Dufferin-Peel Catholic District School Board - Catholic High School,Kindergarten, Mississauga Catholic, Brampton Catholic, Caledon Catholic

Adult Education

Tue, 17 Dec 2024 00:27:11 GMT

Attention: Registration is closed for December 17, 2024 (Term 3). We are now accepting registrations for February 21, 2025 (Term 4).

�鶹��ý's Adult Education Centres offer a range of credit and non-credit programs for Adult Learners interested in:

Earning their Ontario Secondary School Diploma
Gaining work experience
Improving professional or language skills

NEW! Flex Learning: Remote & in-person learning options are now available.

1. Adult Credit

2024-2025 Schedule
Term 1 – September 3, 2024 - October 24, 2024 (Sept. 3 is a PA Day for teachers - no class).
Term 2 - October 25, 2024 - December 16, 2024
Term 3 -December 17, 2024 - February 20, 2025
Term 4 - February 21, 2025 - April 14, 2025
Term 5 - April 15, 2025 - June 9, 2025
Term 6 - June 10, 2025 - July 31, 2025

2024-2025 Course Selection
2024-2025 Self-Study Courses
2024-2025 Course Code Listing
Course Offerings - Term 1 - September 3 - October 24, 2024
Course Offerings - Term 2 - October 24 - December 16, 2024
Course Offerings - Term 3 - December 17 - February 20, 2025
Course Offerings - Term 4 - February 21 - April 14, 2025

For additional information or to speak with a staff member, please click on this link, complete, and submit the Course Interest Form. Your responses will assist us in better directing your inquiry and the appropriate staff member will contact you within 2 business days.

QR CODE - Scan to access the Google Form.

If you do not require additional information and are ready to register, please complete the Registration Form.
Send fully completed registration form to adultandcontedinfo@dpcdsb.org.

2. Adult Non-Credit Courses

ESL/FSL/Citizenship
For more information about these programs, contact:
St. Dunstan C.L.L.C. 905-366-5703 or Central Parkway English Centre 905-273-5591

Location:

Office Hours: 8:00 a.m. to 4:00 p.m. (Monday to Friday)
Email: AdultandContEdInfo@dpcdsb.org

St. Gabriel Adult Learning Centre (Map)
3750 Brandon Gate Drive
Mississauga, ON L4T 3M8
905-362-0701

St. Kateri Tekakwitha Catholic Learning Centre (Map)
3566 South Common Ct.
Mississauga, ON L5L 2B1
905-891-3034

Adult and Continuing Education - Administration
Principal - Daniel Colangelo
Vice Principal - Marisa D’Alessandro
Superintendent – Max Vecchiarino

GO Transit Student ID Program
Click this link to apply for a 20 % discount for the duration of your course.

EQAO

Mon, 09 Dec 2024 21:13:29 GMT

�鶹��ý's results from the 2023-2024 EQAO assessments of reading, writing, and mathematics, as well as the Ontario Secondary School Literacy Test (OSSLT), are available below:
2023-2024 �鶹��ý EQAO Summary

The Education Quality and Accountability Office (EQAO) is an independent, arm’s length agency of the provincial government that provides parents, teachers, and the public with reliable information about student achievement. EQAO also makes recommendations for improvement which educators, parents, policy makers and others in the education community use to improve learning and teaching. The EQAO assessments are based on the expectations outlined in The Ontario Curriculum. These assessments provide quality information on the achievement of students and add to the classroom assessment information teachers gather about individual students during the school year.

For more information about the EQAO Assessments and Results and Administration Dates, visit EQAO webpage. The EQAO assessment results should not be used to rank schools. Instead, the results should be used to improve teaching and learning. Ranking schools provides no information about why scores are high or low, and can lead to simple and possibly misleading comparisons that ignore the particular circumstances affecting achievement in each school. Ranking also distracts from addressing the more important issues of how to improve learning for all students.

Extended French

Thu, 05 Dec 2024 00:56:28 GMT

ABOUT �鶹��ý EXTENDED FRENCH PROGRAMS

The Extended French Program begins in Grade 5 and continues through Grade 12. The program provides students with the means to develop more advanced French skills, enabling them to communicate effectively in speech and in writing. Currently, the Extended French program is only offered for in-person learning.

Applications for Grade 5 Extended French are now closed for the 2025-2026 school year.

Parent/guardian info sessions were held online on November 5 & 7, 2024 to provide details about the Grade 5 Extended French Application Process for students entering Grade 5 in September 2025.

Click below to view the video recording and slide deck of the information session, as well as FAQs shared during the session:
Extended French Parent Information Session Recording
Extended French Parent Information Slide Deck
Extended French FAQs

Parents/guardians are encouraged to download the Reflection Tool below to discuss and reflect on the Extended French program with their child:
Extended French Student Information Sheet - Reflection Tool

Random Selection Process

Should the number of applications exceed the number of spaces available, a school-based computer-generated random selection process will be held following the application deadline.

Eligibility
Entry into the Dufferin-Peel Extended French program begins in Grade 5. Students who wish to enter the Grade 5 Extended French program must be eligible to attend a Dufferin-Peel school. Currently, the Extended French program is only offered for in-person learning at designated Extended French locations.

Parents/Guardians who wish to enroll their child in an Extended French program after the Grade 5 entry point, can do so only if:
a) Space at the Extended French School is available (in-person learning only), and;
b) The student was previously enrolled or currently enrolled in an Extended French Program, and/or;
c) The student can demonstrate appropriate French language proficiency (an assessment may be required).

Elementary and Extended French School Locations
The �鶹��ý Extended French is a regional program, and each individual Extended French site is open to students within their boundaries. Elementary students should attend the Extended French School in their designated area. Secondary Extended French locations receive students from elementary Extended French schools that feed into their boundaries. Please click on the links below to view the school maps and a list of Extended French locations with their feeder schools.

Elementary Extended French Locations
Secondary Extended French Locations
Boundary Maps

Extended French Curriculum

ELEMENTARY EXTENDED FRENCH PROGRAM

GRADES	Percentage of French instruction	Subjects delivered in French language	Any of these subjects may be taught in French
Grade 5 Grade 6	50%	French Language Arts Science Social Studies	Health & Physical Education Music Visual Art Drama Dance
Grade 7 Grade 8	50%	French language Arts Sciences Geography History	Health & Physical Education Music Visual Art Drama Dance

* 1900 hours of French instruction by the end of Grade 8

SECONDARY EXTENDED FRENCH PROGRAM

GRADES	CREDITS DELIVERED IN FRENCH	Subjects delivered in French language
Grade 9	2	French language Issues in Canadian geography*
Grade 10	2	French language Canadian History since World War I*
Grade 11	2	French language World Religions*
Grade 12	1	French language

* For these courses, students will follow the same curriculum as their peers in English-language.

For more information about applying and registering to the Extended French Program, call 905-890-0708 ext. 24374.

Additional Information on Extended French

French Immersion

Tue, 03 Dec 2024 01:08:43 GMT

French Immersion Program

French Immersion is a Canadian educational program designed to give students whose first language is not French the opportunity to learn in the French language.

Grade 1 French Immersion Application Process for the school year 2025-2026

Parent/guardian info sessions were held online on October 28 and 30, 2024 to provide details about the Grade 1 French Immersion Application Process for students starting Grade 1 in September 2025.

Click below to view the slide deck and video recording of the information session:
French Immersion Parent Information Session Video Recording

French Immersion Parent Information Slide Deck

GRADE 1 FRENCH IMMERSION ONLINE APPLICATIONS FOR THE 2025 – 2026 SCHOOL YEAR ARE NOW CLOSED.

The random selection for Grade 1 French Immersion school placements will be held on Thursday, December 5, 2024. Communication about the results will be sent by email to parents following the random selection.

To enroll your child in Grade 1 French Immersion for the 2025-2026 school year, please contact the French Immersion school directly to inquire if space is available. You will find a list of �鶹��ý French Immersion schools further down on this webpage.

To enroll your child in French Immersion after the Grade 1 entry point, please contact the French Immersion school. Admission will be granted if:

a) space at the French Immersion school is available, and;
b) the student is currently enrolled in French Immersion in another school/board, or Francophone school board, or;
c) the student can demonstrate fluency in the French Language (listening, speaking, reading & writing). A proficiency assessment may be required.

Random Selection Process

Should the number of applications exceed the number of spaces available, a centralized, computer-generated random selection process will be held following the application deadline.

French Immersion Eligibility
Entry into the Dufferin-Peel CDSB French Immersion program occurs in Grade 1. Students who wish to enter the Grade 1 French Immersion program must be eligible to attend a Dufferin-Peel school before going through the application process.

Parents/Guardians who wish to enroll their child in a French Immersion program after the Grade 1 entry point, can enroll in the program only if:

a) space at the French Immersion school is available and;
b) the student was previously enrolled or is currently enrolled in a French Immersion Program and/or;
c) the student demonstrates fluency in the French Language (Listening, Speaking, Reading & Writing). A proficiency assessment may be required.

Elementary and Secondary French Immersion School Locations

Elementary French Immersion Locations
Secondary French Immersion Locations
French Immersion Schools Map

Transportation
No bussing is provided for students in the French Immersion program.

Elementary French Immersion Curriculum
French Immersion in Dufferin-Peel begins in Grade 1 where 90% of the instructional day is delivered in French. The percentage of the day instructed in French varies as students progress throughout the elementary grades:

Secondary French Immersion Curriculum
French Immersion in secondary schools requires students to complete a specific number of credits each year. Students accumulate 10 credits in French, 4 in FSL language courses and 6 in other subjects in which French is the language of instruction.

For more information about the French Immersion Program, call 905-890-0708 ext. 24374.

Indigenous Education Council

Mon, 02 Dec 2024 21:05:09 GMT

Dufferin-Peel has an Indigenous Education Council (IEC) that meets on a regular basis to offer parent and community input on the Board Action Plan for Indigenous Education, in addition to providing an advocacy role for parents and the community. For more information, please contact jodie.williams@dpcdsb.org

Night School

Mon, 02 Dec 2024 21:00:09 GMT

The Dufferin-Peel Catholic District School Board offers evening credit courses under the Ontario Secondary School curriculum guidelines. Parents and students should consult with their day school Guidance Counsellor regarding their course selections, prerequisite courses and diploma requirements. Course selections must be made in accordance with the Ontario Ministry of Education curriculum guidelines. You can earn one credit each semester at night school. Diploma requirements are listed on the Ontario Ministry of Education website.

Night School 2024-2025

Winter 2025 Night School
February 20 – May 29, 2025
Tuesday and Thursday evenings
6:00 p.m. – 9:30 p.m.

Locations:

Mississauga:

Father Michael Goetz C.S.S.
Loyola C.S.S.

Brampton:
St. Augustine C.S.S.

Course Information for �鶹��ý Students

Course Information for PDSB and/or Private School Students

Course Information for Adult Learners

Registration Form

Important Dates
Last Day to Register: February 13, 2025
First Night of Classes: February 20, 2025
Winter Break (no classes): March 10-14, 2025
Midterm Report Card Distribution: April 10, 2025
Holy Thursday (no classes): April 17, 2025
Last opportunity to drop without full disclosure: April 29, 2025
Final Assessment (Exam): May 27, 2025
Final Day of Classes: May 29, 2025

Final Report Card: May 29, 2025

For more information about Secondary Night School:
Phone: 905-362-0701 ext. 50016
Email: registeradced@dpcdsb.org
Address: St. Gabriel Adult Learning Centre, 3750 Brandon Gate Drive, Mississauga, ON L4T 3M8

Textbooks:

Students must have their own textbooks. Textbook information will be provided to students on the first night of classes.

Transition to Secondary

Tue, 26 Nov 2024 19:01:46 GMT

NAVIG 8-2-9 Mapping Your Future

As you begin the secondary school in the Dufferin-Peel Catholic District School Board, you will have the opportunity to set a destination and chart a course for your life. The NAVIG 8-2-9 Mapping Your Future has been developed to provide you with an overview of items that you should consider when selecting programs and courses to ensure that you will have the best opportunity for a meaningful secondary school education.

Download: 2024-2025 NAVIG 8-2-9 (PDF)

Upcoming Events

Wed, 20 Nov 2024 01:17:03 GMT

SELS Gifted Identification Information Session Flyer
Gifted Identification Information Session Registration Link

Completed Event. To request an adaptive kit, please contact Fara Miranda Fernandes, Resource Secretary, via email at fara.mirandafernandes@dpcdsb.org

Meetings

Mon, 18 Nov 2024 18:40:31 GMT

The Special Education Advisory Committee meets monthly, generally on the third Wednesday of each month. Members of the public are welcome to attend SEAC meetings.

NOTE: Meetings will take place in the Board Room at Catholic Education Centre at 7:00 p.m.

For more details, please contact the Special Education Department at 905-890-1221.

MEETING DATES:

September 25, 2024
October 16, 2024
November 20, 2024
Join Zoom Meeting
647-558-0588
1-833-955-1088 Toll-Free
Meeting ID: 954 6310 6536

Secondary Programs

Fri, 08 Nov 2024 18:48:07 GMT

At �鶹��ý, we are committed to each and every student's success!

Find the �鶹��ý Secondary School in your area.
Learn more about Registering for Secondary School.

The Dufferin-Peel Catholic District School Board is committed to meeting the needs of all students on their education journey.

Our 26 Catholic secondary schools offer a rich and challenging academic curriculum and diverse learning opportunities, which enable students to explore different pathways that meet their interests, strengths, and goals.

Through our innovative curriculum, students can experience a wide range of disciplines, from technology to science, to sports and the arts. Valuing diversity among learners, as well as offering programs that extend learning beyond the classroom, is part of our shared opportunities at �鶹��ý. We know a meaningful education is not just found in a textbook. We believe in giving our students the experiences that will form the building blocks of their life’s journey and the skills they need to embrace their future with confidence. We believe that people from all faiths and backgrounds can find a richness of experiences in our secondary schools. Our vibrant learning environment and outstanding facilities enable students to develop intellectually, spiritually and physically.

Explore the variety of learning opportunities available at �鶹��ý secondary schools:

50 Specialist High Skills Majors programs
3 Regional Arts programs
1 Regional Sports program
1 Regional STEM program (Commencing 2025-2026)
3 International Baccalaureate programmes
2 Regional Advanced Placement programs
Dual Credits
OYAP (Ontario Youth Apprenticeship)
Experiential Learning
Cooperative Education
Extended French | French Immersion
All-Girls Catholic Secondary School
School College Work Initiative

Learn more about �鶹��ý’s Local and Regional Secondary Programs.

Secondary Course Calendar
Check out �鶹��ý’s Secondary Course Calendar for more information about the variety of courses available in Grades 9 to 12.

Transition to Secondary
�鶹��ý’s NAVIG 8-2-9 Mapping Your Future provides students with an overview of items to consider when selecting programs and courses.

More Information:

Psychology

Mon, 04 Nov 2024 19:30:27 GMT

School psychologists work to find the best solution for each student and situation and use different strategies to address student needs and to improve school and district-wide support systems.

They work together with teachers, parents, children and adolescents, to understand, prevent, and solve problems, and to promote mental health and effective environments for learning.

They also develop programs to train teachers and parents regarding effective teaching and learning strategies, effective techniques to manage behaviour at home and in the classroom, working with students with disabilities or with special talents, abuse of drugs and other substances, and preventing and managing crises.

There is a staff member from Psychology Department assigned to each school. If you have concerns or questions, they are available to discuss them with you.

Chief Psychologist:
Tanya Galway, Ph.D., C. Psych.

Senior Psychologists:
Sabrina Moraes, Ph. D., C. Psych.
Joe Mirabella, Ph. D., C. Psych.
Anita Burhanpurkar, Ph. D., C. Psych
Karthryn Holleran, Ph. D., C. Psych

Tel: 905-890-0708 ext. 24330
Toll Free: 1-800-387-9501

Confidential Fax Number: 905-361-0352

International Students

Thu, 24 Oct 2024 15:31:47 GMT

�鶹��ý Lives Begin with a Great Catholic Education at Dufferin-Peel Catholic Schools

Education means the world to us.

The Dufferin-Peel Catholic District School Board (�鶹��ý) is Ontario’s second largest Catholic school board operating 151 school facilities (including 125 elementary and 26 secondary schools) throughout Mississauga, Brampton, Caledon and Orangeville. Schools are connected to and supported by Catholic parishes and our faith.

Dufferin-Peel Catholic schools prepare students for life and open doors of opportunity for students anywhere in the world. International students will find a welcoming “home away from home” at the �鶹��ý, where comprehensive English language programs help build the fluency of international students so that they can take full advantage of school courses while becoming immersed in sports and community life.

Located next to Toronto - one of the most culturally diverse and vibrant cities in the world.

Dufferin-Peel Catholic schools are known for:

Outstanding provincial and – international test scores – this is a testament to the high academic achievement and sense of well-being of our students in Dufferin-Peel.
Exceptional programs including CO-OP, International Baccalaureate (IB), Advanced Placement (AP), and Specialist High Skills Majors (SHSM)
Awards and Scholarships

Transcending borders, changing lives.

The Dufferin-Peel Catholic District School Board offers an extensive list of globally recognized specialized programs offering students a sound foundation of educational learning. Many of these programs are coupled with co-op placements with community companies, including specifically tailored programs intended to lay the foundation for careers in a variety of fields including business, energy, environment, health & wellness, hospitality and tourism, horticulture and landscaping, information & communications technology, sports, transportation and more. Within the Dufferin-Peel Catholic District School Board, accredited International Baccalaureate (IB) and Advance Placement (AP) schools offer students aged 16 to 19 a demanding two-year curriculum leading to final examinations and a diploma that is recognized and valued by leading universities around the world.

Internationally recognized for excellence in education.

One of the truly defining characteristics of a Dufferin-Peel education is the diversity that comes with having a student body from over 150 countries. We celebrate both our internationalism and the uniqueness of each member of our community - students, staff, parents, and parish. As a school community we are greatly enriched by this diversity.

The Dufferin-Peel Catholic schools advantage:

English immersion environment
Comprehensive English as a Second Language courses and programs
Government certified teachers
Support and programs to help International students adjust to life in Canada
Access to outstanding universities and colleges across Canada
Provision of a “true Canadian experience” supporting diversity and multiculturalism

NOTE: International Students are welcomed at all 151 Catholic schools across the district.

Opening minds to a better world. Your home in the heart of it all.

The Dufferin-Peel region has a worldwide reputation for culturally rich and safe communities, extraordinary healthcare facilities, an active nightlife and vibrant arts scene including live theatres, museums, art galleries, public libraries, and more.

Located just west of the City of Toronto, on the north shore of Lake Ontario, and less than a 90 minute drive to Niagara Falls and the U.S. border, Dufferin-Peel is home to the Toronto Pearson International Airport, Canada’s largest airport with non-stop service to 180 destinations in 60 countries around the world. Plus, the region boasts an extensive network of local and regional train and bus services with direct connections to 16 universities and colleges within a 60 kilometre radius.

We accept applications from International Students who wish to study in our elementary and secondary schools. Please follow the instructions below for more information and/or to start the application process.

