Guide to Secondary School - Printed in 2020 - Halton District ...
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Table of Contents
Table of Contents
Guide to Secondary School
Printed in 2020
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 T.A. Blakelock High School (905) 332-5235 (905) 827-1158 dfh.hdsb.ca tab.hdsb.ca Garth Webb Secondary School White Oaks Secondary School (905) 847-6875 (905) 845-5200 gws.hdsb.ca wos.hdsb.ca Gary Allan High School Milton SW #1 High School (905) 632-2944 Opening Fall 2021 garyallan.ca Georgetown District High School (905) 877-6966 geo.hdsb.ca
Table of Contents
Table of Contents
Table of Contents
Graduation Requirements 2-8
Ontario Secondary School Diploma (OSSD) 2
Ontario Secondary School Certificate (OSSC)/Certificate of Accomplishment 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
Student Mentors 9
Get Involved 10
Support Services Teams 11-12
Support Services 11
Glossary 12
Policies and Procedures 13-15
Well-Being Team, Code of Conduct 13
Progressive Discipline, Student Transportation, Student Attendance 14
Assessment and Evaluation 15
Pathways 16-17
Apprenticeship, College 16
Community, University, Work 17
Regional Pathways Programs 18-22
Individual Pathways Plan, myBlueprint 18
Community Pathways, Dual Credit Program 19
English as a Second Language (ESL) and English Literacy Development (ELD), French Immersion 20
International Baccalaureate Diploma Programme (IBDP), I-STEM, LEAP and Locally Developed 21
Ontario Youth Apprenticeship Program (OYAP), Specialist High Skills Major (SHSM) 22
Additional Learning Opportunities 23-25
eLearning, Cooperative Education 23
Summer School & Night School 24
Gary Allan High School - Alternative and Adult Programs 25
Websites 26
Community Resources 27
Terms and Definitions 28-30
Halton Secondary Schools 31
What Do You Need To Graduate? 32
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)
of Contents
ments
In order to earn an OSSD What Do You Need To Graduate?
Require
a student must: 18 compulsory credits
Students must earn the following compulsory credits to obtain the
Table
• earn 30 credits (18 compulsory Ontario Secondary School Diploma:
credits and 12 elective credits)
Graduation
4 credits in English
• complete 40 community 3 credits in Mathematics
involvement hours 2 credits in Science
• successfully complete the 1 credit in Canadian History
Ontario Secondary School 1 credit in Canadian Geography
Literacy Requirement 1 credit in the Arts
1 credit in Health and Physical Education
Compulsory Credits 1 credit in French as a second language
Students must earn 18 compulsory 0.5 credit in Career Studies
credits. Compulsory credits 0.5 credit in Civics
are determined by the Ministry Plus one credit from each of the following groups:
of Education. 1 Group 1: an additional credit in English, or French as a second
language, or a Native language, or a classical or an international
language, or social sciences and the humanities or Canadian and
Elective Credits world studies or guidance and career education or
Students must earn 12 elective credits. cooperative education.
Elective credits are determined by 1 Group 2: an additional credit in health and physical education, or
the student based on their pathway the arts or business studies, or French as a second language, or
cooperative education.
plan and post-secondary destination
1 Group 3: an additional credit in science or technological education,
in consultation with parents and with or French as a second language, or computer studies, or cooperative
support from guidance counsellors. education.
In addition to the above the students must complete:
12 elective credits
Visit www.myblueprint.ca/halton
for educational planning resources. 40 hours of community involvement activities
Ontario Literacy Requirement OSSLT or OSSLC
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) & Certificate
Graduation Requirements
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
- Ontario Secondary School Literacy Requirement
3
Course Information
Graduation Requirements
In secondary, most courses run for a semester, one period a day to meet the 110-hour requirement.
When you complete a 110-hour course, you earn 1.0 credit. Some courses are offered for half a semester
(e.g. Careers, Civics) and have a 0.5 credit value and some courses (e.g. Cooperative Education) have a
credit value of 2.0 and are two periods per day.
You will need to select a course type for Grade 9 compulsory courses (English, French, Geography,
Math and Science). Read the descriptions below to help decide which course type is best for you.
Locally Developed (Essential) Courses “L”
Locally Developed courses are designed to focus Q: Can I take different types of courses (for
on core knowledge and skills to meet individual example, Applied Science and Academic English)?
student needs. Grade 9 students in Essential A: Yes! You are encouraged to take the type of course
courses might: in each subject area that best suits your interests, goals,
L • learn by doing
• benefit from additional reinforcement of concepts
and learning preferences.
Q: Can I change course types?
A: Yes! You can change types between Grade 9
Applied Courses “P”
and 10. Students need to plan with their high school
Applied courses focus on the essential concepts of
Guidance Counsellor.
a subject and develop students’ knowledge and
skills through practical applications of the subject. Q: Is there somewhere I can go for help if I have
Grade 9 students in Applied classes might: questions about the courses I should take?
• learn by doing A: Yes! Your Grade 8 teacher can assist you with
P • enjoy discussion
• see connection to real-life
selecting courses. You may also attend high school
information sessions or call the high school’s Student
Services department for more information. Your parents/
Academic Courses “D” guardians can also be helpful in providing advice and
Academic courses emphasize theory and assisting you with your planning.
abstract thinking. Students who are in Grade 9 Q: I have an IEP (Individual Education Plan).
Academic class might: What support will I have in secondary school?
