Secondary School to Community
Pathway Program
Program Department
Building Inclusive Catholic Classrooms
Revised July 2010
Learning for All
The LDCSB welcomes all students and will provide
them with the quality education they deserve;
Mission Of the LDCSB:
To serve the Catholic student in a community that
nurtures a living faith and provides a quality Catholic
education that enables the individual to become a
contributing member of the Church and society.
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We Believe That…
All students must have an opportunity to
learn to live and to contribute as responsible
Catholics
All students have a right to participate fully
in opportunities for learning and growth
appropriate to their needs and gifts
An attitude of welcome acceptance, and
indeed, celebration of individual differences
and unique gifts is to be encouraged and
supported
“All these are the work of the one and the same Spirit who distributes different gifts to
different people just as He chooses” Corinthians 12:11
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Inclusion
All students contribute to the life of the
school. Educators, in a collaborative team
setting, provide meaningful integration. All
students benefit from inclusion
Students with Special Needs
Opportunities for interaction
Increased skill level
Higher achievement level
Opportunity to make a
contribution
All Students
Same or higher achievement
Increase in communication
and problem solving skills
Gain an understanding of
differences
Leadership opportunities
Opportunity to contribute
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The Face of Inclusion
1.
2. Social Interaction
School to Community
Opportunities for students to
Pathways room is
interact and develop
welcoming to students
friendships with other
for individual and
students
small group learning,
3. Class Participation
for use of specialized
In collaboration, educators
ensure accommodations are
computers and
made to achieve the learning
equipment, and a class
goals
in which to complete
4. Extra Curricular Activities
some K Courses
Students are eligible to
participate in activities such
as clubs, dances, school
performances, sports events
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The School to Community
Pathway Program
Is designed to support secondary students with significant
special needs
Typically students with high needs who are experiencing
significant intellectual delays and/or
 require additional time, intervention and support to successfully
enter the world of work
 may eventually transition to assisted living
Is designed to maximize student
potential and promote independence
Is focused on transition to the
world of work and/or living within
the community
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Supporting Secondary Students
With High Needs
Supports may include:
• School to Community Pathway Teacher, Subject
Teachers, Educational Assistants, Student Program
Support Teachers, peers, …
• Reduced pupil teacher ratio
• Specialized equipment
• EA support for personal care and safety needs
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Program Goals
Realize individual potential in Body, Mind and
Spirit for each student
Experience opportunities to engage in and
contribute to the life of the school
community and eventually, the community
at large
Experience opportunities
for inclusion in all aspects of
school life:




Academic/Alternative
Social/Recreational
Vocational
Spiritual
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Potential of Spirit
Have opportunity to reach personal potential:
To develop a personal relationship with God
To develop ability to make responsible
decisions based on Catholic values and
beliefs
To be aware of liturgical seasons, the Sacraments, the
power of prayer in one’s life and be an active participant
in the celebration of the Mass
To be aware of relationships with others and to share
talents with others through volunteering
To be aware of and participate in one’s parish community
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Potential in Body
Have opportunity to reach personal potential:
To be aware of the safety issues in
one’s personal environment (physical and chemical
hazards, personal safety, problem solving strategies)
To be active in leisure activities
To be aware of one’s own body-illness, nutrition,
personal hygiene and grooming
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Potential of Mind
Have opportunity to reach personal potential:
To be able to self advocate
(introduce self, identify own needs, ask for
assistance)
To be ready for a workplace placement (supported
or independent)
To be able to follow a schedule including a
transportation system
To be aware of money, a pay-cheque, living
independently
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Program Description
School to Community Pathway
Program offers modified courses
in various settings such as:
Self Contained Classroom
Integration into other course classes
Community or Workplace
The majority of students are integrated into mainstream
classes for approximately 50% of the time
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Program Description
Continued
K courses are individualized based upon a student’s IEP
Credit courses may be accessed for some students as per
an individual student’s needs and abilities
Work placement may be an integral part of this program
Students may stay in school until 21
years of age or Year 7 in the program
Students may earn a Certificate of Achievement or a
Certificate of Accomplishment
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Certificate of Achievement
Designed to benefit students whose post secondary
destination will be direct entry to the world of work. K
course programs support employability skills
Schools can plan the program to meet the needs of
individual students in the program
Religion is a required part of the day in all programs
To earn a Certificate of Achievement:
 14 credits – 7 of which are compulsory
(Section 3.3 of Secondary School – Program and Diploma Requirements 1999)
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Certificate of Accomplishment
Designed to benefit students who will leave the
secondary school to a supportive living placement
Each program will be developed using the K course
codes as outlined by the Ministry of Education
Schools plan the program to meet the
needs of the students in the program
Religion is a required part of the day in all programs
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Selecting Courses
PICTURE
SMART
MUSIC
SMART
PEOPLE SMART
NATURE SMART
SELF
SMART
LOGIC SMART
WORD SMART
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Secondary Courses
With the support of their teacher(s),
parents, Guidance and Learning Services
Departments, students are provided with a
variety of courses in which to integrate in
order to address their needs and interests.
