Secondary School to Secondary School to Community Pathway ProgramCommunity Pathway Program
Program Department
Building Inclusive CatholicBuilding Inclusive Catholic ClassroomsClassroomsRevised July 2010
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Learning for All
The LDCSB welcomes all students and will provide them with the quality education they deserve;
Mission Of the LDCSB:Mission Of the LDCSB:To serve the Catholic student in a community that nurtures a living faith and provides a quality Catholic education that enables the individual to become a contributing member of the Church and society.
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We Believe That…All students must have an opportunity to to learn to live and to contributelearn to live and to contribute as responsible Catholics All students have a right to participate participate fullyfully in opportunities for learning and growth appropriate to their needs and giftsAn attitude of welcome acceptanceattitude of welcome acceptance,
and indeed, celebration of individual differences and unique gifts is to be encouraged and supported
“All these are the work of the one and the same Spirit who distributes different gifts to different people just as He chooses” Corinthians 12:11
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InclusionAll students contribute to the life of the
school. Educators, in a collaborative team setting, provide meaningful integration. All students benefit from inclusion
Students with Special Students with Special NeedsNeeds
All StudentsAll Students
Opportunities for interactionIncreased skill levelHigher achievement levelOpportunity to make a contribution
Same or higher achievement Increase in communication and problem solving skillsGain an understanding of differencesLeadership opportunitiesOpportunity to contribute
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The Face of Inclusion
1. School to Community Pathways room is welcoming to students for individual and small group learning, for use of specialized computers and equipment, and a class in which to complete some K Courses
2. Social InteractionOOpportunities for students to interact and develop friendships with other students
3. Class ParticipationIn collaboration, educators ensure accommodations are made to achieve the learning goals
4. Extra Curricular ActivitiesStudents are eligible to participate in activities such as clubs, dances, school performances, sports events
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The School to Community Pathway Program
Is designed to support secondary students with significant special needsTypically students with high needs who are
experiencing significant intellectual delays and/or require additional time, intervention and support to
successfully enter the world of work may eventually transition to assisted living
Is designed to maximize student potential and promote independenceIs focused on transition to the
world of work and/or living within the community
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Supporting Secondary Students With High Needs
Supports may include: Supports may include: • School to Community Pathway Teacher,
Subject Teachers, Educational Assistants, Student Program Support Teachers, peers, …
• Reduced pupil teacher ratio• Specialized equipment • EA support for personal care and safety needs
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Program GoalsRealize individual potential in Body, Mind
and Spirit for each studentExperience opportunities to engage in and
contribute to the life of the school community and eventually, the community at large
Experience opportunities for inclusion in all aspects of school life: Academic/Alternative Social/Recreational Vocational Spiritual
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Potential of SpiritHave opportunity to reach personal
potential:To develop a personal relationship with GodTo develop ability to make responsible
decisions based on Catholic values and beliefsTo be aware of liturgical seasons, the Sacraments,
the power of prayer in one’s life and be an active participant in the celebration of the MassTo be aware of relationships with others and to
share talents with others through volunteeringTo be aware of and participate in one’s parish
community
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Potential in BodyHave opportunity to reach personal
potential: To be aware of the safety issues in
one’s personal environment (physical and chemical hazards, personal safety, problem solving strategies)To be active in leisure activitiesTo be aware of one’s own body-illness, nutrition,
personal hygiene and grooming
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Potential of MindHave opportunity to reach personal
potential:To be able to self advocate
(introduce self, identify own needs, ask for assistance)To be ready for a workplace placement
(supported or independent)To be able to follow a schedule including a
transportation systemTo be aware of money, a pay-cheque, living
independently
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Program Description
School to Community Pathway Program offers modified courses in various settings such as: Self Contained Classroom Self Contained Classroom Integration into other course classesIntegration into other course classes Community or WorkplaceCommunity or Workplace
The majority of students are integrated into mainstream classes for approximately 50% of the time
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Program DescriptionK courses are individualized based upon a
student’s IEPCredit courses may be accessed for some students
as per an individual student’s needs and abilitiesWork placement may be an integral part of this
programStudents may stay in school until 21
years of age or Year 7 in the programStudents may earn a Certificate of Achievement or
a Certificate of Accomplishment
Continued
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Certificate of AchievementDesigned to benefit students whose post secondary
destination will be direct entry to the world of work. K course programs support employability skillsSchools can plan the program to meet the needs of
individual students in the programReligion is a required part of the day in all programsTo earn a Certificate of Achievement: 14 credits – 7 of which are compulsory
(Section 3.3 of Secondary School – Program and Diploma Requirements 1999)
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Certificate of Accomplishment
Designed to benefit students who will leave the secondary school to a supportive living placement Each program will be developed using the K
course codes as outlined by the Ministry of EducationSchools plan the program to meet the
needs of the students in the program Religion is a required part of the day in all
programs
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NATURE SMART
WORD SMARTLOGIC SMART
SELF SMART
PICTURE SMART
M USICSM ART
PEOPLE SM ART
Selecting Courses
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Secondary CoursesWith the support of their teacher(s), parents, Guidance and Learning Services Departments, students are provided with a variety of courses in which to integrate in order to address their needs and interests.
