Guide to Secondary School - Printed in 2018 - Halton District School Board
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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
TABLE OF CONTENTS
Graduation Requirements 2-8
Ontario Secondary School Diploma (OSSD) 2
Ontario Secondary School Certificate (OSSC) 3
Course Information 4-6
Grade 9 EQAO Math and Grade 10 Literacy Requirement 7
Community Involvement Hours 8
Transition to Secondary School 9-10
Get Involved 10
Support Services Teams 11-12
Special Education 13-15
Policies and Procedures 16-20
Well-Being Team 16
Code of Conduct 16-17
Assessment and Evaluation Policies 18-20
Pathways 21-25
Apprenticeship, College, Community, University, Work
Regional Pathways Programs 26-30
International Baccalaureate Diploma Programme (IBDP) 26
I-STEM 26
English as a Second Language (ESL) and English Literacy Development (ELD) 27
Locally Developed 28
French Immersion 28
Specialist High Skills Major, Ontario Youth Apprenticeship Program, Dual Credit, School to Career 29-30
Additional Learning Opportunities 31-33
eLearning 31
Cooperative Education 31
Summer School & Night School 32
Gary Allan High School - Alternative and Adult Programs 33
Websites 34
Community Resources 35
Terms and Definitions 36-38
Halton Secondary Schools 39
What Do You Need To Graduate? 40
The term parent is used throughout this document to refer to the legal guardian of any student under 18 years of age.
1
ONTARIO SECONDARY SCHOOL DIPLOMA (OSSD)
GRADUATION REQUIREMENTS
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
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
ONTARIO SECONDARY SCHOOL CERTIFICATE (OSSC)
GRADUATION REQUIREMENTS
& CERTIFICATE OF ACCOMPLISHMENT
The Ontario Secondary School Certificate Certificate of Accomplishment
The OSSC is granted to students who have earned The Certificate of Accomplishment is granted
a minimum of 14 credits. to students who have earned a maximum of
• 7 compulsory credits: 13 credits. This certificate may be a useful means
- 2 credits in English of recognizing achievement for students who
- 1 credit in Canadian Geography or plan to enter the workplace or other kinds of
Canadian History further training. Students who return to school to
- 1 credit in Mathematics complete additional credit and non-credit courses
- 1 credit in Science will have their transcript updated but will not be
-1 credit in Health and Physical Education issued a new Certificate of Accomplishment.
- 1 credit in the Arts or Technological Education
• 7 elective credits.
• Students are not required to complete
40 community involvement hours.
• Students are not required to complete the
Ontario Secondary School Literacy Requirement.
3
COURSE INFORMATION
GRADUATION REQUIREMENTS
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 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
2. College Preparation courses are Office for additional information.
in Grade 9 and 10:
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
concrete examples. Familiar 4. University/College Preparation
www.myblueprint.ca/halton.
situations are used to (Mixed) courses are designed to
Course selection is an important
illustrate ideas, and students prepare students for entrance
part of pathway planning for
are given more opportunities requirements for specific
every student. Course selection
to experience hands-on university and college programs
determines the courses,
applications of the concepts and related careers.
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
GRADUATION REQUIREMENTS
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
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
Term 2 T106 Term 2 T127A
Period #
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
and writing) across all subjects as specified in their IEP
• Students working toward a
up to the end of Grade 9. as permitted by EQAO.
credit in Grade 9 Mathematics
(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.
• Different versions of the • Successful completion of the
Support and Preparation
test are administered in the OSSLT is a requirement for
for EQAO Math and OSSLT
Academic and the Applied the Ontario Secondary School
• Students are provided with a
Grade 9 Mathematics courses. Diploma (OSSD).
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
GRADUATION REQUIREMENTS
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
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
•C
ontributing 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
8TRANSITION TO SECONDARY SCHOOL
TRANSITION TO SECONDARY SCHOOL
Transition programs support Student Mentors designed to develop a
the successful transition from Every secondary school has strong sense of belonging
Grade 8 to 9. student leaders to mentor and in the school community.