• like to work independently A: Your IEP is part of your transition plan to
D • enjoy understanding the “whys”
• learn from a variety of sources
secondary school. Accommodations are available based
on the needs of each student. Connect with your
Learning Resource Teacher at your school to discuss
Open Courses “O” your needs in more detail.
Open level courses are appropriate for all pathways Q: I am learning English as an additional language.
and students. These courses prepare students for Can I take ESL courses?
further study in the subject area. Generally, the A: If you are a multilingual student who is learning
optional courses (e.g. Visual Art, Business Studies, English, your Grade 8 classroom or ESL/ELD teacher can
O Drama, Music, etc.) are offered as Open courses. assist you in selecting the appropriate ESL or ELD courses
based on your level of English language proficiency.
4
Course Information
Graduation Requirements
Table of Contents
How to Decode a Course Code?
Every course in secondary school has a unique
course code. All courses have the first five
characters as mandated by the Ministry
of Education.
Subject Codes: The first letter in the course Course Codes: This letter identifies the
denotes the subject area. course type.
A = The Arts Grade 9-12
B = Business Studies D = Academic
C = Canadian World Studies L = Locally Developed
E = English O = Open
F = French as a Second Language P = Applied
G = Guidance and Career Education
H = Humanities and Social Sciences Grade 11-12
L = International Languages C = College
M = Mathematics E = Workplace
N = First Nations, Métis and Inuit Studies M = University/College
P = Health and Physical Education O = Open
S = Sciences U = University
T = Technological Education
ENG 1 P 1
This school indicator is used to
This number identifies the grade:
distinguish course characteristics:
1 = Grade 9
1 = Common Code
2 = Grade 10
4 = French Immersion
3 = Grade 11
B = ALP/IB Program
4 = Grade 12
E = ESL
F = Female
M = Male
5
Course Information
Graduation Requirements
Course Outline
A course outline is provided in each course at the start of the
semester. They are also available on www.hdsb.ca.
The course outline includes:
• course title, course code and course description
• course curriculum expectations, assessment and evaluation
information including the course’s achievement chart, academic
standards and learning skills
Sample - Semestered Timetable Sample - De-semestered Timetable
Period Schedule What’s in Period Schedule
Period 1 MPM1D1-07 a Timetable Period 1a MPM1D1-07
08:30 - 09:40 K. Nguyen 08:10 - 08:47 R. Sangha
Sem. 1 Course Code Sem. 1
Term 1 123 Term 2 A219
Period 1b ENG1DB-04
Teacher
Announcements 08:48 - 09:24 B. Khan
09:45 - 09:50 Sem. 1
Period # Term 2 A216
Period 2 FSF1P1-01 Period 2a CGC1DB-09
09:55 - 11:10 M. Canton Class Time 09:28 - 10:08 K. Nguyen
Sem. 1 Sem. 1
Term 1 211 Term 2 A128
Room Number
Period 3 Period 2b CGC1DB-09
11:10 - 12:10 Lunch 10:07 - 10:43 N. Millar
Sem. 1 Semester Sem. 1
Term 1 Term 2 123
Period 4 CGC101-03 Semester Two would Period 3 FSF1DB-02
12:10 - 13:25 D. Marceau follow a similar 10:48 - 12:02 M. Canton
Sem. 1 schedule with three Sem. 1
Term 1 205 Term 2 A128
to four different
Period 5 MPM1D1-07 Period 4
13:30 - 14:45 K. Nguyen courses depending
12:07 - 13:21
on whether the Lunch
Sem. 1 Sem. 1
Term 1 123 school is semestered Term 2
or de-semestered. Period 5 ADA101-01
13:28 - 14:40 T. Kim
Sem. 1
Term 2 T106
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.
6
Grade 9 EQAO Math & Grade 10 Literacy Requirement
Graduation Requirements
The Grade 10 Literacy • S tudents with special
Requirement: education needs may receive
• Measures whether students accommodations consistent
are meeting the minimum with regular classroom
standard for literacy (reading assessment practices and
and writing) across all subjects as specified in their IEP
up to the end of Grade 9. as permitted by EQAO.
• Students write the Grade 10 • E nglish Language Learners
Literacy Test (OSSLT) in the may receive accommodations
spring of Grade 10. as permitted by EQAO.
• Successful completion of the Support and Preparation
The Grade 9 EQAO OSSLT is a requirement for for EQAO Math and OSSLT
Assessment of Mathematics:
the Ontario Secondary School • Students are provided with a
• Measures the math skills Diploma (OSSD). wide range of support within
students are expected to have the classroom and outside class
• There is support for students
learned in Grade 9. time to ensure they are well
who are not successful,
• Students working toward a including an opportunity to prepared for these evaluations.
credit in Grade 9 Mathematics rewrite the test or to take the • T est materials and additional
are required to take this test as Ontario Secondary School resources are available at
part of their final evaluation. Literacy Course (OSSLC). www.eqao.com.
Please contact your Guidance Counsellor for more details.
7
Community Involvement Hours
of Contents
Requirements
Did you know? How do I document What is considered
Students entering Grade 9 my community eligible community
must complete 40 community involvement hours? involvement activities?
Table
involvement hours as one of the Students must submit a signed See the table below for some
Graduation
requirements for their Ontario letter(s) from the supervisor examples of eligible community
Secondary School Diploma (on letterhead) that includes the involvement activities.
(OSSD). Students may begin number of hours completed, a
accumulating their 40 hours description of the activity and the Visit www.hdsb.ca
during the summer before they name of the organization to their for more information
enter Grade 9. Guidance office.
