Effective Ontario Initiatives to Retain Secondary Students At Risk of Dropping Out of School Richard Volpe, PhD. Professor and Director Christine Clancy, M.A. Research Associate Cindy Buteau, B.A. Research Associate Kate Tilleczek, M.A. Research Associate Dr. R.G.N. Laidlaw Research Centre Institute of Child Study Department of Human Development and Applied Psychology OISE/University of Toronto Toronto, Ontario 1998 |
TABLE OF CONTENTS
| Introduction | 1 |
| SCHOOL BASED PROGRAMS | 5 |
|
7 |
|
15 |
|
25 |
|
33 |
|
41 |
| BOARD AND COMMUNITY BASED PROGRAMS | 47 |
|
49 |
|
59 |
|
65 |
| Discussion and Conclusion | 73 |
| Bibliography | 79 |
| Participants, Key Informants and Resource List | 85 |
| Appendices | 95 |
INTRODUCTION
In order to be successful, schools must not only provide students with high academic standards but must also deal effectively with their social and psychological needs. This challenge becomes acute when addressing the problem of students at risk of school dropout. Fortunately, enough is known about human development, effective schools and the processes of dropping out of school to implement school reforms that concomitantly can result in consistently high standards and strategies that reduce the incidence of leaving school early.
Challenge
Despite an overall increase in educational attainments for Ontario youth,
employment levels for young people have not corresponded to the rise in
new jobs resulting from economic recovery after the 1990 recession. As Ontario's
economy changes from one dominated by heavy industry and manufacturing to
one based in service and knowledge industries, there are fewer "good
jobs" available to youth without specialized postsecondary education.
In addition, the shrinkage of government has meant that there are fewer
public sector jobs. Canada's overall unemployment rate is currently 9%.
National youth unemployment remains between 15 and 16%. For Canadian youth
in the 15-19 and 20-24 age ranges, the three month floating unemployment
averages are 21.5% and 16.1%, respectively. In Ontario, these trends are
mirrored by unemployment rates of 20.2% and 15.1%, respectively (Statistics
Canada, 1998). Jobs that are accessible without a high school diploma are
often low paid and part-time. Statistics Canada (1997) reports that among
youth between the ages of 15 and 29 looking for work, 87% were without secondary
or postsecondary school completion. This situation makes the risk of prematurely
leaving the secondary school system more problematic and also makes the
need for life-long learning more critical. It is clear that for early school
leavers, an already complex transition from school to work becomes increasingly
difficult to negotiate.
The strong relation of high school completion, employability and opportunities
to increase job prospects through postsecondary education complicate Ontario's
efforts to reform high schools by raising educational standards. However,
coupling school reform initiatives with strategies to increase retention
will increase the effectiveness of policy implementation and extend the
resources of secondary school educators.
There is consistency in the literature that dropping out of school is a
multi-dimensional process in which socioeconomic status, gender, race/ethnicity,
family support, personal and psychological features interact in a negative
way with the structure and culture of school (Sefa Desai, 1997). Understanding
this process has had a number of implications for designing school based
practices and programs. While no universal remedy has been found, there
is consensus that effective programs often contain academic, vocational
and personal support components. (Wright, 1998).
The case studies that follow aim to: (1) Describe the range of strategies
and programs that have improved the retention rates of Ontario secondary
school students at risk for dropping out of school; (2) Identify examples
of effective practice and compare and contrast different forms of implementation;
and (3) Analyze the functioning of these initiatives in terms of their effectiveness
for diverse groups of students, teachers and administrators. The outcome
of this survey provides an up-to-date perspective on effective Ontario strategies
and practices currently being implemented to combat the problem of school
dropout. Moreover, they suggest ways to respond to the changes in labour
market structure, increase educational standards in secondary schools and
meet the needs of youth at risk for dropping out.
Method
The first stage of gathering information for this investigation involved
collecting descriptions of programs from managers of Ministry of Education
District Offices. These managers and their education officers were extremely
helpful in directing us to knowledgeable field representatives. Superintendents,
attendance officers, principles, teachers, Chamber of Commerce members and
other community members were asked about effective strategies and practices
to reduce the number of secondary school dropouts.
The key informant technique traditionally refers to the intense interviewing
of knowledgeable community members to obtain various forms of information.
In this survey, interviews were largely semi-structured, telephone interviews
designed to elicit program nominations, description and consent to supply
policy, program and evaluation reports. After interviewing key informants,
effective practice nominations were selected on the basis of credibility
of source, reputation, frequency of referral, region, clarity of policy
and program articulation and evaluability in terms of overall impact on
school culture. Once selected, the informants were asked to provide policy
implementation and evaluation documentation and, where available, project
descriptions, year-end reports and videos. The most consistently nominated
and highly recommended programs were defined as effective and selected for
focus group phone and/or site visits that involved more intense interviews
of all stakeholders including youth and parents (see Participants, Key Informants,
and Resource List included at the end of this report).
The rationale for this method is twofold. First, it provides the description
of select nominated programs, including five school-based programs; two
board-based initiatives and one community-based initiative. Second, it provides
a comprehensive referral resource list of Ontario school retention programs,
their addresses and primary contact persons. The case studies have been
organized according to the Case Study Evaluation Model (Volpe, 1996). The
information for each case study described was derived from the key informant
interviews, field visits and the examination of program and policy documents.
This material is organized in terms of the interplay of context (situation),
input (resources), process (procedure) and product (outcome) that distinguish
each program.
The first major heading, Context includes the background of program
objectives, the environment and events surrounding the development and implementation
of a program. Included under this heading are previous research and evaluation
studies, socio-political occurrences and community reactions. Input
deals with the nature and kind of resources developed for and allocated
to the schools. Process refers to the strategies and actual practices.
Finally, Product includes the observable effectiveness of dropout
reduction efforts. The aim of this depiction is to provide a coherent characterization
of strategies and practices that will be useful for comparative analysis
and decision making. Dimensions of interest are: the school culture, decision
and planning structures, organizational climate, allocation of resources,
planned strategies, personnel allocations, program implementation and operational
activities with special emphasis on school practices.
SCHOOL-BASED PROGRAMS |
Glendale High School - Tillsonburg, Ontario
Martin Wylie - Principal
CONTEXT
The historic town of Tillsonburg is located approximately one hour west
of Toronto between Brantford and London in the southern portion of Oxford
county. The town was founded in 1825 by George Tillson who settled in the
area with other immigrants from Massachusetts. In 1851, George Tillson was
instrumental in establishing the Ingersoll and Port Burwell Toll Company
and in initiating the lumber industry and the development of saw and planing
mills.
Today, 13,000 people reside in Tillsonburg. Its ethnic heritage includes
individuals from the British Isles, Belgium, Holland, Hungary and Germany.
Major industry includes the farming of tobacco and ginseng, dairy products,
as well as horticulture, shoe, transportation, tractor, automobile and high
technology manufacturing.
Tillsonburg has a long history of pride and achievement in athletics and
recreation. The Tillsonburg Livingston Basketball Team won the Canadian
championships in 1952 and represented Canada in the Olympics at Helsinki,
Finland. Several of these Olympic basketball players chose to settle in
the region and over the years contributed their athletic expertise to coaching
local teams. Currently, students from Annandale School (Grades 7-9) and
Glendale High School (grades 10 OAC) who comprise what is known as Tillsonburg's
Gemini sports teams, are often ranked among the best in Canada.
Glendale High School was established 30 years ago with the theme of Pride,
Respect and Responsibility as its mission statement. A tremendous effort
has been made over the years by the school, its student body and the community
to maintain and foster this school tradition.
The unemployment rate for youth aged 15-24 for the London/Woodstock economic
region (which includes Middlesex, Oxford and Elgin counties) for the three
month period of November 1997-January 1998 was 13.8%, which is below the
national unemployment average of 16.7% for youth aged 15-24.
INPUT
Glendale was one of two high schools in the region, until restructuring
enabled the two schools to merge in 1995. Historically, Glendale serviced
the neediest students with the provision of occupational and general level
curriculum programming. The merging of the two high schools, under the name
Glendale, has broadened the scope of this school. The merger is viewed by
Tillsonburg residents as a natural evolution of Glendale's role in the community.
Glendale currently has 1000 students and 58 full-time teaching staff. The
school cabinet comprises six academic departments grouped by subject family
(e.g., Math/Science, Student Services, etc.). As Glendale's retention program
is founded on the philosophy that students need a caring educational environment
and the opportunity to attach to a significant other (adult). Few structural
or staffing changes have been necessary to implement the various retention
strategies. Functional changes, such as the way in which students can receive
or make up credits, the designation of intervention and in-school suspension
rooms for students who need extra support and the availability of attentive,
caring staff are the main ingredients of success for this particular program.
Intervention Team
Glendale's intervention team includes school administration, counsellors,
special education teachers, community support persons, board office support
personnel, parole and probation officers and police. The team meets weekly
to devise strategies and assign personnel to assist students in need.
School counsellors address issues with students who require psychological,
social or academic support. For issues that are complex or require specific
expertise beyond that of the counselling staff, the counsellors follow Board
procedures to make referrals to the Multi-Service Centre in the community,
which is a 5 to 10 minute walk from the school. Although the community agencies
do not have office space within the school, the school counsellors are closely
linked with these agencies and can affect services quickly for those students
who need immediate support. The school counsellors also head the Peer
Helper Program, in which students are trained in the areas of
leadership, group skills and tutoring to provide support to their peers.
Although students feel safe within the school environment, the student body
at Glendale has a community police officer who acts as a liaison between
the school, the community and law enforcement. This officer's role is to
connect with the students on a frequent basis in order to foster an approachable,
non-threatening relationship with the students. This officer is also involved
in a number of pro-active programs such as fundraising, Coats for Kids,
awareness sessions and Crimestoppers.
Glendale's Community Council
In keeping with their community school vision, Glendale refers to its Parent
Council as their Community Council. It is committed to maintaining
the highest standard of education and extracurricular activities at the
Gemini schools. The Community Council is comprises of a parent representative,
staff representatives, the Tillsonburg Community Economics Development Officer,
business/industry representatives and student body representatives. Since
Annandale and Glendale are treated as a school community, the council meets
to discuss the joint ventures of both schools. Glendale believes strongly
that the Community Council is an integral part of their school culture.
This team discusses a wide range of issues regarding the overall functioning
of the school that are pertinent to the staff, student body and the community.
The council also plays a major role in the development of the Strategic
Plan each year (see Appendix 1). Their ideas are readily incorporated into
the vision of the school, which is an empowering experience for all who
are involved.
PROCESS
Glendale High School (grades 10-OAC) and its companion school, Annandale
School (grades 7-9) work uniquely in concert to provide a seamless transition
for students in grades 7 OAC. The goal of the Glendale/Annandale Liaison
Committee is to ensure that the transition from the junior high level to
the high school level is as smooth and effortless for the student as possible.
The partnership formed between the two schools encourages students from
Annandale to participate in athletics, drama, music and student leadership
projects at Glendale. Students from Glendale offer peer tutoring and mentoring
to their younger counterparts at the companion school. Joint projects, such
as drama productions, music and contests, draw upon the participation of
teachers and students from both schools. In order for staff to meet and
discuss curriculum-based projects that benefit the students at both schools,
the granting of a specified number of facilitator days by the Thames
Valley District School Board was initiated by the Gemini schools. Facilitator
days allow the staff to work on initiatives developed in the Strategic Planning
Process for students who are at-risk of dropping out and to organize strategies
for the students. Interestingly, identification of at-risk students normally
occurs at Annandale School and any curriculum modifications and supports
established in that setting are carried through by the Glendale staff. Once
again, these joint initiatives provide a seamless, gentle transition for
such students and ensure that all their education needs are being met.
Glendale High School believes that caring staff and a caring environment
fosters Pride, Respect and Responsibility in its students. Inherent in the
school culture are intervention practices aimed at encouraging "at-risk"
students to remain in school longer. Glendale also advocates the notion
that through low teacher-pupil ratios and a mentoring program, students
benefit from the presence of a significant "other" who cares about
their well-being. The school and community function as a tightly knit partnership
in fund-raising activities, co-operative education opportunities and mentoring.
Practices and Strategies that Support Glendale's Philosophy
Glendale's current principal has been at the school since 1996 and his arrival
has facilitated several new joint initiatives between the staff, the students
and the community partners. One such initiative was the development of a
Strategic Plan clearly outlining goals and objectives for the school year.
The formulation of the 1997-1998 Strategic Plan brought together all stakeholders
- students, staff, support staff, community and administration - to delineate
short and long-term goals in the areas of fundraising, curriculum, pride/respect/responsibility,
BBT/skills continuum, computers and technology and the Annandale/Glendale
liaison. Glendale's Strategic Plan was submitted to Thames Valley District
School Board (formerly the Oxford County School Board) for approval (see
attached). The Strategic Plan was met with such enthusiasm at the Board
level that all the schools in the district were asked to submit similar
reports of their projected goals and objectives.
Awesome Attendance Package
Glendale's student retention practices include close tracking of student
attendance. The school has outlined a clear attendance policy with escalating
steps of intervention and reporting. Student attendance is monitored on
a 5-10-15 absences policy. When a student misses five classes, the teacher
calls home to speak to the parents. After 10 absences, a note is sent to
the parents by the vice-principal and the student is required to meet with
the vice-principal for an interview. After 15 absences, the student meets
once again with administration to develop an individualized learning plan
so that lost credit time can be made up through the Tapping Our Potential
for Success (TOPS) program.
In order to encourage students to attend their classes, an awards ceremony
is held at the end of each month in the gymnasium for students with perfect
attendance. Students are provided with certificates, drinks and snacks and
a draw is made for community and school prizes. Guest speakers are also
invited to come and speak to the students during the awards celebration.
This incentive is a strong one, as 450 out of 950 students had perfect
attendance in November and December 1997. At the end of the school year,
those students who have maintained perfect attendance for the entire school
year are given a free day-pass to Canada's Wonderland.
TOPS Program - Tapping Our Potential for Success
This intervention is targeted directly at students who are at-risk for dropping
out of school. Glendale has devised four strategies to meet the individual
needs of these students. The Retrieve-a Credit program allows students
to focus on making up a credit after they have missed a large number of
classes. The New Credit program allows for flexible entry points
into Glendale for students who have just moved to the area or for post-custody
arrangements. The Time-Out program gives those students who are having
behavioral or attentional difficulties the opportunity to go to the In-school
Suspension Room in the Student Services area of the school, where they can
receive counselling or one-on-one academic support with a "significant
other" who cares and assists. Students who are disruptive to a class
are often removed to this space in order to receive the extra support that
they may need. In order to maintain the positive school culture and supportive,
caring stance, students are required to serve their suspensions within the
school in the In-school Suspension Room. In-school suspension also aims
at retaining those students who are having the most difficulty and are seriously
at-risk for dropping out. After any lengthy absence or suspension, students
are re-integrated through this room into the school and the regular classroom.
Lastly, remediation provides students with extra academic support
in specific areas so that they can return to their regular class as soon
as possible.
School, Student and Community Partnership Initiatives
Joint fundraising activities are a demonstration of the close partnership
between the school, the students and the community. Glendale's proud tradition
of excellence in athletics and academics is strongly supported by fundraising
efforts by the Community Council, the student body and Tillsonburg's business
and industry community. Glendale reports that their fundraising initiatives
reap a budget that would rival most school budgets. Glendale and Annandale's
Gemini Co ordinator seeks sponsorship for the athletics program from the
community only once per year. At this time, business, industry and service
clubs donate money directly to the school to support the athletic tradition.
Students also play a crucial role in fundraising ventures in order to support
the extensive extramural program this school so proudly endorses. Each year
they donate their time to work in community placements and the monies they
raise go directly toward various student activities within the school. Another
example of student fundraising initiatives can be found on Glendale's webpage.
At the beginning of this school year, the students sold chocolate bars and
throughout the year sell "Student Price Cards" that entitle the
purchaser to 20% off at many stores in Tillsonburg.
The funds that are raised are channelled into different areas of need in
the school. For instance, in order to reduce costs to the students and the
school, Glendale purchased their own van to transport students to and from
field trips, sporting events and academic competitions. Students who travel
far or for extended periods of time are often given a stipend from the extramural
budget to cover some of the costs of travel or accommodations that may otherwise
hinder their participation.
Monies are also used to improve the appearance of the both the inside and
the outside environments of the school. Glendale has a strong horticulture
program whereby students plant trees, shrubs and flowers annually to maintain
the attractiveness of the school grounds. With respect to the interior environment
of Glendale, the students, out of pride for their school, recently approached
the Community Council and were successful with the request to have their
lockers repainted.
Co-operative Education
Students choose from a wide range of co-op placements in the community.
Students are not paid, however, some find summer employment through their
work placements.
PRODUCT
Glendale attributes their success to "a positive, caring school
environment and personalized teaching which includes a high degree of program
structure characterized by clear, demanding and attainable goals."
The retention practices and intervention strategies of the school are reviewed
frequently on an independent basis by the teachers, administrative staff
and the intervention team. The school measures the success of their student
retention practices by tracking the number of absences per week per student.
The effectiveness of Glendale's retention programs has been demonstrated
by the fact that forty-seven per cent of the student body achieved a perfect
attendance record in the months of November and December 1997. Thus, the
Awesome Attendance Package, in conjunction with the TOPS program, have proven
to be successful retention practices for this school.
School Atmosphere
Students at Glendale are strongly encouraged to participate in as many
school activities as possible. School spirit is high and the student electorate
work hard to maintain student pride in their school. Glendale has an elected
student Prime Minister who voices student issues in the Community Council
meetings and with the administrative staff. During exams, the student council
sponsors "cake days" to cheer the students and support their study
efforts. As mentioned earlier, the students brought forth the need to refresh
the appearance of their lockers and the student council ensured this request
was met by the Community Council.
Glendale supports all students with special needs, whether they be academic,
developmental, social or physical. The school makes special arrangements
through the TOPS program for teens who are pregnant or nursing. As well,
the school welcomes mature students (over 21 years of age) who are working
towards their OSSD.
Future Initiatives
Glendale is looking to receive funding solely from the community for
an extracurricular Theatre Arts Program which will be geared toward encouraging
at-risk students to participate in drama and music. A house in downtown
Tillsonburg will be purchased/donated for this project. Students will be
involved in the renovation of the house, including the demolition of the
interior and the construction of a stage, a kitchen and seating for productions
that will take place within the house.
In addition, Glendale has a wireless Internet link with its community partners
and will be linked with all of Oxford county as part of a Human Resources
and Development Canada project by the end of this year. The school intends
to have a networked computer in each classroom, video conferencing capabilities
to enable interaction with experts and in-services for staff to encourage
the integration of technology into the classroom. Glendale has already begun
this initiative with the development of its webpage, which tied for fourth
place in SigTel School HomePage Contest. (SigTel is a division of the Educational
Computing Organization of Ontario).
Lastly, Glendale has recently received HRDC funding along with its community
partner, Fanshawe College, to have its manufacturing centre completely refurbished.
This includes CAD work stations and CNC equipment. This project will benefit
all members in the Tillsonburg community.
École Secondaire Cochrane High School - Cochrane, Ontario
Nancy Buhr - Principal
CONTEXT
Cochrane is in the heart of the Great Clay Belt of Northeastern Ontario.
By road, Cochrane is 709 kilometres north of the City of Toronto. The town
today boasts a population of 4,500 and functions as a service centre for
a wide tributary area. Anglophones and francophones populate the city in
a ratio of 65% and 35%, respectively. The forest industry is the main base
of economic viability coupled with farming and government services. Attractions
like the Railway and Pioneer Museum, Drury Park and Polar Bear Express bring
in many tourists. In 1996 there were approximately 23,000 visitors. The
Polar Bear Express, which independently attracted 17,000 people in 1996,
travels from Cochrane to James Bay and the edge of the Arctic on a daily
basis throughout the summer. Cochrane has a very well organized snowmobile
club which maintains 1,000 kilometres of trails on a 24-hour basis that
extends to Green Water. Snowmobiles are, in fact, one of the main methods
of transportation for many secondary school students.
The Cochrane-Iroquois Falls-Black River-Matheson area is administered by
two boards of education: the public and separate boards. Cochrane has four
elementary schools and two secondary schools. Between the two boards, the
student population is 1,518. Cochrane High School has 343 students and operates
a fully bilingual program in both French and English.