Every school provides act as role models for incoming These events may include tours,
comprehensive orientation for Grade 9 students. These senior dances or BBQs. Student mentors
students and their families that student leaders play an integral stay connected with Grade 9
may include: role in planning activities for students throughout the year
Grade 9 students as they begin to support academic success
• Guidance visits to all their secondary school experience. and community building. Every
elementary feeder schools Grade 9 students are grouped Grade 9 student is encouraged
with student leaders to familiarize to engage in the wide range of
• Grade 8 Information
them with life at secondary school activities that all secondary
evening (parent and student)
through a variety of activities schools offer.
• Course selection workshops
• Grade 8 visits/tours
• Orientation to secondary
school with senior
student mentors
• Grade 9 activities and
events throughout the year
Grade 9 students
are grouped with
student leaders
to familiarize
them with life at
secondary school.
9GET INVOLVED
TRANSITION TO SECONDARY SCHOOL
Athletics and Co-Curriculars
Research shows that students who get involved
are more likely to succeed academically.
There are more than 70 co-curricular activities,
clubs and sports offered in Halton secondary
schools. By getting involved, students explore
their physical, creative, and social selves while
meeting new people and trying new things.
TIP Check with your school for a list
of co-curricular activities.
TIP If a club or team of interest is
not currently offered, students
can get involved and get it
started by speaking to other
students, student council and/
or teachers.
10SUPPORT 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
Vice-principal(s). The focus of
The Guidance Office is a safe Special Education Teachers
place for students to express their Special Education Teachers, as a
administrators is to develop and
needs and concerns. Counsellors part of the Support Services team,
maintain effective educational
provide school-based support and provide a variety of programs
programs within the school.
connect students and their families to assist students identified as
Principals and Vice-principals are
with community resources. exceptional by an IPRC and
available to assist and problem-
In addition to individual students who have needs beyond
solve with students and parents.
counselling services, Guidance those met by regular classroom
Administrators are responsible for
Counsellors: instruction. Special Education
setting the climate in the school,
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.
11SUPPORT SERVICES TEAMS
SUPPORT SERVICES TEAMS
Social Worker
Social Workers are part of
the Support Services team in
every secondary school and
can provide counselling for
students and families. They bring
unique knowledge and skills to
support students’ learning and
success, particularly in the area
of mental health and wellness.
Social Workers also act as the
attendance counsellor for the
school in situations that involve
prolonged absences. Social
Workers assist students in
developing competencies in the
following key areas: confidence
building, problem-solving,
adapting to change and taking
responsibility. Referrals to a
Social Worker may be made by
students themselves, parents,
and the Support Services team. “Working in partnership with students,
Students aged 14 and over can
families, and community to meet the
access social worker services
without parental consent, educational needs of every student.”
however involving parents in
their child’s support is a priority.
improve outcomes for struggling courses, eLearning, and
Student Success Teacher students, re-engage early school specialized co-operative
Student Success Teachers leavers, and work with parents education.
collaborate with all staff as and the wider community. These programming supports are
members of the Support Services Student Success programs in determined by local needs and
team to ensure the success of secondary schools may include: available resources.
all students. Student Success credit rescue, credit recovery,
teachers track and monitor homework clubs, study hall,
the progress of students after school remediation,
who are behind in credit learning strategies courses,
accumulation, provide assistance peer tutoring, locally developed
and instruction to students to compulsory courses, literacy
improve achievement, facilitate test support, multiple-credit
school-wide initiatives to technology programs, self-paced
12SPECIAL EDUCATION
SPECIAL EDUCATION
The Halton District School Board The Special Education expectations that are modified
is committed to the principle that Resource Teacher (SERT) from the expectations for the
learning is a developmental process Special Education Resource age-appropriate grade level in
and children proceed through the Teachers provide a variety of a particular subject or course,
stages of development at varying supports and services in a school. as outlined in the Ministry of
rates. The HDSB is also committed These may include diagnostic Education’s curriculum policy
to early recognition of learning assessments to determine the documents, and/or alternative
needs and early intervention as the student’s learning strengths expectations in program areas
most effective way to ensure the and needs; providing support not represented in the
learner remains confident about to the student’s classroom Ontario curriculum.
