GRAND ERIE | 2018-19 BRANTFORD COLLEGIATE INSTITUTE & VOCATIONAL SCHOOL WELCOME TO BRANTFORD COLLEGIATE INSTITUTE – SYNONYMOUS WITH EXCELLENCE

B.C.I. provides a challenging and rich learning environment that meets the needs of all students. Staff at B.C.I. strive for excellence in all areas of school life. In addition to the regular program pathways, B.C.I. offers innovative programs. The Laurier Program, French “Synonymous With Excellence” Immersion, Specialist High Skills At Brantford Collegiate Institute & V.S. Major Programs (SHSM) and Student we believe that dignity and respect should Transition Experience Program govern all behaviour, that all can learn and Ms. Ann Myhal – Principal (S.T.E.P.) are some examples of the that each person has worth. dynamic programming available. Each person at BCI & VS has the opportunity to High school is a time of growth and transition; a chance grow in a safe and friendly environment, where to meet new people and have opportunities for new discipline is not repressive, but rather assumes experiences. At B.C.I., we recognize that learning extends that all students and staff will react respectfully and with common sense. We individualize, beyond the classroom. B.C.I. offers an excellent experiential personalize and humanize curriculum to meet education program with field trips, work experiences and the needs of all students. While academic co-operative education programs. We encourage all students achievement is the central focus, extra-curricular to get involved. Students may decide to join a sports team, participation is a key ingredient in the life of get involved in student leadership or participate in our many this school. We value each individual, and clubs, activities or one of our arts programs. encourage all to be creative and to take risks. By setting goals and standards which are attainable, and by learning decision-making There truly is something for everyone at B.C.I. both in terms skills, we cultivate self-esteem. Achievement, of academics and extra-curricular activities. Students are effort, excellence, participation and citizenship encouraged to embrace the opportunities available to them are rewarded at BCI & VS, as students prepare at BCI. Our teachers, staff, and administrators are committed to assume a responsible position in society. Our to supporting each student in reaching their goals. Students, common goal is growth, growth in knowledge, we are excited to have you as a member or our BCI school skills, positive attitudes, self-worth and self- community. Enjoy your journey. Go Mustangs! discipline.

These are not only the ideals of our school, but Ms. A. Myhal those of our community. [email protected] GEDSB Administration: Brenda Blancher Director of Education Dave Abbey Superintendent of Education

2 BRANTFORD COLLEGIATE INSTITUTE & VOCATIONAL SCHOOL SCHOOL ADMINISTRATION SCHOOL SERVICES Ms. Ann Myhal Principal AND RESOURCES Mr. Regan Vankerrebroeck LIBRARY Vice-Principal The BCI Library-Learning Commons provides a safe, friendly Mrs. Jennifer Ippolito environment, offering a balanced collection of print and digital Vice-Principal resources to meet both curricular and personal interest needs. Through virtual and physical learning partnerships, we provide integrated learning opportunities which are global, connected, DEPARTMENT HEADS social, cross-curricular and interdisciplinary. In partnership with classroom teachers, the Teacher-Librarian teaches guided Ms. D. Curtis inquiry, whereby student learn to define problems, form questions, The Arts explore ideas, analyse, synthesize and evaluate information and communicate new understandings. We strive to challenge Mrs. N. Toic students to think critically about the information they find, to instill Business Studies in them a passion for reading and learning, and to equip them Ms. S. Taylor with multiple literacy skills for success in life after high school. English For more information about Library Learning Commons programming, visit https://www.accessola.org/web/Documents/ Mrs. C.A. McCaig OLA/Divisions/OSLA/TogetherforLearning.pdf Family Studies Ms. T. MacNeil COMPUTER LABS Canadian and World Studies There are four full labs in teaching areas, three mobile laptop carts Mrs. M. Alfano that travel to individual classrooms and another full lab in the Guidance & Career Education Library Learning Commons. This lab is used primarily for research and is open to students when not in use by a class. It is also Mr. T. Utting available for student use before and after school and at lunchtime. History The labs provide internet access and are equipped with “Smart Mrs. K. McGregor Filter” to help prevent inappropriate access of information. The Library labs all provide current Ministry of Education software. In addition to school-provided computers, students are invited to bring their Mrs. J. Elliott personal laptops which can access wireless connectivity. An up-to Mathematics date anti-virus program is a necessary pre-requisite. On registration, Ms. H. Daboll all students are equipped with password protected access. All French as a Second Language students are expected to follow the Computer Use Policies which have been developed by the Grand Erie District School Board and Mr. M. Cohoon are provided at the start of the new school year. Any failure to do Physical Education so could result in loss of computer privileges. Ms. J. Link Physical Education RESOURCE ROOM AND STUDENT SUCCESS The BCI Resource Room is a quiet work space that can be accessed Mrs. C. Hazell before and after school and at lunch times. A student success/resource Science teacher is available to help students complete assignments, prepare Ms. N. Dean for tests and catch up on missed work. The teacher can also assist Special Services students to improve essential learning skills including organization, time management, note-taking, writing tests and reading textbooks. Mr. J. Glasser To access this academic resource, Parents and students seeking help Technological Studies are welcomed to speak to resource, guidance or classroom teachers.

GRAND ERIE DISTRICT SCHOOL BOARD 3 SPORTS CLUBS & ACTIVITIES PAST/CURRENT TRIPS Basketball - Girls & Boys Student Council Wales - Rugby Tour Volleyball - Girls & Boys Yearbook England/Ireland/Wales - Arts Department Rugby - Girls & Boys Chess Chicago - Laurier Soccer - Girls & Boys S.P.I.R.I.T Leadership New York - Arts Department Hockey - Girls & Boys Impact Costa Rica Expedition Tour Curling - Girls & Boys Activism St. Donat - French Golf - Girls & Boys White Pine Book Club Ohio - Rugby Tennis - Co-ed French Club Tennessee - Football Badminton - Co-ed Intramural Sports Washington - History Cross Country - Co-ed GSA Ottawa - History, Band Track & Field - Co-Ed Cheerleading Ottawa & Québec - French Immersion Wrestling - Co-ed Photography Europe - History Football - Boys Diversity Club Toronto Zoo- Geography Fastball - Girls Kensington Market - Geography The Arts China Town - Geography Senior, Junior and Jazz Band Niagara Falls - Geography Barbershop Choir The Elora Gorge - Geography Sears Drama Festival Washington D.C- Laurier Program Musical Theatre Production Hawaii - Rugby tour Senior Art Show Scientific Research Trips - Honduras Film Festival and Cuba Arts Council Music Council MC Mustangs Coffee House

