newsletter - The School College Work Initiative

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SCW Inewsletter
Newsletter I Spring 2008
SCWI
The SCHOOLI COLLEGEI WORK Initiative
SCHOOL I COLLEGE I WORK Initiative 2007-2008
What’s Inside?
SCW I
I
Innovative projects to improve retention and graduation rates and support successful
transition to college and apprenticeship
I
Supports for student success developed by all Ontario colleges and school boards
I
Details of 150 dual credit programs serving 4,300 secondary students across
Ontario in 2007-08
I
Benefits for students when colleges and secondary schools work together
SCHOOL I COLLEGE I WORK Initiative Co-Management Team
What Is SCWI?
District School Boards
Geoff Williams, Avon Maitland DSB; Lyse-Anne Papineau,
CSC du Nouvel-Ontario; John Mackle, Peterborough,
Victoria, Northumberland and Clarington CDSB; Gerry
Connelly, Toronto DSB
SCW I
The School-College-Work Initiative is a co-operative effort with a mandate to assist in
creating a seamless transition for students from secondary school to college. In addition
to a wide array of learning and awareness opportunities for students, teachers, parents
and the broader community, projects have been developed to provide dual credit programs
for secondary students through the partnership of secondary schools and colleges.
SCWI/CODE
Frank Kelly, Project Manager; Grant Yeo, Project Officer
A collaboration of the Council of Ontario Directors of Education (CODE) and the
Committee of College Presidents (COP), SCWI is jointly funded by the Ministry of
Education and the Ministry of Training, Colleges and Universities.
This unique initiative is led by a Co-Management Team comprised of college presidents,
and school board directors, with support from the Ministry of Education and the Ministry
of Training, Colleges and Universities. Sixteen Regional Planning Teams involving all
district school boards and colleges are working on SCWI activities and dual credit
programs for students across the province.
SCWI creates opportunities for school boards and colleges to bring together faculty,
teachers and administrators to work collaboratively to increase opportunities for
student success.
Since its inception the growth and success of the SCWI projects have been phenomenal.
Many thousands of students from grades 7 through 12 and their teachers will be
involved this year in special forums, hands-on learning opportunities and visits to
colleges. In 150 Dual Credit programs, more than 4,300 students will gain secondary
school credits and college-level credits concurrently. As the students themselves attest,
these programs are engaging and for some students who may have been lacking
motivation, they can be life altering. I S C W I I
Colleges
Robert Gillett, Algonquin College; Sylvia Barnard,
Cambrian College; Andrée Lortie, La Cité Collégiale;
MaryLynn West-Moynes, Mohawk College
Ministry of Education (Student Success/Learning
to 18 Strategic Policy Branch)
Grant Clarke, Director; Mary Smart, Education Officer
Ministère de l’Éducation (Direction des politiques
et programmes d’éducation en langue française)
Johanne Boisvenu-Blondin, Agente d’éducation
Ministry of Training, Colleges and Universities
(Programs Branch)
Patti Redmond, Director; Shelley Acheson,
Senior Policy Advisor I S C W I I
Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca
Newsletter I Spring 2008 I 1
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Working Together for Student Success
The Ontario government is strongly committed to creating an Ontario
Education Advantage, a key social and economic policy for the education
of students from pre-school through postsecondary including Best Start
(preschool), Every Child (JK to grade 6), Student Success (grade 7 to 12),
and Reaching Higher (postsecondary).
The two learning ministries – the Ministry of Education (EDU) and the Ministry
of Training, Colleges and Universities (TCU) – work collaboratively with
partners across government and stakeholders in both sectors.
SCW I
The Ministries have a shared mission to increase the number of young people
graduating from high school and increase the number of young people
making a successful transition to higher education, training and the workplace.
Dual Credits are a key component of the Ministry of Education’s Student
Success /Learning to 18 strategy. Their special supports are designed to
attract back and retain students in order to meet the government’s goal of
“rais(ing) the (high school) graduation rate to 85% by 2010” (Moving Forward
Together, 2007). Dual credit programs are aimed at students in grades 11
and 12 and provide new and varied learning opportunities, that is, courses
that interest students at risk of not graduating by providing real-world
applications for their abilities and ambitions.
The Ministry of Education’s Student Success/Learning to 18 strategy
complements and sets the stage for achieving the Ministry of Training,
Colleges and Universities’ goals in the Reaching Higher plan – to make
postsecondary education and training more accessible and affordable.
Dual credit programs contribute significantly to opening clearer pathways to
college and apprenticeship programs for students at risk of not graduating
from high school including the following groups: disengaged and
underachieving students with the potential to succeed, aboriginal students,
students learning English or French as their second language, students who
are the first in their family to attend post-secondary education, students who
have been designated as Crown Wards, students with special education needs
and students who have been out of school and are returning to complete
optional credit requirements towards the OSSD. Dual credits increase
secondary student awareness of college and the trades as viable
postsecondary destinations and link teachers/faculty in the secondary
and college systems with a common goal of achieving the government’s
education priorities.
Implementing Dual Credits requires coordinated effort and formal links
between the school boards/high schools, colleges, universities, apprenticeship
training and the community/sector partners.
A broad array of measures has been undertaken by both Ministries to promote
and strengthen horizontal collaboration both internally within the government
and externally in the infrastructure supports and practices, specifically, shared
governance and accountability structures, coordinated policy, program design
and implementation, shared involvement in stakeholder consultation forums,
and joint research and funding.
Both Ministries provide funding to the School-College-Work Initiative (SCWI)
to strengthen connections between schools and colleges for the benefit of
students. The SCWI Co-Management Team contributes directly to the
increased capacity of boards and colleges to provide students with engaging
programs and appropriate supports to ensure both secondary and
postsecondary success. In addition, 16 Regional Planning Teams (3 French
language) involve 72 school boards and 24 colleges of applied arts and
technology in the development and coordination of innovative projects,
including dual credits, to promote school-college alignment.
Both Ministries also enjoy policy collaboration at all levels within government
to create clear pathways between secondary schools and post secondary
education. Examples include:
I
Monthly meetings of EDU-TCU Directors, including staff
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An EDU Director reports to an ADM in each Ministry on the adult education
and student success portfolios
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Staff are directed to work collaboratively on briefing materials, issue notes
and issue management, materials for Executive Committee, cabinet
submissions
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There is cross-representation on forums and work groups
Both Ministries share common desired outcomes. At a system level, by the
year 2009-10, full-time postsecondary enrolment (colleges and universities) is
projected to grow by 40,700 students over the 2006-07 level. Improved high
school graduation rates have a positive impact on postsecondary enrolment
and apprenticeship participation levels, as well as the Ontario economy as
a whole. I S C W I I
SCWI Staffing for 2008-09
For the 2008-09 year, SCWI sped up the dual credits Request for Proposal
(RFP) cycle. This was done to give boards the opportunity to include staffing of
dual credit programs within their regular staffing cycle. This applies in
particular to secondary teachers in a dedicated role providing support and
supervision to students in approved college-delivered courses and programs.
In conjunction with the earlier RFP, the Ministry of Education released a memo
dated January 11, 2008, which gives boards the authority to use Grants for
Student Needs funding for secondary teachers in a dedicated role for
college-delivered courses. Such courses can now be treated like any other
secondary credit course, from a staffing perspective.
The Ministry of Education is moving towards provincial implementation by this
more systemic approach to staffing, so that dual credit programs can be an
even greater help in building boards’ graduation rates and credit accumulation
strategies. I S C W I I
Their Words
Today I am the parent of a high school graduate. I do not believe that I
could make that statement if it wasn’t for the College Link program. This
program has exposed these bright and capable kids to the possibilities
that college can offer them.
Parent, Kirkland Lake
Benefits of Postsecondary Education
Jobs Require It
Jobs increasingly require some level of postsecondary education or training,
including jobs in the skilled trades. Human Resources and Social Development
Canada forecasts that high-skilled occupations will account for 70% of the
new jobs created by economic growth in the next ten years. This is up from
60% in the 1987-2005 period. Yet only 40% of Ontario’s 18-24 year olds
pursue postsecondary education and training.
The demand for postsecondary graduates is expected to increase. The overall
retirement rate for all occupations for the next 15 years is 30% – with an
astonishing 52% of skilled trades people expected to retire (Ontario Chamber
of Commerce 2003 as referenced in Bob Rae’s report Ontario A Leader in
Learning, 2005). Over the 2006-15 period, about two-thirds (66%) of job
openings resulting from both expansion demand and retirements are expected
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to be in occupations usually requiring postsecondary education or in management (Human
Resources and Social Development Canada, Canadian Occupational Projection System,
A Ten-year Outlook for the Canadian Labour Market, Feb, 2007). Eight of the top
10 occupations with the more rapid employment growth from 1990-2003 require
postsecondary qualifications, many of them in the natural and applied sciences
(Canadian Council on Learning, Canadian Post-secondary Education: A Positive Record –
An Uncertain Future, 2006). Jobs for technology graduates have grown at an annual
average rate of 7% from 2001-02 to 2004-05 (Colleges of Ontario).
Their Words
The Dual Credits opportunity has changed my outlook on going to college in a
positive way. I am more informed about what it will be like and how it can change
my success. I am choosing courses from the college calendar for next semester.
unemployment rate for university graduates was just over 5%
compared to 15% for adults with a high school diploma.
Income Increases
Educational attainment is also strongly associated with life
chances and opportunities including employment, income, health
and overall quality of life. Income increases with education.
Below are the average earnings of the population 15 years of age
or older in Ontario (2001) from Statistics Canada:
I
University graduate:
I
Certified trade or diploma:
$36,843
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College graduate:
$36,309
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High school graduate:
$27,606
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Less than secondary school:
$22,691
$53,525
Student, Timmins
Social Outcomes
Graduates Get Hired
Of the Ontario university graduates surveyed in 2005-06 who sought employment,
92% were working six months after graduation and 97% were working two years after
graduation. Of Ontario college graduates, 89% were working six months after graduation.
For both sectors the employment rates are virtually consistent over a seven-year period
(Colleges Ontario, “Key Performance Indicators’ Trends”, 2006).
Unemployment rates are significantly higher for 25-29 year olds with less high school
than they are for university graduates. According to Statistics Canada the average
And not all benefits of postsecondary education are purely
economic in nature. A range of studies has indicated benefits
ranging from stronger social cohesion and appreciation of
diversity to less reliance on the health care system. Health and
Welfare Canada (1993) showed that the better educated spend
less time in the hospital, are more capable of dealing with
physical impairments or limitations, and report more often that
they enjoy good health (as described in a report prepared for the
Canadian Council on Learning, A State of the Field Review of
Post-Secondary Education, October 2006). I S C W I I
16 Regional Planning Teams Busy in 2007-2008
11-1 Cambrian Secondary School/College Strategic Planning Committee
PARTNERS:
Sudbury Catholic District School Board | Rainbow District School Board |
Cambrian College
Exploring Policing and Security Careers
I Hands-on, interactive workshops for Grade 7 to 10 students
highlighting careers in Policing, Corrections Services, and Law
and Security
Girls in Trades
I Special one-day event for Grade 9 and 10 girls to get handson experience in skilled trades through a series of workshops
ACTIVITIES, PROJECTS AND FORUMS
Pathways Documents
I 23 Pathways brochures prepared for 13 secondary schools
I College personnel individually visit all secondary schools to work with Guidance
Counsellors
Cambrian Business Olympics
I 100 Grade 9 to 12 students participate in business games and simulations led by
College business faculty
Music Forum and Concert
I Grade 9 to 12 students participate in a one-day Music Education Forum to introduce
secondary students to college music programs
I Students attend demonstrations and workshops in the morning and enjoy a concert
performed by faculty and current postsecondary music students in the afternoon
Technology Day
I Grade 7 and 8 students participate in activities designed to
spark interest in Technology related careers
I Workshops include; Soils and Concrete, Colours and
Chemistry, Surveying, Diamonds and Kimberlite, Panning for
Gold, Networking, Web Page Design, and Building an Electric
Motor
First Nations College Experience
I Three-day college experience for 40 First Nations students and
their chaperones from remote communities who stay in the
residences and participate in workshops profiling college
programs, social events that highlight life in a larger city, and
cultural activities that introduce the support services available
to First Nations students
Discover Careers in Health Sciences
I Hands-on, interactive workshops for Grade 9 and 10 students focusing on college
programs and careers in Health Science and Emergency Services
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Media and Creative Arts Teacher Information Session
I Full-day information session with hands-on and interactive activities for
secondary school teachers and guidance counsellors about Cambrian’s
programs related to Media and Creative Arts
Day in Hospitality Teacher Information Session
I Hands-on, interactive workshops to share information with secondary
school teachers and guidance counsellors on Cambrian’s Hospitality
programs
SCW I
Dual Credit Information Session with Rainbow Board
I Information session for Guidance Counsellors, Student Success teachers,
Dedicated teachers, Co-op teachers and OYAP teachers about Dual credit
program offerings for 2008-09
Dual Credit Information Session with Sudbury Catholic District
School Board
I Information session for Guidance Counsellors, Student Success teachers,
Dedicated teachers, Co-op teachers and OYAP teachers about Dual credit
program offerings for 2008-09
Health Science / Technology Student Classroom Visits
(Let’s Talk Science)
I Student volunteers from college Health Science and Computer programs
travel monthly to Grade 7 and 8 classrooms to deliver hands-on science
workshops related directly to the Grade 7 curriculum through the Let’s Talk
Science program
I College student volunteers also act as mentors and/or judges for
science fairs
Computer & Information Technology Teacher Information Session
secondary school teachers and guidance counsellors about Cambrian’s
programs related to Computer and Information Technology programs
Computer & Information Technology Day for Students
secondary school students about Cambrian’s programs related to Computer
and Information Technology programs
Media Mash-Up
I Hands-on, interactive workshops for secondary students focusing on
college programs and careers in Media and Communication programs
Tourism and Travel Day with Students
I Hands-on, interactive workshops for secondary students focusing on
college programs and careers in Health Science and Emergency Services
DUAL CREDIT PROGRAMS 2007-2008
Apprenticeship Plus
Twenty grade 11 and 12 secondary students from both English school boards
will attend classes five afternoons per week at Cambrian College to participate
in “Apprenticeship Plus”. They will earn four secondary school credits and will
be registered for a minimum one co-op credit. Students will be registered
under OYAP as apprentices and earn level one of the in-school Basic Cook
Apprentice. In addition, students will receive a College transcript for the
completion of the first semester of the Advanced Cook Apprentice and Chef
Training programs.
Through this exploration of the hospitality field, students are able to earn post
secondary credits that can be used when they continue their studies in the
Chef Training and Hotel and Restaurant Management programs. The
combination of Ministry of Education curriculum and Ministry of Training,
Colleges and Universities curriculum will enhance students’ smooth transition
to College programs.
This pilot is unique in that there is both an apprenticeship pathway and a
college pathway built into the program. This program provides an opportunity
for students to explore a career field as well as learn skills that can be used
over a lifetime and/or to obtain part-time or summer employment.
Students are registered as College students and are invited to participate in
college and student life.
Exploring Business (Full Year program)
Currently, thirteen grade 11 and 12 secondary students from both English
school boards are participating in the “Exploring Business” program by
attending classes two afternoons per week at Cambrian College with other
secondary students. These students earn two secondary school credits,
Introduction to Marketing (BMI 3C) and Information Technology in Business
(BTA 3O) and two college credits, Introduction to Marketing I (MKT 1100) and
Computerized Business Applications (BUS 1106) in the fall semester.
The students who choose to continue in the program in the winter semester
will earn a combination of secondary school credits (depending on their
program choice) which could include; Principles of Financial Accounting (BAT
4M), Analyzing Current Economic Issues (CIA 4U), Information Technology in
Business (BTX 4C), and The Enterprising Person (BDB 3O). In addition,
students will earn corresponding College credits (depending on program
choice) including Introduction to Accounting (ACC 1100), Microeconomics
(ECN 1101), Office Procedures I – Overview (APP 1210), Customer Service
(BUS 1600). Students enrolled in the winter semester are integrated into a
regular College classroom and follow the College’s winter semester start and
end dates.
The Exploring Business pilot provides students with an opportunity to explore
various business programs to determine if they would be interested in a
career in Accounting, Business Administration, Administrative Assistant or
Tourism and Travel. Classes are scheduled in the afternoon two days per week
to encourage students to register in a business related co-op the other three
days per week.
Automotive Technician Service and Management – Career Exploration
(Full Year Program)
Currently, twelve grade 11 and 12 secondary students from both English
school boards are attending classes four afternoons per week at Cambrian
College for the fall semester of the Automotive Technician Service and
Management – Career Exploration dual credit program to earn a number
of secondary school credits including Technological Design (TDJ 3M) and
Transportation Technology (TTJ 3C). In addition, students will earn
corresponding College credits including Trades Practice and Applications I
(AAP 1101), Steering/Suspension/ Brakes I (SSB 1151).
The students who choose to continue in the program for the winter semester
will earn a combination of secondary school credits including Manufacturing &
Engineering Technology (TMJ 4C) and Transportation Technology (TTJ 4CO). In
addition, students will earn college credits including Electrical & Electronics I
(ELC 1217) and Gas Engines (MOT 1201).
Students will have the opportunity to learn in a fully equipped lab environment
and experience the type of work an automotive technician performs. Students
are encouraged to register for a co-op experience in the automotive field.
Personal Support Worker
Twenty grade 11 and 12 secondary students from both English school boards
will attend class one afternoon per week at Cambrian College to participate in
the “Personal Support Worker” program. Students will earn a secondary
school credit – Health Care (TPA 3C) and a College credit – Foundations of
PSW (PSW 1106).
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Through the course, students will not only gain skills, experience and exposure to the work
done by personal support workers, but will also have the opportunity to practise these
skills in the college lab environment. Students will also receive CPR, First Aid Level C,
Non-Violent Crisis Intervention and WHMIS certification.
Students are encouraged to participate in co-op opportunities the other four days of
the week.
Introduction to Mining
Energy Systems Technology – Social Understanding
Precision Measuring
Funding from the Northern Ontario Heritage Fund, Duke Energy and Fednor allowed for
the development of online learning opportunities that introduce secondary school students
to college curriculum. Through the School/College/Work Initiative, dual credit courses
will be offered online and delivered in English to all interested school boards in
Northeastern Ontario.
These programs are unique in that students in remote communities that have no proximity
to a college can take part in a dual credit program. Students will be able to access the
curriculum online in their secondary school classroom or at home. Students will also
become more independent learners through the use of online technology. These models
include a one hour online chat session per week with a College professor to have
questions answered.
Introduction to Mining
Students will earn a secondary credit – Geomatics: Geotechnologies in Action (CGO 4M)
and a college credit – Introduction to Mining (MNG 1100). The advantage of this online
course is that students throughout northeastern Ontario will be exposed to mining as a
career and field of study. Where appropriate, students may participate in related field trips.
Energy Systems Technology – Social Understanding
Students will earn a secondary credit – The Environment and Resource Management (CGR
4M) and a college credit – Social Understanding (GEN 1001). The advantage of this online
course is that students throughout northeastern Ontario will be exposed to sustainable and
renewable energy systems as a career and field of study.
Precision Measuring
Students will earn a secondary credit – Manufacturing and Engineering Technology (TMJ
4C) and a College credit – Precision Measuring Equipment (IMM 1160). The advantage of
this online course is that precision measurement is key in all technologies and students
throughout northeastern Ontario will have the opportunity to develop these skills.
SCW I
Each school will be provided with the necessary measurement tools and items to be
measured. All testing and evaluation will be conducted online.