his/her own abilities as a learner teachers by generating ideas Regulation 181/98 requires that
and is engaged in the schooling and suggestions for developing an IEP be developed for every
process for years to come. modified expectations, alternative student identified as exceptional
programs, or accommodations by an Identification, Placement
Special Education Plan (e.g., individualized teaching or and Review Committee (IPRC).
The Halton District School Board assessment strategies, human In addition, an IEP may be
Special Education Plan outlines support, individualized equipment); developed for a student who
the school board’s framework for providing advice about materials has not been formally identified
the delivery of special education and resources; planning instruction as exceptional but who
programs and services in Halton. to address those expectations requires a special education
This plan has been written in and assessing the student’s program and/or services when
compliance with the Ministry achievement of the expectations; a student’s achievement will
Standards for School Boards’ and working with the classroom be assessed on the basis of
Special Education Plan and is teacher(s) to maintain ongoing modified expectations; and/or
available on the Board’s website communication with the student’s the student regularly requires
at www.hdsb.ca. parents and other teachers. accommodations for instructional
or assessment purposes.
School Resource Team (SRT) Individual Education Plan (IEP)
The parent/guardian and the
A formal team composed of a An IEP is a written plan describing student, if the student is 16
school administrator, teachers the special education program years of age or older, must be
and other staff as needed to and/or services required by a asked to sign the IEP and the
discuss student needs. This team particular student, based on the Contact Form and to indicate
meets as part of the problem student’s strengths and needs and whether they were consulted in
solving pathway. Parents are their effect on the student’s ability the development of the IEP; they
invited to school resource team to learn and to demonstrate declined the opportunity to be
meetings and are active partners learning. The IEP may include consulted; they have received
in determining how to best a record of the particular a copy of the IEP; and any
support their student at school. accommodations needed to help comments they provided during
the student achieve his or her the development of the IEP.
learning expectations, learning
13SPECIAL EDUCATION
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
determine whether or not a selections occur, timetables
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
he or she is considered to need B. Self-Contained Placements:
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
Working Together is a guide Class (available in secondary)
• Secondary Gifted Placement
for parents, guardians and students move towards
offered at designated schools
students about the Identification, supported independence
East - Oakville Trafalgar HS,
Placement and Review and a high quality of life.
Iroquois Ridge HS, Abbey Park HS
Committee (IPRC) process in The placement focuses on
North - Georgetown District HS,
Halton. This document sets the following eight program
Milton District HS
out the procedures involved in areas: Functional Life Skills,
West - Nelson HS
identifying a student Communication Skills, Social
Secondary gifted students in
as exceptional. Skills, Leisure and Recreation
Grade 9 and 10 will have the
14SPECIAL 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).
15POLICIES AND PROCEDURES
POLICIES AND PROCEDURES
Every student has the right Code of Conduct • Treat others with kindness,
to learn in a safe, healthy and for Safe, Caring dignity and respect
engaging environment. This core and Inclusive Schools — • S how respect for school property
belief guides the implementation A Shared Responsibility
of the Safe Schools Act, the Code When staff, students and The parent’s role:
of Conduct, and the development parents work together to
• Understand your school’s
of policies to ensure our schools keep their school safe, it has a
Code of Conduct as well
are safe and supportive places powerful impact on the culture
as the Board and provincial
to learn. A positive and inclusive and climate of the school.
