Program Guide
529 Vaughan Road, Toronto, On M6C 2R1
Tel. (416) 394 – 3222
Fax (416) 394 - 4478
A UNIQUE
public
secondary
program
designed to
RECOGNIZE the
individual
NEEDS of
students
extensively
involved in DANCE, MUSIC
THEATRE, or
ATHLETICS.
Contact: martasmodis@tdsb.on.ca or chiaracapozzi@tdsb.on.ca
Phone: 416-394-3222 (20040)
Fax: 416-394-4478
TO PROSPECTIVE STUDENTS AND THEIR PARENTS:
Welcome to INTERACT!
The INTERACT Program Guide is designed to provide general information about our program,
highlight our core values, goals and expectations, and answer frequently asked questions.
Because course offerings vary from year-to-year according to student demand, information about our
courses are updated annually and posted online, as are the application documents for prospective
applicants. Both the course option sheet and the application package are available online at:
schools.tdsb.on.ca/vaughanroad. Please note: hard copies are available upon request.
INTERACT is committed to offering the widest possible opportunity for students to design a
program that meets their individual interests and needs. We currently offer Academic and
University/College Preparation courses only. A small selection of Open Level and other courses
are available. Students interested in pursuing other courses may be able to do so via E-Learning through
the TDSB to supplement their academic program and post-secondary preparation. Vaughan Road is a
regional E-Learning Centre that offers access to a wide range of courses. Our Guidance Counsellors are
available to offer assistance to students and their families to meet their academic and other goals.
It is not possible for all subject areas to be covered by INTERACT teachers, and due to the fact that the
Program in INTERACT runs as a self-contained Program, there is no crossover between INTERACT
and the other programs. The program follows a “school within a school model. Grade 9 Physical and
Health Education is available through the regular program at Vaughan Road Academy.
Over 90% of INTERACT graduates go on to university study in Canada and abroad, many on
academic as well as athletic scholarships. A growing number of INTERACT students pursue
scholarship opportunities through the NCAA program in the U.S.A.
Successful program planning requires the involvement of students, teachers and parents. We
recommend that course selections be made with parental approval and in consultation with staff assigned
to INTERACT and/or Guidance Services. In particular, we advise students with time-intensive outside
commitments to consider completing a fifth year of high school.
A fifth year allows students to achieve a healthy work-life balance and to achieve the high academic
results typical of our graduates. Historically, over 70% of INTERACT students complete this extra year
of study. The results speak for themselves: increased maturity and preparedness for life after high
school, an ability to better devote oneself to an out-of-school commitment in the arts or athletics and a
high quality, meaningful education with academic credentials required for further study.
We look forward to working with you in supporting your son’s/daughter’s ongoing success that
include his/her educational needs while pursuing those outside interests and career choices. We value
parental involvement and we hope to partner with you to focus on the success of your son/daughter
and their goals. We encourage you to contact us at any time with your concerns, questions and ideas.
INTERACT PROGRAM GUIDE
INTERACT’S CORE VALUES:
We work with students so that they grow in the following areas. Our goal is for graduates to
demonstrate:
LITERACY and NUMERACY by acquiring the skills, knowledge and positive attitudes to learning;
to continuously inform themselves through language, literature, history, the arts, science and
technology; and to participate fully in society.
EFFECTIVE COMMUNICATION by expressing themselves clearly, listening actively and
communicating effectively in writing, orally and through other forms of expression for a variety of
audiences and purposes.
CRITICAL and CREATIVE THINKING by thoughtfully and skilfully locating, organizing and
evaluating information. Students will demonstrate agency in making sense of numerous, sources of
knowledge, and considering multiple perspectives. Students will use higher level thinking skills to
make wise and empathetic decisions, solve problems and critically analyze all forms of media and
social networks.
INDIVIDUAL & COMMUNITY RESPONSIBILITY by accepting responsibility for their actions.
Students will work both individually and collaboratively with integrity in the pursuit of excellence.
Our students will be self-directed learners, active contributors to the local community and will be
committed to respect for both individual differences and the well-being of the larger community both
locally and internationally.
PERSONAL LIFE SKILLS and LIFE PLANNING by exhibiting constructive interpersonal skills,
cooperative team and conflict resolution skills, good work habits and adaptability to change. Students
will practice healthy lifestyles and develop an awareness of opportunities in setting personal,
educational and life goals. They will make wise choices for a sustainable future.
GLOBAL RESPONSIBILITY by recognizing ethno-cultural, environmental, sociopolitical
and economic diversity and difference. Students will understand, value and actively pursue equity and
justice, in their own lives, community and the world we share. Students will demonstrate an
appreciation of, and commitment to learning both inside the classroom and in the larger community.
INTERACT PROGRAM GUIDE
INTERACT, WHAT IT IS (AND ISN’T):
INTERACT is a unique, alternative secondary school program designed to recognize the
special needs of students involved in dance, music, theatre and athletics whose out-of- school
commitments makes either attendance at, or excelling in, a traditional high
school difficult. It is an academic, university-preparation program, geared to meet the
special requirements of each student. We offer course work that is consistent with the
Ontario Curriculum but that offers unique flexibility and structured learning for
students who are self-motivated, independent and responsible learners.
INTERACT is not a school for the arts, nor is it an athletic academy. That is, the INTERACT program
does not offer enrichment or further support in either the arts or athletics.
At INTERACT, flexibility in timetabling and deadlines accommodate auditions, rehearsals,
performances, training and competitions, allowing students to combine scholastic and performance
goals without sacrificing either.
Because learning at INTERACT is often individualized, much of the work is pursued in
small groups and, where necessary, through independent study. Students are given an
opportunity to develop academic skills, co-operative learning skills and the knowledge
base they will require in post-secondary education and life beyond the classroom.
WORK OUTSIDE THE CLASSROOM/INDEPENDENT STUDY TIMELINES
Both small group learning and independent study imply
a responsibility to attend classes whenever possible,
schedule meetings and to complete work with respect
for mutually negotiated timelines. Normally, this
means that students negotiate meeting times and due
dates based on the (reasonable) expectations of their
outside commitments. Independent Study Units
required for some courses require respect for formal
timelines. Due dates are established by mutual
agreement of teacher and student.
While staff will make all necessary attempts to contact parents regarding student’s progress, students
are responsible for informing their parents about renegotiated timelines for assignments.
Parents are encouraged to support students as they work independently to set realistic goals for their
course work, both in terms of the number of courses students take and practical timelines for the
completion of work within those courses over the school year. However, as our goal is to instill a
sense of responsibility in our students, they need to take initiative in organizing their schedules and
communicating with teachers as well.
