|
WELCOME TO PIERRE ELLIOTT TRUDEAU HIGH SCHOOL
Principal: Linda Balaishis
Vice-Principals: Virginia Bregg, Joe Mancuso
Our school is committed to providing students with a quality education that values the past, prepares for the future, focuses on global citizenship, and expects the best from each student. Within a safe and supportive environment, each student will have the opportunity to mature into a confident, responsible and compassionate individual who can think clearly, act wisely and behave with respect towards themselves and others.
SUCCESS AT SCHOOL IS A SHARED RESPONSIBILITY We believe that success is best achieved from an ongoing working partnership among the student, his/her teachers and parents. This alliance is crucial in order to foster the intellectual, social and emotional growth of the student. We recognize that information is required in order to effectively achieve this goal. With this in mind, the staff, Principal and Vice-Principals will communicate regularly with parents. Parents are encouraged to contact the teaching staff regarding their child’s progress, and to provide any information that would influence the learning process.
EXPECTATIONS OF STUDENTS It is expected that students treat each other and staff with courtesy and respect. Character Education is an important part of our school. Students must familiarize themselves with and follow the rules governing appropriate dress, the use of lockers, textbooks, cell phones, computers, and cafeteria facilities. "The Code of Student Behaviour" outlines expectations for students, and is published yearly in the Student Agenda Book.
We know that punctuality and regular attendance are critical to student success. Research has shown that success at school is affected positively by regular attendance. Students are expected to attend class daily with all necessary materials and homework completed. Assignments should be submitted on time, and students are expected to prepare for tests and exams to the best of their abilities.
SCHOOL LOCATION AND ATTENDANCE BOUNDARIES The school is located at 90 Bur Oak Avenue in Markham. The attendance boundary extends roughly from north of Sixteenth Avenue to Elgin Mills Road, west to Woodbine Avenue, (excluding the Victoria Square and Cathedral area) and east to McCowan Road. The French Immersion boundary extends from Steeles Avenue, north to Bloomington Sideroad, west to Highway 404 and east to the Durham/York line. For our exact boundaries, please refer to the board website // www.yrdsb.edu.on.ca.
THE SCHOOL PROGRAM We are a semestered school offering Grades 9 - 12. We have both a regular program and a French Immersion program. English as a Second Language support is provided when required. Special Education support services include monitoring and resource withdrawal. A Community Living Class for the Developmental Disabilities Program, an Autism Class and a Language Intensive Class completes the Special Education services available.
• Semestered Program The school program is delivered in a semestered format. Students study four subjects from September to the end of January, and four different subjects from February to the end of June. Each instructional period is 75 minutes in length. The courses offered have been developed according to the Ministry of Education guidelines. The guidelines can be accessed at the Ministry website www.edu.gov.on.ca. • English as a Second Language Students requiring ESL support go to the Reception Centre for a language assessment. Settlement Workers are available to help with integration into the community. The Reception Centre recommends to the high school the level of ESL support required. ESL classes will help to improve English language skills needed for academic, social and future educational and career purposes. ESL teachers maintain close communication with parents and other teachers in order to help the student adjust successfully to the new school and community. Students may count 3 ESL credits towards the mandatory English credits for the Ontario Secondary School Diploma.
• The French Immersion Program A French Immersion program is offered in all grades. Students and parents/guardians who are interested in this program should consider the following criteria: • The French Immersion program is for graduates from an Elementary French Immersion school. • Students must complete a minimum of 10 French Immersion courses (including the grade 12 French University Preparation course) in order to receive a French Immersion Certificate upon graduation. • We recommend three FI courses in grade 9, four FI courses in grade 10; and at least two FI courses in grade 11 and a minimum of one FI course in grade 12.
• Advanced Placement Courses (AP) AP Courses are offered to highly motivated, academically inclined senior students who wish to challenge their ability and enhance their academic skills. Based on their results, students may achieve advanced placement or credit at universities that recognize AP courses. Students enrolled in AP courses will pay an examination fee of approximately $86.00 U.S. AP exams are written in May. Additional course fees may apply. Advanced Placement courses are offered in English, Math, Science and French Immersion. Course descriptions and additional information can be found at the College Board website www.collegeboard.com.
