➢Current School Population 380 students ➢Semestered School ➢Exams in January and June ➢4 period day – 4 classes and 1 lunch period ➢Start time 8:10am End Time: 2:25pm Principal: Ms. Ann Pace
Vice Principal: Mr. Fraser Scott
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Insert any information you want about your school: - population - semestered/non-semestered - timetable - administrators’ names - school council members/contacts - extracurricular opportunities - other special aspects of your school
Diploma Requirements (O.S.S.D.) for the 4 year program
O.S.S.D
18 Compulsory Credits
12 Optional Credits
Successful completion of Ontario School Literacy Test
40 hours of Community Involvement
18 Compulsory Credits 4 Credits in English (1 credit per grade)
3 Credits in Mathematics (at least 1 in Gr. 11 or 12)
2 Credits in Science
1 Credit in Canadian Geography
1 Credit in Canadian History
1 Credit in French as a Second Language
1 Credit in the Arts
1 Credit in Health and Physical Education
.5
.5 Credit in Civics (grade 10) Credit in Career Studies (grade 10)
PLUS……
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4 credits in English (1 credit per grade) • The Ontario Secondary School Literacy Course (OSSLC) may be used to meet either the Grade 11 or the Grade 12 English compulsory credit requirement. • The Grade 11 Contemporary Aboriginal Voices course may be used to meet the Grade 11 English compulsory credit requirement. • For English language learners the requirement may be met through earning a maximum of 3 credits in English as a second language (ESL) or English literacy development (ELD); the fourth credit must be a Grade 12 compulsory English course. 1 credit in the arts • The Grade 9 Expressing Aboriginal Cultures course may be used to meet the compulsory credit requirement in the arts. 1 credit in French as a second language • Students who have taken Native languages in place of French as a second language in elementary school may use a Level 1 or 2 Native language course to meet the compulsory credit requirement for French as a second language.
Compulsory Courses Continued: Group 1: One additional credit in English, French, Native
Language/Studies, Classical or an International Language, Social Sciences and the Humanities, Canadian and World Studies, Guidance and Career Education (including Learning Strategies) or Cooperative Education
Group 2: One additional credit in Health and Physical Education, Business Studies, the Arts (music, art, drama), French or Cooperative Education
Group 3: One additional credit in science (grade 11 or 12), technological education (grades 9-12), French, Computer Studies or Cooperative Education
Optional Credits: An additional 12 credits in any subject area
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The following conditions apply to selections from the above three groups: • A maximum of 2 credits in French as a second language may count as additional compulsory credits, 1 credit from Group 1, and 1 credit from either Group 2 or Group 3. • A maximum of 2 credits in cooperative education may count as additional compulsory credits, selected from any of Groups 1, 2, or 3.
SUMMER SCHOOL ❏ There are no grade 9 credit earning summer
school courses offered by YRDSB ❏What do students miss out on by doing
summer school? ◼ Preparing for the literacy test ◼ Critical Thinking Skills ◼ Inquiry Skills ◼ Research Skills ◼ Important field trips ◼ Volunteering, Leadership & Summer Employment
Opportunities ◼ RELAXING
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Here is what you are missing by doing this:
The Grade 10 Literacy Test
• Administered in March of the grade 10 year
• A test based on language and communication (reading and writing) expectations of curricula up to and including grade 9
• Accommodations, deferrals and exemptions may be appropriate for some students
• If standard not met in first attempt, schools will provide support; test is re-administered until student successfully completes the test or the Grade 12 Literacy Course
Please see Ms. Thom (Literacy Lead) for any questions
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The test is based on curriculum expectations from across the curriculum, not just English courses. The test will serve both to determine whether students have acquired the reading and writing skills considered essential for literacy, and to provide confirmation that those students who have completed the test successfully have attained the provincial expectations for literacy. The test will identify those students who have not demonstrated the required skills and will identify areas in which these students need remediation. We will provide remedial assistance for students who do not complete the test successfully. The assistance will be designed to help students improve their skills so that they are better prepared to retake the literacy test. Accommodations - must be made to ensure that students who are receiving Sp. Ed. programs and who have an I.E.P. have a fair and equal opportunity to successfully complete the test; may or may not be IPRC; same accommodations as set out in the I.E.P. Deferrals - may include students who have been identified as exceptional and students in ESL/ELD courses Exemptions - students whose I.E.P. indicates that the student is not working towards attainment of a diploma may be exempted; should the I.E.P. be revised so as to allow the student to work towards the attainment of the diploma, then the student could take the literacy test