INTERACT PROGRAM GUIDE
Evaluation Policy
The NEW evaluation policy is constructed in compliance with the Toronto District School
Board policy document, “Growing Success – Assessment, Evaluation and Reporting in
Ontario Schools – First Edition”.
Here are a few excerpts from the document that will guide our actions as it pertains to
evaluations and assessment practices at VRA.
The primary purpose of assessment and evaluation is to improve student learning.
Evaluation refers to the process of judging the quality of student learning on the basis of
established performance standards (see Chapter 3 of new Policy) and assigning a value to
represent that quality. Evaluation accurately summarizes and communicates to parents,
other teachers, employers, institutions of further education, and students themselves what
students know and can do with respect to the overall curriculum expectations. Evaluation
is based on assessment of learning that provides evidence of student achievement at
strategic times throughout the grade/course, often at the end of a period of learning.
For Grades 1 to 12, all curriculum expectations must be accounted for in instruction and
assessment, but evaluation focuses on students’ achievement of the overall expectations. A
student’s achievement of the overall expectations is evaluated on the basis of his or her
achievement of related specific expectations. The overall expectations are broad in nature,
and the specific expectations define the particular content or scope of the knowledge and
skills referred to in the overall expectations.
Teachers will use their professional judgement to determine which specific expectations
should be used to evaluate achievement of the overall expectations, and which ones will be
accounted for in instruction and assessment but not necessarily evaluated.
For students with special education needs and English language learners who may require
accommodations but who do not require modified expectations, evaluation of achievement
will be based on the appropriate subject/grade/course curriculum expectations and the
achievement levels, as described in Chapter 3.
For students who require modified or alternative expectations, evaluation of achievement
will be based on the modified or alternative expectations rather than the regular
subject/grade/course curriculum expectations. (See Chapters 7 and 8 of the document for
detailed information about students with special education needs and English language
learners, respectively; see pp. 61–66 for information specific to reporting for these
students.)
Evidence of Student Achievement for Evaluation
Evidence of student achievement for evaluation is collected over time from three different
sources – observations, conversations, and student products. Using multiple sources of
evidence increases the reliability and validity of the evaluation of student learning.
“Student products” may be in the form of tests or exams and/or assignments for
evaluation.
Assignments for evaluation may include rich performance tasks,
demonstrations, projects, and/or essays. To ensure equity for all students, assignments for
evaluation and tests or exams are to be completed, whenever possible, under the
supervision of a teacher. Assignments for evaluation must not include ongoing homework
that students do in order to consolidate their knowledge and skills or to prepare for the
next class. Assignments for evaluation may involve group projects as long as each student’s
work within the group project is evaluated independently and assigned an individual mark,
as opposed to a common group mark. The evaluation of student learning is the
responsibility of the teacher and must not include the judgement of the student or of the
student’s peers.
Determining a Report Card Grade: Grades 1 to 12
Teachers will take various considerations into account before making a decision about the
grade to be entered on the report card. The teacher will:
 consider all evidence collected through observations, conversations, and student
products (tests/exams, assignments for evaluation),

will consider the evidence for all the tests/exams and assignments for evaluation that
the student has completed or submitted, the number of tests/exams or assignments for
evaluation that were not completed or submitted, and the evidence of achievement that
is available for each overall expectation for a subject in a particular grade or course,

will consider that some evidence carries greater weight than other evidence; for example,
some performance tasks are richer and reveal more about students’ skills and
knowledge than others,

will weigh all evidence of student achievement in light of these considerations

will use their professional judgement to determine the student’s report card grade.
The report card grade represents a student’s achievement of overall curriculum
expectations, as demonstrated to that point in time. Determining a report card grade will
involve teachers’ professional judgement and interpretation of evidence and should reflect
the student’s most consistent level of achievement, with special consideration given to more
recent evidence.
Staff will work collaboratively to ensure common and equitable grading practices that follow
ministry policy and board guidelines.
POLICY REGARDING LATE ASSIGNMENTS
It is an expectation at Vaughan Road Academy that students complete all work and
assignments to the best of their ability and on time.
Students are responsible for providing evidence of their achievement of the overall
expectations within the time frame specified by the teacher, and in a form approved by the
teacher.
Students must understand that there will be consequences for not completing assignments
for evaluation or for submitting those assignments late. Where in the teacher’s professional
judgement it is appropriate to do so, a number of strategies may be used to help prevent
and/or address late and missed assignments. They include:
•
asking the student to clarify the reason for not completing the assignment;
•
helping students develop better time-management skills;
• collaborating with other staff to prepare a part-or full-year calendar of major assignment
dates for every class;
• planning for major assignments to be completed in stages, so that students are less
likely to be faced with an all-or-nothing situation at the last minute;
• maintaining ongoing communication with students and/or parents about due dates and
late assignments, and scheduling conferences with parents if the problem persists;
•
referring the student to the Student Success team or teacher;
•
taking into consideration legitimate reasons for missed deadlines;
•
setting up a student contract;
•
using counselling or peer tutoring to try to deal positively with problems;
•
holding teacher-student conferences;
•
reviewing the need for extra support for English language learners;
•
reviewing whether students require special education services;
•
requiring the student to work with a school team to complete the assignment;
• for First Nation, Métis, and Inuit students, involving Aboriginal counsellors and
members of the extended family;
• understanding and taking into account the cultures, histories, and contexts of First
Nation, Métis, and Inuit students and parents and their previous experiences with the
school system;
•
providing alternative assignments or tests/exams where, in the teacher’s professional
judgement, it is reasonable and appropriate to do so;
• deducting marks for late assignments, up to and including the full value of the
assignment.
A student who frequently fails to complete required work, to meet or communicate with
their teachers, who does not respect school requirements related to the student code of
conduct, academic honesty policy, or any other academic or social responsibilities
associated with the INTERACT program will be subject to progressive intervention by faculty
to address the relevant problem(s).
INTERACT PROGRAM GUIDE
SHARING RESPONSIBILITY
At INTERACT, responsibility for learning is shared among students, parents and faculty.
Students will:
• conduct themselves in such a way as to contribute to an atmosphere of mutual respect for their peers,
faculty and all other members of the school community – both in and out of school;
• complete academic work assigned and, where possible, take an active role in setting their own
learning goals;
• submit assignments according to established due dates, or in consultation with their teachers and in
accordance with program policies that regulate submission of work on flexible timelines due to
legitimate absences from school;
• respect all of Vaughan Road Academy's rules and regulations, and to take an active role in the
program and larger school communities.