1. Open courses
2. Locally Developed
3. K courses
4. Guidance courses
5. Co-op or Work Experience
6. System courses
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Secondary Courses
1 Open Courses
 Offer many opportunities for skill development
while enhancing the school experience
 Include many of the Arts, Physical Education,
Business,Tech Courses and Religious Education
2 Locally Developed Courses
 Are designed for students who may not be ready to access the grade
9 curriculum in English, Math and Science
 Have a lower class size allowing for individual attention
3 K Courses
 Are non credit bearing courses
 Include content of credit courses with a functional,
practical focus whenever possible
 Are based upon Ministry of Education listings
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Secondary Courses
Continued
4 Guidance Courses (GLE, GLD, GLN, GWL)
 Courses are designed to support all students
with specific learning needs
5 Cooperative Education & Work Experience
 May be based on any course offered in the school
 Open to all students
6 System Courses
 Specialized courses offered at one or
more sites and open to all students
 E.g. Transportation, Tech Theatre,
Construction Work Experience,
Environmental Leadership
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K Courses* - Samples
English
(KEN)
Literacy &
communication
skills
Preparation for
daily living and
workplace
settings
Numeracy and
Numbers (KMN)
Social Skills
Development (KHD)
Development of
mathematic and
problem solving
skills
Preparation for
daily living and
workplace settings
Development of the
individual in his/her
relationship with
and response to
others.
Further develops
confidence, positive
sense of self and
values
*Many of the program areas may link directly to the Ontario Curriculum.
The IEP
becomes the definition of the course. Courses present values and content
consistent with our mission as a Catholic community; students called to be
collaborating contributors in a Christ – centered community.
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Program Facilities
Classroom facilities reflect learning, work skills, life skills
and social skills
3. Social Skills
 Sofas, side chairs,
1. Technology
coffee tables,
 Bank of
DVD/Televisions
computers with internet
 Dedicated safe room,
access, scanner,
quiet area
printer, data projector,
4. Life Skills
Digital camera
 Small kitchenette space
2. Physical Needs
(counters, food
preparation space,
 Accessible
storage)
washroom with lifts
5. Work Skills
 Physiotherapy table
 Store, banking services
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Transition from Secondary School
Early preparation is essential in order to provide a
successful transition from school life to a life pathway
Partners include:
 Students
 Family
Identify the student’s needs and interests
 School
Identify the students achievement and interest
 Community Agencies
By matching needs, achievement and interests, provide
meaningful volunteer/employment/social/living opportunities
Begin early to seek pathway opportunities by:
 Attending Community Fairs and getting to know Community agencies
 Determine which agency will best meet the needs of the student
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Transitions to Community
Community agencies include:
ATN
Community Living London
Employment Services Elgin
Goodwill Industries
Hutton House
Leads Employment Services
St. Thomas/Elgin Association for Community Living
Tillsonburg Association for Community Living
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Transitions to Community
Effective Transition will see that all students are successfully
moved from school life to the life in the community, this may
include:
3. Participation in Family
1. Job Placement
Life
May include job coaching
2. Volunteering
Daycare centers
Social service agencies
Museums
Independent Living
Participate in day
programs
Supported Living
Environment
Non-profit locations
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Since the creation of the world
the invisible things of God, His
eternal power and divine nature,
have been clearly seen, being
understood through what God
has made, so that people are
without excuse.
Romans 1:20
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