Code of Conduct
school environment is essential Each partner has an important
for students to succeed. Staff, • Show an active interest in
contribution to make.
students, parents and community your student’s school progress
partners have a part to play in The school’s role:
• Talk with your student about
making our schools safe. • Provide a climate free how they can contribute to
Halton District School Board from distractions keeping their school a safe place
policies have been developed • Teach and model positive • Assist your student in following
in accordance with provincial behaviour and good citizenship the rules of positive behaviour
legislation and Ministry of
• Teach acceptance of and • Communicate with your
Education directives to ensure
respect for others student’s school
schools are safe and
• Foster open, honest • Be a positive role model for
caring communities.
communication your student
Information regarding bullying,
• Help students work to their
prevention and intervention
full potential and develop their
policies and the changes in
sense of self-worth
legislation concerning school safety
can be found at www.hdsb.ca. • Provide bullying prevention
programs, including bullying “When staff, students
Well-Being School Team prevention throughout
the curriculum in daily
and parents work
Each school has a well-being
classroom teaching together to keep
team. Well-being is fundamental
to overall student access. The student’s role: their school safe,
The team is composed of • Practise honesty and integrity it has a powerful
students, parents, teachers,
• Exercise self-control and impact on the culture
support staff, community
self-discipline
partners and the Principal. and climate of
To learn more, contact • Come to school prepared,
your Principal. on time, and ready to learn the school.”
• Show respect for self and others
16POLICIES AND PROCEDURES
POLICIES AND PROCEDURES
Progressive Discipline Student Attendance final evaluations in January and
Progressive Discipline is a whole Students who attend school June. Absences during this final
school approach that uses a regularly are more successful evaluation period may require
continuum of interventions, than students who do not. documentation.
support and consequences Regular school attendance and Parents are kept informed about
that include opportunities for punctuality is an expectation of student attendance through
reinforcing positive behaviour all students and an important automated notification systems
and helping students make component of strong learning by email or phone. Parents
good choices. The progressive skills. Absent students miss out may also log in to the Student
discipline approach includes: on the carefully planned sequence Information System at
• Early and ongoing prevention of instruction. http://info.hdsb.ca/sis (requires
and intervention strategies birth date and student number)
Parents should notify the school
to review their student’s
• Addressing inappropriate of any and all attendance
attendance history. Parents are
behaviour concerns (lates and absences)
also encouraged to consider their
• Opportunities for a student through the Student Absence
student’s attendance on report
to learn from their choices Reporting System. Upon arrival
cards, progress reports and in
or departure from the school the
• Parental awareness and dialogue with teachers.
student is to sign in/out at the
involvement
main office.
For additional information on
• A shift from solely punitive
Early notification of planned HDSB policies and procedures
to both corrective and
absences is important. Vacations please consult your student’s
supportive measures
should not be planned during agenda or visit www.hdsb.ca.
Student Transportation
Busing is provided to students
who live beyond set distances
from their designated secondary
school. Distances vary based on
grade and whether it is an urban
or rural setting.
Transportation information is
available at www.haltonbus.ca.
17ASSESSMENT AND EVALUATION POLICIES
POLICIES AND PROCEDURES
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
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
(English or French), and those
Learning Skills & Work Habits
who are First Nations, Métis,
Courses Comments
or Inuit.
Independent Work
Percentage Mark
Reporting Period
Strengths/Next Steps for Improvement
Self-Regulation
Course Median
Responsibility
Credit Earned
Collaboration
Organization
• Are carefully planned to relate
Initiative
to the curriculum expectations
and learning goals and, as Course Title: English 1st 75 74 G G G G G G Student specific
Couse Code: ENG1D1 comment from course teacher
much as possible, to the Teacher: A. Balogh
J. Smith 2nd
interests, learning styles and ESL/ELD IEP
French SHSM
Final 1.00 G G G G G G
preferences, needs, and
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
2nd
M.Canton
Teacher: M. Johnson
• Are communicated clearly ESL/ELD IEP
Final 1.00 G G G G G G
to students and parents at French SHSM
Course Title: 1st G G G G G G
the beginning of the school
Couse Code:
year or course and at other Teacher:
2nd
appropriate points throughout ESL/ELD IEP
Final 1.00 G G G G G G
French SHSM
the school year or course. Course Title: 1st G G G G E
Couse Code: MCF3M1-01
2nd
Teacher: Shalini Singal
18 ESL/ELD
French
IEP
SHSM
Final 1.00 G G E E E EASSESSMENT 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
“Today’s Learning most consistent level of
its meaning and significance
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
and work habits is an integral part is based on a final evaluation(s)
• The conveying of meaning
of a student’s learning. Teachers towards the end of the course.
through various forms.
will support the development of Final evaluation may include
Application a final performance task
learning skills and work habits
• 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.