STUDENT RESPONSIBILITIES • P ermit absence only when absolutely outside school hours, or on the 165 days ACHIEVEMENT necessary. Good attendance of the school year when school is not in Students are expected to commit is an important key to academic success. session. themselves to their academic and other • Call the school if your child is going to be • Question your child about assignments, school responsibilities as outlined in the absent AND send a note explaining the due dates and tests to be written before Ontario School Code of Conduct and the absence on the day that he/she returns permitting an absence. Student Handbook. to school. • Discour age your child from working long hours at a part-time job. The ATTENDANCE Education Act forbids students who are Regular attendance on the part of students BEHAVIOUR Students are expected to demonstrate required by law to attend school to work is vital to success in school. When the respect for their peers, teachers, other staff during school hours, punishable by fine processes and content of learning are members, visitors to the school, and the to the employer. disrupted by irregular attendance, both the neighbours of the school. • Sta y in contact with your child’s teachers. individual student and his/her classmates Direct concerns and queries to his/her suffer a loss of experiences that cannot be subject teacher. The administration is entirely regained. Students who habitually also available to assist as required. Email miss classes will suffer in the evaluation HOW CAN addresses for BCI staff can be found on process because their participation and the school website. achievement cannot be fully assessed. PARENTS HELP? • Make sure the school has your correct • Make vacation plans that will Therefore, if after counselling, consultation e-mail address and home and work coincide with the school calendar. with parents, and time to improve, a phone numbers so you can be reached Students on vacation during school time student is still unwilling to attend regularly, when needed. miss a great deal of work. that student will normally fail to achieve • Please schedule appointments (i.e. credit for the course and may be deemed to dental, medical, personal business) have withdrawn themselves from school.

4 BRANTFORD COLLEGIATE INSTITUTE & VOCATIONAL SCHOOL • The school may require to use a stu- • The fourth character identifies the dent’s alternate course selection or for a grade GUIDANCE student to re-select a course as a result 1 – grade 9 of: AIMS: 2 – grade 10 • To assist students in developing plans a. cancellation of a course 3 – grade 11 to meet personal, educational and b. no room in a particular course career needs. c. conflict on a student’s individual 4 – grade 12 • To provide students, parents, and timetable • Theh fift character identifies the course destination teachers with the necessary informa- • Timetable conflicts may occur in the tion relating to the students’ personal, following situations: A – academic educational and career needs. a. when a student fails a compulsory P – applied subject, the student will normally be required to repeat the subject O – open TO ACCOMPLISH THESE AIMS: C – college preparation • Students can request appointments with b. when two courses selected are of- their counsellors at any time during the fered in the same period. U – university preparation year. • Students and parents should be aware M – university/college preparation • Current information is available on that course selection from grade 9 E – workplace preparation careers, universities and colleges. through grade 12 will impact the student’s eligibility for post-secondary L – locally developed compulsory course • Information and help sessions are pro- programs at colleges and universities. (essentials) vided to assist students in completing The school’s guidance counsellors have The sixth character is reserved for school course selection sheets. information about post-secondary specific information • The Public Health nurse is available in programs and entrance requirements. e.g. TMJ3EC the school on Tuesday mornings and In addition, course selection at the sec- TMJ - Manufacturing Thursday afternoons ondary level can influence a student’s chances for apprenticeships or certain 3 - Grade 11 • If an urgent need must be met, referrals types of employment. E - Workplace may be made with parental consent to services provided by the Board or by C - Co-op outside agencies (eg. Social Worker, COURSE CODING Child and Youth worker, Addictions Each course is identified by a six SEMESTER SYSTEM Counsellor, educational testing, speech character code The school year is divided into two sys- and language testing, psychometric • The first three characters identify the tems. Semester one extends from Sep- testing, Mental Health, Family and subject tember to January and Semester Two, Children’s Services, Community and Social Services). COURSE SELECTION AND COURSE CHANGES COURSE SELECTION • On-line course selections will begin in February. Information about the course selection process will be com- municated in January. The course selection process determines the number of teaching sections that will be devoted to a particular course or if the course will run or be cancelled. It is important for students to choose their courses wisely as it may not be possible to make the desired changes at a later date.