Step 1: Download the following documents:

Step 2: Complete the Application Form and Custodianship Declaration Form

Step 3: Submit all necessary documents and fees (wire transfers only) to:

Please submit documents by email to the �鶹��ý Admissions Department at internationalstudents@dpcdsb.org

or by mail:
Dufferin-Peel Catholic District School Board
Admissions Department.
40 Matheson Boulevard West
Mississauga, Ontario, Canada, L5R 1C5

Once accepted, a letter will be issued to you by our Admissions Department. Early enrollment is recommended. Certain programs have limited space. All students must apply for, and receive, a Study Permit from Citizenship and Immigration Canada before leaving their home country to attend school in Canada.

Step 4: All international students (both secondary and elementary) must contact the Dufferin-Peel Catholic District School Board Admissions Department upon their arrival in Canada to make an appointment with the Admissions Officer prior to admission.

For more information about the registration process and requirements, please contact the Admissions Department:

905-890-0708 ext. 24512 or toll free at 1-800-387-8837
internationalstudents@dpcdsb.org

Office Hours: Monday to Friday from 8:00 am to 4:00 pm EST

StudyInsured - Student Insurance
Contact: Intrepid 24/7 at 1-866-883-9787
Homestay Information
Contact: Kristi Ash at MLI - Muskoka Language International at 416-646-5405 ext. 515

Regional & Local Programs

Mon, 07 Oct 2024 18:54:34 GMT

Regional and local programs offered at Dufferin-Peel Catholic schools:

Summer Learning

Fri, 04 Oct 2024 20:37:31 GMT

Ready, Set, Read! Summer Reading Club (Gr. 1-3)
Summer Literacy Camp (Kindergarten Year 2 to Grade 5) - *Program Cancelled for 2024*
Elementary Literacy Numeracy Summer Program (Grade 6-8)
Focus on Youth Summer Camp (Grades 4-8)
Get Ready! for Secondary School - Summer Transition Program
(For Grade 8 students transitioning to Grade 9)
Secondary Summer School (For Grade 8 students transitioning to Grade 9)
Secondary Summer School (Grades 9 to 12)
Secondary Summer School Co-op
Secondary Summer School - Dual Credit Offerings
Summer Online Learning (Grades 11-12)

Summer School Courses

Fri, 04 Oct 2024 20:36:59 GMT

Summer Online Learning Courses

This program is for current �鶹��ý students only. Students need to book an appointment to see their Guidance Counsellor if interested in this Summer Learning Opportunity.

PLEASE NOTE: These courses are taught asynchronous learning (no live teaching).

It is recommended that interested students review the material below before completing their registration form.

Orientation - Further Information to be Provided
Parent/Guardian Information
Accessing eLearning Courses
eLearning Courses
Student Information
Frequently Asked Questions

To learn more about eLearning, visit the eLearning Ontario website.

Summer School Online (eLearning)

Dates: TBA - July 2025
More information to be posted in the Spring of 2025.

Times: 8:00 a.m. – 1:30 p.m.

Textbooks: Textbook information will be provided to students on the first day of classes.

Questions? Please see your Guidance Counsellor, email registeradced@dpcdsb.org or call 905-362-0701 ext. 50016

Secondary Dual Credit Offerings

Fri, 04 Oct 2024 20:35:33 GMT

Secondary Summer School SWAC/ Dual Credit Offerings

This program is for current �鶹��ý students only.

Students apply through your Guidance Office
IEP – it is the student's responsibility to provide their Summer School teacher with any IEP information.
This program is specific to senior students entering Grade 11, 12 or 12+ in September 2025.

Students should see their Guidance Counsellor if interested in this summer learning opportunity.

Secondary Summer School Co-op

Fri, 04 Oct 2024 20:34:58 GMT

This program is for current �鶹��ý students only.
Priority will be given to students enrolled in an SHSM program and currently completing Grade 11 or students who require two final elective credits to graduate. Students should see their Guidance Counsellor if interested in this Summer Learning Opportunity.

More information to be posted in February 2025.

Questions? Please see your Guidance Counsellor, email registeradced@dpcdsb.org or call 905-366-5703 ext. 31458.

Secondary Summer School

Fri, 04 Oct 2024 20:33:03 GMT

Dates: TBA – July 2025
Times: 8:00 a.m. – 1:30 p.m.
More information to be posted in the Spring of 2025.

Locations:
Mississauga
Brampton

Delivery of Courses
Courses are in-person.

NOTE: Report cards are distributed to students' �鶹��ý email addresses. Students are responsible to retrieve them and provide a copy to their day school if they are not a current �鶹��ý student.

For more information regarding our programs, contact the Adult and Continuing Education Department at registeradced@dpcdsb.org or 905-362-0701 ext. 50016.

Secondary Summer School (For Grade 8 students transitioning to Grade 9)

Fri, 04 Oct 2024 20:27:19 GMT

Secondary School Summer School
For Grade 8 students going into Grade 9 at a �鶹��ý Secondary School in September 2025.

This summer, �鶹��ý will be offering current Grade 8 students the opportunity to obtain one secondary credit in Secondary Summer School. This program is fast-paced and runs the full month of July.

Dates: TBA – July 2025, Monday to Friday
Time: 8:00 a.m. - 1:30 p.m.
More information to be posted in the Spring of 2025.

Locations:
Mississauga
Brampton

Course option: GLD2O4

Credit: 1

Course Expectations

To ensure success in the course, students are encouraged to:

Attend all days (absent a maximum of 3 days)
Complete all work and assignments
Complete the CPT
Write the exam (if applicable)

Registration
To register, you will need to provide the following information:

Student first and last name
Student date of birth
Student address
Contact information (parent/guardian)
�鶹��ý 9-digit Student Number
OEN Number
Current elementary school
Future Secondary School (September 2025)
Any medical conditions we should be aware of
Emergency contact information (authorized pick-up person if parent/guardian is unavailable)

Get Ready for Secondary School

Fri, 04 Oct 2024 20:25:02 GMT

Get Ready! for Secondary School Summer Program

Get Ready! for Secondary School is a summer program designed to welcome our Grade 9 students, and support them as they transition from Grade 8 to 9. This program is unique to the Dufferin-Peel CDSB and blends literacy and numeracy focused instruction with secondary school readiness activities to help welcome and prepare students for their secondary school experience. Get Ready! allows students entering Grade 9 to get to know their secondary school and their teachers and peers, before beginning classes in September.

Quick-facts:

Direct support for literacy, numeracy, and learning strategies in late August.
Students also participate in orientation exercises, faith activities, and education/career/life pathway planning.
Students feel prepared for their secondary school experience, are able to explore their new school building, and make connections to caring staff in their new school.
Student participants report feeling more comfortable and more confident about beginning secondary school, and achieve a higher credit accumulation rate in Grade 9.

Tentative Get Ready Dates: August 25, 26, 27, 2025

More information to be posted in late Spring 2025.

Elementary Literacy Numeracy Summer Program (Grade 6-8)

Fri, 04 Oct 2024 20:23:29 GMT

The Dufferin-Peel Catholic District School Board offers summer school programs for Grades 6, 7 and 8 students in Literacy and Numeracy. This program is for �鶹��ý Grade 6, 7 and 8 students only, with the recommendation of the school Principal.
For registration information, please contact your School Administrator.

Dates: TBA - July 2025
Time: 8:30 A.M. – 12:30 P.M.

More information to be posted in the Spring of 2025.

For more information, contact the Adult and Continuing Education Department at 905 891-3034, 905-362-0701, or by email litnum@dpcdsb.org.

PLAR - Prior Learning Assessment and Recognition

Wed, 25 Sep 2024 23:09:12 GMT

Introduction

Prior learning includes the knowledge and skills that students have acquired, in both formal and informal ways, outside Ontario secondary school classrooms. Through a formal evaluation and accreditation process known as Prior Learning Assessment and Recognition (PLAR), students enrolled in Ontario secondary schools, including the Independent Learning Centre and inspected private schools that choose to implement PLAR, may have their skills and knowledge evaluated against the overall expectations outlined in provincial curriculum policy documents in order to earn credits towards the secondary school diploma. PLAR procedures are carried out under the direction of the school principal, who grants the credits.

Source: Ontario Schools Kindergarten to Grade 12, Policy and Program Requirements p. 74

The PLAR process can be identified as a "challenge" or an "equivalency". The "challenge" process is the process whereby students' prior learning is assessed for the purpose of granting credit for a Grade 10, 11, or 12 course developed from a provincial curriculum policy document published in 1999 or later. The "equivalency" process is the process of assessing credentials from other jurisdictions.

All credits granted through the PLAR process – that is, through either the challenge process or the equivalency process – must represent the same standards of achievement as credits granted to students who have taken the courses.

PLAR Challenge Eligibility

In order to be eligible to challenge a credit, you must answer 'NO' to all the questions below:

Have you earned a credit in the course you plan to challenge?
Have you earned a credit in a course similar to the one you plan to challenge? (ex: challenging for ENG 2D, when you have ENG 2P)?
Did you get this credit as part of a block of equivalency credits for the course you plan to challenge?
Are you challenging a course that you were unsuccessful in?
Did you already earn an English credit and plan to challenge an English as a Second Language (ESL), or Anglais Pour Debutants (APD)?
Did you already earn a French credit and plan to challenge French as a Second Language (FSL), or Actualization Linguistique en Francais (AFL), or Perfectionnement du Francais (PDF)?
Are you currently enrolled in the course you are intending to challenge?
Are you interested in challenging a grade 9 credit?

In addition, you must answer 'YES' to all the questions below:

Do you plan to challenge the whole course for credit?
Have you met the prerequisite requirements for the course you plan to challenge?
Does a successful challenge for credit meet educational goals outlined in your Individual Pathways Plan?
Are you currently a day school student with Dufferin-Peel CDSB?

PLAR Challenge Process

Contacts the home school guidance counsellor and/or school administrator to schedule the 'Pre-Application' Interview to determine initial eligibility and gain more information about the application process.
If eligible, the student completes the PLAR Challenge Application Package including initial documents/evidence to support their application.
The application is due no later than the last Friday of March each year. Submit the application to the school Guidance Counsellor. One application can be submitted at a time.
The application is then forwarded by the school to a PLAR Committee for final review.
If approved, a teacher advisor will be assigned to the student to complete assessment and evaluation components, such as tests, projects, presentations, interviews etc. The evaluation process will take place in July.

Important to Note:

A "PLAR Challenge for Credit: Cumulative Tracking Record" form will be maintained in the students' OSR and will indicate the students passing, failing grade or withdrawal from the challenge process.
The student's level of achievement will be recorded as a percentage grade on the Ontario Student Transcript. For grade 10 courses, only passing grades will be entered. For grade 11 or 12 courses passing and failing percentage grades will be entered.

International and Indigenous Languages

Fri, 13 Sep 2024 23:54:52 GMT

International & Indigenous Languages Elementary Programs

Elementary International and Indigenous Languages are available for students in Kindergarten to Grade 8. No prior language experience is necessary. International and Indigenous Languages programs comply with the Ministry of Education curriculum and will be of interest to students who wish to preserve their language and cultural heritage and also to those who wish to study the language and heritage of another culture. Students attending schools outside of the �鶹��ý may also register for these programs.

2024-25 International and Indigenous Languages Elementary Programs Flyer
Elementary Registration Form
Elementary Registration Form for St. Pio of Pietrelcina C.E.S. Only
NOTE: Submit your completed registration form to il@dpcdsb.org OR in person at your International and Indigenous Languages site.

International and Indigenous Languages Secondary Programs

Courses in International Languages help students to develop the skills they will need to communicate effectively with people from other countries, and increase their understanding and appreciation of diverse cultures. The Ontario Curriculum: Classical Studies & International Languages, 2000

In Dufferin-Peel, these credit-bearing courses are offered at the BD, CU and DU levels. Successful completion of the DU Level will prepare students to study that language at the postsecondary level. These courses are available to secondary students and adults in the community.

2024-25 International and Indigenous Languages Secondary Programs Flyer
Secondary Registration Form

For more information, email il@dpcdsb.org

Parents Reaching Out Events

Thu, 12 Sep 2024 21:21:17 GMT

Business Credit

Mon, 09 Sep 2024 23:26:39 GMT

Note: All Adult and Continuing Education Offices are now open for phone consultations only. Please contact the St. Kateri Learning Centre at 905-891-3034 or the St. Gabriel Adult Learning Centre at 905-362-0701 and leave a message. We will return your call within one business day. You can also contact us by email at AdultandContEdInfo@dpcdsb.org

Daytime and evening classes are offered throughout the year. Please check course schedules as classes are added regularly.

We offer:

Building the Entrepreneurial Mindset - New This Year!
Launching and Leading a Business - New This Year!
Information and Communication Technology: The Digital Environment
Information and Communication Technology in the Workplace
Financial Accounting Fundamentals
Accounting for a Small Business

All classes are teacher lead. Each student works at their own computer.

Follow us on Twitter@AdultEdAndCoop

Information and Communication Technology: The Digital Environment

Mon, 09 Sep 2024 23:24:01 GMT

Information and Communication Technology - The Digital Environment (BTA30)

This course offers students the opportunity to develop the information technology skills and knowledge required in a business. Students will learn about the information technology environment, use industry standard software, conduct electronic research, investigate electronic business, and explore occupations and post-secondary programs that require information technology skills. This course covers advanced features of Word, Excel, Internet Explorer as well as an introduction to Access, Overview, Advanced Windows, Advanced Word, Advanced PowerPoint and a Presentation, Advanced Excel, Access, Electronic Research, Advanced Internet topics, and Careers and Ethics.

St. Gabriel Adult Learning Centre

Daytime Classes:
Monday - Friday
9:00 am – 12:00 pm or 12:30 pm - 3:30 pm

For more information, call 905-362-0701.

Evening Classes:

Plans are to start the first week of October, two nights a week from 5:30 pm - 9:15 pm and finish before Christmas Break. Dates and which evenings to be determined. For more information, call 905-362-0701 or 905-891-3034.

St. Kateri Tekakwitha Catholic Learning Centre

Daytime Classes:
Monday – Friday
9:00 am – 12:00 pm or 12:30 pm - 3:30 pm

For more information, call 905-891-3034

Map of Locations

Specialist High Skills Major

Mon, 09 Sep 2024 21:40:38 GMT

2024-2025 Specialist High Skills Major (SHSM) Programs offered at �鶹��ý Schools

What is a Specialist High Skills Major (SHSM)?

The Specialist High Skills Majors (SHSM) Program is a ministry-approved specialized program that allows students to identify, explore, and refine post-secondary goals that match their interests, skills and talents. Students join an SHSM program in grade 11 and grade 12 while working towards their Ontario Secondary School Diploma (OSSD). Students can earn an SHSM accreditation regardless of their post-secondary pathway: apprenticeship training, college, university or workplace.

Watch this video to learn more about SHSM

Why join your school’s SHSM Program?

Pursuing an SHSM can help students:

customize their high school education to suit their interests and talents
develop specialized knowledge and skills
earn credits that postsecondary educational institutions and employers recognize
gain sector-recognized certification and career-relevant training
identify, explore and refine career goals and make informed decisions about their future
remain flexible, with the option to shift between pathways, should their goals and plans change
transition after graduation to apprenticeship training, college, university or the workplace
students receive the SHSM Red Seal on their diploma when they:
- complete a specific bundle of 8-10 courses in the student's selected field
- earn industry certifications like First Aid and CPR qualifications
- gain important skills on the job through cooperative education placements

Graduating with an SHSM

Students who successfully complete an SHSM program will receive:

an Ontario Secondary School Diploma with an embossed SHSM Red Seal
an SHSM record card documenting their achievement
formal recognition on their Ontario Student Transcript

For more information:
Please contact your school’s guidance counsellor or the SHSM consultant, Stephanie Luchesa at 905-890-1221 ext. 24530 or stephanie.luchesa@dpcdsb.org.

More detailed information about SHSMs can be found at http://www.ontario.ca/SHSM

Launching and Leading a Business

Mon, 09 Sep 2024 04:00:00 GMT

Launching and Leading a Business ( BEP20) - NEW This Year!

This course introduces students to the world of business and what is required to be successful, ethical, and responsible in today's economy. Students will develop the knowledge and skills needed to be an entrepreneur who knows how to respond to local and global market opportunities. Throughout the course, students will explore and understand the responsibility of managing different functions of a business. This includes accounting, marketing, information and communication technology, financial management, human resources, and production.

St. Gabriel Adult Learning Centre

Evening Classes:

Plans are to start the first week of October, two nights a week from 5:30 pm - 9:15 pm and finish before Christmas Break.

Dates and which evenings to be determined.

For more information, call 905-362-0701 or 905-891-3034.

Map of Locations

Special Education Plan

Fri, 21 Jun 2024 18:23:19 GMT

2023-2024 �鶹��ý Special Education Plan

Dufferin-Peel is committed to its mission of Catholic education where each one, created in the image and likeness of God, is called to realize the Ontario Catholic School Graduate Expectations to the fullest extent possible as we all journey from the early years to vocation. We invite all in our community to serve in the love of Christ.

Guided by the principles in Education for All and Learning for All K-12, we recognize that each student is unique and, supporting one student at a time, programs and services are personalized and precise. Guided by professional development and collaborative inquiry through a cycle of continuous assessment for learning and growth academically, socially and emotionally, all students with diverse learning needs including special education needs are supported.

School boards are required to continue to provide a report to the community regarding the special education programs and services available to meet the needs of students in the board. In preparing or amending the report, school boards are to continue to consult with their respective Special Education Advisory Committee (SEAC).

French as a Second Language

Tue, 21 May 2024 23:10:32 GMT

French as a Second Language (FSL) Programs

Learn a new language!

ESL/FSL/Citizenship classes have resumed.

Contact Information
St. Dunstan C.L.L.C.: 905-366-5703
Central Parkway English Centre: 905-273-5591
Email: AdultEslFslInfo@dpcdsb.org

French is not only one of Canada’s two official languages, but is also widely used around the world. Knowledge of a second language is valuable for a number of reasons. Through learning a second language, learners can strengthen their first-language skills and enhance their critical and creative thinking abilities; they also tend to become more tolerant and respectful of other cultures.

In addition, the ability to communicate in another language provides learners with a distinct advantage in a number of careers, both in Canada and internationally.

FSL - NON-CREDIT PROGRAM

This program is designed to help learners improve their general French language skills in some or all of the four main skill areas (reading, writing, listening, and speaking). Learners enrolled in general FSL could have a wide range of learning goals, including improving their language for daily life, becoming job ready or pursuing further education. Courses are available at a range of Canadian Language Benchmarks standard. Evidence of earners’ progress is monitored and collected in PBLA (Portfolio Based Language Assessment). Part-time (day and evening) classes are being offered at St. Dunstan Catholic Language Learning Centre, 1525 Cuthbert Ave., In Mississauga and weekend classes at McLaughlin Village Centre, (McLaughlin & Ray Lawson) in Brampton.

Note: These classes are for adults only.

Contact Information
St. Dunstan C.L.L.C.: 905-366-5703
Central Parkway English Centre: 905-273-5591
Email: AdultEslFslInfo@dpcdsb.org

SEAC Membership

Thu, 16 May 2024 17:02:53 GMT

A trustee or alternate representative sits on SEAC. The individual trustee responsible for this committee representation may rotate from year to year. For details on the role of the trustee on SEAC, please contact your local trustee.