Community Involvement • Complete 40 hours before graduation
• Encourages civic responsibility, promotes community values and reinforces importance of volunteerism
• Can start in summer of grade 8
• Student responsibility to keep record of activities
• Guidelines and forms will be provided to help track community involvement
• Please remember to get pre approval from guidance before starting
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Activities may be completed at any time starting in the summer of grade 8 and during a student’s years in the secondary school program. Students, in collaboration with their parents, will decide how they will complete the community involvement requirement. They may use their Individual Pathway plan to identify possible activities. May take place in a variety of settings - businesses, not-for-profit organizations, public sector institutions (hospitals), and informal settings; students may not fulfill the requirement through activities that are counted towards a credit, through paid work, or by assuming duties normally performed by a paid employee. To be complete outside student’s normal instructional hours - can be in lunch hours, after school, on weekends or during school holidays. Completion of the required hours must be confirmed by the organization or persons supervising the activities. Please refer to the updated guidelines for Community Involvement at www.yrdsb.edu.on.ca
COURSE PATHWAY TYPES IN Gr. 9 & 10
APPLIED ACADEMIC OPEN LOCALLY DEVELOPED
Type Approach APPLIED Step by step approach to learning
using theory and practical examples.
ACADEMIC Theoretical and independent approach to learning with a focus on critical thinking skills
LOCALLY DEVELOPED
Guided approach to learning using practical examples and concrete objects.
OPEN An opportunity to explore an area of interest for all students
Considerations Working at or above grade level
Working at or above grade level
Working below grade level in Math, English and Science
Available to all students
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APPLIED – Hands on. Assignments/work divided into chunks. Smaller groupings ACADEMIC – Students are able to take on larger tasks. Can be more resourceful on their own and can chunk out their work on their own. Locally developed – Small groups. Curriculum is tailored to student needs. In choosing between applied and academic courses, students need to be mindful of their learning style. Students can also choose a combination of applied and academic courses.
Math Pathways Chart
Did you know?
● Your son/daughter can start in the applied stream and then switch to academic? ● Your son/daughter can start in the applied stream and STAY IN IT, and still go to university?
Some of the Possible Scenarios leading to grade 12 University math: Academic All the way through: 9 Academic → 10 Academic → 11 University → 12 University Start with Applied, then switch to Academic: 9 Applied → 9 Academic → 10 Academic → 11 U → 12 U Start with Applied, and Stay in it: 9 Applied → 10 Applied → 11 Mixed → 12 U (Data Management)
OR 9 Applied → 10 Applied → 11 Mixed → 12 College Tech → 12 U
Technological Studies
Business Studies The Arts
Visual
Drama
Music
Learning Strategies
Family Studies
OPTIONAL (ELECTIVE) COURSES FOR GRADE 9 STUDENTS
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Slide is deliberately prepared so that all courses are on same continuum. One is not better than the next. Students transition from one pathway to the next (rather than moving up or down). Course pathway differences are mainly embedded in learning style. Students must consider which pathway is appropriate for their learning style. They should rely on their Grade 8 teachers who have a good understanding of their learning style Students do not need to take all of one pathway – they can, for example, take applied math, and academic English (depending on their interests and learning style). Students can also transition from one course pathway to another (i.e. locally developed to applied, applied to academic or academic to applied) with the help of their guidance counsellor.
Choosing Courses for Grade 9 • Parents and students will select courses in collaboration with
elementary school teachers, guidance counselors, student success/support teachers and administrators
• It is important that students do an honest self-assessment,
matching their ability with their interests and aptitudes
• Students often choose a combination of course types to support different learning interests and styles
• Remember that initial decisions made in grade 8 are not
“final” decisions. There are many pathways to initial post-secondary destinations
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Keeping in mind that both Applied and Academic courses are equally rigorous and both course pathways prepare the student for the next level of high school, decisions need to be based on the best style of learning for the student and on interests, not on ability. Emphasize that being able to choose between two course types and two different approaches to learning should be based on which course will provide the student with better chances for SUCCESS in gr. 9.