REPORTING Continuous assessment and evaluation is integral to all courses at Pierre Elliott Trudeau H.S. We indicate to students and parents on a regular basis the extent to which each student has met course expectations. At the beginning of each course, students shall receive an outline of the course from the teacher. This outline includes the assessment and evaluation of academic achievement and learning skills; a list of the units of study; and expectations for student behavior. Student progress and achievement is formally reported four times per year in November and February, and April and June using the Provincial Report Card. Students receive mark updates from their individual teachers on a regular basis. Parent-teacher conferences occur at regular intervals shortly before or after the distribution of report cards. Home contact is made when appropriate.
SPECIAL EDUCATION SERVICES The goal of Special Education courses is to teach exceptional students strategies to achieve success in regular classes, to assist them in becoming independent learners with a positive self-image, and to help them achieve their full potential. Students requiring Special Education support are identified at an Identificiation, Placement and Review Committee meeting. Support is provided according to the strengths and needs outlined in the Individual Educational Plan (IEP). A Parent Guide to the IPRC Process is available at the school. Teachers offer both academic and emotional support to students by acting as a liaison with parents/guardians, classroom teachers and support personnel.
• Resource Withdrawal Some exceptional pupils may require an intensive program to teach them specific learning skills and strategies. To meet this challenge, students may choose a Learning Strategies course in grades 9 to 12. Please see the Course Selection List for the appropriate course code.
• Regular Class with Resource Support Intensive/direct resource support is provided in the regular classroom by special education staff as defined in the student’s Individual Education Plan. Working in collaboration with the classroom teacher, the SERT provides instructional interventions, modifications and/or accommodations to support the student’s learning.
• Monitoring This program is a less intensive level of Special Education service. Generally, the pupil in this program is moving from dependence on external support to independence in his or her learning. The pupil is learning to be self-reliant and has generally demonstrated the ability to apply effective learning strategies and techniques. The Special Education teacher will provide support by monitoring the student’s progress in all classes and maintaining regular communication with the parent/guardian, student, and subject teachers.
• Developmental Disabilities Program Students from ages 14 to 21 with developmental disabilities receive an academic program based on the learning expectations outlined in the Ontario Ministry of Education Curriculum Documents 1997 Grades 1-8 and/or the alternative curriculum. A functional life skills curriculum that focuses on the development of interpersonal and intrapersonal skills is blended with the academic program. Students also receive community-referenced instruction and work experience based on their individual strengths and needs. Students are included in other curricular and extra-curricular programs in the school.
• Autism Program This Autism program provides a self-contained placement for students who are identified as Autistic. The students in this program require alternative curriculum expectations. The program is very specialized and individualized with intensive support for much of the day. There is a focus on literacy, numeracy, communication and self-help skills.
• Language Intensive Program Grades 9 & 10 – The Language Intensive program provides a self-contained placement for students who are identified as having a Communications Disability. The students take English, Mathematics, Science and Geography (grade 9) and History (grade 10) at the applied level and Learning Strategies. These classes are smaller than regular classes and there are significant accommodations to help individual students succeed.
LIBRARY RESOURCE CENTRE
The library at Pierre Elliott Trudeau H.S. has a growing collection of resources to help students with projects in both English and French. During the school day, classes visit the library for resource-based learning experiences created and facilitated by both the classroom teacher and the teacher-librarian. While the library offers 25 networked computers to allow for student access to electronic resources, books and other print materials are available for in-library use and student loan. The library program encourages the joy of reading while helping students to develop the strong research skills necessary for academic advancement in the twenty-first century. The Library is open from 7:30 a.m. to 3:20 p.m.