Parents and Guardians will:
• support students to meet academic and other responsibilities associated with enrolment in the
INTERACT program, including consultation on a course load that is realistic and consistent with the
intensity of their child’s outside commitment;
• advise Vaughan Road Academy and teachers by phone or email if a student is to be absent on any
particular day, including the reason for the absence;
• inform subject teachers either by email or in writing well in advance if a student is going to be
absent for an extended period of time and provide documentation as requested.
INTERACT staff will:
• provide high quality education, guidance and mentoring to meet the needs of all students;
• provide frequent feedback to students/parents/guardians regarding their progress in course work
• provide units of work for students who are absent for extended periods of time and support for
students for their academic work before, during and/or after extended absences.
INTERACT PROGRAM GUIDE
1. Behaviour and Discipline
The Ministry of Education requires that each school develops a Code of Student Behaviour
which emphasizes a sense of self-worth and self-discipline in students and outlines
realistic and effective consequences for failure in meeting its standards.
Discipline is behaviour learned in the home, the school and the community. It is a
developmental process that ultimately results in self-discipline as demonstrated by the
mature responses of students. It is our goal to improve the sense of self-worth of students,
by encouraging them to direct themselves towards an acceptable attendance and behaviour
pattern, i.e. self-discipline. Self-worth and self-discipline will result in positive attitudes
towards an interest in learning and interpersonal relationship skills.
The students and staff at Vaughan Road Academy have the right to a school environment
that encourages effective learning and teaching, develops attitudes of mutual respect and
trust, and is clean and safe.
The INTERACT Program is part of Vaughan Road Academy. Consequently, students must therefore
abide by the school's Code of Behaviour.
2. Expectations
Students come to INTERACT in order to obtain the secondary school credits they require without
having to sacrifice outside interest in the arts and athletics. Time is a precious commodity. It is
expected that students will respect each other's need to complete work and to study without
unnecessary interruption. Moreover, it is the expectation of the faculty that, whenever possible,
appointments (e.g. doctor) will be scheduled outside of class time. Because we have a limited number
of in-class contact hours, our time in class is very valuable. Students are expected to be punctual for
class and make every effort to avoid disruptions to their in-class learning.
3. School Uniform
VRA is a uniform school. As such, INTERACT students are expected to wear the uniform over any
other garments. Hats are not permitted. Uniforms are required in all areas of the school.
4. Food
Given that many INTERACT students are athletes with high-calorie diets, students are permitted to
eat in classes. When permitted to eat in class, all garbage and recyclable material are to be placed in
the appropriate containers. Courtesy and common sense demand that any spills or messes must be
cleaned up immediately in order to leave work areas clean. Food and beverages must not distract
students from their studies.
INTERACT PROGRAM GUIDE
5. ELECTRONIC DEVICES (PED)
Recently, the Ontario government lifted the ban on cell phone use in schools. However,
INTERACT has several specific expectations regarding their use to ensure that phones and
other technologies are used appropriately and with appropriate respect for the learning
environment we share.
(a) Personal electronic devices may be used during instructional class time for educational
purposes, if permitted by the teacher;
(b)
Personal electronic devices may be used outside of instructional class time, so long as
the use of these devices does not distract from instructional class time, extracurricular
activities or co-curricular activities.
Use of personal electronic devices (PED) in such a manner as to cause a disturbance is not
permitted in classrooms, the office, or the library.
It is expected that students have their PED off while in class and head sets put away
in a safe place, unless otherwise directed by staff.
Given the nature of the Program and the type of commitments students have outside of school, urgent
communication from agents etc. may require students to respond. Students will request to be excused
so that they may be able to respond to the call or emails.
INTERACT enjoys access to a wireless network. Students can access this via their TDSB student login
– the contract for use of the TDSB network must be observed at all times.
Students may use PED during work periods (study hall) provided they are played at a volume that is
not disruptive to other students or staff.
6. Bullying and Harassment
Research shows that students who feel welcome, accepted and connected to school are more likely to
succeed academically. Here’s what our Premier states:
"For our kids to learn and reach their full potential they need to feel safe, secure and free to be who
they are in our schools. Too many of our kids are being bullied and we all need to do more than just
tell them it gets better -- we need to work together to make it better now."
Consequently, at INTERACT, we do not tolerate bullying or harassment – students, staff and visitors
are expected (and required) to work with one another in an atmosphere of civility and respectfulness.
INTERACT is a gay-positive space and requires a commitment to gender equity. Members of our
community respect differences around matters of conscience, religion, race, ethnicity and culture. All
incidents of bullying will be reported to administration.
INTERACT PROGRAM GUIDE
6. Attendance: Here is a table that summarizes responsibilities for student attendance:
Student Responsibility
A) When students are
absent from school due
to illness or
appointments, parents
can either send a note to
school when the student
returns, or calls the
office the day of the
absence/appointment.
If a student is over the
age of 18, he/she may
contact the school
directly.
B) When students are absent
due to their outside
commitments, student
notifies their respective
teachers ahead of time.
They indicate dates, times
and reasons. This can be
given in writing (signed by
parent/guardian) or via
email with a cc to the
parents). Copies of
schedules could also be
submitted as long as they
are signed by a parent..
If a student is over the
age of 18, he/she may
contact the teachers
directly.
C) Should there be a last
minute (the day of)
change in a students’
training schedule, the
student or parent will
notify the students’
teachers either by phone
or email.
Parent Responsibility
CL of INTERACT / Subject
Teacher Responsibility
When students under
the age of 18 are absent
from school due to
illness or appointments,
parents can call the
Main Office the day of
the absence and/or
appointment or send an
email to the attendance
secretary indicating the
day of the absence
and/or appointment and
the reason.
Teachers are required to
keep up to date
attendance records.
Accordingly, teachers
will monitor their Board
assigned email account
for messages from the
attendance secretary so
that they are able to
keep up to date records.
When students under
the age of 18 are absent
due to their outside
commitments, parent
/student notifies
respective teachers
ahead of time. They
indicate the date, time
and reasons. This can be
given in writing (signed
by parent/guardian) or
via email. Copies of
training schedules may
be submitted as long as
they are signed by a
parent.
When teachers receive
notification from
students/parents that
INTERACT students will
be away due to training,
competitions etc…
teachers are to mark
these students present
on the BUBBLE SHEETS.
Teachers will also keep a
record of this
correspondence on file
for future reference.
Should there be a last
minute (the day of)
change in a students’
training schedule, the
student or parent will
notify the students’
teachers either by phone
or email.
When teachers receive a
last minute notification
– (the day of) from
students/parents that
an INTERACT student
will be away due to
training, competitions
etc… teachers are to
mark these students
present on the BUBBLE
SHEETS.