1. Open courses 2. Locally Developed 3. K courses
4. Guidance courses5. Co-op or Work Experience 6. System courses
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Secondary Courses 11 Open CoursesOpen Courses
Offer many opportunities for skill development while enhancing the school experience
Include many of the Arts, Physical Education, Business,Tech Courses and Religious Education
22 Locally Developed CoursesLocally Developed Courses Are designed for students who may not be ready to access
the grade 9 curriculum in English, Math and Science Have a lower class size allowing for individual attention
33 K CoursesK Courses Are non credit bearing courses Include content of credit courses with a functional,
practical focus whenever possible Are based upon Ministry of Education listings
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Secondary Courses 44 Guidance Courses (GLE, GLD, GLN, GWL)Guidance Courses (GLE, GLD, GLN, GWL)
Courses are designed to support all students with specific learning needs
55 Cooperative Education & Work Cooperative Education & Work ExperienceExperience May be based on any course offered in the school Open to all students
66 System CoursesSystem Courses Specialized courses offered at one or
more sites and open to all students E.g. Transportation, Tech Theatre,
Construction Work Experience,Environmental Leadership
Continued
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K Courses* - SamplesEnglish English (KEN)(KEN) Numeracy and Numeracy and
Numbers Numbers (KMN)(KMN)
Social Skills Social Skills Development Development (KHD)(KHD)
Literacy & communication skillsPreparation for daily living and workplace settings
Development of mathematic and problem solving skillsPreparation for daily living and workplace settings
Development of the individual in his/her relationship with and response to others. Further develops confidence, positive sense of self and values
*Many of the program areas may link directly to the Ontario Curriculum. The IEP becomes the definition of the course. Courses present values and content consistent with our mission as a Catholic community; students called to be collaborating contributors in a Christ – centered community.
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Program Facilities
1.1. TechnologyTechnology Bank of
computers with internet access, scanner, printer, data projector, Digital camera
2.2. Physical NeedsPhysical Needs Accessible
washroom with lifts Physiotherapy table
3.3. Social SkillsSocial Skills Sofas, side chairs,
coffee tables, DVD/Televisions
Dedicated safe room, quiet area
4.4. Life SkillsLife Skills Small kitchenette
space (counters, food preparation space, storage)
5.5. Work SkillsWork Skills Store, banking
services
Classroom facilities reflect learning, work skills, life skills and social skills
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Transition from Secondary SchoolEarly preparation is essential in order to provide a
successful transition from school life to a life pathwayPartners include: Students Family
Identify the student’s needs and interests School
Identify the students achievement and interest Community Agencies
By matching needs, achievement and interests, provide meaningful volunteer/employment/social/living opportunities
Begin early to seek pathway opportunities by: Attending Community Fairs and getting to know Community
agencies Determine which agency will best meet the needs of the student
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Transitions to CommunityCommunity agencies include:
ATN
Community Living London
Employment Services Elgin
Goodwill Industries
Hutton House
Leads Employment Services
St. Thomas/Elgin Association for Community Living
Tillsonburg Association for Community Living
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Transitions to Community
1. Job PlacementMay include job coaching
2. Volunteering
Daycare centers
Social service agencies
Museums
Non-profit locations
3. Participation in Family Life
Independent Living
Participate in day programs
Supported Living Environment
Effective Transition will see that all students are successfully moved from school life to the life in the community, this may include:
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Since the creation of the world the invisible things of God, His eternal power and divine nature, have been clearly seen, being understood through what God has made, so that people are without excuse.Romans 1:20