Contact: Betty Freelandt, Cambrian College
705-566-8101, ext. 7237
[email protected]
11-2 Connecting GTA Teachers
PARTNERS:
Dufferin Peel Catholic District School Board | Halton
Catholic District School Board | Halton District School
Board | Peel District School Board | Toronto District
School Board | Toronto Catholic District School Board |
Upper Grand District School Board | York Region District
School Board | York Catholic District School Board |
Centennial College | Georgian College | George Brown
College | Humber Institute of Technology and Higher
Learning | Seneca College | Sheridan Institute of
Technology and Higher Learning
SCAS (Scarborough Centre for Alternative Studies)
Pathways
(Centennial College and Toronto DSB)
I Alternative program on college site for disengaged students
(17 to 21) and adults (over 21)
I Opportunities for SCAS students to join a dual credit pilot as
part of a TDSB cohort
I Three sessions on “Financing Your College Education” provided
for SCAS students on Centennial campus
I Custom-tailored “What is College and What Are Your Choices”
program to be offered to SCAS students on Centennial
campus
I Dedicated student advisor identified to assist SCAS students
who will be encouraged to make college applications in
January 2008
PSTT! (Promoting Skilled Trades and Technology) in
Grades 7 and 8
(York Region DSB, York Catholic DSB, Centennial College,
George Brown College, Georgian College, Humber College,
Seneca College)
I Cross curricular, grade specific curriculum units developed to
help intermediate students explore career opportunities with
a focus on the skilled trades
I Units created to increase awareness of the skilled trades
among students, parents and intermediate teachers
I Includes opportunity for intermediate students and teachers
to visit a community college to gain information about college
pathways
I Students see the range of programs offered by the college
and “get a taste” of college life
I May include college student ambassadors depending on
scheduling
I Two opportunities for teachers to meet with their college
partners for sharing about the school, school community,
parents’ perceptions of pathways, and students’ in-class
experiences with the PSTT curriculum units
I College representatives share information about their
institution, pathways to college, the programs they offer,
appropriate prerequisite courses and experiences with the
visiting intermediate teachers
I Teachers and college reps plan hands-on activities for the
students to be engaged in during college visit to match the
I
I
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needs of the students and build upon experiences they have had in class
with the PSTT curriculum units
Second meeting occurs after the visit when both partners have
opportunities to reflect on the visit and discuss potential extension activities
for students and parents in the middle school
May include information sessions for other teachers – beyond those
teachers directly involved with their classes – and/or involving
parents/guardians
Sessions designed to meet community needs
SCW I
Humber’s Camp Choice
(Dufferin Peel Catholic DSB, Halton Catholic DSB, Halton DSB, Peel DSB,
Toronto Catholic DSB, Toronto DSB, York Catholic DSB, York Region DSB,
Humber College)
I A unique, applied learning, 3-day residential camp experience (overnight
field trip) for students in grades 6, 7 and 8
I Purpose of the camp to educate young students, parents and teachers
about the variety of post-secondary education opportunities – also meeting
the “transitioning requirements” as set by the Ministry of Education.
I Participants experience life on a college campus, sleep in college dorms
and attend ten hours of educational workshops conducted in state-of-theart college labs and facilities
I Interactive workshops show elementary students how topics they are
currently learning in Math, Social Science, Science and Technology,
Physical Education, Art and Healthy Living relate to subjects at
college/university level and in the workplace
I Goal to uncover students’ “hidden talents” and broaden their knowledge
of educational and career opportunities
I Also represents unique professional development opportunity for
elementary teachers
I Selected senior college students act as Camp Counsellors who are with
the campers 24 hours per day teaching all workshop modules and leading
the games
I In the fall, Camp Choice Program Coordinator visits all middle schools to
prepare students and parents for the experience
I Website at http://www.conference.humber.ca/campchoice
Social Justice and Civic Engagement Conference
(Toronto DSB, Toronto Catholic DSB, George Brown College)
I Collaboration of three partners to host a conference for 150 Grade 11
and 12 students, 30 Grade 7 and 8 students and 100 college students
on social justice and civic engagement
I Conference promotes civic engagement among students and creates
awareness of opportunities for involvement through career pathways
and volunteerism
I Community agency partners participate in the panel discussion where
students will have the opportunity to ask questions about what happens
in the field
I Planning team includes representatives from both school boards and
the college
Scarborough Area High Schools
(Toronto DSB, Toronto Catholic DSB, Centennial College)
Centennial College initiated a dialogue with area high schools to build
awareness of college pathways for Grade 11 and 12 students through
participation in a dual credit program to be delivered at Centennial’s Progress
campus. This year the project has increased the participant schools to five,
with the addition of a TCDSB school, so the project now involves co-terminus
boards. The students take a General Education credit, called Growing Up
Digital: Living and Working in Canada, at Centennial College’s Progress
Campus two afternoons weekly.
Transitions
(Dufferin Peel Catholic DSB, Sheridan College)
Over 60 senior secondary school students attend a full-time alternative
secondary school program at Sheridan’s Davis Campus in Brampton, earning
three to four secondary school credits per semester. Dual credit college
courses are offered to new students in both semesters to prepare for college
transition. These courses include: Essential Communication Skills and Self
Management/Self Direction that are taught by college faculty. Each semester,
returning students and new students deemed prepared and eligible may also
enroll in a cross-college General Education course of their choice and are
integrated with other college students in these classes. Secondary school
teachers provide support, supervision and guidance to all college-taught
courses to promote student success. Students may earn up to the maximum
four dual credits. Students experience the college environment, with access
to all college facilities and services; thereby encouraging them to consider
college as a pathway upon graduation.
SCW I
Career Paths in Technology
(Toronto DSB, George Brown College)
I Develops comprehensive pathway from the technological education
programs offered through the TDSB to the Construction and Engineering
technology programs offered at George Brown College
I Utilizes Central Technical School curriculum to articulate career paths for
high school students interested in the technology field and allows students
to move seamlessly between the two levels of learning
I Action team includes trades teachers, administration and guidance staff
with various college faculty
I Parent and student information sessions included
Career Paths in Health
(Toronto Catholic DSB, George Brown College)
I Develops a comprehensive pathway from Health Education programs
offered through the TCDSB to Health Sciences programs offered at George
Brown College
I Links high school curriculum in health areas with specific career paths to
the health services sectors
I Pathways document forms the foundation of dual credit work as well
as advanced standing agreements in all health services offerings at
George Brown
Career Paths in Nursing
(George Brown, Toronto DSB)
I This program develops a comprehensive pathway and implementation
plan from the Health Education programs offered through the City Adult
Learning Centre (CALC) and Yorkdale Adult Learning Centre (YALC) to
health programs offered at George Brown College. George Brown and
CALC & YALC ensure the alignment of their current Personal Support
Worker Program with the GBC PSW program. Students interested in a
career in Health have the opportunity to complete a cooperative education
program at George Brown rotating through the various clinic areas and
completing their placement with an assignment on Inter-professional
Education for Improved Patient Care.
Pathways via Advanced Manufacturing Technology
(Halton DSB, Halton CDSB, Sheridan College)
The Ford Academy of Manufacturing Sciences (FAMS) Specialist High Skills
Major Manufacturing dual credit courses are delivered in a team-teaching
scenario, based on curriculum alignments and gap analyses of high school
and college courses completed in the first semester. The FAMS dual-credit
courses are delivered through an after-school and weekend continuing
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education robotics program that is team-taught by a high school teacher and a Sheridan
college professor. For any components that cannot be delivered through the high school
robotics program, students are bussed to Sheridan College, as required, to use the
facilities. To plan the program, curriculum development continues in Phase II of the pilot to
build a program that can easily be transferred to different sites within Halton and across
the province..
Orangeville Project
(Upper Grand DSB, Humber College)
This dual credit program is designed to capture student interest and leverage students’
present knowledge and strengths, building their capacity to a college level in the specific
area they have chosen to study. Humber faculty are working closely with the local high
school faculty to ensure that the program is designed to meet the needs of the students,
ensuring student success. Our project is comprised of two models: an integrated
postsecondary approach (“top-up”) and a continuing education model approach.
In September, the college has been able to offer the following first semester courses at
the Orangeville – Alder Street site: Mathematics of Finance, Introduction to Business,
Humanities, Marketing, Canadian Criminal Justice System, Principles of Ethical Reason,
Public Administration and Psychology. Seventeen high school students have been
integrated into classes with full-time day college students. A LightingTechnology 1 course
was also offered for a small group of students at Orangeville District SS. This offering was
team-taught with a high school drama teacher and Humber College theatre teacher.
In January, a number of second semester courses will be offered using this “top-up”
approach. Our plan is to accommodate up to five students each in the following courses:
Mathematics of Finance (students are required to take a placement test), Sociology and
the Canadian Society, College Writing Skills (students are required to take a placement
test), Services Marketing (students must have completed MKTG 111), Principles of
Management (students must have completed BMGT 100), Financial Accounting 1 and
Business Law.
The second component of the project will be hosting high school students from the three
local high schools in the following Continuing Education (CE) college courses: Introduction
to Business; Introduction to Spa Management; Introduction to Tourism; Lighting
Technology 1 , with enrolment targets of 20 each. These CE courses will be delivered
primarily in Orangeville starting in February, with the location yet to be decided. Some
of the classes or labs will be delivered at Humber College in Etobicoke or in Orangeville,
depending on the discipline. College experience days will be offered at the Toronto
campuses, intended to give students exposure to campus life as well as a “hands-on”
experience with the curriculum they have been learning at the Orangeville site.
SSOWT (Secondary Schools of West Toronto)
(Toronto DSB, Toronto Catholic DSB and Humber College)
Targeting and selecting a variety of high school students from both Toronto Boards’
schools – including disengaged 17-20 year olds with at least 18 credits – this program
provides an introduction to college life and the student services available to support
student success. Students and their parents will be invited to Humber to participate in
orientation programs, attend workshops on admission to college, college learning skills,
academic support services, transition strategies and other student success initiatives
designed to meet their specific needs. A variety of dual-credit courses will be offered at
both the North and Lakeshore campuses in both the fall and winter/ spring semesters.
Dual credit offerings include college level General Education courses such as Social
Psychology, Short Story for ESL Students, and The Environment; program specific courses
such as Introduction to the Canadian Criminal Justice System (Police Foundations),
Lighting Technology I (Theatre Production); an applied degree level General Education
course, City Life, and a program-specific, applied degree level course, Introduction to
Canada’s Legal System (Paralegal).
STEPS to College
(Toronto DSB, Seneca College)
This project is the continuation of the Phase 10 project, Steps to College. In our 2006-07
year, due to a late start and technical difficulties in equipping two
full class rooms for video-conferencing, students were only able to
obtain one college credit. Former students participated in mentor
training and support of current students. This year, with labs fully
operational and teachers and schools now fully familiar with the
program, we hope to give a new group of Grade 11 students the
opportunity to get a head start in their college planning by taking
two full college courses. The courses will be team taught, on-line,
along with the two high school credits where curriculum is
overlapped. In addition, we once again intend to utilize the
experience of the 2006-07 students by providing them with a
college mentor training program and allowing them to play a role
in the support of new students as they first experience on-line
learning of college level material. In the first semester, students
will take ICA 001 along with ELS 30. In the second semester
students will take Applied Communications APC 100 along with
HSP 3M. The program is aimed at a range of students who are
at risk of not completing their OSSD requirements, or not
considering postsecondary education. The goal is to impact
the current Toronto DSB drop-out rate and encourage early
leavers to return and ultimately pursue a college education.
TTOP (Trades and Technology Opportunities and Pathways)
(Dufferin Peel CDSB, Peel DSB, Sheridan College)
A Pre-Trades Pathway (PTP) Program will be offered in semester
two to senior level secondary students who are interested in a
career in the machining or electrical trades. Some students may
be registered in, or have completed, the OYAP program, but have
not been able to obtain employment as apprentices. This
curriculum will enhance their ability to be hired as an apprentice.
The program will be offered in two concurrent streams as
follows: i) Precision Machining, and (ii) Electrical Construction
and Maintenance, for 15-20 students each. The learning
outcomes in the Precision Machining Pathway Program will be
equivalent to the learning outcomes in Manufacturing Trade
Safety and Mechanical Drafting Fundamentals. The learning
outcomes in the Electrical Construction and Maintenance
Pathway will be equivalent to Electrician Pre-Trades Safety 1 and
Residential Prints and Standards. In addition to the theoretical
learning, students will spend about 50% of their time applying
what they learn in Sheridan’s shop areas. Successful students
in the Pathway Programs will earn dual credits.
Alternative Education Pathways
(York Region DSB, Centennial College)
Centennial College and York Region District School Board began
a dialogue to determine how to encourage alternative education
students who are typically academically capable but disengaged,
to look at potential college pathways for post secondary education.
In a series of meetings that began in June 2006, we began to
shape a dual credit experience to offer to selected Grade 12,
and possibly a few Grade 11 students from six York Region DSB
schools in the eastern portion of the region. The students take a
General Education credit course from Centennial College called
Growing Up Digital: Living and Working in Canada that is offered
on-line by a Centennial College teacher, with support in the
secondary school from an alternative education, special
education resource or guidance teacher, in a facilitating role. The
students visit the college campus twice for enriched content and
the college environment experience.
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SCW I
COTT (Career Opportunities in Trades and Technology)
(Dufferin Peel CDSB, Peel DSB, Sheridan College)
COTT is a 110-hour course designed in Phase 10 for delivery in Semester
Two of Phase 11. The course will be an exploratory course with a focus on the
trades and technology workplace and careers. It includes theory and practical
learning in industrial practices, presentations and guest speakers from
industry experts, visits to both of Sheridan’s Trades and Technology campuses,
and industry visits. Successful students will earn three college credits for
Sheridan’s Industrial Practices course for which they would subsequently be
granted advanced standing should they enrol in Sheridan’s Mechanical or
Electromechanical Engineering Technician or Technology programs. They will
also earn two high school credits. Students will have exposure to Sheridan’s
shops and labs, and they will be able to use what they learn to help them
make a rational decision about future directions in school or in the workplace.
Automotive Pre-Apprenticeship via GTTI (Georgina Trades Training Inc.)
(York Region DSB, York CDSB, Centennial College)
In a typical week on Mondays and Fridays, students will work on their own
education plan. Some activities this semester include: Credit Recovery,
Independent Learning Centre (ILC) courses, Co-op placements and job
placements. Plans are individualized to meet student academic needs. Nearly
all students will be eligible to graduate from high school by June 2008. On
Tuesdays and Thursdays, the students attend Sutton District High School for
the theory component of the Level 1, In-School, Apprenticeship for Automotive
Service Technician (Trade 310S Plus). On Wednesdays the students are
bussed to Centennial College’s Ashtonbee Campus for the practical
component of the In-School Apprenticeship. Students work with a job coach to
access grants, sign as apprentices and obtain jobs in the community.
Discover Tourism
(York Region DSB, Seneca College)
The Bayview @ Seneca model was established in 2006-07 with fifteen
students attending high school classes each day at Seneca’s Markham
campus. This project plans to expand on the success of that model by adding
dual credits as an additional incentive to student success and transition to
post-secondary. In this case, we are targetting the Hospitality and Tourism
field in order to demonstrate the potential for a future SHSM for the York
Region DSB, supported by Seneca College. Students will do their Co-op
placement each morning, followed by one high school credit, and one
dual-credit college course in the afternoon, supported by the high school
teacher. The program will extend over two semesters, allowing students to
obtain up to two high school credits and two college-level, dual-credit
subjects that will add another two high school credits to their transcript.
Although, at this time, only Bayview SS is involved in the planning of this
project, we hope to extend opportunities to students from six other
surrounding York Region secondary schools in order to have a full section of
thirty students in the program and to allow schools interested in a Tourism
High Skills Major to take part in this foundation year.
Environmental/Sustainability Energy Renewal
(Toronto DSB, Seneca College)
In Semester One, Grade 12 students will be enrolled in the Environmental
Social Issues course (IER108) earning one senior secondary credit and one
college level credit. Students will attend three hours per week of instruction
delivered at Seneca College, Newnham Campus. Semester Two, Grade 12
students will take Introduction to Computer Applications (ICA001). This
initiative, in partnership with a post-secondary institution, will work towards
successful pathways for all students – including “at-risk” students. This
program will enable students to become aware of the Integrated Environmental
Site Remediation Program (IER) course offered at Seneca College. It will also
allow students to earn credits toward a Bachelor of Applied Technology
Degree Program or the Environmental Technology Diploma program. Although
the Toronto DSB is not applying for a SHSM this year in Environmental
Studies, it is our hope that this pilot project with Seneca’s Environmental
Technology programs will demonstrate the potential for a partnership in this
area in the future, and the subsequent development of a Specialist High Skills
Major in Energy and the Environment.
SCW I
RH King Academy (Specialist High Skills Major)
(Toronto DSB, Centennial College)
Centennial College began a partnership with RH King Academy in 2006 to
develop a dual credit as part of the Specialist High Skills Major (SHSM) in Arts
and Culture. The dual credit opportunity is offered to Grade 12 (and select
Grade 11 students) in the SHSM. The dual credit offering is provided at
Centennial College’s Creative Centre for Communications Campus that is
home to the School of Communications, New Media and Design, representing
arts and culture-related programs. This year the program is extended to a
dual-credit offering for Grade 12 students from Leaside High School who are
taking digital photography in a congregated class with the RH King SHSM
students. The dual credit offering is two afternoons weekly and consists of a
General Education credit, Growing Up Digital: Living and Working in Canada.
need to complete curriculum expectations they have not yet demonstrated,
would be eligible to participate in the credit-recovery program delivered by a
Toronto DSB teacher. The students will take the credit recovery course in the
morning at GBC and then have the opportunity to select from a series of four
GBC technology courses in the afternoon. Students will have access to
student services support where they will participate in student success
workshops and a peer-based learning support team led by college mentors.
In addition, they will be given assistance with career choices. Students will
benefit from this program through the added value of being exposed to
college life, which will provide them with the opportunity to explore their
interest in both post-secondary education and careers in the technology field.
Pathways via Advanced Electrical Technology
(Halton DSB, Halton CDSB, Sheridan College)
The Electrical OYAP dual credit courses are delivered in a team-teaching
scenario, based upon curriculum alignments and a gap analysis of the high
school and college courses being delivered through the program. In Electrical
OYAP, the majority of the curriculum is delivered by two high school teachers.
The dual-credit Architectural Drafting course is delivered at both Bishop
Reding High School in Milton by a college professor each Friday, as well as
at Sheridan College for some dedicated time. The PLC One (Programmable
Logic Controls) dual-credit course is delivered at Sheridan College by a
college professor. During the times when the courses are delivered in the
college setting, a high school teacher will accompany the students to the
college and will be welcome to join the courses to provide continuity of the
program components delivered in both the high school and college settings.
Building Your Future – Technology Dual Credit
Students will have the opportunity to earn a college credit from George Brown
College (GBC) while participating in a credit recovery program to fulfill their
OSSD requirements. Senior students who are in a credit-deficit situation and
Thomson/Centennial Matched Gen Ed
(Toronto DSB, Centennial College)
Centennial College and David and Mary Thomson C.I. have collaborated to
encourage students, who are interested in college as a post-secondary
destination but are lacking preparation for their programs of choice, to
consider Centennial’s General Arts and Science option. This student cohort
includes students “at-risk”, with the potential to succeed in college who may
face additional barriers such as ESL, Special Needs or First Generation
challenges. This dual credit is delivered at the Ashtonbee Campus and is
curriculum matched at the secondary school with Learning Strategies (GLSIO )
and Designing Your Future (GWL30). The students take a General Education
credit at Centennial called Growing Up Digital: Living and Working in Canada.
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Opportunities in Hospitality and Tourism 1
(Toronto CDSB, Humber College)
This project is a continuation of the Phase 10 Dual-Credit pilot. Grade 12 “at-risk”
students, primarily from Don Bosco and a few neighbouring Catholic secondary schools,
are scheduled in a three-credit Co-operative Education program for second semester.
Don Bosco acts as a magnet school for the Specialist High Skills Major/Dual credit in
Hospitality and Tourism for Toronto Catholic DSB students in the west end of Toronto.
These students attend Humber College one day a week during which time they take
Introduction to Hospitality & Tourism Industries, which counts for a college credit and an
optional OSSD credit.
