Guidance office self-regulation. student learning on the basis is a safe place for students to Modifications – Adjustments of established performance express their needs and concerns. made to the grade level standards and assigning a value Guidance Counsellors provide expectations for a subject (mark) to represent that quality. support services for many aspects or course, to meet the needs EQAO Grade 9 Assessment of adolescent development of the student. Students are of Mathematics – including, personal, academic working at their own level A test based on the Grade and career counselling. and are assessed based on 9 Applied and Academic The Guidance office may also be their Individual Education Mathematics programs written referred to as ‘Student Services’ Plan rather than meeting towards the end of the student’s in some schools. course expectations. Mathematics course. Identification, Placement and Ontario Education Number Final Evaluation – This Review Committee (IPRC) – (OEN) – A student identification evaluation represents 30% of A committee that meets and number assigned by the Ministry the final grade in a course and decides if a student should be of Education when a student may include a final performance identified as an exceptional pupil starts school in Ontario. task and/or final examination. and, if so, the placement that will The number will follow the This evaluation is administered best meet the student’s needs. student throughout his or her towards the end of the course. Individual Education Plan education in Ontario. Final Performance Task – (IEP) – A written plan, which Ontario Student Transcript – Students are asked to complete describes the strengths and An official record of academic this major piece of evaluation needs of an individual student, achievement at a secondary for each course. the special education programs school in Ontario. Full Disclosure – Following and services established to meet Ontario Secondary School the Full Disclosure date (each that student’s needs, and how Certificate (OSS Certificate) – semester) any Grade 11 or 12 the programs and services will This certificate will be granted course completed, dropped or be delivered. to students who have earned failed will appear on a student International Baccalaureate a minimum of 14 credits. transcript along with the marks Diploma Programme (IBDP) – Ontario Secondary School earned in the course. Full Disclosure The Diploma Programme is a Diploma (OSSD) – The OSSD occurs five instructional days after comprehensive two-year program is granted to students who the issue of the midsemester that takes place in the last achieve the requirements of 30 Provincial report card. two years of secondary school credits (18 compulsory and 12 Full disclosure does not apply (Grade 11 & 12). elective), complete 40 community to Grade 9 or 10 courses. Learning Skills – Learning Skills involvement hours and successfully Fully Online – A course delivery are reported on the Ontario complete the Ontario Secondary method based on the use of Provincial Report Card in the School Literacy requirement. online course resources taught following areas: responsibility, by an off-site teacher outside independent work, organization,

37 TERMS & DEFINITIONS Guide to Secondary School

Ontario Secondary School Pathways – Pathways initiatives Semester – The school year is Literacy Course (OSSLC) – provide a wide range of course divided into two semesters. This course meets the Ontario types, programs and learning A student will generally take Secondary School Literacy opportunities to prepare students four courses in each semester. requirement and may be for success in secondary school Some courses are de-semestered recommended for students not and in their chosen and run from September to June. previously successful on the OSSLT. post-secondary destination. Specialist High Skills Major TERMS & DEFINITIONS Ontario Secondary School Prerequisite – The course a (SHSM) – A Pathways program Literacy Test (OSSLT) – In Grade student must have completed that allows students to focus 10, students write their OSSLT as prior to the next course in that their learning on a career path a required component of an OSSD. subject area. that matches their skills and Ontario Student Record Professional Support Services interests. SHSM programs include (OSR) – The official school Personnel (PSSP) – PSSP staff a compulsory bundle of eight to record for each student enrolled includes: Child and Youth twelve Grade 11 and 12 courses, in an Ontario school. The OSR Workers/Counsellors, Social industry certification/training and file contains report cards, credit Workers, Psycho-Educational experiential learning from the history and completed diploma Consultants and Speech chosen sector. requirements, and other material Language Pathologists. Support Services Team – relevant to the education of Progressive Discipline – A range A team composed of school the student. The OSR follows of responses and consequences Administrators, Guidance the student through school and when a student’s actions are Counsellors, Special Education remains at the final Ontario contrary to the Code of Conduct. teachers, Social Worker, and school attended. The Ontario Student Success teacher. School Council – School Councils Education Act and Freedom of The team works together to advise principals and, where Information legislation protect support student achievement appropriate, the school board on these records. and wellness. issues affecting the education Ontario Youth Apprenticeship programs and the operation Student Success – Refers to Program (OYAP) – A Pathways of individual schools. Their the many initiatives in place to program which allows students membership reflects both the support student learning. to gain experience and training school and the community and Timetable – A timetable in apprenticeship occupations includes parents and guardians outlines the course, time, room through Co-operative Education. of students, the principal, a number, lunch period, teacher Parent – The term parent is used teacher, a student representative and semester in which students throughout this document to (secondary school councils), will take all their courses. refer to the legal guardian of any a non-teaching school staff student under 18 years of age. member as well as members from the community at large. Parents must make up the majority of council members.