INPUT
With the implementation of Bill 82, the demands placed on secondary schools
by OSIS and by declining enrolment, smaller schools have been forced to
modify their structure. The traditional school with closed classrooms is
no longer effective. Cochrane High School has responded by providing more
individualized instruction and, at the same time, expanded the number of
courses and programs. Within this format, they are currently able to offer
over 325 different courses in both official languages at the three academic
levels: basic, general and advanced. Rather than keeping the traditional
classroom structure that restricted the possibility of offering different
courses, resource centres were developed and implemented. The school has
21 teachers, one social worker and seven assistants who help in the resource
centres. Now in its tenth year of implementation, the program seems to be
running strongly, especially within the operating premise that no student
can fail because they are in a mastery-learning structure. To include parents,
there is frequent communication between the teacher-advisor and parents.
To facilitate the transition from Grade 8 in a traditional school structure
to Grade 9 in a master-learning structure, the first year is partly structured.
Students are taught for three hours and have two hours of independent learning.
This modification was made to the program not because of any adaptation
difficulties on the part of new students, but to ease the concerns of parents
who experienced a more traditional educational mode.
The investment needed for such an undertaking is the time the teachers take
to prepare the units and the physical restructuring of the school.
PROCESS
Coupled with the move to transform the basic classroom, the school now groups students according to subject. Teachers work in their area of content expertise. The advantage of having teachers who are content-area subject experts is the obvious depth with which they can monitor and modify subject material to meet the demands of ever-changing curriculum. This non-traditional format propels students from a passive to an active mode. They become agents within the school structure. Moreover, they do not feel overwhelmed with the school curriculum because they can advance at their own pace. In order to obtain one credit, a student must complete twenty units within that subject area. A course can be completed at any time during the school year. There are also no "spare" periods in the schedule. This format also allows for individualized learning styles, with students being taught in various ways such as through listening, seeing, discussing or doing. Students who have difficulties in a regular classroom dynamic are able to succeed to their full potential because of the individualized process. It is important to stress that the individualization factor does not take away from interactions or discussions with other students. Failure is not an option because students are in a mastery-learning system. To aid in this process, teachers assume a teacher-advisory position. They become mentors to help, encourage and monitor student progress.
Resource Centres
The physical space takes into account different learning styles and subject
requirements. The resource centres are divided into areas for individual
work and group work. Resource centre subjects are Math, Commerce, French/Francais,
Science/Technology, History, Geography, Visual Arts and Family Studies.
Within each course, there are small group andá large group learning
activities. It is compulsory for each student to attend a number of these
activities conducted by the teacher who devised the course. Students are
responsible for completing preparatory units for the activity and for scheduling.
Courses such as technical classes and art are taught in a regular classroom
due to the need for specific material and space. One or more teachers can
be found in the centres to help students, but their roles also include diagnostics
and evaluation. Each centre has an assistant to help the teachers with learning
activities, the distribution of materials and the recording of grades. Some
centres contain a mini-library for the specific subject. The teacher in
the resource centre can be approached by any student at any time for assistance.
If the teacher cannot help the student with the problem, he or she directs
the student to acquire assistance elsewhere. This practice reinforces the
fact that "nobody has all the answers" even though they may be
older or more educated. The school is based upon the principle that "students
learn through doing." It is the task of the teacher in the resource
centre to help students acquire the knowledge necessary "to do."
Teachers will not do for students what students can do for themselves. Rather,
teachers will guide the student through a process of learning how to successfully
complete assignments.
Media Centre
Even though students work at an individualized pace, the school takes into
account the fact that each student retains information differently. The
subject units are devised so that each objective can be learned in different
ways (e.g., reading, viewing, listening, writing, discussing) to accommodate
individual learning styles. To further help students, a Media Centre is
also in place to provide them with other academic resources. The Media Centre
contains a library and an audio visual area.
Testing Centre
Once a student has completed a unit, they must be evaluated to verify that
they have reached the objective of that specific unit. To this end, a Testing
Centre has been established. Students go to this centre after a unit or
course is complete. All tests are taken in this centre. The student selects
the time that he or she feels most comfortable or prepared to take the test.
There are four or five tests prepared for each unit. Tests are taken between
9 a.m. and 3:30 p.m. and there is a Resource Centre Assistant available
to help during those hours. Once completed, the test is submitted to the
teacher who is responsible for the unit. Not only is the test corrected,
but the marker also diagnoses any difficulties the student might have and
refers them to previous work or units. The results of the test are sent
to the Teacher-Advisor who then informs the student of the outcome. The
test can be repeated to facilitate mastery of the material.
Teacher-Advisor
The guidance team which helps students through their secondary education
is composed of a Teacher-Advisor (T.A.), the parents and the student. Each
student is assigned a T.A. according to their language of preference. Students
are assigned to a particular T.A. in Grade 9 and stay with the same person
through the OACs. The role of the T.A. is to teach the student how to learn
and to devise an annual plan with each student and their parents. This plan
is then evaluated every two months to see if the student is on pace or needs
more control or structure in their daily planning. If more structure is
needed, the T.A. then revises the students' daily activities.
Currently each T.A. is responsible for 15 or 16 students. The students report
to their T.A. at 8:45 each morning for an attendance check and again at
1:00 p.m. and 3:15 p.m. This is mandatory practice for all students. There
are also three or more "surprise" attendance checks during each
week. If a student is absent, the T.A. contacts the parents to notify them.
Besides meeting with the T.A. for attendance checks, the students meet with
them for an extended period of time, ranging from 20 minutes to an hour
every two weeks (or more often if necessary). The need of the students determines
the extent of the role of the T.A. At present, Grade 9 students meet more
often than OAC students. In the extended meetings, student progress is reviewed.
The T.A. is able to monitor the progress or lack of it because they receive
the test results of the students. If the student is doing well, he or she
is encouraged to continue. Conversely, if the student is not progressing
well, the T.A. addresses difficulties and prescribes solutions. Stricter
control and guidance may be placed on the student, parents may be contacted
to help remedy the situation or a specific plan which designates further
meeting schedules may be drawn up. Parents are contacted at least five times
a year, or as the need arises. Others are contacted every two weeks depending
on the student. In this type of environment a great deal of responsibility
is placed with the students to direct their own learning. However, checks
are in place so that a T.A. may limit responsibility and impose controls.
Thus, the T.A. functions at the core of the system and acts as an anchor
to facilitate each student's success.
Co-Operative Program
A co-operative work program that meets student scheduling requirements is
available upon student request. The format of the specific co-op program
is based on an individualized student fit model.
PRODUCT
In this program students are not evaluated relative to other students.
Rather, they are evaluated in terms of their own mastery of the diverse
subject matter. Success, therefore, is seen as being primarily in the hands
of students and their monitoring T.A. Curriculum development is another
factor that influences the effectiveness of the program. Because all courses
need continual updating, a portion of the teachers' daily schedule is devoted
to the revision of unitized courses. Because teachers who write courses
also serve as course evaluators, they become aware of the strengths and
weaknesses of each unit and, therefore, have time to effectively modify
the curriculum. They also continually incorporate different methods of learning
into the units. Once again, the focus on student need is maintained. One
of the challenges presented by this kind of program is the time demand put
on teachers who both correct and modify units.
The school attributes their success to the trust that educators and parents
have placed with the students and the reciprocal trust that students have
both in themselves and their teachers. Another aspect that seems to work
in favour of the students taking basic-level courses is that they are not
stigmatized as being different, since their peers do not know which stream
they are in. This element avoids the shame that some students feel when
they find themselves in classes with younger students due to their past
school failures. Students appear to enjoy the responsibility bestowed on
them and view it as a positive experience. Most of the students who attend
the school do so by choice.
The general feeling derived from visiting this school is a strong sense
of overall community effort in the education of youth. For instance, the
level of discourse in the staff room was positive and attentive to the needs
of all students in the program. The strongest impression that remains of
the school is the tremendous pride of its students, teachers and administrators.
This can be seen in both the physical space arrangements that have been
made for the program (spacious classrooms with ample resources) and the
attitude of accommodation by the staff and students.
École Secondaire Cochrane High School- Cochrane, Ontario
Nancy Buhr - Principal
CONTEXTE
Cochrane est au coeur du &laqno; Clay Belt du Nord-Est Ontarien. La ville se situe à 709 kilomètres au nord de Toronto et fonctionne comme centre de servicerces à une grande région tributaire. La population s'élève à 4 500 habitants. Les anglophones et francophones qui peuplent la ville présentent une proportion de 65% et 35% repectivement. La base de l'économie repose surtout sur l'industrie forestière, agricole et les services gouvernementaux. Les attraits touristiques comme le Parc Drury, &laqno; Railway and Pioneer Museum » et le &laqno; Polar Bear Express » attirent chaque année plusieurs touristes. Le &laqno; Polar Bear Express »,à lui seul, en fut responsable pour 17 000 en 1996. Ce train voyage quotidiennement de Cochrane à la Baie James pendant la saison estivale. La région a un club de motoneigistes dont les membres maintiennent 1000 kilomètre de piste s'étendant jusqu'à Green Water et ce, 24 heures par jours. La motoneige est le moyen de transport préconisé par plusieurs élèves de l'école. Cochrane a quatre écoles de niveau élémentaire et deux écoles secondaires. La population étudiantes est de 1,518 parmi les 2 conseils scolaires. L'école secondaire de Cochrane a 343 élèves et opère de façon bilingue dans les deux langues officielles, soit le français et l'anglais.
MISE EN SITUATION
Avec l'implantation du projet de loi 82 les demandes imposées
par &laqno; O.S.I.S. » et le nombre d'inscriptions étant à
la baisse, l'école s'est vue obligée de modifier sa struture.
La structure traditionnelle de l'école consistant en une classe,
enseignant et élèves, ne répondait plus aux demandes
de l'école surtout à cause de la réduction de la clientèle.
Afin de continuer à desservir la population et maintenir les programmes
existants, l'école a opté pour une structure plus individualisée
qui a transformé la classe régulière en centre de ressource.
Avec ce format l'école peut offrir 325 cours différents dans
le deux langues et les différents niveaux : De base; général
; avancé. La nouvelle structure consiste en centre de ressource par
sujet, enseignant (spécialisé dans le domaine spécifique
du centre) et étudiants. L'écolte a 21 enseignants et 7 assistants
qui aident dans ces centres de ressource. De plus, il y a une travailleuse
sociales pour venir en aide aux enfants en difficultés. Cette structure
est dans sa dixième année et semble toujours faire bonne figure,
surtout lorsque la prémisse est que tout le monde va réussir.
Bien que cette affirmation puisse sembler exagérée, c'est
tout à fait le cas car la structure en est une de la maîtrise
de la matière. Ceci veut dire qu'un élève ne peut pas
avancer
d'étape avant que la matière soit acquise. Les parents sont
invités à participer activement au cheminement scolaire de
leur enfant, pour ce faire les enseigants-conseillers communiquent fréquemment
avec les parents. La mise sur pied d'une telle structure a nécessité
un investissement de plusieurs heures pour la préparation des unités
et la restructuration physique du lieu. Il fallait transformer les classes
en centre de ressources. Pour ce faire, ils ont agrandi les locaux.
PROCESSUS.
Avec la transformation de la structure traditionnelle, les étudiants sont maintenant regroupés par sujets. Les enseignants travailles dans leur champs d'expertise. Ce mode a comme avantage qu'ils peuvent contrôler et modifier le matériel pour répondre aux exigences du curriculum du Ministère de l'Éducation. Cette structure propulse l'élève d'un mode passif à un mode actif. Ils deviennent des agents dans la structure scolaire. Ils ne se sentent pas dépassé avec les sujets ou le curriculum. Les étudiants avancent à leur propre rythme selon leur habileté. Un cours peut être complété à n'importe quel moment, ce qui veut dire qu'un étudiant très motivé peut terminer ses études en 4 ans ou même 3 ans. Cette structure tient compte des différentes approches, soit auditives, visuelles, kinésiologiques ou avec des groupes de discussion. Ce système individualisé permet aux étudiants qui ont de la difficultés dans la dynamique régulière d'une classe de réussir à leur plein potentiel. Ils ne sentent pas comparé aux autres étudiants. Il est important de noter que l'individualisation de l'apprentissage ne veut pas dire isolation complète. Les discussions et les interactions avec les autres étudiants sont pratiques courantes. L'étudiant est motivé puisque l'échec n'est pas une option, l'école fonctionne sour la maîtrise de la matière. Les périodes libres n'existent pas à l'horaire. Les étudiants moins motivés peuvent avancer à un rythme qui satisfait leur faim académique. Cette approche en est une centrée sur l'élève. Afin de faciliter la transition de la 8ième à la 9ième , cette première années est partiellement structurée. Les étudiants sont en classe pour 3 heures et ont 2 heures d'apprentissage indépendant. Cette modification est survenue suite aux inquiètude manifestées par les parents qui ont vécu un mode d'éducation plus traditionnel et non pas des diffultés d'adaptation de la part des étudiants. Pour renforcir l'efficacité de cette structure, l'enseignant prend un rôle d'enseignant conseiller. Ils deiennent des mentors afin d'aider, encourager er surveiller leur progrès.
Enseignant-Conseiller (E-C)
Une enseignant-conseiller est assigné à chaque étudiant
en 9ième année et demeure avec jusqu'à la graduation.
Chaque E-C est responsable de 15-16 élèves. Les étudiants
doivent se présenter à leur E-C à 8 :45a.m. chaque
matin pour vérification de la présence et encore à
1 :00p.m. et 3 :15p.m. Ceci est une pratique obligatoire pour tous les étudiants.
Il y a trois vérifications aléatoire ou plus de la présence
chaque semaine. Si un étudiants s'absente sans préavis, l'E-C
appelle les parents pour les aviser de l'absence. Le succès de l'élève
est géré par une équipe composée de l'E-C, les
parents et l'étudiant. Outre les rencontres avec l'E-C pour la vérification
des présences, il y a des rencontres bi-mensuelles de 20 minutes
à 1 heure. Dans ces rencontres, les progrès de l'étudiant
est revisé. Les besoins de l'étudiant détermine le
rôle de l'E-C. Cette surveillance permet de noter le progrès
ou le manque de progrès puisque l'E-C reçoit les résultats
d'examen. Si un étudiant progresse, il est encouragé à
continer sur la même voie. Cependant si un étudiant fonctionne
moins bien, l'E-C diagnose le problème et trouve des solutions pour
remédier à la situation. Les parents pourraient être
appelés à aider ou, un plan détaillé impliquant
plusieurs rencontres peut être élaboré. Les parents
sont appelés un minimum de 5 fois par année. D'autres sont
contactés aux deux semaines, tout dépendant de l'élève.
Le rôle de l'E-C est d'apprendre à l'élève comment
apprendre. Dans ce type d'environnement, une énorme responsabilité
est placée sur l'élève pour diriger son apprentissage
avec l'assistance de l'E-C. Toutefois l'étudiant peut se voir retirer
cette reponsabilité pour faire place à plus de contrôle
de la part de l'E-C. Une des fonctions principales de l'E-C est d'établir
un plan annuel avec chaque étudiant et les parents. Ce plan est revisé
à tous les 2 mois afin de vérifier si les objectifs sont atteints
ou s'il faut imposer plus de contrôle. Si un contrôle accrue
est nécessaire, l'E-C établit l'horaire qotidien de l'élève
jusqu'à ce qu'il soit remis sur la bonne pist pour atteindre les
objectifs fixés. Le rôle de l'E-C est très important
car il est un ancre pour l'élève qui s'assure de sa réussite
scolaire.
Centre de ressource
Ces centres sont divisés selon les matières suivantes : Mathématiques/Commerce,
Anglais, Français/French, Sciences/Techniques, Études Familiales
et Arts. Chaque sujet est divisé en unités. Pour obtenir un
crédit, un élève doit compléter vingt unités.
Dans chaque cours, il y a des activités de groupes obligatoires.
Les étudiants doivent participer à un nombre prédéfini
d'activités établies par l'enseignant qui a écrit les
unités. Les étudiants sont aussi responsables de s'inscrire
et de compléter tous les travaux préparatifs à l'activité.
Certains cours comme les Arts et les cours techniques sont donnés
en classe régulière étant donné le matériel
nécessaire. Dans chaque centre, il y a au moins un enseignant qui
aide les étudiants, mais ils sont aussi là pour dagnostiquer
et évaluer les difficultés présentées par les
étudiants. Il y a une assistante dans chaque centre de ressource
qui aide l'enseignant avec les activités d'apprenitissage, la distribution
du matériel et l'inscriptioin des résultats scolaires. Certains
centres contiennent même une mini-bibiothèque. Les enseignants
dans les centres de ressource peuvent être approchés par n'importe
quel étudiant à n'importe quel moment. L'enseignant qui ne
peut pas aider un élève pour une raison quelconque saura le
guider vers une personne ressource qui pourra répondre aux besoins
de l'étudiant. Cette pratique renforce le fait que personne n'ait
toutes les réponses même si elle est plus âgée
et plus instruite. L'école fonctionne sous le principe que l'élève
apprend par la pratique. Le rôle de l'enseignant est d'aider l'élève
à acquérir les connaissances nécessaires pour ce faire.
Les enseignants ne feront pas pour les élèves ce qu'il peuvent
faire par eux-mêmes. De plus, ils aidents les étudiants sur
la façon de faire ce qu'il doit être fait. La disposition tient
compte du style d'apprentissage. Les centres de ressource sont divisés
afin de permettre le travail individualisé ou en groupe. Dans un
centre, il n'est pas inhabituel de voir des élèves traailler
de manière individualisée, d'autres qui travaillent en petits
groupes, quelques uns à l'ordinateur ou d'autes qui jouent un jeu
éducatif, et ce dans le même centre. Même si les étudiant
travaillent de manière individualisée, l'école tient
compte du style d'apprentissage. Pour répondre à ce besoin
il y a un centre des médias.
Centre des médias
Ce centre contient une bibliothèque et une section audiovisuelle. Les unités sont construites pour qu'elles puissent êtres apprises de manière différentes afin d'accomoder les divers styles d'apprentissage. Ils peuvent apprendre en lisant, en regardant, en écoutant, en écrivant ou en discutant. Une fois l'étudiant a complété une unité il doit être évalué afin de vérifier s'il a atteint l'objectif de départ. Tous les examens se font dans le centre d'évaluation.
Centre d'évaluation
Les étudiants fréquentent ce centre lorsqu'une unité
ou un cours est complété. Tous les examens se font dans ce
centre. L 'étudiant choisit le temps avec lequel il se sent le plus
à l'aise. Chaque unité a environ 4-5 examens différents.
La période d'examen est de 9a.m. à 15hres30p.m. et il y une
assistante sur place pour aider les étudiants. Une fois que l'examen
est complété, il est envoyé à l'enseignant responsable
de l'unité afin de se faire corriger. Le correcteur diagnose les
difficultés et réfère l'étudiant à des
unités antérieures pour qu'il reprenne l'examen avec succès.
Les résultats sont envoyés à l'enseignant-conseiller
qui informe l'étudiant de son résultat.
PRODUIT
Une évaluation d'un tel programme est presque sans objet puisque la prémisse initiale est basée sur le principe que tout le monde réussira. Les étudiants ne sont pas mesurés à d'autres étudiants mais à eux-mêmes. Donc le succès d'un étudiant lui appartient avec l'aide et les conseils de l'E-C. Un autre point qui peut affecter l'efficacité du projet est le développement du curriculum. Puisque toutes les unités doivent être continuellement révisées, une portion de la journée d'un E-C est réservée à cette fin. Les enseignants qui ont écrits les cours en sont les correcteurs. Il plus facile à ce moment de corriger ou modifier les unités puisqu'ils connaissent leurs forces et leurs faiblesses. Un effort est maintenu pour incorporer différentes méthodes d'apprentissage dans les unités. Encore une fois, l'accent est mis sur l'élève
L'école attribue son succès à la confiance mise
sur l'étudiant par les éducateurs et les parents et la confiance
que les élèves ont en eux-mêmes. Les étudiants
semblent aimer la responsabilité qui leur est accordée et
la voit comme une expérience positive. La plupart des étudiants
qui fréquentent l'école le font par choix. En 8ième
année, il y a un foire aux écoles élémentaires
sur l'orientation, et des représentants de l'école sont sur
place pour la promouvoir. Cette structure permet un déstygmatisation
des élèves de niveau de base, puisque les autres étudiants
ne savent pas à quel niveau il se trouve. Cet aspect élimine
la honte souvent associée aux étudiants qui échouent
une année et se retrouve avec des élèves plus jeunes.