Membership on the Dufferin-Peel Special Education Advisory Committee has included and/or continues to include representation from the following local associations.

Mathematics Achievement Plan

Tue, 14 May 2024 04:00:00 GMT

In the fall of 2024, the Dufferin-Peel Catholic District School Board created a Math Achievement Plan based on three Provincial priority actions and supported by strategies and resources with the goal of supporting student learning and achievement in math.

2024-2025 Mathematics Achievement Plan

Parent and Guardian Information

Thu, 09 May 2024 21:58:52 GMT

Notification for Parents/Guardians of Students Requesting a Dufferin-Peel Online Learning Course (eLearning)

Dear Parents/Guardians,

Please start by clicking the navigation to the left to learn about eLearning programs in the Dufferin-Peel Catholic District School Board.

�鶹��ý parents/guardians will need to sign the eLearning Registration Form (please open the form in a web browser to enable fillable form), prior to having their child enroll in an eLearning course. Before signing the registrations, please carefully review and discuss the following points with your child.

Students may gain a variety of benefits from online courses. They promote flexibility in the school day, allow for a student to make up coursework, and provide experience in the emerging field of online education that is becoming part of post-secondary education (colleges and universities). A major factor of student success is that students are or become completely self-directed learners.

A student will receive instruction and feedback via the online course instructor, meet classmates via an online discussion board, and complete class assignments independently by appropriate due dates. Your child must make a commitment to participate daily or as required by the online instructor. Attendance will be tracked based on regular participation in the online course. Courses typically require approximately 5 to 12 hours of work every week and will run the entire duration of the term. Students taking online courses during the summer can expect to spend the same duration of time on their courses as those taking regular summer school courses.

Students in an online course do not meet face-to-face. Student self-motivation and self-reliance are even more critical in an environment where there is no face-to-face contact. Dufferin-Peel online teachers are located at various secondary schools and may not be in the same school as your child. The online teacher provides instructional support and assistance for their online courses. The home school can provide guidance services for online students. Support for technological difficulties will be provided through a tech-help line in the learning management system called Brightspace by D2L.

Online students will have access to a computer at school during their assigned period. It is a student’s responsibility to arrange for the proper technology outside of school. Most online courses require a computer with high-speed internet, speakers, word processing capabilities, and video streaming capabilities. Most standard software applications used in these online courses are standard to the common user.

There is an asynchronous orientation unit just prior to the start of a student’s online course. Students will access an Orientation unit in the virtual learning environment called Brightspace by D2L in which they will participate in activities which will assist them in learning to navigate the platform and understand how the D2L tools work.

In summary, these are the considerations for Parents/Guardians of online students:

Take the opportunity to review the course outline, course expectations and timelines
Help establish a good work/study area at home
Help set up a regular work/study schedule

For further questions about eLearning, please refer to the eLearning FAQ.

Important Update:
Beginning with the cohort of students who entered Grade 9 in the 2020-21 school year, all students must earn a minimum of two online learning credits as part of the requirements for an Ontario Secondary School Diploma unless they have been opted out or exempted in accordance with the processes described in the memorandum (PPM167).

Parents/Guardians can opt their child out of mandatory online learning credits requirements. Contact the student's home school for further information.

Please note: that you must “opt-out”, otherwise students who entered Grade 9 in the 2020-21 school year, must earn a minimum of two online learning credits as part of the requirements for an Ontario Secondary School Diploma.

Please note: Parents/guardians whose child home school in not in Dufferin-Peel Catholic District School Board but are taking an eLearning course through �鶹��ý, will need to connect with their child's home school and follow their processes for enrollment in an eLearning course.

eLearning

Thu, 09 May 2024 21:41:27 GMT

Looking for eLearning course offerings for 2024-25? Click here.

Ministry of Education Update for eLearning

On February 1, 2022 the Ministry of Education issued the Policy and Procedures Memorandum (PPM 167) regarding the Online learning graduation requirement. 

Beginning with the cohort of students who entered Grade 9 in the 2020-21 school year, all students must earn a minimum of two online learning credits as part of the requirements for an Ontario Secondary School Diploma unless they have been opted out or exempted in accordance with the processes described in the memorandum (PPM167).

Adult learners entering the Ontario secondary school system in 2023-24 or later will also be required to meet this graduation requirement unless they opt themselves out of the requirement in accordance with the processes described in this memorandum.

The complete memorandum can be accessed in the link provided herein, for your perusal. Policy/Program Memorandum 167

Parents/Guardians can opt their child out of mandatory online learning credits requirements. Contact the student's home school for further information.

eLearning Overview

What is eLearning (online learning graduation requirement) and how does it differ from other course types?

Online learning courses, also known as “eLearning” courses or credits, are Grades 9 to 12 credit courses that are delivered entirely using the internet and do not require students to be physically present with one another or with their educator in the school, except where they may be needed for:

examinations and other final evaluations
access to internet connectivity, learning devices, or other school-based supports (for example, academic, guidance, special education, mental health and well-being supports, and required initial assessment and in-person learning for English language learners and students of Actualisation linguistique en français (ALF) or Programme d’appui aux nouveaux arrivants (PANA) at their early stages of language acquisition)
In online learning courses delivered by schools in the publicly funded education system, coursework is teacher-led
Students from the same online class may follow different timetables and be from different schools or school boards
Students in publicly funded schools complete their online coursework with the support of a certified Ontario educator with whom they communicate, and who provides instruction, ongoing feedback, assessment, evaluation, and reporting as needed, including implementing any accommodations and/or modifications identified in the student’s Individual Education Plan

Benefits of Online/eLearning
Ontario students have been using online learning to earn high school credits towards their diploma since 2004. Expanding access to high-quality, Ontario teacher-led online learning will enable students to:

Flexibility
Students can access a wider variety of courses no matter where they live or go to school, allowing students to shape their education based on their individual needs and goals.

Engagement
Students learn in engaging new ways, such as through hands-on, interactive features, simulations and collaboration with peers across the province.

Digital Fluency
Online learning increases students’ digital fluency and helps them gain transferable skills to support lifelong learning and employment opportunities.

Please click on the tabs below or use the navigation to the left to learn more.

eLearning Courses
Student Information
Parent/Guardian Information
Registration
Accessing eLearning Courses
FAQ

Computer Studies

Thu, 09 May 2024 04:00:00 GMT

NEW! - Introduction to Computer Programming [ICS3C]

Prerequisite: None

Grade 11
Type: College
Credit Value: 1

This course introduces students to computer programming concepts and practices. Students will write and test computer programs, using various problem-solving strategies. They will learn the fundamentals of program design and apply a software development life-cycle model to a software development project. Students will also learn about computer environments and systems, and explore environmental issues related to computers, safe computing practices, emerging technologies, and postsecondary opportunities in computer-related fields. This course will help students address the Ontario Catholic School Graduate Expectations that they become effective communicators who use and integrate the Catholic faith tradition in a critical analysis of the arts, media, technology and information systems.

This course is will be available at either one of the locations below at different times of the year. Please call for more information.

St. Gabriel Adult Learning Centre
Daytime Classes:
Monday - Friday
9:00 am – 12:00 pm. or 12:30 pm - 3:30 pm
For more information, call 905-362-0701.

St. Kateri Tekakwitha Catholic Learning Centre
Daytime Classes:
Monday – Friday
9:00 am – 12:00 pm or 12:30 pm - 3:30 pm
For more information, call 905-891-3034.

Building the Entrepreneurial Mindset

Thu, 09 May 2024 04:00:00 GMT

Building the Entrepreneurial Mindset (BEM10) - New This Year!

In this course, students will learn what makes an entrepreneur thrive and the skills required to succeed in today's business environment. Students will begin to develop their own entrepreneurial mindset, and learn why it's important to take initiative, adapt to change, find creative solutions, and understand the financial considerations of entrepreneurship. This hands -on course will use business software and applications to help students plan and develop their entrepreneurial ideas and learn how to present them to a target audience. Throughout the course, students will enhance their communications skills as well as develop and refine their project management skills, including goal setting, time management, and networking.

St. Gabriel Adult Learning Centre

Evening Classes:

Plans are to start the first week of October, two nights a week from 5:30 pm - 9:15 pm and finish before Christmas Break.

Dates and which evenings to be determined.

For more information, call 905-362-0701 or 905-891-3034.

Map of Locations

Summer Literacy Camp (Kindergarten Year 2 to Grade 5)

Tue, 07 May 2024 21:52:43 GMT

The Dufferin-Peel Catholic District School Board offers summer literacy camps for �鶹��ý students in Kindergarten Year 2 to Grade 5, during the month of July.

Camp includes literacy and numeracy lessons in a fun, focused environment.

This program is available to students who meet the academic requirements and are recommended by their Principals. For registration information, please contact your School Administrator.

This program has been cancelled for July 2024.

For more information, contact the Adult and Continuing Education Department at 905-891-3034, 905-362-0701, or by email litnum@dpcdsb.org.

Office Administration Co-op

Mon, 29 Apr 2024 22:52:56 GMT

Do you want to return to work?

Have you been home or out of the workplace and need to sharpen your skills with some current office experience?

The Office Administration Co-op Program will provide you the opportunity to:

Develop job search skills, write a resume, practice interviewing skills and the ability to research a variety of companies for a planned learning experiential (co-op placement).
Acquire the essential skills required for success in all types of businesses and industries. Focus on decision making, self-management and teamwork, conflict and negotiation, legislation governing workplace issues, organizational culture and diversity
Learn effective business communication skills, social ethics and responsibility practiced in Canada
Obtain valuable job training and experiences at an entry level unpaid co-op placement
Develop skills necessary to network effectively and gain potential professional Canadian references.
Earn four optional Ontario Secondary School Credits

Classroom Learning (7 weeks) - During classroom learning, learners will earn two credits simultaneously: GWL3O – Designing Your Future and Information and Communication Technology: The Digital Environment (BTX4E1)

Course #1

Designing Your Future (GWL3O) covers job search related topics such as employability skills, labour market information, resume writing, networking, cover letters, references, occupational and company research, information interviews, portfolios, job interviews, work ethics, communication and assertiveness in the workplace, and Canadian culture as it relates to the work environment.

Course #2

Advanced Computers for the Workplace
Information and Communication Technology (BTX4E) in the Workplace, Grade 12, Workplace Preparation

This course provides students with the opportunity to further develop essential workplace skills in information and communication technology while working in a team environment. Using a project-based approach, students will focus on integrating software applications and applying multimedia software features. Students will expand their understanding of electronic business and e-commerce environments and workplace ethics. This course will prepare students for a successful transition from secondary school to the workplace. Prerequisite: Information and Communication Technology: The Digital Environment. Successful completion of BTA3O - Information and Communication Technology in Business: The Digital Environment is a requirement to register for this program. For students with very limited computer skills and knowledge, it is strongly recommended to take the introductory course first which is BTT2O – Information and Communication Technology in Business.

Classes start at 9:00 a.m. and end at 3:30 p.m. from Monday to Friday and students must be able to commit to these hours for the duration, with no exceptions. To ensure success in the program, learners need to be committed to their goals.

Co-operative Education Placement (7 weeks, unpaid)

The adult learners who have successfully completed the in-class portion of the program (i.e. obtain a passing mark in both the courses) will be eligible for a planned learning experience (co-op placement) related to their chosen profession.

The co-operative education program includes: the classroom component and community component.

The classroom component ensures that students are:

Prepared for their community experience, demonstrating the skills and knowledge required before the start of their community component;
Focused on integrating their learning throughout the course.

The community component ensures that students are:

Place in a planned learning experience within the community to inquire and reflect on their experiences to order to gain a greater knowledge of themselves and their opportunities
Able to develop, practice and refine the skills, knowledge and expectations that reflect current workplace practices and standards.

The co-op community component (placement) is not paid. The adult learner will research co-op placements in partnership with teachers. To secure a placement the adult learner must be interviewed.

Courses are offered at the following two adult learning centres:

St. Kateri Tekakwitha Catholic Learning Centre
3566 South Common Ct., Mississauga

St. Gabriel Adult Learning Centre
3750 Brandon Gate Drive, Mississauga

Map of Locations

Note: All Adult and Continuing Education Offices are open for phone consultations only. Please contact the St. Kateri Tekakwitha Catholic Learning Centre at 905-891-3034 or the St. Gabriel Adult Learning Centre at 905-362-0701 for registration information. You can also contact us by email at AdultandContEdInfo@dpcdsb.org

Internationally-Trained Professional Co-op

Mon, 29 Apr 2024 22:52:02 GMT

Are you a internationally-trained professional?

Do you have a professional degree and experience from your home country?

Do you need Canadian work experience?

Do you already have strong English skills (CLB 6 or higher)?

The Internationally-Trained Professional Co-op Program will provide you the opportunity to:

Develop job search skills, write a resume, practice interviewing skills and the ability to research a variety of companies for a planned learning experiential (co-op placement).
Acquire the essential skills required for success in all types of businesses and industries. Focus on decision making, self-management and teamwork, conflict and negotiation, legislation governing workplace issues, organizational culture and diversity
Learn effective business communication skills, social ethics and responsibility practiced in Canada
Obtain valuable job training and experiences at an entry level unpaid co-op placement
Develop skills necessary to network effectively and gain potential professional Canadian references.
Earn four optional Ontario Secondary School Credits

Classroom Learning (7 weeks) - During classroom learning, learners will earn two credits simultaneously: GLN4O – Navigating the Workplace and ESLDO – ESL Level 4.

Course #1 – Designing Your Future, Grade 11, Open (GWL3O)
This course prepares students to make successful transitions to postsecondary destinations as they investigate specific postsecondary options based on their skills, interests, and personal characteristics. Students will explore the realities and opportunities of the workplace and examine factors that affect success, while refining their job-search and employability skills. Students will develop their portfolios with a focus on their targeted destination and develop an action plan for future success.

Course #2 - English as a Second Language ESL Level 4 Open (ESLDO)
This course prepares students to use English with increasing fluency and accuracy in classroom and social situations and to participate in Canadian society as informed citizens. Students will develop the oral-presentation, reading, and writing skills required for success in all school subjects. They will extend listening and speaking skills through participation in discussions and seminars; study and interpret a variety of grade-level texts; write narratives, articles, and summaries in English; and respond critically to a variety of print and media texts.

Classes start at 9:00 a.m. and end at 3:30 p.m. from Monday to Friday and learners must be able to commit to these hours for the duration, with no exceptions. To ensure success in the program, learners need to be committed to their goals.

Co-operative Education Placement (14 weeks, unpaid)

The co-operative education program includes: the classroom component and community component.

The classroom component (offered online) ensures that students are:

Prepared for their community experience, demonstrating the skills and knowledge required before the start of their community component;
Focused on integrating their learning throughout the course.

The community component ensures that students are:

Place in a planned learning experience within the community to inquire and reflect on their experiences to order to gain a greater knowledge of themselves and their opportunities
Able to develop, practice and refine the skills, knowledge and expectations that reflect current workplace practices and standards.

The co-op community component (placement) is not paid. The adult learner will research co-op placements in partnership with teachers. To secure a placement the adult learner must be interviewed.

Courses are offered at the following two adult learning centres:

St. Kateri Tekakwitha Catholic Learning Centre
3566 South Common Ct.,Mississauga

St. Gabriel Adult Learning Centre
3750 Brandon Gate Drive, Mississauga

Map of Locations

Note: All Adult and Continuing Education Offices are open for phone consultations only. Please contact the St. Kateri Tekakwitha Catholic Learning Centre at 905-891-3034 or the St. Gabriel Adult Learning Centre at 905-362-0701 for registration information. You can also contact us by email at AdultandContEdInfo@dpcdsb.org

Early Years

Wed, 13 Mar 2024 19:25:36 GMT

As a faith-filled Catholic community we recognize parents and families as the first educators of our children.

Children's first six years of development set the foundation for their success in school and future well-being. Children's development during these first six years affects their learning, behaviour, and physical and emotional health throughout adulthood.

We have the blessed privilege of journeying with our families and easing the transition from home to school in a number of ways.

Our support of the early years through programs and collaborative partnerships allows us to form a relationship with learners as they begin their journey of growth within the Ontario Catholic School Graduate Expectations and towards their vocational calling.

The following links offer ways for families to give their children the best start possible.

Welcome to the Dufferin-Peel Catholic District School Board - Baptism Brochure
Link to Kindergarten Information

Early ON Child and Family Centres

EarlyON Child and Family Centres offer free programs for children up to six years old and their parent/caregivers. EarlyON centres are places to connect with other families in the community and feel a sense of belonging.

You will be welcomed by qualified early years professionals who can provide support, advice, and helpful resources.

Programs and Resources

EarlyON centres offer free, high-quality programs for families and children ages birth to 6 years old. You can learn and play with your child, meet people and get advice from early childhood professionals. More information about EarlyON programs in Peel.

Programs designed especially for children up to six years old
Play-based learning experiences such as painting, drawing, building, creating, reading, storytelling, singing and much more
Advice from professionals trained in early childhood development
Information or referrals to specialized programs and services within the community
Opportunity to meet and make connections with families with young children

Find an EarlyON Child and Family Centre near you.

Resources

Health

Peel Health
www.peelregion.ca/health/topics/child/parents.htm

Kids Health
www.kidshealth.org

Wellington, Dufferin Guelph Public Health
http://www.wdgpublichealth.ca/

Dufferin Coalition for Kids
http://www.dufferincoalitionforkids.ca/

Learning & Development

Family Education Centre
http://www.familyedcentre.org

Peel Early Years
www.peelregion.ca/children/early-on

Peel Infant Development
www.icdspeel.ca

Child Development Resource Connection Peel
www.cdrcp.com

Parenting

Peel Children's Aid Society
www.peelcas.org

Dad Central Ontario
www.dadcentral.ca

National Fatherhood Initiative
www.fatherhood.org

Multilingual Resources

Great Beginnings – Child Development brochure – translated in several languages
http://www.peelregion.ca/health/translated/

Special Needs

Dufferin Child and Family Services
www.dcafs.on.ca

Learning Disabilities Association of Ontario
www.ldao.ca

Autism Society of Ontario
http://www.autismontario.com

International Baccalaureate

Mon, 04 Mar 2024 19:56:15 GMT

Regional IB Schools

Regional IB schools: Notre Dame S.S., St. Francis Xavier S.S. and St. Paul S.S.

International Baccalaureate (IB) Diploma Programme is a rigorous pre-university course of studies, leading to examinations, designed for highly motivated secondary school students between the ages of 16 and 19 years. Conceived as a comprehensive two-year curriculum that allows its graduates to fulfill requirements of various national education systems, the diploma model is based on the pattern of no single country, but incorporates the best elements of several.
The IB diploma candidates are required to select one subject from each of six subject groups.

Group 1: Studies in Language and Literature

Language A: Literature; Language A: Language and Literature, and Language A: Literature and Performance (an interdisciplinary subject).

Group 2: Language Acquisition

Language ab initio courses are for beginners (that is, students who have little or no previous experience of learning the language they have chosen). These courses are only available at standard level.
Language B courses are intended for students who have had some previous experience of learning the language. They may be studied at either higher level or standard level.
Latin or Classical Greek coursework provides opportunities for students to study the language, literature and culture of ancient Rome or Greece.