Opportunities in Hospitality and Tourism 2
(Toronto CDSB, Centennial College)
Grade 12 “at-risk” students, primarily from Blessed Mother Teresa and a few neighbouring
Catholic secondary schools, are scheduled in a three-credit Co-operative Education
program for second semester. Blessed Mother Teresa acts as a magnet school for the
Specialist High Skills Major/Dual credit in Hospitality and Tourism for Toronto Catholic DSB
students in the east end of Toronto. These students attend Centennial College one day a
week during which time they take an introduction course called Dimensions of Tourism
(HTAP1 03), which counts for a college credit and an optional OSSD credit. A similar
dual-credit program ran successfully this year at Don Bosco and Humber College. It is
planned that this project will lead to a pilot SHSM in Hospitality and Tourism.
Connecting Communities: Deaf Studies
(Toronto CDSB, George Brown College)
In the Deaf Studies Dual Credit, students will earn one credit in the college level Deaf
Education program, and a three-credit Co-op at the high school level. Students will take
one credit in Introduction to the Deaf Community, which covers the culture and values of
the people who use ASL (Advanced Sign Language) in the deaf community, and learn
basic ASL Communication. Students will receive instruction in ASL with an English interpreter.
They will be in a separate class from college students, but will work closely with college
students on projects. Students will also get an overview of the career opportunities
available in the field of community services. The students will be in integrated classes
(“top up”) to allow them a broader college experience. The Co-op teacher from the high
school assigned to the program will deliver a three-credit Co-op course.
Prescriptions for Health
The CALC (City Adult Learning Centre) and YALC (Yorkdale Adult Learning Centre) dual
credit program is designed for “Edvanced” students, age 17-21, at least one year out of
school, who are trying to recover credits and achieve their high school diploma and are
attending one of the adult day schools. They will have the opportunity to take a General
Education course, Collaboration: The Future of Health Care in Canada. The students would
be in integrated classes (“top up”) to allow them a full college experience. The students
will also have access to student services support where they will take workshops on taking
tests, taking effective notes, delivering presentations, etc. In addition, students will also
have career planning assistance. Students will benefit from this program through the
added value of being exposed to college life, which will provide them with the opportunity
to explore their interest in both post-secondary education and careers in the Health field.
Landscape Technology
(Halton DSB, Halton CDSB, Humber College)
The Specialist High Skills Major Landscaping dual-credit courses are delivered in a
team-teaching scenario, based on curriculum alignments and gap analyses of high school
and college courses that are completed by a group of high school teachers, school board
staff, and college professors. The courses to be aligned are selected with the help of
Humber College staff, guided by courses that seem to build on similar concepts and
expectations as the secondary landscaping courses. Program delivery details and a
schedule are developed with the participation of school board and Humber College staff,
depending on the facilities available within the high school and the college, and the timing
of course delivery.
Contact: Ken Harrison, Humber College
416-675-6622, ext. 5229
[email protected]
11-3 InterOntario Regional Planning Team
PARTNERS:
Conseil scolaire catholique Franco-Nord | Conseil scolaire
de district catholique des Aurores boréales | Conseil
scolaire de district catholique des Grandes Rivières |
Conseil scolaire de district catholique du Nouvel-Ontario |
Conseil scolaire de district du Grand-Nord de l’Ontario |
Conseil scolaire publique du Nord-Est de l’Ontario |
Collège Boréal
Maintaining Pathways
I Maintain and update Collège Boréal’s existing pathways;
I Promote the availability of the tool which smooths the
transition from secondary school to college and increases
the likelihood of student success;
I Promote the tool to the school boards’ guidance counsellors
in order to maximize its potential.
College-School Board Work and Consultation Team
I Create work teams that include the school boards (as needed)
and Collège Boréal with the objective of studying gaps in the
curriculum, opportunities, and concerns about offering dual
credit courses and programs in the disciplines of forestry,
ecology, introduction to the trades, health, outdoor pursuits/the
environment, arts and culture, and business and commerce.
Raising the Awareness of Student Teachers at
Laurentian University
I Give a presentation to the students and student teachers at
Laurentian University in order to increase their awareness of
career and training opportunities in the postsecondary
destinations available through the College and apprenticeships;
I Distribute pedagogical resources for teaching the
apprenticeships (trades) at the secondary level.
A Tour of Collège Boréal for Grade 7 and 8 Students
I Take Grade 7 and 8 students on a tour of the Sudbury and
Timmins campuses of Collège Boréal, in order to increase their
awareness of the various college programs that are available
in French at the College;
I Invite over 4,500 students to take part in activities and
workshops on various programs and careers at Collège Boréal.
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Page 10
Apprenticeship: Coiffure [Hair Dressing] (3 offerings/3 locations)
This program trains technicians to offer professional hair cutting, perming,
and colouring, while ensuring the well-being, safety, and satisfaction of
customers.
SCW I
Apprenticeship: Manœuvre en construction [Construction Worker]
(3 offerings/3 locations)
In this level 1 apprenticeship dual credit program, students will be challenged
to acquire the knowledge and skills of a construction worker. Trade support
workers and construction workers help skilled workers and perform various
tasks on construction sites. They work for construction companies or
construction contractors.
Apprenticeship: Soudure [Welding] (2 offerings/2 locations)
This program prepares participants to work in the steel product manufacturing
and welding industry, on construction sites, in mining, and in forestry.
Dual Credit Project: PSSP – Préposé aux services de soutien personnel
[Personal Support Worker]
This dual credit program at the Nipissing Campus includes two courses in the
Personal Support Worker program. In addition, students have a placement in
the health sector. As a PSW, you will deliver personal care and support
services to clients in order to meet their particular physical, social, and
emotional needs.
Apprenticeship: Technicien/technicienne en technologie de
l’information [Information Technology Technician]
(2 offerings/2 locations)
to acquire the knowledge and skills of an information technology technician.
Technical support technicians assemble, repair, and troubleshoot complete
computer systems and install and configure operating systems and programs.
Dual Credit Courses Available On-line
Four on-line postsecondary courses are available to the school boards:
Culture technologique [Technological Culture], Terminologies médicales
[Medical Terminology], Introduction à la psychologie [Introduction to
Psychology], and Introduction à la sociologie [Introduction to Sociology].
Contact: Brian Vaillancourt, Collège Boréal
705 560-6673, Extension 2805
[email protected]
11-4 Northeastern Ontario Regional Planning Team
PARTNERS:
District School Board Ontario North East | Northeastern Catholic
District School Board | Northern College of Applied Arts and Technology
Exploring Math
Team of secondary and college staff:
I Meet to discuss mathematics programming
I Create solutions to ensure that students are entering college with
necessary skills
I Consider advanced standing opportunities for students from academic
secondary programs
English (Communications) Planning for Seamless Learning
Team of secondary English teachers and college Communications staff:
I Continue development and sharing of strategies to integrate writing skills
and formats suggested in College Writing Exemplars document into grade
11 and 12 course outlines
SCW I
Apprenticeship: Technicien d’équipement lourd [Heavy Equipment
Technician] (2 offerings/2 locations)
to acquire the knowledge and skills of a heavy equipment technician. Heavy
equipment technicians tune, maintain, and service heavy equipment, forklifts,
agricultural equipment, trucks, and busses. They also look for the source of
breakdowns of various mechanical systems and repair them.
Apprenticeship: Educatrice de la petite enfance
[Early Childhood Educator]
to acquire the knowledge and skills of an early childhood educator. Early
childhood educators plan, organize, and lead a variety of activities adapted to
the needs of children and designed to promote their cognitive, physical,
linguistic, social, and emotional development. Educators observe children in order
to identify developmental delays, learning difficulties and emotional problems.
Apprenticeship: Technicien d’entretien automobile [Automotive Service
Technician] (2 offerings/2 locations)
to acquire the knowledge and skills of an automotive services technician.
Automotive service technicians have solid theoretical and practical training
that enables them to address the challenges posed by modern automotive
test designs and techniques.
Dual Credit Course: Cuisinier [Cook] (Boot Camp)
Arts culinaires [Culinary Arts] is a dual credit program that enables students to
earn secondary school credits and college credits simultaneously. This course
is delivered in the kitchen of Ecole secondaire Hanmer. During the first part of
the training, students identify culinary trends through the ages and learn how
tastes and eating habits have evolved. They acquire the basic knowledge they
need to identify food products and beverages and techniques for handling
them. The course deals with the organization of a kitchen, kitchen equipment,
and professional terminology. The second part complements the first part and
provides students with an opportunity to practise what they have learned. In
addition to knowledge of cooking techniques, students learn about health
hazards and occupational health and safety.
Aboriginal Success in College Programming
Team of college faculty, secondary school staff and First Nations’ representatives:
I Explore strategies to support aboriginal student participation in college
programs within the local area
Go to College
Promotion of the college environment and programs to elementary grade 8
students, their teachers and parents addressing both the aboriginal and non
aboriginal communities within Northeastern Ontario
I Approximately 2000 students from over 50 schools take part in interactive
workshops related to campus programs at one of the 4 campus sites
I Promotional tool in the form of a deck of cards promoting the trades will be
supplied by the Far North East Training Board as a partner in the initiative
I Parental information handout outlining financial opportunities for help with
post secondary education will be developed and distributed
College Link: Porcupine
Offered in cooperation with the Northern College Porcupine Campus, this
program is designed for the disenfranchised and disengaged secondary
4/7/08
11:55 AM
Page 11
school student who has been out of school for at least one semester. Participants ideally
have accumulated at least 20 credits towards their OSSD. Using a combination of direct
classroom instruction, e-learning, ILC, cooperative education and dual credits, students
earn the appropriate credits for graduation. Most student participants graduate within the
year. In the first semester, all students take part in a dual credit opportunity using a
College Orientation course taught by a college professor. Upon successful completion of
that course, students in second semester choose at least one course from a menu of
courses recommended by Northern College. In cases where there has been demonstrated
success in both the secondary courses in first semester and the college course, it is
possible for selected students to participate in more than one college course during
second semester.
College Link: Haileybury
Offered in cooperation with the Northern College Haileybury Campus, this program is
designed for the disenfranchised and disengaged secondary school student who has
been out of school for at least one semester. Participants ideally have accumulated at
least 20 credits towards their OSSD. Using a combination of direct classroom instruction,
e-learning, ILC, cooperative education and dual credits, students earn the appropriate
credits for graduation. Most student participants graduate within the year. In the first
semester, all students take part in a dual credit opportunity using a College Orientation
course taught by a college professor. Upon successful completion of that course, students
in second semester choose at least one course from a menu of courses recommended
by Northern College. In cases where there has been demonstrated success in both the
secondary courses in first semester and the college course, it is possible for selected
students to participate in more than one college course during second semester.
OYAP Level 1 Certification: Program Development Support
Students in this project will be taught the Level 1 in-school
curriculum as outlined by the MTCU Curriculum Standards.
Trades involved include: Construction Craft Worker, Early
Childhood Educator, Electrician: Construction and Maintenance
and Welder. There are approximately 120 students from 6
schools within two boards participating in this initiative.
Community partnerships with area organizations have resulted in
sponsorship opportunities in Early Childhood Education and
Construction.
Retail Connection
Students in this program will have the opportunity to take a
college course: “Introduction to Marketing” during an after school
hours initiative during second semester. Local employers serving
as partners have agreed to act as advisors to ensure that the
relevant learning and training occurs and take on these students
for a paid summer COOP experience.
Contact: Karen Prentice Oxby, DSB Ontario North East
705-268-0932
[email protected]
11-5 Grand River Regional Planning Team
College Link: Kirkland Lake
Offered in cooperation with the Northern College Kirkland Lake Campus, this program
is designed for the disenfranchised and disengaged secondary school student who has
been out of school for at least one semester. Participants ideally have accumulated at
least 20 credits towards their OSSD. Using a combination of direct classroom instruction,
e-learning, ILC, cooperative education and dual credits, students earn the appropriate
credits for graduation. Most student participants graduate within the year. In the first
semester, all students take part in a dual credit opportunity using a College Orientation
course taught by a college professor. Upon successful completion of that course, students
in second semester choose at least one course from a menu of courses recommended by
Northern College. In cases where there has been demonstrated success in both the
secondary courses in first semester and the college course, it is possible for selected
students to participate in more than one college course during second semester.
College Accelerated Program
The College Accelerated Program is designed for students in their last year of secondary
school, with all their compulsories who require no more than 4 optional credits to
graduate. These students also have a demonstrated interest in a college program.
Students who meet the requirements, in consultation with the college, are placed directly
into a college program and complete all or part of a first semester program. These
students then continue in their college program in second semester without a break in
their learning. Senior students who sometimes are more suited to a college environment
are carefully chosen to ensure success in the program.
Specialist High Skills Majors – Forestry and Agri-Tech
In both the Forestry and Agri-Tech programs, college courses have been chosen to
complement the SHSM in Forestry at Englehart High School and in Agri-Tech at
Timiskaming District Secondary School in New Liskeard.
Forestry: During second semester the program calls for the delivery of two college
courses: Welding 1 (WD1100), a 45hr course and Computer Applications (IN1013), a
45 hr course. These courses will be delivered in two week blocks in April at the Kirkland
Lake campus of Northern College.
Agri-Tech: Plans are underway for the delivery of Machinery Maintenance and Repair
(AP1043) a 45hr course. This course will be delivered in an after-hours format over
approximately 24 weeks. This program will be delivered in second semester.
PARTNERS:
Brant Haldimand Norfolk Catholic District School Board |
Grand Erie District School Board | Fanshawe College |
Mohawk College
Building Bridges
I Preparatory event targets secondary teachers and year 3
Nipissing University (Brantford) pre-service teachers through
presentations and hands-on workshops that highlight skilled
trades and apprenticeship career opportunities
I Subsequently pre-service candidates from year four of the
Nipissing University Brantford Concurrent Program with their
associate teachers build an understanding of the alignment of
the college pathway
I Includes a one week practicum for teacher candidates within
the college system
I College instructors reciprocate with a practicum time in the
secondary school setting
Getting the Word Out
I SCWI messages communicated using a range of media so
that local students, their parents and teachers will receive
accurate, current and complete information to support
expanded and improved transitions by secondary students
to college
I Includes promotion of all local SCW initiatives and sharing
information
I Includes a semi-annual newsletter directed at the staff of
partner organizations, a website linked to the main sites of
each partner organization, local cable TV broadcasts and
informational materials for use in a variety of settings (e.g.
parent forums, presentations by and for students) as well as
newspaper, radio and television spots and press releases
4/7/08
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Page 12
and facilitate the program, complete marketing, data collection and reporting.
The Student Success Facilitator helps schools identify candidates and
provides ongoing career and personal guidance and support to students and
staff. Students apply and are recommended through their Home School
Guidance. An invitation to join is based on an intake interview and criteria.
The secondary teacher acts as a partner in the Dual Credit and may teach a
module that is not part of the college component. Supervision and credit
granting is done by one principal from each school board. Regular meetings
help ensure continuity, success and appropriate data collection and reporting.
Telling It Like It Is
I Mohawk College students visit with intermediate and senior students and
their teachers
I Goal to provide on a regular basis to elementary and secondary school
students and their teachers complete, up-to-date and accurate information
regarding the scope of programs available at local colleges as well as the
nature of college life
I Some of this takes place on college campus with interaction based around
tours of campus
I Other activity takes place in the elementary or secondary school classroom
I Program and materials developed by college students in consultation with
elementary and secondary teachers and college instructors
Business
Mohawk’s ‘Business’ program allows students to explore career options in the
Business areas. In a team teaching college environment, students receive
several college credits and two secondary credits. In addition they can achieve
two or more secondary credits with a secondary teacher through credit
recovery, monitored independent learning and teacher taught courses. The
Co-ordinator works with partners to develop, communicate and facilitate the
program, complete marketing, data collection and reporting. The Student
Success Facilitator helps schools identify candidates and provides career and
guidance support to students and staff. Students apply and are recommended
through Home School Guidance. An invitation to join is based on an intake
interview and criteria. The secondary teacher may also provide a module that
is not part of the college component. Supervision and credit granting is done
by one principal from each school board. Regular meetings help ensure
continuity, success and appropriate data collection and reporting.
SCW I
School Within a College (SWAC) Curriculum Alignment
I Curriculum of courses included in the various local dual credit programs
must be aligned to assure the integrity of the credits earned at both the
secondary and college levels
I Finalizing alignment documents for courses that have already been
included in dual credit programs
I Also using the template to align new dual credit pilot programs
I Attention given to potential for advanced standing agreements based on
these courses or related curriculum
Mohawk School Within a College (SWAC) – The Trades 1
Mohawk’s ‘Trades’ dual credit program provides the opportunity to explore five
different trades related to manufacturing and building construction. In a team
teaching college environment, students receive two college preparatory
credits and two secondary credits. In addition they can achieve two or more
secondary credits through credit recovery, monitored independent learning
and teacher taught courses. The Co-ordinator works with the partners to
develop, communicate and facilitate the program, complete marketing, data
collection and reporting. The Student Success Facilitator helps schools identify
candidates and provides ongoing guidance and support to students and staff.
Students apply and are recommended through Home School Guidance. An
invitation to join is based on an intake interview and criteria. Supervision and
credit granting is done by one principal from each school board. Regular
meetings help ensure continuity and success.
SCW I
Mohawk School Within a College (SWAC) – The Trades 2
Mohawk’s ‘Trades – Level 2’ allows students who did not achieve their OSSD
in the first level or mature students with four or fewer credits from secondary
school to complete one Dual Credit in Facilities Maintenance in a team
teaching environment at the college and up to four co-op credits under the
supervision of a secondary teacher. They can also complete independent
learning courses if necessary to graduate. The Co-ordinator works with the
partners to develop, communicate and facilitate the program, complete
marketing, data collection and reporting. The Student Success Facilitator
helps schools identify candidates and provides ongoing guidance and support
to students and staff. Students apply and are recommended through Home
School Guidance. An invitation to join is based on an intake interview and
criteria. Supervision and credit granting are by one principal from each school
board. Regular meetings help ensure continuity, success and appropriate data
collection and reporting.
Apprenticeship
This is an apprenticeship top-up project. Students from both school boards
apply to any of the apprenticeships offered at the Mohawk Brantford campus.
The apprenticeship programs available may vary. Students attend classes for
240 hours and work in their Apprenticeship placement. Students apply
through their Co-Op teacher with an application process and intake interview
involving the Student Success Facilitator and the College Instructor. The
Student Success Facilitator is the dedicated teacher assigned to help schools
identify candidates and work closely with the college and school staff to
provide individual, career and guidance support to students and staff
throughout. The Co-ordinator works with partners to develop, communicate
and facilitate the program, complete marketing, data collection and reporting.
Supervision and credit granting is done by one principal from each school
board. Regular meetings help ensure continuity, success and appropriate data
collection and reporting.