GRAND ERIE DISTRICT SCHOOL BOARD 5 from February to June. In each semester, nized to be in the best educational there are four class periods so that a stu- HELPFUL WEBSITES FOR interests of the student. This request dent may study four courses in each half PATHWAY PLANNING must be approved by the parents year. At the end of each semester there APPRENTICESHIP: and the vice-principal. are final examinations for courses stud- www.apprenticesearch.com ied during that semester. www.tcu.gov.on.ca WITHDRAWAL FROM A www.earnwhileyoulearn.ca COURSE - GRADES 11 & 12 CREDIT DEFINITION COLLEGE: If a student (including a student with a A credit is granted in recognition of the www.ontariocolleges.ca completed Individual Education Plan) successful completion of a course for UNIVERSITY: withdraws from a Grade 11 or 12 course which work, equivalent to a minimum www.electronicinfo.ca after five Instructional days following the of 110 hours, has been scheduled. WORKPLACE: issue of the first provincial report card Unnecessary or extended absence from www.careerlink.ca (A Grand Erie Service!) in a semestered or a non-semestered classes may result in the loss of a credit www.st-leonards.com/YEC.html school, the withdrawal is recorded on if the required work in the course can- the student’s Ontario Transcript. not be completed. CHANGING COURSES COMMUNITY SERVICE HOURS STUDENT TIMETABLE WITHIN THE FIRST TWO Students are responsible to complete 40 WEEKS OF CLASSES hours of community service as a require- REQUIREMENTS ment for graduation. Grade 8 graduated Grade 9 and 10 students will be sched- Students requesting a change of a course on their timetable must follow students can start accumulating during uled in 4 courses per semester. Grade the summer prior to entering entering 11 students with less than 16 credits will the course change procedure. The course change procedure is as follows: grade 9. Grade 12 graduating students be scheduled in 4 courses per semester. are required to have all hours submitted Grade 11 students who have achieved a) A student must fill out the Course Change Form with the desired by June 30 of their graduating year. If 16 credits within the first two years of hours handed in after that date, there is high school may have one study period course change(s). Check the class schedules provided regarding no guarantee that they will be included in their grade 11 year. Grade 12 stu- in the Fall Graduation preparations. dents must be scheduled in a minimum class availability by period and by of 3 credits per semester. Grade 12 stu- semester. It is a good idea for the student to take the whole year into It is the responsibility of the student to dents are allowed one study period if find opportunities for achieving com- they have successfully completed 23 consideration when making chang- es in September. Course changes in munity service hours. Various oppor- credits and two study periods if they tunities are communicated through the have successfully completed 24 credits. February will be difficult because many classes are full. announcements, Twitter, or on the bulle- Fifth year students are required to be in tin board outside of the Guidance office b) Each grade will have a day sched- a position to graduate and maintain 3 throughout the year. courses per semester. Any student wish- uled for timetable changes. Students ing to attend part-time, must have per- will receive a number at the start of mission from the principal. the day and numbers will be called ACADEMIC RECOGNITION throughout the day for timetable Commencement Graduates will only changes. be eligible to attend commencement in DO YOU KNOW WHO YOUR the calendar year that they qualify for an CHILD’S ACADEMIC GUID- c) Students must come on the assigned Ontario Secondary School Diploma. No day of his/her grade with the Course deferment is allowed. Commencement ANCE COUNSELLOR IS? Change Form signed by a parent or is presented at the Sanderson Centre in Last names beginning with: guardian. Any student who arrives October. A-F Mrs. Alfano without the form signed, will not G-L Mrs. Stromme (+SHSM students) be seen. He/she may have to wait BCI ALUMNI AWARDS M-P Mr. Spivak until the end of the grade day cycle BCI is fortunate to have a very generous Q-U Ms Grierson-Young to see a counsellor. Alumni Association awards monetary V-Z Mrs. Gemmill d) After the first 10-15 regular days of gifts to students who excel academically Students can fill out an appointment slip school in September and February, at any level. Applications are available to make an appointment to see his/her the only course changes that will be in the Guidance office at the end of Guidance Counsellor by coming to the permitted will be subject changes May. Graduating students are respon- Guidance Office before school, during needed to meet admission require- sible for mailing the completed appli- lunch or after school. ments for future careers or recog- cation to the address provided on the application. 6 BRANTFORD COLLEGIATE INSTITUTE & VOCATIONAL SCHOOL BCI GRADUATION AWARDS GRADE 12 STUDENTS component of the program philosophy. BCI is very fortunate to have a number of Must achieve an average of 80% in a Students interested in gaining entrance generous donors of who provide gradu- minimum of 6 credits taken that year to the program at the Grade 9 level will ation awards. Graduating students are (September – June) submit an application and take part in a encouraged to apply for these awards. selection process to determine whether Information and applications are avail- A student’s mark, in any course, shall their interests, skills and abilities would able in the Guidance office at the end of be multiplied by the credit value of the benefit from the Laurier Program. In May and are due in June. course. Marks from magnet courses, addition, academic achievement of 75% eLearning and ILC courses may be average each subsequent year will also ONTARIO SCHOLAR CRITERIA included. be expected of the student to remain in A student may be designated an Ontario the Program. We look forward to the Scholar if he or she satisfies both of the continued success of our returning Lau- following requirements: The student has SPECIAL rier Program students. It is important to been recommended by the school prin- note that students may transfer to the cipal for the OSSD in either the current regular programming at Brantford Colle- school year or the previous school year. PROGRAMS giate Institute & Vocational School at any The student obtains an aggregate of at THE BRANTFORD COLLEGIATE time. It is the expectation of the program least 480 marks in any combination of that students will continue in courses 6 ministry approved grade 12 courses. INSTITUTE - WILFRID LAU- at the academic level. If you have any A student’s mark, in any course, shall RIER UNIVERSITY (LAURIER questions, please call B.C.I. and ask to be multiplied by the credit value of the BRANTFORD) PROGRAM speak to Ms. Johnson-McGregor, Pro- course. Marks from magnet courses, gram Director for the Laurier Program. The Laurier Program provides students summer school, night school, elearning with the opportunity to work with other and ILC courses may be included. highly motivated, academically-minded SPECIALIST HIGH SKILLS students. The program provides stu- HONOUR ROLL CRITERIA MAJOR: ARTS PROGRAM dents with the opportunity to prepare A B.C.I. student may be designated for FOR THE STAGE AND SCREEN for the intensity of university studies in inclusion on the Honour Roll, at the The Specialist High Skills Major Arts any discipline. Students will develop end of the school year, if the following Program for the Stage and Screen allows confidence in leadership, presentation, requirements are met: students to build on their interests and and teamwork skills through the unique strengths related to performance, digital GRADE 9 STUDENTS collaborative focus of the program. Stu- media/technical theatre/theatre produc- dents have the chance to take a first-year Must achieve an average of 80% in a tion to prepare them for post-secondary university course while still attending minimum of 8 credits taken that year and career opportunities in this field. high school. Upon graduation, Laurier (September – June) Senior students entering Grade 11 can program participants earn a certficate, choose to focus their learning by tak- GRADE 10 STUDENTS endorsed by Wilfrid Laurier University, ing courses that develop a pathway in Must achieve an average of 80% in a recognizing the student’s involvement in the performing arts through a produc- minimum of 8 credits taken that year the program. tion or performance strand. Compulsory (September – June) dramatic arts courses and vocal music In order to develop leadership, presen- or dance constitute a foundation for the tation and teamwork skills, students in GRADE 11 STUDENTS Performance Strand. Within the produc- the Laurier program have the oppor- Must achieve an average of 80% in a tion strand, three different disciplines tunity to work together in a variety of minimum of 7 credits taken that year exist. Compulsory dramatic arts courses courses throughout high school. Desig- (September – June) that focus on basic technical theatre ele- nated “Laurier” courses feature integra- ments, production, set design and stage tion among the subject areas as a key

