OFFICE OF THE DIRECTOR OF EDUCATION
PROGRAM STANDING COMMITTEE
PUBLIC SESSION
MEETING AGENDA – Wednesday, March 20, 2013
7:00 p.m. – Georgian Room
1. Approval of Agenda
2. Declaration of Conflicts of Interest
3. Presentations/Delegations - Nil
Items For Decision
1. Regular School Year Calendar 2013-2014
(PRO-D-1)
Steve Blake
2. Alternative Learning Program Proposed Model
(PRO-D-2)
Steve Blake
3. Revisions to Policy No. 2130 – Student Trustee Representation
on the Board
(PRO-D-3)
Paula Murphy
4. Revisions to Policy No. 4230 – School Safety Patrols
(PRO-D-4)
Paula Murphy
5. Revisions to Policy No. 4235 – Elementary School Safe-Arrival
Program
(PRO-D-5)
Paula Murphy
1. Mental Health and Addictions Multi-Year Plan
(PRO-I-1)
Phyllis Hili
2. Early French Immersion/ Extended French as a Second
Language Update
(VERBAL)
Kathy Bailey
Items For Information
Correspondence - Nil
Other Matters
Notices of Motion for Next Meeting
Adjournment
DISTRIBUTION
Trustees
Superintendents
NOTICE: Public Standing Committee meetings are video-recorded and made available for public viewing.
REPORT NO. PRO-D-1
MARCH 20, 2013
TO:
The Chairperson and Members of the
Program Standing Committee
FROM:
Superintendent of Education
SUBJECT:
REGULAR SCHOOL YEAR CALENDAR 2013-2014
1.
Background
Each year the Ministry of Education requires that school boards submit their regular
school year calendar for the upcoming school year before May 1. The deadline for
submission of the modified school year calendar is March 1. Regulation 304, School
Year Calendar, Professional Activity Days outlines the requirements for preparation and
submission of school year calendars according to the following guidelines:
(a)
(b)
(c)
(d)
(e)
(f)
the school year shall commence on or after the first day of September and end
on or before the 30th day of June;
students must receive a minimum of 188 Instructional days;
a maximum of 6 Professional Activity (P.A.) days are permitted;
for the 2013-2014 school year, 5 P.A. days are mandatory and 1 P.A. day is
discretionary;
a school year calendar shall be accompanied by a general outline of the
activities to be conducted on the P.A. days identified on the calendar; and
secondary schools are permitted a maximum of 10 evaluation days.
For the school year calendar 2013-2014, there are 195 potential school days between
September 1, 2013 and June 30, 2014.
In compliance with the Letter of Understanding of the Collective Agreement between
Simcoe County District School Board (SCDSB) and Elementary Teachers’ Federation of
Ontario (ETFO), two P.A. days in 2013-2014 will be designated for the purpose of
assessment and completion of report cards. The first day will occur prior to the first
reporting period and the second day will occur prior to the second reporting period;
additionally, each day shall occur at least one week and not more than three weeks prior
to the due date for report cards to be submitted to administration.
In compliance with the Collective Agreement between SCDSB and Ontario Secondary
School Teachers’ Federation (OSSTF), “during the school year, two P.A. days will be
available for teachers to use to address student achievement for the students in their
current classes.”
For the 2013-2014 school year, current legislation mandates the placement of 3 P.A.
days on October 11, 2013, December 20, 2013 and March 7, 2014. These are referred
to as unpaid leave days.
2.
Consultation Process
SCDSB School Councils, Parent Involvement Committee, Ontario Principals’ Council,
school staff, federations, unions and the community were invited to provide input regarding
the draft calendar. This invitation for feedback via the staff website went out to the system
on January 31, 2013, through Numbered Memorandum 126, and was open until February
28, 2013.
REPORT NO. PRO-D-1
MARCH 20, 2013 – 2
An invitation was simultaneously extended to the broader community to provide comments
through the SCDSB public website. This invitation was extended via a media release
which encouraged all stakeholders to provide the Board with feedback on the proposed
school year calendars until February 28, 2013. Written submissions were also accepted.
3.
Analysis
We received 171 responses through the consultation process. Many individuals
supported the proposed calendar. Those who voiced objections to the proposed
calendar took issue primarily with the placing of the Ministry designated P.A. (unpaid
leave) days. One such issue identified was the conflict with the Elmvale Fall Fair on
Friday, October 11, 2013. In addition, many stated their concerns about the provincial
labour situation and having the unpaid leave days imposed. Also, several respondents
expressed the concern that there was not a lot of turnaround time between semesters
one and two in the secondary panel.
The dates of the three unpaid days are mandated by the Ministry of Education. As a
school board, we do not have the ability to alter those dates. However, we are
committed to working with our community to explore ways to mitigate the impact of the
October 11 P.A. day in relation to the Elmvale Fall Fair.
After assigning the three Ministry days and meeting contract obligations, there is only
flexibility with the placement of one remaining P.A. day at the secondary level. Since
there needs to be sufficient time for end of year activities, including student promotion
meetings and preparation for Commencement ceremonies that occur at the end of
June, the most appropriate place to designate the final P.A. day is at that time.
Once Ministry of Education approval for the calendar has been received, publications
will clearly identify the Ministry mandated P.A. days as unpaid leave days.
4.
Proposed Regular School Year Calendar 2013-2014
The draft proposed calendar, attached as APPENDIX A, is reflective of feedback from all
stakeholder groups and is also compliant with all of the aforementioned criteria outlined by
the Ministry of Education. Students will begin school on Tuesday, September 3, 2013, and
the last day of classes for students will be June 27, 2014.
The proposed use of the P.A. days is detailed in APPENDIX B.
RECOMMENDATION
That the Program Standing Committee recommend that the Board approve the submission of the
regular school year calendar for 2013-2014 to the Ministry of Education for approval, as set out in
APPENDIX A of Report No. PRO-D-1, Regular School Year Calendar 2013-2014, dated March
20, 2013.
Respectfully submitted by:
Stephen Blake
Superintendent of Education
March 20, 2013
REPORT NO. PRO-D-1
APPENDIX A
MARCH 20, 2013
SIMCOE COUNTY DISTRICT SCHOOL BOARD
SCHOOL YEAR CALENDAR 2013-2014 – ELEMENTARY AND SECONDARY
SEPTEMBER
OCTOBER
S
M
T
W
T
F
S
S
1
2
H
3
S
4
5
6
7
8
9
10
11
12
13
14
6
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
M
NOVEMBER
T
W
T
F
S
S
M
T
W
1
2
3
4
5
7
8
9
10
EP
SP
12
3
4
5
6
13
14
H
15
16
17
18
19
10
11
12
20
21
22
23
24
25
26
17
18
27
28
29
30
31
24
25
T
F
S
1
2
7
8
9
13
14
15
EP
16
19
20
21
22
23
26
27
28
29
30
F
S
11
DECEMBER
JANUARY
S
M
T
W
T
F
S
S
M
1
2
3
4
5
6
7
8
9
10
11
12
13
14
5
6
15
16
17
18
19
EP
SP
21
12
22
23
H
24
H
25
H
26
H
27
H
28
29
30
H
31
H
T
FEBRUARY
W
T
F
S
S
M
T
W
T
1
H
2
H
3
H
4
7
8
9
10
11
2
3
S2
4
5
6
7
8
13
14
15
16
17
18
9
10
11
12
13
14
15
19
20
21
22
23
24
25
16
17
H
18
19
20
21
22
26
27
ED
28
ED
29
ED
30
ED
23
24
25
26
27
28
T
F
S
1
2
3
1
20
MARCH
S
M
T
W
ED
31
EP
SP
APRIL
T
F
S
S
M
1
MAY
T
W
T
F
S
1
2
3
4
5
S
M
T
W
7
2
3
4
5
6
EP
SP
8
6
7
8
9
10
11
12
4
5
6
7
8
9
10
9
10
H
11
H
12
H
13
H
14
H
15
13
14
15
16
17
18
H
19
11
12
13
14
15
16
17
16
17
18
19
20
21
22
20
21
H
22
23
24
25
26
18
19
H
20
21
22
23
24
23
30
24
31
25
26
27
28
29
27
28
29
30
25
26
27
28
29
30
31
JUNE
S
M
T
W
T
F
S
S
S2
1
2
3
4
5
6
EP
7
EP
8
9
10
11
12
13
14
SP
19
ED
20
ED
21
EP
SP
28
ED
Evaluation Days- January 24-30, 2014, June 19-25, 2014
BH
Board Designated Holiday – June 30, 2014
15
16
17
18
22
23
ED
24
ED
25
ED
26
27
SP
SP
29
30
BH
1
2
3
4
5
H
First Day of School – September 3, 2013
First Day of Semester 2 – Secondary - February 3, 2014
Elementary Professional Activity Days –
November 15, 2013, January 31, 2014, June 6, 2014
Secondary Professional Activity Days –
January 31, 2014, June 26, 2014, June 27, 2014
Elementary and Secondary Professional Activity Days – Ministry Designated Unpaid Leave Days –
October 11, 2013, December 20, 2013, March 7, 2014
Holidays - Labour Day – September 2, 2013, Thanksgiving Day – October 14, 2013,
Christmas Break – December 23, 2013-January 3, 2014, Family Day – February 17, 2014,
Mid-Winter Break – March 10-14, 2014, Good Friday – April 18, 2014, Easter Monday – April 21, 2014,
Victoria Day – May 19, 2014
REPORT NO. PRO-D-1
APPENDIX B
MARCH 20, 2013
Simcoe County District School Board
Elementary and Secondary School Year Calendars 2013-2014
General Outline of Professional Activity Days
1.
October 11, 2013 – Elementary and Secondary Schools
Ministry Designated P.A. Day (unpaid leave day)
2.
November 15, 2013 – Elementary Schools
Teacher/Family Conferences
3.
December 20, 2013 – Elementary and Secondary Schools
Ministry Designated P.A. Day (unpaid leave day)
4.
January 31, 2014 – Elementary and Secondary Schools
Assessment and Reporting
5.
March 7, 2014 – Elementary and Secondary Schools
Ministry Designated P.A. Day (unpaid leave day)
6.
June 6, 2014 – Elementary Schools
Assessment and Reporting
7.
June 26, 2014 – Secondary Schools
Assessment and Reporting
8.
June 27, 2014 – Secondary Schools
School-based Activities
REPORT NO. PRO-D-2
MARCH 20, 2013
TO:
The Chairperson and Members of the
Program Standing Committee
FROM:
Superintendent of Education
SUBJECT:
ALTERNATIVE LEARNING PROGRAM PROPOSED MODEL
1.
Background
In the spring of 2012, a comprehensive review of the Simcoe County District School Board
Alternative Learning Program (ALP) was presented to the Program Standing Committee
for information. There were a series of recommendations made in the following areas:
facilities, administration, staffing and branding. Refer to APPENDIX A for the original
report. Specific recommendations with rationale can be found in Appendix G of the
original report. These recommendations were well-received by administrative council and
trustees.
One of the major recommendations contained within the review was to bring the existing
ten Alternative Learning Program sites, currently attached to neighbouring secondary
schools, under the umbrella of one Alternative Secondary School for the purpose of more
effective program delivery and enhanced tracking and monitoring of student achievement.
2.
Current
In the fall of 2012, a project team was assembled to investigate strategies required to
implement the recommendations arising from the review. The team is comprised of a mix
of new members and individuals from the original review team. Representatives from
each ALP location are taking part in the current project team. Specifically, principals, viceprincipals, central office and finance staff are engaged in committee work with support
from the Human Resources and Planning Departments. Input from teachers, parents and
students can be found in the original report. All secondary principals have received
frequent updates and the opportunity to provide input into the direction of the committee’s
work. The Ontario Secondary School Teachers’ Federation (OSSTF) has been consulted
regarding the proposed model as well.
The implementation team was tasked with providing Administrative Council with detailed
budgetary, staffing and administrative procedural information (e.g., calendar of entry
points for students, admission process, and sample daily student timetables) in order to
assess the feasibility of delivering the proposed new model. The proposal recently
received support from Administrative Council. It was recommended that the proposal
proceed to Board through committee for consideration and decision.
3.
Status
The proposed Alternative Secondary School would have an Average Daily Enrolment
(ADE) of approximately 311 students. It would be funded as a regular secondary school.
Administrative support would initially operate out of the Education Centre to take
advantage of resources available in that location. The following staff would be required to
implement an Alternative Learning Secondary School:
REPORT NO. PRO-D-2
MARCH 20, 2013 - 2
•
•
•
•
•
•
•
•
4.
1.0 Principal
1.0 Office Assistant
1.0 Guidance/Student Success Teacher
1.0 Special Education Resource Teacher (SERT)
1.0 Social Worker
1.0 Itinerant Resource Teacher (IRT) – one year only
17.0 Teachers
2.0 Educational Assistants
Analysis
The principal and a portion of the office assistant would be paid for by the Ministry of
Education once a Ministry of Education School Identifying Number (MIDENT Number) for
the school is established. The other part of the secretarial salary would be paid for
through a realignment resulting from students being removed from the various existing
schools and being re-assigned to the one school.
Sections for the Guidance/Student Success teacher and SERT would come out of the total
system allocation for these teachers. As in the re-allocation scenario described with the
secretarial support, instead of being attached to the neighbouring secondary school as is
the existing practice, the students would now be assigned to the Alternative School and
staffed accordingly. This would mean no net increase to staffing for these positions.
The Itinerant Resource Teacher (IRT) would be paid for out of existing Student Success
funds as a special project for one year. This teacher, in collaboration with the ALP
teaching staff, would help create bundles of credit packages for the purpose of program
consistency.
The Social Worker would support students both in the Alternative Learning School as well
as students in the Supervised Alternative Learning (SAL) program.
The number of
attendance counsellors was reduced in the 2012 – 2013 school year based on the newly
reconfigured SAL model. On a go forward basis, funding for this social worker position
could come through the savings attributed to the new SAL model.
No additional teachers or educational assistants are being proposed for the first year of
this school.
Custodial and transportation costs would remain status quo for the initial year of operation.
The net cost of program implementation would be the funding of the social worker.
However, as previously stated, savings made in the attendance counsellor area could be
deemed to offset this expense.
More detailed financial information associated with this model will be presented during the
upcoming budget discussions with trustees. It is understood that final budget and staffing
arrangements for this model would be dependent on the overall 2013-2014 budget picture
for the Board.
REPORT NO. PRO-D-2
MARCH 20, 2013 - 3
5.
Next Steps
A MIDENT Number will need to be secured in order to appoint a dedicated principal to the
Alternative Learning Secondary School effective July 1, 2013. This will require Ministry of
Education approval. Once appointed, the principal-designate will help shape the future of
the program with assistance from the implementation project team, central principals and
senior administration. Such tasks would include the following:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Further visioning for the new school, including naming the school and student
profile development;
Staffing;
Refining admission procedures;
Establishing procedures to deal with emergencies and student discipline;
Addressing equity issues (e.g., access and program offerings);
Providing a review of curriculum and professional development needs of teachers;
Exploring partnerships within the various communities in search of “wrap-around”
services (e.g., mental health);
Establishing an effective system for data tracking and analysis pertaining to the
success of students over time;
Developing a corporate branding and promotion campaign;
Enhancing transition opportunities (e.g., to Continuing Education, colleges, etc.);
Determining which existing programs might best be integrated into this school in
the future (e.g., SAL and Outreach);
Exploring ways to access Wi-Fi at each satellite location;
Establishing consistent signage for the school satellites; and,
Liaising with Facilities Services staff regarding present and future needs (e.g.,
moving the Midland site to the newly established location).
RECOMMENDATION
That the Program Standing Committee recommend that the Board seek to establish an
Alternative Learning Secondary School effective July 1, 2013, with its own MIDENT Number, as
set out in Report No. PRO-D-2, Alternative Learning Program Proposed Model, dated March 20,
2013.
Respectfully submitted by:
Stephen Blake
Superintendent of Education
March 20, 2013
APPENDIX A – Pages 1 - 59
ALTERNATIVE LEARNING PROGRAM PROPOSED MODEL
REPORT NO. PRO-D-2
MARCH 20, 2013
REPORT NO. PRO-I-1
JUNE 13, 2012
TO:
The Chairperson and Members of the
Program Standing Committee
FROM:
Superintendent of Education
SUBJECT:
ALTERNATIVE EDUCATION PROGRAM REVIEW
1.
Background
In the fall of 2011, a review of the Simcoe County District School Board (SCDSB)
Alternative Learning Program was initiated at the request of the Director of Education.
The last time that this program was reviewed was April 2005. Many initiatives have
evolved since then which have enhanced the success of students; examples include
Supervised Alternative Learning and O utreach. It was important to analyze the current
delivery model of the SCDSB Alternative Learning Program within the context of new
provincial initiatives to ensure that the program is being delivered in such a manner that it
provides our students with the best possible opportunities to achieve success. The
SCDSB Multi-Year Plan and B oard Improvement Plan for Student Achievement were to
be used as essential points of reference for this undertaking.
A project team was formed consisting of members with experiences connected to
alternative learning. A dministrators were either directly associated or had very recent
connections to each of the alternative learning sites. In addition, the Project Team
included representation from the Student Success Department, Research and Evaluation
Services and P lanning and E nrolment. APPENDIX A provides a l ist of Project Team
members.
2.
Focus of the Review and Methodology
Both quantitative and qualitative data were evaluated by the committee as part of the
review process. Qualitative analysis focussed on a literature review, review of the board
delivery model compared to other provincial models, interviews with staff involved in
delivering alternative education programs in four boards in the province, input from
students, parents, teachers and adm inistrators, and visits to each alternative learning
program site. Quantitative data include students’ credit accumulation and facilities costs.
3.
Definition of Alternative Education and Literature Review
In a 2008 report evaluating the Ontario Ministry of Education’s Student Success/Learning
to 18 S trategy, alternative programs are defined as “programs designed to re-engage
students who have trouble succeeding in traditional classrooms.” 1 In describing the
students who typically need support in an al ternative setting, the U.S-based National
Alternative Education Association (NAEA) 2 states:
“Often this population of learners exhibits one or more of the following traits:
underperforming academically, possessing learning disabilities, displaying emotional or
behavioral issues, being deliberate or inadvertent victims of the behavioral problems of
others, displaying a high risk of potential expulsion, suspensions, or dropping out of
1
Ungerleider, C. (2008). Evaluation of the Ontario Ministry of Education’s Student Success / Learning to
18 Strategy: Final Report. Canadian Council on Learning.
2
NAEA (2009). Exemplary Practices in Alternative Education: Indicators of Quality Programming.
REPORT NO. PRO-I-1
JUNE 13, 2012 – 2
school, and/or displaying the need for individualized instruction. Alternative education
offers innovative, non-traditional approaches to teaching this population of learners,
which aides in preventing these students from dropping out.” (p.4)
A 2008 r eview of alternative programs in British Columbia 3 summarized the impact that
feeling connected to school has on vulnerable youth in terms of better health outcomes,
improved marks and less engagement in risky activities. The authors write:
“Access to supportive educational programs and having a connection to school are
therefore vital protective factors in the lives of youth, particularly for those who are
disengaged from home and community.
Many educators and social service
professionals view school as the last point of connection to community for youth who do
not necessarily have those connections in their day-to-day lives. For some young
people, school is the only place that is safe and stable, where there might be a trusting
and supportive adult, and where they can get connected to other social supports.
Therefore, education programs that address the complex social and educational needs
of at-risk and high-risk students are necessary to ensure they have appropriate tools and
social supports to navigate a smooth transition into adulthood.” (p. 6)
Among the findings of this review of BC’s alternative programs were the following:
• Many youth were facing multiple challenges in their personal lives including unstable
living conditions, hunger, substance use, or other debilitating conditions.
• Youth attending alternative programs reported greater connectedness to school, liked
school more, skipped school less and reported better relationships with staff than they
experienced in their prior schooling in a regular setting.
• The more connected students were to school, the more likely they were to have postsecondary education aspirations and feel positively about their lives.
• In addition to housing and special education programs, youth identified more job
training as the most needed service in their community.
4.
Models of Alternative Education Program Delivery across Ontario
There is a wide variety of alternative education delivery models in place throughout the
province. They are summarized in APPENDIX B. Most of the models are delivered in offsite locations. P rograms that run within schools have had m ajor renovations to ensure
that the program looks and feels different than the regular school. Many reasons for the
variety in types of models being used are consistent with the reasons cited for the range of
programs being offered within the SCDSB. These are outlined in the following section.
As a follow up to the information gathered regarding alternative education programs
across the province, more in-depth information was obtained through a combination of site
visits, teleconferences and email correspondence with staff in the following boards: Halton
District School Board (HDSB), Limestone District School Board (LDSB), Thames Valley
District School Board (TVDSB) and Toronto District School Board (TDSB). Discussion
focused on the benefits and challenges associated with three different models for housing
alternative education programs: within a secondary school; within an elementary school;
and in a c ommunity setting. As part of this fact finding, there was also an i nformal
discussion with a number of students attending an alternative program in TDSB. The staff
contacted in these boards provided the suggestions outlined in APPENDIX C.
3
The McCreary Centre Society (2008). Making the Grade: A Review of Alternative Education Programs
in BC. Vancouver, BC.
REPORT NO. PRO-I-1
JUNE 13, 2012 – 3
5.
Overview of Current Alternative Education Programs in the SCDSB
Current Program Locations
The Simcoe County District School Board currently operates 11 alternative learning sites.
Each program is supervised by the principal of a neighbouring secondary school. These
programs offer programming to over 500 students per year. They are distributed around
the system as follows:
•
Alliston Alternative – Banting Memorial High School
•
Barrie Central Alternative – Barrie Central Collegiate Institute
•
Barrie North Alternative – Barrie North Collegiate Institute
•
Barrie Young Parents – Barrie Central Collegiate Institute
•
Bradford Alternative – Bradford District High School
•
Collingwood Alternative – Collingwood Collegiate Institute
•
Essa Alternative – Nottawasaga Pines Secondary School
•
Midland Alternative – Midland Secondary School
•
Nantyr Alternative – Nantyr Shores Secondary School
•
Orillia Alternative – Twin Lakes Secondary School
•
7th Fire – Midland Secondary School (First Nation, Métis and Inuit (FNMI) focus).
Focus and Structure of Current Programs
At the present time, SCDSB’s alternative learning programs vary in their practices related
to the admission of students, as well as in their staffing, course offerings and access to
resources. Information about each program is provided in APPENDIX D. Factors such as
the individual needs of students, program location, accessibility, and t he number of
teachers assigned to the program all influence the type of program offered.
The 7th Fire program involves a par tnership with the Georgian Bay Native Friendship
Centre. While it is designed to benefit the Aboriginal community, it also serves other
disenfranchised youth. It is a unique and ‘one-stop’ opportunity for youth to obtain a high
school education. In addition, housing, basic economic, cultural, and social/emotional
needs of the students are addressed and supported under one roof at the Friendship
Centre. Compton Khan, the Executive Director of the Georgian Bay Native Friendship
Centre, has indicated that “without these supports, education would be meaningless as it
has proved to be for these students prior to their arrival in the 7th Fire program.”
6.
Profile of the Learner: Teacher, Administrator, Student and Parent Voice
Teacher Voice
From the perspective of teachers in one o f the SCDSB Alternative Learning Programs,
many students fit the profile outlined by Dr. Bruce Ferguson in his 2005 research on early
school leavers”. 4 While the students served at any particular time vary in terms of their
needs and t he challenges that have brought them to an al ternative learning setting, the
majority of students served by SCDSB’s Alternative Learning Programs have one or more
of the following challenges: mental health issues including anxiety or depression; difficulty
with social skills and/or managing anger; low self esteem; low resiliency in the face of
stress; or family crises which, in some cases, may have resulted in limited family support
or the student living independently. In other cases, students have become teenage
parents. Problems with drugs or alcohol are also not uncommon and are sometimes used
by students as a means of dealing with the various stressors in their lives. These issues
4
Ferguson, B., Tilleczek, K., Biydell, K. & Rummens, A. (2005). Early School Leavers: Understanding the
Lived Reality of Student Disengagement from Secondary School - Final Report. Community Health
Systems Resource Group, Hospital for Sick Children. Toronto, ON.
REPORT NO. PRO-I-1
JUNE 13, 2012 – 4
are also consistent with the definition of ‘at-risk’ and ‘high-risk’ youth in the 2008 B C
review previously cited. The marginalization these students experience can lead to them
becoming disconnected from school, family and c ommunity, thereby compounding the
risks and challenges in their lives.
The SCDSB alternative education teachers who provided input also believe that close to
half of the students served by alternative education programs have been v ictims of
bullying. Teachers have noted that gay, lesbian or transgendered youth appear to be
disproportionately represented. O ther students are struggling because they are dealing
with the challenges associated with poverty, including unstable housing situations and
poor nutrition. For some students, poor attendance began in elementary school, leading
to significant learning gaps in basic literacy and numeracy skills. While these teachers
estimate that about a third of the students in the SCDSB’s alternative learning programs
have learning difficulties, many others do no t. The students served by these programs
vary in their strengths, needs and abilities.
Regardless of which of the above challenges students may be experiencing, the outcome
for the majority of students is disengagement from the regular school setting, a pattern of
poor academic performance and/or attendance, or issues in their relationships with peers,
teachers and/or school administrators. For some, the latter may be expressed as
defiance or opposition to authority. The majority of the students in alternative learning
programs have had v ery negative experiences or have felt lost in the much larger,
mainstream school setting. In terms of the level of study, students are more likely to be
enrolled in locally developed/workplace or applied/college courses than academic or
university courses. Some students also struggle to see the value in education.
Administrator Voice
The following quotes from two secondary school administrators capture many of the
reasons why students who struggle in a r egular secondary school setting experience
success in an alternative education program:
“Why are students, who are generally disengaged from the formal system, successful
in these unique off-site programs? The answer is strangely simple. They belong to
something that makes them feel good. They belong to a community that accepts
them… They belong to a community that can afford flexibility and time. Relationships
are the most important factor in their lives. Many of the students I've taught put more
stock into associations than material objects. I've discovered that many students are
what I have come to understand as "unevenly gifted". They have normal to above
average aptitude, but are socially inept at times. They make poor decisions and often
these decisions have a myriad array of negative consequences. They find consistency
in these programs. They find constancy in the simplicity of the day. The noises of a
multi-faceted school confuse them. They find solace in the simple things.”
“The alternative program exemplifies what we stand for as a school board … providing
different opportunities to ensure the success of ALL of our students by making a
positive difference in each of their lives.”
REPORT NO. PRO-I-1
JUNE 13, 2012 – 5
Student Voice
Students at one of the alternative program sites were given an opportunity to write their
thoughts about their experiences in their alternative learning program. T he following
quotes confirm the information provided by the teachers and administrators who provided
input and a re consistent with the research literature. A PPENDIX E provides the
perspectives of several other students attending the same program in their own words.
“Being an alternative education student is if you have trouble developing in a normal
high school. Generally the kids that attend are kids that have had difficult situation in
their life. A large number of us come from a rough childhood. The community of our
school is close, affectionate almost like a family we keep each other in line but at the
same time joke around and have a good time. A lot of us have been broken, battered,
bruised and kicked while we were down. We have been underestimated. An Alt
School give us the opportunity to excel academically without the distractions of a
normal high school.”[sic]
“My experience at the alternative school has changed my view on a lot of things, before
I found this program I refused to leave the house for any reason at all because I have
really high anxiety. I was 16. I had to find some other kind of school because you would
have to drag me kicking and screaming to get me back into a regular high school. I
found a few things I could do from the comfort of my own room. The other types of
alternative learning I tried such as correspondents and e learning, but I couldn’t keep
my self motivated enough to continue or complete any of the packages I received!
I believe this is the only program that I have been in that helped me with dealing with
reality and every day things….”[sic]
Students attending the 7th Fire program were also provided an opportunity to share their
thoughts about the difference this alternative program has made in their lives. The
following quotes are illustrative of their perspectives, with additional student comments
provided in APPENDIX E:
“I am 17 years old and have been to over 20 schools in my educational career. I am a
veteran of both the mainstream and alternative education systems… 7th Fire is without
question the best alternative education center that I have been to. It offers great
courses and gives students the opportunity to gain a more educated perspective on
Aboriginal culture. With awesome trips that include going to Enaahtig Healing Lodge
and post secondary schools…, it offers a better perspective on life after high school…
With the smaller class size it allows students to work with minimum distractions and
conflict. Also the fact that it is located in the Georgian Bay Friendship Center allows
students the opportunity for counseling for out of school problems…” [sic]
“I had been having trouble in main stream school because there was a lack of one on
one with students…Some things that encourage me to come every day is the kitchen…
The unique circle formation we sit in allows me to easily speak to other students to get
help, ask for things and get work or information I might have missed. It also makes it
so there is no back of the class.”
“I think that 7th Fire has allowed me to do well in school because I can work at my own
pace and being in one classroom all day helps me focus on my work…I also like the
fact that there is a teacher and a support worker in class with us…Without 7th Fire I
don’t think that I would be in school at all. I went from skipping every day to going to
school every day and earning my credits. And because of the help from 7th Fire I am
able to achieve my high school diploma on time.”
REPORT NO. PRO-I-1
JUNE 13, 2012 – 6
Parent Voice
An administrator involved with one of the Alternative Programs provided the following
quotes to illustrate the parent perspective:
"[student name] has changed significantly since she has been attending the alternative
school. She has matured, become more self-confident, enjoys school and is making