Fanshawe School Within a College (SWAC) – Human Services
Fanshawe’s ‘Human Services’ program allows students to explore career
options in the Human Services areas. In a team teaching college environment,
students receive two or 3 college credits and two secondary credits. In
addition they can achieve two or more secondary credits with a secondary
teacher through credit recovery, independent learning and teacher taught
courses. The Co-ordinator works with the partners to develop, communicate
Contact: Cathy Horgan, Brant Haldimand Norfolk Catholic DSB
519-756-6505, ext. 223
[email protected]
Betty Anne Jackson, SWAC Coordinator
519-484-2742
[email protected]
11-6 Eastern Lakeshore Regional Planning Team
PARTNERS:
Algonquin & Lakeshore Catholic District School Board | Durham
Catholic District School Board | Durham District School Board |
Hastings and Prince Edward District School Board | Kawartha Pine
Ridge District School Board | Peterborough, Victoria, Northumberland
and Clarington Catholic District School Board | Trillium Lakelands
District School Board | Durham College Fleming College | Loyalist
College | Seneca College
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Building Connections: Teacher Candidates, Associates, College Faculty
I Connects approximately 250 intermediate/senior teacher candidates, associate
teachers and college professors
I Sessions focus on informing pre-service teachers about college programs, the variety
of programs available, specific curriculum issues and available student supports
I Colleges work with education faculties to develop models for delivery that best suit
partners’ needs
I Intended to provide sufficient information for teacher candidates to speak
knowledgeably to secondary students about college programs
I Teacher Candidates to be surveyed during their first year of teaching to provide
feedback on project results
Making Environmental Connections
This program is an extension of a previously funded project:
Making Environmental Connections. A model for establishing
articulation agreements has been honed to replicate this model
with other interested schools/boards. Participating schools work
with Fleming College to implement articulation agreements for
the Making Environmental Connections initiative leading to either
credits being granted and/or students gaining entry into the
second semester of the program. The project includes collegebased activities that extend student learning. Curriculum-based
hands-on college activities occur during semester 2. Students in
the Trillium Lakelands DSB are assigned to a cooperative
education placement at the local conservation authority, and
spend time with Fleming College students and faculty developing
skills to use at the cooperative education placement – these
skills have been identified as lacking in the four-credit package
secondary school students are required to take in order to be
eligible for the articulation agreement. Benefits to students are
many. Potentially, students will have a lighter course load at
college depending on the nature of the agreement; may save
money, particularly where the articulation agreement will lead to
entrance to the program in the second semester of the college
program. By participating in hands-on activities at the college,
students develop a better insight into a college program of
choice. Teachers who have a deepened understanding of specific
college programs, requirements, assessments, are better able to
advise their students. Ultimately, students will improve their
employability through the completion of various sector
certifications (e.g WHIMS) and by earning a college diploma.
Building Connections with Parents Including Parents as Career Coaches
I Informs parents and guardians so that they are aware of the range of programs
available at college in order to attract more students to college
I Includes workshops that focus on making informed decisions about post-secondary
destinations, being successful at college, developing resiliency and removing barriers
to post-secondary studies
I Information on paying for college, loans, grants and scholarships also shared
I Pod casts developed and shared to increase parental participation
I Other opportunities to share information with parents including visits to college by
grade 7/8 students and their parents
Building Connections with Intermediate Students
I Intermediate students, teachers and parent chaperones tour a college, participate
in grade-specific curriculum-related hands-on activities, and meet faculty, staff
and students
I Students given presentations on college pathways with emphasis on the importance
of developing their abilities in English, Math, and computers as foundational skills for
all areas of future study
I Connections made between activities and related college programs
I Durham College’s event will include participation of Durham Industry and Education
Committee for the Advancement of Science and Technology (DIECAST).
I Colleges employ modes of delivery best suited to availability of space and staff
I Formal feedback gathered from all participants
Building Connections: College Student Ambassadors in Schools
I Program targets students who are currently enrolled in college preparation programs,
community literacy-based training, high school adult education programs, and
Job Connect
I Student ambassadors deliver group presentations and one-to-one personal support
to adults seeking to enter the college system or to re-enter high school
I Ambassadors also provide support on-site at community agencies, secondary schools
and adult learning centres throughout the geographically large and rural service area
I Continued support provided to students who enter academic upgrading at a high school
or at a college setting
I Target audience under-represented in the college population and has found accessing
support services challenging
I Project seeks to inform, support and ensure the success of these students
Building Connections: College Internships for Pre-Service Teachers
I UOIT’s Faculty of Education Practicum Coordinator arranges for placement opportunities
within college classrooms for interested teacher candidates
I This is part of a third, alternative placement practicum where students might be placed
in group homes, hospitals, or industry settings
I Teacher candidates will have already completed placements in intermediate and senior
secondary classrooms.
I Technology Teaching Certificate students at Queen’s University given the opportunity to
complete one of the placements working at Loyalist College
I Another benefit of this for participating teacher candidates is opportunity to hone skills
in Loyalist’s labs and to work with faculty with rich industry experience
Building Connections: Culinary Arts In-School
Through matching secondary school and college curriculum in
the field of hospitality, students are eligible to earn a grade 12
credit and a college credit. Kawartha Pine Ridge DSB students
complete grade 12 Hospitality at their home school and as a part
of this course, a Loyalist college faculty member travels to the
secondary school to deliver the first year course, HOSP1019:
Techniques of Baking 1. Students are also eligible for additional
exemptions from the first year program through a Prior Learning
Assessment and Recognition process. This in turn saves them
time, money or both. Students gain valuable insights into the
requirements of a college course. Teachers are better able to
advise students due to a deepened understanding of specific
college programs, requirements, and assessments.
Links to Loyalist
“Links to Loyalist” is offered at Loyalist College in collaboration
with Kawartha Pine Ridge DSB and the Algonquin Lakeshore
Catholic DSB. This program is targeted at those “early school
leavers” who are disengaged or underachieving and who have
left the secondary school system prior to accumulating enough
credits to graduate. These early school leavers do not see a clear
pathway to postsecondary education and do not want to return to
the high school environment. These prospective students are
offered the opportunity to complete up to four grade 12 OSS
credits on-site at Loyalist College. A dual credit is team-taught:
Navigating the Workplace (OSS) and Student Success (College
Credit). On the successful completion of the program students
receive their Ontario Secondary School Diploma and college
credit(s) recognized by Loyalist College. This program enables
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11:55 AM
Page 14
them a better insight into a college program of choice and providing them
with opportunities to; develop an understanding of the requirements of college
courses and the responsibilities of college residence life.
Building Connections: Construction Apprenticeship Level 1 In-School
Trillium Lakelands DSB students who have successfully completed the grade
11 Construction Technology College Destination course(TCJ3C) are able to
participate in a team-taught grade 12 Construction Technology Course that
integrates the expectations for the level one apprenticeship – General
Carpenter. In Semester 1, college faculty and the assigned teacher meet to
align curriculum, to review projects and assessments and to identify gaps.
Activities are then developed/refined to satisfy both the curriculum requirements
of the OSS course and the apprenticeship. Through this course, linked to the
Construction Specialist High Skills Major, students also have the opportunity
to earn a number of certificates. Since this level one apprenticeship in-school
training will be delivered at the school site, students do not have to travel to
a college training delivery agent; a definite advantage. Students also benefit
from enrichment, remediation and the enhanced learning environment offered
in a team-taught course. In addition, they participate in hands-on learning
activities at the college: thereby enhancing their understanding of the full
range of programs offered at the college. The community also benefits.
Graduates of this program offer potential employers a better-trained
employee. This results in students having an easier time finding employers
willing to sign them as apprentices.
Centre for Success @ Durham College
Senior secondary school ‘at-risk’ students are engaged in earning new credits
and credit recovery at Durham College under the direction of a secondary
teacher. Students attend both the Oshawa and Whitby campuses; these
full-time students are from the Durham Catholic, Durham District and the
Peterborough, Victoria, Northumberland and Clarington Catholic DSBs.
Students work toward completing their OSSD credits and have the reachahead opportunity to earn one college credit. In first semester, students take
Career & Academic Choices. In second semester, students enroll in a General
Education college credit course offered to college students in May-June. In
addition, it is planned to pilot a Success Matters course that will eventually be
offered to all first-year college students. At all times, students remain on the
secondary school register and are under the supervision of the secondary
teacher. Benefits for students are many. By working toward the completion
of their secondary school graduation requirements in an environment away
from their home school, peer pressure to miss classes and not complete
assignments is reduced. Given the smaller class sizes, the students receive
more personal attention from the secondary teacher. By participating in
hands-on activities taught by a college faculty member, they gain a better
insight into a college program; and they develop an understanding of the
requirements of college courses. These students will potentially have a lighter
course load at college because they have earned one of the required year one
courses which facilitates a smoother transition to college and sets students up
to be successful. Participants in this pilot project access college resources
and transportation at no cost.
SCW I
students to make a smooth transition from secondary school to college
and gives them the skills, knowledge and confidence, to make better
post-secondary pathways’ decisions.
Centre for Success @ Fleming College, Frost Campus
Students in this program attend all classes on the college campus in Lindsay
for one semester. These students complete one secondary full credit, one
credit recovery (GLD/N) consisting of a number of completed credits
depending on the individual, and a “reach ahead” college credit course in
heavy equipment, early childhood education or environmental technician.
These Durham DSB students benefit from the successful completion of their
OSSD’s and from experiencing the college environment while earning a
college credit in a field of interest. Students are selected on the basis of
commitment and academic suitability. Students are at minimum grade
twelve (in fourth year of high school) and may be considered at risk of not
completing their OSSD requirements. The program assists students in
making post-secondary choices. It leads to increased college registration and
raises awareness in the community of college programs and pathways to
successful employment.
SCW I
Trades, Technology and Transitions @ the Centre for Individual Studies:
Carpentry/Culinary
This project replicates two successful dual credit pilot projects in 06/07. In
Kawartha Pine Ridge DSB, students of the Centre for Individualized Studies
are provided with a unique learning experience, linked to the Fleming College
Construction Skills Certificate and to the Chef Training Certificate programs. In
a six-week block, students earn a college and OSS credit. Peterborough,
Victoria, Northumberland, and Clarington Catholic DSB students have the
opportunity to attend Fleming College once a week for an entire semester in
order to earn a college credit. Students are encouraged to select only three
courses at their secondary school and earn a fourth credit through this reach
ahead opportunity. In both programs students are taught by journeypersons
who are appropriately qualified in their respective trades and the hands-on
nature of the delivery has seen great success this past year. Successful
participants earn an OSSD credit and a college credit. Students benefit in a
number of ways: they accumulate credits to graduate from secondary school
while earning credits towards a college diploma. Through participating in
hands-on activities at the college, they gain a better insight into a college
program of choice, experience a college environment and the expectations
associated with studying at college. This helps students determine whether
they are ready to attend college full-time, part-time or in the future. When they
attend college, they could potentially have a lighter course load depending on
the program selected, thereby increasing the likelihood of success at college.
Students improve their employability through developing sector-specific and
employability skills.
Media Studies – Animation Camp
The course consists of five days of intensive instruction in three-D modeling,
character design, lighting, animation and compositing, using Soft Image XFI.
Successful participants of the animation camp receive three college credits
equivalent to the first year course, Introduction to Animation. Student candidates
are nominated by their secondary school teachers (Communications Technology,
Media Arts) to participate in this program. In order to accommodate students
from a wide geographic area, a residence component is included. This
program adds a reach-ahead activity to schools/boards interested in an Arts
Specialist High Skills Major. Students complete a number of projects suitable
for inclusion in their portfolios that they may use as a tool to gain entrance
into college programs and for employment purposes. In addition, students
participate in hands-on activities taught by a college faculty member, giving
Building Connections through the Skilled Trades
Colleges and boards work collaboratively to establish articulation agreements
where current OYAP programs exist. Curriculum alignment is undertaken by
teachers and college faculty. Reviewers examine the course scope, sequences
and assessment tools. The goal is to provide students who have successfully
completed their Level One in-school training, with an articulation to college.
Currently, Loyalist offers applicants who have completed Level One Cook
Training entrance into the second semester of a related course. This forms the
model for establishing articulation agreements for OYAP programs. The model
will be refined so as to replicate this model with other interested partners.
Collectively, partners of the ELRPT participate in twelve OYAPs in nine
apprenticeable trades, with 345 students participating in the last school year.
Benefits accrue to many stakeholder groups. Students are better advised by
teachers who have a deepened understanding of specific college programs,
and apprenticeship in-school training requirements. Students improve their
employability through the completion of Level One apprenticeship training and
earning college credentials – which results in fewer leaving the area to find
work in their chosen fields. Colleges see increased enrolment. Potential
employers have better-trained candidates from whom to select.
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Centre for Success @ Fleming College, Sutherland Campus, Peterborough
Students in the Peterborough, Victoria, Northumberland and Clarington Catholic DSB’s
Centre for Success (approximately 40 per year) are provided with the opportunity to
choose from a selection of college program electives that are offered each semester and
where “top up” seats are available. The PVNCCDSB has an arrangement with Fleming to
house the board’s alternative education program at the college. Since students are on site,
they are available to come to classes as currently timetabled at the college. Upon
successful completion of this reach ahead activity, participating students achieve credit(s).
This project builds on the success of previous pilots: students, who were not likely to be
successful in a secondary school setting, have earned credits and their OSSD’s. These
same students have gone on to college – a pathway they previously may not have
considered for themselves. Through participation in this program, students gain
self-confidence by becoming familiar with the college process, systems and supports;
develop a greater understanding of secondary school pathways to college; gain an
awareness of the wide range of education, career, and employment opportunities offered
through college programs.
Contact: Sonja Vandermeer, Trillium Lakelands DSB
705-324-6776, ext. 136
[email protected]
11-7 Grand Connections Regional Planning Team
PARTNERS:
Avon Maitland District School Board | Upper Grand District School Board |
Waterloo Catholic District School Board | Waterloo Region District School Board |
Wellington Catholic District School Board | Conestoga College
Bridging Program
I Project targets grade 11 college level students in English and Technology who visit one
of two campuses to see college programs in action and connect with college faculty,
staff and students
I Uses DVD and curriculum developed by Grand Connections in previous phases to help
inform secondary students who might not have considered college pathways
Laddering – Automotive Service Technician (AST) and Precision Machining
I Project follows up on courses produced in the curriculum alignment project completed
previously in AST and Precision Machining
I Writing teams produce sample lesson plans for distribution and marketing materials to
help promote the aligned curriculum
I Materials support the Auto Service Technician and Precision Machining apprenticeship
curriculum developed for delivery within the secondary school system
Video Project
I Initiative to produce a DVD promoting the many pathways to college and careers
available through college programs with information provided by College “schools”
I Main theme is connecting college and work
I Plan to feature current student testimonials, faculty participation, graduate feedback
and students in action while visually highlighting the facilities at college
I Partnerships sought with the Waterloo-Wellington Training and Adjustment Board and
Skills Canada – Ontario
I Video promotes pathways into Trades & Apprenticeship, Business, Health, Arts,
Engineering and IT programs and their related employment areas
Grade 8 Careers in Technology Days
I Joint-board initiative will allow approximately 1300 grade 8
students to participate at Conestoga College in half-day,
“hands-on” workshops such as plumbing or culinary arts
I Primary objective to introduce young people and their teachers
to careers in trades and technology
Parent and Student Information Evenings
I Three sessions at Conestoga College allow parents and
potential students to learn more about college by seeing
college students in action and by talking directly with faculty
and student ambassadors
Laddering – Apprenticeship Alignment Dual Credit
In this Laddering Project, students from the Community Home
Build programs in Waterloo and Wellington Catholic are
completing four senior secondary Construction Technology
courses (previously aligned in an SCWI project with Level One
Carpentry Apprenticeship curriculum). Conestoga College
provides the facility and instruction of the compulsory welding
unit for these students as well as for some students from the
other three school boards involved in Grand Connections SCWI.
Grand Connections also provides funding for successful students
challenging the Level One exams for General Carpentry, Precision
Machining and Auto Service Technician. Senior technology
students involved in these programs are able to assess their
interest and skills in the chosen apprenticeship area and have a
“leg up” on this career path should they choose it.
Transition to College
Conestoga College provides a classroom at the Guelph Campus
from 9:00 - 3:00 each day for 8 weeks. Students are involved in
a team-taught dual credit program based on Navigating the
Workplace and College/Employment/Training Readiness
Program. The college arranges for student cards, certificates,
and transcripts for students. They also provide classroom
workshops through Support Services and Job Connect programs.
The college also issues parking passes to students at an
additional cost to cover the two-month, in-school program.
Grand Connections SCWI arranges for the payment of bus and
parking passes. During the dual credit delivery at college,
students are also provided busing to off-site career days and
certification/training workshops covered through SCWI. The
college instructor works with the registrar’s office and Support
Services while the secondary teacher reports attendance,
mid-term and final evaluations of students to the home schools
through the guidance departments. The secondary teacher is
an employee of one of the participating boards through a
co-terminus agreement with half of that cost being charged back
to the other board. Each board sends 10 students to the program.
Contact: Margo Jones, Waterloo Catholic DSB
519-699-5009
[email protected]
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11-8 Nipissing Parry Sound Regional Planning Team
PARTNERS:
Conseil scolaire public du Nord-Est de l’Ontario | Conseil scolaire
catholique Franco-Nord | Near North District School Board |
Nipissing-Parry Sound Catholic District School Board | Nbisiing
Secondary School | Canadore College | Collège Boréal
Trades Sampler
This hands-on practical course includes a “sampling” of trades offered at the
college campus. The students learn basic practical techniques in a variety of
trades including auto body, plumbing, electrical, welding, marine and small
engine, and machine shop. At the end of this course, students have a much
better understanding of various trades and trade related occupations.
A value-added component ensures that learners will earn some industry
certifications such as fall arrest, fork lift and “lockout and tagout procedures”.
Collège Boréal contributes French language services to all French-speaking
students including technician support and translation services.
SCW I
College Visits
I Interactive sessions highlighting college programs for grade 7 and
8 students
I Current college learners work with students to build, observe, create, and
interact with a variety of activities in as many as ten different learning
environments including: aviation, automotive, electrical, plumbing, culinary,
and theatre arts programs
I Two-day event involving 150 grade seven and 150 grade eight students at
Canadore College
I Over 400 grade seven and grade eight students to participate in a similar
event at Collège Boréal
Parent Information Session
I Information session at Canadore College geared to providing parents and
students with information about career opportunities in skilled trades:
- 2-hour session allows OYAP coordinators, Canadore College and Collège
Boréal deans to speak to program offerings and
career opportunities
- Features panel geared to answering frequently asked questions
that parents and students have about apprenticeship, trades, and
college programs
- Has generated over 300 participants in previous years
- Added value to the session will include representation from community
agencies such as Yes Employment and LTAB
11-9 PASS Regional Planning Team
PARTNERS:
Algonquin & Lakeshore Catholic District School Board | Catholic
District School Board of Eastern Ontario | Hastings and Prince Edward
County District School Board | Limestone District School Board |
Ottawa Catholic District School Board | Ottawa-Carleton District School
Board | Renfrew County Catholic District School Board | Renfrew
County District School Board | Upper Canada District School Board |
Algonquin College – Pembroke, Perth, Woodroffe campuses | Loyalist
College | St. Lawrence College – Brockville, Cornwall, Kingston
campuses | OCRI – Ottawa Centre for Research and Innovation |
Vitesse Re-Skilling Canada Inc.
Career Link 2007-2008 Onsite – Insight Tours
I Coordinated by Vitesse Re-Skilling (a PASS business partner)
I Provides four onsite-insight tours for grade 7/8 teachers and students,
secondary school teachers and students
I Enables students to better understand the work environment, applicable
college programs, available career opportunities and pathways and general
trends of the technology sector
I Attended by college instructors and deans from various departments of
Algonquin, St Lawrence and Loyalist Colleges.
I Includes visits to Algonquin and St. Lawrence Colleges and various
technology firms where students and teachers explore the respective
college programs as they learn in more detail about the workplace and
work environments
SCW I
Guest Speaker Presentations
I RPT and Local Training and Adjustment Board (LTAB) host the TV personalities
of popular “Pimp My Ride” television program featured on MTV
I Television personalities perform a number of 1 hour and 15 minute
presentations at local high schools, the college, and/or the local performing
arts centre
I Fast-paced and popular presentation, especially geared to youth,
focuses on importance of skilled trades and viability of skilled trades as
career options
I Presentation features the automotive trade but also incorporates associated
trades such as welding and electronics
Contact: Lise Paulin, CSC Franco-Nord
705-472-8240, ext. 236
[email protected]
Culinary Boot Camp and Baking Techniques
This program is delivered in Canadore College’s state-of-the-art culinary
facility. The program begins with a 7-week Boot Camp format that addresses
the primary skills needed for a culinary vocation. In addition, the training
includes value-added certification in WHMIS, Food Safety and Service
Excellence delivered at the college and/or the high school. A third phase of the
offering has the students take Canadore’s Baking Techniques course in a
dedicated cohort. As per last year, the program features a bilingual component.