GRAND ERIE DISTRICT SCHOOL BOARD 7 management make up the Technical This training will be achieved through Theatre Production Strand. Compulsory workshops, post-secondary institutional STUDENT TRANSITION EXPE- digital media courses that focus on film/ support, and community partnerships RIENCE PROGRAM (STEP) video, graphic design, photography and/ including local fitness and health facili- The STEP program (Step out of the or digital media are offered as a Digital ties. Students graduating with the SHSM Classroom, Transition to the World of Media Production Strand. Lastly, com- Health and Fitness Program will gain in- Work, Evaluate your Skills, and Plan for pulsory visual art, dramatic arts produc- valuable skills and knowledge that will be the Future) provides students with the tion, and fashion create a third produc- an o asset t any Health/Wellness/Fitness opportunity to earn credits, gain work tion strand entitled Theatre Production. Related career path. See SHSM Guidance experience and develop a career plan. Students in this program will be given counsellor, Ms. Grierson-Young, to view Over the course of the program, stu- exciting reach ahead experiences in the course selection requirements and op- dents may receive instruction and sup- areas of their post-secondary destination tions. port from teachers, guidance counsel- of choice to aid them in gaining confi- lors, educational assistants, employers dence, refining skills and work hab- and career counsellors. The program is MANUFACTURING appropriate for students that experience its, and make informed choices about The Specialist High Skills Major Manu- some difficulty in an academic timeta- future careers, apprenticeships and next facturing Program provides students ble and who may be at risk of not com- steps. These experiences are achieved with a strong foundation for a wide pleting their secondary school diploma. through workshops with guest artists, variety of careers in the manufacturing Grade 10: Includes package of Discov- post-secondary institutional support and sector, from those focusing on the ser- ering the World of Work, Career Studies, community partnerships including The vice, repair and modification of vehicles and Civics with increased experiential Sanderson Centre and Rogers Televi- and automated systems to those related learning activities such as job shadow- sion. to the organization and management of ing, job twinning, industry tours, essen- manufacturing services and mass-transit tial skill development, additional certi- systems. This opportunity will help pre- HEALTH AND WELLNESS: fications, health and safety at the work pare students for an education, career or FITNESS PROGRAM place, special field trips, personal life job in the manufacturing sector. Senior The Specialist High Skills Major Health management programs, short-term work students entering Grade 11 can choose and Fitness Program allows for students placements, and pathway planning. to n build o their interests and strengths re- to focus their learning by taking a bun- latedo t Heath Promotion and Education dle of 9 required courses that develop a - with a focus on activity and fitness. This pathway in Manufacturing through spe- opportunity will help prepare students cific manufacturing technology courses. forn a education, career or job in many Students in the program will be given Health Related Fields. Students entering specific training and experiences in var- Grade 11 can choose to focus their learn- ious realms of sector recognized certifi- ing by taking courses that develop a path- cations, and “reach ahead” experiences. way in Health and Fitness through specif- This training will be achieved through ic courses in Physical Education, Science, workshops, post-secondary institutional Nutrition and Co-operative Education. support, and community. Students Compulsory courses that focus on body graduating with the SHSM Manufactur- knowledge such as Anatomy, Biomechan- ing Program will have the opportunity ics for Movement, Nutrition, Principals of to identify and develop Essential Skills Fitness Training, Injury Prevention, Men- and work habits that are required in the tal and Physical Wellness, help provide sector, using tools connected with the a foundation for this specialist program. Ontario Skills Passport. These invaluable Students in the program will be given spe- skills and knowledge will be an asset cific training and experiences in various to a manufacturing related career path. realmsf o fitness and exercise, nutrition See Ms. Grierson-Young to view course seminars, first aid and athletic injuries selection requirements and options. treatment and prevention to name a few.

8 BRANTFORD COLLEGIATE INSTITUTE & VOCATIONAL SCHOOL – in Making Decisions and Setting goals CO-OPERATIVE EDUCATION and ultimately, “What is my Plan” – in BCI offers 2, 3 or 4 credits in a co-op Achieving Goals and Making Transition placement. Most students are enrolled plans. This is built upon for every grade in a 2 credit placement, either morn- and phase of career development for ing or afternoon. Some senior students children and adults. Once this founda- who have all their compulsory credits, tion is in place, we embraced a second will take a 4 credit (all day co-op). We component called Career Cruising Plan- do everything we can to match and ner (ccPathfinder). accommodate the placement to the stu- dent’s talents and interests. Career Cruising Planner (ccPathfinder), is a course planner tool that integrates APPLYING TO CO-OP with ccSpringboard and our Students A) Students should indicate Co-op as an Information System (SIS), to provide the interest when filling out the on-line ability for our student to plan, select and course selection in Career Cruising modify a four-year high school plan that B) Co-op applications are available in the both aligns with their life goals and meets computer lab during course selections, graduation requirements for their school. in Guidance and outside the co-op In addition to the obvious students ben- office. Co-op applications are due by efits, a labour-intensive and cumbersome the end of February. course selection process is automated, freeing up time for our Guidance Staff to work directly with our students. A win CAREER win for all! Together GEDSB and Career Cruising work together to create an Individual CRUISING Pathway Plan (IPP) for for all students. At GEDSB, we have a vision that all stu- This plan becomes a valuable archive dents leaving our secondary schools have of student learning and a catalogue of a clear plan for their initial postsecond- resources they will need as they continue ary destination, and have confidence that to plan for the future. they can revise their plans as they and the world around them change. We support www.careercruising.com students with the tools needed so that they become architects of their future.

As a result, we have been working with Career Cruising to assist students in this planning. Career Cruising (ccEngage) is a powerful and complete, web-based solution that give students and schools an easy and effective way to develop skills and knowledge needed for success. It can be used as a single, comprehensive solution or combined with the compo- nents in any combination to meet stu- dents immediate needs.

It starts with Career Cruising Portfolio (ccSpringboard), where students answer questions like “Who am I?” - in Getting to Know Yourself, “What are my oppor- tunities” - in the Exploring Opportunities section to “Who do I want to Become?”

GRAND ERIE DISTRICT SCHOOL BOARD 9 Grand Erie… SUCCESS for Every Student Specialist High Skills Major What is a Specialist High Skills Major (SHSM)? The Arts and Culture An SHSM allows students Program to customize their high school experience to fit career interests. Offered in Stage/Screen Focus grade 11 and 12, an SHSM Brantford Collegiate Institute and Vocational School allows students to receive a specialized high school The Stage and Screen Program offers students a wide variety of courses, diploma that is recognized in workshops, post-secondary connections and audition opportunities in various economic sectors in all performance arts to prepare them for careers in theatre/film/singer/songwriter, theatre or technical production for theatre/film and media arts. Students can four pathways. select from courses including dance, vocal music, graphic design, film and video, photography, technical theatre, theatre production, fashion design, What does an digital media arts and dramatic courses in acting and musical theatre. SHSM look like? “This year I really opened up to the fact that I can still become a dancer even though I did not start when I was younger. I took dance class privately, An SHSM is a bundle of 8 to10 choreographed for the grade 10 class and worked hard in senior dance class grade 11 and grade 12 credits to better my skills.” Bailey Dalton that include two Experiential Learning (Co-op) credits. Benefits of the Arts and Culture Program: • Performance Workshops on Character Development, Classical/ What do you get by Contemporary Monologues, Voice Work, Vocal Characterization with taking an SHSM? Industry Professionals from Stratford, Mirvish and Theatre Aquarius • Performance Audition Panels to prepare students for post-secondary • Sector-recognized auditions for colleges, universities and companies certifications and training • Production Workshops in Lighting/Sound Design, Photography and • Real workplace experience Graphic Arts, Ladder Certification, Directing/Filmmaking • Learning experiences • Extensive Opportunities to visit Ontario post-secondary institutions that are connected with post- focused in the arts secondary opportunities • Partnerships with various community organizations • Skills and work habits required for employment success