Le sentiment générale qui demeure lorsque nous visitons cette
école est celui d'effort communautaire pour l'éducation des
jeunes. Par exemple, le niveau du discours du personnel était positif
et attentif aux besoins des étudiants. L'élément qui
rest avec nous en quittant l'école est la fièrté qui
se dégage de l'adminisatration aux élèves.
Hillcrest High School - Thunder Bay, Ontario
Laurie Tulloch - Principal
CONTEXT
The city of Thunder Bay, often referred to as "the Gateway to the
West," is strategically situated at the geographic centre of Canada
on the shore of Lake Superior. As Ontario's tenth largest city, it is serviced
by both of the Canadian railway systems and is connected by the Trans Canada
Highway west to Winnipeg, east to Sault Ste. Marie and Toronto and south
to Minneapolis and Chicago. Historically, major industry in Thunder Bay
has included forestry production (pulp and paper and lumber) and mining
(silver, copper and gold), which have drawn a highly skilled workforce to
this community. More recently, manufacturing, tourism, food processing and
chemical production have been at the forefront of industry. Thunder Bay's
harbour continues to maintain its status as the largest grain-handling port
in the world.
Thunder Bay and the surrounding areas have a population of 125,000 people.
As the city has been host to international sporting events such as the Canada
Summer Games and the Nordic World Ski Championships, its residents have
access to both outstanding indoor recreational facilities and a wide range
of outdoor activities such as wilderness hiking, golfing, hunting and fishing.
Education and training are considered vital to the economic growth of this
city. Thunder Bay's educational facilities consist of 42 public and 23 separate
schools; three private, six specialized and one business college; two flying
schools and one university. Lakehead University and Confederation College
offer postsecondary training in a wide range of programs. Lakehead has 6,000
full-time and 2,500 part-time students who are enrolled in diploma, undergraduate
and graduate programs such as Outdoor Recreation, Forestry, Geology and
Biology. Confederation College serves 3,300 full-time and 18,000 part-time
students who are drawn to specialized training in Aviation, Aboriginal Studies
and Entrepreneurship.
In December 1997, Thunder Bay's unemployment rate for youth aged 15-24 years
was 16.1%, which is slightly above the provincial rate of 15.3%, but slightly
below the overall Canadian average of 16.7%.
Hillcrest High School's retention program began in 1993 as a restructuring
of student services. Their philosophy has been that student problems must
be addressed before academic issues can be confronted. Hillcrest's retention
program for students at risk for dropping out was initiated by the vice-principal
who wanted community-based services to become inherent in the school's culture.
He proposed that Hillcrest model their intervention strategies on the Full
Service School concept proposed by Dryfoos (1994). Dryfoos argued that the
Full Service School concept would create a community within the school in
which the students would be able to access support on site; in other words,
the school would be ideologically reinforced as the "hub" of the
students' lives. All community-based supports, such as counselling for drug
and alcohol related problems, abuse, problems at home or at school and health
concerns could be addressed without the student having to leave the school
to gain access to such services. Since all of the students' needs would
be met internally in an expedient and effective manner, the disruption to
the students' lives would be minimized and the amount of lost class time
dramatically reduced. The intent behind this model is proactive; students
should be able to seek the services they deem necessary before their problems
interfere with their ability to be successful within the school system.
Essentially, it was Hillcrest's aim to develop a helping microcosm within
the school that would take responsibility for the holistic well-being of
its students.
INPUT
Currently, Hillcrest High School has 1,100 students in Grades 9 to 12
and employs 65 teaching staff. Their mandate is inclusion and their primary
goal is to keep their students in school. They proudly report no outside
funding from business or industry, as the provision of services is based
on a partnership model of sharing resources between the school and community
agencies.
Although some concern was raised that such a model could serve to eliminate
jobs in the school, the Dryfoos model was openly embraced by the dynamic
staff at Hillcrest who felt their school could offer more than just academic
support to the students. It was their vision to create a school in which
students felt safe and cared for, one that would spur success in those who
would otherwise continue to fall through the cracks in the current educational
system.
Hillcrest initially formulated a partnership with Lakehead Psychiatric Hospital
in which a psychiatrist was assigned to the school for one half day per
week to attend to priority referrals. As Lakehead Psychiatric Hospital is
mandated to serve individuals over 18 years of age, their partnership with
Hillcrest was unique in that it allowed more seriously distraught youth
under the age of 18 to receive much needed services with expedience. Unfortunately,
this close partnership ended when the program director left.
A pilot-project liaison was then forged between Hillcrest High School and
Family Services - Thunder Bay by the vice-principal of the school at that
time. The arrangement was for one half day per week, an addictions counsellor
and psychosocial counsellor provided services to the students in the familiar
and safe atmosphere of the school. They were provided with office space
in the Student Services department where students were already accustomed
to seeking support. Upon completion of the academic year, the program was
reviewed by the school, the students and the community agency and deemed
an overwhelming success. Consequently, a more formalized partnership was
entered into.
Hillcrest was the first school in Thunder Bay to adopt the Full Service
School concept, but the documented success of their program has created
a wave of expansion to other secondary schools in the city. Hillcrest's
visionary vice-principal is now at Hammarskjold High School, where he has
implemented the model and continues to forge partnerships between that school
and the community.
Hillcrest's "In-School Team" plays an integral part in assessing
youth who are at-risk for serious difficulties or for dropping out. The
team comprises the student counsellors, an attendance counsellor, agency
members, the vice-principal and the principal. They convene twice a month
to discuss and solve problems being faced by at-risk students and to formulate
more effective ways of meeting the needs of the school population. In addition,
these meetings focus on visions of the future, the position of the school
in the community and program development.
Hillcrest also has an Executive Committee or Cabinet within the school that
discusses educational policies and interacts with the school council. One
community member has a seat on the Cabinet. The Cabinet was recently instrumental
in the completion of a school safety report indicating that 85% of the students
feel safe within the school setting. Initiatives are currently underway
to examine more closely the safety issues and concerns of the remaining
15% of the student body.
Interestingly, the school's budgetary committee is not headed by the principal
of Hillcrest High School. Any decisions made by the budgetary committee
are brought to the cabinet for approval. Although final budgetary decisions
still rest with the principal, his democratic stance entails a thorough
investigation of issues and close consultation with committee members.
The Lakehead District School Board and the secondary schools hire teachers
jointly, with the schools making the final selection from a short-list.
The criteria used at Hillcrest to select staff include: the staff member
must possess excellent personal and human skills, the staff member must
have a wide range of skills and experiences and the staff member must want
to make a significant contribution to the vision of the Full Service School
that Hillcrest has created.
Practices and Strategies that Support Hillcrest's Philosophy
Hillcrest's program involves the presence of a number of dynamic and dedicated
community-based agency staff who come to the school to provide services
to the students in their home environment. Over the years, Hillcrest's interdisciplinary
team has consisted of a number of professionals, including a public health
nurse, a counsellor from the Lakehead Regional Family Centre, a probation
officer, counsellors from Family Services - Thunder Bay and a community
police officer.
In order to accommodate the physical presence of new staff, the community
agencies have been provided with offices in the Student Services area of
the school. Some school personnel have willingly either moved offices or
have chosen to share office space with the agency staff. The staff at Hillcrest
feel it is very important that the agency staff be housed within Student
Services to unite the team and make their presence as non-threatening as
possible for students who may already be leery about seeking such support.
More importantly, they felt it was essential to make the agency staff feel
welcome and to foster a team approach to student services.
Public Health Nurse
The public health nurse provides counselling to students one half day per
week. Students are encouraged either to make appointments or to drop-in.
Services are confidential unless the student is under the age of 16. Students
can receive counselling for a wide range of health concerns such as sexually
transmitted diseases or pregnancy, but must travel to the local health unit
to access HIV/STD and pregnancy testing.
Family Services - Thunder Bay
The counsellor from Family Services - Thunder Bay addresses a wide range
of issues with the students. Counselling sessions focus on abuse issues,
suicidal ideation and depression and various other mental health needs.
In conjunction with the school counsellor, this service has been instrumental
developing a class for girls who are at-risk for dropping out or who are
manifesting attendance problems. Barriers to attendance, interpersonal difficulties,
safety, women's issues and career planning are discussed. Thirty-one female
students are currently enrolled in this particular class.
Probation Officer
The probation officer works closely with both high and low risk offending
youth who are court-ordered to receive this service.
Addictions Assessment Worker
The addictions assessment worker determines the frequency and the level
of substance use, while simultaneously assessing how a student is functioning
in other areas of his/her life. Student needs are prioritized and personal
safety issues are immediately dealt with. The students are provided with
information about various substances; they are given tips on how to reduce
their use. Harm reduction strategies are explained and, if necessary, a
formal referral to community based treatment service is made. If family
or individual counselling is indicated, a referral to children's mental
health services is then made.
School Counsellors
The school counsellors at Hillcrest work to establish positive relationships
with the students. The counsellors are instrumental in providing initial
crisis intervention and for referring students to appropriate community
services when necessary. On-going supportive counselling for students and
collaboration with school personnel helps provide the students with continuous
support.
Social Worker
The social worker receives referrals for students who are considered
high-risk. She (He) discusses personal issues, examines eligibility for
social assistance, makes appropriate referrals to other outside agencies
or intervenes in the student's personal life if deemed necessary. The social
worker's case load comprises mostly of students between 16 and 21 years.
If these individuals are having difficulties at home, the social worker
strives to prevent the need for more radical intervention by helping them
address their problems before the situation reaches a crisis level.
Community Police Officer
Hillcrest has also encouraged an alliance with their local police department
by developing a community policing strategy. An officer from the force was
asked to come to the school cafeteria for coffee and muffins each day at
the same time to meet with students and discuss their concerns. This approach
was meant to make the community police officer seem less intrusive and foster
an alliance between law-enforcement and the students. A Crimestopper program
was then implemented in the school as a pilot project. Students are encouraged
to anonymously report any criminal activity of their peers to this officer
rather than to school personnel. Thus, the staff maintains a neutral, non-threatening
stance with the student body and responsibility is placed upon students
to report criminal activity to the police.
The community police officer uses a proactive approach at Hillcrest. He
examines the cause of problems that certain individuals are experiencing
and helps reduce the likelihood that student will re-offend. By involving
the victim, the parents and the school administrators, such problem solving
strategies become more effective.
Co-operative Education Program for At-Risk Students
Hillcrest has also designed a co-operative education program targeted
to help the at-risk student and those who drop back into the system. This
program is geared, for example, to adolescent mothers or individuals who
have behavioral or attention problems that make it difficult for them to
succeed in the traditional-structured classroom setting. By using a partial
timetable, students are required to attend classes within the school for
part of the day, while the other portion is devoted to on-site training
with a mentor in the community. For some students, the application of what
they are learning in the classroom to life experiences helps maintain interest
in the educational process. According to Hillcrest's Co-op program director,
the strength of the co operative opportunities plays a strong role in retaining
this type of student in the educational system or in bringing them back.
Educational experiences become more tangible because the student witnesses
the immediate application of their high school curriculum.
PROCESS
Because the Lakehead School Board is not in a position to hire social
workers or to expand psychological services due to budgetary restraints,
Hillcrest chose to reach out into the community to seek partnerships with
the social agencies who could help their students approach their problems
and support the stay-in-school endeavour. Their school counsellors were
eager for community support in areas where they had less expertise, such
as drug/alcohol dependency and family violence. Students with these more
complex psychological and social issues would ordinarily be referred to
community-based services, so the presence of community professionals in
the school benefitted both the students and the staff by allowing for faster
access and providing the opportunity for interdisciplinary consultation.
Referrals to the agencies in student services are made by counsellors and
teachers or by the students themselves. The "in-school team" meets
once every two weeks to address such concerns and to discuss appropriate
in-school intervention strategies.
Hillcrest offers to their community partners in exchange for social services,
the use of the school for meetings, graphic arts and media services, office
space and clientele. They strongly believe that the key to building and
maintaining these partnerships is to ensure that services are being provided
equally by both parties. The Grade 12 graphic arts students benefit from
the school-community partnerships, as it is their task to design brochures
and presentation materials for agency use as part of their course requirements.
The program at Hillcrest has been met with overwhelming support by staff,
students, community agencies, parents and the community. The school counsellors,
in particular, welcomed the availability of the various psychological and
social service agencies, as they were concerned that students who they referred
for services within the community often failed to follow through on their
appointments either due to time constraints, difficulty with transportation,
or the stigma attached with having to seek out such services in otherwise
foreign territory. Lengthy agency waiting lists seemed to add to the complexity
of problems experienced by students and often resulted in agency staff later
having to deal with problems that had become quite severe.
PRODUCT
The students at Hillcrest have been extremely receptive to the presence
of school-based community agencies. They like the fact that they do not
have to leave the environment in which they are most comfortable and where
they trust the staff implicitly. Students are aware that services are confidential
and that the school personnel will not be informed of their private issues.
The teachers and administrative staff also reap benefits from the presence
of such a wide range of professional skills. Teachers can readily access
these professionals for consultation about students with whom they are concerned.
More important, parents are very pleased to know that their children are
being provided with the best possible services when they are most needed.
The benefits of having such a wide range of community-based services in
the school for the students are numerous. The interdisciplinary team at
Hillcrest works with the students to enhance their ability to remain in
the classroom. Services that are provided are strictly confidential, students
do not have to miss as much class time to attend their appointments and
the students report feeling safe and cared for in such an environment. Because
they have the opportunity to work with the students in their daily environment,
these professionals claim that it gives them a better sense of what the
student world is like.
Most important, students feel "like they matter" at Hillcrest.
They are concerned that too much emphasis is being placed by the educational
system on performance measures (grades) and some are aware that before they
can focus on their academics, they may need psychological or social services
support to address personal issues that are interfering or have the potential
to interfere with their academic success. The fact that professionals are
coming to the school to provide such services is regarded by the students
as a statement of respect. Hillcrest students report feeling important,
empowered and cared for within their school setting.
The three high schools in Thunder Bay generate retention statistics on a
monthly basis throughout the school year. During the 1996-1997 school year,
Hillcrest High School consistently had the highest retention rate per/month
and for the entire school year of the three high schools (see Table 1).
This seems to be a trend, as Hillcrest has, as of October 1997, continued
to retain the greatest percentage of their students.
Interestingly, Hillcrest reports that the perception of some community members
is that the school is "nothing but a social agency, that it is only
dealing with high-risk kids, that we are holding onto a negative group of
individuals where in the past they would have been asked to leave."
Hillcrest believes strongly that this group of students is "extremely
valuable, that the school is changing their culture because they are able
to access health care, to normalize them socially, to help them cope with
some of their problems to become regular citizens leading productive lives
and having a successful education." It is Hillcrest's premise that
high risk students can be successful. The school allows all needs to be
addressed and met in the student's home environment. The success of these
students rests upon the shared responsibility of parents, educators, outside
agencies at Hillcrest and the community to foster a positive learning environment
for students at risk for dropping out.
Table 1
Cumulative Per Cent Decline in 1996-1997 Enrolment
Due To Dropping Out
| Month | School A | Hillcrest | School B |
| Oct | 2.85 | 2.01 | 2.81 |
| Nov | 5.23 | 4.57 | 7.12 |
| Dec | 6.06 | 5.31 | 10.11 |
| Jan | 7.25 | 6.40 | 10.87 |
| Feb | 6.38 | 5.40 | 5.24 |
| Mar | 9.78 | 7.04 | 7.68 |
| Apr | 11.64 | 9.42 | 12.38 |
| May | 12.75 | 11.34 | 14.23 |
| Jun | 12.47 | 11.44 | 14.88 |
By shifting the focus onto strengthening self-esteem via flexible programming
and access to community support agencies, Hillcrest's program puts the emphasis
back on people and helps these students learn civic awareness. This emphasis,
they feel, benefits society because their students complete their education
and lead more productive lives in the community. It is often the case that
at-risk students are not lacking academic strength, but are so overwhelmed
by their personal issues that they cannot possibly succeed within the current
educational structure. Hillcrest believes it is not until such problems
are addressed that these students are able to apply themselves sufficiently
to the demands of education. École Secondaire Le Relais, Le Caroussel,
Alexandria, Ontario
Donald Garvelle and François Demres - Co-ordinators
CONTEXT
Alexandria is a small Ottawa Valley town located about one hour from
the city of Ottawa, 15 minutes from the Québec and Ontario border.
The town has 3,300 inhabitants with a surrounding population of 7,000. The
local economy is based primarily in manufacturing and farming. The main
employer in the area is Alexandria Moldings, which employs 500 people and
is rapidly expanding. Many tourists are attracted to the region by the large
number of festivals throughout the year, such as the Tulip Festival, Winterlude
and the Franco-Ontarian Festival. The town is served by two high schools,
one in each of the official languages. Le Relais, part of the Catholic District
School Board of Eastern Ontario, has 360 francophone students.
This school retention initiative was established 10 years ago for students
wanting an alternative educational setting. Originally the program was housed
in a portable classroom. Later it moved the basement of a local commercial
building. The school uses the work place as a metaphor for school. The main
objectives of the school are to help students at risk of dropping out get
their high school diploma and to acquire work place skills that will enable
them to find employment.The originators of the program realized that some
students that had difficulty with the usual school environment were "more
manually than academically inclined." To help these students, they
turned to community resources to find specific manual tasks. One of the
first partnerships was established with Canadian Tire. The students assembled
bicycles and barbecues for their customers. Soon the program outgrew the
portable classroom which necessitated the move to a larger setting.
Over its years of operation, the program co-ordinators have been able to
achieve success with their students and community. Eventually, the co-ordinators
wanted to add another component to the program to better meet the needs
of female students who were not interested in the work being done in the
assembly room. It consists of a French bookstore in a store front on the
main street of the town. Great care has been taken not to compete with previously
existing businesses. This current format of the program has been in place
for nearly three years.
INPUT
Le Relais has 25 teachers, one nurse, a social worker and a special education teacher. The five or so teachers in Le Caroussel program also teach in Le Relais. Grade 9 and 10 students in the program are taught at the high school, whereas students in Grade 11 and 12 are taught directly at Le Caroussel. Thirty-two students participate in the program, which is open to all students intending to enter the workforce after graduation. Many are referred because of difficulties in the regular school. To participate in the program, students must demonstrate commitment to the demands and responsibilities of the program. The format of the program is similar to Co-op in that there is a work and a school component. Compared with similar programs of this type, Le Caroussel does not use an individual assisted learning system. Rather, students are taught by the two co-ordinators, who follow the fundamental program of the Ministry of Education. Le Caroussel has been the recipient of the Hilroy Bursary of Canada, a financial award given for excellence in education. Instead of spending the $5,000 award on program supplies or equipment, the co-ordinators chose to deposit the money into an account for later distribution to students as bursary incentives to continue their schooling. Thus, each student who pursues postsecondary education receives a bursary between $200 and $300. As a non-profit organization administered by a volunteer community board, Le Carrousel earned $200,000 in revenue last year.
PROCESS
The program classifies students as being at either the junior or the
senior level. Juniors receive three days of schooling and two days of work
related activities per week, while seniors receive two days of school and
three days of work activities. The classification is not based on age or
academic skills, but on the abilities demonstrated by the student, including
individual responsibility, interest and motivation. The program is divided
into three components: (1) the book store; (2) the classroom; and (3) the
assembly room. Le Caroussel tries to be as true to a regular work environment
as possible. The bookstore is where the students, mainly female, acquire
communication skills and work ethic skills. The female students in the program
attend book fairs on a monthly basis. The book store is equipped with a
state-of-the-art computerized cash register and a scanner. The assembly
room is where the students, mostly males, acquire manual work skills. Because
the program is a non-profit organization, they reinvest the revenue into
the program by using it to acquire new equipment. They are continually looking
for ways to expand their operation. Recently, they acquired a van and a
trailer.
As part of the program requirements, students are expected to seek community
placements with manufacturing companies in the area. For 125 hours of work,
juniors obtain one credit, whereas seniors must work for 175 hours to obtain
one credit. The junior placements are done in general areas to allow them
to develop a wide range of abilities. The senior placement is done in a
specialized field where students display the most interest and ability.