19ASSESSMENT AND EVALUATION POLICIES
POLICIES AND PROCEDURES
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.
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.
20PATHWAYS
PATHWAYS
Pathways initiatives provide include specialized regional Most students’ secondary school
a wide range of course pathways programs. experience includes courses
types, programs and learning Pathways are flexible and from a variety of course types.
opportunities to prepare students may be combined and changed. Pathways in secondary school
for success in secondary school As students begin to know prepare students for their chosen
and beyond. themselves as learners they post-secondary destination.
Secondary schools offer a variety have the opportunity to adjust The five destination Pathways
of course types to meet the pathway plans as they move initiatives are: Apprenticeship,
needs of all learners. through secondary school, with College, Community, University
Each pathway includes different the assistance of their Guidance and Work.
course types and may also Counsellor and parents.
APPRENTICESHIP
Pathway
P
UN
AP
PR
HI
E N TICES CO
LLEGE IV E R S ITY WORK
Apprenticeship is combination of on-the-job
a practical method training and in-school
of learning, providing training usually done at a
hands-on training in local college, and usually
over 130 skilled trades. lasts two to five years.
pprentices are paid while
A Consider Apprenticeship if:
gaining work experience. • Y ou enjoy hands-on
Wages increase with skill learning and have good
levels. mechanical and
Apprenticeship leads to: spatial abilities.
• You enjoy fixing
Apprenticeships can
For more information on things, assembling and
Apprenticeship, visit: lead to careers such as:
disassembling structures.
www.oyap.com construction workers,
• You are able to solve
www.myblueprint.ca/halton chefs, horticulturists,
problems, determine
www.apprenticesearch.com information technologists,
why something does not
www.apprenticetrades.ca educational assistants
work and how it can be
www.collegeoftrades.ca and hairstylists.
done better.
www.careercruising.com How long does • You are interested in a
www.earnwhileyoulearn.ca Apprenticeship take?
career that requires the
www.ontario.ca/page/start-apprenticeship Becoming a certified completion of
tradesperson requires a an apprenticeship.
21COLLEGE
PATHWAYS
Pathway
College programs provide
P
UN
AP
PR an effective combination
HI
E N TICES CO
LLEGE IV E R SITY WORK
of real life skills with
quality education.
College leads to:
College programs give
you the skills you need to
pursue a variety of careers
such as: journalists, police
officers, dental hygienists, Consider College if:
website technicians, • You find success in hands-on/
paralegals and chemical applied curriculum
technologists. • You enjoy smaller classes and
the personal approach
How long does
to instruction
College take?
• You have specific career goals
Colleges have certificate,
that require a college education
diploma, graduate
certificate, applied degree, • You are interested in
or joint college - university developing technical and
programs, that usually occupational skills required for
take one to three years your chosen career area
to complete.
For more information
on College, visit:
www.ontariocolleges.ca
www.myblueprint.ca/halton
www.gotocollege.ca
www.ontario.ca/page/ontario-colleges
www.careercruising.com
22COMMUNITY (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
T his 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 or Canadian History,
For more information
prepare students for life Science, Health and
on the Community Pathway visit:
in the community upon Physical Education,
www.hdsb.ca (search: Special
leaving secondary school. Arts or Technological
Education Plan)
(Students in this pathway Education — plus 7
www.dsontario.ca
may remain in school optional credits.