Eligible Community Involvement Activities Ineligible Community Involvement Activities
An event/activity/program that is: An event/activity/program that is:
• designed to be of benefit to the community • during instructional/class time within the school
(e.g., Ribfest, Santa Clause Parade) day (e.g., The Terry Fox Run during class time)
• structured to promote tutoring, mentoring, • assigned to paid work (e.g., part-time job)
coaching and the purpose is to assist others • required activities of a course where you earn
(e.g., coaching a sibling’s soccer team) a credit (e.g.,class project to collect food donation)
• supporting the work of a global nature • participating on school sports teams or clubs
(e.g., Earth Day cleanup, tree planting) • part of experiential learning opportunity during
• contributing to the health and well-being of the school day (e.g., Take Our Kids to
any group, including school-based activities Work Day, job shadowing, Cooperative Education)
(e.g., volunteering at a nursing home or • part of regular family responsibilities
food bank) (e.g., doing laundry, watching a sibling)
• affiliated with a club, religious organization,
• court ordered community service program
arts or cultural association, or political
organization that seeks to make a positive
contribution in the community
(e.g., Girl Guides/Scouts, Rotary Club)
Where are 3 places
I could volunteer?
V o l u n t e e r
1.
2.
3.
8Transition to Secondary School
Transition to Secondary Schools
Table of Contents
Transition programs support Student Mentors
the successful transition from Every secondary school has 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
comprehensive orientation for Grade 9 students. These senior tours, dances, or BBQs.
students and their families that student leaders play an integral Student mentors stay
may include: role in planning activities for connected with Grade 9
Grade 9 students as they begin students throughout the year
• guidance visits to all
elementary feeder schools their secondary school experience. to support academic success
Grade 9 students are grouped and community building.
• grade 8 Information
with student leaders to familiarize Every Grade 9 student is
evening (parent and student)
them with life at secondary school encouraged to engage in
• course selection workshops through a variety of activities the wide range of activities
designed to develop a strong that all secondary schools offer.
• 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 - Athletics and Co-Curriculars
Table of Contents
Schools
Research shows that students who get involved
Transition to Secondary
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.
T i p s
1. Check with your school for a
list of co-curricular activities.
2. 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 Team
Support Services Team
Table of Contents
Each secondary school has a Support Services team that
assists students in a variety of ways to ensure success
for all students. Support Services team includes, but is
not limited to; Administrators, Guidance Counsellors,
Special Education staff, English as a Second Language
staff, Student Success teacher, and Social Workers.
The following chart explains the role and responsibilities
each staff/team member plays.
Questions? The Guidance Office can help!
Counsellors are available by drop-in, email,
phone and by appointment.
Role Responsibilities
Principal/ • develop and maintain effective education programs within the school
Vice-principal • assist and problem-solve with students and parents/guardians
• ensure a safe and inclusive learning environment and facility
• provide professional development for staff
• support and encourage partnerships between the school and the community
Guidance • support the academic, career, and personal development of all students
Counsellor • connect students and their families with community resources
• facilitate Grade 8 to 9 transitions and complete new student registrations
• host pathway planning and information events
• support the transitions to postsecondary destinations
• track and monitor student achievement toward graduation
Special • assist students with goal setting, self-advocacy, and developing learning skills
Education • help students (those with an IEP) to understand their individual learner profile
staff (e.g., strengths, needs, accommodations, modifications)
• work with classroom teachers to provide strategies/resources/diagnostic assessment
that will support student engagement, well-being, and/or achievement
English as a • assist students with goal setting, self-advocacy, and the development of
Second language acquisition
Language • work with classroom teacher to provide accommodations (e.g., instructional strategies
teacher and learning resources) that will support students’ language acquisition
• track and monitor student assessments (i.e., ELL Initial Assessment, Ongoing OLB
assessment or ELD OLLB assessment and the Orientation to School Life continuum)
• work with Youth Settlement Specialists to ensure newcomer families receive settlement
support and may arrange for interpretation for family communication
Student • collaborate with all staff to ensure the success of all students
Success • track and monitor students who are “at-risk” (e.g., credit accumulation,
Teacher re-engagement, work with parents and the wider community)
• provide a variety of programs and resources to support success for all students
(e.g., credit recovery, study hall, learning strategies courses, peer tutoring, eLearning)
Social • provide counselling for students and their families when the students consent to
Worker sharing of information and services
• share information about services/programs particular to mental health & well-being
• act as attendance counsellors for the school that involve prolonged absences or a
significant amount of absences
11Support Services Team - Glossary
Team
of Contents
Services
Guidance Terms
Credit Counselling Summary: A student’s
Table
Credit Counselling Summary lists all credits and marks.
Support
It also shows how many credits are still needed to
graduate, how many community involvement hours
are submitted and whether the literacy requirement
(OSSLT) is complete. This is not an official transcript.
Ontario Student Record (OSR): This is the official
school record for a student. Every Ontario school keeps
an OSR for each student enrolled at the school.
The OSR contains achievement results, credits earned
and diploma requirements completed, and other important
information pertaining to the student’s education.
Ontario Student Transcript (OST): This is an official
and consistent summary of a student’s achievement in
Ontario secondary school credit courses. A current Students and parents may examine
copy of the OST will be included within the Ontario the contents of the OSR?
Student Record (OSR).