Over a two-year period, a student could have as many as five or six different
placements. These activities allow them to acquire skills towards employability.
Work skills are taught by staff who follow the Conference Board of Canada,
Employability Skills Profile. The guidelines recommended by the board include
academic skills, personal management skills and team work skills. Throughout
the years, the school has developed a very strong relationship with the
community. This relationship is demonstrated by the 10-year partnership
with Canadian Tire and Alexandria Building Supplies and by their long list
of partnerships with smaller companies.
The academic component of Le Caroussel also focuses on student interests,
while strictly following Ministry of Education guidelines. Teachers incorporate
the interests and concerns of students into lessons in all subject areas.
For example, during French class a student may choose to use a French language
text that focuses on the mechanical components of motorcycles.
PRODUCT
The result of this non-traditional school experience has been that 95%
of the students in this program have secured a full-time job when they graduated.
In the past three years, only one student has dropped out of the program.
Several have pursued postsecondary education. In spite of the somewhat traditional
division of male and female work activities, the co-ordinators feel that
with the help of the community they are making a difference in the future
of adolescents who probably would have dropped out of school. The co-ordinators'
objectives for the next few years are twofold. First, they plan to incorporate
some type of task that will give female students an opportunity to engage
in more manual labour at the book store. A second objective is to ensure
the continuation of the project by training the next generation of teachers
in their model, as their current staff will be retiring within the next
ten years. École Secondaire Le Relais, Le Caroussel, Alexandria,
Ontario
Donald Garvelle and François Demres - Co-ordinators
CONTEXTE
La ville d'Alexandria est située dans la magnifique vallée
de l'Outaouais. Cette ville se retrouve à une heure de la capitale
nationale et 15 minutes de la province de Québec. Elle a une population
de 3,300 personnes avec une agglomération de 7 000 personnes. La
base de leur économie repose sur l'industrie manufacturière
et agricole. Le principal employeur est Les Moulures Alexandria, qui emploie
500 personne. La région attire plusieurs touristes avec les festivals
de la région comme, le Festival des tulipes, Bal de neige et le Festival
franco-ontarien. La ville est desservie par deux écoles secondaires,
une anglophone et une francophone. Le Relais accueille 360 étudiants
francophones. Cette école se retrouve dans le Conseil scolaire de
district catholique de l'Est ontarien, qui est parmi les plus grosses commissions
scolaires de l'Ontario.
L'initiative d'aider les élèves à risque de décrocher
remonte à dix ans dans une classe portative. Les coordonateurs ont
réalisé que ces élèves étaient plus habiles
manuellement qu'académiquement. Afin d'aider les étudiants
à développer davantage cette habileté, les coordonateurs
se sont tournés vers la communauté afin de trouver des travaux
manuels qui permettront à ces étudiants de vivre le succès.
Un des premiers partenaires à s'associer au projet est Canadian Tire.
Les étudiants devaient assembler des bicyclettes et des barbecues
pour leurs clients. Ces tâches leur ont permis d'acquérir du
succès, chose que la classe ne leur permettait pas de faire. La classe
est rapidement devenue trop petite pour leurs activités d'assemblage.
A travers les années, les coordonateurs ont trouvé que les
étudiants vivaient des succès tout en ce créant une
relation avec la communauté. Cependant ce type de format ne semblait
pas répondre aux besoins de la clientèle féminine.
La solution est venue avec la mise sur pied d'un commerce qui leur permettrait
d'acquérir des habiletés qui traditionnellement attire plus
les filles que les garçons, comme travailler avec une caisse enregistreuse.
La structure qui existe depuis trois ans est composée d'une librairie
française qui a pignon sur rue, d'une salle de classe et d'un centre
d'assemblage, et se nomme Le Carrousel. Beaucoup d'effort a été
mis sur le choix du type de commerce, puisque les coordonateurs ne voulait
pas nuire aux commerçants locaux. L'école utilise le milieu
de travail comme une métaphore pour l'école. L'objectif principal
de l'école est d'aider les étudiants à obtenir leur
diplôme et acquérir des habiletés de travail qui leur
permettra de trouver un emploi.
MISE EN SITUATION
Le Carrousel fait partie de l'école secondaire Le Relais. L'école a 25 enseignants, une infirmière, une travailleuse sociale et une orthopédagogue. Les enseignants du Carrousel enseignent aussi à l'école principale. Les étudiants qui fréquentent le Carrousel et qui sont en 9ième et 10ième année ont leur classe à l'école secondaire, et les étudiants en 11ième et 12ième année sont enseignés directement au Carrousel. Il y a 32 élèves impliqués dans le Carrousel. Le format ressemble beaucoup au programme Co-op puisqu'il y a la composante académique et celle du travail. Contrairement à plusieurs programmes de ce genre, le centre n'utilise pas l'enseignement individualisé. Les étudiants sont enseignés par les deux coordonateurs du programme. Il utilise le programme de niveau fondamental du Ministère de l'éducation. Le Carrousel a reçu la bourse Hilroy du Canada de $5 000 qui souligne l'excellence en éducation. Cette bourse qui était destinée aux enseignants a été utilisée pour mettre sur pied leur propre système de bourse, chaque étudiant qui continue au niveau post-secondaire reçoit une bourse allant de $200 à $300 dollars. Pour gérer ce commerce à but non lucratif, il y a un conseil d'administration composé d'un conseiller scolaire, un comptable, un avocat, un entrepreneur, un politicien et les coordonateurs. Le chiffre d'affaires l'an passé s'est élevé à $200 000.
PROCESSUS
Le Carrousel classe leurs étudiants en deux niveaux, soit junior et senior. Les juniors reçoivent 3 jours de classe et 2 jours de placement dans un milieu de travail et les seniors reçoivent 2 jours de classe et 3 jours de placement. La classification n'est pas basée sur l'âge ou le niveau académique, mais elle est plutôt basée sur les habiletés démontrées par l'étudiant comme : la responsabilité, l'intérêt, la motivation. Le Carrousel est divisé en trois volets : 1) Librairie; 2) salle de classe; 3) centre d'assemblage. La librairie est le lieu où les étudiants, la plupart des filles, acquièrent différentes habiletés comme, la communication, la déontologie du travail. Ceux qui sont impliqués dans la librairie vont à des expositions de livres à tous les mois. La librairie est équipée d'une caisse enregistreuse très sophistiquée avec un scanneur pour les prix. Le Carrousel essaie de simuler le monde du travail de manière véridique. Dans la salle d'assemblage les étudiants, la plupart des garçons, acquièrent les mêmes habiletés avec des tâches plus manuelles. Puisque le Carrousel est à but non lucratif, ils réinvestissent leurs profits dans le centre en achetant de l'équipement plus sophistiqué. Ils se sont récemment portés acquéreur d'une fourgonnette et d'un camion. Les coordonateurs recherchent continuellement à agrandir leurs opérations. Les étudiants font leurs stages à l'intérieur de la communauté. Les juniors obtiennent 1 crédit pour 125 heures de travail et les seniors obtiennent 1 crédit pour 175 heures de travail. Les placements juniors se font dans des champs généraux afin de leur permettre de vivre différentes expériences et choisir une voie dans laquelle l'étudiant aura du succès et où il est le plus habile. Les placements seniors se font dans des champs spécialisés où les étudiants ont démontré plus d'intérêt et d'habiletés. Ces stages leurs permettent d'acquérir les habiletés vers l'employabilité. Ces habiletés sont celles préconisées par le Conseil d'entreprises sur l'enseignement La ligne directrice du conseil pour la main d'¦uvre est, l'habileté académique, les qualités personnelles et le travail en équipe. Avec les années, l'école a formé des liens très solides avec la communauté. Ceci se démontre par les 10 années de partenariat avec Canadian Tire et Alexandria Building Supply et la longue liste de partenaire qui participent activement au Carrousel. La composante académique est centrée sur les élèves, c'est-à-dire, tout en suivant le programme du Ministère, les enseignants se servent de textes et du matériel qui répondent à leur réalité. Ce qui veut dire qu'au lieu d'utiliser un texte de Lafontaine pour apprendre le français, ils peuvent utiliser un texte sur la mécanique. Les étudiants utilisent l'intérêt des élèves pour leur enseigner les différentes matières. Il y une structure en place pour aider les étudiants du primaire, elle s'appelle Tremplin. Les élèves fréquentent le centre un fois par semaine pour participer aux différentes activités qui s'y trouvent. Les élèves qui sont dans ce programme ont été identifiés comme des décrocheurs potentiels.
PRODUIT
Ce qui résulte de cette structure est que 95% des élèves
lorsqu'ils ont terminé l'école décrochent un emploi
à temps plein, et ce dans un milieu contingenté. Depuis l'implantation
de la nouvelle structure avec les trois volets, seulement un étudiant
s'est retiré du programme. Les coordonateurs sentent qu'avec l'aide
de la communauté, ils font une différence dans l'avenir des
ces étudiants. Selon les élèves, ils disent qui si
ce n'était pas du Carrousel, ils seraient probablement encore dans
un niveau académique inférieur ou ils auraient abandonné.
L'un des objectifs des prochaines années est d'essayer d'incorporer
une composante un peu plus manuelle dans la librairie qui permettrait un
travail un peu plus manuel, surtout pour les filles dans le programme. L'autre
objectif est d'assurer la relève pour que le centre puisse continuer
d'exister. Le centre se retrouvera prochainement sur l'Internet pour offrir
leurs services.
The Co-Operative Education School - Sault Ste. Marie, Ontario
Bill Watson - Co-ordinator
CONTEXT
Sault Ste-Marie is located on the shores of the St. Mary's River, which
formed a meeting place for Native Peoples before the arrival of European
fur traders in 1612. It is at the centre of the Great Lakes and is a gateway
to the American market via the International Bridge. It is located 715 kilometres
from Toronto. The city's population is 83,000 of which 66,300 are over the
age of 15. Even though the region is primarily English speaking, the city
has a diverse ethnic background that includes Italian, Polish, French, Ukrainian,
German and Native Americans. The main employer of the region is Algoma Steel
Inc., which is an employee-owned company. The service industry is also very
active, representing approximately 37.8% of the labour force. With an national
unemployment rate of 17% and a local student unemployment rate of 37.9%
for the 15-19 age bracket, the prospect of finding work is not encouraging.
Unemployment causes a chain reaction of social and economic downfalls for
youth including frustration and discouragement in meeting with chronic unemployment.
The need for programs that help youth at risk is a critical aspect of a
secure future in Sault Ste. Marie. The area is served by two school boards:
the Algoma District School Board and the Algoma Catholic Separate School
Board. Together they comprise nine secondary schools (five public, three
separate and one French language) and one alternative school, with a total
enrolment of 4,854 students. The Co-Operative Education School is currently
working to facilitate the school-to-work transition for students at risk
of dropping out of school.
The Co-Operative Education School can be traced to the ideas of Bill Watson
who, in 1987, wrote a proposal for a co-op placement program for youth in
the local high schools where they were offered a course in "entering
the world of work." The school was first located in a store front setting
nestled beside "a sports store and a barber shop on Queen street. It
is now housed in an elementary school, but is an unusual high school, which
offers a variety of courses in a non traditional environment."
Initial funding was received from the federal government and the local school
board for the first four years. In 1991, the public school board assumed
sole responsibility. Under the Employment and Immigration Canada Jobs strategy
program, they received additional funds in 1992 for four years. This money
allowed them to implement an assisted learning program, to hire a new teacher
and to double their enrolment, from 20 to 42 students.
INPUT
The school is now composed of four staff members and 80 students. It is located in an old elementary school which has been transformed to ease learning. There are three different programs offered: (1) co-op education; (2) assisted learning; and (3) some combination of the two. More than 70% of students who enrol are successful. Success is measured by the number of credits earned. Attendance is an important factor of the equation in this school. It is monitored very closely. The motto of the school, "attendance equals success," is based on the idea that students can learn if they attend. The school has developed close relationships with participating employers such as Zellers, Canadian Tire, Shopper's Drug Mart, AVE Entertainment, Bi-Way, Coles-The Book People and Northern Reflections. These connections exemplify the use of the "world of work" as a metaphor for the school. The school also has close ties with the caseworker of welfare recipients, who is notified immediately if school is missed and responds quickly with the removal of benefits. It is very much a reality-based approach to facilitating school and work linkages.
PROCESS
Students who attend the school are referred from other high schools or
other students. Based on the needs of the students, a suitable program is
established. At the point of entry, students move into one of the three
programs. The school has a basic philosophy, but is not crowded with burdensome
rules and regulations. The philosophy is to get students to school so they
can learn. They have a strict "3 strike" rule, but are open to
students who wish to return and demonstrate genuine willingness and readiness
to work. This practice exemplifies the need for a responsive and open approach
to students at risk taking multiple attempts to complete the school-to-work
transition.
Co-op program
The co-op program is composed of two courses, for which students receive
two credits, offered in the mornings: Entering the World of Work and Retailing.
In the afternoon they attend work from 12:30 until 4:00 and receive three
co-op credits. The placements are in two malls located close to the school.
The co-ordinator and the retailing teacher walk through the mall every afternoon
to check attendance and supervise students.
Independent Learning Program
This program is an individualized learning program in which students
advance at their own rates. It is modeled after the correspondence courses
from the Independent Learning Centre. The majority of courses are compulsory
courses offered in regular high schools. Students in this program work from
9:00 until 3:00 on academic courses. There are 20 lessons per credit and
a final exam. The students are asked to do four lessons per week. If they
are able to meet the quota, they are offered a "Friday off" as
an incentive. Most of the students enrolled in this program are in one of
three following categories: under the age of 16 and not ready for work;
over 16 and within five credits of graduating; or excused from the co-op
program for medical reasons such as pregnancy.
Combination Co-op And Independent Learning Program
Students who choose this option work on academic credits in the morning
and go to work in the afternoon.
Attendance
Most at-risk students have a poor attendance record. In a traditional
school setting, there is limited control for attendance. The project did
not focus on attendance until it became necessary two weeks after initiation.
At that time, co-ordinators began logging hours and keeping records of attendance.
Once they started distributing logs, the students made up the time they
had missed. Recording attendance in fifteen minute increments has become
part of the daily ritual. Students are now motivated to get to school as
quickly as possible, otherwise they are required to make up the lost time.
To further improve attendance, every teacher has a phone in the class. The
students are obligated to call if they are going to miss school. The school
is equipped with an answering machine on which the students can leave a
message 24 hours a day. Though this structure may seem highly controlled,
the students see it as a caring environment in which others are interested
in where they are and why they are not attending school.
Other Services
Because this is a relatively small school, resources are limited. However,
if a student needs to do further research than possible within the school,
they are able to access the public library. If health services are needed,
appointments are arranged (for example, Hepatitis B injections). The school
recently purchased computers for student research purposes and to prepare
them for computer-based employment opportunities.
PRODUCT
Though relatively small, the school by no means lacks the genuine efforts needed to help reduce risk for early school leaving. The school-to-work transition is greatly facilitated by the philosophy of striving toward interaction and trust between students and teachers. The program attempts to develop in students a positive attitude, increased self-esteem, mature behaviour and a sense of responsibility. The knowledge and experience gained by students becomes invaluable and gives them an edge, especially in a city that has a youth unemployment rate of 37.9% in the 15-19 age bracket. Many of the students who participate in the internship often get a part-time job with one of the partner companies. The school also promotes postsecondary education and many of their students go on to college or university. The sense of responsibility and self-worth gained by students is a positive asset and an investment in their future. Many students who attend the school often recommend it to other students, which accounts for a waiting list of 50 names. The following excerpt was written by an 18-year-old student of the co-op school as part of his Grade 11 writing course.
"When you walk in you wonder if you are really in a school at all. The front is composed of a small open office. Two desks and a couple of computer terminals sit casually behind a long counter. A little deeper into the room is a portable room divider which divides the classroom from the office. . . . Separating this classroom from the Assisted Learning Area is another portable room divider. In this area students sit in small groups to do work, help each other and listen to the radio. . . . In the very back of the school is a store room. Emitting from this room are the sounds of music and light conversation. The aroma of fresh coffee fills the air. The small comforts are their own. In this room are the older students. They have earned the right to sit in this room. Despite its unusual setting the school has a very high success rate. Although the atmosphere is calm and relaxed, it does not baby the students! The main reason for success is that students want to learn and do so at their own pace. When you accomplish something and hand it in, it feels good. You know that you did it for yourself!"
BOARD AND COMMUNITY-BASED PROGRAMS |
Windsor-Essex Catholic District School Board - Windsor, Ontario
William Lozinski - Superintendent of Schools
CONTEXT
Windsor, with a population of approximately 200,000 people, is located
in southwestern Ontario at the tip of the peninsula formed by Lake St. Clair,
the Detroit River and Lake Erie. Windsor is directly across the river from
Detroit and is linked to this American city by the Ambassador Bridge that
was built in 1929. One third of all Canada-US trade moves through the Windsor-Detroit
corridor, making it a busy and important gateway for both countries.
Windsor is linked with Toronto and Montreal by highway 401 and with Detroit
by the US interstate systems I-75, I-96 and I-94 via the 4-lane Ambassador
Bridge or the Windsor/Detroit Tunnel. Windsor International Airport services
dozens of international carriers with direct flights to the United States
and international destinations. Windsor is served by five major railways:
Canadian National, Canadian Pacific, Norfolk and Western, CSX and Essex
Terminal that provide extensive land transportation of goods to and from
the United States. Windsor's deep-water port facilities, which mark the
mid-point of the Great Lakes-St. Lawrence Seaway, allow for over 1,000 commercial
vessel berths, numerous railway barges and the subsequent transportation
of over three million tons of cargo. Because of its strategic location,
40 per cent of the Canada/US merchandise trade passes through southwestern
Ontario via Windsor.
Historically, Windsor has been a manufacturing centre for more than a century.
Early industry included sugar refining, distilling and tobacco production.
The introduction of the railway to the city rapidly expanded Windsor's economy
to include more industrial manufacturing. In the 1970s, the city gained
its reputation as the "Automotive Capital of Canada." Chrysler,
Ford and General Motors have collectively built 11 plants in Windsor and
have provided substantial employment and economic contributions. More recently,
Windsor has attracted a significant number of advanced technology companies
in metal working, robotics design and plastics. Primarily, these industries
supply the automotive industry with parts, tools and other related products
and services. Casino Windsor and the Northern Belle Riverboat Casino also
provide the city with a significant amount of tourism and gaming revenue.
Windsor is often called the "Sun Parlour of Canada" because of
it's mild climate and long growing season. The Windsor and Essex county
boasts a rich and diversified agricultural industry. Several wineries in
the region produce internationally famous vintages. Corn, soybeans, wheat,
fruits and vegetables flourish in the rich soil of the region. As well,
livestock enterprises that include poultry, swine, beef and dairy, add to
the diversity of agricultural production of this region.
With respect to education, Windsor currently has 133 elementary schools
(64 public, 53 separate and 16 French), 14 secondary, four adult learning
centres and 10 agency and alternative schools. The University of Windsor
offers programs at the undergraduate and graduate levels to 15,000 full-
and part-time students. Also located in the city is St. Clair College of
Applied Arts and Technology which provides education and training opportunities
to individuals in pursuit of careers ranging from mechanical engineering
technician to industrial general machinist.
INPUT
The Windsor-Essex Catholic District School Board's transition from school
to work initiatives have three components:
1) Bridges
2) St. Michael's Alternate High School
3) St. Michael's/St. Clair College Continuing Education Program
This document will highlight the first two initiatives only, as the third initiative is geared toward the adult population.
PROCESS
Bridges Program
Ron St. Louis - Program Co-ordinator
The Bridges program offered by The Windsor-Essex Catholic District School
Board has been in operation for the past two years. The program targets
the 50-70 per cent of students who have no intention of pursuing postsecondary
studies after graduation. The goal is to retain students in high school
by providing career guidance and training in the areas of Hospitality/Tourism,
Manufacturing and Business while they are still in high school.
The Bridges program has three tiers and is somewhat flexible in its entry
point. Optimally, it is preferred that students participate in the program
starting in Grade 10, but they can apply at the beginning of Grades 11 and
12 without having completed the Bridges component from the previous year.
In Grade 10, students are involved in job shadowing and/or career exploration.
