STUDENT SERVICES
"No path is any better than any other path, they are just different.
You must honour your own path.....It's not better or worse, it's just different"
Ram Dass
Student Services is made up of approximately 270 students and 40 part-time and full time teachers, Educational Assistants, Educational Intervenors and Community Youth Workers. As well, we work closely with personnel from the board (psychologists, the secondary multidisciplinary team, the ASD team and behaviour) and consultants from outside agencies.
Our philosophy is one based on a model of integration, inclusion and acceptance with a belief th at each student has the ability to achieve success at her or his level and develop into a full human being.
Student Services is made up of the following Programs:
SCP - Social Communication Program for students with Autism and Aspergers
FLS - Functional Life Skills Program for students with a developmental disability
SHARP - A school to work program to support students who may struggle academically but wish to graduate with their OSSD
LAPTOP - A program designed to teach students the necessary skills required to make use of assistive technology to support them in their courses
TUTORIAL - A program to support students who may struggle within a regular classroom, attain credits and at the same time be encouraged to develop sound learning habits
AP - Advanced Placement for Students who have been identified as gifted or have been recommend to the program by their principals - previously referred to as the PACE program
LEARNING STRATEGIES - A program designed for students to build upon their organizational skills, foster sound learning (study skills. note taking, assignment writing to name a few) practices, and offer support for their other courses
CORE RESOURCE - A drop in center where students can make use of computers and laptops as well as get support from a core resource teacher to complete class work, tests or assignments from their courses
MONITORING PROGRAM - A teacher is assigned a student to ensure that they and their regular classroom teachers are aware of the accommodations and resources available to her/him during the year as well providing ongoing support and encouragement.
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