Group 3: Individuals and Societies

Business and Management, Economics, Geography, History, Information Technology in a Global Society, Philosophy, Psychology, Social and Cultural Anthropology, Global Politics, World Religions.

Group 4: Sciences

Biology, Chemistry, Physics, Computer Science, Design Technology, Environmental Systems, Sports, Exercise and Health Science, and Societies (this course meets the group 3 and group 4 requirements).

All of these subjects can be studied at the Higher or Standard Level.

Group 5: Mathematics

Students must study at least one course in Mathematics.
Mathematics courses include: Mathematical Studies at Standard Level, Mathematics at Standard Level, Mathematics at Higher Level, and Further Mathematics at Higher Level.

Group 6: The Arts

Dance, Film, Music, Theatre, Visual Arts: These subjects may be studied at Higher Level or Standard Level.

NOTE: Students are required to choose one subject from each of the six academic areas, including one from Group 6 although instead of a group 6 subject they can choose a second from Groups 1 – 5.

The programme offers special features in addition to the strengths of a liberal arts curriculum.

Theory of Knowledge (TOK) is a required interdisciplinary course intended to stimulate critical reflection upon the knowledge and experience gained inside and outside the classroom. Theory of Knowledge seeks to develop a coherent approach to learning which transcends and unifies the academic subjects and encourages appreciation of other cultural perspectives.
Creativity, Action, Service (CAS) is a fundamental part of the diploma curriculum. The goal of educating the whole and fostering a more compassionate citizenry comes alive in an embedded way when students reach beyond themselves and their books.
Diploma candidates are required to undertake original research and create an Extended Essay of some 4,000 words. This project offers the opportunity to investigate a topic of special interest and acquaints students with the kind of independent research and writing skills expected at university.

The grading system used by the International Baccalaureate Organization is criterion referenced. This means that each student's performance is measured against well-defined levels of achievement consistent from one examination session to the next. Top grades are not simply awarded "on a curve" to a certain percentage of candidates, but rather reflect attainment of knowledge and skills relative to set standards equally applied to all schools. Validity, reliability and fairness are the watchwords of the IBO's international examining board.

More Information: IB Diploma Programme Curriculum

Fees:
All regional programs include a non-refundable application fee and an annual program fee. Annual fees are specific to the program. Applicants who may require assistance or have any questions about the application fees are requested to speak with the principal directly. All fees must be paid through the School Cash Online. Once a program is accepted, the amount owing is recalculated (the program fee is added to the cart) and the applicant will be able to pay online.

Refund Structure:

Application Processing Fee – Non-refundable
Refund Administration Fee – $150.00
Refund requested during Semester 1 – 50% of fees returned (minus $150.00 administration fee)
Refund requested during Semester 2 – 25% of fees returned (minus $150.00 administration fee)
Additional fees for service may be required – i.e. reassessment of exams (exchange rates applied)

Busing:

Transportation is not provided for students in regional programs (exception for students registered in the gifted program). If students have been accepted into a regional program and they live within the school boundary, they are eligible for busing only if they meet the distance criteria outlined in Policy 7.10.

Parents Guide to Special Education Programs

Tue, 27 Feb 2024 22:30:48 GMT

The Parents' Guide to Special Education Programs

Translated Versions:
Arabic
Portuguese
Spanish
Tagalog
Ukrainian

To request translated copies of The Parents' Guide to Special Education Programs, please contact the Special Education and Learning Services Department at 905-890-0708 ext. 24228.

Resources

Tue, 20 Feb 2024 18:13:44 GMT

February is Psychology Month

Resources:

Psychology Month Articles Archives

Psychology Month Classic Posts

2018
Positive Psychology
Explaining Evidence-based Practice
Anxiety and Anxiety Disorders in Children: Information for Parents (article by NASP)

2016
One-Minute Mindfulness Exercises
A Different Way of Looking at ADHD
How to talk to children about traumatic events
Fostering Resiliency - A Toolkit for Teachers

2015
PSYCH 5 TO THRIVE FACT SHEETS:
Making the Most of Parent-Teacher Interviews: A Parent’s Guide
Raising Resilient Children
Healthy Sleep, Healthy Child
Talking to Teens About Stress
Steps to Exam Success

2014
Psychology Services & Catholic Board Learning Plan
Tier 1 - Universal Services for All
Tier 2 - Target or Selected Intervention
Tier 3 - Intensive Intervention

2013
Stress and Worries Too Much of a Good Thing
Is It More Than Just the Winter Blahs
Your Child in Full Day Kindergarten
Strategies for Promoting Positive Behaviour

2012
Boosting Your Memory
Effective Strategies for Your Own Learning
Media Dangers, Part One: Cyberbullying
Media Dangers, Part Two: Violent Video Games
Procrastination and Motivation: The Game of “Get Started”
Sleep Habits: Essential for Health and Wellbeing
Stress Management and Relaxation

2011
Student Anxiety & Role of Psychology School Mental Health Initiative
Project Memory: Making It Work!

2010
Violence, Youth & Gangs
Tips for Parents: What Parents Can Do To Help Their Children In School

2009
Helping Children Cope in Unsettling Times
Importance of Play

2008
Tips for Teachers and Parents: Stress In Students
How to Make and Keep Resolutions
Response to Intervention
Behaviour Management in the Classroom

English Language Learners

Tue, 13 Feb 2024 01:57:30 GMT

Languages Enrich Lives

1 John 4:5 "They are from the world; therefore they speak as from the world, and the world listens to them."

The Dufferin-Peel Catholic District School Board welcomes and embraces the rich cultural and linguistic diversity that our English Language Learners bring to our school communities. Students are encouraged to maintain their cultural and linguistic traditions by speaking, reading and writing in their home language(s). Continued literacy development in first languages strengthens second language acquisition.

Supporting English Language Acquisition

The Dufferin-Peel Catholic District School Board offers support to students whose first language is a language other than English or is a variety of English significantly different from that used for instruction in Ontario schools.

English Language Learners (ELLs) include…

Source: STEP- A Guide for Users, pg. 7

Language Proficiency Assessment in Schools

STEP or Steps to English Proficiency:

STEP is a Ministry resource used by Dufferin-Peel to track the English proficiency of our ELLs.
STEP levels are NOT USED to determine report card grades. (STEP – A Guide for Users, pgs. 10 & 25).

Click for more information regarding the STEP assessment.

Source

English Language Acquisition Programs and Services:

Elementary Support Models:

Based on the results of individual STEP assessments, the ESL/ELD teacher and classroom teacher will determine the support model that best meets the language learning and academic needs of each English Language Learner (ELL). These models may include:

Secondary Support Models:

Based on the results of individual STEP assessments, the ESL/ELD teacher and classroom teacher will determine the support model that best meets the language learning and academic needs of each English language learner (ELL). These models may include:

ESL/ELD Courses

ESLAO            ELDAO
ESLBO            ELDBO
ESLCO            ELDCO
ESLDO            ELDEO
ESLEO             ELDEO

Recommendations for course levels are based on English language proficiency (STEP Assessment) and not age or grade.

Up to three ESL or ELD course can count towards the four compulsory English courses required for the Ontario Secondary School Diploma. For more information, please see Pathways to English flowchart and ESL and ELD Course Descriptions.

ESL/ELD Resource Support

English language learners (ELLs) may have access to support in an ESL/ELD Resource Room. A qualified ESL/ELD teacher will assist ELLs with understanding assignments and course content. Students will also have access to electronic devices such as a computer. Availability of the ESL/ELD Resource room is determined at the school level.

Monitoring and Consultation

The ESL/ELD teacher and the subject teachers collaborate regularly to discuss student progress and academic challenges. Necessary accommodations and/or modifications are implemented to ensure student success.

New to Canada?

For more information, visit the Newcomer Reception & Assessment Centre

English as a Second Language for Adults
For more information on these programs, visit Adult Education: ESL and Citizenship

Language Learning
Any questions about ESL and ELD Programs and Services can be directed to the ESL/ELD Consultant for the Dufferin-Peel CDSB. If you have questions about ESL Adult Programs, please call 905-891-9263 ext. 37953.

Accessing eLearning Courses

Tue, 16 Jan 2024 19:01:51 GMT

It is a student’s responsibility to ensure that they have access to proper technology to complete the requirements of the eLearning program. Students who do not have access to technology are encouraged to speak to their home school Vice Principal for options that are available to them.

Online courses require a computer/Chromebook with high-speed internet, speakers, word processing, and video streaming capabilities. Most standard software applications used in these online courses are standard to the common user.

Please note that eLearning courses are led on Brightspace by D2L (Learning Management System). 

For Brightspace by D2L Support CLICK HERE.

Prior to starting an eLearning course, students are required to access the eLearning Student Orientation unit when the course begins. The orientation reviews guidelines and Brightspace by D2L navigation. This unit is found in your Brightspace by D2L eLearning course under “Contents”.

AQ Courses

Thu, 11 Jan 2024 00:24:37 GMT

First Nations, Métis and Inuit Peoples – Understanding Traditional Teachings, Histories, Current Issues and Cultures, Part 2 Additional Qualification course (Spring 2024)

Online Course
The Additional Qualification Course: First Nations, Métis and Inuit Peoples – Understanding Traditional Teachings, Histories, Current Issues and Cultures, Part II builds on concepts learned in Part 1 and employs a critical, pedagogical lens in order to implement these concepts into classroom practice in a holistic and integrated manner across the divisions. Part II was developed collaboratively with the leadership of First Nations, Métis and Inuit Knowledge Keepers, community members and educators and will also be co-facilitators of the course.

PART 1 or ABQ EQUIVALENT REQUIRED AS PREREQUISITE
*Preference will be given to those who have taken Part 1 with �鶹��ý

Course Director: Jodie Williams (jodie.williams@dpcdsb.org)

Dates: This AQ course will run from April 9 - June 8, 2024

Tuesdays and Thursdays online using TEAMS from 4:30 pm - 7:30 pm
April 9, 11, 16, 18, 23, 25, 30
May 2, 7, 9, 14, 16, 28, 30
*no classes on May 21, 23
June 4, 6

Saturdays in person from 9:30 am to 3:30 pm
April 13 - St. Dunstan: 1525 Cuthbert Ave. Mississauga
May 4 - Silver Creek Outdoor Education Center: 13500 Fallbrook Trail, Georgetown
June 8 - Silver Creek Outdoor Education Center: 13500 Fallbrook Trail, Georgetown

APPLICATION:
Applicants are asked to complete the Application Form
All applicants will need to submit a copy of their College of Teachers qualifications to jodie.williams@dpcdsb.org

PAYMENT:
Course Fee: $650 for anyone outside of Dufferin-Peel Catholic District School Board

Dufferin-Peel employees:
*Any secondary �鶹��ý teacher teaching an “N-coded course” (Indigenous Studies) will have their course fees waived
*All other �鶹��ý employees will have a reduced cost of $450

To pay by credit card:
�鶹��ý employees CLICK HERE
All others CLICK HERE

�鶹��ý employees can choose to have this deducted from their payroll. Please email jodie.williams@dpcdsb.org.

Payment MUST be received by April 2, 2024
A refund will be issued ONLY upon written request received by April 16, 2024. There will be no refund after this date.

Required Course Readings:
The Independent Professional Learning component requires course candidates to read two books. Course candidates will be required to provide their own copies of the following books: Colonized Classroom: Racisms, Trauma and Resistance in Post-Secondary Education by Sheila Cote-Meek, and Michi Saagiig Nishnaabeg: This Is Our Territory by Doug Williams. Course participants are expected to obtain these books prior to the course starting.

Work Experience Co-op Programs

Thu, 11 Jan 2024 00:04:17 GMT

Note: All Adult and Continuing Education Offices are now open for phone consultations only. Please contact the St. Kateri Tekakwitha Catholic Learning Centre at 905-891-3034 or the St. Gabriel Adult Learning Centre at 905-362-0701 and leave a message. We will return your call within one business day. You can also contact us by email at AdultandContEdInfo@dpcdsb.org

Internationally-Trained Professional Co-op

You are a recent newcomer, you are internationally-trained, you have professional experience in your home country related to your education, but not in Canada
English is your second language
You have strong English skills (CLB level 6 or higher is mandatory)
You are competent with a computer

Office Administration Co-op

Your goal is to work in an office administrative or customer service capacity
You've been out of the workplace for a period of time and need to refresh your skills
Advanced Microsoft Office skills is a requirement (BTA3O1)
You have strong English skills (CLB level 6 or higher is mandatory)

Accounting Co-op

Your focus is in finance/accounting
You already have knowledge of basic accounting practices
You have strong English skills (CLB level 6 or higher is mandatory)

Medical Office Co-op (New Program)

Your goal is to work in a medical environment supporting healthcare professionals by performing a variety of clerical and administrative tasks.
Advanced Microsoft Office skills is a requirement ( BTA3O1)
You have strong English skills (CLB level 6 or higher is mandatory)

Map of Locations

Adult ESL/FSL/Citizenship – Non Credit

Wed, 13 Dec 2023 20:45:46 GMT

ESL/FSL/Citizenship classes have resumed.

Contact Information:
St. Dunstan C.L.L.C.: 905-366-5703 (Map)
Central Parkway English Centre: 905-273-5591
Email: adulteslfslinfo@dpcdsb.org

English as a Second Language (ESL)

This program is a communicative approach to English as a second language learning, providing learners with an understanding, not only of the language, but also the Canadian culture. The instruction is based on a thematic and communicative approach to developing language used in daily life and job related situations. Systematic approach to ongoing classroom-based language assessment is done through Portfolio Based Language Assessment (PBLA) whereby learners collect evidence of their progress and accomplishments in relation to identified learning goals. PBLA is referenced to the Canadian Language Benchmarks (CLB).

Academic and Test Preparation

The purpose of this course is to prepare learners for the IELTS (International English Language Testing System), which evaluates the English proficiency of learners whose native language is not English. Focus of this Academic Course is structure, listening comprehension, academic reading, effective paragraph and essay writing, presentation skills note taking, and test taking skills and practice.

English Language Training for Citizenship

This course is intended to help learners prepare for citizenship and learn more about Canada and Ontario as they improve their English language skills. Topics include the values, culture, rights and responsibilities of citizenship, and can also help in preparing for the Citizenship Test. The Dufferin-Peel Program offers 12 sessions with a total of 36 hours of instruction.

Languages

Fri, 01 Dec 2023 01:44:23 GMT

Extended French

The Extended French Program begins in Grade 5 and continues up to Grade 12. The program provides students with the means to develop more advances French skills, enabling them to communicate effectively in speech and in writing, as they receive 1,900 hours of instruction by the end of Grade 8.

French Immersion

French Immersion is a Canadian educational program designed to give students whose first language is not French the opportunity to learn in the French language. The Dufferin-Peel Catholic District School Board is pleased to offer the French Immersion Program starting in Grade 1 at eight school sites. Students registered in this program will spend 90% of their day learning in the French language.

International & Indigenous Languages

The Adult and Continuing Education Department offers classes for elementary and secondary students in 27 languages on Saturdays through the school year.

English Language Learners

The Dufferin Peel Catholic District School Board offers support to students whose first language is a language other than English or is a variety of English significantly different from that used for instruction in Ontario schools.

French as a Second Language (FSL) Literacy Night: Supporting Families Enrolled in French Language Programs

On November 29, 2023, �鶹��ý parents of students currently in/or entering elementary French Language programs (Core, Extended, and Immersion) were invited to attend a one-hour virtual event.

The goal of the event was to equip parents with tools and resources to support their child in developing listening, speaking, and reading skills in French language programs.

See below the resources from the event:

FSL Literacy Night – Presentation Slides

FSL Literacy Night – Video Recording

Additional FSL Resources for Parents & Guardians

Community Involvement

Wed, 08 Nov 2023 20:54:02 GMT

Students are required to complete 40 hours of community involvement activities as a component of the Ontario Secondary School Diploma. These activities may be completed at any time during their secondary school years.

The community involvement requirement is designed to encourage students to develop awareness and understanding of civic responsibility. Community service is to be completed outside of students' normal instructional hours and may begin as soon as they complete Grade 8. Students will maintain and provide a record of their community service activities using the Community Involvement Student Passport. This document is the responsibility of the student. The dates and times of student participation must be confirmed by the organizations or supervising persons. Contact your school for the process of distribution and collection.

Community Involvement Student Passport 2023-2024

Passport Companion-Parent Resource Manual 2023-2024

Volunteer Opportunities 2023-2024

Volunteer MBC

Volunteer MBC (Mississauga, Brampton, Caledon) provides a number of services and programs to individuals who are interested in volunteering, to community service organizations who are looking for volunteers to help out, as well as to the volunteer engagement sector. For more information, visit the Volunteer MBC website or follow them on Twitter @VolMBCYouth

Ministry of Education Website: High School Graduation Requirement

Advantage Program Adult 18-21

Mon, 02 Oct 2023 19:02:51 GMT

The Dufferin-Peel Catholic District School Board offers alternative pathways to school, career and post-secondary destinations through satellite campus settings.

The Adult Education Program is for students 18-21 years of age who not yet graduated from secondary school. The program is divided into four blocks, each block being nine weeks in length with the opportunity for a student to register for two courses within each block. Each class is two hours in length.

For more information about this program, including the registration process and current course offerings, visit the St. Oscar Romero C.S.S. website.

Financial Accounting Fundamentals

Thu, 21 Sep 2023 16:56:07 GMT

This course introduces students to the fundamental principles and procedures of accounting. Students will develop financial analysis and decision-making skills that will assist them in future studies and/or career opportunities in business. Students will acquire an understanding of accounting for a service and a merchandising business, computerized accounting, financial analysis, and ethics and current issues in accounting. Simply Accounting is the featured software.

St. Gabriel Adult Learning Centre

Daytime Classes:
Monday - Friday
9:00 am – 12:00 pm or 12:30 pm - 3:30 pm

For more information, call 905-362-0701.

Evening Classes:
Not being offered at this time.

St. Kateri Tekakwitha Catholic Learning Centre

Daytime Classes:
Monday – Friday
9:00 am – 12:00 pm or 12:30 pm - 3:30 pm

For more information, call 905-891-3034

Participants of this program are responsible for buying their own textbook and workbook. Textbooks can be ordered from the Canadian School Book Exchange. The E-TEXT version can be purchased instead of paper back books here.

Textbook: Accounting 1 by Syme and Ireland Seventh Edition ISBN 9780132667647
Workbook: ISBN 9780132667654

Textbooks can also be purchased here or by calling 416-461-3542.

Accounting 1, 7th Edition

Copyright: 2012
Publisher: Pearson Canada
Author: Syme / Ireland / Dodds

Map of Locations

Kindergarten

Tue, 27 Jun 2023 22:33:15 GMT

The Kindergarten Program

Through a full day of play-based learning, that combines exploration and instruction, children in Kindergarten develop socially, emotionally, and physically. Prayer, song and guided experiences that reveal the traces of God all around us, help children to grow spiritually. They also develop their capacity in Language and Mathematics, and engage in healthy physical activities and experiences through the Arts. As part of the Kindergarten program, certified teachers and Designated Early Childhood Educators work together to help our early learners grow and learn, from and with each other, during the regular school day.