Collège Boréal provides French language services to all learners. A French
language technician is available to all students who require French language
assistance. In addition, Collège Boréal provides all culinary recipes and print
materials in French. Successful completion of this course enables students
who are accepted into Canadore’s culinary programs to be exempt from the
required credit.
Connections for Grade 7/8 Principals, Teachers, and
School Council Representatives
I An extension of the existing “College Connections” which includes events
such as: Grades 10-12 students experience college for a day; Grade 8
students experience college for a day; Grade 7-9 students experience
“Taste of the Trades” day
I Designed for representatives from Grades 7/8 administrators, teachers and
Parent School Council representatives
I 90 administrators, 90 Grade 7/8 teachers and 90 Parent School Council
representatives from the 9 PASS school board partners attend a one-day
college experience at their local college
I Experience includes: panel presentation from college students, visits with
alumni and staff, a tour of the college facilities, participation in a college
course, and a round table discussion with school board participants, college
students and staff
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Math, Science, English and Technology Curriculum Partnership (MSET)
I Activities and projects related to curriculum alignment and pathways to college
I Action team including secondary teachers and college faculty address curriculum
gaps/concerns
I Algonquin College hosts a series of meetings bringing together high school teachers
and college professors in Math, Science, English and Technology to address the key
priority of curriculum alignment
I Activities include: curriculum ‘gap’ analysis in each of the 4 areas identified above,
visits and meetings at each others’ college/schools, involving college professors and
secondary educators
I Objectives include: promoting and improving student success in these 4 critical
curriculum areas, forming teams of teachers from both panels to address specific
curriculum areas, providing teachers and counselors with greater awareness of college
curriculum, helping provide a better fit between OSSD ‘exit’ skills and college admission
requirements, helping to provide secondary school students a more seamless entry to
college, building mutual understanding of secondary school teachers and college
professors and their respective systems through curriculum development/awareness/
dialogue, and building on the partnerships between Algonquin College and local Boards
of Education
Aboriginal Outreach
I Part 1 – Algonquin College recruiters visit local First Nations in eastern and central
Ontario at Career Fairs, High School visits and other events; make visits to schools
on First Nations to increase knowledge of the services and programs available at the
College level
I Part 2 – Information session on college campus for large number of local aboriginal
organizations, aboriginal secondary school students and aboriginal college students in
the National Capital Region with focus on programs, services, presentations and tour
I Objectives: inform staff from bands, high schools, and organizations to counsel students
interested in college as a post-secondary option; form a link to the college for
organizations; inform students about the academic requirements, facilities, programs,
technology and the many services available to them at college
Options Skilled Trades Fair at Algonquin Pembroke Campus
I Support for 2500+ secondary students and Grade 7&8 students to attend the largest
and most interactive trades fair in eastern Ontario on April 18, 2008 at the Mateway
Activity Centre in Renfrew
I Objectives: encourage student participation in OYAP; raise community awareness of the
shortages of skilled trades workers; expose students to the diversity of college trades
programs; link employers with students and educators to create new school/business
partnerships; support the learning expectations of various secondary school courses
College Attrition Part 1-Business
I High attrition rate in some first year college Business courses requires attention
I This initiative allows development of an action plan among teachers at both panels that
will lead to better success rates among first year students and thereby help lower the
college attrition rate
I Objectives: increase first year success rate for college students in Business Courses
such as ACC2310; bring teachers of Business courses at both the high school and
college together to study the curriculum in the two panels; analyze the preparedness of
students entering first year Business courses at the college, and form an action plan to
address the attrition rate and implement plan
I
I
about Algonquin’s programs and the Hospitality and Tourism
industry
Initiative has students and teachers from both levels meet
Through practical demonstrations secondary students receive
a better understanding of the curriculum, the end goals/
objectives and the quality of the textbooks and learning
materials used in the programs
Students Helping Students
I Similar to last year’s project, the ROAD program integrates
high school students with college students
I Modified version has college students continue to be the
driving force behind the ambassadorship program partnering
with high school students already acting as “peer supports” in
their school
I Complementary to the high school peer support students’
efforts
I Objectives: promote postsecondary education to high school
students; demonstrate how barriers and challenges to
postsecondary education can be overcome; provide an
influential direction (through College ambassador) on
postsecondary education issues and life after high school;
inject confidence to high-school students through high school
peer support and college ambassadors
ITECH (Innovative Technology Engaging College and
High School )
I OCRI (business partner of PASS) coordinates this project
I Objectives: develop a seamless transition for students from
secondary school to college in technology pathways with
potential for dual credit and / or articulation; provide
technology training and additional certification for teachers;
provide certification such as A+ certification for students;
heighten awareness of local career opportunities in
technology; increase enrolment in technology courses;
encourage partnerships between educators and industry
partners; provide excellent opportunities for experiential
learning for students and teachers; provide access to state-of
–the art resources for students
SHSM Students Experience the Forestry Program @
Pembroke Campus of Algonquin College
I 20 students from RCCDSB and RCDSB explore a dedicated
college course (not for credit) modeled after existing Forestry
Program and Outdoor Adventure courses
I Incorporates certification, classroom work and woodlot skill
development
I Fulfils the 40 hours of reach ahead opportunity for the Forestry
SHSM
What’s Up with PASS Forums
I Meetings hosted at college campuses with opportunity to
highlight SCWI PASS RPT and the Phase 11 programs
College Attrition Part 2-Hospitality
I High attrition in some hospitality programs requires attention
I This initiative is designed to help change the perception of the Hospitality sector
I Objectives: secondary teachers better informed when counselling students interested in
these programs and more able to help with course selection; students better informed
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SCW I
Triple Play – Dual Credit – Algonquin College
In the Triple Play-Dual Credit Algonquin experience, senior students (grades
11&12) have the opportunity to register at one of Algonquin College’s
campuses for a course of their choice from a list of available courses.
Students may take their college course during dedicated time from their
cooperative education experience. Upon successful completion of the college
course, the students receive a college credit and the principal grants the
corresponding high school dual credit. Upon successful completion of the
cooperative education program, the student earns cooperative education
credit(s) based on the actual time devoted to the cooperative education
placement. Ideally the college course has the same focus as the cooperative
education experience. Students gain exposure to the college environment and
programming and are able to make more informed decisions about their
post-secondary education.
Triple Play – Dual Credit – St. Lawrence College
In the Triple Play-Dual Credit St. Lawrence experience, senior students (grades
11&12) have the opportunity to register at one of St Lawrence’s campuses for
a course of their choice from a list of available courses. Students take their
college course during dedicated time from their cooperative education
experience. Upon successful completion of the college course, the student
receives a college credit and the principal grants the high school dual credit.
Upon successful completion of the cooperative education program, the
student earns cooperative education credit(s) based on the actual time
devoted to the cooperative education placement. Ideally the college course
has the same focus as the cooperative education experience. Students gain
exposure to the college environment and programming and are able to make
more informed decisions about their post-secondary education.
Building Construction Internship/OYAP/SHSM Focus Program
The Building Construction Internship/OYAP/SHSM Focus Program offers senior
students from across the Limestone DSB apprenticeship training in construction
technology at St. Lawrence College. During the first 14 weeks of Semester 2,
students complete all components of Level 1 Carpentry Apprenticeship that is
team-taught by a teacher from QECVI and an instructor from St. Lawrence.
For the remainder of the semester, students are participating in Co-op/
apprenticeship placements. Students will earn 4 secondary school credits
upon successful completion of the program and have the opportunity to work
towards the completion of their SHSM in Construction.
Motive Power Technician – Algonquin
The Motive Power Technician program is an Ontario Youth Apprenticeship
partnership between Ottawa Catholic DSB, Ottawa-Carleton DSB, MTCU and
Algonquin College. During second semester, students take the Level 1
apprenticeship for Motive Power technician at the college and also complete
220 hours (2 credits) of cooperative education in an organization that is
sponsoring them as apprentices. The students gain their Level 1
apprenticeship, a corresponding high school dual credit, cooperative
education credits and hours of experience toward the apprenticeship.
Plumber/Carpenter/Electrician Program for OYAP Students
This program gives OYAP students with an active MTCU contract of
apprenticeship eligibility to fill empty seats in the St. Lawrence College basic
classes for Plumber, Carpenter, and Electrician. Three school boards,
Limestone, Algonquin & Lakeshore and Upper Canada DSB’s choose OYAP
students who are in a full day cooperative education program with a trades
related employer and these students complete the college program in eight
weeks for which they receive their Level 1 Apprenticeship and 2 dual credits.
General Machinist Common Core
The General Machinist Program is an Ontario Youth Apprenticeship
partnership between Algonquin College, MTCU, Ottawa-Carleton and Ottawa
Catholic DSB’s where grade 12 students take the Level 1 apprenticeship
training at Algonquin and also complete 220 hours of the cooperative
education program with an employer in the trade. The students gain their
Level 1 apprenticeship, a corresponding high school dual credit, cooperative
education credits and hours of experience towards the apprenticeship.
Contacts: Joanne Gosselin, Chair, Lead Board
Ottawa Catholic School Board
613-224-2222
[email protected]
Rosann Mullins, Coordinator
613-224-2222
[email protected]
SCW I
Integrated Marketing Communications (IMC @ SLC)
Integrated Marketing Communications at St. Lawrence College (IMC@SLC
Focus Program) is a Limestone DSB and St. Lawrence College Dual Credit
program. In the second semester participating students: attend St. Lawrence,
Kingston; are team-taught by a LDSB and SLC teacher; have the use of all
SLC facilities; earn 4 secondary school credits and up to 3 college credits. As
one of the four secondary credits, the students have a 4-week cooperative
education experience in the community.
Triple Play-Dual Credit Algonquin – Adult Students
The Algonquin Triple Play-Dual Credit program is offered second semester at
Algonquin for 20 students from the adult school(s) in the Ottawa-Carleton
DSB and the Ottawa-Carleton CDSB. The students are in a congregated
career and college success General Education course and earn a college
credit and a corresponding high school dual credit. Many of the students also
participate in a cooperative education program.
Photography and Culture
The Limestone DSB Photography and Culture Focus Program at St. Lawrence
College is a Dual Credit program where participating students: attend St. Lawrence
for 3 days/week in first semester; are team-taught by a LDSB and an SLC
teacher; have the use of SLC facilities; earn 3 secondary credits and up to 2
college credits; experience a hands-on approach to photographic processes.
11-10 South Western Ontario Regional Planning Team
PARTNERS:
Greater Essex County District School Board | Huron-Perth Catholic
District School Board | Lambton Kent District School Board | London
Catholic District School Board | St. Clair Catholic District School Board |
Thames Valley District School Board | Windsor-Essex Catholic District
School Board | Lambton College | St. Clair College | Fanshawe College
Connect to College
Connect to College is a dual credit program between Algonquin & Lakeshore
CDSB and SLC where there is a secondary school classroom at the college.
Students take one college course and several secondary school courses in
an alternative learning environment; may be granted a dual credit upon
successful completion; may audit a college class of interest; are partnered
with SLC peer mentors.
Mobile Technology Trailer
(Lambton Kent DSB, St. Clair CDSB, Thames Valley DSB, Lambton College)
I Hands on activities designed for grade 7 and 8 students
I In addition to regular carpentry sessions invites students to build a small
project such as a model wind turbine, solar panel or other suitable activity
I
I
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Catchment area for the mobile lab expanded to new communities through the addition
of Thames Valley DSB and Lambton Kent DSB this year
Curriculum created which focuses on sustainable energy sources
Bridging the Gap Camps
(Huron-Perth CDSB, Lambton Kent DSB, St. Clair CDSB, Thames Valley DSB,
Lambton College)
I Lambton College hosts week-long themed camps for grade 12 students to explore and
experience college life
I Participants spend five days and four nights in the Lambton College residence with
unique programming to highlight college training programs, while the college is
in session
I Grade 12 students obtain first-hand experience of ‘college life in residence’ and gain
exposure to several college level programs including technology, trades, health
sciences, social sciences, and business and liberal arts
I Some camps provide other certification opportunities such as WHMIS, First Aid, and
Smart Serve and align with the SHSM
I One or two camps feature unique activities focusing on college business programs
I Students participate in a “Donald Trump Apprentice” style challenge where they
develop a business concept or product for the A&W fast food chain including support
from local franchisee
I Project includes coordination and filming by a production company and results in a
case study to be used for marketing and training purposes
Business Program Recruitment Documentary
(Huron-Perth CDSB, Lambton Kent DSB, St. Clair CDSB, Thames Valley DSB,
Lambton College)
I One-week camp programs for secondary school students at Lambton College
I Activities coordinated and documented (filmed) by a production company to be used
for promotional and training purposes of college business courses
I 14 - 18 minute video digitally shot and produced in documentary style on DVD to be
available to all colleges
College Business Cases Competition for Secondary Schools
(Greater Essex County DSB, Windsor-Essex CDSB, St. Clair College)
I Business Cases Competition sponsored by St. Clair College for teams of secondary
school business students
I Culminates in a one-day event hosted by the college when teams review, solve and
present their solutions in front of a panel of local business people and educators
I Prizes awarded and luncheon provided
I Day also includes a developmental activity, jointly developed by college and secondary
school faculty
I Side project would be to review and consider pathways, and possible articulation
agreements between secondary school courses and college courses
Career Innovation Time! – Part II – Grade Seven and Eight Presentation
(Greater Essex County DSB, Lambton Kent DSB, St. Clair CDSB, Thames Valley DSB,
St. Clair College)
I Phase II of the presentation “Career Innovation Time!” includes new areas of research
such as the field of health, domestic products, fashion, space and the environment for
the students to explore
I Elementary students from both school boards in the Chatham-Kent and Sarnia-Lambton
areas participate
I Promotes careers through hands-on, interactive and multi-media presentations to
grades seven and eight students with particular emphasis on promoting technician,
technologists and skilled trades related careers as a choice for young men and women
I Sessions include demonstrations, in a variety of trades, on product creation and tool
usage along with information on career opportunities, inventors significant to specific
trades, history and the impact they have on our daily lives
I Presentation involves college students interacting with the elementary students
Construction Techniques – Leading to Apprenticeship
This is a cohort secondary school group participating in 30-60
hour construction techniques module at the Lambton College
Skilled Trades Training Centre. Students are transported to and
from the college for a half-day twice each week, for
approximately 13-15 weeks. Students receive a certificate of
achievement upon successful completion, and a credit in
construction technology toward their high school diploma.
Students can also receive certifications in WHMIS, First Aid,
Scaffolding, and Rigging, where applicable. These certificates
align with the SHSM proposal from the school board. This course
prepares the student for entry level positions in construction
fields. The skills gained by participants enable them to gain
employment, and in turn access to apprenticeship programs in
the construction and related sectors.
Cook Apprenticeship Program – Baking and Pastry Course
This program focuses on providing enhanced baking and pastry
skills for secondary students who have some previous cooking
and food preparation skills. It consists of approximately 60 hours
of “hands-on” training delivered by college staff. Students receive
a “Certificate of Completion” that will increase their employability
in related food industry jobs. Students are able to apply the 60
hours to the Cook Apprenticeship program and may also receive
a Secondary School credit toward their high school diploma.
Energy Dual Credit Opportunity
This program allows secondary students to take an Alternative
Energy College Credit (Gen. Ed. Credit) at Lambton College. It
also allows secondary students to gain a college credit as well
as explore the pathway to Lambton’s Alternative Energy Diploma
Program. Students experience college learning in a college
setting. Students will be granted an optional secondary school
credit toward their OSSD.
Dual Credit – High School within a College
One class from each school board (Lambton Kent or St. Clair)
is located for all of semester 2 at Lambton College. A secondary
teacher offers 3 or 4 secondary credits to the class. Depending
on school board credit selections students will be free to attend
college courses at Lambton in accordance with their timetable
flexibility. Students experience college learning in a college
setting and explore many postsecondary pathways. They earn
a minimum 3 secondary school credits plus a chance to earn
college credits as well as additional dual credits toward their
high school diploma.
Specialist High Skills Major Dual Credit Courses
Select secondary school students study at Lambton College
for one semester. Students are selected from local secondary
schools and remain on their home school registers and are
enrolled in a three-credit SHSM pilot program that is taught and
supervised by a secondary school teacher. Morning classes are
taught by secondary school teachers and could include pilot dual
credit courses in communications and essential business skills.
These courses are being developed as a SCWI program and
provide credit at both the secondary school and college level.
During the afternoon, students are enrolled in a GLN course or a
Co-op timetable and have the flexibility and opportunity to take
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college credits in their area of interest. The GLN teacher works with the
program participants to identify suitable courses and their ability to fit the
program timetable. Students earn 3 secondary credits as well as college
credits. Students may also take afternoon college credits in which they may
earn dual credits toward their high school diploma.
SCW I
Hairstyling Dual Credit
In this program a cohort secondary school group participates in a 66-hour
Styling and Cutting Techniques module at the Lambton College Skilled Trades
Training Centre. Students are transported to and from the college for a
half-day each week, for approximately 15 weeks. Students receive a
certificate of achievement upon successful completion, and a credit toward
their high school diploma. Students could also receive certifications in WHMIS
or First Aid. This course prepares the student for entry-level positions in the
hairstyling field. The skills gained by participants will enable them to gain
employment, and in turn access to apprenticeship programs in the hairstyling
or related sectors.
addition, students gain senior Construction course credit and Cooperative
Education credits. Students are selected from any one of the
16 secondary schools in GECDSB. The students who successfully fulfill all
secondary school graduation requirements are in a position to graduate
upon completion of this project. This program is a partnership with Youth
Employment. This program will provide opportunities for students to
successfully transition into Construction trade apprenticeships.
Dual Credit – Manufacturing Technology Skills
Secondary Students from both school boards in the Chatham Kent and Sarnia
Lambton area will participate in one of three technical courses in the fall and
one of four possible technical courses in the winter semester. Courses
available include CAD, CNC Basic, Welding, Electricity 2 and Industrial Fluid
Mechanics. These courses will be delivered by College faculty at a College
facility. The project will target students identified as average, and /or at risk of
leaving secondary school. The courses will provide credit for post secondary
study and a foundation for apprenticeship related programs.
Early Childhood Education (ECE) Dual Credit
ECE – Introduction to Early Childhood Education – This program consists of
secondary students attending Lambton College every Tuesday and completing
the ECE course taught by a college faculty member. As well these students
are enrolled in SDV 1001 (College Orientation) and will complete the online
course over a 10-week period. Students experience college-level learning and
have the potential to earn dual credits toward their OSSD.
Contact: Don Hart, Lambton College
519-542-7751, ext. 3485
[email protected]
Horticulture Dual Credit – Lambton
Upon successful completion (60%+) students enrolled in grade 11 and 12
Horticulture courses THX351 and THL451 will receive 3 college credits from
the Horticulture Technician Program at Lambton College. These courses are
using a locally developed curriculum put together by college and secondary
faculties that meet both secondary and postsecondary requirements. Students
experience college-level learning and have the potential to earn dual credits.
PARTNERS:
Keewatin-Patricia District School Board | Kenora Catholic District
School Board | Lakehead District School Board | Northwest Catholic
District School Board | Rainy River District School Board | Superior
North Catholic District School Board | Superior-Greenstone District
School Board | Thunder Bay Catholic District School Board |
Confederation College
Grade 7-8 Teacher Connection
I Opportunities for all Northwestern Ontario grade 7-8 teachers to visit
Confederation College facilities since majority of teachers in Northwestern
Ontario have not visited the College
I Gives teachers first-hand knowledge and experiences with college
programs and facilities
I Project Objectives: familiarize Grade 7-8 teachers with the college facilities
and programs; develop relationships between elementary teachers and
college teachers; set the stage for further professional development
programs/forums involving college faculty and Grade 7-8 teachers; provide
the Grade 7-8 teachers with information and resources to assist students
in selecting appropriate pathways (high school and postsecondary); and
elevate the comfort level of teachers in familiarizing students and parents
with college programs
SCW I
Horticulture Dual Credit – St. Clair
In this program, St.Clair College partners with the Windsor Essex Catholic
DSB, and specifically with Cardinal Carter Secondary School and St. Thomas
of Villanova Secondary School. The program provides learners with a keen
interest in horticulture, agriculture, greenhouse management or the
landscaping field a unique opportunity as part of their semester two
curriculum. The learners complete a credit toward their secondary school
diploma and at the same time, earn a college credit in Propagation
Techniques (LND412), a two-credit course in the Horticulture Technician –
Landscape Diploma Program offered at St.Clair College. This course is
delivered by the secondary school faculty specialist, at the secondary school.