This phase of the program targets students who do not have a clear career
path identified and wish to "experience" a possible area of interest
on a short-term basis. The placement entails one or two days per week where
students are placed in an industry setting in which they have some interest
as a possible career. In order to be accepted into this phase of "Bridges,"
Grade 10 students must be deemed to have a good attendance record, strong
work ethic and a good attitude. They must complete and submit a "Work
Placement Application" and "Work Placement Assignment" form,
plus obtain support from current teachers by submitting a signed "Teacher
Recommendation Form." Lastly, students must successfully complete interviews
with a "Bridges Liaison Teacher."
In Grade 11, students gain work experience through placement in the community.
This phase targets students who have a career selected but want some first-hand
opportunity to experience working in the area. They are placed for one to
two full weeks in the setting. Students not only job shadow, but they also
participate in some of the daily activities. Further training and career
counselling can all be obtained via the staff member at the work placement
site. In order to be accepted into this phase of "Bridges," Grade
10 students must be deemed to have a good attendance record, strong work
ethic and a good attitude. They must complete and submit a "Work Placement
Application" and "Work Placement Assignment" form, plus obtain
support from current teachers by submitting a signed "Teacher Recommendation
Form." Lastly, students must successfully complete interviews with
a "Bridges Liaison Teacher."
When students are in Grade 12, they receive more in-depth industry training
in an area they have selected as a definite career. Attendance is compulsory.
In this phase, students are placed in industry full time (five days a week)
for the entire final semester. They are required to fulfil all the duties
and responsibilities outlined in the "Bridges" program and also
meet all of the requirements of the work placement. Upon completion of the
program, they receive their final four full credits required to graduate
with an OSSD. One of these credits is a Grade 12 English credit.
Students in the Bridges program are required to keep a log of their work-related
experiences and they must write and submit reports on a regular basis that
detail their experiences and progress at their placement
Students who apply to the Bridges program in Grade 12 (Industry Training)
are interviewed on two separate occasions by industry representatives. During
the first interview, students complete a screening interview to determine
whether they possess the personal qualities, skills and abilities to meet
with success in the field they have chosen. There is usually a large pool
of students who are interviewed at this stage of the selection procedure.
From this pool, the best candidates for the available placements are selected
and undergo a second, more intense interview with industry representatives
that is structured like a formal job interview.
Twenty-six students from two schools in the board were selected to participate
in the pilot project during the first year it was offered (1996-1997 school
year). For the 1997-1998 school year, there were more than 200 applications
for the Bridges program and forty-seven students were selected from seven
of the nine schools in the board to participate in the program. Currently,
the program is run at the board level by one person, the Program Co-ordinator,
whose responsibilities include recruiting industry placements, providing
in services to teachers, monitoring the progress of students and tracking
the outcome of the students' training post-graduation. Of the seven schools
that are presently participating in the Bridges program, four schools have
each allocated two teachers to assist the Program Co-ordinator in monitoring
the students from their schools who are enrolled in the program. Because
the remaining three schools cannot spare staff to monitor their students'
progress, the Program Co-ordinator fulfils this role and, in addition, liaises
with industry employers. The Program Co-ordinator's future goal is to establish
site-based Bridges programs at each of the nine schools within the Windsor-Essex
Catholic District School Board.
Career Fair
Another retention strategy organized by the Bridges Program Co-ordinator
is a student Career Fair aimed at Grade 8 and Grade 11 students. The Career
Fair will take place on May 20-21, 1998 in Windsor at one of the local halls.
The Windsor-Essex Public School Board has also been invited to participate.
Representatives from many sectors of business, industry, public service
and health will have interactive booths for students to gather information
about careers that interest them. The Windsor-Essex Catholic District School
Board has built a curriculum around the fair to ensure that students do
participate. Students are required to gather information about careers that
interest them and present that information after the fair to their class
members. The Bridges Program Co-ordinator hopes that the Career Fair will
help these students become more aware of the standards of education required
by employers in the current economic market and gain a new understanding
of the importance of graduating from high school. For instance, most businesses
and industry, such as the RCMP and Armed Forces require an OSSD as the minimum
education level of entry.
St. Michael's Alternate High School
Dante Pagliaroli - Vice-Principal
Belief Statement
All students have aspirations and all deserve the chance to choose the educational setting consistent with their learning styles. Relying on innovative techniques, Ontario alternative schools and programs provide appropriate instructional settings for students who are perceived to be in need of additional educational opportunities. Although diverse in structure, these programs are united in their commitment to serve students needing an alternative setting.
Ontario Alternative Education Association
Alternative schools, such as St. Michael's in Windsor, provide to its
students innovation in education on a smaller scale than traditional schools,
informal ambiance and a departure from bureaucratic rules and procedures.
Such schools have been designed to provide educational services to a group
of students who are not optimally served by the regular program and consequently
require varying degrees of departure from the standard school organization,
programs and environment. Unsuccessful students who are identified as being
"disadvantaged," "marginal" or "at risk for dropping
out" are often linked with alternative schools who in turn, must be
innovative and creative in both practice and organization to meet such diverse
student needs.
St. Michael's Alternate High School serves as an intermediary or educational
stepping stone for the at-risk student Their philosophy is to help these
youth find success in academics by providing a mature environment based
on mutual respect and dignity. The school treats its students as adults,
placing the responsibility of attendance, mature behaviour and productivity
on the students themselves. The school's goal is to help students receive
partial or full credit in their courses so that they can either return to
their home schools and complete their education in the company of their
peers or continue to meet with success at St. Michael's.
Located in downtown Windsor, St. Michael's Alternate School was established
approximately 10 years ago to provide many different kinds of programs and
activities to students whose abilities, interest and personal situations
are extremely variable. Despite being a Catholic school, St. Michael's does
not require its students to observe that faith. Prayer and liturgy are,
however, incorporated into the program and two masses are held annually,
one at Christmas and one at Easter.
Students who attend the program are primarily between the ages of 16 and
21 years, although under special circumstances the school will allow students
just outside this age range to attend. One hundred and sixty to one hundred
and eighty students enrol per semester. Approximately 800 students are enrolled
via correspondence in the Windsor-Essex region and approximately 90,000
students in Ontario apply for correspondence courses per year.
Many students who attend St. Michael's are socioeconomically disadvantaged.
They often lack supports in numerous areas of their lives including family,
emotional, spiritual and financial supports. Some students live independently
or reside with relatives or friends and some are wards of Children's Aid,
are on probation or are in need of social assistance. Many have been abused
either physically, verbally, sexually or emotionally and some may currently
live in an abusive environment. Due to their circumstances, these students
often manifest very low self-esteem. According to St. Michael's staff, it
is these students who need the most time, energy and support from the education
system. Approximately one-third of St. Michael's students attend regularly,
complete their lessons and earn their credits, and then return to the school
that originally referred them, find employment or attend college or university.
St. Michael's school is housed in what used to be an elementary school.
It has 11 classrooms, a meeting room (the old library), a small area called
"the kitchen" where students meet for coffee breaks or lunch,
two computer labs and staff offices. The students also run a small store
in the school that sells juice, pop, hot dogs and snacks.
The staff of St. Michael's school consist of an off-site principal and one
on-site vice principal, 10 teachers, a secretary, a caretaker and a half-time
social worker. The social worker has an office of his/her own in which approximately
60% of the students who attend the school either are seen voluntarily or
by staff request.
In addition, a public health nurse comes into the school to meet with expectant
and new mothers about child-rearing issues and health concerns. A parenting
class in which students learn about child development, safety and health
is also offered by a teacher for credit.
Teachers who choose to work at St. Michael's school must be flexible and
highly dedicated individuals. Teacher absenteeism is very low as these students
have difficulty when the consistency of care/education changes.
Even with a very limited budget, St. Michael's Alternate School works hard
to be a welcoming place for students. Maintaining student attendance is
one of the school's major challenges and thus, incentives are aimed at encouraging
students to participate in an educational partnership with the school. For
instance, St. Michael's breakfast program provides students with bread (for
toast), jam, butter and hot chocolate each morning. In addition, a donation
of between five or six dozen muffins arrives each morning from Tim Hortons
for students and is placed in "the kitchen" for breakfast and
break-time.
Students who attend St. Michael's must be Essex County residents who are
a minimum of 16 years of age (i.e., beyond the compulsory age of attendance
in secondary education). If they are not Canadian citizens, they are required
to pay tuition.
Each student is interviewed by the vice-principal to design an individualized
academic schedule and to review the ground rules of the program. Students
are informed that, like in a job, the school and staff expect them to attend
their classes, present behaviour that is respectful to other students and
staff members and to exhibit productivity in their classes. St. Michael's
strives through the program to instill good work habits and a positive attitude
in their students. In order to help the students understand the mandatory
three classroom period day, they are informed that the Ministry of Education
requires 110 hours of class time in order for them to receive their credits.
The vice-principal believes that by informing students of the educational
requirements, they better understand the academic demands placed upon them
by the school.
The students who attend St. Michael's Alternate can be a difficult population
to manage. As adults, they cannot be given detentions because they will
not stay. Yelling at them is deemed ineffective, as they have previously
experienced similar discipline at home or in the traditional school setting.
Lastly, they cannot be expelled because that also has been tried before.
Thus, in addition to explaining academic expectations, the vice-principal
explains to each student in their initial intake interview how to handle
difficult situations with another student or staff. Students are instructed
to ask the teacher for time-out to leave the classroom for a short break
on the school grounds when difficulty arises. However, when more disruptive
situations erupt between a staff member and a student, the student is sent
home for the day. The following morning at 8:30, the vice-principal
meets with the student and the teacher to discuss the problem(s) of the
previous day. By postponing this meeting to the next day, the student has
had some time to think about his/her commitment to education and the teacher
has had time to deal with the situation, including informing the vice-principal
of any pertinent details. Such problems usually end with the student returning
to class and resuming his/her schedule with no further ramifications.
Academically, students have a four-period day. Three periods occur before
lunch and students must be present for all of them. Period four is optional.
Many students use this time block to make up lessons or time missed or to
earn an extra credit.
In response to the upcoming Ministry of Ontario School Reform, the program
at St. Michael's will be modified.
PRODUCT
Bridges
In its first year of operation, 85% of the students who participated in
the Industry Training portion of the Bridges program (Grade 12 year) were
hired by their industry employers after graduation. Many of these students
actually had full-time job offers prior to graduation. Some of the students
who were hired after graduation are currently enrolled in postsecondary
institutions and are being either partially or fully funded by their employers.
St. Michael's Alternate High School
Because St. Michael's Alternate High School assists students who cannot
attend their home school for various reasons, their success is measured
by the number of students that they help. In the 1997-98 school year, 411
students earned partial credits, full-credits, received much needed psychological
or social assistance (e.g., pursued counselling, attended drug/alcohol rehabilitation
therapy etc.) or graduated because of St. Michael's program. Staff report
getting ample personal satisfaction from seeing these at-risk students surpass
personal difficulties and succeed both personally and in the classroom.
St. Michael's proudly reports that vandalism at their school is the lowest
in the city. In four years, only four fights have occurred on their school
grounds. Teacher absenteeism is almost nil and the vice-principal is frequently
approached by teachers in the community who are looking for employment opportunities
at the school. Currently, there is a wait list of teachers wanting to work
at St. Michael's school.
Connections: Today's Youth ~ Tomorrow's Future - North Bay, Ontario
Janet Humble - Program Facilitator
CONTEXT
The city of North Bay is on the north shore of Lake Nipissing, a popular
spot for summer and winter activities. The city, 345 kilometres from Toronto,
attracts tourists from all over North America.
North Bay is the home of the Dionne Quintuplets and the museum of the same
name which attracts 11,000 visitors per year. With a population of 55,165
inhabitants, North Bay's major economic strengths are transportation, tourism
and communications. The city has two postsecondary institutions, Nipissing
University and Canador College. The Near North District School Board and
the Near North District Roman Catholic Separate School Board are also in
partnership with Human Resources Development Canada (HRDC; formerly, the
Ministry of Employment and Immigration Canada).
The Connections program was initiated in 1991 to help prevent rising drop-out
rates in the North Bay area. The program was originally called "Get
Involved in Volunteer Efforts (G.I.V.E.)." The main reason for creating
such a program was to counter the negative attitudes and behaviours of students
at risk for dropping out. G.I.V.E. was originally developed with four educational
partners in the Nipissing area: Nipissing University, Canador College, Nipissing
Board of Education and the Nipissing District Roman Catholic School Board,
and included the partnership with what was then called the Ministry of Employment
and Immigration Canada. This initial group of partners has expanded to include
a number of community sectors (see Appendix II). In 1993, the G.I.V.E. program
became "Connections: Today's Youth ~ Tomorrow's Future". Connections
is designed to provide students who are at risk of leaving school with opportunities
to discover and develop positive attitudes and skills beyond the classroom.
At present, the program is mainly privately funded. The role of the school
boards is to administer the budget and provide administrative resources
to channel the funding.
INPUT
The program is unique because it goes beyond the school environment to
reach its at-risk students by involving them in extracurricular activities
to facilitate a sense of attachment and enhance self-worth.
The program consists of three major components - Mentorship, Physical Fitness
and Well being and Volunteer Activities - and two secondary components -
Life Skills Training and Public Awareness. The students enrolled in Connections
are secondary school students who must be attending school in the North
Bay area. The participants are selected through referrals by vice-principals,
guidance counsellors and teachers from local high schools. The students
that are referred may present some of the following characteristics: poor
self-esteem; poor school attendance; problems at home; poor social skills;
difficulty solving problems or making decisions; and low academic achievement,
even though they have the ability. Referrals may also come from other sources:
truancy officers, Children's Aid Society, Mental Health and Young Offenders
counsellors and various other social agencies, but the referrals must be
channelled through the schools. There are presently forty-nine students
in the program.
PROCESS
The components of the program were created to enable at-risk students
to discover and develop their own talents, abilities and interests. The
program helps them develop an awareness of their aptitudes, goals, strengths
and weaknesses. Through contact with other individuals, the students are
able to develop social and communications skills needed to look for work
or to continue on to postsecondary education. The different activities and
initiatives help the students improve problem-solving skills, decision making
and goal setting and enhances their sense of self-worth and belonging in
the community.
Mentorship
This key component of the program gives students an adult contact or role
model within the community. The mentor is a friend and guide to the student.
Mentors help with peer problems and they discuss school and future plans.
They also help the student develop healthy interests. Mentors are volunteers
from all sectors of the community and are recruited through public awareness
presentations, word-of-mouth and one-on-one enlistment. Connections staff
interview all mentors and they complete a personal profile of their hobbies,
interests and involvement in the community before matching them with a student
on the basis of common interests and occupational goals. Support is offered
through mentor workshops, contact with Connections staff and newsletters.
The involvement of mentors occurs on different levels. There can be mentors
who are involved in specific events taking place in the community or hands-on
mentors who meet with the kids on a regular basis.
Volunteer activities
This component exemplifies the on-going commitment of the program to the
needs of the community and the interests of the students. Students help
with many community projects and high-profile community events. They also
are part of the Downtown Angels and Waterfront Angels programs in which
they offer goodwill services. These different projects take the students
out of their own situations and focus on the benefits of helping others.
Students develop a sense of self-worth, commitment, responsibility and foster
good habits like punctuality and attendance, which are carried over to their
school life.
Physical fitness and well-being
The physical fitness component of Connections is designed to enhance the
overall well being of the student by building a life-long appreciation of
active living. Students enrolled in the program receive a complimentary
YMCA membership for as long as they are active in the program. They also
attend activities at other facilities. Connections also hosts various workshops
throughout the year, introducing students to a variety of recreational activities,
improving social skills and general well-being and developing life-skills
essential to their success. The students are informed of other services
in the community that they can contact for help and are provided with awareness
workshops on topics such as AIDS, smoking cessation and substance abuse.
The program also develops an interest in the Arts and encourages the students
to use their talents in either producing episodes for 'Plugged In' on the
local Cable TV station, a theatrical performance, playing a musical instrument,
drawing murals or helping at the Capitol Centre or local art galleries.
Educational component
A pilot project was offered in Chippewa Secondary School, beginning in September
1997, for students who were repeating Grade 9. Through this class, students
can earn a credit in Personal Life Management/Decision Making by completing
the class work and participating in the Connections volunteer project. As
well, there is a physical activity component to this credit.
Public awareness campaign
This component is designed to inform the public of the work that is being
done by Connections with the students, mentors and community partners. This
is done through a monthly newsletter that is sent to all interested parties.
The newsletter contains current program information, community events, thank
you letters to benefactors and sponsors, acknowledgement of students' achievements
and a monthly calendar of programmed activities. Public support is fostered
through speaking engagements to clubs and organizations, video productions
and distribution, media coverage, funding applications, corporate appeals
and specialized fundraising activities. An annual banquet is held to honour
students and acknowledge the many partners and sponsors involved in Connections.
PRODUCT
Connections is in the process of developing an extensive quantitative
and qualitative evaluation system to determine program effectiveness. Noteworthy
is an attempt at designing a comprehensive evaluation design for the program
that includes the multifaceted social world of youth as they move through
the educational system over time. Moreover, program co-ordinators are attempting
to define this evaluation structure in a holistic way by means of measuring
the social influences that individual components of the program have had
upon the students' sense of self-worth and empowerment over time. They are
presently working in conjunction with the Near North District School Board
to develop a more comprehensive database to track early school leavers including
the reasons and causes of early school leaving.
To date, the program does seem to be successful in empowering its students
with a sense of worth and belonging, which are important factors in keeping
at-risk youth in school. The educational aspect of the program that was
added in September 1997 seems to be enhancing the overall worth of the program
thus far. This component consists of a Connections classroom as a credit
in secondary school. Of the 18 students that were enrolled in this class,
13 students have remained in school. The Connections staff hope to implement
this class in other area secondary schools in the future. Although faced
with constant funding challenges, the enthusiasm of the staff and the community
appears to be growing in strength. While specifically designed and implemented
in the North Bay area, the program co-ordinators see the possibility of
exporting components of the program to other communities.
Scarborough School Community - Scarborough, Ontario
Mr. John Reynolds - Area 6 Superintendent of Schools
CONTEXT
Prior to the passing of Bill 103 which amalgamated the cities of East
York, Etobicoke, North York, Scarborough, York and Toronto into what is
now considered the new City of Toronto (population: 2.6 million), Scarborough
was the fastest growing municipality in the region. Scarborough is located
on the eastern edge of Toronto and boasts a population of nearly half a
million residents. The city is linked by road via highways 401 and 404,
by GO train commuter rail service and by Toronto bus and subway transit
systems. Visitor attractions include the world-class Metro Toronto Zoo and
the Scarborough Bluffs and Bluffers's Park on Lake Ontario.
The former Scarborough School Board is the largest public school board region
in the new Toronto District School Board. The Board is responsible for 8,300
employees in over 170 different sites. Instruction is provided to approximately
81,000 full- and part-time elementary and secondary students from originally
over 80 countries. Currently, the Scarborough Board consists of 142 elementary
schools and 28 secondary schools (18 collegiates, three Business/Technical
schools, two high schools and five alternative schools).
The unemployment rate for youth aged 15-24 years for the Greater Metro Toronto
area for the three month period of November 1997 to January 1998 was 12.4%,
which is lower than the national average of 16.7%.
The Scarborough School Board monitored an annual drop-out rate for the past
six years. A report went to individual schools along with a list of students
who had dropped out, in order to instigate a follow-up. Furthermore, to
increase awareness of the needs of children at risk of not completing their
education, the Scarborough School Board undertook an extensive, five year
school retention study in 1991 to determine indicators of early school leavers.
The Committee for Students At Risk research team tracked the 1991/92 Grade
9 cohort over the five year duration of their secondary school studies.
This research study provided the Board with two types of information: (1)
a cohort dropout rate, indications of the long-term holding power of Scarborough
schools and (2) information as to factors that are predictive of students
who drop out (Turner, 1994).
INPUT
The Committee for Students At Risk has been in place since 1989 at the
Scarborough Board. It consists of supervisory officer representatives, elementary
and secondary school teachers, vice principals and principals, individuals
from special programs, as well as research, student and community services.
The committee has evolved from a secondary group looking at dropouts to
an elementary/secondary group addressing identification, prevention, retention
and re-entry initiatives.