the right choices which in turn is having a positive effect on her. [She] is attempting to
achieve something worthwhile and is making the right use of her opportunities, the
biggest being the alternative school and the teachers that run it."
"I really love the close-knit, family feeling that you provide for my kids. My son was
very shy, hid behind his hair, always wore black. He's actually wearing colour. It
makes me want to cry."
7.
Credit Accumulation
Since 2009-2010, the SCDSB Alternative Education program has served over 1100
students in grades 9 to 12 (between 500 and 6 00 students annually). Over half of the
students in the Alternative Education Program over the past three years were female (5559%). The credit history of students enrolled in Alternative Education in 2009-2010 and
2010-2011 was explored. For both school years, students in the Alternative Education
program both attempted and earned more credits in the alternative school setting than in
the traditional school setting. On average, students enrolled in alternative education
courses attempted four credits and earned three (one credit more attempted and earned
than in the traditional high school setting). In these two school years, about 21% of the
students served by SCDSBs alternative learning programs had an Individual Learning
Plan. About 9% had been formally identified as having special education needs through
an Identification, Placement and R eview Committee. These percentages are slightly
lower than for the overall secondary student population in these two school years. About
23% of all secondary students had an IEP; 12% had been formally identified as having an
exceptionality.
8.
Financial Arrangements and Leasing for Current Programs
The majority of alternate learning programs are housed in non-traditional settings based
on the information available from other Ontario school boards (see APPENDIX B), and the
research reviewed for this report. 5
At the present time, alternative programs in the SCDSB are all located outside of the
regular school setting. T he cost to maintain the SCDSB alternative program sites was
$474, 600 in 2011. These costs are currently offset by a Ministry of Education temporary
accommodation allocation. The breakdown for these lease costs can be found in
APPENDIX F.
5
Lehr, C. A., Tan, C. S., & Ysseldyke, J. (2009). Alternative schools. A synthesis of state-level policy and
research. Remedial and Special Education, 30, 19-32.
REPORT NO. PRO-I-1
JUNE 13, 2012 – 7
9.
Future Program Considerations
In his recent book 6, Ben Levin writes:
“There is definitely a place for alternative programs and schools in a secondary system.
There are some students who are too estranged from the standard model of high
school to be able to succeed, even with extensive support and real belief on the part of
the school…The challenge is to ensure that alternative programs do not become
dumping grounds for students that the main school does not want and that these
programs’ existence does not become an excuse for other staff or programs to ignore
students’ real needs and interests…Any school or district offering alternative programs
– and most should be offering some – needs to monitor carefully which students are in
these programs and how successful the programs are. Participating in an alternative
program should almost always be the students’ choice, not a requirement imposed on
them by the school.” (p. 83-84)
APPENDIX G provides a summary of key findings of this review and suggests actions to
address the findings, with a pr oposed timeline and r ationale. Taken together, these
proposed actions provide a vision for a revised model for the delivery of alternative learning
programs in the SCDSB that would enhance program effectiveness. This model would
provide greater oversight and accountability, while at the same time ensuring greater
consistency and equity in terms of program opportunities for students in terms of staffing,
facilities and r esources. P roposed changes will also ensure that alternative learning
programs are positively regarded by all students, their families and staff. In broad terms,
these suggested directions are consistent with the indicators of quality programming
identified by the National Alternative Education Association (NAEA) in their 2009 document
on exemplary practices in alternative education.
10.
Next Steps
Administrative Council is reviewing the implications of the proposed actions that are
detailed in APPENDIX G of this report. Items requiring approval of the Board of Trustees
will be br ought forward to the appropriate standing committee meetings in the future for
consideration and decision.
11.
Report Status
This report is provided for information.
Respectfully Submitted by:
Stephen Blake
Superintendent of Education
June 13, 2012
6
Levin, B. (2012). More High School Graduates. A Joint Publication by Corwin and the Ontario
Principals’ Council. Thousand Oaks, CA.
REPORT NO. PRO-I-1
APPENDIX A
JUNE 13, 2012
APPENDIX A
Alternative Education Program Review Committee
The following individuals were members of the 2011-2012 Alternative Education Review
Committee:
Stephen Blake, Superintendent of Education – Chairperson
Denise Cole, Itinerant Resource Teacher, Equity and Inclusion
David Few, Manager, Planning and Enrolment
Diane Fletcher, Principal, Midland Secondary School
Debbie Foster, Executive Assistant, Area 2
Heather McFadyen, Vice Principal, Nantyr Shores Secondary School
Tracy McPhail, Principal, Student Success
Laura Lee Millard-Smith, Vice Principal, Twin Lakes Secondary School
Leah Nicholson, Research Analyst, Research and Evaluation Services
John Playford, Vice Principal, Innisdale Secondary School
Mark Ruzylo, Vice Principal, Barrie North Secondary School
Dr. Sandra Sangster, Manager, Research and Evaluation Services
Terry Wilkinson, Vice Principal, Banting Secondary School
Acknowledgements
The members of the committee would like to acknowledge the insights of the alternative
education program teachers who shared their experiences working with students in
SCDSB’s alternative education programs. In particular, the committee is also grateful for
the willingness of students to share so candidly the personal journeys that led them to
alternative education. The committee would also like to thank the parents who shared
their perspectives on the supports provided to their children through alternative education.
REPORT NO. PRO-I-1
APPENDIX B
JUNE 13, 2012
Alternative Education Program Review Project:
Summary of Alternative Education Programs in Ontario by School Board
APPENDIX B
Pages 1 - 8
Prepared by:
Research and Evaluation Services
November 29, 2011
Board
Durham DSB
Programs
Description of Program
Teen Parent Program - 5 Locations (Oshawa, Pickering, Part-time program for students who are pregnant
Beaverton, Uxbridge and Port Perry)
or parenting young infants. It offers small classes
and students work at their own pace. Young
parents are welcome to bring their babies.
Durham Alternative Secondary School (DASS) - 2
Locations (Oshawa and Pickering)
DASS Sunderland
DASS North
Community Based (SALEP) - 2 Locations (Pickering,
Oshawa)
Grand Erie DSB
GELA Day School (Brantford, Ohsweken, Simcoe)
Greater Essex
County DSB
Full-time program for students experiencing life
challenges. Offers classes starting every nine
weeks including College, Workplace and Open
level courses, Co-op and physical education
courses.
Students develop individual education plans that
are supported either full or part time in a small
group setting. This is a continuous intake program
including credit recovery, full time courses, co-op
and independent study. Also offers a life skills
component.
Part-time independent study high school credit
program; classes run one day weekly in three
locations within the district; credit options include:
high school credits, credit recovery, credit
completion, Co-op and PLAR (for students over
18).
Best (Business & Entrepreneurial Skills Training)
Excel Program
Age
Location
9 to 12
16 to 20
Off Site
11 to 12
17 to 20
Off Site
10 to 12
16 to 20
Off Site
10 to 12
16 to 20
Off Site
Program for students with poor attendance. It is
intended to help students resume regular
attendance patterns and increase work habits and Credit Earning
employability skills. Students are referred to the
(Grade 9 and 14 to 16
program by the VP and need SALEP committee
10 level)
approval for entrance. The program is one
semester in length.
Full-time program designed for average or above
average ability students who are at risk of dropping
out. Program offers applied, college and workplace
9 to 12
14 to 20
courses with an emphasis on Literacy, Numeracy
and Employment skills.
This program offers students who have not been
successful in traditional classroom settings the
opportunity to attain credits through teacher
directed/ self-directed independent learning in a
Public Alternative Secondary School (PASS) 4 Locations
more informal setting. The primary goal of P.A.S.S.
(Windsor (2), Amhertburg, Leamington)
is to help young individuals attain credits to reenter a regular secondary school, graduate, enter
full-time employment, or post-secondary education.
Halton DSB
Grades
9 to 12
A program for students who are thinking about
starting their own business after high school. This
one semester program offers an experiential
approach to learning the skills needed to run a
Business Skill
successful business venture. This program is
practical,“hands on” and focuses on the necessary
skills for successful entrepreneurship.
Continuous in-take program for students interested
in gaining valuable work experience. Students do a
full-day work placement so they are away from
traditional school environment for a period of time.
Is a program intended to spark students’ interests,
support their needs and ultimately invite them back
to the school environment. Students can earn up
to 4 (or more) credits and can be paid provided the
employer covers WHIG.
9 to 12
Halton Internship Program (HIP)
Experiential learning for students heading to post
secondary education with the help of a "Career
Coach". Students participate in a three level
internship: level one is a readiness phase, level
two is the development phase and level three is a
specialization phase. Students earn a Halton
Internship Certificate upon graduation.
Various
Self-Reliant & Adult Programs
Program for adolescent or adult students that
provides a flexible schedule or courses not
available at their home high school. Students
create their own flexible schedule to accommodate
personal commitments. Each course requires a
minimum on-site attendance of 6.5 hours per
week. Guidance services are available (career
pathways, post-secondary application processes).
When students complete the program, they can
move on to: Workplace, Apprenticeship, New
Employment Opportunities, College or University.
9 to 12
16 to 19
Off Site
Off Site
Off Site
16 to 21
16 +
Gary Allan
High
School has
4 locations
that are
set up to
house
Teens and
these
Adults
programs.
Teens and
Adults
Students
Programs
Board
Durham DSB
SCORE
Secondary Teen Education Program (STEP)
Teen Education and Motherhood (TEAM)
Trades Exploration (TREX)
HamiltonWentworth DSB
Phoenix
N-Gage
Turning Point
Strive
Description of Program
Program for students who have struggled in terms
of attendance and credit accumulation for at least
one semester. The program operates in the 4
communities of Halton and accommodates small
class sizes at any given time. The program
provides individualized instruction in compulsory
courses, credit recovery opportunities, and co-op
or work experience opportunities. Students are
referred to the program by their home school
administration or school team.
A program specially designed for young adults
seeking to complete OSSD requirements in an
alternative setting. It is designed for students who
can work independently in a quiet, structured
setting. This program assists students to achieve
academic credits, acquire job search skills,
develop personal life skills, work co-operatively
with others, and make wise and safe choices for
healthy living.
An academic program specially designed for
pregnant and parenting teens that allows young
women to complete OSSD requirements while care
is provided for their young children. Earn credits
toward diploma, to develop an understanding of
healthy family life, and become a parent in a
healthy family relationship. Students must be fulltime in SCORE initially but can later return for part
of their program to do regular course work at their
home school. Subsidized childcare for infants and
pre-schoolers may be available for those who
qualify.
Program for students who are looking for a “hands
on” experiential approach to learning and are
interested in acquiring practical skills for
employment. Composed of a blend of Landscape,
Horticulture and Masonry. Students registered in
this program would take a combination of
technology credits as well as compulsory credits,
credit recovery and/or co-operative education and
have the opportunity of earning 5 or more credits.
This program focuses on the academic, social and
emotional needs of students. Students achieve
grade nine and ten core credits through a modified
program delivery calendar. Students achieve
academic success through a 10 week – quad
program, focusing their energies and academic
abilities on 2 courses. Students from this program
transition to their home Secondary School, or
continue their studies in another Alternative
Education Program per quad.
This program is for students with a low credit count
(10 credits or less) and who have not yet met their
full potential at a traditional school setting. The
program uses authentic tasks and “hands-on”
(kinesthetic) learning opportunities to help students
develop their employability skills and to build their
personal spirit. The program is a bridge for
students – helping them revive their academic
career and reconnect them with school. Not a
graduation program, NGage helps students
accumulate lost/missing credits in hopes of
transitioning them back to the student’s home
school or other HWDSB programs.
Turning Point offers individualized help to students
who have dropped out of school by differentiating
instruction based on their needs and using
strategies like paid co-op to help them get
connected to their next step in life.
This program supports students in re-engaging in
their secondary school studies as they work
towards their OSSD or their OSSC. Students earn
credits through a combination of academic learning
(i.e. Independent Learning Courses, access to
Ontario Education Resource Bank materials and
classroom instruction) and workplace experience.
Grades
Age
Core/Co-op
14 and 15
9 to 12
16 to 20
Location
Gary Allan
High
School has
4 locations
that are
set up to
house
these
programs.
9 to 12
Teen
Moms
Trade/Co-op
16 to 20
9 and 10
14 to 16
Off Site
9 to 12
16 to 17
Off Site
Various
All Ages
Off SIte
Co-op Ed
15 to 18
Off Site
Students
Programs
Board
Durham DSB
James Street Alternative Education Program
Kawartha Pine
Ridge DSB
Centre for Individual Studies - 3 Locations (Clarington,
Northumberland, Peterborough)
School for Young Moms
Limestone DSB
Amherstview Community Education Centre
Bayridge Community Education Resource Centre
Central Frontenac
Gateway Continuing Ed
Limestone Education Centre Adult Credit Programs
North Addington
Second Chance
Sharbot Lake Adult Program
Streetsmart
Ottawa-Carleton Urban Aboriginal Alternate Program
DSB
Elizabeth Wyn Wood Alternate Program
Description of Program
This program provides programming for students
who are currently unsuccessful both in academic
accomplishment and in finding a positive sense of
direction for their future. Students in this program
complete secondary school credits at the Applied
and Academic levels in a supportive classroom
environment. Credits are completed independently
or in a small class setting. Students in this program
work towards the completion of their OSSD. Co-op
opportunities are also available for students.
Program for students working towards a diploma,
wanting to upgrade their credits or further their
education; combination of classroom instruction
and self-directed study; offer co-op opportunities
as well.
This program enables pregnant teens and mothers
to: continue their high school education;
develop their parenting skills; address their
emotional, social and physical needs; and receive
onsite care for their infants. This program allows
students to work at their own pace and offers
flexible timetabling.
For teens and adults working towards an OSSD;
offers various grade 9 to 12 courses and co-op
opportunities.
The Centre provides students the opportunity to
gain credits within a non-semestered timeframe
enabling them to complete a high school diploma.
English and Math credit courses in the Locally
Developed, Applied, Workplace, College and
University Levels, excluding Grade 12 University
courses. Students may obtain regular Co-op
credits or "Co-op for work" credits. Many adults are
completing their High School at the centre. Other
adults take computer courses to upgrade their
skills and employability profile.
This program offers all of the Durham District
School Board courses plus select courses from the
Independent Learning Centres (ILC).
Offer various programs for all types of students
including: Adult day credit, Evening Credit Program
(TASS Program), Adult Basic Literacy (Essential
Skills Program), Alternative Education Programs
(Y.E.S. Program), Night School Interest courses
(adult & children), and Co-operative Education
Programs.
Offer various programs for adults including: Day
School Credit Correspondence, Personal Support
Worker, Evening Credit (Teacher Assisted Self
Study), and Cooperative Education.
Continuing education for adults over 21 and
alternative education for adults under 21.
An educational centre for people who wish to
complete the requirements for Grade 12 Diploma,
computer courses for seniors, or upgrading for
entrance to College. Participants attend the centre
full time and work at their own pace consulting
teachers as required and attending optional
workshops. Offers free lunch program, some
assistance with transportation and co-operative
daycare.
Offers Grade 9 to 12 courses.
This program is an alternative to regular high
school for youth. Students can refer themselves or
be referred by any school or agency in the
community. Youth earn OSS credits. Most credits
are delivered through independent learning
materials. In addition, breakfast, lunch and snacks
are available. Continuous entry, one-on-one
support, flexibility, and self-pacing allow for
accommodation of students with special
circumstances and learning needs.
Programs have three key components: Lifeskills
course, co-op program and academic program.
Instruction is provided in an individualized manner,
one course at a time in a small school setting. This
Grades
Age
Location
Various
16 to 21
Off Site
9 to 12
Teens and
Adults
Off Site
9 to 12
Under 21
Off Site
9 to 12
Teens and
Adults
Off Site
9 to 12
Teens and
Adults
On Site
9 to 12
Teens and
Adults
Off Site
Various
All Ages
Off Site
Various
All Ages
Off Site
Various
All Ages
Off Site
Various
All Ages
Off Site
9 to 12
Adult
On Site
9 to 12
15 to 20
Students
Off Site
100-120 student
enrolled and
approximately 35
graduate each year.
Off Site
300 Grads yearly
Programs
Board
Norman Johnston Alternate Program
Richard Pfaff Alternate Program
Frederick Banting Alternate Program
Peel DSB
Intermediate Alternative Program (IAP)
Teen Education and Motherhood Program(TEAM)
Foundations Program
Fresh Start Suspension/ Explusion Program(s)
Senior Program
Supervised Alternate Learning (SAL)
Temporary External Learning Link (TELL)
Renfrew County
DSB
Program for Alternative Learners (PAL) 4 Locations
(Arnprior, Pembroke, Barry's Bay, Renfrew)
Simcoe County
DSB
Thames Valley
DSB
Alliston Alternate
Angus Alternate
Barrie Alternate and Young Parents
Bradford Alternate
Collingwood Alternate
Midland Alternate and 7th Fire
Nantyr Alternate
North Barrie Alternate
Orillia Alternate School
East London Centre
Richmond Centre
Springbank Centre
Waterloo Centre
St. Thomas Alternative School
Woodstock Transition School
Strathroy Centre
Also offered in Glendale, Ingersoll, East Elgin, Norwich,
West Elgin Secondary Schools
Wiingashk - Native Culture
Anishnaabe Skiniiw Centre - First Nation Students
Description of Program
one course at a time in a small school setting. This
program offers a full range of courses needed to
meet OSSD requirements including Academic,
Applied, Open and College courses.
Program for students who are at risk and of
average ability. Students are referred to this
program by their home school.
Grades
Age
Location
9 to 12
16-20
Board
Owned
9 and 10
under 16
Off Site
not
specified
not
specified
over 16
Off Site
not
specified
not
specified
over 16
Off Site
9 to 12
14 to 17
Off Site
10 to 12
over 16
Off Site
9 to 12
14 to 17
Off Site
10 to 12
16 to 20
Off Site
9 to 12
14 to 18
9 to 12
14 to 18
9 to 12
14 to 18
9 to 12
14 to 18
9 to 12
14 to 18
9 to 12
14 to 18
9 to 12
14 to 18
9 to 12
14 to 18
On Site
9 to 12
14 to 18
Off Site
9 to 12
14 to 18
Off Site
Program for students who are pregnant or have a
child. Students are referred to this program by their
9 to 12
home school.
1/2 day program for students in at least their third
year of high school who have earned very few
9 and 10
credits. Students are referrred to this program by
their home school.
Students suspended for 6-20 days receive work
from home school teacher.
not specified
Students expelled - Fresh Start takes over
programming.
1/2 day program for students in at least their third
year of high school who are unable to attend full
11 and 12
time. Students are referred to this program by their
home school.
Program for students who are non-attenders, at
risk of not graduating and other retention
strategies have been unsuccessful. Students need
a referral from their home school.
Program for students working on ILC material in at
least their third year of high school who are
considered to be at risk and unable to attend full
time.
A supportive alternative site where students can
obtain credits and work on some of the personal,
social and emotional issues surrounding the
difficulties they experienced in high school. The
outcome of the program is ultimately for the
student to return to their home school to complete
their high school education.
The Simcoe County District School Board offers
Alternative School Programs in a variety of
locations. The program is designed for students
who have difficulty coping with a large school
setting, and who may benefit from the small class
sizes, one-on-one assistance, flexibility, and close
relationships with the teachers.
The first 7 locations offer the program for 'At Risk
Students'. Credits earned in a variety of subjects,
personal life management curriculum is offered in
areas such as parenting, well-being, and career
awareness. The program supports students
through teaching and counselling and liaisons with
community agencies, referrals to deal with
personal needs, and on-site life skills and health
groups. It is a stand-alone operation which makes
some students more comfortable attending on a
regular basis as well as allowing students extra
time to make a comfortable transition to a home
secondary school, runs on a regular school
calendar.
An academic program that is culturally appropriate
and enhances Native identity, self-esteem,
confidence, and the Native way of life. It utilizes
cultural curriculum and resources and creates a
program schedule that incorporates the growth of
body, mind, and spirit. The Centre adheres to the
principles of respect, responsibility, and selfdiscipline.
This program provides a range of academic
opportunities for students to attain credits and
work toward returning to their home schools. It
provides opportunities for students to obtain labour
market experience through co-op and volunteer
experience in preparation for the world of work. It
also provides opportunities for students to acquire
interpersonal skills necessary to be a successful,
contributing member of society.
Off Site
Students
Programs
Board
Durham DSB
Description of Program
Grades
Age
Location
Various
14 to 18
On Site
Alpha 2 Alternative School - Independent Learning
For students who learn best by pursuing their own
interests, in their own way, at their own pace. A
one of a kind school where you direct and take
responsibility for your education by focusing on
your passions for learning based on what you
value with the help of our teachers, other students,
parents, and mentors. No grades and no
competitions; students keep a portfolio of their
ideas. Students are engaged in every facet of
decision making at the school. Decisions are
based on a consensus model.
7 to 12
12 to 18
On Site
Avondale School - small intimate school
A range of non-semestered academic classes;
personal, collaborative working relationships
between staff and students who are all on a first
name basis. Offers a variety of courses including
multi-media courses taught by working
professional artists, students may participate in
theatrical performances and sports teams. This
program offers a strong orientation towards social
justice and activism.
9 to 12
14 to 18
Off Site
89
9 to 12
16 to 21
Off Site
225
9 to 12
14 to 18
Unknown
133
9 to 12
16 to 18
On Site
23
9 to 12
16 to 18
Off Site
83
9 to 12
14 to 18
Off Site
71
9 to 12
16 to 20
On Site
178
Reconnect - offered at high schools - to reduce dropout
rate and re-engage students (London, Elgin, Middlesex,
Oxford).
Toronto DSB
Contact Alternative School
The purpose of the ReConnect to Your Future
program is to reduce the drop-out rate and reengage students who have left school without
graduating. ReConnect operates on a flexible
schedule that accommodates the individual needs
of the student. The program runs on the regular
secondary school calendar. Support worker will
work to create a unique plan for each individual, so
that every student is aware of the school, work,
and community options that are available.
Contact School is a full-time academic alternative
secondary school for youth who have left high
school and now want to return or students who are
attending another secondary school but feel they
could benefit from a different kind of program. It
features an emphasis on social justice and
community. Class size ranges from 20 - 30
students and we have a free lunch program. The 4
intake periods in the year offer a mix of full and half
credits. Daily attendance is required. Also have a
flexible co-op program to help students achieve
credits.
A Global Focus is the core of this alternative
school of about 140 students, with Academic
courses in grades 9 & 10; University, College &
Open courses in 11 and 12. Small classes,
independent and group learning, extensive
computer use, and an integrated approach are
integral features. For self-motivated, intellectually
Delphi Secondary Alternative School - GR9/10 Academic curious learners who are responsible, and capable
of handling decreased structure. Regularly
& 11/12 University/College Courses
scheduled classes combined with research periods
allow students time to work independently and
collaboratively. Learning strategies used include
Problem-Based Learning, adapted from McMaster
University's Medical School & Harvard's Business
School.
North East Year Round Alternative Centre
Overflow Centre
School of Experiential Education (SEE)
Subway Academy I
This is a program for students not currently
enrolled in school. It offers complusory credits from
Gr 9 to 12 with a "2 credits in 9 weeks" program.
Serves the need of re-engaging at-risk youth with
few completed credits; the year is divided into four
sessions of 45 days each. Provides Grade 9 and
10 compulsory credits; some grade 11 courses
may be offered to assist students with their
transition to another program. Entry to program at
four distinct points throughout the year: February,
May, September, and November.
Small academic high school; students are high
achieving, self motivated, independent learners
who are academically capable but not excelling in
their current environment.
This program is for young people in crisis. It offers
a "warm" environment with small class sizes and
regular classroom instruction three times a week
for 60 minute classes.
Students
Programs
Board
Durham DSB
Oasis
South East Year Round Alternative Centre
Year Round Alternative School
East York Year Round Alternative High School
School of Life Experience (SOLE)
West End Alternative S.S.
City School
Alternative Scarborough Education I (ASE 1)
Description of Program
Grades
Age
Location
Students
16 to 18
Off Site
111
16 to 18
On Site
53
9 and 10
16 to 18
On Site
44
10 to 12
16 to 18
Off Site
110
10 to 12
>16 <21
Off Site
171
10 to 12
under 21
Off Site
137
11 and 12
16 to 18
On Site
96
11 and 12
16 to 18
Off Site
139
Transitional school for at-risk youth who have
experienced difficulty in the traditional school
setting. There are three distinct programs (1. Arts
Two are 9 and
and Social Change Program - Applied and
10 and one is
Academic; 2. Scadding Court Program - Co11 and 12
operative Education; 3. Triangle Program lesbian/gay/bisexual/transgender/
queer/questioning students). It offers a small
educational setting.
This program is intended to re-engage at risk
students. It's for all students from across Toronto
who are independent learners and have few OSSD
credits. It offers grade 9-12 core courses at the
9 and 10
applied level, one on one support and counselors
who meet with students weekly. This program
accepts students 4 times a year (45 day sessions).
This is a program that helps students get back on
track at school and re-engage at risk youth. It is
designed for students who may not be able to
succeed at a traditional high school. Students take
Grade 9 and 10 courses to help them integrate into
a high school, to attend another alternative high
school or to pursue work-experience programs
after Grade 10. The program accepts students
from across Toronto to earn the school credits
required to enroll in OYAP. Students can complete
two credits over nine weeks, one credit in the
morning; another credit course in the afternoon.
This program accepts applications from all
students across Toronto. It offers all the typical
academic courses in the regular secondary
schools. The delivery and differentiation of the
instruction are more varied in this alternative
setting.
This program is for students from across Toronto
who are looking for an alternative style timetable
so they can finish secondary school. A range of
courses are offered in a semestered model, from
Grade 10 to 12, covering most of the destination
streams available in the current curriculum. It
provides a great deal of formal and informal
support in a community atmosphere, with small
class sizes to create a relaxed environment.
This program offers compulsory and elective
credits for students in Grades 10 to 12 who have
completed most grade 9 credits. Intake is at the
start of each of four quadmesters throughout the
school year. Courses are delivered as two halfcredits completed over consecutive quadmesters;
these half-credits combine to fulfill complete credit
requirements. Breakfast, snack and lunch
programs are available to all students. Students’
progress is monitored every other week. There are
two guidance counsellors and a full-time youth
counsellor to help support students. Access to
TTC tickets to help them travel to and from school
which allow students to attend school on a regular
basis, increasing their chances of success.
Provides a traditional format in a small school
setting with a full range of semestered academic
courses to Grade 11 and Grade 12 students, ideal
for creative, self-motivated young people who
value community and enjoy working together. It is
an informal atmosphere, innovative curriculum,
engaging social atmosphere and small in size.
For self-motivated learners, a friendly, adult-like
environment in which staff and students are
partners in learning. It emphasizes independent
learning skills that are essential for post-secondary
education and employment. Students take charge
of their own learning in challenging and creative
ways. Each week, students have a maximum of
three scheduled 80-minute classes per course.
Students can engage daily in ongoing one-on-one
meetings with teachers.
Programs
Board
Durham DSB
The Student School
Shared Experience Exploration Discovery (SEED)
Trillium Lake
Lands DSB
Adult Education Centres - 6 Locations (Lindsay,
Bracebridge, Fenelon Falls, Gravenhurst, Haliburton,
Huntsville)
Description of Program
Program for students whose needs are not being
met in mainstream secondary schools. It offers
predominantly academic courses for students in
grades 11 and 12. Program is designed for
students to complete their secondary school
credits. Classes are held daily with a timetable that
students help to create.
North America's oldest public alternative secondary
school, Small classes enable students an
opportunity to provide input on course content and
evaluation and, where possible, to design projects
which stimulate personal interests with a flexible
timetable with a classroom based semester
program of grade 11&12, mainly University level.
Students have many opportunities to create and
foster a very strong and supportive community by
sharing their interests and mentoring each other,
not only at the regular community meetings but
also throughout the rest of the week. Teachers
mentor students who need extra help.
Students can earn credits towards diploma and
learn applied skills while still working. Students who
are working may complete a co-op at their
workplace and earn credits while being paid. If a
student has failed a course or quit a course, they
may qualify for credit recovery or credit
continuation. This program offers career &
vocational counselling, and apprenticeship training,
with continuous intake. Runs full days, mornings
only, afternoons only, evenings, or anytime via the
Internet. Also offer Adult Co-operative Education.
This 1 or 2 credit program enables students to gain
valuable on-the-job experience with local
businesses.
Grades
Age
Location
Students
11 and 12
16 to 18
On Site
139
11 and 12
16 to 18
Off Site
50
9 to 12
Adults
Off Site
Various
Not
Known
Off Site
9 and 10
Not
Known
Off Site
Various
Not
Known
Off Site
9 to 12
14 to 18
Off Site
Waterloo Region
DSB
Langs-7th Inning
New Dawn