www.sopdi.ca
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
23UNIVERSITY
PATHWAYS
Pathway
University offers degree Consider University if:
P
UN
HI
S CO
LLEGE IV E R S ITY WORK programs that are • You enjoy abstract
theoretical in nature concepts associated
in the General Arts, with course material
Sciences and Business. and academic/theoretical
University leads to: learning
niversity can lead to
U • 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
24WORK
PATHWAYS
Pathway
A wide variety of careers Consider direct entry
IV E R SITY WORK 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
25REGIONAL PATHWAYS PROGRAMS
REGIONAL PATHWAYS PROGRAMS
International Baccalaureate Diploma Programme
The Halton District School Board programme that takes place Halton secondary schools
offers a variety of specialized in the last two years of secondary offering IBDP include:
Regional Pathways such as: school (Grade 11 & 12). An IB All IBDP schools offer a cluster
French Immersion, International Diploma holder may also program for Grade 9 and 10
Baccalaureate, and ESL (English receive credit for courses at students accepted to IBDP.
as a Second Language). Senior some universities. This two-year programme is
students may also enter Regional The IB Diploma Programme is designed to prepare students
Pathways Programs including: designed as an academically for the academic rigour and
Specialist High Skills Major rigorous and balanced challenges of the IBDP.
(SHSM), Dual Credit, Ontario programme of education with Halton secondary schools
Youth Apprenticeship Program final examinations that prepare offering IBDP include:
(OYAP) and School to Career. students for success at university
East – White Oaks SS
International Baccalaureate and life beyond. The programme
has gained recognition and North - Georgetown District HS,
Diploma Programme (IBDP)
respect from the world’s leading Craig Kielburger SS*
• A multidisciplinary program
universities. West - Robert Bateman HS,
• A preparation for Burlington Central HS**
Students who succeed in earning
university study
the IB Diploma will at the same * proposed program to begin
• Internationally recognized time earn the Ontario Secondary in 2020/21. Grade 9 will begin
curriculum, expectations, School Diploma. preparation program in 2019/20.
and focus See www.cks.hdsb.ca for updates.
** 2019/20 Grade 9 will attend
• High level of university
Burlington Central, Grade 10-12
acceptance and will remain at Robert Bateman HS.
scholarship potential 2021/21 Grade 9-12 will attend
Burlington Central HS.
The IB Diploma Programme
Please Note: HDSB does not provide
is a comprehensive two-year transportation for IB programme or
Grade 9/10 preparation program.
I-STEM PROGRAM
The I-STEM regional program is an interdisciplinary, experiential,
competency-based and inquiry-based program focused on innovation.
Students work collaboratively and in partnership with post-secondary and
community partners to solve social, economic or environmental local and
global issues. I-STEM is a new program that will be offered at Aldershot
High School beginning in 2019-2020 for students entering Grade 9.
For more information, visit www.hdsb.ca (search: I-STEM).
I-STEM Note: HDSB does not provide
transportation for I-STEM students.
26REGIONAL PATHWAYS PROGRAMS
English as a Second Language (ESL) and English Literacy Development (ELD)
REGIONAL PATHWAYS PROGRAMS
The English language proficiency The assessment provides English As a Second Language
of all English Language Learners information about the type (ESL) and English Literacy
(ELL) will be assessed upon and the amount of support the Development (ELD) STEPs 1-5
registration with the Halton student needs to develop English sites include:
District School Board. The time language skills and address gaps East - T. A. Blakelock HS,
needed to complete the in learning. White Oaks SS
assessment will vary based In secondary schools, placement North - Craig Kielburger SS
on individual student needs. in courses will depend upon the West - Burlington Central HS
The assessment will include: results of the assessment and the
All other secondary schools offer
• A structured interview to assess student’s educational background.
programming and/or support for
oral communication skills
students at STEPs 4+.