Educators as Partners

Many caring, supportive adults facilitate and nurture your child's growth as a learner. The Ministry of Education's definition of a Kindergarten educator team includes a teacher and a Designated Early Childhood Educator (DECE) in classes where enrollment is more than 15 students. In classes where enrollment is less than 15 students, the program is delivered by the classroom teacher only. Our valued planning time teachers who offer additional programming in variety of areas in the school are also integral to the program. Furthermore, a collaborative school team works to support the program, as needed, and includes special education resource teachers, school administrator(s), Child and Youth Workers, Social Workers, Speech and Language Pathologists or Psychologists. Kindergarten teachers work collaboratively with all staff to complete the Communication of Learning documents that share timely information regarding your child's progress and areas of continued growth.

Take a look inside a �鶹��ý Kindergarten Classroom!

Registration Information

Journey Into Learning: A Parent Guide to Kindergarten

Parent Tips: Preparing your Child for Kindergarten

Parent Information about Early Learning and Kindergarten in Ontario

A Parent's Guide to Kindergarten Communication of Learning

More information about Kindergarten Curriculum

Early Years Information

Optional Extended Day Program and Before/After School Child Care for 6-12 year olds

The optional Extended Day Program (for four- and five-year olds) in Dufferin-Peel Catholic schools is provided by three child care agencies: Family Day Care Services, PLASP Child Care Services and YMCA of Greater Toronto. The program operates in accordance with Education Act requirements at sites where there is sufficient interest.

Fees apply to participate in this program. Fee subsidies may be available for families who qualify for financial assistance.

Where programs are available, hours of operation on schools days are from 7:30 a.m. to school start and from school end to 6:00 p.m. Programs also operate on Professional Activity Days at many locations from 7:30 a.m. to 6:00 p.m. To find out if this program is available at your school and to obtain further details regarding available programs, click here.

Please contact the appointed child care agency for your school to obtain more details regarding availability of space, registration, fees and fee subsidies.

Parent's Corner

Tue, 27 Jun 2023 18:03:52 GMT

The Dufferin-Peel Catholic District School Board believes in the individual worth of all its students as Children of God and Citizens in a democratic society. As responsible members of our Christian community, we are committed to providing programs for all diverse learners which will enable them to achieve their potential. Some students require extra assistance in order for them to meet their potential and the board provides a spectrum of programs and services to meet the needs of exceptional students.

Dufferin-Peel's process for supporting students with special education needs is modelled on the Continuous Assessment Cycle in the Ministry of Education's Education for All. There are multiple entry points in this cycle based on the needs of the student. For more information, refer to the School Continuous Assessment Cycle.

The Parents' Guide to Special Education Programs outlines the rights and duties of the Board and parents in the identification and placement of exceptional students in accordance with the Education Act. Parents are encouraged to be involved in all phases of this process.

Should you have any specific questions, please direct them to the home school.

SELS Gifted Information Session Recording -March 2, 2022

Special Education Community Resources - June 2021

Focus on Youth Summer Camp

Mon, 05 Jun 2023 04:45:00 GMT

Focus on Youth Summer Camps

The Focus on Youth Summer Program is now in its 13th year. This year, the camp will be held at Ascension of Our Lord C.S.S. in Malton.

This in-person summer camp for �鶹��ý students in Grades 4-8 focuses on literacy and numeracy strategies through music, visual arts, poetry and dance.

For more information, email litnum@dpcdsb.org

FAQ

Wed, 24 May 2023 17:14:09 GMT

Please refer to this site regularly as new questions and answers will be posted on an ongoing basis.

�鶹��ý eLearning Student FAQs

To learn more about eLearning, visit the eLearning Ontario website.

Student Information

Wed, 24 May 2023 17:13:13 GMT

Students who are considering taking an eLearning course towards their credit requirements are asked to first read through the frequently asked questions and complete the eLearning Readiness Quiz. Once finished, please move on to the Registration tab if you want to proceed in enrolling in an eLearning course.

Click here to access the �鶹��ý eLearning FAQ

This questionnaire allows students to reflect on their readiness so that they can be successful.

eLearning Readiness Quiz

Tally the columns from the eLearning Readiness Quiz to determine your score and reflect on if eLearning is the correct path.

Level 4: 80-100%	Level 3: 70-79%	Level 2: 60-69%	Level 1: 50-59%
You have proficient skills to be successful in an eLearning course. Review the FAQ to reflect on your readiness.	You have considerable skills to be successful in an eLearning course. Review the FAQ to reflect on your readiness.	You have some skills to be successful in an eLearning course. Review the FAQ to reflect on your readiness. Discuss options for eLearning courses with your guidance counselor/teacher/ parents/guardian to determine if eLearning is right for you.	You have few of the skills necessary to be successful in an eLearning course. An in-person course may be more suitable to your learning style. Discuss options for eLearning courses with your guidance counselor/teacher/ parents/guardian to determine if eLearning is right for you.

eLearning Registration

Tue, 23 May 2023 04:00:00 GMT

�鶹��ý students:
To register for an eLearning course, students need to return this form to their guidance counsellor once all fields are completed.

2024-2025 eLearning Registration Form
*Please open the form in a web browser to enable autofill

Students from another school board:
Students from another school board who wish to enroll in a Dufferin-Peel Catholic District School Board eLearning course, will need to contact their home school for information on how to register.

To opt-out of a mandatory online eLearning credit requirement:
Parents/Guardians can opt their child out of mandatory online learning credits requirements. Contact the home school for further information.

*Please note, that you must “opt-out”, otherwise students who entered Grade 9 in the 2020-21 school year, must earn a minimum of two online learning credits as part of the requirements for an Ontario Secondary School Diploma.

Confidentiality

Fri, 24 Mar 2023 18:31:52 GMT

Information about speech-language intervention with a student is discussed only with school staff directly involved. This information will be shared only with the consent of the parent and/or student.

No information will be released to anyone else, outside the board, without written consent.

Your child's information is protected under the Personal Health Information Protection Act "PHIPA". Refer to: PHIPA Brochure

Indigenous Education

Mon, 06 Feb 2023 18:17:10 GMT

Indigenous Education Overview 2021-2022

In 2007, the Ministry of Education launched the Ontario First Nation, Métis and Inuit Education Policy Framework with three main goals for all school boards to:

1. produce high levels of student achievement
2. reduce gaps in student achievement
3. produce high levels of public confidence

In order to support the framework as well as Dufferin-Peel's Catholic Board Improvement Learning Cycle, the board has implemented the following:

Indigenous Self–Identification

The Dufferin-Peel Catholic District School Board is providing an opportunity for students to self-identify their First Nation, Métis and/or Inuit ancestry in a voluntary and confidential manner. This program will allow the Board to provide expanded supports to First Nation, Inuit and Métis students. To learn more and to register CLICK HERE.

Indigenous Education Advisory Council

Dufferin-Peel has an Indigenous Education Advisory Council (IEAC) that meets on a regular basis to offer parent and community input on the Board Action Plan for Indigenous Education, in addition to providing an advocacy role for parents and the community. For more information, or to attend the IEAC please contact jodie.williams@dpcdsb.org

Indigenous Student Voice Council

The purpose of this council is to encourage and empower student leaders to find their voice, and translate that voice into actions that support Indigenous student needs, and school communities throughout our board.

First Nations, Metis and Inuit Peoples - AQ Courses

Webinars

Anishinabek News - Lessons from Beyond Project aims to break barriers (January 3, 2020)

Supporting Learning

To access resources to support further learning.

Video: Revitalizing Star Knowledge Culture Camp 2019

Video: 2018 Indigenous Youth Gathering

Video: Exploring Indigenous Technologies and Design: The Art and Science of Snowshoes
Special Projects for Indigenous Students - OYAP (Ontario Youth Apprenticeship Program)

VIDEO: 2017-18 Indigenous Education At-A-Glance
This video highlights the work we have done in the area of Indigenous Education across the Board for 2017-2018.

Science Credit

Thu, 20 Oct 2022 04:00:00 GMT

1. Environmental Science, Grade 11 University/College Preparation SVN3M

This course provides students with the fundamental knowledge of and skills relating to environmental science that will help them succeed in life after secondary school. Students will explore a range of topics, including the role of science in addressing contemporary environmental challenges; the impact of the environment on human health; sustainable agriculture and forestry; the reduction and management of waste; and the conservation of energy. Students will increase their scientific and environmental literacy and examine the interrelationships between science, the environment, and society in a variety of areas.

Prerequisite: Grade 10 Science, Applied or Academic

2. Science, Grade 12 University/College Preparation SNC4M

This course enables students, including those pursuing postsecondary programs outside the sciences, to increase their understanding of science and contemporary social and environmental issues in health-related fields. Students will explore a variety of medical technologies, pathogens and disease, nutritional science, public health issues, and biotechnology. The course focuses on the theoretical aspects of the topics under study and helps refine students’ scientific investigation skills.

Prerequisite: Science, Grade 10, Academic, or any Grade 11 university, university/college, or college preparation course in science.

Accounting for a Small Business

Wed, 19 Oct 2022 23:54:54 GMT

This course expands upon the fundamentals of accounting introduced in the previous course with emphasis on practical applications. Students will learn how accounting is practiced in the workplace by acquiring an understanding of payroll systems, bank reconciliation, inventory management, and projects management. Sage 50 is the featured software. BAI3E is a required prerequisite for BAN4E). This course is also offered with a Co-op placement.

Daytime classes are offered as a Co-op program (BAN4E and GWL301)
Seven weeks in class - Monday to Friday, 9:00 a.m. - 3:30 p.m.
Seven week Placement - Monday to Friday, 9:00 a.m. - 5:00 p.m.

Ready, Set, Read! Summer Reading Club

Thu, 02 Jun 2022 04:00:00 GMT

Ready, Set, Read! Summer Reading Club

Ready, Set, Read! is a free program for Kindergarten - Grade 3 students, offered jointly through the Dufferin-Peel Catholic District School Board and the Public Library System. Read Aloud sessions will be held at numerous Public Library Branches in Brampton, Orangeville and Caledon to model and demonstrate reading comprehension strategies.

These one-hour sessions will be hosted by a �鶹��ý teacher once a week for six weeks, beginning the week of July 4th.

NOTE: Parents must remain with their child(ren) during each session.

Dual Credits

Tue, 10 May 2022 04:00:00 GMT

Dual Credits are available to students throughout �鶹��ý secondary schools. Grade 12 students have a unique opportunity to earn both college and non-compulsory secondary credits at the same time. Credits earned count towards a students’ Ontario Secondary School Diploma (OSSD), and towards a postsecondary certificate, diploma, degree, or a Certificate of Apprenticeship.

Some College delivered Dual Credits may also count towards a SHSM Major Requirements.

Senior students at �鶹��ý have access to a large variety of courses each semester at the following colleges: George Brown, Humber, and Sheridan.

Dual Credit Courses are a great choice for students:

In risk of not graduating with their Ontario Secondary School Diploma (OSSD); OR
Wanting to explore career pathways; OR
Requiring assistance with the transition to college; OR
Out of school, under 21, close to earning their OSSD; OR
Enrolled in a Specialist High Skills Major Program; OR
Enrolled in the Ontario Youth Apprenticeship Program.

Dual Credit Courses help students to:

Discover the various college and apprenticeship pathways available
Test drive a skilled trade
Benefit from the supervision and support of their college instructor and the dual credit teacher at their school
Complete their Ontario Secondary School Diploma
Make a successful transition to college or an apprenticeship program
Get a new perspective on life beyond high school and begin training for a well-paid and fulfilling job
Experience College while still in High School - at no cost to the parent or student

Other benefits to students enrolled in a Dual Credit Course:

No cost - no cost for a college course, no cost for textbooks, subsidized transportation, and work boot subsidy (should the course require them)
Free access to all facilities at the college with their College ID - including athletics facilities, library, computer labs, etc.
Access to peer mentoring, peer tutoring, and other clubs/ organizations on campus
Support through Accessible Learning Services (Accommodations) to ensure students have the tools they need to succeed

Questions? Contact:
Robby Costa, Student Success Consultant
905-890-0708 ext. 24356 OR 647-203-1147
robby.costa@dpcdsb.org

DUAL CREDIT APPLICATION PROCESS

Step 1: Download the Dual Credit college application form for the program of interest and provide to student.

Step 2: Student/Parent fill in the application form and return it signed and completed.

Step 3: Teacher scans and saves the completed application form as a PDF.

Step 4: Teacher completes this Google form, attaches and submits student's PDF application.

Note: To sign into Google, teacher uses employeenumber@educ.dpcdsb.org

Dual Credit Offerings
Dual Credit At-A-Glance (Live Link)

Dual Credit Application Packages
Click HERE to access college specific application packages

College Course Descriptors
George Brown College - Course Descriptors
Humber College - Course Descriptors
Seneca College - Course Descriptors
Sheridan College - Course Descriptors

Additional Links
NEW School College Work Initiative Website
Dual Credit (2020) Policy

eLearning Courses

Mon, 09 May 2022 04:00:00 GMT

In 2024-25, �鶹��ý is offering 1 online credit course per student per semester to secondary students through the eLearning program. Courses are taught by �鶹��ý teachers and meet all Ministry of Education curriculum expectations. If student course interests are not available in �鶹��ý, other school board offerings in Ontario will be considered.

Dufferin-Peel Catholic District School Board eLearning 2024-25 Course Offerings:
(Please click Secondary Course Calendar and select 2024-25 for course descriptions and prerequisite information)

�鶹��ý 2024-25 Semester 1 eLearning Course Offerings 

Course Code	Course Name
ASM3OQ	Media Arts Grade 11, Open
BBB4MQ	Financial Accounting Fundamentals Grade 11, University/College
BOH4MQ	Business Leadership: Management Fundamentals Grade 12, University/College
CGG3OQ	Geography: Travel and Tourism - A Geographic Perspective Grade 11, Open
CGW4UQ	World Issues: A Geographic Analysis Grade 12, University
CLN4UQ	Canadian and International Law Grade 12, University
ENG3UQ	English Grade 11, University
ENG4CQ	English Grade 12, College
ENG4UQ	English Grade 12, University
GWL3OQ	Designing your Future Grade 11, Open
HHS4C	Families in Canada Grade 12, College
HRE4MQ	Church and Culture Grade 12, University/College
HRE4OQ	Church and Culture Grade 12, Open
HRT3MQ	World Religions: Beliefs, Issues, and Religious Traditions Grade 11, University/College
HSB4UQ	Challenge and Change in Society Grade 12, University
HSP3CQ	Introduction to Anthropology, Psychology and Sociology Grade 11, College
HSP3UQ	Introduction to Anthropology, Psychology and Sociology Grade 11, University
HZT4UQ	Philosophy: Questions and Theories Grade 12, University
MAP4CQ	Foundations for College Mathematics Grade 12, College
MCR3UQ	Functions Grade 11, University
MCV4UQ	Calculus and Vectors Grade 12, University
MDM4UQ	Mathematics of Data Management Grade 12, University
MHF4UQ	Advanced Functions Grade 12, University
OLC4OQ	Ontario Secondary School Literacy Course Grade 12, Open
PPZ3CQ	Health for Life Grade 11, College
SB14UQ	Biology Grade 12, University
SPH4C	Physics Grade 12, College

�鶹��ý 2024-25 Semester 2 eLearning Course Offerings

Course Code	Course Name
BAF3MQ	Financial Accounting Fundamentals Grade 11, University/College
BBB4MQ	International Business Fundamentals Grade 12, University/College
BOH4MQ	Business Leadership: Management Fundamentals Grade 12, University/College
CGG3OQ	Geography: Travel and Tourism - A Geographic Perspective Grade 11, Open
CHY4UQ	Canada: History, Identity, & Culture Grade 12, University
CHV2OQ	Civics and Citizenship Grade 10, Open
CLU3MQ	Understanding Canadian Law Grade 11, University/College
ENG3UQ	English Grade 11, University
ENG4UQ	English Grade 12, University
GLC2OQ	Career Studies Grade 10, Open
GWL3OQ	Designing your Future Grade 11, Open
HHS4UQ	Families in Canada Grade 12, University
HRE4MQ	Church and Culture Grade 12, University/College
HSB4UQ	Challenge and Change in Society Grade 12, University
HSE4M	Equity & Social Justice: From Theory to Practice Grade 12, University/College
HSP3UQ	Introduction to Anthropology, Psychology and Sociology Grade 11, University
HZT4UQ	Philosophy: Questions and Theories Grade 12, University
MCR3UQ	Functions Grade 11, University
MDM4UQ	Mathematics of Data Management Grade 12, University
MHF4UQ	Advanced Functions Grade 12, University
OLC4OQ	Ontario Secondary School Literacy Course Grade 12, Open
PPZ3CQ	Health for Life Grade 11, College
PSK4UQ	Introductory Kinesiology Grade 12, University
SBI3CQ	Biology Grade 11, College
SCH4CQ	Chemistry Grade 12, College
SCH4UQ	Chemistry Grade 12, University

Adult Dual Credit

Mon, 02 May 2022 04:00:00 GMT

The Adult Dual Credit program offers students aged 21 and over the opportunity to take Dual Credit courses while enrolled at an Adult Learning Centre and working toward their Ontario Secondary School Diploma (OSSD). Students taking Adult Dual Credit courses earn both a college credit and a high school credit for each dual credit course taken. For more information about Adult Dual Credits, please contact the Adult and Continuing Education Department at 905-891-3034.

mPLAR for Mature PLAR Students

Wed, 27 Apr 2022 04:00:00 GMT

The Maturity Prior Learning Assessment and Recognition mPLAR

The maturity Prior Learning Assessment and Recognition provides a quicker way for students over 18 to earn credits towards an Ontario Secondary School Diploma (OSSD).
Students may earn up to 16 junior (grades 9 and 10) credits and/or 10 senior (grades 11 and 12) credits through an assessment of transcripts and/or the completion of assessments.
The number of credits that may be earned is determined by several factors including the number and type of courses previously taken in Ontario or elsewhere.

Locations:
St. Gabriel Adult Learning Centre
St. Kateri Tekakwitha Catholic Learning Centre

Medical Office Co-op

Mon, 25 Apr 2022 04:00:00 GMT

Do you want to be an important part of the healthcare system by delivering basic medical office services?

The Medical Office Co-op Program will provide you the opportunity to:

Develop job search skills, write a resume, practice interviewing skills and the ability to research a variety of companies for a planned learning experiential (co-op placement)
Understand the essential skills required in a medical office with a variety of clerical tasks including scheduling appointments, word processing, billing, filing, and answering the phone
Focus on decision making, self-management and teamwork, conflict and negotiation, legislation governing workplace issues, culture and diversity
Learn effective medical communication skills, social ethics and responsibility practiced in Canada
Obtain valuable job training and experiences at an entry level unpaid co-op placement
Develop skills necessary to network effectively and gain potential professional Canadian references
Earn four optional Ontario Secondary School Credits

Classroom Learning (7 weeks) - During classroom learning, learners will earn two credits simultaneously: EBT4OH – Business and Technological Communication in Healthcare and Navigating the Workplace (GLN4O1)

Course #1
EBT4OH Business and Technological Communication in Healthcare
This course will equip students to utilize the language to communicate information, in both written and verbal format, within the healthcare environment. It will introduce medical terms and abbreviations with corresponding definitions, spelling, and pronunciation. Students will complete online training courses to understand basic health practices and techniques in health care. They will integrate graphics, text, and algorithms to demonstrate an understanding in healthcare communications. They will also make several oral and visual (Power Point) presentations based on healthcare resources.