Z beside the Y
Windsor-Essex
Catholic DSB
Seventh Inning is a community based alternative
life skills, counselling and education program that
serves 8-10 high risk youth in grades 7 and 8 who
have serious mental health/developmental and
educational challenges. The objectives for this
program are: to have young people become
successful in school and work by increasing their
resiliency; to assist young people to cope in their
family setting by developing appropriate life skills
and their understanding of how to access
community supports; and to facilitate students’ reentry back into the regular school system.
Program serves as an alternative to leaving school
early. It eases the transition from school to working
world; offers students the opportunity to
understand implications of leaving school; students
have access to counselling; students either return
to school or are placed in work experience
programs; students acquire job interview skills,
resume writing, money management and life skills;
and students may attain academic credits while in
program.
Alternative program that runs during school hours
five days a week for students in grades 9 and 10
from across Cambridge.
This program offers students classroom instruction
(10-20 day orientation with mandatory attendance)
held between 12pm and 2pm; elearning
opportunities; co-op opportunities for students who
St. Michael's Alternative Program - 2 Locations (Windsor
are 16 years of age and have some grade 10
& Essex)
credits; and credit recovery for courses with a final
mark above 35% (available in English, Math,
Science, Art and Physical Education).
Board
Durham
DSBDSB
York Region
Programs
Success Through Essential Programming (Keswick,
Sutton, Newmarket/Aurora, Huron Heights, Vaughan,
Markham, Middlefield)
Description of Program
Grades
Age
Location
This program targets students who are not
profiting from traditional educational instruction
and who are below average in attendance/grades.
Students must be academically capable in either
applied or academic courses in Grade 9 or 10. The
objective of the program is for students to
successfully complete grade 9/10, reverse the
failure process, achieve numeracy & literacy and
computer literacy skills, organization, time
management and study skills.
9 and 10
14 to 15
Usually On
Site
10 to 12
16 to 18 On/Off Site
Quadmester (Intensive) Grade 10 and 11 offers a
structured nine-week program with intensive
instruction for a half day in the same subject.
Quadmester (Intensive) Grade 12 also offers a
Intensive Quadmester (Keswick, Sutton,
Aurora/Newmarket, Huron Heights, Stouffville, Richmond structured nine-week program, but provides an
alternative to Continuing Education Adult Day
Hill, Thornhill)
school. This program gives students an alternative
format to complete one or two credits.
Supervised Alternate Learning for Excused Pupils
(Keswick, Aurora/Newmarket, Markham/
Stouffville/Unionville, King City/Woodbridge/Maple)
This program is for students who are not profiting
from formal educational instruction and have below
average attendance. The program is desigend to
provide an alternative learning experience that will
help with the social and emotional development of
students; to provide the opportunity for students to
experience some academic success; and to
encourage the student to remain in school.
Program is designed for students who: have left
school and now wish to return to a traditional
Alternative Learning Experience Program (Sutton,
program; are unable to cope with a traditional
Keswick, Aurora/Newmarket, Huron Heights, Dr.
program; are near graduation and have expressed
Denison, Stouffville, Markham/Unionville, Langstaff,
a desire to incorporate work experience with the
Richmond Hill, Thornhill/Vaughan, Thornlea, Westmount, completion of their final credits; have achieved a
King City, Woodbridge/Maple)
minimum of grade 10; or cannot for one reason or
another leave the workforce entirely to complete
their education.
Virtual Schooling and Independent Learning (All
Alternative Learning Locations)
Virtual Schooling does not replace traditional
school programs in the Board, but supports,
extends and enhances instruction. Students are
provided with a flexible approach to learning, as
the virtual medium allows for self-paced study.
Various
11 and 12
14 to 15
16 to 18
On/Off Site
Mostly On
Site Some
Off Site
Support On
not specified
Location Definitions
On Site - School within a school
Off Site - Separate location not owned by School Board
Board Owned - Separate location owned by School Board (example closed school buildings - only defined if absolute confirmation from Board)
On/Off Site - Approximately half the locations are within a school and half in a location not owned by the Board
not
Site/Course
specified s at Home
Students
REPORT NO. PRO-I-1
APPENDIX C
JUNE 13, 2012
APPENDIX C
Summary of Suggestions Provided by Alternative Education
Program Staff in the HDSB, LDSB, TVDSB and TDSB
Suggestions from School Administrators working in Alternative Education Programs
•
•
•
•
•
•
•
•
•
•
•
•
make the alternative school routine as different as possible from the regular school day
do not use a bell system
staff the program with teachers who have an affinity for difficult to serve youth
integrate social services (e.g., addictions counsellors, social workers, justice system)
investigate blended learning models (e.g., Plato web-based model)
integrate cooperative education programming
integrate arts-based learning and social justice education
consider students’ need for access to facilities such as a gym, a field, and, in some
cases, specialized learning equipment and rooms
if housed in a school, have a separate entrance and distinct physical space with its own
signage
give the alternative school an identity and focus so that students feel positive about
attending
build a strong sense of community (e.g., through a community kitchen, or through
engagement in activities within the wider community)
encourage a high level of student voice and student engagement
Suggestions from Students Attending Alternative Schools in TDSB
•
•
•
•
•
•
Students highly value the democratic structure of alternative schools which is less
hierarchical (e.g., they call teachers by their first names).
An alternative environment away from social influences and distractions was important
to them.
A kitchen space within their school was exceptionally important to them.
Students whose alternative school was housed within an elementary school expressed
the very strong value of having a separate entrance and a distinct space of their own
within the school.
Some students who had attended an alternative school in TDSB that was located in an
older outbuilding on the site of a high school expressed concerns around stigma.
Students expressed that they chose their school in particular because they were
interviewed by the curriculum leader, and when they called, someone answered the
phones (this was cited as being extremely important).
REPORT NO. PRO-I-1
APPENDIX D
JUNE 13, 2012
Current Alternative Education Programs in the SCDSB
APPENDIX D
Pages 1 - 30
Alternative Education Program Review Survey– October 2011
Question
What is the location of the Alternative
Education Program site?
Describe the profile of the program. If you
have a brochure, please attach a copy.
Entry Information:
a) What are the entry points for
students accessing the program?
b) What is the entry process for
students accessing the program?
Staff and Resources:
a) How many teachers are connected
to the program?
b) Do you have support personnel?
(e.g., CYW) If so, please specify
number and type.
c) What other resources are available
for the program? Please specify.
Response
ALLISTON ALTERNATIVE
169 Dufferin Street S. in Alliston.
The program consists of full credit courses and
recovery or salvage. We concentrate on
compulsory credits, specifically English and Math.
We try to complete these credits so there is an
easier transition to Adult Ed if that is their desire.
In addition to these full credit courses, we also
have designed the Alt program to allow Co-Op
learning in the afternoon. There are about a third
of Alt students that are taking advantage of this
and completing Co-Op credits.
We have a continuous entry point for Alt school
students. Most students are identified at the
beginning of each semester and placed into full
instruction Math/English credits at the alt school. If
a student enters at another time of the school year,
we individualize to improve this transition. This
may include continuing English/math instruction
courses, independent courses, recovery/salvage or
Co-Op credits. We ideally try to concentrate on no
more than 3 CR at a time. We have found these
particular students are more successful only having
3 CR max at a time. This does not, however,
decrease their credit count potential over the year.
The entry process is through a designated
guidance counsellor, Kevin Runnalls. The
guidance counsellor meets with every potential
candidate to review their current situation, identify
barriers they are experiencing at the main campus
and develop strategies to change and become
more successful. The student and guidance
counsellor design a realistic education plan,
allowing the student to be an integral part of the
future pathway(s). This ownership motivates them
to be more successful in the program.
Having a designated guidance counsellor allows
constant review of this plan one on one. There is
constant change with these students and as a
result their plan is flexible to accommodate these
changes.
Currently we have two full time teachers with the
Alt school who deliver full credits and
recovery/salvage credits. We also have a
designated Co-Op teacher for the program.
The support person for each of the students is the
designated guidance counsellor, Kevin Runnalls. If
there are any other needs, this is facilitated through
him.
Student Information:
a) What are the ages of students in
the program?
b) Is there a cap on the number of
students admitted to the program?
c) What are the referral criteria for
students in the program?
List all the courses available at your site.
We run a breakfast and hot lunch program for the
students.
Students range from 16 to 19 years old.
We currently have a cap of 40 students.
All potential Alt students are referred to the
guidance counsellor and then interviewed on site
with the teacher advisors.
The courses offered are listed below. It is
important to note that the courses offered depend
upon needs of the students and vary for semester
to semester:
ENG3C, ENG3E, MFM1P, MFM2P, MAT1L,
MAT2L, MEL3E, MBF3C, HIP3E, HLS3O, ENG4C,
ENG4E, MAP4C, MEL4E, HFA4M, AMI1O,
GLC2O, GLD2O CHV2O, GWL3O, GLN4O,
FSF1P, CGC1P, CHC2P, PPZ3O, SNC1P,
SNC2P, SNC4E
Location and Transportation:
a) Are there are community services
within close proximity to your site?
If so, please list.
b) How close is your site to the
school?
c) Is transportation to the site
available to students in the
program?
There are limited community services available to
students in Alliston. All services are available
through Contact, FOCUS and New Path services in
Alliston. These are located downtown Alliston and
are within walking distance.
Additional comments.
Website: www.bantingaltprogram.weebly.com
The Alt school is approximately 15 min walk from
the main campus.
All students are permitted to take the school bus.
They walk over to the school. We accommodate
this travel by starting the program at 8:15.
Banting Memorial
High School
Are you
someone who...
● Needs high school credits?
Alternative
Learning
Program
● Finds it difficult to manage in
a large high school setting?
● Can work independently if
needed?
● Requires a flexible
ule?
sched-
bantingaltprogram.weebly.com
● Can take responsibility for
your actions?
● Needs a fresh start…
J Burnie and T Kenopic
Teachers/Advisors
Tel: 705-435-2707
www.bantingaltprogram.weebly.com
Kevin Runnalls: Guidance Liaison
Tel: 705-435 6288 ext 40164
Banting Memorial High School
203 Victoria Street, P.O. Box 3000
Alliston, Ontario
L9R 1W7
Phone: 705-435-6288
Fax: 705-435-3868
Email: krunnalls@scdsb.on.ca
An alternative to the regular
school setting.
Earn credits
Be Successful
Kevin Runnalls
Guidance Liaison
Tel: 705-435 6288 ext 40164
J Burnie and T Kenopic
Teachers/Advisors
Who Are We?
The Alternative Learning program is a
unique program where students do not
study in the traditional classroom. The
program is run off site. It offers fullcredit and recovery/salvage credit courses in a smaller environment, where students are in closer contact with the
same teachers and have the opportunity
for more one-on-one help, and diversified learning.
Students:
Credit recovery courses designed for independent study
Earn credits toward a
OSSD in alternative
setting
• have an opportunity for a fresh start to
complete high school diploma
LEAP–
Learning, Earning and
Parenting
An unique setting
for motivated and
mature students
Programs
Independent, student
and teacher directed
learning
• must attend regularly
• must take responsibility
for learning and actions
Full credit compulsory courses at the non-academic level
such as Math, English, Civics
and Careers
• recommended age 16-18
• must register and interview
with the Alt School Team
Flexible schedules
Access to
computers
CO-OP
Pathways
Graduate with an OSSD
Adult LearningThrough Continuing Education
Return to regular
high school to
complete credits
Move on to an apprenticeship,
work, university or college
Individualized
programming
Full and half credit
optional courses
offered
Breakfast and
Hot lunch
How Do I Apply?:
Contact the Guidance Liaison, Mr Runnalls,
at Banting.
Phone: 705-435-6288 ext 40164
If a student is deemed a potential candidate,
an interview at the Alternative Program will
be arranged.
Alternative Education Program Review Survey– October 2011
Question
What is the location of the Alternative
Education Program site?
Describe the profile of the program. If you
have a brochure, please attach a copy.
Entry Information:
a) What are the entry points for students
accessing the program?
b) What is the entry process for students
accessing the program?
Staff and Resources:
a) How many teachers are connected to
the program?
b) Do you have support personnel? (e.g.,
CYW) If so, please specify number
and type.
c) What other resources are available for
the program? Please specify.
Student Information:
a) What are the ages of students in the
program?
b) Is there a cap on the number of
students admitted to the program?
c) What are the referral criteria for
students in the program?
List all the courses available at your site.
Response
BARRIE CENTRAL ALTERNATIVE
80 Bradford Street
Suite 134
Barrie, Ontario
L4N 6S7
705-728-7601
An off campus department of Barrie Central
Collegiate, offering grades 9 to 12 high school
level credits in a full-time day program This is
a re-entry program for students under 21 who
can handle high school level credits and need
an alternative to the regular classroom
environment. BALP offers full time day credit
courses in semesters consisting of three
credits with a focus on Literacy and Numeracy.
We use the board-built brochure. We do not
have a digital copy.
a) Multiple intakes with an emphasis on
starting in September and February.
b) Interview, registration forms, waiting list,
placement a soon as possible.
a) Two teachers.
b) & c) Yes. We have access to support staff
from the area high schools, student success
teachers, guidance, SCDSB administration,
social workers, mental health professionals, IT
services, local health agencies, crisis centres,
Elizabeth Fry, probation services, Young
Parent Program, Eat Well To Excel program,
SOS, and others.
a) 15 to 21. The median age is 16-17
b) 21 to 1. There are 42 students enrolled.
c) All of the services above refer candidates on
a daily basis.
CHC2P
CHV2OR
ENG2P
ENG3E
ELS3O
EWC4C
ENG4E
ENG4C
Canadian History
Civics
10 English
11 Essential English
Writing Skills
Writer’s Craft
12 Essential English
12 College English
GLC2OR
GPP3O
PPL3O
PAF3O
IDC3O
MEL3E
MAP4C
MEL4E
HZB30
HZB4O
SBI3C
SVN3M
SVN3E
HPW3C
BTA3O
BTT1O
CHT3O
ELS3O
HSP3M
Location and Transportation:
a) Are there are community services
within close proximity to your site? If
so, please list.
b) How close is your site to the school?
c) Is transportation to the site available to
students in the program?
Additional comments.
Career Education
Leadership/Peer Support
Healthy Active Living
Personal Fitness
11 Yearbook
11 Practical Math
12 Apprenticeship Math
12 Workplace Math
11 Philosophy
12 Philosophy
11 Biology
11 Environmental Science
11 Environmental Science
11 Living/Working with
Children
11 Computer Tech
World History
Writing Skills
Anthropology, Psychology,
Sociology
a) See above. The Barrie By the Bay Business
facility houses a myriad of social agencies. We
are located in the heart of downtown Barrie.
b) Adjacent.
c) Most of our students use public
transportation. The Barrie Bus Terminal is less
than a kilometre away. Some students have
been provided with special SCDSB
transportation.
Please see “25 Years of Success In Simcoe
County”. This document was written within our
PLC.
Alternative Education Program Review Survey– October 2011
Question
What is the location of the Alternative
Education Program site?
Describe the profile of the program. If you
have a brochure, please attach a copy.
Entry Information:
a) What are the entry points for students
accessing the program?
b) What is the entry process for students
accessing the program?
Response
BARRIE NORTH ALTERNATIVE
130 Bell Farm Road, Unit 1
Barrie, ON, L4M 6J4
We serve students who are not experiencing
success at North, Eastview or St. Joseph’s.
Students have the opportunity to complete 2
credits each term (4 terms a year). Students
earning all their timetabled credits can recover
credits and receive support with Independent
Study courses over and above their scheduled
courses. Students write the OSSLT and/or
take OLC4O here and complete the
documentation for their 40 hours of community
involvement. For additional program
information, please see the attached brochure.
a) We have 4 intake times each year:
September, November, February and April.
We begin the intake process for September
in late June.
b) When students, parents, teachers,
administrators and social/justice workers
contact us, they are told about the next
Intake Information Session. These are held
several times each term. Students bring a
current status sheet and complete a schoolbased application. Students are interviewed
individually by one or both teachers,
depending on time and numbers.
Staff and Resources:
a) How many teachers are connected to
the program?
b) Do you have support personnel? (e.g.,
CYW) If so, please specify number and
type.
c) What other resources are available for
the program? Please specify.
Student Information:
a) What are the ages of students in the
program?
b) Is there a cap on the number of
students admitted to the program?
c) What are the referral criteria for
students in the program?
List all the courses available at your site.
Location and Transportation:
a) Are there are community services within
close proximity to your site? If so,
please list.
b) How close is your site to the school?
c) Is transportation to the site available to
students in the program?
Additional comments.
a) We have two contract teachers connected
to the program.
b) We do not have additional support
personnel on site but communicate
regularly with Guidance and Admin. at
sending schools. We have some
interaction with Attendance Counsellors
and rely on the support of the Operations
Assistant at North.
c) We depend on the Eat Well to Excel
Program. We have benefitted from Speak
Up and Public Health grants. We bring in
guest speakers where appropriate, most
recently a colleague from the Separate
Board on Adolescent Brain Development, a
guidance counsellor from Eastview on
Personality Dimensions and Seanna
Clement on Mental Health.
a) Our students range in age from 14 to 20.
b) We start with more than 42 students as
there always seems to be some attrition.
c) Students must be capable of functioning in
our environment, one with class sizes of
about 20 students. Students must be able
to succeed in courses at the open, applied
and college levels. Ultimately, students
must self-select: they must want to try to
turn their educational experience around.
Please see attached file.
a) Within walking distance is a health clinic,
RVH, the Georgian College Career Centre,
Children’s Aid Society, Barrie Police and
Public Health.
b) We are 2 km from Barrie North.
c) City buses stop directly in front of the
school. Students can take school transport
to Barrie North or Eastview and walk from
there.
How can this be good
for you?
Alternative Education
is…
-
Supportive environment
9 A different kind of learning
-
More accountability
9 A different kind of place
-
Opportunity to get back on track
9 A different kind of day
-
Accumulation of credits
9 A fresh start
-
Needs-based timetabling
-
Support from outside agencies
-
Career counselling
The North Barrie Alternative School is:
“a unique school with plenty of
advantages and teachers
who are understanding
about past situations
in regular high school or in life.”
Contact Us:
North Barrie Alternative School
130 Bell Farm Road, Unit #1
Barrie, Ontario L4M 6J4
(705) 725-4980
fax (705) 725-4982
For general information call:
(705) 725-4980
STEP 1: Pick up an application
form at the Alternative
School or in Guidance
Offices at Barrie North
Collegiate and
Eastview Secondary
School.
Sarah
We’re here to help!
STEP 2: Attend the next Intake
Information Session.
C.O.P.E. Dog Partner School 2008-2010
The Day…
Time
8:30-9:00
9:00-10:00
10:10-11:10
11:10-11:30
11:30-12:30
12:40-1:40
1:40-2:30
What’s Happening
Light Breakfast
Course #1
Course #1
Lunch – meals
provided courtesy
of Eat Well to Excel
Course #2
Course #2
Extra Help &
Meetings
Every Friday is a half day!
Each year is broken into 4 terms.
Each term is approximately 9 weeks.
Sept – Nov
Nov – Jan
Feb – April
April - June
During one term, a student can earn
2 credits. Depending on the
individual student’s attendance,
situation and work habits, it is
possible to earn and/or recover more
than 8 credits throughout the year.
The Place…
The school facility is located at 130 Bell
Farm Road:
- student lounge
- student kitchen (for breakfast,
lunch & snacks)
- 16 networked computers with
internet access
- SMART board
- 2 classrooms (boardroom style)
equipped with white boards
- washrooms
- meeting/board room
- lots of windows
If you come here you will find:
“… a better place to ‘Getter Done’!”
Robin
The Learning…
Once enrolled in the program you will
have the opportunity to earn credits
through regular classroom instruction.
Classroom instruction will often focus
on compulsory subjects like English
and Mathematics. Improving overall
literacy and numeracy skills are of
primary importance.
Students are timetabled into 2 credit
courses each term. Two periods of
each course occur daily. The
exception is Friday when one period
of each course occurs.
Additional Independent Study may
include credit completion or full credit
work. Previously attempted courses
with a failing final mark can be
recovered during credit completion by
working on assignments and tasks
that allow you to earn a passing final
mark.
Student timetabling is done on a
term-by-term basis depending on the
student population and their needs.
Alternative Education Program Review Survey– October 2011
Question
What is the location of the Alternative
Education Program site?
Describe the profile of the program. If
you have a brochure, please attach a
copy.
Entry Information:
a) What are the entry points for
students accessing the program?
b) What is the entry process for
students accessing the program?
Staff and Resources:
a) How many teachers are
connected to the program?
b) Do you have support personnel?
(e.g., CYW) If so, please specify
number and type.
c) What other resources are
available for the program? Please
specify.
Student Information:
a) What are the ages of students in
the program?
b) Is there a cap on the number of
students admitted to the program?
c) What are the referral criteria for
students in the program?
List all the courses available at your site.
Location and Transportation:
a) Are there are community services
within close proximity to your
site? If so, please list.
b) How close is your site to the
school?
c) Is transportation to the site
available to students in the
program?
Additional comments.
Response
BARRIE YOUNG PARENTS
Young Parent Program
80 Bradford Street, Suite 148
See attached brochure
Entry process – Continual intake of students
throughout the school year. Contact the YPP
directly (see brochure). Students register at the
YPP.
a) Two teachers – Ms Romanek, Ms Trichilo
b) YPP daycare staff – two staff members
c) Attendance counsellor, educational outreach,
dual credit, main school guidance/coop
a) up to 21 years old
b) 42 students (21 in the morning program, 21 in
the afternoon)
c) Pregnant or young parents
All compulsory courses – grades 9 – 12 college and
locally developed
Electives – science, math, literacy, parenting, food
and nutrition, geography, art, physical
education…etc.
a) YMCA, BCHC, Ontario Early Years Centre,
CMHA, Food Bank, Ontario Works and LEAP,
RVH Children’s Development Services, Dual
Credit/Georgian College, Barrie Public Library
b) Our site is within walking distance of our main
school campus
c) Yes – school bus, city transportation, taxi
(individual basis through Ontario Works)
This is a very unique program that meets the
academic needs of our young parents. We also
help connect our students with the many
community supports that they need in order to raise
healthy children.
Barrie Central Collegiate
YOUNG PARENT PROGRAM
2011—2012 School
Year
September 2011
Welcome to the YPP
Community Partners
YMCA - The YPP is in
partnership with the
YMCA of Simcoe
County. The YMCA
provides on-site child
care for your children
from birth to three
years.
LEAP - The YPP
works closely with Ontario Works and the
LEAP coordinator of
Simcoe County:
Suzanne 704-727-7928
BCHC - The Barrie
Community Health
Centre is located at 56
Bayfield St. They offer
a variety of programs
for parents—
Mothercare and Next
Steps are two programs
offered year round.
They also have an onsite nurse and dietician.
Barrie Central’s Young Parent
Program is an alternative
form of education where you
can work towards your
OSSD in a safe and comfortable environment, while your
children are being cared for
in a fully accredited Ministry
licensed child care centre.
3.
The YPP runs two programs,
a morning program which
runs from 8:00 - 11:45 and an
afternoon program which
runs from 12:15 - 4:00.
Placement in one of the YPP
programs is dependant on the
following:
Your children will become what
you are, so be what you want them
to be
1.
You are under the age of
21.
2.
Your child is under the
age of 3.
4.
There is availability both
in the classroom and the
daycare - we often have a
waitlist.
CONTACT INFO
80 Bradford St
Suite 148
You have an attitude of
WANTING to earn your
high school diploma.
- Anonymous
TEACHERS
Ms Romanek
Ms Trichilo
705-727-9916
DAYCARE STAFF
Jennifer Reynolds
705-792-1633
WHY YPP?
At the YPP you work at your
own level and your own pace.
We offer all compulsory
courses and many of the elective courses you need in order to obtain your Ontario
Secondary School Diploma.
We offer courses at the workplace, open, and college
levels. The YPP also helps
with:
Grade 10 Literacy Test
PLAR Credits
Counseling - academic, career, personal
Course Scheduling - Coop
placements, volunteer hours.
Liaison - with community
agencies and vice principals.
Alternative Education Program Review Survey– October 2011
Question
What is the location of the Alternative
Education Program site?
Describe the profile of the program. If you
have a brochure, please attach a copy.
Entry Information:
a) What are the entry points for students
accessing the program?
b) What is the entry process for students
accessing the program?
Staff and Resources:
a) How many teachers are connected to
the program?
b) Do you have support personnel? (e.g.,
CYW) If so, please specify number
and type.
c) What other resources are available for
the program? Please specify.
Student Information:
a) What are the ages of students in the
program?
b) Is there a cap on the number of
students admitted to the program?
c) What are the referral criteria for
students in the program?
List all the courses available at your site.
Response
BRADFORD ALTERNATIVE
157 Holland St E, Unit 6A- Bradford, Ontario.
Located in a strip mall two kilometres from the
main school.
Program is open to students from the Bradford
area. We provide a range of supports for
students ranging from academics, to referrals
to young parent programs and mental health
professionals, to direct CYW support.
a) BDHS
b) Students need to meet with an
administrator at Bradford District High School
a) One
b) EA-full year, CYW student during spring.
We also have access to Special Education
and administrative support as required.
c) Bradford Learning Centre affiliation, Mother
Care/Next Step Program, Health Unit, Mental
Health contacts
a) Generally 15-17, with the occasional 18
year old.
b) Yes
c) Students who have been unsuccessful in a
traditional school environment. This may be as
a result of attendance concerns, mental health
concerns, or simply the need for an alternative
academic environment. The program is NOT
intended to be a behavioural program
ENG1L, ENG1P,ENG2P, ENG2D, ENG3C,
ENG3U, ENG3K, ENG3E, ENG4C, ENG4E,
EMS30, ELS30, ENG2H, MAT1L, MFM1P,
MPM1D, MAT2L, MFM2P, MPM2D, MEL3E,
MBF3C, MCF3M/MCR 3U, MEL4E, MAP4C,
MCT4C, SNC1L, SNC1P, SNC2P, SNC2D,
SBI3C, SBI3U, SBI-3K, SBI3U, SVN3E,
SNC3E, SCH4C, SBI4U, SPH4C, SES4U,
CHW3M, CHC2P, CHC2L, CHY4U, CGC1P,
CGG30, CHC2D, CHW3M, CHV20, CGW4U,
HSB4M, HIP3E, HLS30, HHS4M, PPZ30,
HRF30, HRF30,HPD4E, HIF20, HSP3M,
GWL30, GLS10,GLD20, GPP30, GLS3O,
GLN40,HPD4E, HLS30,BBI20, BDI3C,
BTA30, TFT3C, AVI10, TPO4C, GLC20,
CLS10, HNC30, HPC30
Location and Transportation:
a) Are there are community services
within close proximity to your site? If
so, please list.
b) How close is your site to the school?
c) Is transportation to the site available to
students in the program?
Additional comments.
a) Medical clinic and CAS are in located in our
mall. Community Action Program for Children
comes regularly to support us. Health Unit
support available each semester.
b) Approximately two kilometres
c) Bus service provided to and from the main
school.
ALT Student Profile attached below
ALT Student Profile
Many ALT-Ed students have several of the following concerns:
-attendance and punctuality concerns
-lack of personal responsibility and accountability
-often have a lack of family structure and support-may not have a place that they can feel
comfortable calling home
-locally developed/workplace or applied/college in terms of level of study
-lack of understanding of the value and importance of an education
-mixed cognitive ranges
-often have mental health issues-will frequently be connected with alcohol, tobacco and drug
use as means of coping
-demographic minorities such as lesbian and transgendered students are prominently featured
-poor dietary choices at home-need of nutritional education at school as well as staff who can
prepare healthy choices for lunch
-often prefer a quiet, smaller and independent work environment
-increased likelihood of becoming teen parents
Alternative Education Program Review Survey– October 2011
Question
What is the location of the Alternative
Education Program site?
Describe the profile of the program. If you
have a brochure, please attach a copy.
Entry Information:
a) What are the entry points for
students accessing the program?
b) What is the entry process for
students accessing the program?
Staff and Resources:
a) How many teachers are connected
to the program?
b) Do you have support personnel?
(e.g., CYW) If so, please specify
number and type.
c) What other resources are available
for the program? Please specify.
Student Information:
a) What are the ages of students in the
program?
b) Is there a cap on the number of
students admitted to the program?
c) What are the referral criteria for
students in the program?
List all the courses available at your site.
Response
COLLINGWOOD ALTERNATIVE
(bus ride from the high school)
20 Balsam St
Collingwood, ON L9Y 4H7
(705) 443-5409
Brochure attached
a) 3 times per semester, Sept, end of Oct,
Dec
b) Meet with students, intake form,
encourage parents to attend meeting
c) Referred by self, educational outreach
teacher, high school
a) two teachers
b) CYW from CCI – 1 sporadically
 CMHC worker last year
 South Georgian Bay Community Health
Centre – youth outreach worker, last year
a) generally over age 16
b) 32 for the school – small classrooms
c) Like students to have all grade 9
compulsory subjects first
CLU3E, ENG2P, MEL3E, OLC4O, EMS3O,
CIVICS & CAREERS, ENG3C, CGG3O, PAF3O,
Varies depending on teachers at the school
Location and Transportation:
a) Are there are community services
a) none really
within close proximity to your site? If
so, please list.
b) How close is your site to the school?
b) bus ride away or 45 minute walk
c) yes there is a bus
c) Is transportation to the site available
to students in the program?
Additional comments.
The distance from the school keeps kids at the
site for the day. Closer to community supports
might be helpful. They are offering some coop in
the afternoon by partnering with the CCI coop
teachers – this is working well. Currently have a
student placed at Home Depot.
 Needs high school credits?
 Finds it difficult to manage in a
large high school setting?
 Requires a flexible schedule?
 Can take responsibility for your
actions?
 Needs a fresh start?
 Has difficulty with attendance?
“The Alt School is like a second home
Breakfast Program:
8:20-8:50am
Period 1:
9:00-10:15am
Period 2:
10:25-11:30am
Period 3:
to me, a place where I actually want to
come and learn.” ~Shana B.
11:40am-12:45pm
Student Success:
12:45-3:10pm
School bus shuttle
provided from CCI
to our school’s
front door!
Student may choose to work on
additional independent courses or
credit recovery in the afternoon
20 Balsam Street, Unit #6
Collingwood, ON
L9Y 4H7
Phone: (705)443-5409
Fax (705)443-5410
The Collingwood Alternative Program is
an off campus department of Collingwood
Collegiate Institute offering grades 10