Mentorship is provided to the secondary school faculty by a professor at
St.Clair College. During the semester students have several opportunities to
visit the college campus and participate in a number of workshops/labs
delivered by the horticulture program faculty. Some college learners also
engage in this experience by acting as mentors to the secondary school
learners.
11-11 Northwestern Ontario Regional Planning Team
Dual Credit – Construction Homebuilder Technology Skills
Up to 46 Senior Secondary students from Greater Essex County District
School Board in the Windsor Essex County area are participating in a
homebuilding project in partnership with St. Clair College and the Windsor
Construction Association. Students are at an off-site location planning and
constructing a single family dwelling. Greater Essex CDSB provides on-site
practical teaching, St. Clair College provides the theoretical introduction to a
number of construction trades including: carpentry, plumbing, electrical, brick
and stone masonry, painting and decorating, dry wall and acoustic. Students
attend the homebuilding site 5 days per week for 6 hours daily. Students are
registered in a pre-technology course at St. Clair College. Faculty notes and
additional supports are made available through the online Blackboard. In
Grade 7 & 8 Student Connection
I Opportunities for all Northwestern Ontario grade 7-8 students to visit
Confederation College facilities
I Follows Phase 1 Teacher Connection Project – teachers wanted their
students to visit the college
I Program has hands-on, interactive learning experiences at the college for
the students
I Out-of-town students have the opportunity of staying in the College
Residence for an evening accompanied by teachers and parent chaperones
I College student ambassadors for various departments assist with the
interactive learning experiences
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Math Attack
Math Attack is a team-teaching dual credit project of matched college and secondary
curriculum. Students will receive a secondary credit for Mathematics for College
Technology, MCT4C and a college credit for Pre-Technology MA115 and MA215. In
addition students completing the program with an average greater than 65% receive
credit for college technology MA131 course. This is a team teaching model involving a
secondary school teacher and a college instructor. The high school teacher and college
teacher work collaboratively to design and deliver this dual credit model. Key benefits for
students: promotes a clear pathway from high school to college technology programs;
students are able to recognize the connection between secondary school learning and
their future post secondary education programs.
Air Force 1
Air Force 1 is a team-teaching dual credit program of matched college and secondary
curriculum. Air Force is a distance education night school program that has the potential
of being delivered to students from all Northwestern Ontario high schools. Thunder Bay
students meet at the college for face-to-face instruction in a video conferencing room.
The out of town students are connected via distance learning either through the regional
college campuses or their home schools. Students receive a secondary credit for
Transportation Technology TTJ4CA and a college credit for AM110 – Introduction to
Aerodynamics – Fixed Wing and AM117 – Aircraft Applied Physics. This is a team
teaching model involving a secondary school teacher and a college instructor. The high
school teacher and college teacher work collaboratively to design and deliver this dual
credit model. Tutorial time via distance learning is also built into the model. Key benefits
for students: students have access to specialized, industry focused programming, that
provides both a college level aviation credit, and a high school technology credit with a
specific focus on aviation; provides academic/technical readiness for entry into either a
college aviation program or the workforce.
Welding Connections
Welding Connections is a dual credit advanced standing program involving matching a
secondary school credit course and a college credit course. This program is delivered by
secondary school technology teachers in their home schools. Classes are delivered within
the school’s regular timetable with college experience included. The students take
Manufacturing Technology (TMJ4C) at their home schools combined with the college
course WC122 – Basic Arc Welding. The student is granted this college course upon
successful completion of the CWB – Flat and Horizontal Welding Tests administered by
the Canadian Welding Bureau. The testing takes place at the end of semester two at
Confederation College. Key benefits for students: students from the region will have
access to a high school manufacturing course with a welding focus that provides a greater
degree of specialization and job/postsecondary readiness. The program also provides a
head start for all students entering the college welding program.
Electrical Connections
Electrical Connections is a dual credit advanced standing program involving matching a
secondary school credit course and a college credit course. This course is delivered as a
night school course taught by a secondary school teacher to students from the Lakehead
DSB and the Thunder Bay CDSB with face-to-face instruction at Confederation College.
The emphasis of the course is on instruction by a technology teacher with a focus on
electricity/electronics. The students receive a secondary school credit in TCJ4CB –
Construction Technology and the college credit is TP250 – Technological Studies 111
(Basic Electronics). Offering this program as a night school course at the college (with their
electrical and electronics facilities) benefits students interested in this field. Key benefits
for students: students will have access to programming and facilities that are unavailable
at their home schools; provides additional specialized skills, job-readiness and potential
apprenticeship opportunities.
Science in Motion
Science in Motion is a dual credit advanced standing program involving matching a
secondary school credit course and a college credit course. This course is delivered as a
night school course taught by a secondary teacher to students
from the Lakehead DSB and the Thunder Bay CDSB with
face-to-face instruction at Confederation College. The course is
taught by a science/technology teacher. The students receive a
secondary school credit in SPH4C – Physics and the college
credit GE302 – Science in Motion. It was determined that SPH4C
was a course that was recommended for students entering
technological programs at the college but very few high schools
were able to offer it because of low enrolments (a few students
from each school). The added benefit is that the college course
is a General Education course that could be used for a variety of
programs at the college. Key benefits for the students: students
have access to a program unavailable at their home school;
students receive a credit in SPH 4C, a course that is
recommended for numerous college technological programs.
Hospitality Services Specialist Program
The Hospitality Services Specialist Program is a team-teaching
dual credit project of matched college and secondary curriculum.
Students selected from six high schools (Thunder Bay CDSB,
Lakehead DSB) remain on their home school registers and are
enrolled in co-operative education programs that are supervised
by their home schools and co-op teachers. One day a week, the
students travel to Confederation College and work concurrently
with both a college faculty member and a secondary school
teacher. During the day, these students work on their secondary
credit GLN 4C – Navigating the Workplace and the college
course GE 271 – Healthy Cooking Made Easy. The balance of the
week, the students are in their co-operative education placements.
These placements have been chosen based on the suitability to
the hospitality focus. During the college classes, the students
have the opportunity of working in the college kitchen (lab) and
being taught by a qualified chef. The students have opportunities
to gain extra certifications from special courses such as Smart
Serve, Basic First Aid, Safe Food Handling and CPR. Key benefits
for students: motivates students to remain in school and see the
possibility of ‘going to college’, which for many of them, would
not have been previously considered; provides certifications that
will benefit students in their future career explorations.
Geomatix
Geomatix is a dual credit advanced standing program involving
matching a secondary school credit and a college credit course.
This dual credit program is delivered in a regularly scheduled
high school CGO4M – Geomatics class taught by a high school
teacher. As part of the course requirements, students become
certified in emergency first aid/CPR and Green Check GPS
training. When completed, students are also awarded advanced
standing in the college course TA 104 – Outdoor Pursuits. Key
benefits for students: promotes a clear pathway from high school
to the College Travel and Tourism Program; provides opportunity
for students to experience success in a college course and
prepare them for postsecondary successes.
Aboriginal Beliefs
Aboriginal World View is a dual credit advanced standing
program involving matching a secondary school credit course
and a college credit course. This dual credit program is delivered
by secondary school teachers in regularly scheduled NBV3C –
Aboriginal Beliefs, Values and Aspirations classes. When
completed students are given an advanced standing in the
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college course GE066 – Contemporary Community and Family – The
Aboriginal Context. The added benefit is that the college course is a General
Education course that can be used for a variety of programs at the college.
This program is an integral part of the Board’s Aboriginal Education programs.
It is anticipated that this dual credit opportunity will become a component of
the Board’s SHSM Integrated Trades Project in the following years. Key
benefits for students: promotes a clear pathway from high school to college
Aboriginal programs; builds partnerships and collaboration between the high
schools and the college. Students are able to recognize the connection
between secondary school learning and their future post secondary schooling.
SCW I
Northern Hospitality
Northern Hospitality is an advanced standing dual credit involving matching a
secondary school credit course and a college credit course. This program is
also part of the Board’s High Skills Major project (Hospitality). The secondary
teacher delivers the Tourism grade 12 college preparation course (TFS 4C)
and the Dimensions of the Tourism Industry college course (TA101). The two
courses are aligned to ensure that the integrity of both programs is retained.
The students also receive industry recognized certificates, including Smart
Serve, Hospitality Essentials, First Aid and CPR. Key benefits for students:
motivation to remain in school and see the possibility of ‘going to college’ as
a viable option. Students have the opportunity to apply their skills in a local
Skills Canada Culinary competition. This opportunity allows students to gain
confidence in their own abilities and receive feedback on how they can
improve their skills from industry standard representatives.
Voyageur Travel and Tourism
Voyageur Travel and Tourism is an advanced standing dual credit involving
matching secondary school credit course and a college course. When
completed, students are also awarded advanced standing in the college
course TA101 – Dimensions of the Tourism Industry. Consultation with the
college regarding expectations for this course has taken place to ensure the
teacher provides the same standard of instruction. Students visit several
‘tourist’ destinations and develop a commercial and/or slide show to promote
travel destinations. Students also visit several local tourist destinations and
tourist operators’ businesses to gain hands on experience in this sector. Key
benefits for students: provides a clear pathway from high school to college
travel and tourism program; students are able to recognize the connection
between school, postsecondary education and the world of work.
Outers
Outers is an advanced standing dual credit involving matching secondary
school credit course and a college credit course. The secondary teacher
delivers the ICD30 – Interdisciplinary Studies (Outers) course. When
completed, students are also awarded advanced standing in the college
course TA104 – Outdoor Pursuits. Students participate in a series of
wilderness experiences in the surrounding area, throughout the fall, winter
and spring, eg survival swim, canoeing, t-rescue, orienteering, snowshoeing,
winter camping, and canoe tripping. Students experience the environment first
hand and see the impact of the ecotourism business on the environment.
Certifications are an important part of the course. Key benefits for students:
provides a clear pathway from high school to college adventure and
ecotourism program; experiential learning engages ‘at-risk’ students –
allows them to build strengths, and develop their leadership and
organizational skills. These experiential opportunities will allow students to
take responsibility for their own actions, decisions and consequences.
Eco-Tourism
Eco-Tourism is an advanced standing dual credit involving matching a
secondary school credit and a college credit. The secondary teacher delivers
the secondary course CGR 4M – The Environment & Resource Management.
Upon completion of the course, students also receive a college credit in TA
104 – Outdoor Pursuits. This is a non-semestered course and the students
are also placed on 2-3 coop placements on alternate days. Throughout the
program, the students are able to gain valuable certifications eg. Wilderness
First Aid and CPR, ORCA Flat-Water and Canoe Tripping Level 1, Guiding
Certification. Key benefits for students: enhanced knowledge of the college
eco-tourism program and skills related to conservation, wildlife management
and eco-tourism; certification that will allow students the opportunity to
continue studies in college or enter the world of work.
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Ecotourism Northwest
Ecotourism Northwest is an advanced standing dual credit involving matching
secondary school credit courses and a college credit course.This program is
also part of the board’s High Skills Major project (Hospitality). The secondary
teacher delivers the CGG30 – Regional Geography course. When completed,
students are also awarded advanced standing in the college course TA104 –
Outdoor Pursuits Consultation. Measures are in place to ensure the teacher
provides the same standard of instruction as the college level. The teacher is
trained in teaching the ‘Introduction to Global Positioning System’ so that the
program will be sustainable and self-supporting. As part of the course
requirements, students become certified in emergency First Aid/CPR, Green
Check GPS. Key benefits for students: students are able to use this course
toward earning their Specialist High Skills Major Diploma for Hospitality and
Tourism. This gives the students an advantage in entering the work force,
obtaining an apprenticeship, or entering a College or University program.
Students also receive industry recognized certificates that will assist in
obtaining employment in this sector.
collaboratively to design and deliver this dual credit model. The students
receive a secondary school credit in TFT3C – Hospitality and a college credit
in GE 271 – Healthy Cooking Made Easy. The college instructor is a qualified
chef. The students have opportunities to gain extra certifications from special
courses such as Smart Serve, Basic First Aid, Safe Food Handling and CPR.
Key benefits for students: motivation to remain in school and see the
possibility of ‘going to college’, which for many of them, would not have been
previously considered; and certifications which will benefit students in their
future career exploration.
Creating Spaces – A Construction Program
Creating Spaces is a team-teaching dual credit of matched college and
secondary curriculum. The course is team-taught by a secondary technology
teacher and a college instructor. The students receive a secondary credit in
TCJ3C – Construction Technology and a college credit in CE140 – Basic
Drafting. The two courses are aligned to ensure that the integrity of both
programs is retained. Key benefits for students: students have the opportunity
to make contacts within the local trades sector that may lead to co-op
placement opportunities for potential apprenticeship and/or employment
opportunities; motivation for students to stay in school by providing them an
opportunity to develop their self confidence in their abilities to complete
college level work.
Cooking Up Success
Cooking Up Success is a team-teaching dual credit of matched college and
secondary curriculum. This model involves a secondary school teacher and a
college instructor. The high school teacher and college teacher work
Contact: Alice Clark, Confederation College
807-475-6657
[email protected]
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11-12 Eastern Ontario Francophone Regional Planning Team
PARTNERS:
Conseil des écoles catholiques de langue française du Centre-Est | Conseil des
écoles publiques de l’Est de l’Ontario | Conseil scolaire de district catholique de
l’est ontarien | La Cité collégiale
Girls in Trades Lunch and Learn
The regional planning team is organizing a “girls-only” event at La Cité collégiale to
introduce female Grade 10, 11, and 12 students from French secondary schools to
non-traditional trades and encourage them to consider a career in one of these trades.
At this event, the students will meet professional women who have graduated from the
College and who work in predominantly male fields. The students will have an opportunity
to meet these women in the College’s labs and workshops and learn more about their
occupations. The program also includes a guided tour of La Cité collégiale and a meal
during which College instructors, female students enrolled in various programs of study,
and female professionals will talk with the students.
Work and Introduction to Specialized Trades (WIST)
The Work and Introduction to Specialized Trades (WIST) program is designed for students
in Grades 11 and 12 who want an introduction to various specialized trades. For four
weeks, the students have learning experiences that combine theory and practice in four
different fields. This activity helps the students to more accurately identify the field in
which they wish to perform a cooperative education (OYAP) placement. During the
2007-2008 school year, we are planning to offer six WISTs on the Ottawa campus of
La Cité collégiale and two WISTs on the College’s Hawkesbury campus.
Tour of La Cité collégiale for Grade 8 Students
To help students in their career choice and enable them to develop a study path that will
ease the transition to postsecondary education, Conseil des écoles catholiques de langue
française du Centre-Est, Conseil des écoles publiques de l’Est de l’Ontario, and Conseil
scolaire de district catholique de l’est ontarien are organizing a tour of La Cité collégiale
for Grade 8 students, in cooperation with the College. Through practical workshops and
demonstrations, the students will learn more about the knowledge and skills required to
work in various fields.
Informative Forum at La Cité collégiale
In cooperation with Conseil des écoles catholiques de langue française du Centre-Est,
Conseil des écoles publiques de l’Est de l’Ontario, and Conseil scolaire de district
catholique de l’est ontarien, La Cité collégiale is organizing a forum for the teaching staff
of these institutions of learning. The primary objective of this activity is to promote a lively
exchange amongst the participants that will result in a better understanding of the student
clientele (student profile), an in-depth understanding of the curricula at the various
secondary levels and the college-level programs of study so that, ultimately, experiences
providing students with an idea of what to expect can be developed. This event is
designed for the teaching staff involved in the following programs: Specialist High
Skills Major (Arts and Culture, Construction, Hospitality and Tourism, Health, Business,
and The Environment), the OYAP programs, the Student Success Team, and Guidance
and Career Education.
Aide-enseignant [Educational Assistant] – Apprenticeship Program (Modules)
This training will enable graduates to work with children and teens in schools. Under the
teacher’s supervision, educational assistants help elementary and secondary school
students with their learning. Educational assistants are members of the multidisciplinary
team and, as such, participate in the setting of objectives and the implementation of
activities and instructions prepared by a member of the teaching staff.
Electricien du bâtiment et d’entretien [Electrician –
Building and Maintenance] – Level 1 Apprenticeship Program
Students learn to assemble, arrange, repair, service, connect,
and test various electrical devices, control equipment, and wiring.
They also learn how to install alarm, communication, lighting, and
electrical systems.
Plombier [Plumber] – Level 1 Apprenticeship Program
Students learn how to install, repair, and maintain pipes,
accessories, and other plumbing materials used for water
distribution and waste water disposal in both private homes
and commercial and industrial buildings.
Charpentier-menuisier [Carpenter-Cabinetmaker] –
Level 1 Apprenticeship Program
Students learn the concepts involved in the various stages of
a construction project from the production of concrete forms
for foundations to interior finishing components such as doors,
mouldings, and stairs. They also learn how to use the various
tools and instruments of the trade safely and appropriately.
Briqueteur-maçon [Bricklayer-Mason] –
This program enables students to acquire basic knowledge
and skills in the field of construction generally and masonry
specifically. They learn how to lay bricks, cement blocks, stone,
and other materials used to build or repair walls, chimneys,
fireplaces, and other structures while following plans and
specifications. They become familiar with the theory and
techniques required to work in compliance with the codes,
regulations, and rules of the trade.
Cuisinier [Cook] – Level 1 Apprenticeship Program
Cook training enables students to develop the skills they need
to prepare and present food and culinary specialties, plan menus,
and run a kitchen according to the health and safety standards
in effect in Canada.
Coiffeur [Hair Stylist] – Level 1 Apprenticeship Program
Students familiarize themselves with hair cuts, styles, permanents,
and colour, and beard and moustache grooming. They also learn
the concepts required to manage a salon effectively.
Soudeur [Welder] – Level 1 Apprenticeship Program
Students learn to assemble, manufacture, develop, modify,
and repair equipment, machinery, and structures using
welding procedures.
Technicien d’entretien automobile [Automotive Service
Technician] – Level 1 Apprenticeship Program
This program enables students to acquire the knowledge and
skills needed to work as an automotive service mechanic. They
will study engines, electrical and electronic systems, brakes,
steering, the power train, and the suspension system. They will
learn to identify and repair defects and to service automobiles
and light trucks.
Mécanicien-monteur industriel [Industrial Millwright] –
Students in this program acquire the knowledge and skills
needed to install, service, and repair any machinery or large
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equipment such as an assembly line, conveyor, pneumatic machinery,
hydraulic machinery or any other machinery found in a manufacturing or
processing facility.
the contribution of marketing to the economy, market segmentation to satisfy
consumer demands, and the life cycle of a product. An analysis of the
marketing environment will also be covered in this course.
Educateur de la petite enfance [Early Childhood Educator] –
This program focuses on techniques for the care and education of children
12 years of age and under. The students acquire an entire range of
knowledge and techniques in the fields of intervention and activity
programming adapted for this young clientele. They learn to prepare and
lead educational programs to foster the children’s motor, intellectual, social,
creative, and emotional development.
Gestion de projets [Project Management]
This introduction to management course looks at all of the processes that
affect the rollout of a simple project. Through case analyses and simulations,
students familiarize themselves with various project planning techniques and
with the resources that are available for structuring project management
effectively. Using project management software, students apply the concepts
introduced throughout the course.
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Techniques des arts culinaires 1 [Culinary Arts Techniques 1]
In this course, students identify culinary trends through the ages and the
evolution of tastes and eating habits. They acquire the basic knowledge they
need to identify food products and beverages and techniques for handling
them. The course also deals with the organization of a kitchen, kitchen
equipment, and professional terminology.