Main Office Responsibility
When the attendance
secretary receives messages
regarding INTERACT
students’ being absent from
school, she will email a
summary of this to all
INTERACT teachers. She will
indicate who called, and the
reason the student is absent
from school (ill or
appointments).
Will scan daily “Bubble Sheets”


Should by chance a call
be made to the office,
the attendance secretary
will notify teachers via
email
scan “Bubble Sheets”
daily
Failure to do so will result
in a student being marked
absent and a call will go
home at the end of the
school day that indicates
the class(es) missed.
Failure to do so will result
in a student being marked
absent and a call will go
home at the end of the
school day that indicates
the class(es) missed.
Should teachers not get
this message prior to
8:30, teachers are to
check their email by the
end of the day to check
for messages and
update the attendance
records with the office
staff so as to avoid
parents receiving a
phone call home at the
end of the day.
By chance, should a parent
call the office and leave a
message with the office, this
message will be forwarded
to the student’s teachers.
Teachers receiving this
notification – (the day of)
from the Office are to mark
these students present on
the BUBBLE SHEETS.
Lates:
Students arriving late for
class will need to sign in with
the Main Office Staff.
This is to update records of
students who have been
marked absent by their
teachers. This will avoid
parents receiving a phone
call home.
Will update information in
Trillium.
7. Evaluation for Credit
Small group learning and the flexible timetable that is a hallmark of the INTERACT program places an
obligation on the student to attend all scheduled meetings. However, due to the nature of the program,
students with outside commitments are expected to arrange meetings with subject teachers in order to
complete assignments by the due date.
Attendance for all in-class evaluations including tests, presentations and examinations is expected. If
this is impossible due to a student’s out-of-school commitment, a mutually agreed upon new deadline
must be negotiated with the subject teacher. If a medical or career-related situation makes attendance
at an examination impossible, a letter of explanation from an attending physician or the person
responsible for the event must be presented to the student’s respective Vice-Principal. A letter or
telephone call from a parent will not suffice. When a student is absent for an evaluation because of
illness, it will be rescheduled to a mutually agreed date and time between the student and teacher when
the student returns to school.
8. Academic Honesty and Plagiarism
Plagiarism is the act of submitting for credit any idea, expression of an idea or work of
someone else. This includes published material as well as the work of another student. It is
not allowed. Students need to be able to research, think critically and present their own
ideas in clear, well-organized written or oral presentations. When ideas or the expression of
an idea are borrowed from elsewhere they must be properly and correctly documented in
the presentation. All teachers will explain the proper conventions for this documentation
when assigning research projects.
It is a violation of the Code of Conduct and the Growing Success document to:
 plagiarize, (i.e. to offer as one's own work, the work or ideas of others without
appropriate acknowledgement including materials obtained electronically);
 to cheat during evaluations;
 to submit work for which credit has been previously obtained in another course;
 to forge, alter or falsify any academic record or to make use of such records;
 to produce a paper, lab report, or other assignment for another student, or
 to take an exam for another student.
All teachers/librarian will explain the proper conventions for this documentation when
assigning research projects, assignments, essays, etc. at the beginning of the school
year to their classes.
Any suspected plagiarism MUST be reported immediately to an administrator so that an
investigation can be conducted. Academic misconduct will be discussed with the teacher,
parents and the vice-principal. The Principal, in consultation with the Vice-Principal will
determine what disciplinary action will be taken as a result of this type of infraction.
9. Examinations and Completion of Term Work
Two sets of formal examinations are held each year in late January* and June. It is expected that all
students will write these examinations during the designated examination periods.
All assignments must be submitted prior to writing Final Exams. Students are strongly encouraged
to meet early and often with their teachers to make reasonable plans for the completion of their
academic work.
All students must write the June exams. There are no exemptions from examinations save for
medical reasons. Students and their families should carefully consider their academic goals, intensity
of outside commitment and course load when making their timetables.
* Note: In some courses, January exams will not be held – there is only a Final exam in June. In these
cases, students will complete a test or other in-class evaluation. In the case that no exam is scheduled,
students ARE expected to meet with teachers during the exam period to submit and discuss proposals
for their Final Evaluation Project which constitutes up to 30% of the final course grade. These
meetings will be scheduled in advance at a time agreed to by the course instructor.
INTERACT PROGRAM GUIDE
10. ONTARIO SECONDARY SCHOOL DIPLOMA
The O.S.S.D. is attainable through four years of secondary school study. However, students with
special interests or specific career goals are strongly encouraged to study for longer than four years
and/or obtain more than the minimum number of credits.
The Ontario Secondary School Diploma is granted to students who earn:
• a minimum of 30 credits (18 compulsory and 12 optional),
• 40 hours of community service, and
• successfully pass the Grade 10 EQAO literacy test.
NOTE: Specific credit requirements are listed below. To review the most up-to-date version online,
visit: http://www.adsb.on.ca/uploads/info/listings/OSSDRequirementsJuly.pdf.
Compulsory Credits (18)
4
English (1 per grade)
1
French as a 2nd Language (grade 9)
3
Mathematics (1 at senior level)
2
Science (see group 3 below)
1
Canadian Geography (grade 9)
1
Canadian History (grade 10)
1
Arts (dance, drama, media, music, visual arts)
1
Health and Physical Education
1 Group 1 credit, either:
(a) an additional English credit, or
(b) an additional French as a second language, or a Native language, or a Classical or an
International language, or
(c) a Social Sciences and Humanities credit, or
(d) an additional Canadian and World Studies credit, or
(e) an additional Guidance and Career education credit, or
(f) a Cooperative education credit
1 Group 2 credit, either:
(a) a Business Studies credit, or
(b) an additional Health and Physical Education credit, or
(c) an additional Arts credit, or
(d) a Cooperative education credit
(e) an additional French credit
1 Group 3 credit, either:
(a) a grade 11 or 12 Science credit, or
(b) a Technological Sciences credit, or
(c) a Computer Sciences credit, or
(d) a Cooperative education credit
(e) an additional French credit
INTERACT PROGRAM GUIDE
The document entitled “Ontario Curriculum, Grades 9 to 12: Course Descriptions and
Prerequisites” can be accessed online at:
http://www.edu.gov.on.ca/eng/document/curricul/secondary/descript/descri9e.pdf.
This document provides pre-requisite charts for study in each subject area that clearly lay out links
between courses across grade levels. It is invaluable for applicants who wish to review whether they
have the necessary prerequisites for courses offered at INTERACT, and for planning course selections
once accepted to the program.