The purposes of this committee have been the following:
Practices and Strategies for Retention
The second part of Scarborough's investigation is their survey of the practices
and strategies that were being employed in the elementary and secondary
schools. Because 80 per cent of the schools responded to the survey, the
survey is likely representative of the school system.
The Scarborough Board has a diverse number of programs geared towards helping
the at-risk student population. Table 2 (Turner, 1996) details some of the
types of prevention/retention programs employed by the collegiates, the
business and technical high schools, and the alternative schools. The Scarborough
Board also has programs in place that are aimed at identification of at-risk
students and re-entry of drop-outs into the school system.
TABLE 2:
Prevention/Retention Programs and Activities - Secondary
| Program/Activity | CI (N=17) | BTI/HS (N=3) | Other Programs 15 (N=5) | |||
| I | S | I | S | I | S | |
| School Tracking Committee for at-risk Students | 82% | 53% | 100% | 100% | - | 20% |
| Life Skills Program | 53% | 53% | 67% | 33% | 20% | 40% |
| Peer Tutoring (Academic) | 82% | 88% | 67% | 33% | 20% | 20% |
| Mentoring - Teacher/Student - Student/Student Counselling - Business Industry Personnel/Student |
65% 59% 12% |
41% 47% 18% |
100% 67% 33% |
67% 67% 67% |
20% - 20% |
60% 20% 60% |
| Breakfast Program | - | - | - | - | 20% | 20% |
| Job Shadowing | 12% | 24% | 33% | 100% | - | 20% |
| Specialized Homeform | 18% | 35% | 67% | 67% | - | 20% |
| Parenting Courses (for parents) | 6% | 18% | 33% | 33% | - | 20% |
| Special Courses* | 24% | 53% | 100% | 100% | 20% | 20% |
| Special Programs** | 41% | 24% | 67% | 67% | 20% | 20% |
| Volunteers in schools | 12% | 12% | 100% | 100% | - | 20% |
| Enrichment Programs | 35% | 29% | 33% | 33% | - | - |
| Cooperative Education | 12% | 82% | 33% | 67% | 20% | 60% |
| Apprenticeship Program | - | 6% | - | 33% | - | 20% |
| Attendance Monitoring Team | 65% | 65% | 67% | 67% | 20% | 20% |
| OSSTF/Learning Consortium stay in school | - | 6% | - | - | - | - |
* Because of the small numbers in each of the three groups, the percentages
shown should be interpreted cautiously.
** These include Change Your Future Program, Scarborough Centre for Student
Ventures, ASE 1, ADE 2 & SCAS.
As some of Scarborough's programming for at-risk students is done at
the Board level, several of the key programs they employ will be highlighted
in the following sections.
Change Your Future Program
Change Your Future (CYF) is an innovative school-based education program
designed to increase the odds for racial minority students who have potential,
but who have difficulty achieving success in the traditional education system.
The program provides students with the necessary support to stay in school
and plan their future. The students in CYF participate in a school-based
personal and academic development program that offers life skills, career
planning, advocacy, support and counselling. Within schools, the program
operates during the regular school day and works to support school staff.
A critical factor in the success of the program is in the effective working
relationships among youth, parents, guidance counsellors, teachers, community
organizations and corporations. This allows the CYF program to provide additional
services such as mentoring, job shadowing, summer employment and scholarships
for students. All these partners participate in building a quality program
and a strong organizational structure to support students.
Bridges - Structured Transition to Work Program
The Bridges program allows any student to reap the benefit of training
within the workplace. As one of the priorities of secondary school reform
is to develop and implement a transition to work program that bridges the
gap between secondary school completion and the workplace, students are
provided with practical, on-the-job training to help them develop the necessary
skills that will enable them to achieve their career goals. The school-based
component focuses on Grades 10-12 and consists of individualized curriculum
packages for students. Students are also required to take some co-operative
education courses but may also be involved in work experience or training
that does not lead to a high school credit. The program is meant to work
in conjunction with the Ontario Youth Apprenticeship Program and the standard
Co-operative Education Program.
Scarborough's Alternative Schools and Re-entry programming
Scarborough has five alternative schools that provide re-entry into the
educational system and specialized adult education. The Board has an Adult
Basic Learning program that is designed specifically for those who are having
difficulty reading English, have been out of school for a number of years,
experience problems coping with everyday business transactions and have
a strong desire to upgrade their skills. The Adult Day School Re-entry program
allows adults to enrol in day-time credit courses, space permitting, at
any Scarborough secondary school. The Scarborough Centre for Alternative
Studies (SCAS) operates an extensive program for adults who are 18 years
of age or older and who have been out of school for a minimum of one year.
SCAS offers academic courses for college preparation and employment and
includes instruction in work and life skill.
PROCESS
Tracking Educational Outcomes for a Cohort of Grade 9 Students (1991-1996)
The Scarborough Board of Education maintained student records on a computer
database. Using the Secondary Student Master Files database, student profiles
were downloaded by the Research Department on September 30, 1996 and analyzed
five years after the study had begun.
In the analyses, the Scarborough Board had as its main objectives the determination
of the number of students who (a) completed their education (i.e., obtained
their OSSD), (b) had transferred to another school board to continue their
education, (c) had dropped out of school, or (d) were continuing to pursue
their education at the Scarborough Board.
Practices and Strategies Employed by the Scarborough Board (1993-94)
The Scarborough Committee for Students At Risk devised questionnaires
to be administered by the guidance heads and guidance chairpersons to all
elementary schools in late February and to all secondary schools in early
March of the 1993-94 school year. These individuals were responsible for
ensuring that the questionnaire was completed by their home school and submitted
to the Board. A separate questionnaire was devised for the elementary and
secondary schools, but each sought information about practices and strategies
used by each school that potentially influenced a student's decision to
remain in school. The elementary questionnaire consisted of three sections:
A. Identification practices and strategies,
B. Prevention/Retention programs or activities,
C. General school improvement strategies.
The secondary school questionnaire consisted of two additional sections:
A. Identification practices and strategies,
B. Prevention/Retention programs or activities,
C. General school improvement strategies,
D. Transition to work programs or activities,
E. Re-entry programs or activities.
PRODUCT
Retention Study - Key Findings
At the end of their fifth year in secondary school, the 1991 Grade 9 cohort
had the following outcomes:
- 54% had earned an OSSD and retired
- 6.4% had earned an OSSD and were still enrolled
- 10.4% had not yet earned an OSSD and were still enrolled
- 15.9% were continuing their education elsewhere through formal transfer
- 13.1% had dropped out
Who Drops out?
The Scarborough Board was able to determine indicators of which students
dropped out of school. They found that it took most secondary school students
the full five years to earn their high school diploma. Gender differences
were also found. A higher proportion of females earned their diplomas (65.3%)
than males (56.1%). As well, more male students dropped out of school, had
transferred to another school in Scarborough or had remained in school without
an OSSD.
When do students drop-out?
An interesting finding of the Scarborough study was the exact timing within
the five years when students dropped out of school. The Scarborough Board
discovered that sometime between Year 4 and Year 5, more than half of the
students had dropped out. Sixty-five per cent of the drop-outs were categorized
as "no diploma - seeking employment" and a smaller percentage
(6.8%) were categorized as "no diploma - employed." What was even
more surprising was the finding that the number of credits earned by students
by the second year of high school was a strong predictor of those students
who would eventually drop out. The retention committee found that students
who eventually left high school early had earned an average of 6.19 credits
by the beginning of Year 2, whereas students who received their OSSD had
obtained an average of 8.16 credits in that same time frame.
Of those students who obtained fewer than 7 credits by the beginning of
Year 2, 38.5% eventually dropped out. The Scarborough Board has deemed this
statistic an indicator of students at-risk, as students who managed to obtain
more than 7 credits by the beginning of their second year had a dropout
rate of only 8%.
Attendance and Internal Transfers
Students who graduated from Scarborough high schools had an average of fewer
than 7 days of absences as compared to students who dropped out who had
an average absentee record of 18.8 days of absence during their Grade 9
year (Year 1). The committee also found a high level of mobility within
their schools. Of the forty-six per cent of students who changed schools
in Scarborough one or two times, only 34.8% graduated, as compared to a
graduation rate of 84.6% for those students who remained in the same school
for the five-year duration.
The Sixth Year Phenomenon
Another interesting finding made by the Scarborough Board was the fact that
nearly 10% of the 1991-92 cohort were still enrolled in a sixth year of
studies without having received their OSSD and that nearly half of those
students were close to graduating. The Board noted this finding as a possible
trend in their education system.
In short, the Scarborough Board found in 1996 that their dropout rate was
13.1 per cent. Compared to students who obtained an OSSD, students who eventually
dropped out were more likely to be males, more likely to drop out during
Year 4 and Year 5, had a higher absentee rate in their first year of high
school, by the end of their first year had accumulated fewer than 7 credits,
and had changed schools within Scarborough one or more times.
|
DISCUSSION
The preceding case studies demonstrate the seriousness with which communities
take the matter of school completion. Each of the studies illustrate how
excellence and equity can co-exist in schools that operate as caring communities.
Evident in each program is an attitude of inclusion, both an acceptance
of diversity and a willingness to be accommodating and flexible within clearly
defined program parameters. Moreover, these settings make efficient use
of community services that are accessible to students and schools through
close partnerships within communities. These situations allow schools to
focus on teaching and use the school to act as the hub for both the co location
or referral to outside social and health services and the co-ordination
of co-operative work opportunities.
School Culture: Strategies and Practices
The most common set of strategies revealed an attempt to build school cultures
that increase interaction, communication and collaborative work among participants.
Role and authority relations have been changed to facilitate shared decision
making in implementing, monitoring and modifying policies and practices.
Resources, time and staff are allocated to promote this sort of collaboration.
In terms of actual classroom practice, the provision of a challenging mixture
of academic and work experiences emerged as a consistent theme. Teachers
hold high expectations for all students. They show evidence of a vision
that their students can achieve and how schools can help students to succeed.
Moreover, they offer challenging and interesting courses and applied integrated
curriculum. Students and teachers are also configured in interesting ways.
New forms of monitoring and tracking student practices are being attempted
in a number of the settings. Finally, a wide array of work-based learning
opportunities effectively involves partners from business, industry, labour
and the community.
Adolescent Needs
Many of the social/psychological issues that confront adolescents are known
to be seriously complicated by poverty, family violence, racism and other
marginalizing conditions. However, support for services and interventions
for youth are increasingly rationalized solely in terms of more general
benefits to society. Unlike children's services that are often conceived
of as an investment in the future, youth services are tied to more immediate
citizenship and/or employment needs. The results of living with chronic,
heightened risk include increased youth alienation and despair. As a consequence,
many of the world's developed countries have tied the provision of a full
range of integrated adolescent health, social and personal services to efforts
to increase employability (Volpe, 1997; in press).
For a growing subgroup of adolescents, social/psychological risks are heightened
by dropping out of the educational system and failing to become integrated
into accepted societal patterns of responsibility. Consequently, it was
heartening to find that the sites profiled commonly use the "full service
school model" and offer comprehensive supports to students and their
families. They include opportunities to help develop talents and interests,
prevent problems and provide specialized treatment and remediation. School-based
services are founded on an understanding that education as a human service
is part of the network of community supports that are appropriate and necessary
in order to strengthen the economic, social and physical well being of students
and their families.
A Broadening View of Risk and Dropping Out
The term "dropout" shares an ambiguity with other current, related
catch words such as "at risk," "competence," and "readiness."
This ambiguity stems in part from being rooted in a "solo" view
of human development. Fortunately, that perspective is evolving into seeing
human development in terms of a "social ensemble" that portrays
school learning as the product of a community of learners. From this perspective,
competence (intelligence) and readiness (adaptive potential) can be seen
as distributed in social relationships, such as teachers-students, parents
children, employers-employees. This is an important distinction. The solo
view focuses on the personal and intra-personal dimensions of the process
of "dropout," as attributes of students. This narrow view does
not provide the kind of information that could effectively help shape school
policy. The ensemble view is more educationally appropriate because it views
the school as the major means by which culture increases the life chances
of citizens. Life chances are a function of options, reasons and needs for
choice and the social bonds that define a person's social interests and
position. Thus, schools can increase life chances by providing opportunities
for individual action arising from the interrelation of options and social
bonds. The case studies presented are efforts to increase life chances though
an effective balance of academic challenge and genuine interest in promoting
the well being of students.
CONCLUSION
The case studies of effective practices to reduce school drop out described
in this survey depict deliberate strategies to promote self-worth, confidence
and competence. The investigation of the long-term impact of education suggests
that self-worth, confidence and competence are the most important outcomes
of schooling for adult status and well-being (Funder, 1993). Academic aspects
are only one component, although very important, of this mix. An effective
school is one that, in addition to high expectations and standards, is a
warm and caring place. Moreover, it is a place that exhibits strong leadership,
a sense of purpose and allows for broad participation in governance by encouraging
open two-way communication.
Schools are most successful when they collectively focus on academic, social
and supportive activities. The chief features of effectiveness found in
the case studies presented here are a sense of belonging and engagement
in school life. These settings are successful because they are responsive
to a whole range of student needs. This responsiveness is made possible
by not having to directly take on the support needs of students. Rather,
they effectively integrate community services to enhance their ability to
demonstrate care and respect for students.
BIBLIOGRAPHY |
BIBLIOGRAPHY
Anisef, P. (1994). Learning and sociological profiles of canadian high
school students. Lewiston, NY: The Edwin Mellen Press.
Anisef, P., & Axelrod, P. (1993). TRANSITIONS: Schooling and employment in Canada. Lewiston, NY: Thompson Educational Publishing, Inc.
Anisef, P. (1997). Transitions from schooling to employment in canada and student retention: Literature review, successful interventions and policy recommendations. Toronto, ON: York University.
Bronsnan, M. (1997). Against the current: How one school struggled and succeeded with at-risk teens. Portsmouth, NH: Heinemann.
Canadian Association of School Administrators. (1996). Start to finish: A school district guide to school drop-out prevention. Toronto, ON: Shannon & McCall Consulting Ltd.
Crysdale, S., & MacKay, H. (1994). Youth's passage through school to work: A comparative, longitudinal study of Eastside, Canada. Toronto, ON: Thompson Educational Publishing, Inc.
Damon, W. (1997). The youth charter: How communities can work together to raise standards for all our children. New York: The Free Press.
Dryfoos, J. G. (1990). Adolescents at risk: Prevalence and prevention. New York: Oxford University Press.
Dryfoos, J. G. (1994). Full-service schools: A revolution in health and social services for children, youth and families. San Francisco, CA: Jossey-Bass Publishers.
Funder, D. C., Parke, R. D., Tomlinson-Keasey, C. & Widaman, K. (1993). Studying lives through time: Personality and development. Washington, DC: American Psychological Association.
Foster, S., Tilleczek, K., Lewko, J. & Hein, C. (1994). Youth at risk and exceptional students: High school dropouts. In P. Anisef (Ed.) Learning and sociological profiles of Canadian high school students. Lewiston, NY: Edwin Mellen Press.
Hargreaves, A., Earl, L., Oldfield, M., Foley, M., Raun, T., Reid, B., Samara, V., & Scane, J. (1990). Rights of passage: A review of selected research about schooling in the transition years. Toronto, ON: Queen's Printer for Ontario.
King, A. J. C., Warren, W. K., Michalski, C., Peart, M. J. (1988). Improving student retention in Ontario secondary schools: Student retention and transition series. Toronto, ON: Queen's Printer for Ontario.
Krahn, H. (1996). School-work transitions changing patterns and research needs. Edmonton, AB: University of Alberta.
Lawton, S. B., Leithwood, K. A., Batcher, E., Donaldson, E. L., Stewart, R. (1988). Student retention and transition in Ontario high schools, Policies, practices and prospects: Student retention and transition series. Toronto, ON: Queen's Printer for Ontario.
MacKay, R., & Myles, L. (1989). Native student dropouts in ontario schools: Student retention and transition series. Toronto, ON: Queen's Printer for Ontario.
McWhirter, J. J., McWhirter, B. T., McWhirter, A. M., McWhirter, E. H. (1998). At-Risk youth: A comprehensive response for counsellors, teachers, psychologists and human service professionals. Pacific Grove, CA: Brooks/Cole Publishing Company.
Quirouette, P., Saint-Denis, O., Huot, N. (1990). Identifying probable
school leavers in Ontario high schools: Student retention and transition
series. Toronto, ON: Queen's Printer for Ontario.
Radwanski, G. (1987). Ontario study of the relevance of education and
the issue of dropouts. Toronto, ON: Queen's Printer for Ontario.
Rampal Turner, C. (1994). Programs and activities at the Scarborough Board that are aimed at reducing the dropout rate (#93/94-27). Scarborough, ON: Scarborough Board of Education.
Rampal Turner, C. (1996). Tracking educational outcomes for a cohort of grade 9 students (#96 97-14). Scarborough, ON: Scarborough Board of Education.
Renihan, F., Buller, E., Desharnais, W., Enns, R., Laferrière, T., Therrien, L. (1994). Talking stock: An assessment of the national stay-in-school initiative - Executive Summary. Hull, Québec: Youth Affairs Branch, Human Resources Development Canada.
Sefa Dei, G. J., Mazzuca, J., McIsaac, E., Zine, J. (1997). Reconstructing "Drop-Out": A critical ethnography of the dynamics of black students' disengagement from school. Toronto, ON: University of Toronto Press.
Volpe, R. (in press). Conceptual and methodological challenges in evaluating integrated children services. In P. Evans, P. Hurrell, R. Volpe, & M. Stewart. (Eds.), Vol. IV. Case studies and special reports in integrated services for children at risk. Paris: OECD.
Volpe, R. (in press). Four OECD city integrated service case studies: Duisburg, Germany, Hamilina, Finland (with P. Hurrell), Lisbon, Portugal (with P. Hurrell) and St. Louis, Missouri (with P. Hurrell). In P. Evans, P. Hurrell, R. Volpe, & M. Stewart. (Eds.), Vol. IV. Case studies and special reports in integrated services for children at risk. Paris: OECD.
Volpe, R. (in press). Integrated services policies and practices in Canadian provinces. In P. Evans, P. Hurrell, R. Volpe, & M. Stewart. (Eds.), Vol. IV. Case studies and special reports in integrated services for children at risk. Paris: OECD.
Volpe, R. (in press). Ontario, Canada: Integrating services in Canada's wealthiest province. In P. Evans (Ed.). Successful programs for children at risk. Paris: OECD.
Volpe, R. (1997). Child abuse in Canada: The Canadian encyclopedia [CD Rom]. Edmonton, AB: Hurtig.
Watson, C., McElroy, S. (1976). Ontario Secondary School Dropout Study, 1974-75. Toronto, ON: The Ontario Institute for Studies in Education.