Course #2
GLN4O1 Navigating the Workplace
This course provides students with opportunities to develop the workplace essential skills and work habits required for success in a medical office environment. Students will explore occupations and careers of interest through participation in real workplace experiences. They will make plans for continued learning and employment, work with others to design learning experiences, and investigate the resources and supports required to make a smooth transition to postsecondary destinations

Regular attendance is necessary to ensure success in the program, learners need to be committed to their goals.

Co-operative Education Placement (7 weeks, unpaid)

Adult learners who have successfully completed the theory portion and the interview process will earn credits and get relevant planned learning experience (co-op placement) in a medical environment.

The co-operative education program includes: the classroom component and community component.

The classroom component ensures that students are:

Prepared for their community experience, demonstrating the skills and knowledge required before the start of their community component
Focused on integrating their learning throughout the course

The community component ensures that students are:

Placed in a planned learning experience within the community to inquire and reflect on their experiences to gain a greater knowledge of themselves and their opportunities
Able to develop, practice and refine the skills, knowledge and expectations that reflect current workplace practices and standards.

The co-op community component (placement) is not paid. The adult learner will research co-op placements in partnership with teachers. To secure a placement the adult learner must be interviewed.

Courses are offered at the following two Adult Learning Centres:

St. Kateri Tekakwitha Catholic Learning Centre
3566 South Common Ct., Mississauga

St. Gabriel Adult Learning Centre
3750 Brandon Gate Drive, Mississauga

Map of Locations

Note: All Adult and Continuing Education Offices are open for phone consultations only. Please contact St. Kateri Tekakwitha Catholic Learning Centre at 905-891-3034 or the St. Gabriel Adult Learning Centre at 905-362-0701 for registration information. You can also contact us by email at AdultandContEdInfo@dpcdsb.org.

Guidance and Career Planning

Thu, 07 Apr 2022 04:00:00 GMT

Designing Your Future, Grade 11, (GWL3O)
This course prepares students to make successful transitions to postsecondary destinations as they investigate specific postsecondary options based on their skills, interests, and personal characteristics. Students will explore the realities and opportunities of the workplace and examine factors that affect success, while refining their job-search and employability skills. Students will develop their portfolios with a focus on their targeted destination and develop an action plan for future success.

Leadership and Peer Support, Grade 11, (GPP3O)
This course prepares students to act in leadership and peer support roles. They will design and implement a plan for contributing to their school and/or community; develop skills in communication, interpersonal relations, teamwork, and conflict management; and apply those skills in leadership and/or peer support roles. Students will examine group dynamics and learn the value of diversity within groups and communities.

Navigating the Workplace, Grade 12, (GLN4O)
This course provides students with opportunities to develop the workplace essential skills and work habits required for success in all types of workplaces. Students will explore occupations and careers of interest through participation in real workplace experiences. They will make plans for continued learning and work, work with others to design learning experiences, and investigate the resources and support required to make a smooth transition to their postsecondary destination.

Learning Strategies: Skills for Success After Secondary School, Grade 12, (GLS4OQ)
This course improves students’ learning and personal-management skills, preparing them to make successful transitions to work, training, and/or postsecondary education destinations. Students will assess their learning abilities and use literacy, numeracy, and research skills and personal-management techniques to maximize their learning. Students will investigate trends and resources to support their postsecondary employment, training, and/or education choices and develop a plan to help them meet their learning and career goals. This course will help students address the Ontario Catholic School Graduate Expectation that they become self directed, responsible, life-long learners who think reflectively and creatively to evaluate situations and solve problems.

Locations:
St. Gabriel Adult Learning Centre
St. Kateri Tekakwitha Catholic Learning Centre

Daytime Classes:
Monday – Friday
9:00 a.m. – 12:00 p.m.
12:30 p.m. - 3:30 p.m.

Accounting Co-op

Wed, 09 Mar 2022 20:11:53 GMT

Are you looking at returning to work in the accounting sector?

The Accounting Co-operative Education Program will provide you the opportunity to:

Learn advanced computerized accounting skills; payroll systems, inventory, specialized journals, subsidiary ledgers, sales, taxes, and bank reconciliation
Acquire hands-on skills in Sage 50
Develop job search skills, write a resume, practice interviewing skills and the ability to research a variety of companies for a planned learning experiential (co-op placement).
Acquire the essential skills required for success in all types of businesses and industries. Focus on decision making, self-management and teamwork, conflict and negotiation, legislation governing workplace issues, organizational culture and diversity
Learn effective business communication skills, social ethics and responsibility practiced in Canada
Obtain valuable job training and experiences at an entry level unpaid co-op placement
Develop skills necessary to network effectively and gain potential professional Canadian references.
Earn four optional Ontario Secondary School Credits

Classroom Learning (7 weeks) - In the classroom, the adult learner can earn two credits simultaneously: GWL30 – Designing Your Future and BAN4E – Accounting for Small Business.

Course #1

Designing Your Future (GWL30) includes job search related topics such as employability skills, labour market information, resume writing, networking, cover letters, references, occupational and company research, information interviews, portfolios, job interviews, work ethics, communication and assertiveness in the workplace, and Canadian culture as it relates to the work environment.

Course #2

Accounting for Small Business (BAN4E) will further develop the adult learners' understanding of the fundamentals of accounting by examining each component of the accounting cycle, with an emphasis on a merchandising business. The adult learners will use computer applications software (Sage 50) to acquire in what way accounting is practiced in the workplace. The adult learner will acquire an understanding of payroll systems, inventory, specialized journals, subsidiary ledgers, bank reconciliations, income tax reporting, and budgeting. Sage 50 is the featured software.

Learners with limited accounting skills are strongly encouraged to register and complete the introductory course - Financial Accounting Fundamentals (BAF3M) before registering for Accounting for Small Business BAN4E. Eligibility to enroll in this course will be determined at the time of registration.

Classes start at 9:00 a.m. and end at 3:30 p.m., Monday to Friday and the adult learners must be able to commit to these hours for the duration of this course. To ensure success in the program, the adult learners need to be committed to their goals and should be willing to work additional hours after class if required to be successful.

Co-operative Education Placement (7 weeks, unpaid)

The co-operative education program includes: the classroom component and community component.

The classroom component ensures that students are:

Prepared for their community experience, demonstrating the skills and knowledge required before the start of their community component;
Focused on integrating their learning throughout the course.

The community component ensures that students are:

Place in a planned learning experience within the community to inquire and reflect on their experiences to order to gain a greater knowledge of themselves and their opportunities
Able to develop, practice and refine the skills, knowledge and expectations that reflect current workplace practices and standards.

The co-op community component (placement) is not paid. The adult learner will research co-op placements in partnership with teachers. To secure a placement the adult learner must be interviewed.

Courses are offered at the following two adult learning centres:

St. Kateri Tekakwitha Catholic Learning Centre
3566 South Common Ct., Mississauga

St. Gabriel Adult Learning Centre
3750 Brandon Gate Drive, Mississauga

Map of Locations

Note: All Adult and Continuing Education Offices are open for phone consultations only. Please contact the Brian J. Fleming Adult Learning Centre at 905-891-3034 or the St. Gabriel Adult Learning Centre at 905-362-0701 for registration information. You can also contact us by email at AdultandContEdInfo@dpcdsb.org

Webinars

Fri, 10 Dec 2021 21:18:34 GMT

Lessons From Beyond with Wilfred Buck (Grades 4 - 8)

https://youtu.be/6J0aC2oWOW0

Join us as we look at the night sky with Wilfred Buck, a highly respected Cree knowledge keeper, renowned for his deep knowledge of astronomy from both Indigenous and Western knowledge systems. Wilfred will provide an overview of the night sky from the Cree perspective and demonstrate how fascinating the stars can be as well as how Indigenous knowledge systems can help to advance the fields of STEM (Science, Technology, Engineering and Math). Wilfred is also featured in the new resource Lessons From Beyond.

Wilfred Buck is a member of the Opaskwayak Cree Nation, currently employed with the MFNERC as a Science Facilitator. He obtained his B.Ed. & Post Bacc. from the University of Manitoba. As an educator Wilfred has had the opportunity and good fortune to travel to South and Central America as well as Europe and met, shared and listened to Indigenous people from all over the world. He is a husband, father of four, son, uncle, brother, nephew, story-teller, mad scientist, teacher, singer, pipe-carrier, sweat lodge keeper, old person and sun dance leader. As a Science Facilitator with MFNERC was given the mandate to "put a First Nation perspective in the sciences". The easiest way to go about doing this, he was told, was to look up. Researching Ininew star stories Wilfred found a host of information which had to be interpreted and analyzed to identify if the stories were referring to the stars. The journey began…

Working Together Livestream for Secondary Grades 9 – 12

https://youtu.be/EAWDJ0ULAVw

This presentation will explore the true history regarding how Canada assumed jurisdiction over Indigenous lands. Learning these necessary truths will allow us to forge new relationships with each other that also includes the natural environment. Together, Isaac Murdoch from Serpent River First Nation and Matt Epp who is a Canadian musician will share how their collaborations are inspiring others to reimagine a new way forward. Check out their new album here: https://music.apple.com/ca/album/you-were-chosen-to-be-here/1581780063

About the Presenters:
Isaac Murdoch, whose Ojibway name is Manzinapkinegego'anaabe / Bomgiizhik is from the fish clan and is from Serpent River First Nation. Isaac grew up in the traditional setting of hunting, fishing and trapping. Many of these years were spent learning from Elders in the northern regions of Alberta, Saskatchewan and Manitoba. He has committed his life to the preservation of Anishinaabe cultural practices and language revitalization. International touring artist and award-winning songwriter Matt Epp is the quintessential troubadour of the Canadian prairies, who has won the admiration of an audience that spans the globe. A seasoned collaborator and activist, Matt's music has been on regular rotation on CBC, Sirius XM, and community radio for over a decade.

Peace & Friendship Agreements (Grades 7 & 8)

https://youtu.be/7IBFY5gX4Fs
The 1700s and into the early 1800s was a time of great change on these lands. During this presentation we will discuss the importance of some of the Peace and Friendship agreements that outlined everyone's roles and responsibilities that still exist today.

About the Presenter:
Isaac Murdoch, whose Ojibway name is Manzinapkinegego’anaabe / Bomgiizhik is from the fish clan and is from Serpent River First Nation. Isaac grew up in the traditional setting of hunting, fishing and trapping. Many of these years were spent learning from Elders in the northern regions of Alberta, Saskatchewan and Manitoba. He has committed his life to the preservation of Anishinaabe cultural practices and language revitalization.

A Treaty is a Promise (Junior Grades 4 - 6)

https://youtu.be/JVVc4IEI_Rg

Isaac Murdoch and Shannon Paul from Nimkii Aazhibikoong talk about the importance of promises and how this relates to treaties. They also share about how promises were broken, how we can work together to change the future and the important roles and responsibilities while living on these lands.

A Treaty is a Promise (Primary Grades)

https://youtu.be/dffs19aE-_0
Isaac Murdoch and Shannon Paul from Nimkii Aazhibikoong talk about the importance of promises and how this relates to treaties. A promise is very important and comes from your heart.

About the Presenters:
Isaac Murdoch, whose Ojibway name is Manzinapkinegego’anaabe / Bomgiizhik is from the fish clan and is from Serpent River First Nation. Isaac grew up in the traditional setting of hunting, fishing and trapping. Many of these years were spent learning from Elders in the northern regions of Alberta, Saskatchewan and Manitoba. He has committed his life to the preservation of Anishinaabe cultural practices and language revitalization. Shannon Paul is an artist from Treaty 3, Northwest Angle #33 in Lake of the Woods, Ontario. She has worked with children and youth for five years in a variety of capacities including, counselling, crises intervention, cultural enrichment and cultural teachings and instruction for young women. She avoids a pan-Indigenous approach and utilizes child-centered techniques to her teaching style.

Moving Forward Together with Isaac Murdoch: Orange Shirt Day

https://youtu.be/1DUBc4Usqds

Students have the opportunity to hear from Isaac Murdoch about the important connections between colonialism, resource extraction and climate change. He will explain how the Indian Residential School system was part of a targeted and systemic effort, through the Indian Act, to eliminate Indigenous peoples and cultures. We will examine how our collective efforts, roles and responsibilities can make positive change moving forward.

Understanding The Meaning of Orange Shirt Day Junior Presentation

https://youtu.be/5WFxNHDlqV4

September 30th has been marked nationally as Orange Shirt Day. This day is an opportunity for schools and communities to come together in the spirit of reconciliation to commemorate and recognize Residential School Survivors. Join Shannon Paul for this livestream event that will explore with primary students: What is orange shirt day? Why the colour orange? What should we do to commemorate orange shirt day? There will be an interactive component to this presentation. We ask that teachers please provide students with a heart shaped piece of paper that is orange or a white sheet of paper that students can colour in orange for this activity. Students will be asked to write on the heart. AUDIENCE: Junior Grades 4 - 6

Understanding The Meaning of Orange Shirt Day Primary Classes

https://youtu.be/jEoWsC5yQ5w

Learning about music with Isaac Murdoch and Shannon Paul

https://youtu.be/T1WKVsVcfEA

During this time elementary students will have the opportunity to learn about the Anishinaabek people and the importance of music! Isaac and Shannon share a few songs and talk about their significance.

About the Presenters:
Shannon Paul is an artist from Treaty 3, Northwest Angle #33 in Lake of the Woods, Ontario. She has worked with children and youth for five years in a variety of capacities including, counselling, crises intervention, cultural enrichment and cultural teachings and instruction for young women. She avoids a pan-Indigenous approach and utilizes child-centered techniques to her teaching style. Bomgiizhik (Isaac Murdoch) is from Serpent River FN and is from the Fish Clan. He has spent years living in the bush as a trapper, wild rice harvester, maple syrup maker, and hunter. He is a student of the pictographs of his people and the stars. He currently lives at Nimkii Aazhibikoong, and Language and Cultural Community.

Exploring Indigenous Knowledge Systems through the Amazing World of Plants PART 2 Grades 4 – 8

https://youtu.be/5vdYvR0If9o

Gaa'aandak Bigiiw – Spruce Gum – Picea glauca This video is focused on teeth! Your teeth are super important to staying as healthy as you can for as long as possible, this medicine is necessary to keep your teeth performing at their best, to keep them strong and to keep them white! Chewing gum that you know today, comes from the Anishinaabe practice of chewing spruce gum and actually, spruce gum was the first commercially sold chewing gum! Gum today has little to no medicinal value anymore, going back to spruce gum is a very valuable little bit of knowledge! Plants and plant knowledge is responsible for so many parts of our daily lives, this is a fun idea to explore.

Understanding Awaadiziwin (knowledge) and its role in achieving Bimaadiziwin (life): Livestream with Joe Pitawanakwat Secondary Session 2

https://youtu.be/WDKL3yu5vlo

This session focused on plants that help to prevent hemorrhaging and deal with gallstones. Discussion around how these plants also aid in the ability for bees to fulfill their purpose in pollinating other plants as well. We will spend time learning and story-telling about issues/diseases. We learn how the disease works and why it persists. We will identify cultural components as unique humans gifts necessary for life: Plant medicines, fasting, temperature extremes (cold & heat), long form endurance exercise, culturally appropriate nutrition and sleep all make us as a species special and all need to be understood to create any health plan. We will focus on plant medicine and its mechanism, how it works. With us all at a solid understanding of this knowledge (awaadiziwin) and how it is required to achieve life itself (bimaadiziwin) the conversation then, necessarily focuses on the unique human ability to engage in reciprocal relationships with medicines themselves, and our roles and responsibilities to Aki, the land.

Understanding Awaadiziwin (knowledge) and its role in achieving Bimaadiziwin (life)

Livestream with Joe Pitawanakwat Secondary Students Part 1
https://youtu.be/XmqM-bQYLrM

We will spend time learning and story-telling about issues/diseases. We learn how the disease works and why it persists. We will identify cultural components as unique humans gifts necessary for life: Plant medicines, fasting, temperature extremes (cold & heat), long form endurance exercise, culturally appropriate nutrition and sleep all make us as a species special and all need to be understood to create any health plan. We will focus on plant medicine and its mechanism, how it works. With us all at a solid understanding of this knowledge (awaadiziwin) and how it is required to achieve life itself (bimaadiziwin) the conversation then, necessarily focuses on the unique human ability to engage in reciprocal relationships with medicines themselves, and our roles and responsibilities to Aki, the land.

Stories of Nenaboozhoo with Isaac and Shannon (elementary playlist)

https://youtube.com/playlist?list=PLgqQuI9NRRreYnl_5XoK64wvPPYUJlsug

In this series of videos Isaac Murdoch and Shannon Paul share stories and information about the Anishinabek peoples. Geared towards an elementary audience.

Exploring Indigenous Knowledge Systems through Story in the Elementary Classroom - Dec 1, 2020

https://youtu.be/WNmy0_H3OTU

During this session Isaac Murdoch will discuss the important role that Indigenous knowledge has to play in all subjects and how to incorporate these stories into curriculum. We will highlight Isaac's recent book: The Trail of Nenaboozhoo. Additional digital resources will also be shared.

Purchase a copy of the book The Trail of Nenaboozhoo

Resource to support the book The Trail of Nenaboozhoo

Digital resource based on stories from the book

Treaty Remembrance – Nov 9 2020

https://youtu.be/Ha4zo2AzBsQ
Did you know that November 8th is marked as Indigenous Veterans Day For the past 101 years, Canadians have set aside the 11th Day of November to remember the sacrifices of soldiers who fought for Canada and the British Commonwealth in global conflicts that took place in foreign lands. Most Canadians are not aware of the contributions made by Indigenous Warriors in those military campaigns, nor of the crucial role they played during the War of 1812 -- the only war ever fought on Canadian soil. In defending the lands occupied by themselves and settler newcomers, Indigenous Warriors were honouring Treaty promises they made to be British allies "as long as the sun rises in the east".

Treaty: another word for 'promise' – Nov 9, 2020

https://youtu.be/LljqPq6OmXs
The country we call 'Canada' exists because of promises made by visitors from faraway places to the people who already lived here. Indigenous peoples agreed to share the land on which they had lived for thousands of years with newcomers who promised to be good and peaceful neighbours. We all make promises to one another, and what people think of us can depend, in part, on how good we are at keeping them.

#1492LandBackLane with Tehahenteh Miller – Nov 6, 2020

https://youtu.be/xWNyFpaa_xw
For decades Indigenous Peoples have been fighting to assert their jurisdiction and rights as outlined in Treaty agreements and as self-determining sovereign nations that continue to exist here. Many recent events include the Wet'suwet'en out west, the Mi'kmaq out east and right here with the Kanyen'keha:ka. Today, Six Nations Land Defenders have mobilized to stop the Mackenzie Meadows housing development project bordering the town of Caledonia. During this session we will explore why this is happening, why treaty education is critically important to understanding the underlying issues and how we can work together to make positive change for everyone.