Are Ministry certified as found in all Ontario high
schools

Provide a supportive and caring environment

Connect with community agencies to help provide
comprehensive support for their students


Graduate with their OSSD
Provide students with programs suited to their
individual needs

Return to their main high
school to complete credits

Maintain close contact with home if needed


Transfer to the Adult Learning
Program through continuing
education to complete credits
Expect student to follow the CCI code of conduct

Move on to an apprenticeship,
work, college, or university
through 12 courses of study.
The Alternative Program aims to help
students reach their full potential by
providing new opportunities for achieving
academic success, for developing a sense
of community and for fostering a balance
(no drugs, bullying, etc…)
of physical, social, and emotional health.
“The teachers at the Alt School are excellent. They’re caring, supportive, and will
Students come to us for many reasons. We are a
do anything to help you graduate. They
program devoted to students who prefer an
make it easier to understand the subjects
alternative learning environment. Our “off campus” location is accessible to all Collingwood
you struggle with.” ~ Christina S.
“The Alt School is one of the best
programs that I have ever entered.
It’s a lot easier working on one
and area high school students. This program may
course at a time. It helps you focus
meet the needs of the following type of student:




Has completed Grade 9 compulsory
courses
Has a desire to continue education
Is not experiencing academic success or
disengaged
Is experiencing chronic attendance problems

Is at least 16 years of age

Is dealing with issues beyond school which
impact learning

May be living on their own and/or working
part-time.
and is less stressful. Also more one

Wide range of course selection
on one time with your teachers and

Smaller class sizes
the flexibility makes it easier to be

Flexible timetable

Credit recovery and independent learning course
opportunities

Courses are delivered in 6 week terms

Students can earn 3 credits per semester with the
potential for earning more credits independently
and respects one another for who we are.”
~ Jessica M.

New student intakes occur 6 times a year

Each potential student must apply and be
interviewed on registration days

Please call to set up an appointment time

Limited spaces available
Program “delivery” is one of the main things
that makes our program “alternative”. Students here focus on one credit at a time and
“It’s not hard to fit in here. Everyone accepts
successful.” ~ Jamie H.
avoid the frustration and stress that may come
with juggling four courses at once.
Alternative Education Program Review Survey– October 2011
Question
What is the location of the Alternative
Education Program site?
Describe the profile of the program. If you
have a brochure, please attach a copy.
Entry Information:
a) What are the entry points for students
accessing the program?
b) What is the entry process for students
accessing the program?
Staff and Resources:
a) How many teachers are connected to
the program?
b) Do you have support personnel? (e.g.,
CYW) If so, please specify number
and type.
c) What other resources are available for
the program? Please specify.
Student Information:
a) What are the ages of students in the
program?
b) Is there a cap on the number of
students admitted to the program?
c) What are the referral criteria for
students in the program?
List all the courses available at your site.
Location and Transportation:
a) Are there are community services
within close proximity to your site? If
so, please list.
b) How close is your site to the school?
c) Is transportation to the site available to
students in the program?
Additional comments.
Response
ESSA ALTERNATIVE
3-211 Mill Street, Angus, ON (Hock Shop
Plaza)
See attached brochure
a) 9 week intakes, with drop-in info
sessions every Friday afternoon
b) Must be referred by NPSS VP (Irfan
Toor), then I will interview potential
candidates
a) 1 teacher
b) 1 full time Educational Assistant
c) COOP (partnered with NPSS), CAP-C,
CMHA, PASS teacher meets students
every Tuesday after classes; SAL/
Outreach Teacher has been offered
time and space to meet students.
a) 16 – 19 years (we’re working on
transitioning our 1992/1993 birthdays).
b) Cap is 21
c) Must be capable of earning credits,
while working independently with
minimal accommodations (see attached
brochure)
See attached course list
a) Focus (employment centre), CAP-C
Mothercare/ Next Steps
b) 1 km, or less than 15 minute walk
c) Students eligible for bussing to NPSS
take the bus to the school and students
can make their own way from the
school
DAILY SCHEDULE
BREAKFAST PROGRAM:
8:30 am – 9 am
PERIOD 1:
9 am – 10:15 am
EAP:
Essa Alternative
Program
BREAK:
10:15 am – 10:30 am
PERIOD 2:
10:30 am – 11:45 am
ARE YOU SOMEONE
WHO…
•
Needs high school credits?
•
Finds it difficult to manage
in a large high school
setting?
•
Can work independently
and at grade level?
•
•
Can take responsibility for
your actions?
Needs a fresh start?
Why not consider EAP?
BREAK:
11:45 am – 12 pm
An alternative learning
program of
Nottawasaga Pines
Secondary School
PERIOD 3:
12 pm – 1:15 pm
LUNCH/ SUBJECT SUPPORT:
1:15 pm – 2:30 pm
TRANSPORTATION:
Students eligible for bussing to
Nottawasaga Pines may take the
bus to the school. We are in the
process of arranging shuttles from
the school to EAP.
REFERENCE: Brochure layout and program
information adapted from the Orillia Alternative
Program.
3 – 211 Mill Street
Angus, ON
LOM 1B2
Phone: (705) 424 – 6679
email: jwaterman@scdsb.on.ca
WHO ARE
WE?
EAP (formerly known as Angus
Alternative Program in the
community), is an offsite high school
facility for students who prefer an
alternative learning environment.
EAP offers grades 9 to 12 courses of
study, primarily focusing on
workplace, apprenticeship/trades
and college pathways.
OUR STUDENTS
Students come to us for many
reasons. EAP takes a holistic
approach to education, by focusing
on personal experience, strengths
and barriers, as well as academic
potential. EAP may meet the needs
of the following type of student:
•
Desire to continue education and
can manage credits independently
and at grade level.
•
At risk of dropping out of school
•
Chronic attendance problems
•
Are between 15 and 18 years of age
•
Dealing with issues beyond school
which impact learning
•
Young parents juggling parenting
with school expectations
•
May be living on own and working
part-time
OUR STAFF
•
Consists of an Ontario Certified
Teacher and Educational
Assistant, as found in all Ontario
secondary schools
PATHWAYS
Students may:
•
Graduate with their OSSD
•
Return to regular high school to
complete credits
•
Provide a supportive and caring
environment
•
•
Liaise with community partners to
provide ultimate support for EAP
students
Move to Adult Learning Programs
through continuing Education to
complete credits
•
Move on to an apprenticeship/
trade, workplace or college.
•
•
Provide students with
individualized programs when
necessary
Maintain close contact with home
when needed.
PROGRAM FEATURES
•
Wide range of course selection
•
Opportunity to work both
independently and in small group
settings
•
Recovery and independent style
courses available
•
Co-op placements available through
partnering with NPSS
•
Minimum 4 credits per semester
offered, with the potential for earning
more credits
REGISTRATION
EAP has intake opportunities at the start
of each term. However, if space is
available interim, appropriate candidates
may register for credit recovery and
continue with courses the following term.
Information sessions occur on Fridays,
between 1:30 and 2:30. In order to
register, each prospective student must:
•
Meet with Irfan Toor, VP of NPSS.
Upon his approval, complete an
application form and obtain a status
sheet from NPSS Guidance
•
Attend a Friday info session for
interview, with completed application
form and status sheet.
•
If there is space available, be prepared
to start attending the next school day
(e.g. Monday)
•
If EAP is full, prospective students will
be placed on a waiting list.
Alternative Education Program Review Survey– October 2011
What is the location of the Alternative
Education Program site?
Describe the profile of the program. If you
have a brochure, please attach a copy.
Entry Information:
a) What are the entry points for students
accessing the program?
b) What is the entry process for students
accessing the program?
Staff and Resources:
a) How many teachers are connected to
the program?
b) Do you have support personnel? (e.g.,
CYW) If so, please specify number
and type.
c) What other resources are available for
the program? Please specify.
Student Information:
a) What are the ages of students in the
program?
b) Is there a cap on the number of
students admitted to the program?
c) What are the referral criteria for
students in the program?
List all the courses available at your site.
Location and Transportation:
a) Are there are community services
within close proximity to your site? If
so, please list.
b) How close is your site to the school?
c) Is transportation to the site available to
students in the program?
Additional comments.
MIDLAND ALTERNATIVE
The site is 1 block from downtown on the third
floor of an office building. It consists of a small
workroom, a classroom, a computer lab and a
kitchen. There is an office for teachers and
one bathroom situated off of the main
classroom. Most students use the washrooms
in the public library which is next door.
Attached
There is continuous entry into the program.
The program offers courses semester and term
in length. There is also the option for part-time
and full-time enrolment.
a) There are two teachers (2,0) assigned to the
program.
b) There are no support personnel.
c) A partnership with CMHA provides a
counsellor who works with the students on a
part-time basis, most frequently providing
an arts based counselling program. A
Healthy Living grant funds subsidized
memberships at the YMCA and Eat Well to
Excel provides funding for a healthy eating
program of breakfast, two snacks and lunch
for the majority of the students.
a) Students range from 14 – 18 years of age.
The majority of the students are 16 and 17
years old.
b) The maximum number of students is 42.
c) Students are referred through guidance,
student success, and administrative staff
members as well as requests directly from
students and their parents/guardians.
Semester 1 courses offered are attached. The
choice of courses is determined based on the
needs of the current students.
a) Located in downtown Midland. Community
services within a 10 minute walk are YMCA,
public library, CMHA, Employment agency.
b) The site is approximately a 20 minute walk
or 5 minute drive from the school.
c) There is SCDSB bus as well as city bus
access to the site.
ALPS (Alternative Learning Program)
522 Elizabeth Street.
Midland, ON
ALPS offers an alternative for students to attend small classes at an off-campus location as part
of Midland SS. ALPS is community based and receives students from all of the surrounding
secondary schools. The population of ALPS does not exceed 42 students, which results in
plenty of one-to-one contact with the 2 available teachers. Full time students attend MondayThursday (8:45am-1:00pm). A part time program exists on Fridays from 8:45-11:30pm for
students with exceptional social needs. A variety of courses is currently being offered and will
be selected to meet the needs of each student on an individual basis.
ALPS was designed for students with attendance problems and caters to a variety of ‘at-risk’
students in the Midland area who have not been successful in a traditional secondary school.
To qualify to attend ALPS, a student must have attempted the grade nine program and be
between 15 and 20 years of age. Most of our students are on student directed and self paced
academic programs, which allows ALPS to take students all year long (continuous intake) as
long as there is space in the program. Math and science programs are teacher led and do not
allow for continuous intake; however, they are usually offered 4 times during the school year.
For more information please speak with the Guidance Dept. or contact ALPS directly at 705534-4168. ALPS is located downtown Midland, behind the library at 522 Elizabeth St. on the
third floor.
Free parking can be found at the rear of the building.
Notables:
o
o
o
ALPS received the CMHA Community “Into the Light” Award for their dedication to
their student body.
ALPS attempts to encourage a welcoming and inclusive atmosphere that works
towards forging a sense of community both within the program and in the area.
ALPS’ students proudly bake every week to supply desserts and treats for
Midland’s OUT OF THE COLD program for the homeless.
ALPS students have been recognized by the CMHA Community for their artistic
abilities and contributions.
Alternative Education Program Review Survey– October 2011
Question
What is the location of the Alternative
Education Program site?
Describe the profile of the program.
If you have a brochure, please attach
a copy.
Entry Information:
a) What are the entry points for
students accessing the
program?
b) What is the entry process for
students accessing the
program?
Staff and Resources:
a) How many teachers are
connected to the program?
b) Do you have support
personnel? (e.g., CYW) If so,
please specify number and
type.
c) What other resources are
available for the program?
Please specify.
Student Information:
a) What are the ages of students
in the program?
b) Is there a cap on the number
of students admitted to the
program?
c) What are the referral criteria
for students in the program?
List all the courses available at your
site.
Response
NANTYR ALTERNATIVE
1070 Innisfil Beach Rd, Unit 19
Innisfil, ON
L9S 4T9
A complete overview of our program can be found by
reviewing:
o The attached brochure; and
o The following link to the school website
http://nss.scdsb.on.ca/AboutUs/AltSchool/
a) Enrolment into the program is done on a continuous
basis throughout the semester. From the initial
referral to the first day of class is typically a one week
turn-around.
Please see Appendix A for a flow chart outlining the
entry process.
a) Two teachers
b) Please see Appendix B for a complete list of
community resources.
c) Please see Appendix B for a complete list of program
resources.
a) Student ages range from 15 – 19
b) Student cap is 42
c) Students in grades 10 to 12 who are not experiencing
success in a regular high school setting may be
referred to this program. Students are referred to the
program for many reasons. Some face emotional or
physical challenges, while others struggle with
relationships that make it difficult for them to focus on
their schooling. Many just need a fresh start.
Please see Appendix C for a complete list of courses
offered.
Location and Transportation:
a) Are there are community
a) Community Services in close proximity include
services within close proximity
a. Public Library
to your site? If so, please list.
b. Northern Lights Employment Ontario
b) How close is your site to the
school?
c) Is transportation to the site
available to students in the
program?
Additional comments.
b) The Alternative Learning Program is located 1.3 kms
from Nantyr Shores S.S
c) One-way transportation is available from the main
school to the site at 8:00 am. There is no return bus
to the main school.
Courses Delivery:
Courses are delivered in two basic formats, as follows:
1. Small group: With a group of 8-15 students, credits are delivered in a traditional
format consisting of a daily 75 minute class.
2. Independent Study: Students that don’t require the small group credits offered will
work independently through a packaged course.
3. Individual Programming: Regardless of whether a student has an IEP or not, teachers
are able to identify student strengths and learning styles to individualize course content
as required. This process applies to both small group and independent study credits.
Building Healthy Relationships:
Unlike a traditional high school, students in the program have the unique opportunity to remain
together as a small group for the entire academic day. This type of environment can be either
productive or counter-productive depending on the relationships that students build between
themselves and the teachers. A key component of this program is to build healthy relationships
by incorporating activities into the daily curriculum. Students need to demonstrate how respect,
cooperation, inclusiveness, and integrity all work together to build healthy relationships. Healthy
classroom relationships ultimately create a safe and productive learning environment for the
students.
Preparing Students for Transitions:
The Alternative Learning Program is designed to be a stepping stone to other opportunities.
The program must prepare students for their next steps of life long learning. This could apply to
the following scenarios:
1. A student (15 - 16 yrs of age) enters the program with very few credits. In this case a
student could use the program to build their credit count and potentially rebuild their
confidence to transition back into a regular high school setting.
2. A mature student (17 – 18 yrs of age) enters the program with half the required
credits to graduate. Similarly this student could use the program to build their credit
count and confidence to transition out of high school and complete the remaining portion
of their diploma at the Adult Learning Centre.
3. A student enters the program with only 6 credits left to graduate. The program allows
such a student to select a variety of optional courses to complete their diploma and
prepare them for transition into the work force or post secondary education.
Appendix B
Community and Program Resources
Community Resources
Organization
Contact
Program Resources
Program
Contact
Northern Lights Employment Ontario
Simcoe Muskoka District Health Unit
Community Action Program for Children
Canadian Mental Health Association
FOCUS
Women & Children’s Shelter of Barrie
Stacey O’Halloran
Kim Derdall
Cyndie Pasquarella
Jenny Wylie
Stephanie Evans
Margaret
Eat Well to Excel
Innisfil YMCA – Physical Education
Recovering from Addiction
Building Long Boards
CPR/Defibrillator Training
Janice Mathews
Ryan Purdy
Noelle Watson
Luke Ledlie
Amy Kalbfleisch & Dave Hooper guest teachers
Brae Montgomery & Katie
Krogman – guest teachers
Britany Bisson
Tricia Lahey
Tony Perrin
Margaret
Scrap Booking
Esthetician
Cosmotology
Disc Jockey – “Push Play Entertainment”
Violence against women
Appendix C
Courses Available at the Alternative Learning Program
The Arts
 AVI 1O
Physical
Education