Students benefit from using the Library Resource Center in a variety of ways. They have the opportunity to: • Borrow materials for research and recreational reading; • Make effective use of print and electronic resources; • Extend their learning through research, quiet study, reading and appropriate use of technology; • Develop critical thinking and research skills; • Gain insights into the world of literature and the pleasure of reading; and • Receive individualized assistance from the teacher librarians.
ALTERNATIVE EDUCATION Alternative Education offers students the opportunity to obtain credits towards the Ontario Secondary School Diploma through different structures and altered timetables. Entry by interview, referral from administration/teacher/guidance and parental consent.
TARGET GROUP Students who: • are 16 years of age and older who are having difficulty coping with the regular program • have a minimum of 8 credits • have attendance concerns and are at risk of not achieving their academic potential
Core Component • Grade 11 and 12 College or Workplace English • Grade 11 and 12 College or Workplace Mathematics/Science
Other Possible courses include: • Media Studies • Designing Your Future • Navigating the Workplace • Managing Personal Resources • Other credits based on student need and interest
GUIDANCE & CAREER EDUCATION In our rapidly changing world, students must be able to make informed decisions regarding their education, career aspirations and personal concerns. The Guidance and Career Education Department assists students to do this through a variety of programs. In addition to delivering the career studies curriculum, the Guidance and Career Education Department offers short-term counselling on an individual or group basis. Counsellors can work with students in planning their high school program to ensure that it meets their educational and career goals. The department focuses on creating a guidance and career program that is best suited to the abilities, aptitudes, interests and future plans of students. Counsellors also assist with:
• Annual education plans • Course selection and revisions • Orientation and exit programs • Student development skills • Study skills • Career exploration • Plans for night school and summer school • Post-secondary planning • School- to- work transition • Interpersonal skills development • Community service • Personal concerns
COURSE SELECTION LIST FOR 2009-2010
On the following pages you will find a list of the courses being offered in the 2009-2010 school year at Pierre Elliott Trudeau High School. Each entry includes the grade, course code, course name and type of course. A number of courses also indicate fees for materials, kits, uniforms, course packs, safety equipment, etc.
The courses offered have been developed according to the Ministry of Education guidelines. The guidelines can be accessed at the Ministry website www.edu.gov.on.ca.
It is our belief that students should assume responsibility for making careful educational decisions. Students should consult with parents/guardians, subject teachers, and guidance counsellors when choosing courses. It is also important to consider the following factors when choosing courses: • the career goals of the student; • the abilities and interests of the student; • diploma requirements for graduation; and • prerequisites for entrance to post-secondary schools and/or apprenticeships/trades.
Course availability will be based on the number of students who request the course. Consequently, it is very important that students make careful, wise choices during the Course Selection Process to ensure availability. Some courses may be cancelled due to a low number of student requests. Once classes begin in September, course transfers and changes are considered only in extraordinary circumstances and where space permits. Therefore, it is important to take both time and care in the preparation of your Educational Plan (see last page).
Students in grades 9, 10 and 11 are expected to take a full timetable of eight courses. Students in grade 12 are expected to take a minimum of 7 courses.
Individual course descriptions and prerequisites, where applicable, can be found in The York Region District School Board’s Regional Course Directory 2009-2010. This directory is available on-line through the Board website at www.yrdsb.edu.on.ca. For further information about our school, policies, special programs, etc. please call 905-887-2216 and ask to speak to Guidance Services or contact our school website at www.trudeau.hs.yrdsb.edu.on.ca.
When choosing your courses for next year, follow the steps below:
1. Read the Course Selection Calendar for our school carefully. 2. Read the Course Directory provided by the York Region District School Board. It contains important information about types of courses, diploma requirements, full disclosure, etc. You can access the Board website at www.yrdsb.edu.on.ca. 3. Using the Educational Program Planner choose your courses for next year. 4. Complete your COURSE SELECTION SHEET using the “on-line knapsack” feature of the electronic local calendar at www.yrdsb.edu.on.ca/ecalendars/. Print a record of your choices. 5. Your parent/guardian must sign it. 6. Return the COURSE SELECTION SHEET to your homeroom teacher ON TIME.
|