38 HALTON SECONDARY SCHOOLS HALTON SECONDARY SCHOOLS

EAST WEST Abbey Park High School Aldershot School Home of the Eagles Home of the Lions http://aph.hdsb.ca http://ald.hdsb.ca

Garth Webb Secondary School Burlington Central High School Home of the Chargers Home of the Trojans http://gws.hdsb.ca http://bch.hdsb.ca

Iroquois Ridge High School M. M. Robinson High School Home of the Trailblazers Home of the Rams http://irs.hdsb.ca http://mmr.hdsb.ca + Oakville Trafalgar High School Nelson High School Home of the Red Devils House of the Lords http://oth.hdsb.ca http://nel.hdsb.ca

T. A. Blakelock High School Robert Bateman High School Home of the Tigers Home of the Wild http://tab.hdsb.ca + http://rbh.hdsb.ca + White Oaks Secondary School Home of the Wild Cats Dr. Frank J. Hayden Secondary School http://wos.hdsb.ca Home of the Huskies + http://dfh.hdsb.ca NORTH

Acton District High School ALL REGIONS

Home of the Bearcats ot t e o Gary Allan High School t http://act.hdsb.ca

e oo

t

Home of the Gators

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Craig Kielburger Secondary School http://garyallan.ca Home of the Spartans http://cks.hdsb.ca + ESL/ELD Centre Steps 1-5 Georgetown District High School Extended French #WeAreGeorgetown French Immersion http://geo.hdsb.ca International Baccalaureate + Secondary Gifted Placement Milton District High School Locally Developed Home of the Mustangs CPP http://mil.hdsb.ca + 39 KEEPING TRACK Ontario Secondary School Diploma (OSSD)

18 compulsory credits Students must earn the following compulsory credits to obtain the Ontario Secondary School Diploma: 4 credits in English 3 credits in Mathematics 2 credits in Science 1 credit in Canadian History 1 credit in Canadian Geography

WHAT DO YOU NEED TO GRADUATE? WHAT 1 credit in the Arts 1 credit in Health and Physical Education 1 credit in French as a second language 0.5 credit in Career Studies 0.5 credit in Civics Plus one credit from each of the following groups: 1 Group 1: an additional credit in English, or French as a second language, or a Native language, or a classical or an international language, or social sciences and the humanities or Canadian and world studies or guidance and career education or cooperative education 1 Group 2: an additional credit in health and physical education, or the arts or business studies, or French as a second language, or cooperative education

1 Group 3: an additional credit in science or technological education, or French as a second language, or computer studies, or cooperative education In addition to the above the students must complete: 12 elective credits

40 hours of community involvement activities Ontario Literacy Requirement OSSLT or OSSLC

40 Notes: ______J.W. Singleton Education Centre: Street Address: 2050 Guelph Line, Burlington, ON L7P 5A8 Mailing Address: PO Box 5005 STN LCD 1, Burlington, ON L7R 3Z2

Tel: 905-335-3663 Toll free: 1-877-618-3456 Fax:905-335-9802 Website: www.hdsb.ca