Special Education Terms
Identification, Placement and Review Committee (IPRC): The IPRC is a committee of school board staff
who determine whether or not a student should be identified as exceptional (i.e., a pupil whose behavioural,
communicational, intellectual, physical, or multiple exceptionalities are such that they need placement in a
special
. education program). Parents are invited and encouraged to attend the IPRC meeting.
Individual Education Plan (IEP): A written plan describing the special education program and/or services
required by a particular student, based on the student’s strengths and needs. The IEP may include a record
of the particular accommodations needed to help the student achieve their age-appropriate grade level
expectations, expectations that are modified from the age-appropriate grade level Ontario Curriculum, and/
or alternative expectations in areas not represented in the Ontario Curriculum.
School Resource Team: A formal team of school administrators, teachers and other regional staff. The teams
meet as a part of the problem solving pathway. Parents are invited to school resources team meetings and
are active partners in the process.
Special Education Advisory Committee (SEAC): SEAC members are representatives of local associations
appointed by the Board, and, as such, attend monthly participatory meetings. This committee acts in an
advisory capacity to the Halton District School Board on policies and issues that affect Special Education.
Special Education Plan: The Halton District School Board Special Education Plan outlines the school board’s
framework for the delivery of special education programs and services in Halton. This plan has been written
in compliance with Ministry Standards.
For more information on Special Education, check out the Working Together Guide on www.hdsb.ca
12Policies and Procedures
Policies and Procedures
Every student has the right to learn in a safe, healthy and engaging environment. This core belief guides the
implementation of the Safe Schools Act, the Code of Conduct, and the development of policies to ensure our
schools are safe and supportive places to learn. A positive and inclusive school environment is essential for
students to succeed. Staff, students, parents and community partners have a part to play in making our
schools safe. Halton District School Board policies have been developed in accordance with provincial
legislation and Ministry of Education directives to ensure schools are safe and caring communities.
Information regarding bullying, prevention and intervention policies and the changes in legislation concerning
school safety can be found at www.hdsb.ca.
Well-Being School Team
Each school has a well-being team. Well-being is fundamental to overall student success. The team is
composed of students, parents, teachers, support staff, community partners, and the Principal. To learn more,
contact your Principal.
Code of Conduct for Safe, Caring and Inclusive Schools — A Shared Responsibility
When staff, students, and parents work together to keep The parent’s role:
their school safe, it has a powerful impact on the culture •u
nderstand your school’s Code of Conduct as well
and climate of the school. Each partner has an important as the Board and provincial Code of Conduct
contribution to make.
• s how an active interest in your student’s school progress
The school’s role:
• talk with your student about how they can contribute to
• provide a climate free from distractions keeping their school a safe place
• teach and model positive behaviour and • a ssist your student in following the rules of
good citizenship positive behaviour
• teach acceptance of and respect for others • c ommunicate with your student’s school
• foster open, honest communication •b
e a positive role model for your student
• help students work to their full potential and develop
their sense of self-worth
• provide bullying prevention programs, including
bullying prevention throughout the curriculum in daily
classroom teaching
The student’s role:
• practise honesty and integrity
• exercise self-control and self-discipline
• come to school prepared, on time, and ready to learn
• show respect for self and others
• treat others with kindness, dignity and respect
• show respect for school property
13Policies and Procedures
Policies and Procedures
on the carefully planned sequence
of instruction.
Parents should notify the school of
any and all attendance concerns
(lates and absences) through the
Student Absence Reporting System
SchoolMessenger. Upon arrival
or departure from the school the
student is to sign in/out at the
main office.
Early notification of planned
absences is important. Vacations
Progressive Discipline Student Transportation should not be planned during
final evaluations in January
Progressive Discipline is a whole Busing is provided to students
and June. Absences during this
school approach that uses a who live beyond set distances
final evaluation period may
continuum of interventions, from their designated
require documentation.
support and consequences secondary school.
that include opportunities for Parents are kept informed about
Transportation information is
reinforcing positive behaviour student attendance through
available at www.haltonbus.ca.
and helping students make good automated notification systems
Student Attendance by email or phone. Parents may
choices. The progressive discipline
approach includes: Students who attend school also log in to the Online Student
regularly are more successful Information System at
• early and ongoing prevention
than students who do not. http://info.hdsb.ca/sis (requires
and intervention strategies
birth date and student number)
Regular school attendance and
• a ddressing inappropriate to review their student’s
punctuality is an expectation of
behaviour attendance history. Parents are
all students and an important
•o
pportunities for a student also encouraged to review their
component of strong learning
to learn from their choices student’s attendance on report
skills. Absent students miss out
cards, progress reports and in
•p
arental awareness and
dialogue with teachers.
involvement
• a shift from solely punitive
to both corrective and
supportive measures
For additional information on
HDSB policies and procedures
please visit www.hdsb.ca.
14Assessment and Evaluation
Assessment and Evaluation
The primary purpose of assessment and evaluation is for students to improve learning and reach their
full potential. Part of being successful in high school (and experiencing less stress) is knowing about how you will
be assessed and evaluated. Students will receive a percentage grade in each of the courses/subjects they take.
Assessment is the process of gathering, from a variety of sources, information that accurately reflects how well
a student is achieving the curriculum expectations in a subject or course.
Evaluation is the process of judging student learning on the basis of established criteria and assigning
a value. Evaluation is based on assessments of learning that provide data on student achievement at strategic
times throughout the grade/subject/course, often at the end of a period of learning.