11. NCAA SCHOLARSHIP ELIGIBILITY
INTERACT has a dedicated Guidance teacher who is available to work with and advise students and
their families with regard to meeting the academic prerequisites of NCAA scholarship eligibility at
post-secondary institutions in the U.S.A. Over the past twenty-five years, we have had many graduates
qualify for athletic (as well as academic) scholarships.
INTERACT is better equipped than typical secondary school programs to support students working to
meet academic goals associated with NCAA scholarships (e.g. we work with junior students to instill
the fact that, unlike for Canadian universities, NCAA eligibility is determined based on a grade point
average from courses completed in grades 9 to 12 rather than grade 12 grades only). We work with
students over five (or fewer) years to plan a program that maximizes their chances of a success.
However, INTERACT does not assume responsibility for student applications, or decisions regarding
course selection or SAT preparatory work. To learn more about the NCAA requirements, visit:
http://web1.ncaa.org/ECWR2/NCAA_EMS/NCAA.jsp
BELOW IS SOME OF THE INFORMATION DOWNLOADED FROM THE NCAA WEBSITE,
BUT PARENTS /STUDENTS ARE RESPONSIBLE FOR VERIFYING UP TO DATE
REQUIREMENTS AND INFORMATION:
A)
Academic Requirements for NCAA




Graduate from high school.
Complete NCAA-approved courses.
Earn a minimum required core-course grade-point average (GPA).
Earn a required SAT or ACT sum score.
NB: According to the NCAA, a core course is taught at or above
the high school’s regular ACADEMIC level.
Graduation timeline — eight consecutive semesters after initial enrollment in the first semester of
grade nine. Grades nine through 12 are listed on one Ministry of Education transcript. Courses must
satisfy the definition of a core course as specified in Bylaw 14.3.1.2 and be awarded a grade of 50
percent or higher to be used.
The grade-point average is calculated by using those approved core courses with passing grades that
appear on the transcripts for grades nine through 12. SEE specification of NCAA in Bylaw 14.3.1.1.
The following explains the coding system set forth by the province that must be used when reviewing
a transcript for certification purposes. The first three characters of the course code indicate the subject
of the course (e.g., ENG = English). The fourth character of the course code indicates the grade of the
course (1 = Grade 9, 2 = Grade 10, 3 = Grade 11 and 4 = Grade 12). The fourth character for ESL,
classical/native languages and Native Language only is indicated by letters (A = Level 1, B = Level 2,
C = Level 3, D = Level 4 and E = Level 5). The fifth character indicates the type of course [D
(academic), P (applied), O (open), E (workplace preparation), C (college preparation), U (university
preparation), M (college/university preparation) and L (locally developed courses)].
Core courses coded with an M, U or D for the fourth character will be used in the certification process.
Core courses coded with an L for the fourth character will be reviewed on a case-by-case basis. Core
courses coded with a C, O, P or E for the fourth character will not be used in the certification process,
with the exception of Civics (CHV20).
Crediting
All core courses successfully passed in grades nine through 12 will be awarded one unit, with the
exception of Civics (CHV20), which is awarded 0.50 units by the Ministry of Education.
In the event that a prospective student-athlete delays graduation, grades reported on the transcripts
from the first four years of attendance will be used to determine the grade-point average for Division I.
The graduation date will remain set at the original expected date of graduation for both divisions.
A
B
C
D
F
B)
80-100
70-79
60-69
50-59
0-49
A
B
C
D
F
4
3
2
1 (LOWEST PASSING GRADE)
0
Core-Course GPA and Test Scores
Division I:
Earn a combined SAT or ACT sum score that matches your core-course GPA and testscore sliding scale. For example, a 2.400 core-course GPA needs an 860 combined SAT
score.
Division II
Earn a 2.000 GPA or better in your core courses.
Earn a combined SAT score of 820 or an ACT sum score of 68.
C) Core Course Requirements (as taken from NCAA 2011)
16 Core Courses






4 years English.
3 years math Algebra I (or higher).
2 years natural/physical science (1 year of lab if offered by high school).
1 year additional English, math or natural/physical science.
2 years social science.
4 years additional courses (from any area above, foreign language or
comparative religion/philosophy).
16 Core Courses (Students enrolling on or after August 1, 2013)






3 years English.
2 years math (Algebra I or higher).
2 years natural/physical science (1 year of lab if offered by high school).
3 years additional English, math or natural/physical science.
2 years social science.
4 years additional courses (from any area above, foreign language or
comparative religion/philosophy).
List of NCAA Approved Courses
ENGLISH
Title
CANADIAN LITERATURE EAT3M
CANADIAN LITERATURE ETC3M
ENGLISH 10 ENG2D/EAE2D
ENGLISH 11 ENG3U/EAE3U
ENGLISH 12 ENG4U/EAE4U
ENGLISH 9 ENG1D/EAE1D
ENGLISH LITERATURE EAL4U
ENGLISH: CONTEMP ABORIGINAL VOICES NBE3U