PPL 2O
PPL 3O
PPL 4O
PPZ 3O
Business
 BBI 2O
 BDI 3C
Canadian &
World
Studies
 CGC 1P
 CHC 2L
 CHC 2P
 CHV 2O
 CGG 3O
Mathematics






MFM 2L
MFM 2P
MEL 3E
MBF 3C
MEL 4E
MAP 4C
Science




SNC 1L
SNC 1P
SNC 2L
SNC 2P
English
Guidance &
Career
Education
 GLC 2O
 GLD 2O
 GLE 2O
 GPP 3O
 GLE 3O
 ENG 2L
 ENG 2P
 ENG 3E
 ENG 3C
 ENG 4E
 ENG 4C
Social Science Technological
& The
Education
Humanities
 HIF 2O
 TFT 3C
 HFN 2O
 TPJ 4C
 HPC 3O
 TFS 4C
 HIP 3E
 HLS 3O
 HPW 3C
 HPD 4E
Alternative Education Program Review Survey– October 2011
Question
What is the location of the Alternative
Education Program site?
Describe the profile of the program. If you
have a brochure, please attach a copy.
Entry Information:
a) What are the entry points for students
accessing the program?
b) What is the entry process for students
accessing the program?
Staff and Resources:
a) How many teachers are connected to
the program?
b) Do you have support personnel? (e.g.,
CYW) If so, please specify number
and type.
c) What other resources are available for
the program? Please specify.
Student Information:
a) What are the ages of students in the
program?
b) Is there a cap on the number of
students admitted to the program?
c) What are the referral criteria for
students in the program?
List all the courses available at your site.
Location and Transportation:
a) Are there are community services
within close proximity to your site? If
so, please list.
b) How close is your site to the school?
c) Is transportation to the site available to
students in the program?
Additional comments.
Response
ORILLIA ALTERNATIVE
70 Front St, Unit 8
Orillia, ON L3V 4R8
705-325-4911
Brochure in development
a) Three times per semester. Sept, Oct,
Dec (Sem 1) Feb Mar, May (Sem 2)
b) Attend meeting with teachers, review of
status sheet, short intake form
a) two teachers
b) none – would like partial EA to support
students
c) occasional community support is invited
to program as guest speakers, e.g. last
year CMHC worker – but not available
this year
a) generally over the age of 16, generally
until the age of 18 some exceptions are
made
b) 21 students per teacher – specified in
contract
c) Like students to have grade 9 credits,
referred by self, VPs of Orillia high
schools, educational outreach teacher,
attendance counsellor
Varies depending on teacher at school
Currently for this year: GWL3O, SNC1P/2P,
EMS3O, MEL4E, TFJ3C, SVN3E, CGG3O,
CLU3E, HLS3O, OLC4O, BDP3O,
Environmental Geography
a) none really
b) bus ride away, 25 minute walk
c) yes
 At new site – 2nd year – some space is shared
with Educational Outreach teacher
Alternative Education Program Review Survey– October 2011
Question
What is the location of the Alternative
Education Program site?
Describe the profile of the program. If you
have a brochure, please attach a copy.
Entry Information:
a) What are the entry points for students
accessing the program?
b) What is the entry process for students
accessing the program?
Staff and Resources:
a) How many teachers are connected to
the program?
b) Do you have support personnel? (e.g.,
CYW) If so, please specify number
and type.
c) What other resources are available for
the program? Please specify.
7TH FIRE
Response
The site is a classroom situated at the end of
the Georgian Bay Native Friendship Centre
(GBNFC) building, about 6 blocks from
downtown Midland. It is on the first floor and is
accessible. Students share an exterior area
with picnic table and washrooms with GBNFC
staff and visitors. The GBNFC provides
services to the First Nations community and
has a gymnasium, kitchen, office and meeting
areas on the third floor of an office building.
The classroom is large with room for
computers, simple food preparation and group
work area. There is an office for teachers that
also houses a small freezer to store food for
the students.
The program offered to the students is
increasingly infused with FNMI culture and
history including the incorporation of FNMI
literature and resources. The teachers work
closely with the community to access
resources.
a) There is continuous entry into the program.
b) Students are referred to the Vice Principal
responsible for registration into 7th Fire and
are registered through the main office.
a) There are 8 sections allotted to the program.
Two teachers are assigned to the program.
Each teacher has 4 periods.
b) The FNMI Student Advisor works with the
students 3.0 days per week providing
social/emotional as well as academic
support. She also provides FNMI
extensions to the existing program.
c) A partnership with GBFNC provides
additional support to the students on a daily
basis as required including addictions
counselling, outreach, justice support,
housing, employment etc. Last year
GBFNC also funded First Aid/CPR training,
Driver Education, and provided
opportunities to accumulate community
involvement hours and summer
employment opportunities.
Additional funding for the program is received
through FNMI education. Last year this
funding was $5000.00.
Student Information:
a) What are the ages of students in the
program?
b) Is there a cap on the number of
students admitted to the program?
c) What are the referral criteria for
students in the program?
List all the courses available at your site.
Location and Transportation:
a) Are there are community services
within close proximity to your site? If
so, please list.
b) How close is your site to the school?
c) Is transportation to the site available to
students in the program?
Additional comments.
a) Students range from 14 – 18 years of age.
The majority of the students are 16 and 17
years old.
b) The maximum number of students is 21.
c) FNMI students are referred through
guidance, student success, student
advisors, teachers and administrative staff
members as well as requests directly from
students and their parents/guardians.
Semester 1 courses offered are attached. The
choice of courses is determined based on the
needs of the current students.
a) Located in downtown Midland. Community
services within a 15 minute walk are YMCA,
public library, CMHA, Employment agency.
b) The site is approximately an 45 minute walk
or 10 minute drive from the school.
c) There is SCDSB bus as well as city bus
access to the site.
REPORT NO. PRO-I-1
APPENDIX E
JUNE 13, 2012
APPENDIX E
Additional Quotes from Students Attending One
of the SCDSB’s Alternative Learning programs
“An alternative student is an individual who doesn’t work well at a “regular” school. That can
be for many reasons. Whether it be because they were bullied or because they just don’t
have good experiences in a regular high school environment.” [sic]
“At first when I came to the Alt school, I thought of it as just another place where you can get
an education. Once I started actually talking with people and socializing I realized that this is
a really good place for me to get an education. At the Alt school [the teachers] treat the
students how they would treat themselves. This is the biggest reason for my lack of success
in a regular high school. Arising from a severely difficult upbringing along with other constant
personal conflicting issues, made it extremely hard for me as a child in grade 9 to remain
focused on school. Thus forth, I got mixed up with the kind of people one should always try
to veer away from early on. I began skipping class everyday and putting my effort into things
that did nothing but devoid my life of any substantial purpose. Although, I myself am the only
one that can be held accountable for my actions, I realize now at 19, I was a tornado driving
my life deep into the ground. Fall of grade 11, I entered (unnamed) Alternative Program as a
last hope … As time elapsed, through the alt program I realized I had to make a change if I
wanted a future. Hence forth, I put my time and effort into school and now at 19, I'm finishing
my last semester, and waiting to hear back from the universities I have applied too. Thanks
to the alt program, I now possess the ability to obtain my goal in earning PhD in psychology
in university, and also a brighter future than I thought I had when I first started out my
venture in high school.” [sic]
“Alternative students are just like any other students. We’re still learning, we’re still getting
our education, just in a different way than “normal”. Not every person learns in the same
way, so not every teenager is going to be comfortable in a “normal” high school.” [sic]
“An alt school helps give us flexible hours so that we may work or run errands without it
being too late. Some of us may have to take care of a child or siblings. Some have jobs
and can’t afford to be late to them.“ [sic]
“Being an alt school student is just like being a normal student except we just need a little
push. We take our education very seriously and realize the importance of it.” [sic]
“…everyone gets along and it’s a good learning environment because there is much less
distractions here than in a regular high school. This school gives us alt students a second
chance to make up for our mistakes in the past. Some of us students are here because of
not attending our classes regularly, and for some of us it was our choice not to go to class,
but for others that’s not always the case. Some of us students have had a rough time,
whether it’s an issue at home or at school, and everyone has their own problems and they
all have their own way of dealing with it. There are plenty of students who have been a
victim of bullying, and that has caused them to just completely forget about school because
of it. And that’s really sad because everyone deserves to be treated equally and everyone
deserves their education. Some kids are here because they possibly have a learning
disability and it’s much easier for them to learn having two teachers at all times rather than
having multiple teachers with different learning strategies.” [sic]
REPORT NO. PRO-I-1
APPENDIX E - 2
JUNE 13, 2012
“When I attended a normal high school, many things would cause me to become
overwhelmed and paranoid… A lot of times, it had nothing to do with my classes,
assignments, or teachers. The environment can affect your ability to learn as it can affect
you mentally and physically.”
“We are taught many things at school aside from the credits we earn. We are taught many
things at school aside from punctuality, structure, and routine. We are taught may skills that
we will continue to use every day for the rest of our lives. One of these things include
preventing and dealing with stress. I find that it can be one of the hardest things to deal with
mentally because you’re going through all of these things while learning how to prevent and
deal with it at the same time. This is why attending a normal high school became the
hardest mountain for me to climb.” [sic]
“During my high school career I developed an anxiety disorder. This eventually prevented
me from attending classes and forcing me to withdraw from the school. At the alternative
program they understood my issue and provided a welcoming environment for me to attend.
Without the alternative program I would not be attending college right now. I owe my
secondary and post-secondary education to the program.” [sic]
“In my opinion, we all have a comfort zone that needs to be met in order to truly succeed.
When I attended a normal high school, many things would cause me to become
overwhelmed and paranoid. A lot of times, it had nothing to do with my classes,
assignments, or teachers. The environment can affect your ability to learn as it can affect
you mentally and physically.” [sic]
“An Alt. Ed. Student is any student that has trouble in a “real high school”. We are the kids
that were bullied, harassed, put down and had trouble dealing with days at school.” [sic]
“There isn’t the same drama at an Alt School as a regular school.” [sic]
“An Alternative School Student that is like any other. We’re like snowflakes; all similar but
each unique.” [sic]
Additional Quotes from Students Attending the 7th Fire Program
“I really think it is important to have an Aboriginal Education school. I really like how we talk
about current issues with Aboriginal people and traditional teachings in our school work. I
like how our desks are arranged in a circle and there is a medicine wheel carpet in the
centre. I think it is good that we can go for breaks when we need to. As well, last night I only
had 3 hours sleep and here I can come at 9:00 and have some coffee and just relax for the
first bit of class…I really like it here and I think I am going to do will here.”
“… Being able to work at my own pace makes things less overwhelming…If I hadn’t switched
to this school I probably would have not received any credits this semester causing me to be
another year behind from graduating.”
“I think that 7th Fire has allowed me to do well in school because I can work at my own pace
and being in one classroom all day helps me focus on my work. I don’t get distracted as
much. I also like the fact that there is a teacher and a support worker in the class with us… I
went from skipping every day to going to school every day and earning my credits. Because
of the help from 7th fire I am able to achieve my high school diploma on time.”
REPORT NO. PRO-I-1
APPENDIX E - 3
JUNE 13, 2012
“I think 7th Fire is better [than a mainstream school] because we have counseling support
here at the friendship centre to help student’s personal lives outside of school so they can
focus more on school….I’m First Nation from Christian Island and it’s awesome to have 7th
Fire here for me, because it has a lot to do with my Aboriginal background. It makes me feel
good to learn in an Aboriginal environment.”
“I think 7th Fire is a really good program…I like that it is more individualized…. here everyone
is talked to by the teachers everyday, everyone is included in everything. And there is no
one falling through the cracks. This program is really good for students who were skipping a
lot…”
“7th Fire is better for students because there’s one classroom to focus on all work. You can
do counselling threw (sic) the native friendship centre there is a support worker and food and
coffee…Circle seating is easier communication with others and it won’t be uncomfortable for
new student.” (sic)
“Seventh Fire has helped me by giving me a school where I can work at my own pace and
have lots if support from teachers and staff at the Georgian Bay Native Friendship Center.
With access to laptops it’s a lot easier to get work done in class and not having to jump
around from class to class with four different teachers we have two teachers that rely get to
know you so they can help you on multiple levels. But for me personally it was the crowded
halls, being far away from the school and having to walk it every day so I would skip school
regularly. Now that I’m at Seventh Fire because it’s closer to my house and I feel more
comfortable in this environment I have had better attendance and I have been getting all my
credits. I have even been able to succeed thanks to the small amount of students, the
smaller amount of distractions, the use of music to drown out the student chatter and most of
all the support from teachers.” [sic]
REPORT NO. PRO-I-1
APPENDIX F
JUNE 13, 2012
Financial Arrangements and Leasing for Current Programs
REPORT NO. PRO-I-1
APPENDIX F - 2
JUNE 13, 2012
REPORT NO. PRO-I-1
APPENDIX F - 3
JUNE 13, 2012
LEASE COMPOSITE: EXPENDITURES RELATED TO ALTERNATIVE ACCOMMODATION
PROGRAM
TENANT
LANDLORD
LANDLORD
ADDRESS
Cedar Point,
Barrie
LANDLORD
CONTACT
James Gray
80 Bradford
St., Suite 300,
Barrie
L4N 6S7
80 Bradford
St., Suite 300,
Barrie
L4N 6S7
372
Hollandview
Trail Aurora
L4G 0A5
20 Balsam St.
Suite 8
Collingwood
L9Y 4H7
rd
6061 3 Line
Alliston
Rob
Nicholson
726-7130
Unit 134
80 Bradford St.
Barrie
Rob
Nicholson
726-7130
Barbara
Chambers
(905) 7268596
Peter Lush
444-7653
Alliston
Alternative
SCDSB
Winchester
Investments
Barrie
Alternative
SCDSB
706432
Ontario Inc.
Barrie Young
Parents
SCDSB
706432
Ontario Inc.
Bradford
Alternative
SCDSB
Cheval
Property
Collingwood
Alternative
SCDSB
Lora Blue
Holdings
Essa
Alternative
SCDSB
Joe Van
Leeuwen
Midland
Alternative
SCDSB
Kidd
Management
M202-58
Yonge St. S
Elmvale
Nantyr
Alternative
SCDSB
2020607 Ont.
Ltd.
North Barrie
Alternative
SCDSB
Navona
Realty
32 Samba Dr.
Weston
M9M 2N1
2 Eva Rd.
Etobicoke
M9C 2A5
Orillia
Alternative
SCDSB
Laprima
Investment
1110 Finch
Suite 814
Toronto
M3J 2T2
MONTHLY
RENT (1)
$2,070.83
ANNUAL
RENT
$24,850.00
1,700
COST PER
FT2
$10.42 per ft2
$10.83 per ft2
$11.25 per ft2
$11.67 per ft2
$13.90 per ft2
$2,369.06
$28,428.72
Sept 08 – Aug 09
Sept 09 – Aug 10
Sept 10 – Aug 11
Units 148 & 805
80 Bradford St.
Barrie
2,800
$13.90 per ft2
$3,901.99
$46,823.88
Sept 08 – Aug 09
Sept 09 – Aug 10
Sept 10 – Aug 11
Unit 6A
157 Holland St.
Bradford
1,590
$12.00 per ft2
$12.75 per ft2
$1,590.00
$1,689.00
$19,080.00
$20,272.50
Dec 06 – Nov 09
Dec 09 – Nov 11
Unit 6 20 Balsam St.
Collingwood
2,519
$14.00 per ft2
$2,985.09
$35,406.00
Feb 08 – Jan 11
Joe Van
Leeuwen
435-5669
John Kidd
322-0885
Unit 3
211 Mill St.
Angus
Units 33 and 34
Elizabeth St.
Midland
1,500
$12.00 per ft2
$1,500.00
$18,000.00
Jan 07 – Feb 12
1,518
Gus Lazarakis
Units 18 and 19
1070 Innisfil Beach
Road
Unit 1
130 Bell Farm Road
Barrie
$14.49 per ft2
$15.22 per ft2
$15.90 per ft2
$16.62 per ft2
$20.50 per ft2
$2,211.22
$2,310.72
$2,414.71
$2,523.37
$3,530.58
$26,534.64
$27,728,70
$28,976.49
$30,280.43
$42,247.00
July 06 – June 07
July 07 – June 08
July 08 – June 09
July 09 – June 10
Jan 09 – Dec 14
$6.50 per ft2
$6.75 per ft2
$7.25 per ft2
$7.50 per ft2
$8.00 per ft2
$16.00 per ft2
$17.00 per ft2
$18.00 per ft2
$1,360.13
$1,412.44
$1,517.06
$1,569.38
$1,674.00
$3,333.33
$3,541.67
$3,750.00
$16,321.50
$16,949.25
$18,204.75
$18,832.50
$20,088.00
$40,000.00
$42,500.00
$45,000.00
Apr 07 – Mar 08
Apr 08 – Mar 09
Apr 09 – Mar 10
Apr 10 – Mar 11
Apr 11 – Mar 12
Jan 10 – Dec 11
Jan 12 – Dec 13
Jan 14 – Dec 14
Elizabeth
Nemeth
Ian Ross
435-5659
LOCATION
Units 7 and 8B
169 Dufferin St.,
Alliston
Unit 8
70 Front St. N
Orillia
AREA
(FT2)
1,988
2,036
2,511
2,500
TERM
July 06 – June 07
REPORT NO. PRO-I-1
APPENDIX G
JUNE 13, 2012
Future Program Considerations
Based on the committee’s review of the current programs and practices in Alternative Education, the
following actions are recommended:
FACILITIES
Topic
Findings
Action
Timeline
Rationale
Based on our research
regarding “school-withina-school” models in other
District School Boards,
there was limited
evidence that such
programs were more
effective than “off-site”
models. In fact, in all
incidents where these
programs were vibrant
and successful, the
school had received
significant modifications
to facility in order to
accommodate the
program.
The Midland S.S.
Alternative Program
location does not have
an adequate washroom
facility given the number
of students in the
program and the location
of the washroom. Also, it
was the opinion of the
committee members that
many Health and Safety
issues exist with the
current facility, thereby
putting in question a
lease extension for 20122013.
It is the committee’s
recommendation that programs
continue to be hosted off-site.
n/a
Current locations should be
reviewed to ensure equity of
access for students from all
SCDSB secondary schools.
Transportation requirements to
support equity of access will
need to be investigated.
2012-2013
Limited or no evidence that schoolbased alternative programs
successfully meet the needs of
students without significant
modification to the school facility.
Do not renew the Elizabeth
Street location lease for another
term.
Partnership
Development
- Fall 20122013
Health and Safety
Facilities
review –
2012-2013
Equipment, resources and
locations need to reviewed to
inform decisions about relocation
and allocation of resources in
2013-2014 to support program
delivery.
Facilities should ensure
that students have
access to similar types of
resources as would be
expected at a secondary
school. Facilities should
support the program
being delivered.
Negotiate a new “off-site”
location for the program.
Partnerships should be
developed with community
agencies (‘wrap around
services’) with the aim of
establishing a location that
would provide access to a wide
range of community supports
for the students in the program
including day-care facilities for
young parents (modeled after
the facility for young parents in
Barrie at 80 Bradford Street).
All “Alternative Learning
Program” Facilities should have:
up-to-date computers
and wi-fi that connects
to the Board servers
access to the SIS onsite
kitchen facilities
Proximity of locations to feeder
schools should be investigated.
All students in current alternative
programs indicated the importance
of the small setting in a separate
location from the main school.
REPORT NO. PRO-I-1
APPENDIX G – 2
JUNE 13, 2012
PROGRAM ADMINISTRATION
Topic
Findings
There is limited
consistency between
Alternative School
Programs with regards
to:
- Communications and
marketing
- Recruitment
- Admission/demission
- Course offerings
- Course delivery
- Available support
services
- Resources
Action
Timeline
Obtain a new MIDENT number
that would umbrella all
alternative schools.
MIDENT # Sept. 2013
Assign a vice-principal to
Student Success. This viceprincipal would be responsible
for working with all 11 locations
to align:
- Recruitment practices
- Admission/demission
practices
- Intake times (continuous, 6
weeks, 9 weeks, etc.)
- Budgeting – to ensure equity
of resources and funding to
support program delivery
- Timetabling (course coding
needs to be consistent)
- Programming
- Method for tracking students
and their achievement
- Resources
In addition this vice-principal
would be responsible to:
- Develop partnerships to
support all alternative
programming
- create a “mission statement”
for all programs
- develop exit planning tools,
in consultation with
alternative education
teachers, to support students
as they move to their next
destination whether that be
back to regular day school,
to the workplace, to adult
and continuing education, to
college, or to university
The vice-principal would also
evaluate programming
opportunities at the various
sites with the aim of ensuring
high levels of student
engagement.
Assign an operations assistant
for alternative schools.
Central
Administration
in 2013-2014
It is the committee’s
recommendation that all
alternative schools be overseen
centrally by the Principal of
Student Success.
Sept. 2013
Rationale
To ensure high quality alternative
education programming
(programming must be both
reliable, valid and must have
consistent reference points),
inconsistencies between
alternative education sites must
be addressed. The current
Alternative Learning Program
engages over 500 students every
year.
Central administration would also
ensure that program planning for
alternative schools align with
ministry and board policy and
initiatives (e.g., planning related to
students with special needs,
English language learners,
environmental education, equity
and inclusive education, the
Ontario First Nation, Métis, and
Inuit Education Policy Framework,
and career education – transition
planning, etc.). Work to align
practices should begin
immediately.
Central administration will also
provide for the ability to connect
all programs meant to support
student engagement (alternative
schools, supervised alternative
learning/outreach, dual credits,
school within a college, and
Pathways to Student Success, reengagement 12 & 12+) under one
umbrella allowing for more fluid
transitioning with and between
programs.
Provincial and other testing results
would be analyzed separately
from those of regular day schools.
REPORT NO. PRO-I-1
APPENDIX G – 3
JUNE 13, 2012
STAFFING
Topic
Findings
There is inconsistency in
staffing between
alternative school
locations. Some
locations have two
teachers; others have
one teacher and an
educational assistant
who are permanently
assigned. Some
locations provide access
to a guidance counsellor,
SERT and cooperative
education teacher(s)
from the home school;
others do not.
Based on observations at
alternative school site
visits, programs with two
teachers are able to
provide a much more
differentiated program
and, as such, student
engagement was
significantly higher than
engagement at programs
with only one teacher.
The teacher is the key to
the success of an
alternative school
program. It is critical that
these programs are
purposefully staffed.
Action
Timeline
Assign a guidance counsellor,
SERT and student success
teacher for the alternative
school.
2013-2014
Assign a social worker/CYW to
the alternative school program
to support working on the
removal of barriers to regular
school attendance (e.g., social
anxiety, mental health,
depression).
2013-2014
Decide what the essential
teaching qualifications are for
teachers in an alternative
school setting to be used in any
subsequent hiring. Develop a
list of skills and attributes that
would be used in any
subsequent hiring.
2012-2013
Begin conversations with
OSSTF prior to, and through,
the collective bargaining
process to ensure that
proposed changes to the
structure of alternative schools
are considered and
incorporated into the staffing
2012 –
ongoing
Review each program to
confirm the number of programs
that need to exist with the aim
of creating programs with two
teachers at each location. Close
programs that cannot sustain
enrolment to support the
allocation of two teachers.
process.
2012-2013
Rationale
Central administration would allow
for:
- consistent staffing practices
including hiring based on
teacher qualifications (i.e.,
alternative school teachers
should hold special education
qualifications; guidance
qualifications would be an
asset)
- professional learning networks