(listening and speaking)
• An assessment of
reading comprehension Please note: Transportation is
• An assessment of provided for students who live
student writing more than 3.2 km from their ESL
• An assessment of mathematical secondary school.
knowledge and skills
*English Literacy
Development
ELD LEVEL 1
This chart shows how most
English as a ELDAO English language learners
Second Language progress through ESL and/
or ELD courses and into
ESL LEVEL 1 ELD LEVEL 2 mainstream English courses.
ESLAO ELDBO
Not all students will follow
this pathway exactly.
ELD LEVEL 3 Individual students may vary
ESL LEVEL 2
ESLBO ELDCO in the rate at which they
progress through the levels.
ESL LEVEL 3 ELD LEVEL 4
ESLCO ELDDO
ENG1P/1D ELD LEVEL 5 ENGLDCC
ESL LEVEL 4
ENG2P/2D ENG1P/2P
ESLDO ELDEO
ENG3E/4E ENG3E/4E
*When offered, these courses
ENG3U/3C ESL LEVEL 5
ENG4U/4C ESLEO must all be completed prior to
taking ESL courses.
27LOCALLY DEVELOPED
REGIONAL PATHWAYS PROGRAMS
Locally Developed
Locally Developed Programs are The LEAP Program is available
LEAP and Locally Developed Program
for students who: to select Grade 8 students who
sites include:
• Require flexibility and support to are likely to attend the Locally
• East - White Oaks SS
meet graduation requirements Developed Program. Grade 8
• North - Craig Kielburger SS,
• Are several grade levels behind students in the LEAP Program have
Georgetown District HS
in literacy and numeracy skills the opportunity to earn 4 high
• West* - M.M. Robinson HS,
• Benefit from structure and school credits towards their OSSD.
Nelson HS,
organization The LEAP Program:
Robert Bateman HS
• Complete tasks and homework • Eases the transition to high school
* 2019/20 Grade 8 and 9 at
with assistance, support, • Improves confidence M.M.Robinson HS, program will be
and prompting • Builds literacy and numeracy skills extended to Grade 10 in 2020/21,
• Benefit from authentic, hands- • Develops academic and social Grade 11 in 2021/22, Grade 12 2022/23.
The program from Robert Bateman HS will
on learning experiences skills through project-based move to Nelson HS for Grade 8 and 9 in
learning 2019/20, it will be extended to Grade 10-12.
REGIONAL PATHWAYS PROGRAMS
French Immersion and Extended French
The French Immersion Program is open Students in the French Immersion Program take
to students who have completed the the following:
French Immersion program in a Halton Grade 9: French Immersion Course plus 3 additional courses
elementary school or with principal taught in French*
Grade 10: French Immersion Course plus 3 additional courses
permission for appropriate students from taught in French*
school boards outside Halton. Grade 11: French Immersion Course
Grade 12: French Immersion Course
French Immersion students must
accumulate a total of 10 immersion The Extended French Program begins in Grade 7 at
credits in order to receive a Certificate Sir E. MacMillan PS and continues in Grade 9 -12 at
of Immersion Studies. The 10 immersion M.M. Robinson HS.
credits include 4 French Language Arts Extended French students must accumulate a total of 7 extended
credits and 6 additional courses in other French credits in order to receive a Certificate of Extended French.
subjects taught in French. The 7 extended credits include 4 French Language Arts credits
Halton secondary schools offering and 3 additional courses in other subjects taught in French.
Early French Immersion include: Students in the Extended French Program take
East – Iroquois Ridge HS, the following:
Oakville Trafalgar HS, T.A. Blakelock HS, Grade 9: Extended French Course plus 2 additional courses
White Oaks SS, Garth Webb SS taught in French
Grade 10: Extended French Course plus 1 additional course
North – Acton District HS, taught in French*
Craig Kielburger SS, Georgetown District Grade 11: Extended French Course
HS, Milton District HS Grade 12: Extended French Course
West – Aldershot HS, Nelson HS, *some school’s French Immersion program may adjust the number of
Burlington Central HS, M.M. Robinson HS additional courses taught in French for the Grade 9-11 years, additional
courses taught in French may vary by school.
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