FRENCH 11 (NATIVE LANGUAGE) FRA3U
FRENCH 12 (NATIVE LANGUAGE) FRA4U
FRENCH 9 (NATIVE LANGUAGE) FRA1D
STUDIES IN LITERATURE ETS4U
THE WRITER'S CRAFT EWC4U
SOCIAL SCIENCES
Title
ABORIGINAL GOVERNANCE NDG4M
GEOGRAPHY OF CANADA CGC1D
AMERICAN HISTORY CHA3U
GEOGRAPHY PATTERNS & ISSUES CGD3M
ANALYZING CURRENT ECON ISSUES CIA4U
GEOMATICS CGO4M
CANADA: HIST, IDENTITY, CULTURE CHI4U
IND & FAMILIES IN A DIV SOCIETY HHS4M
CANADIAN & INT'L LAW CLN4U
INTERNATIONAL BUSINESS BBB4M
CANADIAN & WORLD POLITICS CPW4U
INTRO TO ANTHRO, PSYCH & SOC HSP3M
CANADIAN AND WORLD ISSUES CGW4U
ISSUES OF INDIGENOUS PEOPLES NDW4M
CANADIAN HISTORY 20TH CENTURY CHC2D
PHYSICAL GEOGRAPHY CGF3M
CHALLENGE & CHANGE IN SOCIETY HSB4M
THE INDIVIDUAL & THE ECONOMY CIE3M
CIVICS CHV2O (.5 UNITS)
UNDERSTANDING CANADIAN LAW CLU3M
CLASSICAL CIVILIZATION LVV4U
WORLD GEOG: HUMAN PATTERNS CGU4U
CURRENT ABORIGINAL ISSUES NDA3M
WORLD HIST: THE WEST & THE WORLD CHY4U
ENVIRON & RESOURCE MANAGEMENT CGR4M
WORLD HISTORY 16TH CENTURY CHW3M
MATHEMATICS
Title
ADV FUNCTIONS & INTRO CALCULUS MCB4U
GEOMETRY & DISCRETE MATH MGA4U
ADVANCED FUNCTIONS MHF4U
MATHEMATICS & DATA MANAGEMENT MDM4U
CALCULUS & VECTORS MCV4U
PRINCIPLES OF MATH 10 MPM2D
FUNCTIONS & RELATIONS MCR3U
FUNCTIONS MCF3M
PRINCIPLES OF MATH 9 MPM1D
NATURAL AND PHYSICAL SCIENCES
Title
BIOLOGY SBI3U
PHYSICS SPH3U
BIOLOGY SBI4U
PHYSICS SPH4U
CHEMISTRY SCH3U
SCIENCE 10 SNC2D
CHEMISTRY SCH4U
SCIENCE 11 SNC3M
EARTH & SPACE SCIENCE SES4U
SCIENCE 12 SNC4M
ENVIRONMENTAL SCIENCE SVN3M
SCIENCE 9 SNC1D
ADDITIONAL CORE CORSES
Title
CANTONESE 1 LKDAD
LATIN 1 LVLAD
CANTONESE 2 LKDBD
LATIN 2 LVLBU
CORE FRENCH 1 FSF1D
LATIN 3 LVLCU
CORE FRENCH 2 FSF2D
LITHUANIAN 10 LLUBD
CORE FRENCH 3 FSF3U
LITHUANIAN 11 LLUCU
CORE FRENCH 4 FSF4U
LITHUANIAN 12 LLUDU
CROATIAN LBCCU
LITHUANIAN 9 LLUAD
EXTENDED FRENCH 1 FEF1D
MANDARIN 10 LKMBD
EXTENDED FRENCH 2 FEF2D
MANDARIN 9 LKMAD
EXTENDED FRENCH 3 FEF3U
PHILOSOPHY HZT4U
EXTENDED FRENCH 4 FEF4U
POLISH 10 LRPBD
FARSI LYGDU
POLISH 11 LRPCU
FRENCH IMMERSION 1 FIF1D
POLISH 12 LRPDU
FRENCH IMMERSION 2 FIF2D
POLISH 9 LRQAD
FRENCH IMMERSION 3 FIF3U
PORTUGUESE 10 LWPBD
FRENCH IMMERSION 4 FIF4U
PORTUGUESE 11 LWPCU
GERMAN 1 LWGAD
RELIGIOUS EDUCATION HRE4M
GERMAN 2 LWGBD
SPANISH 10 LWS2D
GERMAN 3 LWGCU
SPANISH 10 LWSBD
GERMAN 4 LWGDU
SPANISH 11 LWSCU
GREEK 1 LVGAD
SPANISH 12 LWSDU
GREEK 2 LVGBU
SPANISH 9 LWS1D
GREEK 3 LVGCU
SPANISH 9 LWSAD
HEBREW 11 LYHCU
UKRAINIAN 10 LRUBD
ITALIAN 1 LWIAD
UKRAINIAN 11 LRUCU
ITALIAN 2 LWIBD
UKRAINIAN 12 LRUDU
ITALIAN 3 LWICU
VIETNAMESE 10 LPVBD1
ITALIAN 4 LWIDU
WORLD RELIGIONS HRT3M
JAPANESE 10 LKJBD
JAPANESE 11 LKJCU
JAPANESE 12 LKJDU
JAPANESE 9 LKJAD
Denied Courses
NCAA legislation permits a student to receive credit for a core course only one time. As a result, if
a student repeats a core course, the student will only receive credit once for the core course, and
the highest grade earned in the course will be included in the calculation of the student's core
course grade point average.
List of Denied NCAA Courses (Form 48H)
The following course(s) DO NOT qualify as NCAA core course(s) and therefore CANNOT BE
USED for NCAA initial-eligibility certification.
Title
INTERDISCIPLINARY STUDIES IDP4U
MATH FOR EVERYDAY LIFE MEL4E
MEDIA STUDIES EMS3O
MATH OF PERSONAL FINANCE MBF3C
FINANCIAL ACCOUNTING PRINCIPLES BAF3M
TECHNOLOGICAL DESIGN TDJ3M
ISSUES IN HUMAN GROWTH & DEV HHG4M
EXERCISE SCIENCE PSE4U
MEDIEVAL/REN HIST IDC4U
FOOD AND NUTRITION SCI HFA4M
ORGANIZATIONAL STUDIES BOH4M
TECHNOLOGICAL DESIGN TDJ3M
REGIONAL GEOGRAPHY CGG3O
APPLIED LEVEL COURSES (P)
COLLEGE & APPRENTICESHIP MATH MAP4C
COLLEGE LEVEL COURSES (C)
FINANCIAL ACCOUNTING BAT4M1
OPEN LEVEL COURSES (O)
MATH FOR COLLEGE TECHNOLOGY MCT4C
RELIGIOUS EDUCATION HRE3M
MATH FOR EVERYDAY LIFE MEL3E
WORKPLACE PREP LEVEL COURSES (E)
12. BENEFITS OF A FIVE-YEAR PROGRAM VERSUS A FOUR-YEAR PROGRAM
At INTERACT it is our firm belief that most students may need a fifth year of high school, both to
devote themselves adequately to their outside commitment in the arts or athletics, and to complete
their academic studies while achieving the best results and learning possible. Many students also find
it advantageous to complete a fifth year before studying at a post-secondary institution to gain
additional maturity and preparation. Planning for a fifth year, should be done well ahead of time, and
in consultation with parents and guidance staff. It attempts to reduce many stressors associated with
balancing commitments outside of school and the achievement of excellent grade as universities desire
students who are well prepared for the rigors of university and who have a excellent results.
Despite this, many students or their parents have concerns about taking a fifth year to complete high
school. Often, the desire to graduate with one’s peer group is expressed as a reason for this hesitance.
However, close consideration of what this means for a student’s overall workload when a full-time
academic timetable is combined with a demanding and time-intensive outside commitment is essential.
INTERACT PROGRAM GUIDE
ENGLISH
MATH
SCIENCE
GEOGRAPHY
FRENCH
PHYSICAL ED.
DRAMA
OPTION
8
ENGLISH
MATH
SCIENCE
GEOGRAPHY
FRENCH
PHYSICAL ED.