Understanding Treaties: Our Roles and Responsibilities – Nov 4 2020

https://youtu.be/6-wmX97IQhw
Tehahenteh from Six Nations of the Grand River will share with students about significant treaty agreements that have existed here before Europeans came and how this changed over time. Tehahenteh will also discuss the importance of our relationship to the land and how the treaties outline our roles and responsibilities.

Treaties: the Breaking of a Covenant with Maurice Switzer - October 27, 2020

https://youtu.be/GV5F3LCNHBM

Some 70 Treaties between First Nations and governments of the Crown made possible the peaceful settlement of Canada, and pledged to respect the safety and sovereignty of the peoples who were willing to share their lands with newcomers. Yet, despite being instituted as supreme law in Canada's Constitution Act of 1982, Treaty principles are being violated every single day by the very country that proclaimed their legal supremacy. This webinar will discuss how teachers can play an instrumental role in treaty education. There will also be an opportunity for a Q & A during the session.

Art as a Provocation for Action Webinar with Isaac Murdoch – May 26, 2020

https://www.youtube.com/watch?v=fUcw6_EN1DM
This will be an opportunity to collaborate and co-create activities using an interactive digital environment. Participants will examine a series of artworks by Isaac Murdoch that can be used as provocations for further inquiry into a variety of curricular areas. Participants will be supported by Isaac Murdoch (artist from Serpent River First Nation) and Jodie Williams (Indigenous Education Lead for �鶹��ý). By the end of the session participants will be able to use the co-created activities in their digital classrooms.

Centering Indigenous Voices with author Drew Hayden Taylor - May 25, 2020
https://youtu.be/-QvgOh_7TbU
This session will feature author Drew Hayden Taylor as he shares about the importance of centering Indigenous authors in the English classroom. Participants are encouraged to ask questions during this time to create an interactive atmosphere and dialogue for tips and strategies for enhancing your classroom and professional practice. About the author: https://www.drewhaydentaylor.com

Q & A Webinar with Isaac Murdoch and Jodie Williams

https://youtu.be/gWryCjL2YmE
This time will be dedicated to allow for any question related to Indigenous Education. Perhaps you have questions from any of the previous webinars or are wondering about other topics. You can also ask anonymously when registering for this session. This session will be facilitated by Isaac Murdoch (Serpent River First Nation) and Jodie Williams (Indigenous Education Lead for �鶹��ý).

The Significance of the Opening Address Webinar April 30, 2020

https://youtu.be/k8hKW1fDZSg
Join us with guest speaker Tehahenteh Miller, Mohawk from the Six Nations of the Grand. Tehahenteh will share about the importance and significance of the Opening Address for the Haudenosaunee Confederacy. Tehahenteh is also an active member of the Indigenous Education Council for Dufferin-Peel Catholic DSB.

In Our Words FNMIEAO Resource – April 28, 2020

https://youtu.be/lNhJDNOLg2k
Join us with guest speaker Isaac Murdoch (Serpent River First Nation) where we will explore this video series: In Our Words produced by the First Nations, Metis and Inuit Education Association of Ontario. These videos explore how the dispossession of land from Indigenous Peoples took place throughout what is now called Canada. These videos provide several perspectives through the personal narratives of Oneida and Anishinaabe Elders and recognized Knowledge Holders. During the webinar we will share tips and strategies on how to utilize this resource in the intermediate and senior classroom.

Truth and Reconciliation in the Classroom (FNMIEAO resource) Webinar April 23, 2020

https://youtu.be/0iT9FV5Z_Mg
During this webinar we will focus on using the new comprehensive resource produced by the First Nations, Metis and Inuit Education: Truth and Reconciliation in the Classroom. Focused on 3 northern and 1 southern First Nation communities, this resource includes numerous high quality videos on a multitude of topics such as geography, treaties, history, leadership, community life and more. Connections to the new curriculum as well as ready made classroom activities in both English and French are available through the accompanying Teacher's Guide. Links to student friendly worksheets are also available. Special guest Tesa Fiddler from Thunder Bay Catholic DSB will be co-facilitating this webinar.

Lessons From the Earth Resource Webinar April 21, 2020

https://youtu.be/RS17GL5fheE
Join us with guest speaker Isaac Murdoch (Anishinaabe from Serpent River First Nation) as we share the comprehensive resource Lessons From the Earth. Produced in collaboration with many Traditional Teachers and Elders, this resource will give students a glimpse into the old stories of the Indigenous Peoples from this land in order to further understand the connection to the great spirit, our Mother Earth. This cross-curricular resource is a provocation for student inquiry into topics such as the environment, First Peoples of Canada, Science, Social Studies, and more.

Teaching About Residential Schools in the Elementary Classroom Webinar - April 16, 2020

https://youtu.be/1Fs2lIBBIi0
Gr 6/7 classroom teacher Andrea Eby shares how she effectively used the inquiry process to guide students on a learning journey in understanding the impacts of residential schools while empowering them to become conscientious citizens and activists using the Catholic Social Teachings. Andrea will share step by step how she covered curriculum expectations from numerous subjects and how her school has now become part of the Downie Wenjack Legacy Schools project.

Indigenous Student Voice Council

Fri, 10 Dec 2021 21:18:22 GMT

myBlueprint Elementary

Fri, 10 Dec 2021 21:18:16 GMT

STUDENTS AND PARENTS OF KINDERGARTEN - GRADE 6 - E-PORTFOLIO INFORMATION

The student e-portfolio is called "All About Me" for students in grades Kindergarten to grade 6. It is an interactive, kid-friendly portfolio used by thousands of elementary teachers to complement the great work they are already doing in the classroom.

Student can use their e-portfolio to reflect on their interests and passions, write journal entries, upload photos, videos, and files, explore the world of work, and much more.

Student Login Details

Click on the link myBlueprint Login
If accessing off-board site, you will be taken to the board landing page
- Enter student username and password [same as what they use at school]
- On the student dashboard, click on ‘myBlueprint’ and it will automatically go to student’s account
If accessing on a board site, it will take you directly into the student’s account

Parent Information

Parents are able to view their child's classroom activity and comment on their work.
Student information is archived at the end of each year and accessible for students to view the following year and beyond. Your child will continue to have access to their archived documents, reflections and postings in their myBlueprint account even after they graduate from �鶹��ý.
Teachers can invite parents for students in grades K-6 to take part so they can easily stay involved in their child's growth and progress.
Parent Account Details:
- If your child is in grade Kindergarten to grade 6, please contact the classroom teacher to add your email to your child's portfolio
- If your child is in grade(s) 7 or 8, please create your own account by visiting www.myblueprint.ca and enter the activation key 'dpcdsb' and follow the prompts.

MORE INFORMATION on student portfolios and the world of myBlueprint!

Quick Links for Parent Support

Fri, 10 Dec 2021 21:18:05 GMT

Special Education Community Resources - June 2021

Easter Seals Ontario - Key Issues for Students With Physical Disabilities and Learning from Home (April 15, 2020)

Erinoak Kids Centre for Treatment and Development

Sites to Support Student Learning in the Area of Mathematics

Mathies (Ministry Approved)
Edugains (Ministry Approved)
TVO Mathify

Links

Fri, 10 Dec 2021 21:17:50 GMT

Ontario Association of Child and Youth Counsellors

Canadian Mental Health Association

Peel Information Network (community information database)

Peel Children's Aid

Peel Children's Centre

Body Image Coaltion of Peel

Bereaved Families of Ontario

The Ontario Drug and Alcohol Registry of Treatment (D.A.R.T.)

Justice for Children and Youth

The Canadian Safe School Network

Lions-Quest Canada

Committee for Children (Second Step)

Bullying Information for Parents and Teachers

Parentbooks

Child Psychology Games

Collaborative Relationships

Fri, 10 Dec 2021 21:17:34 GMT

Collaborative Relationships Between the Board and External Agencies for Provision of Services by Regulated Health Professionals, Regulated Social Services Professionals and Paraprofessionals

Like good stewards of the manifold grace of God, serve one another with whatever gift each of you has received. 1 Peter 4:10

Parents/guardians, community organizations, and schools have a common goal to promote student well-being and academic achievement. Requests from legal guardians or other community members to provide services to students such as in-class or in-school private tutoring, lessons, observations, counselling, assessments, therapy and other interventions are considered a request for "third party" services. Provision of third party services within the school requires careful consideration of various factors: purpose of the support, equity, liability to the Board, privacy and confidentiality, qualifications and professional standards of third party staff, informed consent, supervision, impact on educator time, school space, active collective agreements, and duplication or fragmentation of service.

Collaborative relationships complement or enhance existing programs and services offered by the Board; they do not duplicate the services of Board staff. They are relationships of mutual respect in which participants share values, objectives, human resources, material and/or financial resources, programs, and/or roles and responsibilities in order to achieve desired learning outcomes for all students including students with diverse learning needs.

When considering collaborative relationships in the areas of health and social services, the Board's practice is informed by PPM 149, Protocol for Partnerships with External Agencies for Provision of Services by Regulated Health Professionals, Regulated Social Services Professionals and Paraprofessionals. The following Board employees are health or social services professionals, or paraprofessionals, and are included within PPM 149:

Speech-language pathologists
Psychologists & psychological associates
Social workers
Occupational therapists
Other professionals or paraprofessionals who are deemed by the Board to be essential for the delivery of programs and services for students with diverse learning needs, including but not limited to child and youth workers, behaviour analysts, communicative disorders assistants, psychoeducational consultants

Some types of health and social services are ineligible for collaborative relationships, including but not limited to:

Services/supports that duplicate the services of Board professionals (PPM 149)
Services/supports that are governed by laws or interministerial agreements
Parent-initiated requests for services/supports that are retained and/or paid for by parents or legal guardians

Collaborative relationships for the provision of health and social service supports are mutually defined by the Board and external agencies through the Board's process, as documented in �鶹��ý Collaborative Relationships Process.

The first step to a collaborative relationship is an expression of interest, in letter form, to the attention of the Superintendent of Special Education and Learning Services.

Further information about collaborative relationships may be requested from the office of the General Manager, Clinical Services and Special Education, or the Coordinators of Special Education.

Resources

Fri, 10 Dec 2021 21:17:32 GMT

May is Speech and Hearing Awareness Month

Spotlight on Augmentative and Alternative Communication (AAC)

Signs of Hearing Loss

Hearing Awareness in the Classroom

Increasing Classroom Participation for Students with Language Disorders

May Month - Ten Tips

Vocabulary Development

Developing Language through Storytelling

Dramatic Play and Language

SLP in FDK

Fri, 10 Dec 2021 21:17:31 GMT

SLP Adventures in Full-Day Kindergarten

Below are links to fun classroom activities to target language and early literacy in FDK.

Story Retell Activity

Story Retell Activity 2

Sound Awareness using Song

Rhyming Activity

Phonological Awareness Activity

Highlighting Sounds

Fall Activity

Expressive Language and Articulation Activity Story Retell Activity

Parent Information

Fri, 10 Dec 2021 21:17:30 GMT

If you have concerns about your child you may find the following links helpful.

Articulation

Sounds are learned at different ages depending on how difficult they are to say
If you have difficulty understanding your child’s speech and would like suggestions on what to do, click here
If you would like to learn about when speech sounds are acquired, click here

Autism

to learn about what autism is, click here
to find out the indicators (warning signs) of autism, click here

Hearing Loss

To learn about the signs of hearing loss, click here

Language

To learn about the development of expressive and receptive language for 4 and 5 year old students (JK/SK years), click here
For expectations regarding your child’s speech and language development in the elementary school years from kindergarten to grade 5, click here

Play

If you have concerns about your child’s social skills or to learn more about the development of play, click here

Stuttering

To learn about stuttering is, click here
If your child repeats sounds or words or shows signs of stuttering and you would like to know what you can do, click here

Voice

If you are concerned about your child’s voice, click here

Parents can refer their child to the Halton Peel Preschool Speech Language Services Program, from birth to December 15th of their J.K. year, by calling 905-855-2690.

If your child is attending school, parents can contact the Speech-Language Pathologist servicing their child’s school to discuss any concerns.

Why Contact Speech Language Pathology

Fri, 10 Dec 2021 21:17:29 GMT

A communication problem may affect a student’s academic and social development; throughout the school day, a child must listen, understand and express ideas in a variety of situations. These oral language skills are an important factor in learning to read and write. Communication skills are essential to making friends and getting along with teachers. In addition, students with communication problems may have difficulty expressing feelings and interpreting social situations.

Not all students with communication difficulties will experience problems in school. Assessment by a speech/language pathologist will help determine if a communication problem is likely to affect a child in school and whether or not special assistance is required.

Teachers and/or parents should discuss a student if they have questions or concerns regarding any of the following:

Following classroom routines
Understanding grade level content material (both oral and written)
Reading comprehension difficulties
Expressing ideas in writing appropriate to grade level
Learning sound skills necessary to learn to read and write
Use appropriate vocabulary, word order, grammar
Listening to and understanding age appropriate stories read aloud
Following and participating in a simple conversation and classroom discussions
Responding to question appropriately
Speak clearly (articulation)
Speak fluently (stuttering)

Frequently Asked Questions

Fri, 10 Dec 2021 21:17:28 GMT

What is a Speech-Language Pathologist?

Speech-Language Pathologists (SLP) are professionals with specialized knowledge and skills in speech, language and communication development and disorders, and are key members of interdisciplinary education (school) teams. A speech-language pathologist's practice is controlled in Ontario by the Regulated Health Professions Act and the Audiology and Speech-Language Pathology Act.

In the Dufferin-Peel Catholic District School Board children with special needs, including those with communication difficulties, are helped through a team approach. Parents, teachers and special services staff participate in planning and programming for students with speech and language difficulties. As a member of the special services team, the speech-language pathologist provides assistance to students with communication problems that may affect school performance.

What is a communication problem?

A communication problem is a persistent difficulty in the understanding and use of spoken or written language. Communication problems may affect individuals of all ages: between five and ten percent of school aged children may experience some form of speech and language disorder.

What is a language impairment?

A language impairment can be a problem with receptive and or expressive language. Receptive language is the ability to understand someone else’s speech, gestures and writing. Expressive language is the ability to send a message by talking, writing or using symbols or gestures.

What is a speech problem?

A speech problem is often referred to an articulation disorder. An articulation disorder involves difficulties with the way sounds are formed and strung together, usually characterized by substituting one sound for another (wabbit for rabbit), omitting a sound (han for hand) or distorting a sound (shlip for sip).

Articulation problems involve 3-10% of the population. A history of severe articulation problems may relate to later spelling difficulties.

What are other communication problems?

Other communication problems involve speech and voice: such disorders include stuttering and abnormal voice quality. Children with special disabilities such as hearing impairment, developmental and physical disabilities and autism often have very special communication needs. In addition, children who are unable to use speech as a means of communication may require augmentative or alternate forms of communication and may need special communication devices.

Who can help a student with communication problems?

Parents and teachers play a primary role in developing a child’s communication skills through natural conversation and daily learning situations at home and school. Parents of young children particularly will have a great impact on communication development; the school curriculum is another major force in the development of appropriate communication skills among students. The school speech-language pathologist, who is a specialist in communication disorders, can assist students with communication problems but also provides support and help to parents and teachers.

Why is language important?

Language is the primary medium teachers use to instruct students in the classroom. Students require effective communication skills to access the curriculum, to interact socially with others and to effectively participate in the classroom. Academic, social and vocational success is dependent on a student’s ability to understand and express oneself orally and in written language.

Oral language is the basis for literacy. There is a strong relationship between oral language skills, reading comprehension and literacy development. All young children need learning experiences that help them acquire and understand oral language (The Ontario Ministry of Education: The kindergarten program 1999)

Language is also related to behaviour problems in children. Weak language predicts a later behaviour disorder. Prevalence of language impairment is 10 times higher in children with behaviour problems than in the general population.

How does the speech-language pathologist help a child with communication problems?

In many instances, the most effective programming for communication difficulties will be based in the classroom. The speech-language pathologist often works with the teacher and other school staff to develop classroom strategies to improve language comprehension and expression. In some circumstances speech-language pathologists will provide or supervise individual or small group programs separate from the classroom program. Assessment by the speech-language pathologist will help determine the most appropriate type of intervention.

By working closely with teachers and special services staff speech-language pathologists collaboratively help to develop effective programs for many children in school.

How long does a Speech-Language Assessment take?

It may take one to several weeks depending on the nature of the assessment. Other factors affecting the length of an assessment include the child’s attention and motivation, school activities and the Speech-Language Pathologist’s schedule. Since Speech-Language Pathologists work in several schools in a week, the time to complete an assessment varies. The assessment process is individualized, in a quiet environment outside the regular classroom, and allows for the opportunity to meet the specific needs of each child. If you would like more specific information, please contact the speech-language pathologist assigned to your child’s school.

What happens after my child’s assessment has been completed?

The speech-language pathologist who completed the assessment will meet with you to go over the results of the assessment and answer any questions that you have. The SLP also meets with your child’s teacher and any other relevant staff to discuss the results and to develop recommendations designed to provide a more effective program for your child. The results and recommendations are then written up in a formal report.

Where does the report go?

The original report is retained in your child’s confidential speech-language pathology file. One copy of the report goes into your child’s Ontario School Record (OSR) to assist educators in developing an effective educational plan. A copy also goes into Central Special Services Files at the Catholic Education Centre. Access to these files is restricted to staff who are involved with your child’s educational program. If you wish, a copy of our report will be provided to you.

Services Offered

Fri, 10 Dec 2021 21:17:27 GMT

What services are available for my child?

The school based SLP provides a wide range of support to students experiencing speech, language and communication difficulties within the school setting. Services may include:

Consultation

participating on school support teams:
to provide program suggestions and strategies
to determine the need for referral to the school-based SLP
to facilitate referrals to other professionals
educating and helping parents to develop their child’s communication skills at home and in the community
attending Identification Placement Review Committee (IPRC) meetings, case conferences, transition and connections meetings

Assessment

An assessment may include a evaluation of your child’s speech production, language skills, literacy skills, voice and fluency.

The assessment process involves:

gathering background information from Ontario Student Record, interviews with teachers, parents and other professionals involved with the student, in addition to informal and formal testing procedures
observing of the student in the school setting when appropriate
reviewing with teacher the results of assessment and how the student’s oral language and communication skills are impacting on the student’s academic success and well being
administering formal and informal tests relating to listening, speaking, reading and writing
developing recommendations and programming suggestions
presenting results to Identification, Placement and Review Committees (IPRC’s) where appropriate

Programming

working collaboratively with teachers to modify the language of instruction in the classroom based on the knowledge of how oral language, literacy, behaviour and social skills are interrelated
supporting teachers in developing language and social communication strategies for Individual Education Plans for student’s with speech, language or communication difficulties
selecting, demonstrating and determining effectiveness of special technology that may be beneficial and allow the student to access the curriculum; this may be facilitated through consultation with the boardwide consultants or through referral and consultation with outside agencies

Direct Programming

working with teachers in classroom to model specific oral language and communication facilitation strategies
partnering with kindergarten teachers and early childhood educators to deliver language and communication intervention strategies in a play-based setting
providing short-term intervention for individual or groups of students

Support to Full Day Kindergarten (FDK)

Full day kindergarten for 4 and 5 year olds is currently being phased in to all schools in Dufferin-Peel. Children in full day kindergarten develop social, emotional and communication skills through play-based learning. This program is designed to promote interaction with their peers and teachers who guide them.