Wright, R. (1998). Highlights and current status of the secondary schools project. Toronto, ON: Faculty of Social Work, University of Toronto.
|
ALGOMA BOARD OF EDUCATION
Mr. Dan Carmichael
Principal
White Pines C & VS
1007 Trunk Road
Sault Ste. Marie, Ontario
P6A 5K9
Tel: 705-945-7181
Mr. Bob Cole
Principal
Korah C & VS
636 Goulais Avenue
Sault Ste. Marie, Ontario
P6C 5A7
Tel: 705-945-7180
Mr. V. Mandolesi
Principal
Sir James Dunn C & BVS
1601 Wellington Street East
Sault Ste. Marie, Ontario
P6A 2R8
Tel: 705-945-7177
Mr. Douglas R. McChesney
Principal
Alternative SS Program
95 Fauquier Avenue
Sault St. Marie, Ontario
P6B 2P2
Tel: 705-945-7178
Fax: 705-945-7185
Mrs. Mclure
Principal
Alexander Henry HS
232 Northern Avenue East
Sault Ste. Marie, Ontario
P6B 4H6
Tel: 705-345-7179
Fax: 705-945-7340
Mr. Bill Watson
Co-ordinator
The Co-operative Education School
70 Gladstone Avenue
Sault Ste. Marie, Ontario
P6B 2R1
Tel: 705-945-7147
Fax: 705-945-7117
AVON MAITLAND DISTRICT SCHOOL
Mr. John F. Patterson
Associate Director of Education
Avon Maitland District School Board
210 Water Street
Stratford, Ontario
N5A 3C5
Tel: 519-271-0930
Fax: 519-271-2324
email: PATTE RSON@edcent. pcbe.on.ca
Mr. Chuck Rowland
Superintendent for Transitions
Stratford Address:
210 Water Street
Stratford, Ontario
N5A 3C5
Tel: 519-271-0930
Fax: 519-271-2324
Clinton Address:
163 Princess Street E
Clinton, Ontario
N0M 1L0
Tel: 519-482-3496
Fax: 519-482-9358
BARRIE DISTRICT OFFICE
Mr. Dave Ditchfield (Acting)
Manager
Barrie District Office, MOE
2nd Floor, 20 Rose Street
P.O. Box 1010
Barrie, Ontario
L4M 2T2
Tel: 705-725-7625 or 1-800-471-1147
Fax: 705-725-7635
Ms. Lyn Cowieson
Superintendent of Student Services
The Simcoe County District School Board
Highway 26 West
Midhurst, Ontario
L0L 1X0
Tel: 705-728-7570
Fax: 705-728-2265
Ms. Faye Lund
Superintendent, District Board #18
Guelph District Office
500 Victoria Road North
Guelph, Ontario
N1E 6K2
Tel: 519-822-4420 (744)
Fax: 519-822-4487
Mr. Royal Piché
Ministry of Education and Training
P.O. Box 1010
20 Rose Street, 2nd Floor
Barrie, Ontario
L4M 4T7
Tel: 705-725-7627 or 1-800-471-0713
Fax: 705-725-7635 or 1-800-471-2584
BEAMSVILLE DISTRICT SCHOOL
Ms. Kathy Corbett
Vice Principal
Beamsville District Secondary School
4317 Central Avenue
Beamsville, Ontario
L0R 1B0
Tel: 905-563-8267
Fax: 905-563-8260
BLUEWATER DISTRICT SCHOOL
Ms. Michelle Forge
Superintendent of Staff Development
The Bluewater District School Board (BSB#7)
Box 100, 55 Victoria Street
Markdale, Ontario
N0C 1H0
Tel: 519-986-3410
Fax: 519-986-3691
LE CARROUSEL, ÉCOLE SECONDAIRE LE RELAIS
Mr. Donald Gravel
Coordinator
24, rue Main sud
C.P. 1390
Alexandria, ON K0C 1A0
Tel: 613-525-2262
Fax: 613-525-1621
Mr. François Demers
Coordinator
24, rue Main sud
C.P. 1390
Alexandria, ON K0C 1A0
Tel: 613-525-2262
Fax: 613-525-1621
CHAPLEAU BOARD OF EDUCATION
Ms. Carolyn Kay
Principal
Chapleau ÉS (Fr/Eng)
Box 880, Teak St.,
Chapleau, Ontario
P0M 1K0
Tel: 705-864-1452
COCHRANE IROQUOIS FALLS / BLACK RIVER MATHESON BOARD OF EDUCATION
Mr. Gaé Breton
Vice-Principal
Cochrane É HS (Fr. Eng)
Box 2070, 44 Anson Drive
Cochrane, Ontario
P0L 1C0
Tel: 705-272-4372
Mr. Robert Lemelin
Principal
Iroquois Falls É HS
Box 369, 44 Anson Drive
Iroquois Falls, Ontario
P0K 1E0
Tel: 705-258-3921
COCHRANE IROQUOIS FALLS / BLACK RIVER MATHESON BOARD CATHOLIC BOARD OF EDUCATION
Ms. Charlotte Brotan
Principal
Alex Pelletier É
CP 940, 44 Promenade Anson
Iroquois Falls, Ontario
P0K 1E0
Tel: 705-258-3223
Mr. Maurice Pion
Principal
Jeunesse-Nord É
CP 2315, 453, 10ième Avenue
Cochrane, Ontario
P0L 1C0
CONSEIL SCOLAIRE DISTRICT CATHOLIC DE L'EST ONTARIEN
Mr. Yves Pincince
Program Coordinator
875, route 17 e.p. 570
L'Orignal, Ontario
K0B 1K0
Tel: 613-675-4691
Fax: 613-675-2921
CONSEIL DE DISTRICT DES ÉCOLES PUBLIQUES DE LANGUE FRANÇAISE
NO.56
Mr. Dennis Yapps
District Office
C.P. 3110
North Bay, Ontario
P1B 8H1
Tel: 705-472-8170
Fax: 705-472-9927
CONSEIL DE DISTRICT DES ÉCOLES PUBLIQUES DE LANGUE FRANÇAISE
NO.57
Mr. Marc Dionne
District Office
69 Young St.
Sudbury, Ontario
P3E 3G5
Tel: 705-674-3171
Fax: 705-674-9183
CONSEIL DE DISTRICT DES ÉCOLES SÉPARÉES
DE LANGUE FRANÇAISE NO. 60A
Mr. Paul St-Cyr
District Office
36, Birch St. S.
Timmins, Ontario
P4N 2A5
Tel: 705-267-1421
Fax: 705-267-7247
CONSEIL DE DISTRICT DES ÉCOLES SÉPARÉES DE LANGUE
FRANÇAISE NO. 60B
Ms. Lise Gadoury
District Office
1140 Front ST.
North Bay, Ontario
P1B 6P2
Tel: 705-472-1702
Fax: 705-472-9398
CONSEIL DE DISTRICT DES ÉCOLES SÉPARÉES
DE LANGUE FRANÇAISE NO. 61
Ms. Hélène Chayer
District Office
201 Jogues
Sudbury Ontario
P3C 5L7
Tel: 705-673-5626
Fax: 705-673-7580
DISTRICT SCHOOL BOARD #3 (SUDBURY, ESPANOLA, MANITOULIN)
Mr. Bruce Hatton
Principal
Lockerby Comp. S.
1391 Ramsey View Court
Sudbury, Ontario
P3E 5T4
Tel: 705-522-1750
Mrs. Lise Loiselle
Principal
Hanmer ÉS
4800 Notre-Dame
Hanmer, Ontario
P3P 1V2
Tel: 705-969-4402
Mrs. Longston
Principal
Capreol HS & Northeastern SS
Box 970
Capreol, Ontario
P0M 1H0
Tel: 705-693-5340
Ms. Joan Mantle
Principal
Sudbury SS
85 Mackenzie Street
Sudbury, Ontario
P3C 4Y2
Tel: 705-674-7551
Fax: 705-674-5383
Ms. Jessie McIssaac
Guidance Counsellor
LaSalle SS
1545 Kennedy Street
Sudbury, Ontario
P3A 2G1
Tel: 705-566-2280
Mr. Georges H. Ménard
Principal
Collège Rayside Balfour
370 avenue Côté
Chelmsford, Ontario
P0M 1L0
Tel: 705-983-4241
Mr. M. Robineau
Principal
French River DSS/ÉS
de la rivière des Français (Fr/Eng)
Box 160, Lahaie St.
Noëlville, Ontario
P0M 2N0
Tel: 705-898-2282
Mr. Hervé Tremblay
Principal
MacDonald Cartier ÉS
37 boul. Lasalle ouest
Sudbury, Ontario
P3A 1W1
Tel: 705-566-7660
Mr. Mike Vrebosch
Principal
Chelmsford Valley District Comp. S.
Box 489
Chelmsford, Ontario
P0M 1L0
Tel: 705-855-4594
Ms. L. Williams
Principal
Levack SS
Box 390
Levack, Ontario
P0M 2C0
Tel: 705-966-9491
Fax: 705-966-3450
DURHAM DISTRICT SCHOOL
Mr. Tim Edwards
Head of Guidance
G. L. Roberts Collegiate & Vocational Institute
399 Chaleur Avenue
Oshawa, Ontario
L1J 1G5
Tel: 905-728-7594
Fax: 905-728-7760
ENGLISH LANGUAGE PUBLIC DISTRICT SCHOOL BOARD NO. 1
Mr. Tom McGrory
District Office
Box 1020
Timmins, Ontario P4N 7H7
Tel: 705-360-1151
Fax: 705-268-6866
ENGLISH LANGUAGE PUBLIC DISTRICT SCHOOL BOARD NO. 2
Mr. Mario Turcot
District Office
644 Albert St. E
Sault Ste-Marie, Ontario
P6A 2K7
Tel: 705-945-7111
Fax: 705-942-2540
ENGLISH LANGUAGE PUBLIC DISTRICT SCHOOL BOARD NO. 3
Mr. Gord Ewin
District Office
69 Young St.
Sudbury, ON P3E 3G5
Tel: 705-674-3171 ext. 230
Fax: 705-674-3167
ENGLISH LANGUAGE PUBLIC DISTRICT SCHOOL BOARD NO. 4
Ms. Carole Miller
District Office
Box 3110
North Bay, Ontario
P1B 8H1
Tel: 705-472-8170
Fax: 705-472-9927
ENGLISH LANGUAGE SEPARATE DISTRICT SCHOOL BOARD NO. 30A
Ms Anne MacDonald
District Office
36, Birch St. S.
Timmins, Ontario
P4N 2A5
Tel: 705-267-1421
Fax: 705-267-7247
ENGLISH LANGUAGE SEPARATE DISTRICT SCHOOL BOARD NO. 30B
Mr. Brian Giroux
District Office
1140 Front ST.
North Bay, Ontario
P1B 6P2
Tel: 705-472-1201
Fax: 705-472-0507
ENGLISH LANGUAGE SEPARATE DISTRICT SCHOOL BOARD NO.
31
Ms. Cecile Somme
District Office
90, Ontario Ave
Sault Ste-Marie, ON P6B 6G7
Tel: 705-472-1201
Fax: 705-472-0507
ENGLISH LANGUAGE SEPARATE DISTRICT SCHOOL BOARD NO. 32
Mr. Bob Richer
District Office
201 Jogues
Sudbury, Ontario
P3C 5L7
Tel: 705-673-5620
Fax: 705-673-6670
ESPANOLA BOARD OF EDUCATION
Mr. Peter V. Boyko
Principal
Espanola HS (Fr/Eng)
147 Spruce Street
Espanola, Ontario
P5E 1R7
Tel: 705-869-1590
HAMILTON - WENTWORTH DISTRICT SCHOOL
Mr. Jim O'Connor
Executive Director
Industry-Education Council
P.O. Box 57451
Jackson Station
Hamilton, Ontario
L8P 4X3
Tel: 905-529-4483
Fax: 905-529-5525
Email: iec@icom.ca
HEARST DISTRICT ROMAN CATHOLIC SEPARATE SCHOOL BOARD
Mr. François Lehoux
Principal
C.P. 13 000
Hearst, Ontario
P0L 1N0
Tel: 705-362-4283
HURON-PERTH ROMAN CATHOLIC SEPARATE SCHOOL DISTRICT
Mr. John McCawley
Superintendent of Education
The Huron-Perth County
Roman Catholic Separate School Board
P.O. Box 70
Dublin, Ontario
N0K 1E0
Tel: 519-345-2440
Fax: 519-345-2449
JAMES BAY LOWLAND SECONDARY SCHOOL BOARD
Mr. Delcourt
Principal
Box 304
Moosonee, Ontario
P0L 1Y0
Tel: 705-336-2900
KAPUSKASING - SMOOTH ROCK FALSS ET/AND DISTRICT BOARD OF EDUCATION
/ CONSEIL DE
Ms. Michelle Lay
Principal
Smooth Rock Falls K-13
Box 370
Smooth Rock Falls, Ontario
P0L 2B0
Tel: 705-338-2755
Mr. Joffre Ribout
Principal
Kapuskasing DHS (Fr/Eng)
61, avenue Devonshire
Kapuskasing, Ontario
P5N 1C5
KAPUSKASING DISTRICT ROMAN CATHOLIC SEPARATE SCHOOL BOARD
Mr. Philippe Boissonneault
Principal
Cité
10, boul. Cité Jeunes
Kapuskasing, Ontario
P5N 2K2
Tel: 705-335-6057
KAPUSKASING BOARD OF EDUCATION
Ms. Mildred Breault
Principal
Jean-Vanier É
35. 2Ième rue
Kirkland Lake, Ontario
P2N 1R3
Tel: 705-567-9266
Mr. Brian Bronson
Vice-Principal
Kirkland Lake C & VI
PB 3500
Kirkland Lake, Ontario
P2N 1R3
Tel: 705-567-4981
Mr. Jean Grisé
Principal
Ste-Marie É (Fr)
CP K 340 rue Hessle
New Liskeard, Ontario
P0J 1P0
Tel: 705-647-7376
LINDSAY DISTRICT SCHOOL
Mr. Paul Doiron
I.E. Weldon Secondary School
R.R. #6
Lindsay, Ontario
K9V 4R6
Tel: 705-324-3585
Fax: 705-878-3685
LONDON DISTRICT OFFICE
Mr. Terry Boucher
Manager
London District, MOE
2nd Floor, Ste 207
217 York Street
London, Ontario
N6A 5P9
Tel: 519-667-1440 (233), 800-265 4221 or 519-667 1440
Fax: 519-667-9769
Dr. Steve Killip, Ph.D.
Chief of Research, Program Services
Thames Valley District School Board
1250 Dundas Street East
P.O. Box 5888
London, Ontario
N6A 5L1
Tel: 519-452-2332
Fax: 519-452-2329
MICHIPICOTEN BOARD OF EDUCATION
Mr. Claude E. Paradis
Principal
Carrefour-Supérieur Nord (Fr.)
CP 560, 86 rue Magpie,
Wawa, Ontario
P0S 1K0
Tel: 705-856-7101
Mr. David R. Bulford
Principal
Michipicoten HS
Box 560
Wawa, Ontario
P0S 1K0
Tel: 705-856-4464
MINISTRY OF EDUCATION AND TRAINING, QUEEN'S PARK
Mr. M. P. Godbout
Assist. Deputy Min.
Elementary/ Secondary Operations &
French-Language Education Di.
Ministry of Education & Training
Secondary School Project
8th Floor, Mowat Block, 900 Bay Street, Queen's Park
Toronto, Ontario
M7A 1L2
Tel: 416-325-7886
Fax: 416-325-2552
Ms. Joan Andrew
Assistant Deputy Minister (Acting)
Elementary/ Secondary Policy Division
Ministry of Education & Training
Secondary School Project
8th Fl, Mowat Block
900 Bay Street, Queen's Park
Toronto, Ontario
M7A 1L2
Tel: 416-325-7886
Fax: 416-325-2552
Ms. Mary Smart, Education Officer
Secondary School Project
8th Fl, Mowat Block
900 Bay Street, Queen's Park
Toronto, Ontario
M7A 1L2
Tel: 416-325-5732
MOOSONEE DISTRICT SCHOOL AREA BOARD
Ms. Carol Birnis
Principal
Moosonee
Box 398
Moosonee, Ontario
P0L 1Y0
MUSKOKA BOARD OF EDUCATION
Mr. Harper Harrison
Principal
Bracebridge and Muskoka Lakes SS
Box 1690, 28 McMurray Street
Bracebridge, Ontario
P1L 1S4
Tel: 705-645-4496
Ms. Janice Matzinski
Principal
Gravenhurst HS
325 Mary Street S.
Gravenhurst, Ontario
P1P 1X7
Tel: 705-687-2283
NEAR NORTH BOARD OF EDUCATION
Mr. Peter Boire
Principal
Chippewa SS
539 Chippewa St. W.
North Bay, Ontario
P1B 4E7
Tel: 705-472-4010
Mr. Mike Finner
Vice-Principal
Northern SS (Fr. Eng)
175 Ehtel St.
Sturgeon Falls, Ontario
P0H 2G0
Tel: 705-753-0220
Mme. Louise Pé
Principal
F.J. McElligott SS
370 Pine
Matawa, Ontario
P0H 1V0
Tel: 705-744-5505
Ms. Olice Ridler
Vice-Principal
West Ferris SS
60 Marshall Park Drive
North Bay, Ontario
P1B 2P2
Tel: 705-497-0730
NEAR NORTH DISTRICT ROMAN CATHOLIC SEPARATE SCHOOL BOARD
Mr. Daniel Duchesne
Principal
Algonquin É
555 Avenue Algonquin
North Bay, Ontario
P1B 4W8
Tel: 705-472-8240
Mr. Yvon Marleau
Principal
Franco-Cité É
90, Main
Sturgeon Falls, Ontario
P0H 2G0
Tel: 705-753-1510
NORTH BAY/SUDBURY DISTRICT OFFICE
Mr. Michel Robineau (Acting)
Manager
NORTH BAY ADDRESS:
North Bay / Sudbury District, MOE
P.O. Box 3020
2nd Floor
447 McKeown Avenue
North Bay, Ontario
P1B 8K7
Tel: 705-474-7210 (230) or 705-564 4389
Fax: 705-497-6896
SUDBURY ADDRESS:
2nd Floor, Suite 203
199 Larch Street
Sudbury, Ontario
P3E 5P9
Tel: Same as above
Fax: 705-564-4233
Ms. Mildred Breault
Principal
Ècole Secondaire Jean-Vanier
35 2e rue
Kirkland, Lake, Ontario
P2N 1R3
Tel: 705-567-9266
Fax: 705-567-9733
Mr. Guy Cantin
Project Coordinator (French)
Bridges
1000, rue High St.
Suite 227
North Bay, Ontario
P1B 6S6
Tel/Fax: 705-472 4676
Email: gcantin@onlink.net
Mr. Gaétan Breton
Vice Principal
Cochrane Ècole Secondaire
Box 2070
44 Anson Drive
Cochrane, Ontario
P0L 1C0
Tel: 705-272-4372
Fax: 705-272-4384
Mr. Jean Grisé
Principal
Ècole Secondaire Ste-Marie
10, boul. Cité-des Jeunes
Kapuskasing, Ontario
Tel: 705-335-6057
Fax: 705-335-6063
Ms. Patti Label
Coordinator
Family Counselling Center
421 Bay Street
Suite 303
Sault Ste-Marie, Ontario
P6A 1X3
Tel: 705-759-2756
Fax: 705-759-6192
Ms. J. Manitowabi
Project Coordinator (English)
Bridges
1000, rue High St.
Suite 227
North Bay, Ontario
P1B 6S6
Tel: 705-472-4676
Fax: 705-472-0507
Email: jmanit@efni.com
Ms. Jo-anne Murphy
Coordinator
Ècole Secondaire Thérialt
BP 2006
341, boul. Thérialt
Timmins, Ontario
P4N 7K3
Tel: 705-267-1491
Fax: 705-267-2721
Ms. Olive Ridler
Coordinator
West Ferris Secondary School
60 Marshall Park Drive
North Bay, Ontario
P1B 2P2
Tel: 705-497-0730
Fax: 705-497-7945
Ms. Alice-Mae Varpio
Principal
St. Charles College
1940 Hawthorne Drive
Sudbury, Ontario
P3A 1M8
Tel: 705-566-9605
Fax: 705-566-9603
Mr. Bill Watson
Coordinator
The Co-operative Education School
70 Gladstone Avenue
Sault Ste-Marie, Ontario
P6B 2R1
Tel: 705-945-7147
Fax: 705-945-7117
NORTH SHORE BOARD OF EDUCATION
Mr. Alain Bray
Principal
Jeunesse-Nord ÉS (Fr)
C.P. 4000
Blind River, Ontario
P0R 1B0
Tel: 705-356-1688
Mr. M. Gaudreault
Principal
Villa Française des Jeunes
11, Chemin Edingurgh
Elliot Lake, Ontario
P5A 2M3
Tel: 705-848-2259
Fax: 705-848-2390
Mr. D.G. Martin
Principal
W.C. Eaket SS
Box 2000
Blind River, Ontario
P0R 1B0
Tel: 705-356-2221
Ms. Carole Prodan
Principal
Elliot Lake SS
303 Mississauga Avenue
Elliot Lake, Ontario
P5A 1E8
Tel: 705-848-7162
Fax: 705-848-0103
OTTAWA / KINGSTON DISTRICT OFFICE
Mr. Gérald Hurtubise (Acting)
Manager
Ottawa/Kingston District, MOE
4th Floor, 1580 Merivale Road
Nepean, Ontario
K2G 4B5
Tel: 613-225-9210 (167)
Fax: 613-225-2881
Mr. John Brennan
Superintendent of School Services
The New Ottawa Carleton School Board
133 Greenbank Road
Nepean, Ontario
K2H 6L3
Tel: 613-239-2611 (8253)
Fax: 613-239-2551
Dr. Alan King
Director
Social Program Evaluation Group
McArthur College
Queen's University
Kingston, Ontario
Tel: 613-545-6255
Fax: 613-545-6584
EDUCATION RESEARCH
Mr. Pierre Quirouette
Director
Edustats Inc.