Secondary School Planning
• How students learn best • Student interests • Diploma requirements to graduate
• Prerequisites for courses
Important to know:
Special Programs in Our School Specialist High Skills Major (SHSM) • Health and Wellness (pending approval) • Non Profit (pending approval)
Dual Credit Students in grades 11 or 12 take a course at college
whilst still in secondary school.
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Highlight the special programs you have at your school. - SHSM Specialist High Skills Majors - OYAP Ontario Youth Apprenticeship - Dual Credit Program - Exploring Opportunities Program - High Performance Athlete - Arts Programs - Alternative Education Programs - Gifted program - French Immersion - Advanced Placement - etc.
Cooperative Education & Other Experiential Learning
CO-OP
International CO-OP
OYAP -Ontario Youth Apprenticeship Program
HPA- High Performance Athlete
Job Shadowing/twinning/work experience
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ICE/HPA Co-Op/OYAP gives students the opportunity to: Experience hands-on learning - Students can earn 2 to 4 credits (6 credits with ICE) ‘Test-drive’ career options See the relevance of their classroom learning Earn credits through workplace experience Develop the essential skills and habits required Gain valuable work experience that will help build a resume for post secondary programs Authentic and purposeful learning outside a traditional classroom. OYAP is a co-op placement in a skilled trade. (this is a very simplified definition) OYAP students have the opportunity to register as an apprentice while in high school to get a head start. Registered OYAP students are eligible for financial incentives and apprenticeship services. By participating in OYAP, students and placements are supported through Co-op and OYAP policy/legislation.
Students Receiving Special Education Supports
Students will receive support according to the needs outlined in their Individual Education Plan (IEP) Such as: • modified curriculum expectations • alternative learning expectations • accommodations to the learning environment; monitoring/in-class
resourcing • methods to review student’s progress • student transition plan to postsecondary education, work and/or
community living Please see Ms. Ciummelli for any questions
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It is important that students continue to use these accommodations throughout highschool so that they can be successful. If they have an updated IEP in grade 12, they will also be able to use it in College or University.
ESL Support Programs
• ESL courses are provided to help students develop proficiency in English
• Students are assessed for their level of English
proficiency in order to be placed in appropriate classes
• Courses are developed from the curriculum policy
documents
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Learning opportunities to enable students to develop facility in English are to be integrated into the curriculum in all subject areas. For those who may enter an English-language school without the level of proficiency in English required for success. Maximum of 3 credits towards the 4 compulsory English credits required for graduation. The remaining compulsory credit must be earned at the Gr. 11 or 12 level.
The Individual Pathways Plan
• Each student in Grades 7-12 has an Individual Pathways Plan (IPP) • IPP now in effect for Grades 9-12 students and beginning for grades 7-8
students • A vision that all students are confident in their ability to implement and revise
their plans throughout school and over the course of their lives • IPP tool is found on Career Cruising and is accessed on all electronic devices • Students focus on education and career/life interests, choices, goals and
plans through a 4-step inquiry process • To be reviewed and revised by students at least twice each year • Please go to www.yrdsb.ca to the Student and Parent pages for more
information
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Schools are required to put in place a process to support students in Grades 7 through 12 in establishing, reviewing, and revising their IPP twice per year, once before course selection. (This year, Grades 10-12 is being implemented)
Please add or delete appropriate sports and activities for your school
Clubs, Groups & Activities
▪ Art ▪ Athletic Council ▪ Attack of the Reading Titans ▪ Band ▪ Dare to Care ▪ Dance ▪ DECA ▪ Drama ▪ Empowering Student Partnerships (ESP) ▪ Environment Club ▪ Gay-Straight Alliance ▪ Guitar
▪ Photography ▪ Robotics ▪ Semi Formal ▪ Ski and Snowboard Club ▪ Student Council ▪ Tech Crew ▪ Weight Training ▪ Yearbook
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Please add or delete appropriate clubs for your school
To Access On-line Course Selection:
On the Tommy Douglas Website Click on:
Student Login Page
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All students have a username and password. Career cruising is where students select their courses for secondary and throughout secondary school. Students can also access and keep track of their Individual Pathways Plan
Go to: Choose My Courses
Select Courses
For More Information……
Tommy Douglas Secondary School Website: http://www.yrdsb.ca/schools/tommydouglas.ss/Pages/default.aspx York Region District School Board: www.yrdsb.ca For policies programs and curriculum documents: www.edu.gov.on.ca