DRAMA
OPTION
8
ENGLISH
MATH
SCIENCE
HISTORY
CIVICS/CAREER
OPTION
OPTION
OPTION
8
ENGLISH
MATH
SCIENCE
OPTION
OPTION
OPTION
OPTION
OPTION
8
ENGLISH
OPTION
OPTION
OPTION
OPTION
OPTION
OPTION
7
ENGLISH
MATH
SCIENCE
HISTORY
CIVICS/CAREER
OPTION
OPTION
ENGLISH
MATH
SCIENCE
OPTION
OPTION
OPTION
ENGLISH
OPTION
OPTION
OPTION
OPTION
OPTION
OPTION
OPTION
OPTION
OPTION
7
6
5
5
Note that in each case, the student has completed 31 credits, one more than required to allow for more
leeway with respect to consideration of their top six 12U courses (that are the primary basis of
acceptance decisions to most Canadian university programs).
Given that each additional credit taken requires 2-3 hours per week of in-class instruction (at
INTERACT, more in a traditional high school program), plus at least an additional 2 hours home or
independent work, each additional credit taken increases a student’s workload by 5 hours per week.
In the pivotal grade 11 and 12 years, this means as much as 15 additional hours (or more) per week.
For students with heavy training or performance schedules, this for the most part precludes one or all
of the following: high quality academic performance, an optimum level of participation in one’s
outside commitment, and sufficient time for a healthy work/life balance (a senior course load of seven
courses, added to an outside commitment of 25 hours per week can translate into a work week longer
than 60 hours).
The staff at INTERACT are happy to discuss the benefits of a five-year program and to help you plan
for it.
INTERACT PROGRAM GUIDE
13. APPLYING TO INTERACT:
A)
When Can I Apply?
Interviews for admission are scheduled in January and February of each year following our annual
Open House for potential applicants and their families. Additional interviews maybe available from
March to June, based on program enrollment. Some interviews may be scheduled during the first week
of July or last week of August and into September – subject to space and availability of courses. Our
admission process is first-come, first-serve for students who meet program criteria.
B)
What do I Need to Bring to the Interview?
1. A copy of your most recent report card(s).
2. For students already attending another high school, a copy of your transcript
3. A letter of support confirming the legitimacy of your outside commitment (e.g. from
coach, agent or professional organization).
4. A portfolio, letters of reference or other documents are not required.
C)
Who Should Come? How Long is the Interview? Where do I Go?
Both applicants and their parent(s) or guardian(s) should attend. Interviews are approximately 30
minutes long. Unless otherwise indicated, interviews are arranged through the Main Office. Please
contact (416) 394-3222.
D)
What Paperwork is Required?
An application package is available for download in .pdf format at:
schools.tdsb.on.ca/vaughanroad.
We encourage applicants to come to the interview with the application completed. This will facilitate a
speedy review of your application and may result in an earlier decision regarding admission.
All students who are currently enrolled in TDSB schools and wish to attend INTERACT, but who
reside outside of the Vaughan Road Academy catchment area must submit an Optional Attendance
Form. This form must be submitted with the application package. TDSB protocol stipulates that this
be submitted by the end of January each year for the following academic year. However, due to
students requiring this type of timetable accommodation, and given that their outside demands may
change applicants can apply after this date, subject to space.
This requirement does not apply to students currently attending a school in another public board or a
private school. In early February of each year, applicants and their families will receive confirmation
regarding acceptance and enrolment. Option sheet are send out with the letter of admission. In
August, a mailing is sent out to all students with information regarding school orientation.
INTERACT PROGRAM GUIDE
14. Frequently Asked Questions:
Q: When will I know if I have been accepted to INTERACT?
Each year, all students who interview prior to February will be informed in writing of a decision
regarding acceptance no later than the end of the first week of February.
Students who apply after this first interview deadline will be contacted shortly after their interview.
Note that, though enrolment is based on meeting student needs and finding a good ‘fit’ between
students and our program, priority will be given to students who interview prior to February of each
year. Students applying after this date will be considered provided that spaces for enrolment remain.
Q: Is it true that space is limited for senior students?
Yes. However, we do interview and accept senior students – even students who only have one year of
school remaining. Student retention is high, consequently we advise applicants to make transitions in
the early grades so that they become familiar with the program, routines and expectations.
It is our experience that applications to INTERACT often spike in the grade 10 and 11 years. It is
safest to apply when entering grade 9.
Q: Why do applications spike in grades 10 and 11?
Understandably, many students want to stay in their home schools and with their peer group. Many
hope that they can balance the demands of high school academics and their outside commitment in a
traditional school environment. By the end of grade 9, these hopes are often frustrated. Students’
involvement is often increasing at this time, as are the rigors of academics. Many students have told us
about the difficulties they have managing their heavy commitments in traditional school settings that
are, by design, less well equipped to accommodate unique learning needs for students who train and/or
travel heavily. By the midway point of grade 9, many students are prepared to make the jump to
INTERACT. However, spaces may be limited by this time.
Q: If I am injured or decide to quit my out-of-school commitment, will I be asked to leave
INTERACT?
No. Once students have been accepted, they are welcome to complete their studies at INTERACT. In
fact, some senior students make the decision to focus on academics in their final year to better prepare
for post-secondary study. Many of our graduates earn academic scholarships, not just athletic offers!
Q: How are decisions on acceptance determined?
A variety of factors influence decisions. However, the most important factor is ensuring that
INTERACT will be a good ‘fit’ for a particular student.
We have high expectations for our students to succeed. Supports and timetable accommodations are
in place to ensure students are able to balance their time in both outside commitments and school – if
students are able to meet these demands then they are considered for admission.
Students applying to INTERACT must have a significant out-of-school commitment in the arts or
athletics. Students must demonstrate that they require the flexibility provided by INTERACT to meet
their academic goals and out-of school objectives.
Students are required to provide academic records (at least a most recent report card and transcript or
grade summary). Though academics are important to us, decisions are not based solely on grades since
we recognize that applicant’s results may be skewed by the inflexibility of traditional school programs.
We are very interested in evidence that applicants are self-motivated learners with the drive and
organizational skills (or at least potential) to succeed at INTERACT.
However, given the nature of the program please be aware that we do offer Academic/University level
courses.
Q: Is INTERACT an arts school or athletic program?
No, it is neither. Our students are involved in the arts and athletics outside of school. INTERACT
provides academic study for its students. We do not provide enrichment in the arts or athletic coaching
(though both of these are available through VRA teams and clubs).
Q: Is INTERACT a correspondence program or ‘Virtual School?’
No to both. Our students are in contact via email with their teachers while away. However, there is a
significant in-class learning component to our courses. Students must attend class regularly save for
training and competition. Trips more than a few weeks at a time are strongly discouraged since long
stretches of time away from school makes achieving top academic success much more difficult.