Student Reports
Teachers provide regular feedback on student achievement. Formal reports are provided at both mid-semester
and semester-end. Parents are encouraged to communicate at any time with their student’s teachers and/or
guidance counsellor. Reporting focuses on two distinct aspects: the achievement of the curriculum
expectations and the learning skills.
Achievement Chart
This chart is a standard, province-wide guide used by teachers to make judgements about student work based
on clear performance standards in the area of knowledge and understanding, thinking, communication
and application.
Learning Skills
There are six Learning Skills and Work Habits - Responsibility, Organization, Independent Work, Collaboration,
Initiative, and Self-Regulation. These are not used to determine a student’s final grade. Learning Skills are
evaluated with the following letters.
E G S N
Excellent Good Satisfactory Needs Improvement
Final Grade
70% of the final grade is based on work that was evaluated during the term.
This portion of the grade reflects the student’s most consistent level of achievement
throughout the course although special consideration should be given to the 30%
more recent evidence of achievement.
70%
30% of the final grade is based on a final evaluation towards the end of the
course. Final evaluation may include a final performance task and/or final exam.
For further information on assessment and evaluation policies, refer to the Ministry of Education document - Grow-
ing Success: Assessment, Evaluation and Reporting in Ontario Schools, Grades 1 – 12, Ministry of Education, 2010
15Pathways
Table ofPathways
Contents
Pathways initiatives provide a wide range of course types, programs, and learning opportunities to prepare
students for success in secondary school and beyond. Secondary schools offer a variety of course types to meet
the needs of all learners. Each pathway includes different course types and may also include specialized regional
pathways programs. Pathways are flexible and may be combined and changed. As students begin to know
themselves as learners they have the opportunity to adjust pathway plans as they move through secondary
school, with the assistance of their Guidance Counsellor and parents. Most students’ secondary school experience
includes courses from a variety of course types. Pathways in secondary school prepare students for their chosen
post-secondary destination. The five destination Pathways are: Apprenticeship, Work, Community, University
and College.
Apprenticeship Work
Apprenticeship is a practical way of learning and Many careers require a high school diploma for
includes a combination of on-the-job training and direct entry. These jobs usually include specific
classroom instruction. Apprentices are paid while on-the-job training after you start. Opportunities exist
gaining work experience and wages increase with in many economic sectors including Arts & Culture,
skill levels. Construction, Business, Health & Wellness, Hospitality
Apprenticeship leads to a career and a Certificate of & Tourism, Manufacturing, Agriculture, Landscaping,
Qualification in one of over 150 ‘apprenticeable’ etc. HDSB offers several “School to Work” Programs.
occupations in Ontario. Some students who choose direct entry to work may
How long does Apprenticeship take? later pursue apprenticeship, college and/or university.
To become a certified tradesperson, an apprenticeship Several programs in Halton provide opportunities for
usually lasts two to five years depending on the students to meet initial requirements for entering
occupation. Apprentices work for the majority of this specific industries, allowing them to make a
time, and attend in-school training, usually at a local successful transition from school to the workplace.
community college. Apprentices pay a nominal fee Consider the Work pathway if you…
to attend the in-school portion of their training. • have developed practical workplace skills that
Consider Apprenticeship if you... have prepared you for a specific career without
• enjoy hands-on learning and have good needing to pursue college, university, or an
mechanical and spatial abilities apprenticeship first
• enjoy fixing things, assembling and • have been successful in workplace pathway
disassembling structures courses and wish to explore workplace opportunities
• are able to solve problems, determine why • want to gain workplace experience before
something does not work and how it can be continuing post-secondary education
done better • have specific career goals in mind that allow you to
• are interested in a career that requires the go directly to the workplace for on-the-job training
completion of an apprenticeship
16Pathways
Table of Contents
The Community Pathway Program University
The Community Pathway Program (CPP) is designed Universities offer degree programs that are more
for students with special education needs who are theoretical, in areas such as General Arts,
primarily accessing non-credit courses leading to a Sciences and Business.
Certificate of Accomplishment or in some cases, an University can lead to careers such as: teachers,
Ontario Secondary School Certificate (OSSC). engineers, doctors, accountants, computer
Students in this pathway may remain in school until programmers, and lawyers.
June of the year in which the student turns 21 years
How long does University take?
of age.
Students in university obtain bachelor degrees,
Special Education staff, parents and community master degrees, and doctorate degrees, ranging
support agencies work collaboratively to individually from three to 10 years of study. Universities also
plan and prepare students for life in the community offer continuing education and certificate
upon leaving secondary school. programs for specific occupations.
Options for this pathway could include, but are not Consider University if you…
limited to: volunteer work, paid employment, and • enjoy abstract concepts associated with
participation in recreational programs. Some may course material
access specialized programs (CICE - Community • enjoy academic and theoretical learning
Integration through Co-operative Education) offered • enjoy independent learning
at a few Ontario colleges. • have specific career goals that require a
This pathway leads to… university degree
• Ontario Secondary School Certificate (OSSC):
Awarded to students who successfully complete a College
minimum of 14 credits, including 7 compulsory
credits (2 credits in English, 1 credit in Math, College programs provide an effective
Canadian Geography or Canadian History, Science, combination of real life applied skills and quality
Health and Physical Education, Arts or Technological theoretical education.
Education), plus 7 optional credits. College programs give you the skills you need to
• Certificate of Accomplishment: Awarded to students pursue a variety of careers such as: journalists,
upon leaving school who have made progress in police officers, dental hygienists, website technicians,
completing individual personal and educational goals paralegals and chemical technologists. Some programs
transfer over into University programs/credits.
