DISTRICT ALTERNATE PROGRAMMES

These programmes are designed to give students who are not succeeding in a regular school setting, an opportunity to continue their education.  The outcome of this programme may be any of the following:

• Reintegration into a regular school programme,
• Entry directly into the work force,
• Entry into a vocational training programme.

The application form for this programme must be obtained from the Delta School Board Office.  Admission to this programme is made through a District Screening Committee.

ELL – ENGLISH LANGUAGE LEARNING

We offer two types of classes for ELL students:

• Language instruction, which includes activities, assignments, and projects to increase student comfort and competence with English
• Language strategies, which includes small group and one-on-one instruction with students to teach and to support strategies that are necessary for success in their academic and elective classes.

FOCUS PROGRAM

This programme is designed to service students from grade 8 – 12 who are classified as having mild intellectual disabilities.  The programme offers individualized instruction in academic subjects, and support where required for integration into the regular school curriculum.  Instruction is also provided in the areas of community, social and work experience skills.

GRAD QUEST PROGRAM

This is an adapted support program for student with Autism Spectrum Disorder (ASD) and/or chronic health issues.  These students have average to above average intellectual abilities and all students are striving to complete a regular Dogwood graduation certificate.  Students will receive classroom support and write the majority of tests and quizzes in a separate setting.  This program functions to provide support on multiple levels; academic, emotional, and social so that students reach their potential.

LEARNING DEVELOPMENT PROGRAM

The Learning Development Program is for those students, grades 8 to 12 who have, according to ministry criteria, been diagnosed with a moderate to severe Learning Disability.  The primary aim of the LD program is to provide academic support for the four core subject areas of Science, Socials, Math and English.  Each student in the program will have an Individualized Education Plan in place that outlines any academic and exam adaptations as granted by the Ministry of Education.

LEARNING ASSISTANCE/STRATEGIES 8-12

The Learning Assistance/Strategies 8-12 course is an accredited course locally developed which provides credit toward graduation.  Each student in the program will have an education plan in place that suggests academic adaptations based on the child’s specific needs.  For the Grade 8 and 9 LA/STRAT students, the focus is to provide students with the academic support and skill development necessary for success.  Emphasis is on improving students habits and skills in studying, as well as applying learning strategies within the context of assignment completion, time management and organization.  The priority is to provide academic support in English, Social Studies, Math and Science; however, students may also improve basic skills in reading, writing, spelling and math concepts.

During the early high school grades, close consultation with teachers, parents, and counsellors is an essential part of assisting students, and of helping students to help themselves. Students are admitted to the grade 8 and 9 program through a screening process, usually based on testing and teacher/staff consultation.

For the Grades 10-12 Strategies students, emphasis is placed on examining how individual students approach learning, studying and completing assignments.  The goal is to improve organizational and time management skills, research / computer skills, study skills, and test taking strategies.  Course assessment is based on in-class use of skills and strategies, participation in class lessons, performance in other subject areas, self-evaluation and self-advocacy.  The intended audience is students with learning challenges who have been recommended through the Learning Centre and/or Counsellor.  Students must have several academic subjects in which they need support in order for this course to be beneficial.

RESOURCE PROGRAM

This program is designed to service students from Grade 8 – 12 who are classified as having mild to moderate intellectual disabilities.  The program seeks to maximize student independence in a variety of settings.  The program provides individualized instruction in the areas of functional academics, social, community, transit training, domestic skills and work experience.  Support is provided for student integration into the regular school curriculum based on interest and ability level.

SUPPORTIVE LEARNING CLASSROOM – (Grade 8 & 9)

The Supportive Learning Classroom is designed to meet the needs of thirteen to fifteen year old students designated with moderate to severe behaviour concerns as well as social/emotional challenges.  The primary goal for each student is full integration into the regular school program, but for those students who require more individualized support, this program offers a unique, comfortable, small group setting to work on their individual needs.  In consultation with a parent/guardian a “pull out” model may be employed in which a student engages in a more personalized program of study.

SENIOR SUPPORTIVE LEARNING (SSL) – (Grades 10, 11 & 12)

The Senior Supportive Learning (SSL) program is a District supported program for students in grades 10, 11 and 12 with moderate to severe behaviour concerns as well as social/emotional challenges, who wish to complete a Dogwood Graduation Certification. Staff work to provide individualized assistance and endeavour to provide mainstream class support when scheduling allows. Program seats are limited and an application for placement in the program is required. All applications will be reviewed by both school and district personnel who will work to identify those students who are committed to attending school on a full time basis and are motivated to learn and practice strategies to overcome various obstacles to learning. First priority will be given to those students who have a strong desire to complete academic coursework but have previously experienced significant difficulties in mainstream classes.