Gestion des enterprises de l’industrie hôtelière [Business
Management in the Hospitality Industry]
This course provides an understanding of the importance of the hospitality
industry in today’s world and the importance of delivering quality service. It
deals with various management techniques related to different types of hotels
and the interaction of the different services they provide.
Comptabilité financière [Financial Accounting]
This accounting course enables students to acquire practical knowledge of
the accounting procedures used in service businesses and commercial
businesses. In addition, they study the presentation of financial statements
and the accounting principles associated with them.
Dessin I [Drafting I]
This course provides an introduction to the principles of drafting, focusing on
schematic drawings. Students learn to observe the shape, dimensions,
proportions, and texture of objects and to create a composition with objects in
order to create visual effects. They learn the basics of drafting and perspective
so that they can apply these principles to other courses, i.e., graphic design,
design, advertising techniques.
Hôtellerie et tourisme [Hospitality and Tourism]
The Hospitality and Tourism Program enables students to acquire the
knowledge, skills, and aptitudes they need to be successful in this industry.
Developed in partnership with the Ontario Tourism Education Corporation, this
program offers students an opportunity to earn credits for courses in theory
and cooperative education credits.
Education en services à l’enfance [Child Services]
This program focuses on the development of children from birth to age 12.
Students acquire a wide range of knowledge in education in the fields of
intervention, activity planning, and care adapted to this clientele.
Introduction à la pratique AP et AE [Introduction to the Physiotherapist
Assistant Program and the Occupational Therapist Assistant Program]
This course familiarizes students with the basic skills that these two
occupations both require. Techniques for positioning, moving, and transferring
clients, ambulatory aids, wheelchairs, and goniometry are among the subjects
covered.
Introduction à la pharmacologie [Introduction to Pharmacology]
This course provides an introduction to the field of pharmacology. Students
familiarize themselves with medical and pharmaceutical terminology and the
Latin abbreviations used in the field of pharmacology. They are introduced to
the therapeutic classification, brand names, and generic versions of
pharmaceutical products. They also gain an understanding of the
manufacture, presentation, and concentration of these products.
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Physiologie respiratoire [Respiratory Physiology]
This course provides basic knowledge of respiratory physiology that will
enable students to apply these concepts to therapeutic and diagnostic activities.
Cosmétologie [Cosmetology]
In this course, students learn beauty care techniques that comply with
industry standards and the appropriate use of related equipment and
materials. They identify trends in beauty care and study scientific and physical
procedures used in this field. They also learn the legislative requirements with
respect to the environment and health and safety. In addition, they explore
career opportunities in this field and are introduced to the business
management skills they will need to open and operate a beauty salon.
L’Art et l’identité de l’homme [Art and Identity]
This course is about the role of drawing in the development of human
communication and its relationship to the development of visual art. Through
various theoretical presentations, the students learn to identify the type of
visual communication used today and critique its impact. Each course will
include practical exercises that introduce the students to drawing and develop
their creativity.
Principes de gestion [The Principles of Management]
This course provides an introduction to the business world, businesses, and
their primary functions. It deals with the role and functions of managers,
problem-solving methods, and decision-making. The key elements of
management, i.e., planning, organization, leadership, and supervision, are
also covered.
Principes de marketing 1 [The Principles of Marketing 1]
This course enables students to familiarize themselves with the basics of
marketing such as product, price, distribution, and promotional strategies.
They also study the role played by consumers in their purchasing decisions,
Relations interpersonnelles [Interpersonal Relations]
Relations interpersonnelles [Interpersonal Relations] and Intervention en
situation de crise [Crisis Intervention] are designed to train students to take
the most helpful action possible in an emergency, while looking after
themselves. In the first course, there is an emphasis on the various factors
that come into play in our interactions with others. Our perceptions of
ourselves and others, our attitudes and prejudices, the basic principles of
interpersonal communication, and stress are covered in the first course.
Students have an opportunity to practise various communication skills,
particularly those used in helping relationships, and to become aware of the
modes of behaviour, needs, and forms of adaptation for each stage of life.
Contact: Brigitte Sharp-Menard, CECLF de Centre-Est
613 842-5319, Extension 2127
[email protected]
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11-13 Central Lakes Regional Planning Team
PARTNERS:
Bluewater District School Board | Bruce-Grey Catholic District School Board |
Simcoe County District School Board | Simcoe Muskoka Catholic District School
Board | Trillium Lakelands District School Board | Georgian College
I
I
I
Day includes keynote speakers, a student-produced DVD on
pathways, and a game show to test the students knowledge
of what they’ve learned
Theme of the day is “Get on the Bus” -encourages students to
make a decision to start somewhere, understanding that one
“bus” or pathway can lead them to another.
To assist parents, program is advertised in community
newspapers, encouraging students to contact their school
guidance counsellor to sign up for the program
Picture Yourself @ College – Grizzly Cubs
I An exciting on-campus opportunity for grade 8 students from across Simcoe County
and Muskoka
I One-day experience sees students tour campus, take part in workshops that focus on
college programs, meet college students who describe their unique pathways and leave
with a photographic reminder of their day at college
I Presented twenty times to 1600 students at two college campuses
I The Grizzly is the Georgian College mascot, and these young “cubs” leave with a
vision of themselves being part of the college in the future
I Often the first experience for elementary teachers in the college environment
Picture Yourself @ College – Student Teachers
I Program offers internships for students from the geographical region who are gaining
secondary teaching credentials through Nipissing and York Universities
I Optional placement that students may take at the completion of classes in April
I Teacher candidates spend two to three weeks assisting a college faculty member
in his/her classroom, gaining an understanding of college and the career options
it presents
Picture Yourself @ College – Elementary and Secondary Teachers
I One-day event took place in November 2007
I Included information about the college pathway, demographics of the college
population, and the supports available for students at college
I Featured a faculty-led workshop in a program area of the teacher’s choice including
engineering, design and visual arts, hospitality and tourism
I Teachers were able to drop in to labs and classrooms, talk to students and faculty
and tour the campus
I Day concluded with teachers planning the pathway to college for fictional
grade 8 students
Picture Yourself @ College – Outreach to Elementary Students & Parents
I College Student Ambassadors selected to travel to elementary schools to speak to
grade 8 students about college pathways
I Presentation includes basic information about what college is, a career choice game, a
DVD about the day in the life of a college student and personal stories from the Student
Ambassadors about their pathways
I Also includes prizes and giveaways, including a fridge magnet that allows student to
add their photo and literally, “picture themselves at college”
I Parents reached during grade 8 parent nights held at secondary schools
I After parents hear about secondary school options, they are able to stop at the “Picture
Yourself at College” display to ask questions about college pathways
I College Student Ambassadors staff the display to share program and admissions
information and tell the parents and students about their own experience at college
Picture Yourself @ College – After Graduation
I Program for grade 12 students set to finish secondary school who have yet to make
career plans and who may be disengaged, overwhelmed or under motivated, but with
potential to achieve
I Community effort sees employers deliver workshops to tell students about the jobs
available after high school and those that require post-secondary education
Picture Yourself @ College – Principals
I Program for secondary principals who spend a day with a
college dean, exploring their environment and learning more
about the college system
I Principals visit college classrooms and labs, tour the facilities
of the campus and spend time with students and faculty, as
well as discussing shared issues with the dean
I On a return visit, deans spend time in secondary classrooms
and labs, and participate in activities with students
Picture Yourself @ College – Communication
I Key to project success is clear communication with various
target audiences
I Project focuses on maintenance of website, including using
it as a registration tool for events, as well as resources to
purchase promotional items with the Picture Yourself @
College theme such as fridge magnets, and DVD
I Also covers the design and publication of a brochure outlining
all projects to be shared internally and externally
Picture Yourself @ College – Culinary Teacher Training
I Need for culinary training for secondary teachers has been
identified since many teachers delivering TFJ credits are not
chefs and would benefit from professional development
I Program saw secondary school teachers come to Georgian
College for one week of intensive culinary training delivered
by college professors in October; a second week followed
in February
I Opportunity available to 20 teachers during college study
weeks when lab space is available
Transitions to Marine and Small Engines, Midland
Transitions to Marine and Small Engines prepares twenty-four
secondary students for success in technical careers in the
marine and small engine industry. Their second semester
includes a three-credit co-op placement in marine and small
engine shops, a secondary credit in transportation and a college
credit delivered in the newly refurbished shops of Georgian
College. With a shortage of qualified employees in this sector, it
is anticipated that some students will continue to work for their
employers in the summer, then return to the college in the fall
for a one-year certificate program in the field, making them
attractive employees and potential apprentices.
Transitions to Manufacturing, Barrie
Transitions to Manufacturing allows 20 secondary students to
combine a two credit co-op placement in industry with two senior
manufacturing technology credits and a college credit in CNC.
These grade 12 students are immersed in the manufacturing
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environment, polishing their skills, and gaining understanding to help them
make career and post secondary decisions. They will be prepared to enter
several college programs as well as look for a precision manufacturing trade
apprenticeship.
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Transitions to Carpentry, Owen Sound
Students enrolled in Transitions to Carpentry combine a two-credit co-op
placement, 240 hours of Level 1 apprenticeship training and certifications
in construction-related courses in their second semester. The program takes
place on the college campus and at the co-op workplace with a focus on
carpentry skills. Included in the co-op in-school component is a contextualized
math review and preparation unit delivered by the dedicated teacher to the
project. Upon completion students are well prepared to seek an apprenticeship
or pursue post-secondary training in the construction field.
Transitions to Healthcare, Owen Sound
This dual credit allows students to get a taste of college while studying a
general education credit related to the health care field. In both semesters, a
dedicated cohort of secondary students attends Georgian College for night
school delivery of “Human Behaviour in the Workplace”. A dedicated teacher
will also book field trips to local health care facilities so that students can gain
understanding of careers represented locally.
Contact: Michelle Rao, Georgian College
705-728-1968, ext. 5256
[email protected]
11-14 Golden Horseshoe Regional Planning Team
PARTNERS:
District School Board of Niagara | Grand Erie District School Board |
Halton Catholic District School Board | Halton District School Board |
Hamilton Wentworth Catholic District School Board | HamiltonWentworth District School Board | Niagara Catholic District School
Board | Mohawk College | Niagara College | Halton Industry
Education Council | Sheridan Institute | Business Education Council
of Niagara | Niagara Training and Adjustment Board
Teacher candidates also participate in a peer sharing session within their
Faculty of Education counselling groups to benefit from the experiences of
other teacher candidates
Reaching Higher
I Collaboration of Mohawk College and Niagara College and participating
school boards
I Presents College Options: Reaching Higher, a one-day college experience
designed for Grade 10 students seeking postsecondary education
opportunities, in two academic streams
I Approximately 400 students, 200 at each college, spend a day on college
campus participating in two college classes, a series of mini-seminars and
a college application plenary session
Connecting to College through Co-op (C3)
Connecting to College through Co-op offers students the opportunity to study
two general education courses at college while completing 3 or 4 cooperative
education credits through their home secondary school. Co-op placement
hours are outside of college course time. The secondary school cooperative
education teachers continue to be involved in the selection and monitoring of
the cooperative education placements. This project is of benefit to a wide
range of students, including both engaged and motivated students looking for
the challenge and reward of participating in post-secondary studies, and
those who may be disengaged and needing an alternative to standard
secondary school instruction.
Niagara Link
The Niagara Link program targets the early school leavers between the ages
of 18 and 21, who are approximately 6-8 credits short of fulfilling their
graduation requirements for an Ontario Secondary School Diploma. For
various personal, social, emotional, and financial reasons, these students have
been disengaged from the traditional secondary school environment and have
chosen to leave school. This program offers them a unique opportunity to get
their academic life back on track. The students who attend this program have
a desire and academic potential to pursue post-secondary studies but are
lacking course requirements to do so.
Pathways to College through Advanced Manufacturing Technology
The Halton SHSM Manufacturing Program, running at Burlington Central High
School, is a multi-destination experiential learning program in which students
apply math and physics concepts in the design and production of various
manufacturing projects. The SHSM reach ahead dual credit opportunity occurs
through an after-school robotics program in which students earn extra credits
in technological design and manufacturing. Students specialize in precision
machining, welding, Computer Numerical Control (CNC), Computer Aided
Design (CAD)/Computer Aided Manufacturing (CAM), metallurgy, metrology,
sheet metal, and other related manufacturing areas. Through their projects,
students are exposed to current technology and develop organizational,
teamwork and problem solving skills. As participants in the FIRST Robotics
competition, students work in teams with community mentors from the
electrical, machining, tool and die, and mechanical fields to build a robot,
which includes functional mechanism, drive device, electrical and electronic
components. Traditionally, students then travel with their robot to one local
and one American competition to go head-to-head against other robots in the
identified challenge.
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I
Destination College
I College awareness project provides students with hands-on, interactive
learning opportunities in subject faculties at each host college
I Students in small groups rotate through the college in 30-minute intervals
I Held at 5 college campuses during the month of May when college classes
have finished and workshop facilities readily available
Teacher Candidate Orientation
I Project offers 240 intermediate/senior teacher candidates from Brock
University the opportunity to learn more about college curriculum, workload
demands, course rigor and study options through multi-pronged approach
I Teacher candidates attend a plenary session in the early autumn hosted by
Mohawk College and Niagara College
I Plenary provides an overview of college and covers topics that apply
to entrance requirements, study demands and overall success in all
college programs
I Teacher candidates have the opportunity during the winter semester to
audit a college class
I Class audit followed by meeting with college faculty to gain further
understanding of the specific course and stream of study
Contact: Sarah Zamin, Project Coordinator
519-880-0609
[email protected]
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11-15 Algoma Regional Planning Team
PARTNERS:
Algoma District School Board | Huron-Superior Catholic District School Board |
Sault College of Applied Arts and Technology
E-learning course materials under the direction of a secondary
teacher. Targeted instruction may also be delivered to small
groups of students. Students are also encouraged to enrol in an
approved dual credit college course while completing their
secondary diploma requirements. Enrolment is capped at twenty
students per school board. The two secondary teachers have a
dedicated role for all dual credits identified by the Algoma
Regional Planning Team pilot.
Pathways Development
I Develop curriculum pathways from secondary courses to college programs
I Pathways include the minimum academic admission requirements as well as suggested
courses in related subject areas that, in the opinion of secondary teachers and college
faculty, position students for greater success in the college program
I Phase 11 will focus on developing curriculum pathways for each of the following Sault
College programs:
1. Pre-Trades, Mechanical Techniques – Industrial Mechanic / Machine Shop
2. Introduction to Natural Resources
3. Ecosystem Surveys – Field Skills
4. Forest Measurement Skills
5. Park Operation Skills
6. Construction Trades Techniques
Specialist High Skills Major (SHSM) – Arts and Culture
Baking Course
Techniques of Baking – Basic (FDS143) is offered as the dual
credit opportunity for students enrolled in the Arts and Culture
SHSM. The course is scheduled such that it dovetails into the
secondary timetable, and is synchronized with either the fall or
winter secondary semester.
Specialist High Skills Major – Manufacturing
Drafting and Blueprint Reading (DRF105) is offered as the dual
credit opportunity for students enrolled in the Manufacturing
Grade 9 Visits
I Sault College hosts Grade 9 students from all high schools of both boards in the
Algoma District
I Students receive short introductions to a wide variety of program areas in the
College during a full-day tour
I Parents of grade 9 students participating in the visitations are also invited to join
the tour
Specialist High Skills Major – Health and Wellness
OPA101 is offered as the dual credit opportunity for students
enrolled in the Health and Wellness SHSM. The course is
scheduled such that it dovetails into the secondary timetable,
and is synchronized with either the fall or winter secondary
semester.
Grade 10 Shadow-a-Student Experience
I Grade 10 students shadow a College student to experience “a day in the life of a
College student”
I This activity provides hands-on experience in a college program for which high school
students have a specific area of interest
I Students are involved in a small project to gain hands-on experience
Specialist High Skills Major – Construction
Drafting and Blueprint Reading (DRF 105) is offered as the dual
credit opportunity for students enrolled in the Construction
Promotional Materials
I Develop and print pathway brochures for each college program to be distributed
to secondary students, secondary teachers and college faculty
I Program pathways are also included in the annual college calendar
Contact: Reno Palombi, Chair
Algoma RPT
705-945-7216
[email protected]
Career Exploration
The college creates a list of existing courses suitable for dual credits providing career
explorations opportunities in a variety of program areas. The information includes the
course description, instructor name, date and time of the session, and the number of open
seats. Students complete an interest and rationale form, ranked by the secondary school
student success team and forwarded to the Regional Planning Team. The RPT determines
successful candidates based on the rankings provided, seats available and the quota for
each participating board based on enrolment ratios. The courses are scheduled between
3:30 and 6:30 PM and have college students and dual credit students enrolled.
School College Connection Program
Early leavers are identified by both school boards. Participants are selected from the list
identified based on their potential to succeed in a college program. All classes for these
students are scheduled at the College. The classroom is equipped with 20 computers.
Students complete missing secondary credits using Independent Learning Centre and
11-16 Central Southwestern Ontario Francophone
11-16 Regional Planning Team
PARTNERS:
Conseil scolaire de district catholique du Centre-Sud |
Conseil scolaire de district du Centre-Sud-Ouest |
Conseil scolaire des écoles catholiques du Sud-Ouest |
Collège Boréal | La Cité collégiale
Getting out into the Community – A Travelling Exhibit
The primary purpose of this activity is to introduce students,
parents, and other community partners to the dual credit
programs, specialist high skills majors (SHSM), and
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role) by a teacher from École secondaire Saint-François-Xavier who has been
duly certified by the Ontario College of Teachers. The program will be offered
to 10 to 12 students from the participating secondary schools. The program
will be introduced during the second semester of 2007-2008. In consultation
with the teacher, the instructor, and the Ministry of Training (MTCU), the school
success team will be responsible for the students’ co-op/OYAP placements.
College-School Board Work and Consultation Team
This project involves the creation of work teams that include the school
boards and Collège Boréal with the objective of studying gaps in the
curriculum, opportunities, and concerns about offering dual credit courses
and programs in the disciplines of law and order, ecology, technology, health,
the humanities, introduction to the trades, and business and commerce.
Alignments in the Field of Hospitality and Tourism
This agreement for cooperation between the three school boards in central
southwestern Ontario and La Cité collégiale will ease the transition from
secondary school to college for Francophone students entering the hospitality
and tourism industry. Alignment of the secondary school curriculum and the
college curriculum will encourage Francophone high school graduates to
pursue a college education in hospitality and tourism in order to earn
academic equivalencies in Arts culinaires [Culinary Arts], Gestion culinaire
[Culinary Management], Gestion hôtelière et de restaurant [Hotel and
Restaurant Management] which are offered at La Cité collégiale.
SCW I
postsecondary programs at Collège Boréal whenever an opportunity arises.
Four travelling exhibits will be created, one for each sub-region. This will make
it possible to take the exhibit to schools in the region, conferences,
career/trade fairs, etc. We hope that, through Collège Boréal’s increasing
presence in our schools, more and more students will become interested in
pursuing a postsecondary education in French.
CSI Boréal: Investigate your Options
This activity, initiated in each of the high schools in central southwestern
Ontario, will highlight the various postsecondary programs offered at Collège
Boréal, primarily on the Toronto campus. The students will be required to
solve a puzzle/mystery using skills from various programs such as Police
Techniques, Legal Assistant, Dental Care, Funeral Services, Ambulance
Services, etc. This concept will be launched at local forums and during
parent-student evenings and other school and community events. This activity
will culminate in a CSI Investigate Your Options Day in May on the Toronto
campus. Teachers of the college disciplines concerned, guidance counsellors,
and students will take part.
Support for On-line Training
Because the territory is so large and it is difficult to reach everyone, many of
the courses proposed in the SCWI application are on-line courses. Collège
Boréal advocates support and supervision for all students registered in its
on-line courses. Consequently, high school teachers will be made aware of
and trained in this type of course delivery. A resource person from Collège
Boréal will visit the high schools in order to meet with key people involved in
on-line instruction and supervising a student or students enrolled in the 6
on-line courses being proposed. A resource person will also be available to
answer questions during the course delivery period.