Community Pathway
Program How long does College take?
College programs usually take one to three years
Apprenticeship University to complete. Colleges have certificate, diploma,
graduate certificate, applied degree, and some
joint college/university programs.
Work College
Consider College if you…
• find success in hands-on/applied curriculum
• enjoy smaller classes and the personal approach
to instruction
• have specific career goals that require a
college education
• are interested in developing technical and
occupational skills required for your chosen
Destination Pathways
career area
17Regional Pathways Programs
Regional Pathways Programs
The Halton District School Board offers a variety of Pathways Programs for students. For more information
about these programs, visit www.hdsb.ca.
Individual Pathways Plan (IPP)
Students develop their IPP through class activities, co-curriculars, experiential learning opportunities, and
pathways planning tasks. The IPP is part of a student’s education and career/life planning, which is an
ongoing, cyclical process that focuses on the following four questions:
• Who am I?
• What are my opportunities?
• Who do I want to become?
• What is my plan for achieving my goals?
myBlueprint
Students in HDSB use myBlueprint as their Individual Pathways Planning (IPP) tool for education and career/
life planning. myBlueprint provides students with tools to explore their opportunities, plan their educational
pathway, and document their learning. myBlueprint is a comprehensive IPP program that includes
information on:
• secondary course offerings • budgeting
• postsecondary opportunities • resume writing
• occupation planning • portfolio planning
• SHSM, OYAP, and Dual Credit • and more ...
Regional Pathways Programs
All HDSB students have an account.
Students can use their HDSB login
information to access myBlueprint.
Families can also create an account
where they can direclty link to
their children’s/child’s account.
For more information, visit
www.myblueprint.ca/halton.
18Regional Pathways Programs
Regional Pathways Programs
Community Pathways Program (CPP)
The Community Pathway Program is designed for students
with special education needs who are primarily accessing
non-credit courses leading to a Certificate of Accomplishment
or in some cases, an Ontario Secondary School Certificate
(OSSC). Students in this pathway may remain in school until
June of the year in which the student turns 21 years of age.
There are also two Certificates available to support students
with successful independent employment – the Employment
Skills Certificate (ESC) and the Community Skills Certificate (CSC).
Special Education staff, parents and community support agencies
work collaboratively to individually plan and prepare students for
life in the community upon leaving secondary school.
Note: HDSB provides transportation for
students that qualify for CPP
Dual Credit Program
Dual Credit programs are Ministry-approved
programs that allow Grade 12 students to
take college courses that count towards the
OSSD and a post-secondary college diploma.
HDSB has partnerships with Conestoga,
Humber, Mohawk and Sheridan colleges as
part of the provincial School College
Work Initiative.
Dual Credit programs run either in the
secondary school or at the college, and
allow students to reach ahead to their
future education in the apprenticeship
or college post-secondary pathways.
Students interested in Dual Credit programs
should meet with their guidance counsellor
to discuss opportunities and to determine if
they meet the student criteria to enroll.
Note: Transportation for regional dual credit
programs may be provided
19Regional Pathways Programs
Regional Pathways Programs
English as a Second Language (ESL)
The English language proficiency of all multilingual
students will be assessed upon registration with the
Halton District School Board. The time needed to
complete the assessment will vary based on individual
student needs. The assessment will include:
• a structured interview to assess oral communication
skills (listening and speaking)
• an assessment of reading comprehension
• an assessment of student writing
• an assessment of mathematical knowledge and skills
The assessment provides information about the type and the amount of support the student needs to develop
English language skills to ensure success. In secondary schools, placement in courses will depend upon the
results of the assessment, the student’s educational background, interests and pathway aspirations.
ESL/ELD Centre Schools provide support for multilingual students from the early stages of learning English.
These schools support both ESL and ELD programs and may also cluster multilingual students for compulsory
courses such as History, Science, and Geography. All other HDSB schools support multilingual students later in
their English language acquisition by offering ESL D and ESL E and/or offering targeted instructional support and
accommodations within all courses and program areas.
Note: HDSB provides transportation for students who
live more than 3.2 km from their ESL secondary school.
French Immersion
The French Immersion Program is open to students who
have completed the French Immersion program in a
Halton elementary school or with principal permission
for appropriate students from school boards outside
Halton. Students in French Immersion must accumulate
a total of 10 Immersion credits in order to receive a
Certificate of Immersion Studies. The 10 Immersion
credits include 4 French Language credits (Grade 9-12)
and 6 additional courses in other subjects taught
in French.
The Extended French Program at Sir E. MacMillan PS has
been discontinued. Students who are already enrolled
in the program will continue at M.M. Robinson HS.
Extended French students must accumulate a total of 7
Note: HDSB provides transportation for students
extended French credits in order to receive a Certificate who live more than 3.2 km from their French
of Extended French. The 7 extended credits include 4 Immersion secondary school
French Language credits (Grade 9-12) and 3 additional
courses in other subjects taught in French.
20Regional Pathways Programs
Regional Pathways Programs
International Baccalaureate (IB) Diploma Programme
The IB Diploma Programme is a comprehensive two-year programme that takes
place in the last two years of secondary school (Grade 11 & 12). An IB Diploma
holder may also receive credit for courses at some universities.
The IB Diploma Programme (IBDP) is designed as an academically rigorous and
balanced programme of education with final examinations that prepare students
for success at university and life beyond. The programme has gained recognition
and respect from the world’s leading universities.