Student Success A Grand Erie Program The Health and Wellness Program Fitness Focus Brantford Collegiate Institute and Vocational School The Health and Fitness SHSM at BCI focuses on those students interested in a job or career that emphasizes health promotion, fitness training, injury and illness prevention as well as overall health of body, mind and spirit. “Being a part of SHSM is a really great experience. It’s great to be part of a community where everyone shares the same in- terest and has similar job goals. The SHSM program is a great program to reflect on your passion for Health and Wellness.” BCI student Benefits of the Health and Wellness Program: • Students are required to take both the Grade 11 and 12 Fitness Focus course, which teaches lifelong fitness training and vitality, with a focus on client fitness program design and mentorship • Students can become certified in their Coaching Level A and B course for Sport Coaching at various levels • Training in Athletic Injuries and Injury Prevention, through Standard First Aid/CPR certification and Athletic Injuries/Sport Taping Course • Reach ahead experiences include Kinesiology Lab at the University of McMaster, as well as a Fit for Future Conference at Mohawk • Students complete two Co-op credits for placements in their desired area of interest with regards to the many Health and Fitness Promotion fields

The Manufacturing Program, Welding/ Fabrication Focus Brantford Collegiate Institute and Vocational School The Manufacturing SHSM is a bundle of credits of Manufacturing Technology and Technological Design Grade 11 and 12 courses. It covers Architectural, Mechanical, Electrical and Civil Drafting using AutoCAD, Precision Machining, Sheet Metal Fabrication and various types of Welding and Cutting for metal. The program also uses a CNC Plasma Cutter for numerous projects.

“In the Manufacturing SHSM, I had the chance to go into a job placement as a co-op student learning lots of new tasks, preparing me for the future as a welder. I also sat in on a CWA Education/Industry dinner forum where guest speakers talked about the welding industry and types of jobs available, which was very beneficial.” - Josh Griffin

Benefits of the Manufacturing Program: • High concentration of sector related skills and knowledge • Free certifications in CPR, First Aid, WHMIS, Basic Health & Safety and more • Free bus trips to trade shows, colleges and related industries • An Ontario Skills Passport to develop Work Habits and Essential Skills for the workplace • Co-op placement in the related sector for further development of knowledge and skills

Learn more information about Specialist High Skills Majors, visit www.granderie.ca Grand Erie… SUCCESS for Every Student Ontario Youth Apprenticeship Program

Join the thousands of high school students throughout Ontario who have chosen to take control of their future.

Are you interested in Earn high school credits while exploring the world of a skilled trade an Apprenticeship? profession through the Ontario Youth Apprenticeship Program (OYAP). Apprenticeship is an Discover the educational opportunities that can give you an advantage. education and training program for people who How does OYAP work? enjoy learning by doing and who want to work in a skilled As an OYAP student, you will earn Co-op credits for work experience profession. in an apprenticeship occupation while completing the requirements for your Ontario Secondary School Diploma. You may be formally registered as an apprentice while attending secondary school. Once education and training is complete, you can receive a Certificate of Qualification, What are the benefits of OYAP? which identifies you as a • Gain a head start towards a chosen career skilled professional. This can • Ease the transition from school to work lead to a career in a trade • Increase opportunities for post-secondary training and employment sector such as construction, • Earn work experience hours in addition to secondary school credits industrial, motive power and • Develop general and specialized job skills service. • Understand employer expectations • Significant reduction in post-secondary tuition costs • Increase of employable opportunities How to enroll? Students, 16 years of age or older, who are enrolled full- “OYAP was the right program for me. After I completed my two construction technology credits, I applied to the four credit accelerated carpentry OYAP time in secondary school with for semester two. My construction classes taught me so much about building. 16 completed credits can We were able to help build a house for Habitat for Humanity. It was awesome; speak with a Guidance we were doing the things that we had been taught about, a real hands-on Counselor. Be sure to also experience,” said a Grand Erie OYAP student. ask about Specialist High Skills Major, Co-op and Dual Credit, three additional programs that feature OYAP.

Student Success A Grand Erie Program granderie.ca oyap.com BRANTFORD COLLEGIATE INSTITUTE & VOCATIONAL SCHOOL Notes: Choosing course types: In order to ensure student success, Grand Erie encourages all students to give careful consideration to the course type chosen in each subject area.

GRADE 9 – 10 PROGRAMS: Every course in secondary school has a unique COURSE CODE. Four types of courses are offered: All courses have the first five characters as mandated by the Ministry of Education. Academic courses emphasize theory and abstract thinking skills. These courses provide students the foundation for the University course type in grade 11. ENG 1P Applied courses focus on practical These three letters applications and concrete identify the subject. examples. These courses prepare students for the College course type in grade 11. This letter identifies the stream/destination. Locally Developed compulsory Subject Codes: Grade courses are designed to remediate The first letter in the course This number students who are working below code denotes the subject area: identifies the grade: grade level and prepare students A = Arts for the Workplace course type in 1 = Grade 9 B = Business grade 11. 2 = Grade 10 C = Canadian & World Studies 3 = Grade 11 Grade 9 - 10 Open courses are available to E = English/ESL 4 = Grade 12 D = Academic all students regardless of their F = French P = Applied destination after secondary school. G = Guidance L = Locally Developed These courses often present a H = Humanities & Social Level Compulsory Credit balance of theory and practical Sciences O = Open work and offer an opportunity for This letter I = Interdisciplinary or N = Non-Credit students to explore particular areas Information Technology identifies the grade: of interest or skill. K = Alternative (Non-Credit) A = Level 1 Grade 11 - 12 L = International Languages E = Workplace Special Education courses allow B = Level 2 students to focus on functional life M = Mathematics C = Level 3 U = University skills and/or job readiness skills N = Native Studies D = Level 4 C = College within schools that have a self- P = Physical Education E = Level 5 M = University/College contained special education setting S = Sciences O = Open and are non-credit bearing. T = Technological Studies N = Non-Credit GRADE 11 - 12 Five types of program pathways are offered:

College courses are designed to prepare students for college programs and apprenticeships.