3809 St. Joseph Boulevard
Unit 8,
Orleans, Ontario
K1C 1T1
Tel: 613-834-4348
Fax: 613-834-5459
Email: edustats@istar.ca
Ms. J. Stone-Séguin
Education Officer
Ottawa /Kingston District
4th Floor, 1580 Merivale Road
Nepean, Ontario
K2G 4B5
Tel: 613-225-9210 (115)
Fax: 613-225-2881
Mr. Jean Tanguay
Education Officer
Ottawa /Kingston District
4th Floor, 1580 Merivale Road
Nepean, Ontario
K2G 4B5
Tel: 613-225-9210 (150)
Fax: 613-225-2881
SUDBURY DISTRICT CATHOLIC SEPARATE SCHOOL BOARD
Ms. Curry
Principal
L'Horizon ÉS
1650, Chemin Valleyview
Val Caron, Ontario
P3N 1K7
Tel: 705-897-2503
Mr. Michel Démoré
Principal
Catholique Champlain ÉS
CP 1988, 61, rue Brookside
Chelmsford, Ontario
P0M 1L0
Tel: 705-855-9046
Mr. Armand Gagné
Principal
Catholique L'Héritage
323, 2ième avec
Sudbury, Ontario
P3B 3M4
Tel: 705-566-5511
Ms. Lynda Ryan
Principal
Marymount College
165 D'Youville Street
Sudbury, Ontario
P3C 5E7
Tel: 705-674-4231
Ms. Alice-Mae Varpio
Guidance Counsellor
St. Charles College
1940 Hawthorne Drive
Sudbury, Ontario
P3E 1M8
Sr. Rachele Watier
Principal
Cooège Notre-Dame
100, rue Lévis
Sudbury, Ontario
P3C 2H1
Tel: 705-674-7484
TEMISKAMING BOARD OF EDUCATION
Mr. Robert Bain
Principal
Engelhart HS
Box 130
Englehart, Ontario
P0J 1H0
Tel: 705-544-2337
Mr. William Johnston
Principal
Temiskaming District SS
Niven Street
New Kiskeard, Ontario
P0J 1P0
Tel: 705-647-1338
THUNDER BAY DISTRICT OFFICE
Ms. Jackie Dojack
Manager
Thunder Bay District, MOE
Ontario Government Building
3rd Floor
Suite 336
435 James St. S.
Thunder Bay, Ontario
P7E 6E3
Tel: 807-475-1255
Fax: 807-475-1550
Mr. T. W. Ellwood
Principal
Fort Frances High School
260 First Street East
Fort Frances, Ontario
P9A 1K5
Tel: 807-274-7747
Fax: 807-274-5171
Mr. Wally Golab
Vice Principal
Hammarskjold High School
80 S. Clarkson Ave.
Thunder Bay, Ontario
P7B 4W8
Tel: 807-767-1631
Fax: 807-767-0395
Ms. Beverly E. Hall
Principal
Queen Elizabeth District High School
Box 548
Sioux Lookout, Ontario
P8T 1A9
Tel: 807-737-3500
Fax: 807-737-1979
Ms. Carol Prodan
Principal
Elliot Lake Secondary School
50 Roman Avenue
Elliot Lake, Ontario
P5A 1R9
Tel: 705-848-1088
Fax: 705-848-0103
TIMMINS BOARD OF EDUCATION
Mr. Aldo Aiello
Principal
Roland Michener SS
PB 2001 Legion Dr.
South Porcupine, Ontario
P0N 1H0
Tel: 705-235-3266
Mr. Robert Brush
Principal
Timmins H & VS
451 Thé Blvd.
Timmins, Ontario
P4N 8B2
Tel: 705-360-1411
Mr. Paul Toffalenno
O' HS
150 George Street
Timmins, Ontario
P4N 4M1
Tel: 705-268-4501
TORONTO (METRO/GTA) DISTRICT OFFICE
Ms. Norah Franklin
Manager
Metro Toronto / GTA District, MOE
2nd Floor, 880 Bay Street
Toronto, Ontario
M7A 1N3
Tel: 416-325-6854
Fax: 416-325-4190 or 416-325-4253
Ms. Bernice Blackman
Operations and Field Servics Branch
Metro/GTA/K-W Toronto District Office
Ministry of Education and Training
880 Bay Street, 2nd Floor
Toronto, Ontario
M7A 1N3
Tel: 416-325 6874/6870
Fax: 416-325 4153/4190
Mr. Gordon Cressy
President
The Learning Partnership
P.O. Box 79
Suite 504
1 Dundas St. W.
Toronto, Ontario
M5G 1Z3
Tel: 416-204-4230
Fax: 416-204-4378
Mr. Tim Edwards
Head of Guidance
G.L. Roberts Collegiate & Vocational Institute
399 Chaleur Avenue
Oshawa, Ontario
L1J 1G5
Tel: 905-728-7594
Fax: 905-728-7760
Mr. Andy Francis
Relationship Manager
The Learning Partnership
P.O. Box 79, Suite 504
1 Dundas Street West
Toronto, Ontario
M5G 1Z3
Tel: 416-204-4478
Fax: 416-204-4378
Email: afrancis@tlp.on.ca
Mr. Aria Gitterman
Manager
Secondary School Project
900 Bay Street,
8th Floor
Mowat Block
Toronto, Ontario
M7A 1L2
Tel: 416-325-2538
Fax: 416-325-2532
Ms. Chantal Locatelli
Ministry of Education and Training
Secondary School Project
8th Floor,
Mowat Block
900 Bay Street, Queen's Park
Toronto, Ontario
M7A 1L2
Tel: 416-325-7886
Fax: 416-325-2552
Ms. Filipa Lu
Change of Future Program
Citizenship Development
77 Bloor St. W
7th Floor
Toronto, Ontario
M7A 2R9
Tel: 416-325-6061
Fax: 416-326-6265
Ms. Lauchie McInroy
Head Teacher
The Alternative School
Monsignor Fraser College
26 Eglinton Avenue West
Suite 500
Toronto, Ontario
M4R 1A1
Tel: 416-393-5557
Fax: 416-393-6166
Ms. Nigela McLean
Change Your Future Program
Toronto Board of Education
Toronto Centre for Career Action
777 Bloor Street West
Toronto, Ontario
M6G 1L6
Tel: 416-393-0927
Fax: 416-393-8183
Ms. Robin Wright
Faculty of Social Work
University of Toronto
246 Bloor St West
Toronto, Ontario
M5S 1A1
Tel: 416-978-6314
Fax: 416-978-7072
Mr. John Reynolds
Area 6 Superintendent of Schools
Toronto District School Board
Program Department
140 Borough Drive
Scarborough, Ontario
M1P 4N6
Tel: 416-396-7532
Fax: 416-396-4292
Ms. Chandra Turner, M.Sc.
Research Associate
Toronto District School Board
Program Department
140 Borough Drive
Scarborough, Ontario
M1P 4N6
Tel: 416-396-7081
Fax: 416-396-4856
Mr. Robert Brown
Research Officer
Toronto District School Board
Program Department
155 College Street
Toronto, Ontario
M5T 1P6
Tel: 416-397-3528
Fax: 416-397-3044
WATERLOO DISTRICT OFFICE
Ms. Norah Franklin
Manager,
Kitchener-Waterloo District, MOE
Suite 903
30 Duke Street
Kitchener, Ontario
N2H 3W5
Tel: 416-325-6854
Tel: 1-800-909 6553
Tel: 519-571-6134
Fax: 519-571-6148
Mr. David Brown
Internership Development Officer
Waterloo Catholic District School Board
91 Moore Avenue
Kitchener, Ontario
N2G 4G2
Tel: 519-578-3660
Fax: 519-578-5520
Ms. Jan McGraw
Superintendent of Instruction
Administrative Services
Education Centre
51 Ardelt Avenue
Box 68
Kitchener, ON
N2G 3X5
Tel: 519-570-0003 (4246)
Fax: 519-742-1364
Ms. Carol Telford
Counsellor
Waterloo Oxford District Secondary School
R.R. #2 Baden
Waterloo, Ontario
NOP 1G0
Tel: 519-634-5441
Fax: 519-634-5469
WEST PARRY SOUND BOARD OF EDUCATION
Mr. Robert Broskorth
Principal
Parry Sound HS
111 Isabella Street
Parry Sound, Ontario
P2A 1N2
Tel: 705-746-5888
WELLINGTON DISTRICT SCHOOL
Ms. Faye Lund
Superintendent of Education
The Wellington County Board of Education
500 Victoria Rd. N.
Guelph, Ontario
N1E 6K2
Tel: 519-822-4420
Fax: 519-822-4487
WINDSOR-ESSEX CATHOLIC DISTRICT SCHOOL
Mr. Danté Pagliaroli
Vice Principal
St. Michael's Alternative High School
465 Victoria Ave..
Windsor, Ontario
N9A 4N1
Tel: 519-977-6161
Fax: 519-977-7456
Mr. William M. Lozinski
Superintendent of Education
1485 Janette Avenue
Windsor, Ontario
N8X 1Z2
Tel: 519-253-2481
Fax: 519-253-4819
Ms. S. Sahli-Scott
Adult Learning Centre Building
1799 Ottawa Street
Windsor, Ontario
N8Y 1R4
Tel: 519-256-8020
Fax: 519-256-7679
Mr. Ron St. Louis
Program Coordinator - Bridges
Windsor - Essex Catholic District School Board
1485 Janette Ave
Windsor, Ontario
N8X 1Z2
Tel: 519-253-2481 (222)
Fax: 519-253-8397
|
APPENDIX 1
GLENDALE HIGH SCHOOL
STRATEGIC PLAN
1997-1998
AREA OF FOCUS : FUNDRAISING
| Where are we? | Long Term Goals | Short Term Goals | Timelines | Responsibilities | Evaluation |
Stakeholders not united in purpose or method. * Administration |
Develop fundraising approach to include stakeholders. GHS needs prioritized guidelines for fundraising committee to be established.
Monies to be spent on fundraising priorities for GHS. |
Fundraising committee to be established. Gemini co-ordinator will liaise with Annandale. Evaluate needs assessment & update. Development guidelines for a committee fundraising. Establish a publication for staff as to how to access funds. Select priorities to fund. |
February 1998 February 1998 February 1998 March 1998 May 1998 June 1998 |
MCW to invite members
MCW & DQ
|
GLENDALE HIGH SCHOOL
STRATEGIC PLAN
1997-1998
AREA OF FOCUS : COMPUTERS & TECHNOLOGY
| Where are we? | Long Term Goals | Short Term Goals | Timelines | Responsibilities | Evaluation |
Some classrooms with no network access.
|
Every classroom with at least one networked computer.
Software distribution & application.
Video announcements via in-school network. |
1998 computers distributed to individual classrooms as a priority. Connect with Annandale; then WWW.
Creation of on-line curriculum support to help teachers create presentations. P.D. Sessions for software applications & connectivity to WWW. Committee to organize units for curriculum support with other teachers (combine technical & curricular expertise) Contact with businesses; with Fran Bell (have goals, plan) - Ask businesses to help with training in certain programs (Bridges). Work within computer plan & beyond with fundraising group. Augment classroom terminals available. |
June 1998 March 1998 Ongoing 1997 onward June 1998 ASAP Ongoing Immediate efforts |
Computer Committee
Brendan White
Administration, site administrator, fundraising team |
GLENDALE HIGH SCHOOL
STRATEGIC PLAN
1997-1998
AREA OF FOCUS : ANNANDALE / GLENDALE LIAISON
| Where are we? | Long Term Goals | Short Term Goals | Timelines | Responsibilities | Evaluation |
See attached report outlining achievement of previous goals.
|
Develop a mutual understanding which can foster friendly positive interaction. Strengthen awareness & improve communication.
Develop a core component of curriculum for students grades 7 - 10 on career awareness. Encourage joint staff development & build curriculum bridges.
|
Joint staff / Parent Council appreciation dinner/dance hosted by Parent Councils. Joint P.D. (Michael Tutor "Colours"). Video conferencing.
Hold inter department meetings / Community Council Meetings. Develop portfolio & career awareness package for grades 7 12. Information sharing through bulletins; joint staff meetings.
Teacher exchanges &/or visits.
Golf Tournament. Parent Council Liaison Meetings. |
Winter/ Spring 1998 May 1998 Ongoing ASAP 1998 Early 1998 Spring 1998 Winter/ Spring Spring 1998 Spring 1998 1998 |
Liaison Committee & Parent Councils
Administration, Liaison Committee, Student Services, Coop. Guidance Administrations/ Liaison Committee
Liaison Committee Administration / Student Services
Parents Councils & Administrations |
GLENDALE HIGH SCHOOL
STRATEGIC PLAN
1997-1998
AREA OF FOCUS : CURRICULUM
| Where are we? | Long Term Goals | Short Term Goals | Timelines | Responsibilities | Evaluation |
Threats of shrinking curriculum breadth.
|
Maintain broad curriculum focus to preserve Liberal Arts education.
Employ practical modes for skill development. Optimized use of technology.
Revisit literacy & numeracy. Focus on integrated approach to writing skills. Continued refinement of assessment & evaluation.
|
Maintain diversity of offerings in school calendar for as long as possible. Give priority attention to arts courses. Counsel students re: value of broad based program.
In-Service, sharing, newsletters, software.
Identify progress made. Encourage cross curricular projects, I.e. GHS Newspaper.
|
Ongoing Option selection, staffing, scheduling, Ongoing Develop schedule Investigate ASAP Develop schedule September 1998 Ongoing Semester 2, 1998 End of semester 2. Discuss by end of current school year. |
Administration, guidance, heads of
MCW
Department Heads
|
GLENDALE HIGH SCHOOL
STRATEGIC PLAN
1997-1998
AREA OF FOCUS : PRIDE / RESPECT / RESPONSIBILITY
| Where are we? | Long Term Goals | Short Term Goals | Timelines | Responsibilities | Evaluation |
Groups in place to facilitate efforts: * Student Council |
Integrated plan to foster pride, respect, & responsibility in the school community
|
Schedule lunch meetings of Student Council, Staff Advisor, & Community Council. Develop firm connection for Community Council with daily life at GHS. Improve Crimestoppers program at the school. Work to continue positive climate which already exists within the school.
Career Fair |
ASAP Ongoing Second Semester 1998 Ongoing Develop immediately to augment GAAP approach Second Semester Meet in the New Year to begin planning process. Make date to coincide with Grade 10 Career Fair. |
Student Council
Student Council & other clubs & groups within the school SC Admin. Team, & Community Council
Student Council, Community Council, Volunteers, Parents, Student Service, Coop Education |
Student feedback soon after the event. |
GLENDALE HIGH SCHOOL
STRATEGIC PLAN
1997-1998
AREA OF FOCUS : BBT / SKILLS CONTINUUM
Where are we? |
Long Term Goals | Short Term Goals | Timelines | Responsibilities | Evaluatio n |
Only occurring in some areas - e.g. Media, Tech, Business, Language. Tech & Business are experimenting.
No integration with A.S. at this point. |
Integration with Use of Technology Group.
Information summary of software needs; usage & core expectations. Ongoing committee to establish outcomes for all courses that use computer technology. Establishment of a student outcomes base for 7 to OAC.
|
Teachers encouraged to take opportunities to do this.
Joint working group to be formed between A.S. & GHS.
|
Ongoing Ongoing Ongoing Set up ASAP Set up ASAP June 1998 |
Major Heads, particularly Applied Studies
Computer Committee /AS and GHS Liaison Committee Major Heads Council |
APPENDIX II
COMMUNITY PARTNERS COMMITTED TO CONNECTIONS
| ORGANIZATION NAME | EXTENT OF COMMITMENT |
| Lynn Johnston Productions | * $60,000 Funding per annum for 10 years * Contributes art work for student workshops and promotional material * Additional financial support for special events * Provides networking opportunities and contacts * Act as Advisory Board Directors |
| Anonymous Foundation | * Contributes $7,200. Annually to cover rent costs |
| Human Resource Development Canada | * Provides funding for four full time staff members * Additional funds for support staff for special projects * Recognizes CONNECTIONS potential & incorporates the program into HRCD initiatives |
| OSSTF | * Federation supports programming for at risk youth * Contributes financially to CONNECTIONS * Networking opportunities * Professional development for CONNECTIONS staff * Promotes the CONNECTIONS program in schools and through newsletters |
| Near North District Board of Education | * Provides staff member to act as Chairman of the community Board of Directors * Provides CONNECTIONS Classroom Teacher * Provides space and equipment for class operation * Handles Foundation monies and grants; does the accounting * Contracts with HRDC for additional staff through the Job Creation Program * Provides photocopying services * Provides courier service to distribute information to students and staff * Refers students to CONNECTIONS * Provides pertinent student information including marks and attendance reports * Superintendent of Secondary Schools sits on Board * Provides access to resource materials * Provides space for workshops and meetings * Provides CONNECTIONS with charitable number * Provides statistical information on youth at risk * Developed Early School Leavers research project |
| Nipissing - Parry Sound Catholic District School Board | * Superintendent sits on the Community Board * Provides access to resource materials * Provides space for workshops and meetings * Allows distribution of information and newsletters through courier system * Refers students to CONNECTIONS * Provides pertinent student information, including marks and attendance reports * Provides statistical information on youth at risk * Provides free legal servics to CONNECTIONS * Provides French translation services |
| Nipissing University | * Staff member sits on Community Board * Provides students for the Mentorship Program * Allows access to resource materials and persons * Provides space for meetings and workshops * Business students will conduct a Market Research Study |
| Canador College | * Staff member sits on Community Board * Recreation Leadership Department plans programming & events for CONNECTIONS students |
| YMCA | * Free memberships to all CONNECTIONS students * Free admission to guest or mentor of student * Provides high interest programming * Operates several programs for at risk students * Youth Dances and other activities * Provides instruction for CONNECTIONS students * Provides mentors for the students |
| Ministry of Health | * Funding for Heart Health Project to increase physical activity opportunities
for Youth * Provides Needs Assessment Results * Provides health studies & documentation to support CONNECTIONS programs * Provides professional development opportunities & workshops for CONNECTIONS staff * Provides important information for students on social and health issues |
| Ministry of Education | * Supports the CONNECTIONS classroom project * Provides statistics on early school leavers * Supports development & implementation of new projects dealing with at risk youth * Provides opportunities for professional development * Allows CONNECTIONS Staff to participate in school activities * Volunteer activities are to be a compulsory part of the curriculum |
| Ministry of Housing | * Donated 3 computers to the CONNECTIONS program, a 386, a 286 and a 286 lap-top |
| Ministry of Citizenship, Culture and Recreation | * Offers support for increased physical activity and recreational activities
for Youth * Provides resources and expertise * Provides workshop and professional development opportunities * Gathers research and documentation and area statistics on youth issues *Considers Youth-at-Risk to be a priority * Established funding for a You;-at-Risk worker * Provides networking opportunities |
| City of North Bay | * Provides high profile volunteer activities for the CONNECTIONS students * Provides resources and programs for youth * Provides expertise and people-power as required * Provides meeting and workshop space * Provides promotion through Partners in Recreation program * Provides equipment and resources when required |
| Rotary Clubs | * Provide mentors for the students * Provide volunteer opportunities * Fund special projects |
| Kinsmen Club | * Fund Special projects * Provides on-going revenue through Bingo |
| Kiwanis club | * Provides recreational and volunteer activities for students * Provides Centennials Hockey tickets for students * Provides mentors for the students |
| Cabooster Club | * Donates season's tickets for Centennials hockey games |
| Community Businesses | * Financial support for special initiatives * In-house recognition & promotion for CONNECTIONS projects through independent advertising * Networking opportunities * Organizational and creative assistance * Community profile * Give certificates, donations,m prizes for students * Donates in kind services |
| Media | * Covers all CONNECTIONS events and recognizes individual student's contributions * Gives reduced rates for advertising costs |
| COGECO Cable TV | * Provides workshops for students on television rad-casting and filming * Allows students to film their own excerpts for broadcast on local Cable channel * Provides promotion for CONNECTIONS |
| Community Recreation Groups | * Provide recreational lessons for students * Provide facilities for activities * Provide mentors for students * Provide role models for students |