between teachers involved in
alternative programming
- program-specific professional
development opportunities
offered during professional
development days
Students in alternative schools are
definitely “at-risk” of not
graduating and as such require all
of the supports that research
indicates are essential to success
including:
- one caring adult (SST)
- education and career planning
(guidance)
- individualized timetabling
- strengths and needs based
profiles
Without the support of a social
worker/CYW, student barriers will
not be successfully addressed
which inhibits transition to a
student’s next planned
destination.
REPORT NO. PRO-I-1
APPENDIX G – 4
JUNE 13, 2012
BRANDING/ MARKETING
Topic
Findings
Action
Timeline
Rationale
There seems to be a
pervasive (with the
student body in general)
perception that
Alternative Schools are
for the “bad” students.
Develop common positive
messaging and communication
regarding participation in
alternative learning.
2012 - ongoing
Improved communication and
marketing will start to change the
current ‘perception’ or ‘stigma’
associated with alternative
programs. Students needing this
type of programming to meet their
needs will begin to ‘self-select’.
There is a stigma
attached to attending an
alternative school.
Develop a marketing and
communication plan – including
logo development, standard
brochures etc.
Improve information contained
on www.scdsb.on.ca and school
websites with regards to
alternative programming options.
Develop an on-line application
process that outlines the benefits
to students participating in
alternative programming options.
Ensure that all locations have
appropriate and consistent
signage to identify the program
and to present a professional
image in the community.
It is critical that alternative
programs do not become a
repository for students who are
difficult to serve. If this is allowed to
happen, then the very existence of
these programs becomes an
excuse for other programs to
ignore students’ real needs and
interests. All staff must be
developing programming that
meets the needs of the students
that have been assigned to them.
REPORT NO. PRO-D-3
MARCH 20, 2013
TO:
The Chairperson and Members of the
Program Standing Committee
FROM:
Superintendent of Education
SUBJECT:
REVISIONS TO POLICY NO. 2130 – STUDENT REPRESENTATION
ON THE BOARD__________________________________________
1.
Background
Policy No. 2130 – Student Representation on the Board was approved on May 19, 1998
and revised in May 2001, March 2007 and reviewed April 2010 (APPENDIX A).
2.
Current Status
Policy No. 2130 has been revised to reflect current changes to the number of required
student trustee representatives and a title change to student trustees. The proposed
changes are shown as APPENDIX B and the final version of the policy with changes is
attached as APPENDIX C.
RECOMMENDATION
That the Program Standing Committee recommend that the Board approve revisions to Policy
No. 2130 Student Trustee Representation on the Board, as set out in APPENDIX C of Report
No. PRO-D-3, Revisions to Policy 2130, Student Trustee Representation on the Board, dated
March 20, 2013.
Respectfully submitted by:
Paula Murphy
Superintendent of Education
March 20, 2013
Simcoe County
District School Board
REPORT NO. PRO-D-3
APPENDIX A
MARCH 20, 2013
BOARD
ADMINISTRATION
2100
STUDENT REPRESENTATION
ON THE BOARD
2130
1.
2.
Rationale
1.1
Legislation requires that each board develop and implement a policy providing for
the representation of the interest of pupils on the board. Each board shall have at
least one but not more than three student trustees as is specified in the regulation
and provide specific requirements regarding the election of student trustees.
1.2
The Board recognizes the benefits derived from the involvement of pupils in the
planning and decision making related to the education of students in the Simcoe
County District School Board.
1.3
It is expected that students who serve as student representatives will bring student
perspectives to public board discussions, will develop as student leaders, will bring
to the Board an increased awareness of issues of concern to students, will assist the
Board in determining student issues and in gathering student opinion, and will foster
effective communication between the Board and students.
Policy
It is the policy of the Simcoe County District School Board that three pupil representatives
be elected by their peers by April 30th in each school year to represent the interests of pupils
on the Board for the following school year and shall commence their term of office from
August 1st to July 31st. Of the three pupil representatives, one shall be elected from each of
the three geographic regions within the Board: North and East; Central and South and
South and West.
3.
Administrative Procedures
The Director of Education is authorized to provide the administrative procedures necessary
to implement this policy.
APM No. A3010
APPROVED MAY 19, 1998
REVISED MAY 23, 2001
REVISED MARCH 28, 2007
REVIEWED APRIL 6, 2010
REPORT NO. PRO-D-3
APPENDIX B
MARCH 20, 2013
1.
2.
BOARD
ADMINISTRATION
2100
STUDENT TRUSTEE
REPRESENTATION ON THE BOARD
2130
Rationale
1.1
Legislation requires that each board develop and implement a policy providing for
the representation of the interest of pupils on the board. Each board shall have at
least one but not more than three student trustees as is specified in the regulation
and provide specific requirements regarding the election of student trustees.
1.2
The Bboard recognizes the benefits derived from the involvement of pupils in the
planning and decision making related to the education of students in the Simcoe
County District School Board.
1.3
It is expected that students who serve as student representatives trustees will bring
student perspectives to public board discussions, will develop as student leaders,
will bring to the Bboard an increased awareness of issues of concern to students,
will assist the Bboard in determining student issues and in gathering student opinion,
and will foster effective communication between the Bboard and students.
1.4
Two student trustees are to be appointed by the board by April 30th in each school
year for the next school year. The names will be submitted to the Minister of
Education.
Policy
It is the policy of the Simcoe County District School Board that three two pupil
representatives student trustees be elected by their peers by April 30th 20th in each school
year to represent the interests of pupils on the Bboard for the following school year and shall
commence their term of office from August 1st to July 31st. Of the three two pupil
representatives student trustees, one shall be elected from each of the three two geographic
regions within the Bboard: North and East;South Central and South and South and West.
3.
Administrative Procedures
The Director of Education is authorized to provide the administrative procedures necessary
to implement this policy.
APM No. A3010
APPROVED MAY 19, 1998
REVISED MAY 23, 2001
REVISED MARCH 28, 2007
REVIEWED APRIL 6, 2010
REVISED MARCH 27, 2013
REPORT NO. PRO-D-3
APPENDIX C
MARCH 20, 2013
1.
2.
BOARD
ADMINISTRATION
2100
STUDENT TRUSTEE
REPRESENTATION ON THE BOARD
2130
Rationale
1.1
Legislation requires that each board develop and implement a policy providing for
the representation of the interest of pupils on the board. Each board shall have at
least one but not more than three student trustees as is specified in the regulation
and provide specific requirements regarding the election of student trustees.
1.2
The board recognizes the benefits derived from the involvement of pupils in the
planning and decision making related to the education of students in the Simcoe
County District School Board.
1.3
It is expected that students who serve as student trustees will bring student
perspectives to public board discussions, will develop as student leaders, will bring
to the board an increased awareness of issues of concern to students, will assist the
board in determining student issues and in gathering student opinion, and will foster
effective communication between the board and students.
1.4
Two student trustees are to be appointed by the board by April 30th in each school
year for the next school year. The names will be submitted to the Minister of
Education.
Policy
It is the policy of the Simcoe County District School Board that two student trustees be
elected by their peers by April 20th in each school year to represent the interests of pupils
on the board for the following school year and shall commence their term of office from
August 1st to July 31st. Of the two student trustees, one shall be elected from each of the
two geographic regions within the board: North and South.
3.
Administrative Procedures
The Director of Education is authorized to provide the administrative procedures necessary
to implement this policy.
APM No. A3010
APPROVED MAY 19, 1998
REVISED MAY 23, 2001
REVISED MARCH 28, 2007
REVIEWED APRIL 6, 2010
REVISED MARCH 27, 2013
REPORT NO. PRO-D-4
MARCH 20, 2013
TO:
The Chairperson and Members of the
Program Standing Committee
FROM:
Superintendent of Education
SUBJECT:
REVISION TO POLICY NO. 4230 – SCHOOL SAFETY
PATROLS____________________________________
1.
Background
Policy No. 4230 – Student Welfare – School Safety Patrols was adopted by the Board on
January 28, 1970 and revised in November 1971 and June 2010 (APPENDIX A).
2.
Current Status
Upon review of Policy 4230 – Student Welfare – School Safety Patrols, it was
determined that all necessary elements of the existing policy are current and provide
clear direction to staff. One minor language change was made to this policy as outlined
in APPENDIX B. The final version of the policy with changes is attached as APPENDIX
C.
RECOMMENDATION
That the Program Standing Committee recommend that the Board approve the revisions to
Policy No. 4230 – School Safety Patrols as set out in APPENDIX C of Report No.PRO-D-4,
dated March 20, 2013.
Respectfully submitted by:
Paula Murphy
Superintendent of Education
March 20, 2013
REPORT NO. PRO-D-4
APPENDIX A
MARCH 20, 2013
STUDENT WELFARE
4200
SCHOOL SAFETY
PATROLS
4230
1. Rationale
Municipalities are responsible under in the Highway Traffic Act (HTA) for school crossing
guards, for their employment and to enforce the HTA. Municipalities are not required to
provide school crossing guards nor the funds to schools for school safety patrols in lieu of
crossing guards. Other community organizations such as the police services and
Canadian Automobile Association (CAA) may provide training, incentives for patrollers,
equipment and funds. In the absence of or to augment the school crossing guard, an
elementary school principal may have a school safety patrol program.
2. Policy Statement
It is the policy of the Simcoe County District School Board to promote the safety of our
students on school buses and when crossing roadways by using school crossing guards
where allocated by the municipality. School safety patrols may be used where no
municipal school crossing guards exist. School expenditure for a school safety patrol
program must be within the allocated board budget and/or that supplied by community
supports.
3. Definitions
3.1.
Highway is defined in the HTA Section 1.(1) as including a common and public
highway, street, avenue, parkway, driveway, square, place, bridge, viaduct or
trestle, any part of which is intended for or used by the general public for the
passage of vehicles.
3.2.
School Crossing Guard is a person sixteen years of age or older who is directing
the movement of persons across a highway and who is employed by the
municipality or a corporation under contract with a municipality, HTA Section 176.
3.3.
School Safety Patrol is an elementary student volunteer that assists with student
safety on school buses or at roadway crossings.
REPORT NO. PRO-D-4
APPENDIX A - 2
MARCH 20, 2013
STUDENT WELFARE
SCHOOL SAFETY
PATROLS
4200
4230
4. Guidelines
4.1
School safety patrols are elementary school students in grades 6-8.
4.2
School safety patrols must be trained in cooperation with the police services,
where this training is available.
4.3
School safety patrols do not replace the duties of a school crossing guard
such as the control of traffic flow by stopping vehicles.
4.4
Student participation in a school safety patrols program will be supported
annually by written parental permission.
5. Administrative Procedures
The Director of Education is authorized to provide the administrative procedures
necessary to implement this policy.
ADOPTED JANUARY 28, 1970
REVISED NOVEMBER 24, 1971
REVISED JUNE 23, 2010
APM A7601
REPORT NO. PRO-D-4
APPENDIX B
MARCH 20, 2013
STUDENT WELFARE
4200
SCHOOL SAFETY
PATROLS
4230
1. Rationale
Municipalities are responsible under in the Highway Traffic Act (HTA) for school crossing
guards, for their employment and to enforce the HTA. Municipalities are not required to
provide school crossing guards nor the funds to schools for school safety patrols in lieu of
crossing guards. Other community organizations such as the police services and
Canadian Automobile Association (CAA) may provide training, incentives for patrollers,
equipment and funds. In the absence of or to augment the school crossing guard, an
elementary school principal may have a school safety patrol program.
2. Policy Statement
It is the policy of the Simcoe County District School Board to promote the safety of our
students on school buses and when crossing roadways by using school crossing guards
where allocated by the municipality. School safety patrols may be used where no
municipal school crossing guards exist. School expenditure for a school safety patrol
program must be within the allocated board budget and/or that supplied by community
supports.
3. Definitions
3.1.
Highway is defined in the HTA Section 1.(1) as including a common and public
highway, street, avenue, parkway, driveway, square, place, bridge, viaduct or
trestle, any part of which is intended for or used by the general public for the
passage of vehicles.
3.2.
School Crossing Guard is a person sixteen years of age or older who is directing
the movement of persons across a highway and who is employed by the
municipality or a corporation under contract with a municipality, HTA Section 176.
3.3.
School Safety Patrol is an elementary student volunteer that assists with student
safety on school buses or at roadway crossings.
REPORT NO. PRO-D-4
APPENDIX B - 2
MARCH 20, 2013
STUDENT WELFARE
SCHOOL SAFETY
PATROLS
4200
4230
4. Guidelines
4.1
School safety patrols are elementary school students in grades 6-8.
4.2
School safety patrols must be trained in cooperation with the police services,
where this training is available.
4.3
School safety patrols do not replace the duties of a school crossing guard
such as the control of traffic flow by stopping vehicles.
4.4
Student participation in a school safety patrols program will be supported
annually by written parental permission.
5. Administrative Procedures
The Director of Education is authorized to provide the administrative procedures
necessary to implement this policy.
ADOPTED JANUARY 28, 1970
REVISED NOVEMBER 24, 1971
REVISED JUNE 23, 2010
REVIEWED MARCH 20, 2013
APM A7601
REPORT NO. PRO-D-4
APPENDIX C
MARCH 20, 2013
STUDENT WELFARE
4200
SCHOOL SAFETY
PATROLS
4230
1. Rationale
Municipalities are responsible under the Highway Traffic Act (HTA) for school crossing
guards, for their employment and to enforce the HTA. Municipalities are not required to
provide school crossing guards nor the funds to schools for school safety patrols in lieu of
crossing guards. Other community organizations such as the police services and
Canadian Automobile Association (CAA) may provide training, incentives for patrollers,
equipment and funds. In the absence of or to augment the school crossing guard, an
elementary school principal may have a school safety patrol program.
2. Policy Statement
It is the policy of the Simcoe County District School Board to promote the safety of our
students on school buses and when crossing roadways by using school crossing guards
where allocated by the municipality. School safety patrols may be used where no
municipal school crossing guards exist. School expenditure for a school safety patrol
program must be within the allocated board budget and/or that supplied by community
supports.
3. Definitions
3.1.
Highway is defined in the HTA Section 1.(1) as including a common and public
highway, street, avenue, parkway, driveway, square, place, bridge, viaduct or
trestle, any part of which is intended for or used by the general public for the
passage of vehicles.
3.2.
School Crossing Guard is a person sixteen years of age or older who is directing
the movement of persons across a highway and who is employed by the
municipality or a corporation under contract with a municipality, HTA Section 176.
3.3.
School Safety Patrol is an elementary student volunteer that assists with student
safety on school buses or at roadway crossings.
REPORT NO. PRO-D-4
APPENDIX C - 2
MARCH 20, 2013
STUDENT WELFARE
SCHOOL SAFETY
PATROLS
4200
4230
4. Guidelines
4.1
School safety patrols are elementary school students in grades 6-8.
4.2
School safety patrols must be trained in cooperation with the police services,
where this training is available.
4.3
School safety patrols do not replace the duties of a school crossing guard
such as the control of traffic flow by stopping vehicles.
4.4
Student participation in a school safety patrols program will be supported
annually by written parental permission.
5. Administrative Procedures
The Director of Education is authorized to provide the administrative procedures
necessary to implement this policy.
ADOPTED JANUARY 28, 1970
REVISED NOVEMBER 24, 1971
REVISED JUNE 23, 2010
REVIEWED MARCH 27, 2013
APM A7601
REPORT NO. PRO-D-5
MARCH 20, 2013
TO:
The Chairperson and Members of the
Program Standing Committee
FROM:
Superintendent of Education
SUBJECT:
REVISION TO POLICY NO. 4235 – ELEMENTARY SCHOOL
SAFE-ARRIVAL PROGRAM__________________________
1.
Background
Policy No. 4235 – Student Welfare – Elementary School Safe-Arrival Program was
adopted by the board on May 19, 1999 and revised in October 2003 (APPENDIX A).
2.
Current Status
Policy No. 4235 with proposed revisions include referenced APM A7600 – Safe Arrival
Program and APM A7220 – Volunteers in Schools (APPENDIX B). The final version of
the policy with changes is attached as APPENDIX C.
RECOMMENDATION
That the Program Standing Committee recommend that the Board approve revisions to Policy
4235 – Elementary School Safe Arrival Program as set out in APPENDIX C of Report No. PROD-5, Revisions to Policy No. 4235 – Elementary School Safe-Arrival Program, dated March 20,
2013.
Respectfully submitted by:
Paula Murphy
Superintendent of Education
March 20, 2013
REPORT NO.PRO-D-5
APPENDIX A
MARCH 20, 2013
STUDENT WELFARE 4200
ELEMENTARY SCHOOL
SAFE-ARRIVAL PROGRAM
4235
1. Rationale
The Simcoe County District School Board believes that everyone has the right to work
and learn in a safe, supportive environment.
Fundamental to this belief is the
expectation that the system will have consistent attendance monitoring procedures to
ensure student and staff safety. To monitor the presence/absence of its students,
each school already has in place procedures for the taking of student attendance on
a daily basis. Occasionally an elementary student fails to arrive at school as
expected. Safe-arrival programs are used to confirm the safety of a student in the
case of such an unexplained absence.
A safe-arrival program is a system of procedures which are performed in conjunction
with daily school attendance taking. Parents and guardians are responsible for their
children’s safety.
Safe-arrival programs enhance a safe and supportive learning
environment by ensuring that there is a reasonable effort to make timely contact with
parents, guardians or caregivers to confirm elementary student safety.
2. Policy
It is the policy of the Simcoe County District School Board that each elementary
school in its jurisdiction develop and implement a safe-arrival program. Each school’s
safe-arrival program is to reflect the local needs and particular circumstances of the
school and its community. Such programs are to be developed and implemented by
schools in consultation with school councils, parents/guardians, volunteers, and
other community members.
3. Guidelines
In designing its safe-arrival program a school community should take into account the
unique circumstances of the school such as the number of staff available, the size of
the student body, the geographic conditions in the vicinity of the school, the kind of
transportation used by students to travel to school, twinned or annexed facilities, and
the number of parents/guardians who commute to work out of the area.
4. Roles and Responsibilities
Parents/guardians, students, the school staff, school councils, and volunteers play
distinct roles in the implementation of a safe-arrival program.
The overall
effectiveness and efficiency of the program depends on the way in which each group
works co-operatively to fulfill its responsibilities.
REPORT NO.PRO-D-5
APPENDIX A - 2
MARCH 20, 2013
STUDENT WELFARE
ELEMENTARY SCHOOL
SAFE-ARRIVAL PROGRAM
4.1
4.2
4200
4235
Parents/guardians are responsible for:
4.1.1
their children’s safety until they arrive at school/are picked up by the
school bus and once they have left school/are dropped off from the
school bus.
4.1.2
reinforcing with their child(ren) that it is a family responsibility (not the
school’s responsibility) for the child(ren) to report on time to school or
to the school bus stop;
4.1.3
submitting written notification of participation/non-participation in the
school’s safe-arrival program;
4.1.4
reading and responding promptly to communications from the school
about the program;
4.1.5
communicating all planned student absences or lateness to the school
on a timely basis prior to the start of the school day;
4.1.6
providing the school with complete emergency contact information;
4.1.7
advising an individual that he/she is being designated as an
emergency contact;
4.1.8
updating information to ensure that it remains current;
4.1.9
receiving telephone calls to confirm student safety in a courteous and
respectful manner.
Students are responsible for:
4.2.1
attending school and arriving in good time for morning and afternoon
classes;
4.2.2
following school procedures with respect to attendance and in
particular reporting promptly to the designated location on arriving late
at school;
4.2.3
delivering promptly all written communication between school and
home/home and school;
4.2.4 being courteous and respectful to school staff and volunteers.
REPORT NO.PRO-D-5
APPENDIX A – 3
MARCH 20, 2013
STUDENT WELFARE
ELEMENTARY SCHOOL
SAFE-ARRIVAL PROGRAM
4.3
4200
4235
The school staff is responsible for:
4.3.1
developing and implementing a safe-arrival program with advice from
school councils, parents/guardians, volunteers and community
members;
4.3.2
conducting the safe-arrival program in conjunction with procedures for
the accurate daily attendance-taking of all students;
4.3.3
communicating clearly and effectively the scope and features of the
safe-arrival program to all who have an interest in the matter;
4.3.4
designating a volunteer co-ordinator and ensuring that all volunteers
complete the Volunteer Information Form in accordance with Board
administrative procedures;
4.3.5
ensuring that training is arranged for school staff, and parent and
community volunteers involved in delivering the program;
4.3.6
providing an appropriate working area and the necessary equipment
when volunteers are delivering the program;
4.3.7
ensuring that forms developed for the program are user-friendly and
include, when required, a return deadline;
4.3.8
assuming responsibility for the steps to be taken, including immediate
involvement of the police, when a child’s safety cannot reasonably be
confirmed through the safe-arrival emergency contacts;
4.3.9 protecting the privacy of confidential information;
4.3.10 supporting the efforts of volunteers when they are involved in
delivering the program, and in particular taking appropriate action
when a volunteer reports an abusive telephone conversation;
4.3.11 reviewing the program annually, in consultation with the school council,
to confirm its effectiveness.
4.3.12 dealing with students, parents/guardians and volunteers in a courteous
and respectful manner.
4.4
The school council is responsible for:
4.4.1
acting as a link between the school and its community in the
development and implementation of the program;
REPORT NO.PRO-D-5
APPENDIX A - 4
MARCH 20, 2013
STUDENT WELFARE
ELEMENTARY SCHOOL
SAFE-ARRIVAL PROGRAM
4.5
4200
4235
4.4.2
publicizing and promoting safe-arrival as a school community program
designed to assist parents/guardians with their responsibility for their
own children’s safety;
4.4.3
recruiting parents/guardians and others when volunteers are required
to help deliver the program;
4.4.4
assisting the school with the provision of training for parent and other
volunteers;
4.4.5
assisting in the annual review the program ;
4.4.6
supporting the school in its efforts to implement a safe-arrival program.
Volunteers are responsible for:
4.5.1
making a commitment to the program for a specific length of time and
then fulfilling the commitment as agreed;
4.5.2
working co-operatively with school staff and other volunteers in
implementing the program, including the selection of a program coordinator;
4.5.3
informing the program co-ordinator as soon as possible if unable to
fulfill the commitment, or to find a trained replacement, on a given day;