Students who succeed in earning the IB Diploma will at the same time earn the Note: HDSB does not
Ontario Secondary School Diploma. All IB schools offer a cluster program provide transportation
for Grade 9 and 10 students accepted to IBDP. This two-year programme is for IB
designed to prepare students for the academic rigour and challenges of the
IB Diploma Programme.
I-STEM
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. Students entering the four- year I-STEM program will apply for
entry to begin the program in their Grade 9 year.
LEAP and Locally Developed
Locally Developed Programs are for students who: Note: HDSB does not provide
transportation for I-STEM
• Require flexibility and support to meet graduation requirements
• Are several grade levels behind in literacy and numeracy skills
• Benefit from structure and organization
• Complete tasks and homework with assistance, support, and prompting
• Benefit from authentic, hands- on learning experiences
The LEAP Program is available to select Grade 8 students who are likely to attend
the Locally Developed Program. Grade 8 students in the LEAP Program have the
opportunity to earn four high school credits towards their OSSD.
The LEAP Program:
• Eases the transition to high school
• Improves confidence
• Builds literacy and numeracy skills
• Develops academic and social skills through project-based learning
21Regional Pathways Programs
Regional Pathways
Specialist High Skills Major (SHSM)
The Specialist High Skills Major (SHSM) is a specialized
program that allows Grade 11 and 12 students to
focus on knowledge and skills that are in a specific
economic sector and obtain certifications recognized
in those sectors. This SHSM diploma will allow a
Ontario Youth Apprenticeship Program (OYAP)
student to experience a range of customized career-
The Ontario Youth Apprenticeship Program (OYAP) focused learning opportunities which will give them
offers Ontario secondary school students the opportunity the opportunity to explore informed career decisions.
to get experience in any apprenticeable occupation All students in the SHSM are prepared for success in
through the co-op program. Successful students can the postsecondary destination of their choice, whether
begin to train as a registered apprentice while enrolled it be apprenticeship training, a college or university
in high school. OYAP allows a student to complete program, or the workplace.
their Ontario Secondary School Diploma (OSSD) and
To earn a SHSM diploma, students will complete:
to gain apprenticeship training towards a certificate
of apprenticeship, which may lead to a journeyperson • Bundle of credits: A defined bundle of credits
status. Through specialized cooperative education consisting of eight to 10 Grade 11 and Grade 12
and appropriate in-school courses students can get credits, including cooperative education credits
experience in an apprenticeship trade, and if they show • Certification and training experiences:
the ability and drive they can start an apprenticeship Sector-recognized certifications and/or
while still in high school. The OYAP programs are training courses
designed for senior students in secondary school,
• Experiential learning and career exploration
usually Grade 12.
activities: Experiential learning and career
Concentrated OYAP helps prepare students for exploration activities within the sector
apprenticeship by combining high school courses
• Reach ahead experiences: Learning experiences
with a cooperative education placement to provide
connected with the student’s postsecondary plans
the knowledge, skills and work experience to begin
• Sector-partnered experiences: Experiences in
an apprenticeship. Hours and skills accumulated in
which students engage with a sector partner to
OYAP may be applied to the student’s apprenticeship
explore sector-related content, skills, and knowledge
certification requirements.
involving either ICE (innovation, creativity, and
Visit www.haltonpathways.ca entrepreneurship), coding, or mathematical literacy
and www.myBlueprint.ca/halton
Visit www.haltonpathways.ca and
to learn about specific OYAP
www.myBlueprint.ca/halton to learn about specific
programs in HDSB.
SHSM programs in HDSB.
Note: Transportation for regional;
OYAP programs may be available Note: Transportation within a region for SHSM programs may
(eligibility requirements must be met) be available (eligibility requirements must be met)
22Additional Learning Opportunities
Additional Learning Opportunities
Table of Contents
eLearning & Cooperative Education
Technology Enhanced semesters and at summer school.
Learning is growing in Halton In an online course, students
and encompasses all learning interact and learn with their
opportunities and instructional teacher, classmates and electronic
strategies that incorporate resources using any internet-
electronic and internet- connected computer. eLearning
based resources. courses allow students to:
Blended Learning is a part of • Earn the same credits in a
many classrooms and courses different way.
at all secondary schools. • Learn at a flexible time (no
It combines the more traditional scheduled classes) and place.
classroom experience with a Guidance Counsellors and online
•Access engaging, unique courses teachers can assist students with
variety of internet-based resources
unavailable in some high schools. an exploration of online learning
and applications through the
D2L (Desire to Learn) learning Students are encouraged to opportunities in Halton.
management system. evaluate their learning styles and For more details on eLearning visit
learning skills when considering a elearning.hdsb.ca.
eLearning courses are fully online
course delivered online.
and available to students in both
teachers work in partnership with Co-op students have the
the Halton Industry Education opportunity to:
Council (HIEC) to match • Experience hands-on learning
students with appropriate Halton
• “Test-drive” career interest
employment placements.
Students are monitored and • S ee the relevance of their
assessed by the Cooperative classroom learning
Education teacher and have • E arn credits and develop
regular performance appraisals essential skills through
by the placement supervisor workplace experience
(employer). Most Co-op work
•G
ain valuable work experience,
Cooperative Education placements are designed as
build a résumé to prepare for
half-day programs.