College/University courses are designed to prepare students for either community college or university programs.

Workplace courses are designed to prepare students for entry to the workplace and/or apprenticeship.

University courses are designed to prepare students for transition to a variety of university programs or apprenticeship.

Open courses are available to all students regardless of pathway.

12 OPTIONAL CREDITS Optional credits may be earned in all subjects, including those named in the compulsory credit list, provided that such optional credits are additional to the compulsory credits. The optional credits allow for concentration in a curriculum area of special interest. What do you need to graduate? GRADE 10 - ONTARIO SECONDARY SCHOOL COMPULSORY CREDITS (TOTAL OF 18) LITERACY TEST (OSSLT) 4 credits in English (1 credit per grade) All students must successfully complete this test which will be administered by the EQAO (Education Quality and Accountability • The Ontario Secondary School Literacy Course (OSSLC) may be used to meet either the Grade 11 or the Grade 12 English Office). Students will first write this test in the spring of their grade compulsory credit requirement. ten year. Unsuccessful candidates will be given the opportunity for • The Grade 11 Contemporary Aboriginal Voices course may remediation at the school and will be able to rewrite the test. Students be used to meet the Grade 11 English compulsory credit identified through an IPRC (Identification, Placement, and Review requirement. Committee) will be allowed accommodations for writing of the test. • For English language learners, the requirement may be met Students not working towards an OSSD (Ontario Secondary School through earning a maximum of 3 credits in English as a sec- Diploma) may be exempted from writing the test. ond language (ESL) or English literacy development (ELD); the fourth credit must be a Grade 12 compulsory English course. ONTARIO SECONDARY SCHOOL LITERACY 3 credits in math (at least 1 credit in Grade 11 or 12) COURSE (OSSLC) 2 credits in science Students who have written the OSSLT (Ontario Secondary School Literacy 1 credit in the arts Test) once and were unsuccessful are eligible to take the OSSLC (Ontario • The Grade 9 Expressing Aboriginal Cultures course may be Secondary School Literacy Course). Successful completion of the OSSLC used to meet the compulsory credit requirement in the arts. satisfies the secondary school literacy graduation requirement. 1 credit in Canadian geography (Grade 9) 40 HOURS OF COMMUNITY INVOLVEMENT 1 credit in Canadian history (Grade 10) Forty hours of Community Involvement is a requirement for graduation. 1 credit in French as a second language Community Involvement is a set of self-directed activities in the community • Students who have taken Native languages in place of French that do not involve remuneration and do not replace a paid worker. A as a second language in elementary school may use a Level pamphlet entitled “Information on Community Involvement for Students 1 or 2 Native language course to meet the compulsory credit and Parents” is available from the guidance office. The pamphlet will requirement for French as a second language. provide all the details concerning the Community Involvement requirement. 1 credit in health and physical education 0.5 credit in career studies ONTARIO SECONDARY SCHOOL CERTIFICATE The Ontario Secondary School Certificate will be granted on request to 0.5 credit in civics students who leave school before earning the Ontario Secondary School 3 additional credits, consisting of 1 credit from each of Diploma, provided that they have earned a minimum of 14 credits as the following groups: follows: Group 1: English (including the Ontario Secondary School Literacy Course), French as a second language, classical 7 Compulsory Credits (2 English, 1 Canadian Geography or Canadian languages, international languages, Native languages, Canadian History, 1 Mathematics, 1 Health and Physical Education, 1 Science, 1 and world studies, Native studies, social sciences and humanities, Arts or Technological Education or Computer Studies) guidance and career education, cooperative education Group 2: French as a second language, the arts, business studies, 7 Optional Credits Selected by the student from available courses health and physical education, cooperative education Group 3: French as a second language, science (Grade 11 or 12), computer studies, technological education, cooperative CERTIFICATE OF ACCOMPLISHMENT education Students who are not working towards an OSSD or an OSSC may be Note: The following conditions apply to selections from the awarded a Certificate of Accomplishment upon leaving secondary above three groups: school. The Certificate of Accomplishment is a useful means of • A maximum of 2 credits in French as a second language may recognizing achievement for students who plan to transition directly to count as additional compulsory credits, 1 credit from Group 1, employment after leaving school. The Certificate of Accomplishment and 1 credit from either Group 2 or Group 3. is to be accompanied by the student’s Ontario Student Transcript. For • A maximum of 2 credits in cooperative education may count students who have an Individual Education Plan (IEP), a copy of the IEP as additional compulsory credits, selected from any of Groups 1, 2, or 3. may be included. Programs