4.5.4
taking part in the training provided as part of the school’s safe-arrival
program;
4.5.5
maintaining confidentiality with respect to privileged information;
4.5.6
keeping accurate records as required;
4.5.7
referring immediately to the school administration any problem
encountered;
4.5.8
being patient and polite when making telephone calls;
4.5.9
refusing in a polite manner to accept abusive comments in response to
a telephone call and reporting such incidents to the school principal;
REPORT NO.PRO-D-5
APPENDIX A – 5
MARCH 20, 2013
STUDENT WELFARE
4200
ELEMENTARY SCHOOL
SAFE-ARRIVAL PROGRAM
4235
4.5.10 discussing suggestions or concerns about the safe-arrival program
with the program co-ordinator and school principal.
5. Administrative Procedures
The Director of Education is authorized to establish administrative procedures
necessary to implement this policy.
ADOPTED MAY, 1999
REVISED OCTOBER 22, 2003
REPORT NO.PRO-D-5
APPENDIX B
MARCH 20, 2013
STUDENT WELFARE 4200
ELEMENTARY SCHOOL
SAFE-ARRIVAL PROGRAM 4235
1. Rationale
The Simcoe County District School Board believes that everyone has the right to work
and learn in a safe, supportive environment. Fundamental to this belief is the
expectation that the system will have consistent attendance monitoring procedures to
ensure student and staff safety. To monitor the presence/absence of its students,
each school already has in place procedures for the taking of student attendance on
a daily basis. Occasionally an elementary student fails to arrive at school as
expected. Safe-arrival programs are used to confirm the safety of a student in the
case of such an unexplained absence.
A safe-arrival program is a system of procedures which are performed in conjunction
with daily school attendance taking. Parents and guardians are responsible for their
children’s safety. Safe-arrival programs enhance a safe and supportive learning
environment by ensuring that there is a reasonable effort to make timely contact with
parents, guardians or caregivers to confirm elementary student safety.
2. Policy
It is the policy of the Simcoe County District School Board that each elementary
school in its jurisdiction develop and implement a safe-arrival program. Each school’s
safe-arrival program is to reflect the local needs and particular circumstances of the
school and its community. Such programs are to be developed and implemented by
schools administration in consultation with school councils, parents/guardians,
volunteers, and other community members.
3. Guidelines
In designing its safe-arrival program a school community should take into account the
unique circumstances of the school such as the number of staff available, the size of
the student body, the geographic conditions in the vicinity of the school, the kind of
transportation used by students to travel to school, twinned or annexed facilities, and
the number of parents/guardians who commute to work out of the area.
4. Roles and Responsibilities
Parents/guardians, students, the school staff, school councils, and volunteers play
distinct roles in the implementation of a safe-arrival program.
The overall
effectiveness and efficiency of the program depends on the way in which each group
works co-operatively to fulfill its responsibilities.
:
REPORT NO.PRO-D-5
APPENDIX B - 2
MARCH 20, 2013
4.1
STUDENT WELFARE
4200
ELEMENTARY SCHOOL
SAFE-ARRIVAL PROGRAM
4235
Parents/guardians are responsible for
4.2
4.1.1
their children’s safety until they arrive at school/are picked up by the
school bus and once they have left school/are dropped off from the
school bus.
4.1.2
reinforcing with their child(ren) that it is a family responsibility (not the
school’s responsibility) for the child(ren) to report on time to school or
to the school bus stop;
4.1.3
submitting written notification of participation/non-participation in the
school’s safe-arrival program;
4.1.4
reading and responding promptly to communications from the school
about the program;
4.1.5
communicating all planned student absences or lateness to the school
on a timely basis prior to the start of the school day;
4.1.6
providing the school with complete emergency contact information;
4.1.7
advising an individual that he/she is being designated as an
emergency contact;
4.1.8
updating information to ensure that it remains current;
4.1.9
receiving telephone calls to confirm student safety in a courteous and
respectful manner.
Students are responsible for:
4.2.1
attending school and arriving in good time for morning and afternoon
classes;
4.2.2
following school procedures with respect to attendance and in
particular reporting promptly to the designated location on arriving late
at school;
4.2.3
delivering promptly all written communication between school and
home/home and school;
4.2.4
being courteous and respectful to school staff and volunteers.
REPORT NO.PRO-D-5
APPENDIX B - 3
MARCH 20, 2013
4.3
STUDENT WELFARE
4200
ELEMENTARY SCHOOL
SAFE-ARRIVAL PROGRAM
4235
The Principals and school staff is are responsible for:
4.3.1
developing and implementing a safe-arrival program with advice from
school councils, parents/guardians, volunteers and community
members;
4.3.2
conducting the safe-arrival program in conjunction with procedures for
the accurate daily attendance-taking of all students;
4.3.3
communicating clearly and effectively the scope and features of the
safe-arrival program to all who have an interest in the matter;
4.3.4
designating a volunteer co-ordinator and ensuring that all volunteers
complete the Volunteer Information Form and provide a Criminal
Record Check and Vulnerable Sector Screening in accordance with
Bboard administrative procedures;
4.3.5
ensuring that training is arranged for school staff, and parent and
community volunteers involved in delivering the program;
4.3.6
providing an appropriate working area and the necessary equipment
when volunteers are delivering the program;
4.3.7
ensuring that forms developed for the program are user-friendly and
include, when required, a return deadline;
4.3.8
assuming responsibility for the steps to be taken, including immediate
involvement of the police, when a child’s safety cannot reasonably be
confirmed through the safe-arrival emergency contacts;
4.3.9
protecting the privacy of confidential information;
4.3.10 supporting the efforts of volunteers when they are involved in
delivering the program, and in particular taking appropriate action
when a volunteer reports an abusive telephone conversation;
4.3.11 reviewing the program annually, in consultation with the school council,
to confirm its effectiveness.
4.3.12 dealing with students, parents/guardians and volunteers in a courteous
and respectful manner.
4.4
The school council is responsible for:
4.4.1
acting as a link between the school and its community in the
development and implementation of the program;
REPORT NO.PRO-D-5
APPENDIX B - 4
MARCH 20, 2013
4.5
STUDENT WELFARE
4200
ELEMENTARY SCHOOL
SAFE-ARRIVAL PROGRAM
4235
4.4.2
publicizing and promoting safe-arrival as a school community program
designed to assist parents/guardians with their responsibility for their
own children’s safety;
4.4.3
recruiting parents/guardians and others when volunteers are required
to help deliver the program;
4.4.4
assisting the school with the provision of training for parent and other
volunteers;
4.4.5
assisting in the annual review of the program ;
4.4.6
supporting the school in its efforts to implement a safe-arrival program.
Volunteers are responsible for:
4.5.1
providing a current (within the last six months) Criminal Record Check
and Vulnerable Sector Screening.
4.5.12 making a commitment to the program for a specific length of time and
then fulfilling the commitment as agreed;
4.5.23 working co-operatively with school staff and other volunteers in
implementing the program, including the selection of a program coordinator;
4.5.34 informing the program co-ordinator as soon as possible if unable to
fulfill the commitment, or to find a trained replacement, on a given day;
4.5.45 taking part in the training provided as part of the school’s safe-arrival
program;
4.5.56 maintaining confidentiality with respect to privileged information;
4.5.67 keeping accurate records as required;
4.5.78 referring immediately to the school administration any problem
encountered;
4.5.89 being patient and polite when making telephone calls;
4.5.910refusing in a polite manner to accept abusive comments in response to
a telephone call and reporting such incidents to the school principal;
REPORT NO.PRO-D-5
APPENDIX B - 5
MARCH 20, 2013
STUDENT WELFARE
4200
ELEMENTARY SCHOOL
SAFE-ARRIVAL PROGRAM
4235
4.5.1011discussing suggestions or concerns about the safe-arrival program
with the program co-ordinator and school principal.
5. Administrative Procedures
The Director of Education is authorized to establish administrative procedures
necessary to implement this policy.
APM A7600
APM A7220
ADOPTED MAY, 1999
REVISED OCTOBER 22, 2003
REVISED MARCH 27, 2013
REPORT NO.PRO-D-5
APPENDIX C
MARCH 20, 2013
STUDENT WELFARE 4200
ELEMENTARY SCHOOL
SAFE-ARRIVAL PROGRAM 4235
1. Rationale
The Simcoe County District School Board believes that everyone has the right to work
and learn in a safe, supportive environment. Fundamental to this belief is the
expectation that the system will have consistent attendance monitoring procedures to
ensure student and staff safety. To monitor the presence/absence of its students,
each school already has in place procedures for the taking of student attendance on
a daily basis. Occasionally an elementary student fails to arrive at school as
expected. Safe-arrival programs are used to confirm the safety of a student in the
case of such an unexplained absence.
A safe-arrival program is a system of procedures which are performed in conjunction
with daily school attendance taking. Parents and guardians are responsible for their
children’s safety. Safe-arrival programs enhance a safe and supportive learning
environment by ensuring that there is a reasonable effort to make timely contact with
parents, guardians or caregivers to confirm elementary student safety.
2. Policy
It is the policy of the Simcoe County District School Board that each elementary
school in its jurisdiction develop and implement a safe-arrival program. Each school’s
safe-arrival program is to reflect the local needs and particular circumstances of the
school and its community. Such programs are to be developed and implemented by
school administration in consultation with school councils, parents/guardians,
volunteers, and other community members.
3. Guidelines
In designing its safe-arrival program a school community should take into account the
unique circumstances of the school such as the number of staff available, the size of
the student body, the geographic conditions in the vicinity of the school, the kind of
transportation used by students to travel to school, twinned or annexed facilities, and
the number of parents/guardians who commute to work out of the area.
4. Roles and Responsibilities
Parents/guardians, students, the school staff, school councils, and volunteers play
distinct roles in the implementation of a safe-arrival program.
The overall
effectiveness and efficiency of the program depends on the way in which each group
works co-operatively to fulfill its responsibilities.
REPORT NO.PRO-D-5
APPENDIX C - 2
MARCH 20, 2013
4.1
4.2
STUDENT WELFARE
4200
ELEMENTARY SCHOOL
SAFE-ARRIVAL PROGRAM
4235
Parents/guardians are responsible for:
4.1.1
their children’s safety until they arrive at school/are picked up by the
school bus and once they have left school/are dropped off from the
school bus.
4.1.2
reinforcing with their child(ren) that it is a family responsibility (not the
school’s responsibility) for the child(ren) to report on time to school or
to the school bus stop;
4.1.3
submitting written notification of participation/non-participation in the
school’s safe-arrival program;
4.1.4
reading and responding promptly to communications from the school
about the program;
4.1.5
communicating all planned student absences or lateness to the school
on a timely basis prior to the start of the school day;
4.1.6
providing the school with complete emergency contact information;
4.1.7
advising an individual that he/she is being designated as an
emergency contact;
4.1.8
updating information to ensure that it remains current;
4.1.9
receiving telephone calls to confirm student safety in a courteous and
respectful manner.
Students are responsible for:
4.2.1
attending school and arriving in good time for morning and afternoon
classes;
4.2.2
following school procedures with respect to attendance and in
particular reporting promptly to the designated location on arriving late
at school;
4.2.3
delivering promptly all written communication between school and
home/home and school;
4.2.4
being courteous and respectful to school staff and volunteers.
REPORT NO.PRO-D-5
APPENDIX C - 3
MARCH 20, 2013
4.3
STUDENT WELFARE
4200
ELEMENTARY SCHOOL
SAFE-ARRIVAL PROGRAM
4235
Principals and school staff are responsible for:
4.3.1
developing and implementing a safe-arrival program with advice from
school councils, parents/guardians, volunteers and community
members;
4.3.2
conducting the safe-arrival program in conjunction with procedures for
the accurate daily attendance-taking of all students;
4.3.3
communicating clearly and effectively the scope and features of the
safe-arrival program to all who have an interest in the matter;
4.3.4
designating a volunteer co-ordinator and ensuring that all volunteers
complete the Volunteer Information Form and provide a Criminal
Record Check and Vulnerable Sector Screening in accordance with
board administrative procedures;
4.3.5
ensuring that training is arranged for school staff, and parent and
community volunteers involved in delivering the program;
4.3.6
providing an appropriate working area and the necessary equipment
when volunteers are delivering the program;
4.3.7
ensuring that forms developed for the program are user-friendly and
include, when required, a return deadline;
4.3.8
assuming responsibility for the steps to be taken, including immediate
involvement of the police, when a child’s safety cannot reasonably be
confirmed through the safe-arrival emergency contacts;
4.3.9
protecting the privacy of confidential information;
4.3.10 supporting the efforts of volunteers when they are involved in
delivering the program, and in particular taking appropriate action
when a volunteer reports an abusive telephone conversation;
4.3.11 reviewing the program annually, in consultation with the school council,
to confirm its effectiveness.
4.3.12 dealing with students, parents/guardians and volunteers in a courteous
and respectful manner.
REPORT NO. PRO-D-5
APPENDIX C - 4
MARCH 20, 2013
4.4
4.5
STUDENT WELFARE
4200
ELEMENTARY SCHOOL
SAFE-ARRIVAL PROGRAM
4235
The school council is responsible for:
4.4.1
acting as a link between the school and its community in the
development and implementation of the program;
4.4.2
publicizing and promoting safe-arrival as a school community program
designed to assist parents/guardians with their responsibility for their
own children’s safety;
4.4.3
recruiting parents/guardians and others when volunteers are required
to help deliver the program;
4.4.4
assisting the school with the provision of training for parent and other
volunteers;
4.4.5
assisting in the annual review of the program ;
4.4.6
supporting the school in its efforts to implement a safe-arrival program.
Volunteers are responsible for:
4.5.1
providing a current (within the last six months) Criminal Record Check
and Vulnerable Sector Screening.
4.5.2
making a commitment to the program for a specific length of time and
then fulfilling the commitment as agreed;
4.5.3
working co-operatively with school staff and other volunteers in
implementing the program, including the selection of a program coordinator;
4.5.4
informing the program co-ordinator as soon as possible if unable to
fulfill the commitment, or to find a trained replacement, on a given day;
4.5.5
taking part in the training provided as part of the school’s safe-arrival
program;
4.5.6
maintaining confidentiality with respect to privileged information;
4.5.7
keeping accurate records as required;
4.5.8
referring immediately to the school administration any problem
encountered;
4.5.9
being patient and polite when making telephone calls;
4.5.10 refusing in a polite manner to accept abusive comments in response to
a telephone call and reporting such incidents to the school principal;
REPORT NO.PRO-D-5
APPENDIX C - 5
MARCH 20, 2013
STUDENT WELFARE
4200
ELEMENTARY SCHOOL
SAFE-ARRIVAL PROGRAM
4235
4.5.11 discussing suggestions or concerns about the safe-arrival program
with the program co-ordinator and school principal.
5. Administrative Procedures
The Director of Education is authorized to establish administrative procedures
necessary to implement this policy.
APM A7600
APM A7220
ADOPTED MAY, 1999
REVISED OCTOBER 22, 2003
REVISED MARCH 27, 2013
REPORT NO. PRO-I-1
MARCH 20, 2013____
TO:
The Chairperson and Members of the
Program Standing Committee
FROM:
Superintendent of Education
SUBJECT: MENTAL HEALTH AND ADDICTIONS MULTI-YEAR PLAN
1.
Background
The 2012-2013 Simcoe County District School Board (SCDSB) Improvement Plan for
Student Achievement and Well-Being was presented at the October 10, 2012 meeting
of the Program Standing Committee. This K to12 plan was based on a comprehensive
needs assessment that led to the identification of specific goals and improvement
targets to address student achievement in: literacy; numeracy; programs and pathways;
and community, culture and caring. The Mental Health and Addictions initiatives are
embedded in the Board Improvement Plan for Student Achievement and Well-Being and
are aligned with The Simcoe Path which sets goals and directions for the Board and
Ontario’s Comprehensive Mental Health Strategy – Open Minds Healthy Minds.
2.
Current Status
The Mental Health and Addictions Multi-Year Plan outlines strategies to assess the
Board’s initial capacity, identifies the resources and professional learning opportunities
to develop and enhance mental health awareness and literacy and deepens our shared
practices with our community partners. Additional strategies will be determined during
the consultation process for the 2013-2014 Board Improvement Plan for Student
Achievement and Well-Being.
3.
Conclusion
The Mental Health and Addictions Multi-Year Plan (APPENDIX A) is aligned with the
Board’s Multi-Year Plan and the Board Improvement Plan for Student Achievement and
Well-Being.
4.
Report Status
This report is provided for information.
Respectfully submitted by:
Phyllis Hili
Superintendent of Education
March 20, 2013
REPORT NO. PRO-I-1
APPENDIX A
MARCH 20, 2013
REPORT NO. PRO-I-1
APPENDIX A - 2
MARCH 20, 2013
SIMCOE COUNTY DISTRICT SCHOOL BOARD
MENTAL HEALTH AND ADDICTIONS MULTIMULTI-YEAR PLAN
In June 2011, the Ontario Government released Open Minds Healthy Minds – Ontario’s Comprehensive Mental Health Strategy (10 year Strategy)
The provincial strategy includes a focus on children and youth in the first three years. Specifically, the Ministries of Education (EDU), Children and Youth
Services (MCYS), Health and Long-Term Care (MOHLTC) and Training, Colleges and Universities (TCU) are working together to find ways to:
•
•
•
Provide fast access to high quality care
Identify and intervene in children and youth mental health issues early and;
Close critical service gaps for vulnerable children and youth and those in remote communities
A range of intra and inter-ministerial initiatives are being phased in over the three year period beginning in the fall of 2011. The EDU has commissioned Mental
Health ASSIST, a mental health strategy implementation team to support boards in their development and implementation of mental health strategies. It is also
amending the educational curriculum to include mental health promotion and the reduction to stigma, and has funded Mental Health Leaders in boards to
facilitate strategy development and implementation. MCYS will be providing more mental health workers to work in schools and the MOHLTC will be providing
School Mental Health nurses through local Community Care and Access Centres.
The SCDSB is committed to both the achievement and well-being of its students. Accordingly, the Mental Health Strategy and Addictions strategy was launched
during the 2011-2012 school year.
2011-2012 Action Items
Increases in Mental Health Awareness and Literacy were achieved through the introduction of Ontario’s Comprehensive Mental Health Strategy during
the Director’s Day in September, a mental health awareness and literacy in-service for 238 elementary and secondary teachers/administrators,
dissemination of Making a Difference: An Educators Guide to School Mental Health to every school, school based mental health initiatives increasingly
aligned with the BIPSA-WB, site-based PD, PD for mental health experts, and an increase in staff participation in COMPASS Community School Teams
Deepening of shared practice and Partnering with the Community by way of initiatives associated with Child, Youth and Family Services Coalition of
Simcoe County, through Student Support Initiative and COMPASS Co-Management as well as Compass Community School Teams/Community Partners
with schools, Working Together for Kids Mental Health, Local Health Integration Network (LHIN) Mental Health and Addictions Co-coordinating
Council/Mental Health and Addictions Steering Committee and Canadian Mental Health Association (CMHA).
Child/Youth Resilience enhanced by the analysis of School Climate Surveys; Student Speak-Up Initiatives/Leadership Training; Positive Relationship
Building initiatives, Bridges Out of Poverty; Character Education; Crisis Response Team; and Restorative Practices.
The 2011-2012 initiatives combined with the 2012-2013 and 2013 -2014 Mental Health and Addictions Plans represent a Multi-Year planning approach. It is fully
aligned with: the Simcoe Path, and Open Minds Healthy Minds and is firmly embedded in the Board Improvement Plan for Student Achievement and Well-Being
– specifically as a closing the gap priority within our Community, Culture and Caring Goal as well as supporting and being supported by Teaching and Learning
and Program and Pathways goals and priorities.
REPORT NO. PRO-I-1
APPENDIX A - 3
MARCH 20, 2013
SIMCOE COUNTY DISTRICT SCHOOL BOARD
MENTAL HEALTH AND ADDICTIONS MULTIMULTI-YEAR PLAN
The 2012-2013 Mental Health and Addictions Plan draws upon the EDU objectives affirmed by Mental Health ASSIST and include:
1. Assessment of Initial Capacity
2. Assemble Mental Health and Addictions Strategy Steering Committee and associated working groups
3. Mental Health Awareness and Literacy Training
4. Selection of Evidence Based Mental Health Promotion and Prevention Programming
5. Infrastructure, Protocols and Role Clarity
6. Collaboration: Partnering with the Community
Assessment of Initial Capacity
2012- 2013 Action Items
•
•
•
Resources
• Mental Health
ASSIST
• Administrative
Council
Completion of Mental
Health ASSIST
Reflection Tool by
Senior Administration
Completion of Board
Scan
Completion of
Resource Mapping
•
•
•
•
Mental Health
ASSIST
Principals
Social Workers
Mental Health
ASSIST
Professional
Learning/Activities
• Review Mental
Health Awareness
Webinar and
simultaneously
complete Reflection
Tool.
•
•
Monitoring
•
•
Gather data on
current priorities,
services and factors
affecting mental
health and
addictions
•
Meet with Principals
to collect details
regarding initiatives
in schools
•
•
•
Mental Health
Leader
Progress
meetings with the
Superintendent
with the Mental
Health &
Addictions
Portfolio
Mental Health
Leader
Progress
meetings with
Superintendent
with the Mental
Health &
Addictions
Portfolio
Mental Health
Leader
Superintendent
with the Mental
Health &
Addictions
Portfolio
Responsibility
•
•
•
•
•
•
•
•
Evaluation/Outcomes
Superintendent with
the Mental Health &
Addictions Portfolio
Superintendents of
Education
•
Establishes Senior
Leadership
perspective on
building
organizational
conditions
Mental Health
Leader
Superintendent with
the Mental Health &
Addictions Portfolio
Superintendents of
Education
•
Results of Board
Scan submitted to
Mental Health
ASSIST in
December 2012 for
use as baseline
Mental Health
Leader
Superintendent with
the Mental Health &
Addictions Portfolio
Superintendents of
Education
•
Resource Mapping
is completed and
referenced when
Mental Health
Steering Committee
builds Mental Health
Strategy for
submission to EDU
in mid-July, 2013
REPORT NO. PRO-I-1
APPENDIX A - 4
MARCH 20, 2013
SIMCOE COUNTY DISTRICT SCHOOL BOARD
MENTAL HEALTH AND ADDICTIONS MULTIMULTI-YEAR PLAN
2013- 2014 Action Items
•
Complete additional
Mental Health
ASSIST/Ministry Board
Scans and other
measures of
implementation
Resources
•
•
Simcoe County
District School
Board’s
Comprehensive
Mental Health and
Addictions MultiYear Plan
Mental Health
ASSIST
Professional
Learning/Activities
• Provide data on
changes in priorities,
services and factors
affecting mental
health and
addictions
Monitoring
•
•
•
Mental Health
Leader
Progress
meetings with
Superintendent
with the Mental
Health &
Addictions
Portfolio
Data Collection
Responsibility
•
•
•
Mental Health
Leader
Superintendent with
the Mental Health &
Addictions Portfolio
Superintendents of
Education
Evaluation/Outcomes
•
Progressive
refinements in
quality and
relevance of
deliverables in
Mental Health and
Addictions Strategy
REPORT NO. PRO-I-1
APPENDIX A - 5
MARCH 20, 2013
SIMCOE COUNTY DISTRICT SCHOOL BOARD
MENTAL HEALTH AND ADDICTIONS MULTIMULTI-YEAR PLAN