Cooperative Education (Co-op) future employment and/or
allows students to earn secondary • Students can apply up to two post-secondary eduction
school credits while completing a Co-op credits towards their • Earn apprenticeship hours and/or
work placement. The integrated compulsory course requirements, be registered as an apprentice
Co-op course connects prior learning/ with no limit on earning while participating in an
credits and related work experience. elective credits. apprenticeable trade through
The course begins with an in-school • Co-op programs are appropriate the Ontario Youth Apprenticeship
pre-placement learning plan to ready for all post-secondary destinations Program (OYAP). For more
students for the out-of-school work including: apprenticeship, college, information about OYAP, please
experience. Cooperative Education community, university or work. go to www.haltonpathways.ca.
23Additional Learning Opportunities
Additional Learning Opportunities
Summer School & Night School
Summer School - Secondary (Credit)
In July, some secondary schools are designated as sites for
Summer School. Courses are available for students who wish to earn
new credits or upgrade previous courses. Students may register for
one full-credit course with the HDSB (including online courses).
• Full-credit courses are four weeks in duration (110 hours of instruction).
These courses are appropriate for new credit and/or for students who
require additional learning/support to meet provincial standards.
• Courses available: in class, online, co-op.
• Reach ahead opportunity for Grade 8 students to take Grade 9 credit
course over a four-week period prior to starting high school.
• Two-week credit recovery is available for failed courses based
on school referral. Summer School course offerings and registration
forms are available from your school’s Guidance office in May and
at www.garyallan.ca.
Summer School - Elementary (Non-Credit)
• Elementary summer school programs are available to students in
Grade 6-8 who are looking to build literacy and numeracy skills.
• International and Indigenous Languages Elementary (JK-8) programs
are available at select schools.
Night School
Night School offers full-credit courses for some Grade 11 and 12 courses
at designated secondary schools each semester. Classes are scheduled
two evenings per week. International Languages Credits are offered once
per week from September - June (successful completion of pre-requisite).
Night School course offerings and registration are available from the
Guidance office in mid-September for Semester 1 courses and
mid-February for Semester 2 courses. Course offerings and schedule
information are also available at www.garyallan.ca.
See your Guidance Counsellor for more information.
www.garyallan.ca
Students who intend to register for summer school or night
school with other school boards must inform their Guidance
office. Students are required to provide official documentation
to their Guidance office for all credits earned outside of the
Halton District School Board.
24Additional Learning Opportunities
Additional Learning Opportunities
Gary Allan High School – Adult, Alternative, and Continuing Education
Gary Allan High School (GAHS) serves learners of all ages at sites in Burlington, Georgetown,
Milton and Oakville. The wide range of courses and programs offered at GAHS are suitable for all
destination pathways.
Programs at a Glance
Program Location(s) Age Learner Profile Start Dates
Range
Adult
Online+ Burlington 18 + Fully online learning with ongoing Continuous enrolment
Halton Hills teacher support and direction in Sept. - March
Milton class or online.
Oakville
Alternative
STEP Burlington 16-20 Guided learning focusing on Intakes Sept.- Oct.
Halton Hills compulsory credits combined Jan. - April
Milton with an experiential learning Extended morning program
Oakville program.
TREX Burlington 16-20 Experiential learning program for Intakes Sept.- Oct.
youth interested in landscaping Jan. - April Extended
or construction. morning program
Continuing
Education*
Literacy/ HDSB secondary Grade 7-10 Students looking to develop their Sept. - June
Numeracy and elementary skills with literacy and numeracy
schools studies, including preparation for
remedial Grade 9 EQAO Math and Grade
programs 10 OSSLT programs.
Heads Up Halton secondary Incoming Transition to high school program Three-day program in late
Grade 9 schools Grade 9 for students entering Grade 9. Aug.
students Students will be welcomed to
their school community through
literacy and numeracy activities.
International Burlington JK- Grade 8 Elementary students interested Sept. - June
and Oakville in learning one of 25 offered (Friday night and
Milton languages. Saturday morning)
Indigenous
Languages
* For Secondary Credits through Summer School and Night School (including International Languages)
please see previous page.
tinuing Edu
Con c
&
ati
e
on
lternativ
To learn more, speak to your Guidance Counsellor or Gary Allan High School
ult, A
visit www.garyallan.ca.
Ad
25Websites
Websites
Pathway & Education Planning
Area of Interest Website(s)
Halton District www.hdsb.ca
School Board www.garyallan.ca
www.haltonpathways.ca
eLearning.hdsb.ca
Ontario Ministry of www.edu.gov.on.ca/eng/curriculum
Education Curriculum
Program Pathway www.myblueprint.ca/halton
Planning www.osca.ca
www.ontario.ca/page/education-and-training
Scholarships and www.scholarshipscanada.com
Financial Assistance www.studentawards.com
www.osap.gov.on.ca
Apprenticeship Pathway www.apprenticesearch.com www.myblueprint.ca/halton
www.oyap.com www.haltonpathways.ca
www.osca.ca
College Pathway www.ontariocolleges.ca www.osca.ca
www.gotocollege.ca www.myblueprint.ca/halton
www.degreesindemand.ca www.haltonpathways.ca
www.ocutg.on.ca
Community Pathway www.dsontario.ca
www.communityliving.ca
University Pathway www.ontariouniversitiesinfo.ca www.haltonpathways.ca
www.ouac.on.ca www.osca.ca
www.aucc.ca www.myblueprint.ca/halton
www.ocutg.on.ca
Work Pathway www.on.workinfonet.ca www.myblueprint.ca/halton
www.workingincanada.gc.ca www.haltonpathways.ca
www.haltonpathways.ca
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