Atelier d’usinage (machiniste) [Machining Workshop] – Welland
The OYAP Machining Workshop teaches students to calibrate and use
different types of machine-tools such as an engine lathe, a vertical milling
machine, a horizontal milling machine, a surface grinder, and a cylinder
grinder and to program numerically-controlled lathes and machines. By the
end of the OYAP, the students will have learned the principles involved in the
manufacture and repair of parts and products using metals, plastic, rubber
textiles, and fibreglass. This will also provide students with a head start as
they will complete the basic course while still in secondary school earning
credits toward their OSSD. After secondary school, La Cité collégiale offers
two destinations: Machiniste [Machinist] (Levels II and III) – Apprenticeship
Stream and Techniques mécaniques – fabrication et prototype [Mechanical
Techniques – Manufacturing and Prototypes] – College Stream (Two-year
Postsecondary Program).
Entrepreneurship [Entrepreneurship]
The course in Entrepreneurship will be offered through SAMFO (Service
d’apprentissage médiatisé franco-ontarien [Franco-Ontarian Multimedia
Learning Service]) videoconferencing in the 23 schools of the school boards
located in central southwestern Ontario.
SCW I
TEA 310S Technicien/technicienne d’entretien automobile [Automotive
Service Technician] – Hamilton
This program includes Level 1 apprenticeship taught by a team at a
secondary school.
Éducatrice de la petite enfance [Early Childhood Educator] (4 modules)
Collège Boréal offers students an opportunity to earn 4 modules toward the
Level 1 Early Childhood Educator under the dual credit system. Each of the
4 modules provides 1 credit toward the Ontario Secondary School Diploma
(OSSD). These 4 courses will be offered on-line – 2 during the first semester
and 2 during the second semester. These are college-level courses; however,
a high school teacher will coach the students throughout the process.
Manoeuvre en construction [Construction Worker] – Welland
Level 1 apprenticeship taught by a secondary school teacher and monitored
by the College. The students at Ecole Jean-Vanier and Ecole Confédération
will take the Level 1 course as part of a two-credit course (new Ministry code)
at Ecole secondaire Jean-Vanier. This course is offered by a qualified teacher
who also has the requisite qualifications to train apprentices and to deliver
Level 1 of the construction worker apprenticeship (450A). The students at
Ecole secondaire catholique Jean-Vanier are also pursuing a path that will
lead to the SHSM in construction starting in Grade 9.
332A Coiffure [Hair Styling]
This program will make it possible to train technicians who are able to offer
professional hair cutting, perming, and colouring services, while ensuring the
well-being, safety, and satisfaction of customers.
Soudure [Welding] – Sarnia
Level 1 apprenticeship taught by a College teacher in a private shop. The
Level 1 (apprenticeship mode) – Welding program will be offered in the
facilities of the Can-Weld Training Centre. The curriculum will be taught by a
qualified instructor from Collège Boréal. The students will be coached (support
Contact: Diane Dubois, Collège Boréal
519 451-5194
[email protected]
4/7/08
11:55 AM
Page 29
What are the delivery approaches for dual credit
programs in 2007-08?
1. Advanced standing agreement between the board(s) and college(s) involving matched
secondary school credit course(s) and college credit course(s), and delivered by a
secondary school teacher.
2. Advanced standing agreement between the board(s) and college(s) with an
apprenticeship focus, and delivered by a secondary school teacher.
5. Dual credit based on a college course delivered by a college
professor/instructor and involving an assigned secondary
school teacher in a dedicated role to provide, for example,
academic support, remediation, academic and career
counselling and student evaluation.
6. Dual credits based on Level 1 Apprenticeship delivered by a
college professor/instructor and involving an assigned
secondary school teacher in a dedicated role to provide, for
example, academic support, remediation, academic and
career counselling and student evaluation.
3. Dual credit based on team-teaching of matched secondary and college curriculum,
and delivered by a secondary school teacher and a college professor/instructor.
4. Dual credits based on team-teaching of matched Level 1 Apprenticeship and
secondary curriculum, and delivered by a secondary school teacher and a college
professor/instructor; or dual credits based on college oversight of delivery by a
secondary school teacher of Level 1 Apprenticeship and secondary curriculum.
Apprenticeship Qs and As
What is meant by the terms “attestation”
and “oversight”?
Level 1 apprenticeship training may be delivered by a
secondary school teacher at a secondary school under
certain conditions. This occurs when a college, an approved
delivery agent for the trade, has determined the school has the
capacity to deliver the Level 1 apprenticeship course and the
college provides oversight of the delivery of the course.
How are Apprenticeship Dual Credit Programs funded?
This is the first year that the Ministry of Training Colleges and Universities committed
funding for apprenticeship Dual Credits. In 2007-08 the Training Division has provided
an allocation of $1.15M to support technical trades related Dual Credit Programs and
$800,000 to support SCWI Level 1 apprenticeship Dual Credit seat purchases.
The first step in the provision of oversight is the completion
of the “Level 1 Partnership Protocol: Attestation Dual Credit
Programs” found in the RFP documents. By completing the
attestation the college confirms that the secondary school
facilities are appropriate for the trade, the curriculum is based
on the training standards and the instructor has the necessary
qualifications.
In 2007-08 there will be up to 977 Ontario Youth Apprenticeship Program students that
will earn Dual Credits by taking Level 1 apprenticeship programs funded through the
regular seat purchase budget.
What roles do MTCU Field Offices and School Board OYAP Coordinators
play in Apprenticeship Dual Credit Programs?
MTCU Field Offices are an important part of the dual credit program and Regional
Planning Teams are encouraged to work with staff from the Field Offices in the planning
and preparation of Dual Credit proposals for 2008-09 that involve Level 1 apprenticeship
courses with seat purchase costs.
Regional Planning Teams should also involve their boards’ OYAP Coordinators in planning
and implementing Dual Credit Programs as they have been enrolling OYAP students in
Level 1 classes for a number of years, and now have considerable experience in
supporting student success. Having all the players at the table means that everyone
has the information needed for a smooth process.
In the second step the college must decide how to provide
an appropriate level of oversight to ensure effective delivery
of the course. As each college and board environment is
unique, oversight is not prescriptive but should rather be
based on how best to support students to succeed in the
course. The method of providing oversight must be described
in the RFP form.
Students completing the course will have the opportunity
to write the college exam rather than the Exemption Test for
the trade.
Their Words
This program has completely changed the way I think about college
and school in general. It has opened my mind and my eyes to new and
wonderful opportunities. It has also helped me build one of the most
important networks in my life.
Student, Windsor
4/7/08
11:55 AM
Page 30
Teachers in a ‘Dedicated Role’
The SCWI Request for Proposals for 2007-08 required Regional Planning
Teams to “describe the roles and responsibilities of secondary school
teacher(s) in this dual credit project, ranging from direct instruction to
support/supervisory roles”.
Examples, taken from those responses, include:
Support and advocacy for students at risk of not graduating
I
Support for students struggling with the college curriculum including
English Language Learners and students with Special Education needs
I
Working with the parents and the community to support the students in
this program
I
Meeting regularly with secondary students as determined by their need
for support
SCW I
I
I
Providing direct support and instruction to students in order to improve
student achievement, retention, and transition
I
Supporting the transition to college by advocating for appropriate
programming and timetabling
I
Tracking students at risk of not graduating in areas such as progress,
failures, course selection, pathway choices, timetabling, services provided,
follow up strategies
I
Supporting the re-engagement of early school leavers
I
Keeping records of the follow up for purposes of longitudinal data and analysis
I
Attending Board-wide and Ministry meetings and in-service opportunities
I
Keeping the principal and the school Student Success Team informed on
an ‘as needs’ basis of the work being done to support individual pupils
Their Words
Faculties of Education and the
School-College-Work Initiative
(SCWI 2007-08)
Together, boards and colleges are working through Regional Planning Teams
to provide dual credit learning opportunities and activities/forums focused on
school-college and school-apprenticeship program pathways to support
improved graduation rates and increased transition rates to postsecondary
education and training.
A number of the ‘activities’ and forums are focused on providing intermediate/
senior teacher-candidates at seven Ontario faculties of education with a
‘hands-on’ college and/or apprenticeship experience.
I
Faculties of education involved include: Nipissing University; Laurentian
University; Trent University; Lakehead University; Brock University; Queens
University and the University of Ontario Institute of Technology.
I
Extent of direct engagement by pre-service candidates ranges from
1 - 3 week practicum placements in college/apprenticeship programs
to structured ‘college orientation projects’
I
Many collaborative ventures involve associate teachers, college
professors/instructors and pre-service candidates in ‘pathways’ dialogue
and in reciprocal practicum placements.
As a result, Grade 7 - 12 students will:
I Be guided by teachers who have a better understanding of school-to-college
and school-to-apprenticeship pathways, postsecondary performance
standards and related career opportunities within the community;
I
Be better informed about the wide variety of destinations available to them
after secondary school;
I
Be better prepared to succeed at college.
J’ai bien aimé reconstruire les ordinateurs. Ça me donne des idées pour
savoir ce que j’aimerais faire comme travail plus tard.
Elementary Student, Sudbury
College Mathematics Project
As many as one in three first-year Ontario college students is in danger of not
completing his/her program because of mathematics achievement. This is a
conclusion of the College Mathematics project (CMP), an SCWI- supported
collaborative research and deliberation project of 6 GTA Colleges and 10
School Boards, whose final report has recently been published. Led by a
research team from the York/Seneca Institute for Mathematics, Science and
Technology Education (YSIMSTE) based at Seneca College, CMP analysed the
school and college mathematics records of over 10,000 students who entered
college in Fall 2006.
SCW I
Elementary Students
Go To College
The Nipissing Parry Sound Regional Planning Team was pleased to offer
“college for a day” experiences to local students during the month of
November as part of their 2007-08 Project A activities.
The college visits allow the grade 7 and 8 students the opportunity to attend
interactive sessions highlighting college programs focusing on the skilled
trades. Current college learners worked with the grade 7 and 8 students on
two separate days to build, observe, create and interact with a variety of
activities. Participants rotated through a selection of four 50-minute
workshops in as many as 10 different learning environments.
The interactive sessions included but were not limited to the field of aviation in
a state of the art facility as well as automotive, electrical, plumbing, machining
and theatre arts programs at the college’s trades campus. The exercise was a
two-day event with approximately 300 students attending.
The Collège Boréal Sudbury campus will also host a similar event. Grade 7
and 8 students from French school boards in the Nipissing area will
participate in a variety of selected workshops exploring both the trades
and other programs.
The Regional Planning Team hopes that students involved will take away a
greater appreciation and enthusiasm for a career in the trades.
The project found that only 66% of these students achieved “good grades”
(A, B or C) in first-semester college mathematics while 34% received a D or
F. If only recent Ontario secondary school graduates are considered, this “at
risk” percentage rises to 37%. CMP also found that the choice of secondary
school mathematics courses had a major impact, with over 70% of those who
took Grades 9/10 Academic math courses achieving good grades but fewer
than 50% of those who took Applied math. Analysis of results for mathematics
pathways at the senior levels showed that course selection for grade 11 is
at least as important as that for Grade 12 in preparing students appropriately
for college.
Following a Deliberative Forum, in October 2006, involving college, school and
government representatives, CMP concluded that levels of achievement in
mathematics need to be significantly improved and that this requires concrete
action by all stakeholders. The final report calls on Government to adopt a
“K-16” view of student success that takes elementary, secondary, and
4/7/08
11:55 AM
Page 31
postsecondary education into account, on colleges to enhance their strategies for student
retention and success, on schools to place equal value on colleges as postsecondary
destinations as they do on universities, and on students and parents to select courses
wisely, with a view to their postsecondary goals.
The report can be downloaded free of charge from the GTA Regional Planning Team
website (http://cgtat.org) or the YSIMSTE web site (http://www.ysimste.ca).
Their Words
This entire day (Picture Yourself @ College) was an eye opening experience for
me. If I hadn’t attended the presentation today, I am not sure whether I would
have had the opportunity to see and learn about the different paths that
colleges can provide for many of my students. This presentation has begun to
break the many stereotypes that I have held about colleges. I feel I could now
speak with confidence about the many different and unique options available
for any type of learner.
Student Teacher, York University
SCWI Questions and Answers
Which students are participating in dual credit learning opportunities?
Dual Credit pilot programs are intended to assist secondary students in the completion of
their Ontario Secondary School Diploma (OSSD) and successful transition to college and
apprenticeship programs. The primary focus is on those students facing the biggest
challenges in graduating. This includes disengaged and underachieving students with the
potential to succeed but who are at risk of not graduating from high school, and students
who have left high school before graduating. This would include, but is not limited to,
aboriginal students, students learning English or French as their second language,
students who are the first in their family to attend postsecondary education, students
who have been designated as Crown Wards, students with special education needs, and
students who have been out of school and are returning to complete optional credit
requirements towards the OSSD.
Is there a limit to the number of dual credits a student may count
toward the Ontario Secondary School Diploma?
A student may earn no more than four optional credits toward the OSSD for college or
apprenticeship in-school training taught solely by a college professor or instructor.
Do principals have the authority to grant optional credits toward the
OSSD for college-delivered courses and apprenticeship training?
Principals of secondary schools that are partners with colleges in an approved Dual
Credit program have the authority to grant up to 4 optional credits toward the OSSD for
successfully completed, approved, college-delivered college courses and collegedelivered Level 1 apprenticeship training which are part of approved dual credit programs.
Reference: Deputy Minister’s memorandum of September 2007: Interim Guidelines for
Dual Credits Earned by Students in 2007-08 in Approved Dual Credit Projects
What is the relationship between a Specialist High Skills Major and dual
credit learning opportunities?
that help them prepare for specific employment sectors, such
as Construction, Manufacturing, Arts and Culture, Tourism and
Hospitality, Primary Industries (Landscaping, Mining, Agriculture
and Forestry), Health and Wellness, the Environment,
Transportation and Business.
Students in approved dual credit programs may reach ahead and
choose Ministry-approved college courses and Level 1 in-school
apprenticeship training delivered by colleges. A student may
include such courses in the bundle of courses for the Specialist
High Skills Major.
How do colleges and district school boards get
involved in these dual credit projects?
A request for proposals for the School-College-Work Initiative
2008-09 was sent to all Directors of Education and all College
Presidents in January 2008. Boards and colleges, in partnership
with their SCWI Regional Planning Teams, develop and submit
proposals to the SCWI Co-Management Team of Directors of
Education and College Presidents. In April 2008, the
Co-Management Team will decide which projects to fund and
the allocation for each approved project.
Is there any evidence or indication of the value or
success of Dual Credits in Ontario?
The Ministry of Education and the Ministry of Training, Colleges
and Universities are tracking the success of students in dual
credit programs, in particular the success of disengaged and
underachieving students as they complete their requirements for
the Ontario Secondary School Diploma. In addition, data will be
collected on the extent to which students with dual credits reach
higher upon graduation from secondary school to achieve
apprenticeship certification and/or a college certificate, diploma
or applied degree.
Are there opportunities for education stakeholders
to provide advice to the Ministry of Education and
the Ministry of Training, Colleges and Universities
on dual credits in 2007-08 and beyond?
Discussions have occured and will continue to occur with key
stakeholders including the Student Success Commission, the
Learning to 18 Working Table, the Dual Credit Sub-Group, the
Ministry of Training, Colleges and Universities, the Association
of Colleges of Applied Arts and Technology, and the Council of
Ontario Universities on how best to move forward with
system-wide implementation of dual credit learning opportunities
for secondary students.
In which program areas are students currently
taking courses for dual credit?
In 2007-08, students have chosen to take courses for dual
credits in program areas such as Cooking, Horticulture, Business,
Early Childhood Education, Administrative Assistant,
Manufacturing, Automotive, Health Care, Travel and Tourism,
Technology, Computer Applications and a variety of General
Education courses.
For students who have a career path in mind, a Specialist High Skills Major offers an
opportunity to customize their learning. Students take “bundles” of six to twelve courses
4/7/08
11:55 AM
Page 32
What are the reported benefits to students of dual credit
learning opportunities?
Dr. Alan King’s Double Cohort Study Phase Three Report (2004) indicated that
schools were not providing sufficient courses to respond to the full range of
student interests, abilities and ambitions, being largely focused on preparing
students for university after graduation. Similarly, Dr. Bruce Ferguson’s Early
School Leavers Report (2005) reported that the major contributors to students
dropping out of school were their disengagement with the school culture and
school community.
SCW I
The unique advantage of dual credit programs is their ability to provide new
and varied learning opportunities to students, namely, courses that interest
students at risk of not graduating by providing real-world applications to help
them achieve their potiential.
Dual credit courses also engage students through exposure to the different
college setting and culture, provide more student choice, and ensure
particularly effective transition pathways for students from secondary to
postsecondary. Because of these innovative characteristics, evidence from
other jurisdictions shows that dual credit programs increase the likelihood of
graduation success and reduce dropout rates.
A number of American studies have concluded that dual credit programs help
to decrease dropout rates (The College Ladder, 2006) and are related to
higher rates of college enrolment, persistence and graduation (Moving the
Needle on Access and Success, 2006). These programs are described as a
promising option for jurisdictions wishing to increase the number of
underrepresented students gaining a postsecondary credential and are
directly related to increases in income, employment and other job benefits
(Add and Subtract, 2005).
The Report on the Analytical Review of Phase 9 SCWI Pilot B Dual Credits /
Dual Programs, 2005-06 identified a number of benefits for students,
including the following:
I Students were attending, achieving, and had developed or were developing
career and life goals;
I
Many students found that the college experience with adult expectations
had a positive impact on self esteem, achievement and future directions;
I
Students were successfully completing the credits needed for secondary
school graduation and receiving college courses and credits.
Where are the Interim Guidelines for 2007-08 posted?
RETURN UNDELIVERABLE CANADIAN ADDRESSES TO
Council of Ontario Directors of Education
1123 Glenashton Drive
Oakville, ON L6H 5M1
RETURN POSTAGE GUARANTEED
What are the “guiding principles” for dual credit projects in
2007-08?
I
Dual credit programs must be based on the establishment of collaborative
learning communities between school boards and public postsecondary
institutions.
I
Courses are approved for OSSD credit by the Ministry of Education,
delivered by public institutions and appropriately qualified educators with
OSSD credits approved only by secondary school principals.
I
All dual credit learning opportunities will involve secondary schools and a
dedicated role for secondary school teachers, ranging from direct
instruction to student support and supervision.
I
Boards/schools will ensure the planning and delivery of supports and
services needed to foster student success in dual credit learning
opportunities, coordinated with public postsecondary institutions. Students
must have access to appropriate supports and services as they move
between institutions without encountering systemic barriers.
I
Boards/schools and colleges will coordinate the exchange of academic
progress information (marks and attendance) between colleges and
secondary schools to support student success.
I
No tuition fees or apprenticeship classroom fees will be charged to
students.
I
There will be no adverse impact on school boards or public postsecondary
institutions from their participation in dual credit projects.
I
Entry into the dual credit program will be guided through the Student
Success team at the school or board level.
SCWI
SCWI
SCWI
SCWI
The SCHOOLI COLLEGE I WORK Initiative
1123 Glenashton Drive
Oakville, ON L6H 5M1
Tel: 905-845-4254
Fax: 905-845-2044
The SCHOOL I COLLEGE I WORK Initiative
Funded by:
The Ministry of Education and the Ministry of Training,
Colleges and Universities
SCW I
For the purposes of communication to support implementation in 2007-08,
the Deputy Minister issued a memorandum with interim guidelines and related
attachments in September 2007. This material as well as new Ministry course
codes for 2007-08 are available on the SCWI web site www.gotocollege.ca
Co-managed by:
The Committee of College Presidents and the Council
of Ontario Directors of Education

newsletter - The School College Work Initiative

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