Establish Mental Health and Addictions Strategy Steering Committee and Associated Working Groups
2012- 2013 Action Items
•
•
Develop SCDSB’s
Mental Health and
Addictions Strategy
that aligns with and
compliments: Safe
Schools, Student
Success, Equity and
Inclusion, Special
Education, Program,
Character Education
and FNMI initiatives.
Develop
communication plan
for SCDSB’s
Comprehensive Mental
Health and Addictions
Strategy
Resources
Mental Health Steering
Committee with
representation from:
• Mental Health
Leader/Senior
Psychologist
• Safe Schools
Project Team
• Equity and
Inclusion Project
Team
• Student Success
• FNMI Education
• Principal of
Special Education
• Special Education
Central Consultant
• Psychologist
• Social Worker
• Administrator from
Elementary Panel
• Administrator from
Secondary Panel
• Parent
Involvement
Committee
• Student Senate
•
Board Scan and
Resource Map
•
Open Minds
Healthy Minds
•
Caring and Safe
Schools in Ontario
– Ministry
Document
Professional
Learning/Activities
• Convene and
establish working
groups including:
- Mental Health
Awareness and
Literacy
- Promotion and
Prevention
- Community Partners
Monitoring
•
Progress
meetings with
Superintendent
with the Mental
Health &
Addictions
Portfolio
Responsibility
•
•
•
Mental Health
Leader
Superintendent with
the Mental Health &
Addictions Portfolio
Administrative
Council
Evaluation/Outcomes
•
•
•
Completion of
SCDSB’s Mental
Health and
Addictions Strategy
Completion of
communication Plan
Increased parent and
student voice in the
promotion of positive
mental health and
prevention of mental
health problems.
REPORT NO. PRO-I-1
APPENDIX A - 6
MARCH 20, 2013
SIMCOE COUNTY DISTRICT SCHOOL BOARD
MENTAL HEALTH AND ADDICTIONS MULTIMULTI-YEAR PLAN
2012- 2013 Action Items
•
•
•
•
•
Review assessment of
initial capacity tools
Review resources
available for
stakeholder groups
•
•
•
•
•
•
Review existing
programs
Assist in selection and
implementation of
Mental Health
Promotions and
Prevention Programs
Professional
Learning/Activities
Resources
•
•
•
•
•
Communication
Services
Mental Health
Assist
Working Together
for Kids Mental
Health
Mental Health
Awareness &
Literacy Working
Group
Board
Scan/Resource
Mapping Exercise
Mental Health
ASSIST
Information
Technology
Mental Health
Promotion and
Prevention
Program Working
Group
Summary of
Recognized
Resources
Ministry Website
Mental Health
ASSIST
Board
Scan/Resource
Mapping Exercise
•
Develop list of
recommended
resources
Monitoring
•
•
•
•
Develop list of
recommended
mental health
promotion and
prevention programs
•
•
•
Mental Health
and Addictions
Steering
Committee
Minutes of
meetings
Progress
meetings with
Superintendent
with the Mental
Health &
Addictions
Portfolio
Mental Health
and Addictions
Steering
Committee
Minutes of
Meetings
Progress
meetings with
Superintendent
with the Mental
Health &
Addictions
Portfolio
Responsibility
•
•
•
•
Evaluation/Outcomes
Mental Health
Leader
Superintendent with
the Mental Health &
Addictions Portfolio
•
Recommended
resource list
completed by June
28, 2013
Mental Health
Leader
Superintendent with
the Mental Health &
Addictions Portfolio
•
Programs
recommended to
address gaps
identified through
Resource Mapping
Supports in place for
implementation of
selected Mental
Health Promotion
and Prevention
Programs
•
REPORT NO. PRO-I-1
APPENDIX A - 7
MARCH 20, 2013
SIMCOE COUNTY DISTRICT SCHOOL BOARD
MENTAL HEALTH AND ADDICTIONS MULTIMULTI-YEAR PLAN
2013- 2014 Action Items
•
Develop a process for
generating a Vision
Statement for Student
Mental Health and
Addictions
Resources
•
•
•
•
•
•
•
•
Continue to select
training materials and
provide learning
opportunities for
stakeholders
•
•
Mental Health
Steering
Committee
Board Scan and
Resource Mapping
Exercise
Open Minds
Healthy Minds
Mental Health
Assist
Working Together
for Kids Mental
Health
CAMH Service
Collaboratives
Caring and Safe
Schools in OntarioMinistry Document
Mental Health
Awareness &
Literacy Working
Group
SCDSB Mental
Health and
Addictions
Strategy
Professional
Learning/Activities
• Engage in formal
envisioning exercise
Monitoring
•
•
Mental Health
Leader
Minutes of
meetings
Responsibility
•
•
•
•
•
Attend Mental Health
ASSIST in-services
for Mental Health
Leaders
Review
Recommendations
of Working Groups
•
•
•
Mental Health
and Addictions
Steering
Committee
Minutes of
meetings
Progress
meetings with
Superintendent
with the Mental
Health &
Addictions
Portfolio
•
•
Evaluation/Outcomes
Mental Health
Leader
Superintendent of
Education with the
Mental Health &
Addictions Portfolio
Administrative
Council
•
Complete a draft
Vision Statement for
approval by
Administrative
Council
Mental Health
Leader
Superintendent with
the Mental Health &
Addictions Portfolio
•
All SCDSB
stakeholders receive
appropriate level of
Mental Health
Awareness, Literacy
and Expertise
Training
Establish a
mechanism to
ensure new
stakeholders have
access to training
•
REPORT NO. PRO-I-1
APPENDIX A - 8
MARCH 20, 2013
SIMCOE COUNTY DISTRICT SCHOOL BOARD
MENTAL HEALTH AND ADDICTIONS MULTIMULTI-YEAR PLAN
2013- 2014 Action Items
•
•
Continue to support
implementation of
programs including
evaluation
Establish process for
ongoing gap analysis
and program selection
Resources
•
•
Mental Health
Promotion and
Prevention
Program Working
Group
SCDSB Mental
Health and
Addictions
Strategy
Professional
Learning/Activities
• Attend Mental Health
ASSIST in-services
for Mental Health
Leaders
• Review
Recommendations
of Working Groups
Monitoring
•
•
•
•
Mental Health
Leader
Mental Health
and Addictions
Steering
Committee
Minutes of
meetings
Progress
meetings with
Superintendent
responsible for
Mental Health &
Addictions
Responsibility
•
•
Mental Health
Leader
Superintendent with
the Mental Health &
Addictions Portfolio
Evaluation/Outcomes
•
•
Existing programs
are implemented
and evaluations are
completed for review
Programs targeting
gaps are selected
and introduced
REPORT NO. PRO-I-1
APPENDIX A - 9
MARCH 20, 2013
SIMCOE COUNTY DISTRICT SCHOOL BOARD
MENTAL HEALTH AND ADDICTIONS MULTIMULTI-YEAR PLAN
Mental Health Awareness and Literacy Training
2012- 2013 Action Items
•
•
Provide direction for
obtaining Mental
Health Awareness
Training to
Administrative Council
Provide enhanced inservice to all Principals
on Identifying and
Managing Suicide Risk
Resources
•
•
•
•
•
Provide in-service to
Parent Involvement
Committee on Child
and Youth Mental
Health Initiatives
•
•
Mental Health
ASSIST webinar:
Building
Conditions for
Effective School
Mental Health
Board Protocol
Suicide Risk
Protocol: A
Coordinated
Community
Response for
Youth at High Risk
for Suicide
Mental Health
ASSIST’s Suicide
Prevention and
Postvention
Protocol
recommendation
Open Minds
Healthy Minds
Mental Health
Assist
Professional
Learning/Activities
• Senior Team has
opportunity to review
key elements of
Ministry Mental
Health Strategy in
general and EDU
initiatives in
particular with focus
on role of Senior
Team in building
district conditions to
promote and prevent
mental health and
addictions problems
• Presentation of
board protocol to
reinforce SCDSB
procedures and
opportunity for
discussion and
clarification of board
procedures
• Presentation at
Regional Meetings
•
Presented overview
of Ministry Mental
Health and
Addictions Strategy
including mental
health awareness
Monitoring
• Mental Health
Leader
• Superintendent
responsible for
Mental Health &
Addictions
Responsibility
•
•
Mental Health
Leader
Superintendents of
Education
Evaluation/ Outcomes
•
•
• Mental Health
Leader
• Superintendent
responsible for
Mental Health &
Addictions
• Social Workers
•
•
•
Mental Health
Leader
Principals
Superintendents of
Education
•
•
• Feedback from
Parent involvement Committee
• Meetings with
Superintendent
responsible for
Mental Health &
Addictions
• Mental Health Leader
• Superintendents with
the Mental Health &
Addictions and Parent
Involvement
Committee Portfolios
•
Senior Team
understands and is
aware of mental
health challenges in
Ontario and various
jurisdictions roles in
addressing this issue
Senior Team is
committed to
building district
conditions that
support children’s
mental health needs
Principals are
aware of board
procedures for
identifying and
managing suicide
risk (awareness
and literacy)
In-service
completed by June
th
28 , 2013
In-service completed
in September 2012.
REPORT NO. PRO-I-1
APPENDIX A - 10
MARCH 20, 2013
SIMCOE COUNTY DISTRICT SCHOOL BOARD
MENTAL HEALTH AND ADDICTIONS MULTIMULTI-YEAR PLAN
2012- 2013 Action Items
•
•
Resources
Reinforce use of
Mental Health Literacy
Resource material
distributed to all
schools in 2011-2012
•
Review Mental Health
ASSIST Mental Health
Awareness and
Literacy Resource
Modules
•
•
Making A
Difference – An
Educators Guide
to Child and
Youth Mental
Health
Mental Health
Awareness and
Literacy Working
Group/Steering
Committee
Mental Health
ASSIST Website
Professional
Learning/Activities
• Self-learning
opportunities to build
mental health
literacy among
Educators
•
Scan website and
select priorities
webinars and
modules to support
implementation of
Mental Health and
Addictions Strategy
Monitoring
• Mental Health
Leader
• Superintendent
responsible for
Mental Health &
Addictions
•
•
•
•
•
Increase participation
in COMPASS
community School
Teams
Goals/Initiatives
•
Compass CoChairs/Team CoChairs
•
Participants from
School Board have
opportunities to
enhance their
mental health
awareness and
literacy by-way of
presentations and
discussions with
mental health
workers
•
•
•
Mental Health
Leader
Mental Health
and Addictions
Steering
Committee
Minutes of
meetings
Meetings with
Superintendent
responsible for
Mental Health &
Addictions
Compass CoChairs/Team
Co-Chairs
Superintendent
with the Coalition
Portfolio
Minutes of
meetings
Responsibility
•
•
•
Mental Health
Leader
Principals
Superintendents of
Education
• Mental Health Leader
• Superintendent with
the Mental Health &
Addictions Portfolio
•
•
Principals
Superintendents of
Education
Evaluation/ Outcomes
•
•
Enhancement of
Mental Health
Literacy among
Educators
Feedback Forms
•
Strategic selection of
materials for
implementation
•
Enhanced Mental
Health Awareness
and Literacy among
school
administrators,
teachers and other
school staff
SIMCOE COUNTY DISTRICT SCHOOL BOARD
MENTAL HEALTH AND ADDICTIONS MULTIMULTI-YEAR PLAN
2012- 2013 Action Items
•
Continue to support
initiatives in Safe and
Caring Schools/Equity
and Inclusive
Education/Program/
Special Education/
Student Success
Resources
•
•
•
•
•
•
Post ABC’s of Mental
Health:Parent/
Teacher Resources
•
•
BIPSA-WB
Safe and Caring
Schools Multi-Year
Plan
Equity and
Inclusive
Education MultiYear Plan
Special Education
Multi-Year Plan
Student Success
Multi-Year Plan
Hinck’s Dellcrest
sponsored ABCs
of Mental Health
Communications
staff
Professional
Learning/Activities
• Representation on
Mental Health
Steering Committee
• Mental Health
Leader attends
project team
meetings on request
•
Parents and
Teachers can
access this resource
to enhance their
mental health
awareness and
literacy
Monitoring
Responsibility
REPORT NO. PRO-I-1
APPENDIX A -11
MARCH 20, 2013
Evaluation/ Outcomes
• Superintendents
responsible for
portfolios
• Mental Health Leader
• Superintendents of
Education
•
Outcomes in Multiyear Plans
Results from
Website visits
• Mental Health Leader
• Superintendent with
the Mental Health and
Addictions Portfolio
•
•
Posted Fall of 2012
Enhanced mental
health support
capacity
•
REPORT NO. PRO-I-1
APPENDIX A - 12
MARCH 20, 2013
SIMCOE COUNTY DISTRICT SCHOOL BOARD
MENTAL HEALTH AND ADDICTIONS MULTIMULTI-YEAR PLAN
Selection and Implementation of Evidence Based Mental Health Promotion and Prevention Programming
2012-2013
•
•
Resources
Provide Grief
Counseling Training
for Crisis Response
Team
•
Provide Applied
Suicide Intervention
Training
•
Seasons Centre
Canadian Mental
Health Association
Professional
Learning/Activities
• Group Learning
Format for members
of the SCDSB’s
Crisis Response
Team
•
Group Learning
Format for Social
Workers,
Psychologists,
Psychological
Associates and
Associate in
Behavioural
Services
Monitoring
•
•
•
•
Responsibility
Evaluation/Outcomes
Mental Health
Leader
Feedback from
Crisis Response
Team Members
• Superintendent with
the Crisis Response
Teams Portfolio
• Mental Health Leader
• Social Workers
Mental Health
Leader
Feedback from
clinical staff
•
• Completed October
2012
• Members of the Crisis
Response Team were
provided with a
theoretical model of
how loss affects
children and what
they need in the way
of support by caring
adults in the school
system.
• More comprehensive
support for students
grieving.
• Social Workers,
Psychologists,
Psychological
Associates and
Associate in
Behavioural Services
can assess for level
of risk of suicide and
where appropriate
activate and
participate in County
wide Suicide Risk
Protocol.
•
•
•
Mental Health
Leader/Senior
Psychologist
Principals of Special
Education
Principals
Superintendents of
Education
REPORT NO. PRO-I-1
APPENDIX A - 13
MARCH 20, 2013
SIMCOE COUNTY DISTRICT SCHOOL BOARD
MENTAL HEALTH AND ADDICTIONS MULTIMULTI-YEAR PLAN
2012-2013
•
Provide Collaborative
Problem Solving
Training
Resources
• Child, Youth and
Family Services
Coalition of Simcoe
County
• Student Support
Leadership Initiative
• Systems of Care
Ottawa
• “Lost in School” by
Ross Greene
• Thinking: Kids
Professional
Learning/Activities
• Group Learning
Format for:
• Student Success
Teachers
• Principal Continuing
Education
• Continuing
Education Case
Coordinators
• Principal of
Special Education
• Central Special
Education
Consultant
• Social Skills
Classroom
Teachers
• Social Workers
• Attendance
Counsellors
• Psychologists and
Psychological
Associate
• Principal of FNMI
• FNMI Student
Advisors
Monitoring
•
•
•
Mental Health
Leader
Principals of
Special
Education
Feedback from
Participants
Responsibility
•
•
Mental Health
Leader
Superintendent with
the Mental Health
and Addictions
Portfolio
Evaluation/Outcomes
•
•
•
Total in-service for
56 SCDSB staff who
work directly with
students with mental
health problems (tier
2) and moderate-tosevere mental health
disorders in January
2013
Can identify socialemotionaldevelopmental skill
lags and provide
targeted intervention
(tier 2) and
specialized
treatment (tier 3) to
address the lags
Can impart skills that
enable children and
youth with
challenging
behaviours to solve
problems
collaboratively with
others.
REPORT NO. PRO-I-1
APPENDIX A - 14
MARCH 20, 2013
SIMCOE COUNTY DISTRICT SCHOOL BOARD
MENTAL HEALTH AND ADDICTIONS MULTIMULTI-YEAR PLAN
2013-2014
•
Continue to implement
strategies from Grief
Counselling during
Crisis Response.
Resources
•
•
•
•
Continue to support
implementation of
Collaborative Problem
Solving
•
•
•
•
Continue to implement
Applied Suicide
Intervention Training
Strategies
•
•
•
•
•
Review existing
programs
Select and implement
new programs that
correspond to gaps
identified in resource
mapping and mental
health strategy
•
•
Resources from
Workshop
Mental Health
Leader
Social Workers
Professional
Learning/Activities
• Crisis Response
Team Meetings
Monitoring
• Crisis Response
Debriefing Meetings
Responsibility
•
Resources from
Workshop
Mental Health
Leader
Social Workers
•
Mental Health
Promotion and
Prevention
Programs Working
Group
Mental Health
ASSIST
•
•
•
Special Education
Team Meetings
Ongoing small group
in services
Special Education
Team Meetings
Ongoing small group
coaching
Training Activities
defined by
requirements of
programming
selected
• Mental Health
Leader
• Feedback from
participants
• Progress Meeting
with Superintendent
with the Mental
Health and
Addictions Portfolio
• Mental Health
Leader
• Feedback from
participants
• Progress Meeting
with Superintendent
with the Mental
Health and
Addictions Portfolio
• Mental Health and
Addictions Steering
Committee
• Progress Meeting
with Superintendent
with the Mental
Health and
Addictions Portfolio
Crisis response
team members
proficient in
appropriate use of
grief counselling
strategies for crisis
response by January
2014
All participants in
training are
proficient in use of
Collaborative
Problem Solving by
January 2014
Superintendent with
the Crisis Response
Team Portfolio
Crisis Response
Coordinators
•
Mental Health
Leader
Superintendent with
the Mental Health
and Addictions
Portfolio
•
•
Superintendent with
the Crisis Response
Teams Portfolio
•
All Social Workers
to implement ASIST
with support when
needed
•
Mental Health
Leader
Superintendent with
the Mental Health
and Addictions
Portfolio
•
Training for new
programs will be
completed and
implementation
underway by June
2014
•
•
Resources from
Workshop
Mental Health
Leader
Social Workers
Evaluation/Outcomes
•
•
•
SIMCOE COUNTY DISTRICT SCHOOL BOARD
MENTAL HEALTH AND ADDICTIONS MULTIMULTI-YEAR PLAN
REPORT NO. PRO-I-1
APPENDIX A - 15
MARCH 20, 2013
Infrastructure, Protocols and Role Clarity
2012-2013
•
•
•
Review current
infrastructure that
identifies and supports
students with mental
health issues.
Evaluate and modify
where indicated.
Survey current
activities that SCDSB
employees engage in
that support students
with mental health
issues (implicit and
explicit protocols).
Evaluate and modify
where indicated.
Examine the roles of
SCDSB employees in
supporting students
with mental health
problems. Evaluate
and modify where
indicated.
Resources
•
•
•
•
Policies,
Administrative
Procedure
Memoranda,
Numbered
Memoranda
Board Scan and
Resource Mapping
Principals of
Special Education
Freedom of
Information/
Records
Management
Coordinator
Professional
Learning/Activities
• Individual meetings
with Board staff
Monitoring
Responsibility
Evaluation/Outcomes
• Progress meetings
with
Superintendent
with the Mental
Health and
Addictions
Portfolio
• Mental Health Leader
• Administrative
Council
• Infrastructure that
increasingly supports
most effective and
efficient distribution of
resources to support
students with mental
health and addiction
needs
• Protocols that align /
establish processes
• Role clarity
REPORT NO. PRO-I-1
APPENDIX A - 16
MARCH 20, 2013
SIMCOE COUNTY DISTRICT SCHOOL BOARD
MENTAL HEALTH AND ADDICTIONS MULTIMULTI-YEAR PLAN
2013-2014
•
Continue to review and
begin to modify
infrastructure,
protocols and roles to
align with mental
health and addictions
strategy as required
Resources
•
•
•
•
Policies,
Administrative
Procedure
Memoranda,
Numbered
Memoranda
Mental Health and
Addictions
Strategy
Principals of
Special Education
Freedom of
Information/
Records
Management
Coordinator
Professional
Learning/Activities
• Individual meetings
with Board staff
Monitoring
•
Progress
meetings with
Superintendent
with the Mental
Health and
Addictions
Portfolio
Responsibility
Evaluation/Outcomes
• Mental Health Leader
• Administrative
Council
• Infrastructure that
increasingly supports
most effective and
efficient distribution of
resources to support
students with mental
health and addiction
needs
• Protocols revised
where appropriate
• Role clarity
SIMCOE COUNTY DISTRICT SCHOOL BOARD
MENTAL HEALTH AND ADDICTIONS MULTIMULTI-YEAR PLAN
REPORT NO. PRO-I-1
APPENDIX A - 17
MARCH 20, 2013
Collaboration: Partnering with the Community
2012-2013
•
Support Student
Support Leadership
Initiatives (SSLI)
Resources
•
•
•
•
•
•
•
211 Service Maps
Youth Cards
FNMI Culture Cards
Coalition Website
Triple P Pilot
SPOC Pilot (Midland)
Playground Activity Leaders
(PAL)
•
•
Professional
Learning/Activities
Services in Simcoe
County for Children
and Youth
Information session for
initial implementation
Monitoring
•
•
Data collected
by Coalition
Feedback
from students/
schools
Responsibility
•
•
Coalition
Compass CoChairs/ School
Principal
•
Family of
Schools
Lead(s)
Simcoe
Muskoka
District Health
Unit
Superintendent
of Education
with Coalition
Portfolio
•
•
Provide Leadership to
COMPASS CoManagement
•
COMPASS Co-Management
Terms of Reference
•
•
Support Compass
Community School
Teams
•
•
•
•
•
•
Compass Co-Chairs
Communication Tools
Compass Logic Model
Compass Team Goals
List of Presentations
Compass Co-Management
•
•
•
•
•
COMPASS CoManagement provides
a venue where senior
management from
agencies and school
boards coordinate
planning for
comprehensive
service delivery
Team presentations
Sharepoint User Guide
Sharing of evidencebased
practices/problem
solving
Professional
networking
Planning sessions for
2012/13 facilitated
•
Minutes of
meetings
•
•
Attendance at
meetings
Postings on
Sharepoint
Common
understanding
•
•
•
Compass CoChairs/Team
Co-Chairs
Evaluation/Outcomes
• Information distributed
to schools
• Increased awareness
of services available
• Increasingly more
efficient, effective and
seamless pathways to
care
• Optimal distribution/
allocation of school
and community based
resources
• Increased level of
mental health
awareness/literacy
• Increased knowledge
of availability/referral
process for services
and supports.
• Increased attendance/
participation at team
meetings/
presentations
REPORT NO. PRO-I-1
APPENDIX A - 18
MARCH 20, 2013
SIMCOE COUNTY DISTRICT SCHOOL BOARD
MENTAL HEALTH AND ADDICTIONS MULTIMULTI-YEAR PLAN
2012-2013
Resources
Professional
Learning/Activities
Monitoring
Responsibility
Evaluation/Outcomes
•
•
•
Review and refine
referral process for
Compass
(Community Partners
with Schools)
•
Support Working
Together For Kids
Mental Health
•
Provide leadership
for LHIN Mental
Health and Addictions
Co-coordinating
Council and LHIN
Mental Health and
Addictions Child and
Adolescent Steering
Committee
•
•
•
•
New Path Compass
Programs/Youth Workers
Kinark Compass
Programs/Youth Workers
Canadian Mental Health
Association – High School
Outreach Services
• Services elementary
and secondary schools
in Collingwood, Orillia,
Alliston, Innisfil/Bradford
• Services elementary
and secondary schools
in Barrie and North
Simcoe
Ontario’s Policy Framework
for Child and Youth Mental
Health
• Training in mental
health identification and
screening tools – Senior
Psychologist/ Principal
Representative
• Board provides
representation –
Superintendent of
Education /Mental
Health Leader
• Monthly meetings/minutes
•
•
•
Collaborative
identification of
issues, planning and
interventions
Linkages between
team members
Input from Principals
Referral Process
refined
Mental Health
Leader
Principals of
Special
Education
• Principal/
Community
Agency
•
•
Participation of
identified
group
• Superintendent
with Coalition
Portfolio
•
Participation in
coordinated training
opportunities
• Mental Health
Leader shares
initiatives with
Mental Health
and Addictions
Steering
Committee
•
Service pathways
and referral protocols
to comprehensive
roster of service
providers refined/
communicated
Increased level of
awareness in child
and adolescent
mental health
capacity in Simcoe
County
Increased level of
integration of
services
• Committee
provides
oversight of
projects
• Minutes of
meetings
Foci for 2012-2013
• Wellness
Promotion
• Issue
Identification
• Screening
•
•
REPORT NO. PRO-I-1
APPENDIX A -19
MARCH 20, 2013
SIMCOE COUNTY DISTRICT SCHOOL BOARD
MENTAL HEALTH AND ADDICTIONS MULTIMULTI-YEAR PLAN
2012-2013
•
Support Canadian
Mental Health
Association (CMHA)
Initiatives
Resources
•
•
•
•
•
Youth Team (Barrie/Midland)
24 Hour Telephone Crisis
Services
Community Awareness
Program Manager
Member of Compass
Community Teams
Early Psychosis Intervention
Program
•
•
•
•
•
•
•
•
Collaborate with
Community Care and
Access (CCAC)
mental health and
addictions nurses
(MHAN)
Utilizing nurses to
support transition of
hospitalized high
school students back
to school and medical
support for students
with complex mental
health needs
•
•
•
•
CCAC
Memorandum of
Understanding
Mental Health ASSIST
Principals of Special
Education
•
Professional
Learning/Activities
Provides outreach to
Secondary Schools
Case management/
individual Counseling
for addictions
Presentations
Consultation with staff
Education related to
mental health and
substance misuse to
schools
UP Project
(Understanding Our
Perspective) – Federally
funded 3 year youth-led
drug strategy project
Team meeting to build
infrastructure, generate
protocols and clarify
roles
Monitoring
Responsibility
Evaluation/Outcomes
• Intake and
Assessment
• Intervention
• Principals
• Principals
• Youth Team
• CMHA
•
Summary of
initiatives provided
to SCDSB by
Director of
Treatment Services
- CMHA
• Mental Health
Leader
• Principals of
Special
Education
• Progress
meetings with
Superintendent
with the Mental
Health and
Addictions
Portfolio
• Project
Evaluation
• Mental Health
Leader
• Superintendent
with the Mental
Health and
Addictions
Portfolios
• CCAC
•
High school
students obtain high
quality transition
support from
hospital
Student with
complex mental
health needs will
obtain high quality
medical monitoring
and programming
informed by MHAN
nurse
•
REPORT NO. PRO-I-1
APPENDIX A - 20
MARCH 20, 2013
SIMCOE COUNTY DISTRICT SCHOOL BOARD
MENTAL HEALTH AND ADDICTIONS MULTIMULTI-YEAR PLAN
2013-2014
•
Continue to
collaborate with CCAC
– MHAN and obtain
efficient and effective
transition planning and
support for complex
mental health needs
Resources
•
•
•
•
CCAC
Memorandum of
Understanding
Mental Health ASSIST
Principals of Special
Education
Professional
Learning/Activities
• Refine infrastructure,
protocols and roles
Monitoring
• Mental Health
Leader
• Principals of
Special
Education
• Progress
meetings with
Superintendent
with the Mental
Health and
Addictions
Portfolio
• Project
Evaluation
Responsibility
•
•
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Mental Health
Leader
Superintendent
with the Mental
Health and
Addictions
Portfolios
CCAC
Evaluation/Outcomes
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High school
students obtain high
quality transition
support from
hospital
Student with
complex mental
health needs will
obtain high quality
medical monitoring
and programming
informed by MHAN
nurse
Expansion of
services where
indicated