NIGHT SCHOOL/SUMMER SCHOOL should contact their guidance department for • Sports - North Park Collegiate-Vocational Night school classes are offered in Brantford, more information. School Haldimand and Norfolk. They are offered • Transportation – Cayuga Secondary School, Tuesday and Thursday evenings. A wide variety Due to the rigorous nature of the AP exam, some Delhi Secondary School, Dunnville Secondary of compulsory courses are offered. For additional schools will be offering a Pre-AP program for School, Hagersville Secondary School, information call Grand Erie Learning Alternatives students prior to grade 12. A Pre-AP program Simcoe Composite School and Valley Heighs (GELA) 519 753-6079. allows students the time to expand and enhance Secondary School, Tollgate Technological their understanding of the subject material being Skills Centre Grand Erie District School Board will be offering tested during the exam while still meeting the summer school for grades 9 - 12 credits during requirements of the Ontario Curriculum. These Participation in an SHSM program can help the month of July. Locations will be sent to each programs may begin as early as grade 9 via students prepare for apprenticeships, college, school in the spring. For additional information enhanced classes and/or club formats. For more university or transition to work. call 519-753-6079. information, please talk to the guidance department at the secondary school you are attending. DUAL CREDITS Grand Erie District School Board has partnered GRAND ERIE LEARNING ALTERNATIVES SPECIALIST HIGH SKILLS MAJOR with Conestoga College, Fanshawe College (GELA) (SHSM) and Mohawk College to allow students to earn GELA provides an alternate opportunity for Grand Erie District School Board, in conjunction college credits before they graduate secondary secondary school students who, for various with the Ontario Ministry of Education, offers school. These credits are delivered in three different ways within the Board. reasons, are not experiencing success in a SHSM programs to secondary school students. regular school setting or who want to re-enter Students enrolled in a Specialist High Skills • School Within A College (SWAC) - Is offered school after leaving. Major program are required to complete by Conestoga in Brantford (Fit and Wellness / a bundle of classroom courses, workplace Media), Fanshawe in Simcoe (Human Services Scheduled day programs and Independent experiences and sector certifications to receive a / Intro to Trades) and Mohawk in Ohsweken Learning Courses (ILC) and e-Learning special designation on their Ontario Secondary (Intro to Trades). If you are between the are available. School Diploma. ages of 17 and 20 years old and need 5 – 10 credits to graduate, speak to your guidance STUDENT TRANSITION EXPERIENCE Grand Erie District School Board has programs in counsellor about this program. the following sectors: PROGRAM (STEP) • Team Taught - Is taught in combination with The STEP program provides students with the • Arts & Culture – Brantford Collegiate Institute a college instructor and secondary school opportunity to earn credits, gain work experience and Vocational School: Performance and teacher during a student’s regularly scheduled and develop a career plan. The STEP Program is Production; Pauline Johnson Collegiate & class. designed for students transitioning to work upon Vocational School: Journalism and Media; • After School - Is taught by a college instructor completion of secondary school. The program is • Construction – Cayuga Secondary School, (and supported by a secondary school teacher) appropriate for students that experience difficulty Dunnville Secondary School, McKinnon Park after school in one of the local secondary in an academic timetable and who may be Secondary School, North Park Collegiate- schools. Students from other schools are at-risk of not completing their secondary school Vocational School, Waterford District High welcome to enrol. Speak with your guidance diploma. School counsellor for further information. The program consists of training in health and • Environment – Pauline Johnson Collegiate safety for the workplace, workplace literacy, & Vocational School and Paris District High reading and numeracy. In addition, students School will participate in a wide variety of experiential • Health & Wellness – Brantford Collegiate learning activities. Institute and Vocational School: Fitness; Dunnville Secondary School: Healthy Living; STEP programs are uniquely designed to meet North Park Collegiate-Vocational School: the needs of students in a particular setting or Health Care; Waterford District High School: community. For more information contact your Fitness; Tollgate Technological Skills Centre: guidance counsellor. Hairstyling • Horticulture & Landscaping – McKinnon Park ADVANCED PLACEMENT (AP) AND Secondary School PRE-AP • Hospitality & Tourism – Hagersville The Advanced Placement Program allows Secondary School, McKinnon Park Secondary students to pursue university level studies while School and Tollgate Technological Skills still attending secondary school. In May of each Centre year, students may wish to write the standardized AP challenge exam in the course offered by • Information & Communications Technology – their school. Students have an opportunity to North Park Collegiate-Vocational School, Paris receive advanced credit at many universities District High School and Simcoe Composite across Canada, the United States, and around School the World. Advanced Placement Exams train • Manufacturing – Cayuga Secondary School, students in taking high level tests, get a head start Dunnville Secondary School, Valley Heights on university-level work and develop the study Secondary School and Brantford Collegiate habits necessary for tackling rigorous course Institute and Vocational School work essential for success at the tertiary level of education. Students wishing to write the exam e-LEARNING COURSES In order to register for an e-Learning course SPECIAL EDUCATION Virtual Courses are often called e-Learning you need to see your guidance counsellor. You Grand Erie believes in providing an inclusive courses. e-Learning courses use a virtual will need to have a “Change of Program” form culture for students on a continuum from “most classroom and are accessed by a computer, completed and signed by your parents and the enabling” to “least restrictive”. Each one of tablet or smart phone. Your teacher may be a school Principal. our secondary schools has a Special Education teacher from a school in the Grand Erie District department with Learning Resource teachers School Board, or he/she may be in another city More information, including what e-Learning ensuring Individual Education Plans are in somewhere across Ontario. is all about, the characteristics of successful place and implemented. Our schools have Self- e-Learning students, and the technological Contained programs to support the learning needs e-Learning courses are typically taken by requirements for taking an e-Learning course of individuals that require intensive support. senior students. e-Learning courses provide can be found under the Secondary tab at In addition, we have a system Student Support opportunities for students to be able to access granderie.ca Services that offer services such as, Psychological courses that they might not otherwise be Consultation, Behaviour Counselling, Child and able to take in a face to face class. As well, Youth Work and Social Work. e-Learning is a now commonly found at the post-secondary level (apprenticeships, college, or university), and is often used in workplace training.

CO-OPERATIVE EDUCATION (CO-OP) ONTARIO YOUTH APPRENTICESHIP ACCELERATED OYAP Co-op is a planned learning experience that PROGRAM (OYAP) Accelerated OYAP is a specialized program integrates classroom theory and learning Students gain knowledge and experience in being offered in partnership with local post- experiences at a workplace which enable an apprenticeable trade while working at an secondary institutions, the MAESD and other students to apply and refine the knowledge and eligible work placement. Students acquire hours local school boards. This program is offered to skills acquired in a related curriculum course or toward the completion of their apprenticeship senior students from every secondary school in a locally developed course. while earning credits. An apprenticeship is an GEDSB. In Dual Credit programs, students can agreement between the student (who wants to earn up to 4 credits toward their OSSD. The Co-op courses include a classroom component learn a skilled trade), the school, the employer in-school component is facilitated by a post- comprised of preplacement and integration (who teaches the skills) and the Ministry of secondary instructor. activities and a placement component. Students Advanced Education and Skills Development earn co-op credits by integrating classroom (MAESD) (Apprenticeship Branch). theory with planned learning experiences in the community. Students are assessed and Students will get a head start on becoming GRAND ERIE IS COMMITTED evaluated on their demonstration of tasks a fully qualified journey person with a skill TO STUDENT ACHIEVEMENT. linked to curriculum expectations of the related set that is in demand. Apprenticeships are an Besides our regular secondary course(s) as outlined in students’ Personalized excellent way of learning valuable work skills Placement Learning Plans. and are a viable alternative to traditional school programs we offer: post-secondary programs. Special Education • e-Learning Students interested in Co-op Education must Alternative Education • Cooperative apply for the program and complete an For more information speak to your school’s interview. Successful candidates will be notified Co-op or OYAP teacher. Education • Ontario Youth and the recruitment process of an appropriate Visit www.apprenticesearch.com Apprenticeship Program • Specialist placement will follow. High Skills Major Programs TO BEGIN AN APPRENTICESHIP • Credit Recovery There is no formal restriction on the total DURING SECONDARY SCHOOL A number of co-op credits that students may earn in secondary school. STUDENT MUST: • successfully complete 16 credits and be enrolled full-time in school Grand Erie… • be 16 years of age or older • successfully complete the Ontario More Programs, Secondary School Literacy Requirement • complete all compulsory credits required for More Choices an Ontario Secondary School Diploma Additional Information