Q: I’ve heard that I have to complete a five year program at INTERACT. Is this true?
No. A minority of our students are able to complete their high school program at a high level of
achievement in four years. However, we strongly encourage our students to complete their studies
over five years.
Q: But why do a fifth year?
Many INTERACT students’ outside commitments involve twenty or more hours of time per week
and/or extended absences from class. This can amount, with a full course load, to students committing
themselves to two full-time jobs simultaneously. This is, in our experience, a recipe for stress, a lack
of free time to socialize and, often, poor academic results.
Q: But won’t universities penalize me for doing a fifth year of study?
Not at all. Universities consider grades only, not years of study. There is even the capacity to qualify
for an NCAA scholarship and to complete a five-year program, provided the courses are carefully
planned. Given that senior students doing a ‘victory lap’ will have a typical class load of five courses
rather than seven or eight, they have more time and their grades tend to improve. So does their
learning!
Q: How does INTERACT accommodate the need of students’ outside commitment?
In order to ensure that students are on target to graduate either in 4 years or 5 years, courses have less
in-class time. However, INTERACT’s students meet in seminar-style classes and are required to
complete a larger amount of independent study and homework to meet curricular requirements.
Students are required to successfully complete the curriculum expectations of each course in order to
earn the credit.
Q: Can I get a regular high school experience at INTERACT?
Vaughan Road Academy provides an array of extra-curriculars to students from school dances to
prom, and a number of school teams and clubs are open to all students. However, due to personal
schedules outside of school, participating in many of these activities can be challenging.
Classes tend to be smaller, less formal and more student-centered. Many of our students compare
INTERACT to a larger than normal family. We are confident that the INTERACT experience is
exceptional and students are able to have a sense of belonging to the school community.
INTERACT also has a student-run group called “Inter-ACTION!” that is geared to enriching student
involvement and engagement in school. This group works to, among other things: plan social events
and trips, organize and execute peer mentoring, academic tutoring and conflict resolution, take a role
in student advocacy within the Vaughan Road community, take an active advisory role in development
of program policies and programming, communicate with INTERACT students, facilitate volunteering,
and plan and conduct “action” projects aimed at improving the school and giving back to the larger
community of which we are a part. Participating in Inter-ACTION! is an excellent way for interested
students to not only get involved and experience a more well-rounded time in high school, but it is also
a great way to earn volunteer hours required for graduation. Students can also earn the GPP3O credit
in “Leadership and Peer Support” by participating in this group.
Q: Can I leave school when my classes are done for the day?
Seniors can and often do. Grade 9 and 10 students are generally required to stay at school for study
until 2:30 unless they have a training commitment about which we have been notified.
Q: What should students be doing when they don't have scheduled class time?
INTERACT allows for flexible timetabling around outside commitments, in part, by reducing the
number of hours per week spent in formal instruction. When students do not have an outside
commitment or a class, they should use their time to work independently or in groups in a classroom.
Students should also use this time to consult with available teachers for remedial help and to plan for
absences or catch up on missed schoolwork.
Throughout the school day there is always a dedicated “work period” classroom that functions as a
teacher-supervised study hall. Students without classes are expected to come to school prepared for
quiet independent study when not in scheduled classes.
Q: Are afternoon work periods mandatory?
Grade 9 and 10 students are strongly encouraged to have students attend as many afternoon work
periods as their outside commitment permits so that students are able to receive the necessary support
to succeed.
Grade 11 and 12 students are free to work outside of school when they do not have class. However,
teachers may suggest that students encountering difficulty in their studies attend work periods for
additional help.
Work periods are open to any student throughout the school.
Q: What should students do when they have missed a class?
Students should find out what work was assigned and complete it before the next class. It may be
necessary to schedule a time with the teacher to make up the work.
Q: It sounds like INTERACT students have a great deal of freedom. What measures are taken to
ensure that it isn’t abused?
They do. First and foremost, when applying to the program, students (and their families) should make
an honest assessment of their ability to work in a program that requires organization, initiative and
responsibility. The interview will assess the ability of students to meet these expectations while they
study in INTERACT. One of our goals is to develop these skills as the students move from one grade
to the next, and while we have high academic expectations we trust that they will make the best
decision possible to be the best they can be.
The staff at INTERACT meets on a weekly basis. At these meetings, staff table concerns regarding
student engagement with respect to behaviour (e.g. punctuality, attendance, observance of school
rules) academics (i.e. completion of course work and any difficulties they are having in particular
subjects), and social wellbeing (e.g. their overall health and happiness). The staff regularly discusses
every student in the program is discussed individually to ensure that no student is unsupported.
In this way, the staff is able to communicate with one another regarding areas of common concern,
strategize about ways to support students as a team and, when necessary, intervene early to help
students (and notify parents) before manageable problems become seemingly unmanageable. This
level of support and communication is simply not possible in larger schools.
However, the staff also relies on parents to communicate consistently with us regarding student
absences and outside commitments and to be supportive of their academic studies.
Q: I have heard that this “team” approach extends to parent-teacher interviews. What do these
look like?
First, we encourage students to attend conferences with parents and teachers whenever possible. This
is vital since the student must take primary responsibility for his or her own education.
Twice a year, we hold interviews over two days. Rather than meeting separately with each teacher,
students attend interviews with their parent(s) or guardian(s) and all course teachers simultaneously.
This allows all people involved with a particular student’s education to share observations, ask
questions and strategize for their success.
Q: What should students do if they miss scheduled tests or evaluations?
It is expected that all evaluations must be completed in a timely manner. Any test missed for
legitimate reasons must be made up outside of scheduled class time as soon as the student has had an
opportunity to catch up with the work missed and in in consultation with the course instructor.
Q: When should students do their homework?
A lot of the "homework" can be done at INTERACT during the day. Students who begin
homework as soon as possible after class allow time for consultation with classmates or the teacher.
Because junior and senior students study side-by-side in work periods, senior students are often
available to mentor and tutor juniors. This benefits everyone since seniors get to practice and reinforce
their own learning and juniors benefit from peer academic support.
Q: What should students do when they know in advance of an absence due to an outside
commitment?
Students should notify each of their teachers in writing as soon as possible and meet with them to
strategize a plan for completing work in classes that will be missed.
Q: What should students do when faced with an unexpected absence?
A parent or guardian should phone the school or email the subject teachers.
Q: Where should students keep their coats, bags, books and supplies?
Students are assigned a locker for coats and school supplies. They are also assigned a mailbox in room
221 for paperwork and submission/return of assignments.
“The thing about performance, even if it's only an illusion, is that it is a
celebration of the fact that we do contain within ourselves infinite possibilities.”
Sydney Smith