COMPULSORY ENGLISH As of September 2010, assessment, SUBSTITUTIONS: LANGUAGE LEARNERS: evaluation, and reporting in Ontario In order to allow flexibility in designing A maximum of 3 credits in English schools is based on the policies and a student’s program and to ensure that as a second language (ESL) or English practices described in Growing Success. all students can qualify for the secondary Literacy Development (ELD) may be (also available on the above website) school diploma, substitutions may be counted towards the 4 compulsory made for a limited number of compulsory credits in English. A Grade 12 English REPORT CARD: credit courses. To meet individual course must be completed to earn the The report card focuses on two student needs, principals may substitute fourth credit. distinct but related aspects of student up to three compulsory credits with achievement: courses from other subject areas that ASSESSMENT • achievement of curriculum expectations meet compulsory credit requirements, AND EVALUATION: • development of learning skills. including all Guidance and Career The primary purpose of assessment and To more clearly reflect these two aspects Education courses. Substitutions will be evaluation is to improve student learning. of student achievement, the report card made to promote and enhance student Information gathered through assessment contains separate sections for reporting learning or to meet special needs and helps teachers to determine students’ on achievement of the curriculum interests. strengths and weaknesses in their expectations, and for the reporting on achievement of curriculum expectations. demonstrated skills required for effective CREDITS: This information also serves to guide learning. A credit is granted in recognition of the the teachers in adapting instructional successful completion of a course for approaches to students’ needs and in EXAMINATIONS which a minimum of 110 hours has assessing the overall effectiveness of /CULMINATING ASSIGNMENTS: been scheduled. Scheduled time does program and classroom practices. Summative evaluations take place not include additional time spent on at the end of a unit or period of a course, for example time spent on Assessment is the process of gathering time. The purpose is to judge the homework. information from a variety of sources, student’s achievement in relation to including assignments, quizzes, the course curriculum expectations. PLAR: demonstrations, and performances, that Formally scheduled examinations Prior Learning Assessment and accurately reflects how well a student is and/or culminating assignments shall Recognition (PLAR) is the formal achieving the curriculum expectations be held in most if not all courses. evaluation and credit-granting process in a course. As part of the assessment, The precise weighting of final whereby students may obtain credits for teachers provide students with descriptive examinations/culminating activities prior learning. Prior learning includes feedback that guides their efforts towards will be communicated to students the knowledge and skills that students improvement. the first week of the course. The only have acquired, in both formal and acceptable reasons for failure to write informal ways, outside secondary school. Evaluation refers to the process of a formally scheduled examination and/ Students may have their knowledge and judging the quality of student work or culminating assignment are illness, skills evaluated against the expectations on the basis of established criteria, and bereavement or subpoena. Supporting outlined in provincial curriculum policy assigning a value to represent the level documentation must be presented. documents in order to earn credits toward of achievement. In Ontario secondary the secondary school diploma. The schools, the value assigned will be in the PLAR process involves two components: form of a percentage grade. “equivalency” and “challenge”. Assessment and evaluation will be based on the provincial curriculum expectations and the achievement charts. SEE YOUR GUIDANCE For more information on specific course COUNSELLOR FOR MORE curriculum expectations go to INFORMATION. www.edu.gov.on.ca ONTARIO STUDENT ADDITIONAL SUPPORTS CREDIT RECOVERY: RECORD AND TRANSCRIPT: THROUGH REFERRAL PROCESS: Our provincially-recognized Credit The Ontario Student Record (OSR) is the While the focus of Guidance and Career Recovery program is an in-school official, on-going educational record for Education is to assist students with program for students who have not each student and is stored in the school the development of the entire student, successfully completed some of their most recently attended by the student. some families and students may require courses. In a credit recovery classroom, Teaching staff, each student, and the additional social support from Board students work on recovering previously parent(s) or guardian(s) of a student are employees. Students under the age of failed courses and have the opportunity entitled to have access to the student’s 18 must have their parent/guardian sign to get their credit accumulation back on OSR. Supervised access can be arranged the referral form for the student/support track. Credit Recovery offers students a by appointment during normal business intervention. supportive environment that focusses on hours. Transcripts of marks are issued the key expectations of a course and also on written or personal request. Once SPECIAL EDUCATION ADVISORY assists students with pathway planning a student reaches the age of 18, by COMMITTEE (SEAC): and developing improved learning skills law, they control access to the OSR by SEAC is an advisory committee mandated that will help them in earning their anyone not mentioned above. Parents through the Education Ontario Secondary School Diploma. of adult students will only have access Act as a standing committee of each to a student’s academic records upon school Board. The committee reports written authorization from the student. to the school Board and makes All senior level courses remaining on a recommendations to the board on special student’s timetable five days after the first education programs and services. The provincial report will be recorded on the committee is comprised of Trustees, transcript. Board personnel, community members, and associations representing a wide Transcripts requested after a student has variety of interests related to students graduated and is no longer attending with exceptional needs. secondary school are subject to a charge of $5.00 per copy.

WITHDRAWAL FROM A COURSE - GRADES 11 & 12: FOR MORE INFORMATION ON SPECIFIC COURSE If a student (including a student with CURRICULUM EXPECTATIONS GO TO a completed Individual Education Plan) www.edu.gov.on.ca withdraws from a Grade 11 or 12 course within five instructional days following the issue of the first provincial report card in a semestered or non-semestered school, the withdrawal is not recorded on the Ontario Student Transcript (OST). If a student withdraws from a course after five instructional days following the issue of the first provincial report card in a semestered or non-semestered school, the withdrawal is recorded on the OST by entering a ‘W’ in the ‘Credit’ column. The student’s percentage grade at the time of the withdrawal is recorded in the ‘Percentage Grade’ column. 349 Erie Avenue, Brantford ON N3T 5V3 Telephone: 519.756.6301 • Toll Free: 1.888.548.8878 Fax: 519.756.9181 • Email: [email protected] www.granderie.ca

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