Speech-Language Pathologists support the full day kindergarten program by:

sharing their knowledge of typical child growth and development, particularly in the areas of oral language (such as vocabulary, conversation and storytelling), literacy (including phonological awareness) and play
participating on an interdisciplinary support services team
assisting with program planning for children who have special needs in the area of communication
assisting with referrals in the community if appropriate

Community Liaison

liaising with Preschool Speech and Language Services and community-based service providers (eg. hearing health care providers, child development clinics, agencies providing specialized augmentative communication services, etc.)
referring to and liaising with Community Care Access Centres/School Health Support Services (CCAC/SHSS) for those students with articulation, stuttering, and/or voice difficulties

How can I obtain these services?

If you have concerns regarding your child’s speech, language or communication skills, you can speak to your child’s classroom teacher or school principal and ask that your child be referred to the school speech-language pathologist.

If the school has concerns regarding your child’s speech, language or communication skills school personnel will speak to you and ask your permission to have your child referred to the school speech-language pathologist.

Written permission is required from the parent or legal guardian before the speech-language pathologist can become involved with your child.

What is involved in the Speech-Language Assessment?

The reasons for the assessment are explained to the parent or legal guardian and written permission to proceed is obtained.

Once your permission is received, information is gathered from many sources, some of which may include:

discussions with teachers, parents and special services staff
information from other professionals outside of the school board who the family feels will have relevant information is obtained with written parental permission
observation of the student in the classroom with their peers
discussion with the student regarding areas of strengths and difficulties when appropriate
formal and informal testing related to listening, speaking, reading and writing

Common Acronyms

Fri, 10 Dec 2021 21:17:17 GMT

Programs and Curriculum
AEP	Annual Education Plan
ARD	Academic Resource Department
IEP	Individual Education Plan
IB	International Baccalaureate
IPRC	Identification, Placement and Review Committee
NM	Needs Moderate
NS	Needs Severe
PECS	Picture Exchange Communication System
PICS	Picture Symbols
PIP	Planning for Independence Program (S-severe, M-moderate)
SENS	Sensitivity Class

Categories, Definitions, and Diagnosis
ABI	Acquired Brain Injury
ADD	Attention Deficit Disorder
ADHD	Attention Deficit with Hyperactivity Disorder
ASD	Autism Spectrum Disorder
CP	Cerebral Palsy
DD	Developmental Disability
DEV	Developmental
DH	Developmental Handicapped
DHH	Deaf and Hard of Hearing
EDI	Early Development Instrument
EID	Early Identification
LD	Learning Disability
MID	Mild Intellectual Disability
IPRC	Identification, Placement and Review Committee
NM	Needs Moderate
NOS	Not otherwise specified
OCD	Obsessive Compulsive Disorder
ODD	Oppositional Defiant Disorder
PDD	Pervasive Development Disorder
PHYS/MED	Physical Medical

Funding
SEA	Special Equipment Amount
SEPPA	Special Education Per Pupil Amount
SIP	Special Incidence Portion

Government
ADP	Assistive Devices Program
ADRS	Assistive Devices Rehabilitation Services
MCFCS	Ministry of Community Family and Children Services
MOE	Ministry of Education
MOHLTC	Ministry of Health and Long-Term Care
PPM	Program Policy Memorandum

Outside Associations, Agencies and Staff
BCCL	Brampton Caledon Community Living
CAS	Children’s Aid Society
CASLPO	College of Audiologists and Speech-Language Pathologists of Ontario
CCAC	Community Care Access Centre
CCAS	Catholic Children’s Aid Society
CLM	Community Living Mississauga
CNIB	Canadian National Institute for the Blind
CVH	Credit Valley Hospital
HSC	Hospital for Sick Children
LDAO	Learning Disabilities Association of Ontario
OT	Occupational Therapy
PBS	Peel Behavioural Services
PCC	Peel Children’s Centre
POPS	Peel Out-Patient Services
PT	Physiotherapy
TRE-ADD	Treatment, Research and Education for Autism and Developmental Disorder

Other
AQ	Additional Qualifications Courses
CCCSAC	Central Committee Catholic School Advisory Council
CODE	Council of Directors of Education
CORO	Central Ontario Regional Offices
CPCO	Catholic Principals Council of Ontario
CPI	Crisis Prevention Intervention
CPR	Cardio-pulmonary Resuscitation
DPERWA	Dufferin-Peel Educational Resource Workers Association
EQAO	Education Quality and Accountability Office
GAP	General Administrative Procedures
OCSOA	Ontario Catholic Supervisory Officers Association
OCT	Ontario College of Teachers
OECTA	Ontario English Catholic Teachers Association
OSR	Ontario Student Record
SEAC	Special Education Advisory Committee

New to Special Education

Fri, 10 Dec 2021 21:17:16 GMT

Below are a few Frequently Asked Questions...

What is an IEP?
What is an IPRC?
What is Early Identification?
What does that acronym mean?
Is there anyone in the community who can give us more support?

Should you have any specific questions, please direct them to the home school.

School Continuous Assessment Cycle

Fri, 10 Dec 2021 21:17:15 GMT

When a need is identified by a parent/guardian and/or staff and it is determined that the student requires program support and/or accommodation, the classroom teacher will assist in the identification of appropriate instructional strategies and interventions, rooted in assessment, which may ameliorate the student’s learning need at the classroom level.

If the student's learning needs require, the teacher may seek assistance from the school support team which in Dufferin-Peel CDSB includes school administration, special education teacher, psychology staff, speech language pathology staff, child and youth worker and social work staff. Assessments initiated by the school support team scaffold on the teacher’s assessment and provide individualized in-school interventions.

It may recommend a further scaffolded link to other out-of-school support resources such as medical, occupational or physiotheraphy interventions along with available community agencies. These out-of-school support resources may articulate a supporting framework in other needs specific interventions and/or instructional strategies.

Then a process of on-going monitoring of learning is initiated to evaluate the efficacy of the accommodations and program strategies which is anticipated to result in improved student achievement.

This continuum is referred to as the continuous assessment process in the Ministry document Education for All. As part of a teaching, learning and assessment cycle, the learner can enter the continuous assessment cycle at a number of initiation points. If the student’s learning needs require the on-going involvement and or intervention of Special Education personnel- the student’s program may be articulated through the initiation of an Individual Education Plan (IEP).

If, along the continuum, the learner is deemed to meet the criteria of one or a combination of the twelve Ministry of Education Category and Definition of Exceptionality – the student may be offered the option of being identified as an exceptional student according to those criteria through the Identification, Placement, Review Committee (IPRC) process. IEP and IPRC are examples of multiple acronyms that exist in Special Education.

Ministry Links

Fri, 10 Dec 2021 21:17:11 GMT

Dufferin-Peel provides, parents/guardians, students, and interested community members with information related to Catholic Education for Dufferin-Peel students with diverse learning needs, including special education needs. In this respect, Dufferin-Peel is pleased to reference the newly reorganized and enhanced special education component of the Ontario Ministry of Education’s Special Education web page.

Ontario Ministry of Education – Special Education web page

The Ministry of Education website provides information available (in both English and French) concerning special education. The Ministry of Education’s refreshed special education web page is designed to facilitate easy access for parents, teachers, administrators and students.

Any questions regarding this notice and/or the Dufferin-Peel’s special education web page can be directed to your home school and/or the Family of Schools’ Special Education Consultant 905-890-1221.

Policy Direction

The Education Act on Special Education

Special Education Regulations

Special Education Policy Documents

Policy/Program Memoranda Concerning Special Education

Funding for Special Education

Standards for School Boards' Special Education Plans

Individual Education Plans: Standards for Development, Program Planning, and Implementation

Resource Documents

Special Education Transformation: The Report of the Co-Chairs with the Recommendations of the Working Table on Special Education, 2006

Effective Educational Practices for Students with Autism Spectrum Disorders

Education for All: The Report of the Expert Panel on Literacy and Numeracy Instruction for Students with Special Education Needs, Kindergarten to Grade 6

Planning Entry to School – A Resource Guide

The Individual Education Plan (IEP), A Resource Guide, 2004

Transition Planning: A Resource Guide, 2002

Ministry of Children and Youth Services

Ontario Poverty Reduction Strategy

Ministry of Health and Long-Term Care

Ministry of Community and Social Services

Passport Initiative

Ontario Disability Support Program

Ministry of the Attorney General

Ministry of Education

Ministry & Other Links

Fri, 10 Dec 2021 21:17:11 GMT

Ontario Ministry of Education and Other Ministries

The Ministry of Education administers the system of publicly funded elementary and secondary school education in Ontario, in accordance with the directions set by the provincial government. Dufferin-Peel Catholic District School Board reports to the Ministry of Education and, as a Catholic institution, responds to the teachings of the Catholic Church as outlined in Canon Law.

There are a number of other Ministries that provide support to students in the education sector including but not limited to those listed under Ministry Links.

Other Links

Ontario's Human Rights Code was enacted in 1962. The Code protects people in Ontario against discrimination. The Ontario Human Rights Commission was established in 1961 to administer the Code. The Commission is an arm's length agency of government accountable to the people of Ontario through the legislature. Further details can be found the Ontario Human Rights Commission website.

Outside Agencies

Dufferin-Peel staff support students with diverse learning needs including special education needs and/or their families who may benefit from the support of an outside agency. Agencies may assist families in navigating social services and/or providing a wide variety of services in the home and/or aligned to school supports. These Outside Agencies may prove helpful.

Special Education Community Resources - June 2021

For further information on the Ministry of Education, Other Ministries and/or Outside Agencies, please contact the home school.

Speech Language Services

Fri, 10 Dec 2021 21:17:10 GMT

What is a Speech-Language Pathologist?

Speech-Language Pathologists (SLP) are professionals whose practice is controlled in Ontario by the Regulated Health Professions Act and the Audiology and Speech-Language Pathology Act. SLPs have specialized knowledge and skills in speech, language and communication development and disorders, and are key members of interdisciplinary education (school) teams.

In the Dufferin-Peel Catholic District School Board - children with special needs, including those with communication difficulties, are helped through a team approach. Parents, teachers and special services staff participate in planning and programming for students with speech and language difficulties. As a member of the special services team, the speech-language pathologist provides assistance to students with communication problems that may affect school performance.

There is a staff member from Speech-Language Pathology Services assigned to each school. If you have concerns or questions, they are available to discuss them with you. To reach the professional assigned to your child’s school, contact the school to speak with the principal or call the school to leave a message for the speech-language pathologist at your child’s school.

The uniqueness of each child is reflected in his or her communication; the spoken and unspoken words and gestures that reveal identity, relationships, experiences, aspirations, concerns, ideas and innovations. Pope Francis reminds us that “communication is about realizing that we are all human beings, children of God” (Message of Pope Francis for the 48th World Communications Day; Vatican, Jan. 24 2014). In our Catholic communities we envision the learner as an effective communicator (Ontario Catholic School Graduate Expectations, Institute for Catholic Education, 2011) and work diligently to support this outcome for every student.

As technology becomes more and more present in our lives, “screen time” has begun to dominate leisure time and social interactions for some children. What does this mean for the development of children’s communication skills?

This month the Speech and Language Department and Hearing Department will share the following resources:

Stay tuned for these helpful articles and presentations! Also look for our May Month poster and PowerPoint presentation in your schools.

Contact Information:

Chief Speech, Language, Hearing and Vision
Joanne Dean
Phone: 905-890-0708 ext. 24331
Toll Free: 1-800-387-9501
Confidential Fax Number: 905-361-0352

Mailing Address:

Speech/Language/Hearing/Vision Services
Dufferin-Peel C.D.S.B.
40 Matheson Blvd. West
Mississauga, ON., L5R 1C5

DP Donations Unlimited

Fri, 10 Dec 2021 21:17:09 GMT

As frontline staff working with students and families, the Social Work Department is often aware of special needs or circumstances where our school community may be able to help.

That need may be for clothing, a mattress, or other furniture, sports equipment for children, or other specific item.

The Social Work Department has established a program called DP Donations Unlimited!

The unique aspect of DP Donations Unlimited! is that it is not intended to stockpile items but to enable staff to respond to specific needs on an as needed basis.

School Social Workers are able to provide a link between a family in need and the donor.

Speak with your School Social Worker for further details.

FAQs - Students

Fri, 10 Dec 2021 21:17:08 GMT

How can school social workers help you?

School Social Workers meet with students and sometimes their families to talk about personal, social, family and school issues. Social Workers can help you understand the issues and look for ways to make things better. Click here for some common issues other students face.

I really need to talk to someone, how can I access my school social worker?

School social work services can be accessed by speaking with your teacher, guidance counsellor, child and youth worker or by contacting your School Social Worker directly.

Why would the School Social Worker want to speak with me?

The School Social Worker may want to speak with you if your parent/guardian or someone at the school is concerned about you. Whether you’re feeling sad, confused, angry or upset, the School Social Worker can help you. Also if there is a concern about your attendance the School Social Worker will want to speak with you.

Do I have to speak to the social worker?

No. School Social Work services are voluntary except in the case of persistent unexcused absences. For more detailed information on Provincial attendance expectations please click Education Act - Attendance Information.

What does it mean when I sign consent?

If you are over 16 you will be asked to sign a consent form. Your parent(s)/guardian(s) must sign on your behalf if you are under 16. Your consent allows the School Social Worker to meet with you directly and to access information contained in your Ontario Student Record (OSR). Consent is valid from the date signed until the end of the current school year. Information you share is kept confidential and is not accessed by any other party without express consent. At the end of the school year a brief summary report is written outlining social work involvement and recommendations. Like all other personal information collected by your School Social Worker, these reports are confidential and can only be accessed with written consent.

Who will you talk to about me?

In an effort to get a full understanding of how you are doing it may be important to speak with those who are directly involved with you such as your parent/guardian, teacher(s), school administrator and/or guidance counselor.

What happens to information I share with my school social worker?

All Information shared with your School Social Worker is kept confidential unless express consent is provided to disclose this information to other parties. When you meet with the School Social Worker, you will be assured that your information is kept confidential.

If you are under 16 and information is shared indicating that you or others may be at risk, all Dufferin-Peel employees are required to report to the appropriate authority. For more information on confidentiality and consent click here.

Community Connections

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There are times when the needs of students and families require service beyond the school. School Social Workers work with students and families to access the most appropriate resources in the community. Your School Social Worker can assist you in navigating what is often a complex process by helping to facilitate referrals to suitable community resources.

Contact your school social worker for the most current resource and contact information.

Frequently accessed resources in Dufferin-Peel Region:

Find Your Local Parish

Centralized Intake for Children and Youth

Brampton Civic Hospital Child & Adolescent Clinic

Credit Valley Hospital Child & Family Services

Dufferin Child & Family Services

Trillium Hospital

Kerry’s Place Autism Services

Kids Pathway Peel

Coordinated Information Peel

Peel Children’s Centre

Peel Children’s Aid Society

211

Safe Centre of Peel

FAQs - Parents

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How can School Social Workers help you?

As employees of Dufferin-Peel, School Social Workers work with students and their families to address the social, behavioural, emotional and economic issues that affect students’ academic achievement and wellbeing. We work closely with students and parents to help the students attain success academically, socially and emotionally.

How can I access my School Social Worker?

School Social work services can be accessed by contacting your child's teacher, administrator, guidance counselor, classroom teacher or your School Social Worker directly.

Why would the School Social Worker call me?

Ordinarily, school staff would contact parent(s)/guardian(s) to speak with them about how the School Social Worker can assist them and to seek agreement for social work contact. Once you agree, your Social Worker will contact you directly to acquire informed consent.

What should I expect when my School Social Worker calls me?

The School Social Worker will contact you to assess the situation and to develop a plan with you as to how to best intervene. School Social Workers are available to meet with you at the school, in your home or at a mutually convenient location.

Why does the social worker want to talk to me and not just my child?

Parents(s)/guardian(s) are often in the best position to help us understand the challenges that their child may be facing. Therefore, it is important that we speak to the parent/guardian to get their perception of their child’s strengths and needs.

Do I have to speak to the School Social Worker?

School Social Work services are voluntary except in the case of persistent unexcused absences. For more detailed information on Provincial attendance expectations please click here.

What does it mean when I sign consent?

Your consent allows for social work service including direct involvement with you and your child as well access to information contained in the Ontario Student Record (OSR). Consent is valid from the date you sign it until the end of the current school year. Information you share is kept confidential and is not accessed by any other party without your express consent. At the end of the school year a brief summary report is written outlining social work involvement and recommendations. Like all other personal information collected by your School Social Worker, these reports are confidential and can only be accessed with your written consent in accordance with PHIPA and Ontario College of Social Workers and Social Service Workers requirements.

Who will be involved with my child?

In an effort to get a full understanding of how your child is functioning it may be necessary to speak with those who work most directly with your child such as your child’s classroom teacher, school administrator, guidance counselor or other school team members.

What happens to information I share with my School Social Worker?

All Information shared with your School Social Worker is kept confidential unless express consent is provided to disclose this information to other parties. When your child meets with the School Social Worker, he/she will be assured privacy.

In situations where information shared indicates that a child or others may be put at risk, all Dufferin-Peel employees are required to report to the appropriate authority.

When do I call my School Social Worker?

Your School Social Worker is available to consult on any issue that may be of concern and to assess whether further intervention is warranted.

Click here for a list of issues affecting students and families.

Issues Affecting Students

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Social Workers support students and families through social, emotional and academic challenges. Although not exhaustive, here are some of the issues where social work supports can be of use:

Attendance
Behaviour Issues
Bereavement
Bullying
Crisis Intervention
Material Needs (food, clothing, etc.)
Mental Health (anxiety, depression, etc.)
Parenting Concerns
Relationship Difficulties
Self-Esteem
Self-Harming Behaviours
Separation/Divorce/Remarriage Challenges
Sexuality
Special Education Challenges
Substance Abuse
Violence in the Family

Social Work Forms and Information

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Social Work Consent Form

Privacy Information

Social Work Services

What is a Social Worker?

Social Work

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School Social Workers help students, families, teachers and school administrators to overcome barriers and problems that affect students’ school performance and achievement. Social workers focus on the social, behavioural and emotional factors which impede a student's school performance and move quickly with the school, home and student towards a timely resolution of the difficulties impeding success.

The Social Work department is comprised of approximately 40 social workers dedicated to providing service in schools and through a number of specialized programs.

School Social Work is a specialized field of practice within the broad field of the Social Work profession. School Social Workers bring unique knowledge and skills to the Catholic education system. School Social Workers are school board employees who work with students, families, staff and community services to enhance student success. School Social Workers have always played a critical role in the provision of services at Dufferin-Peel CDSB, working with students, families, staff and community services to enhance student success.

All Dufferin-Peel social workers are minimally required to have a Master of Social Work and be registered with the Ontario College of Social Workers and Social Service Workers. They adhere to the Social Work Code of Ethics and are professionally accountable to the Chief of Social Work. The Social Work Department is under the administrative direction of the Superintendents of Program/Special Education & Support Services and the clinical consultation/supervision of the Chief Social Worker. Click here for more information.

Contact Information:

Chief Social Worker: Pina Grosso
Tel: 905-890-0708 Ext. 24336

Confidentiality

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Information about psychological intervention with a student is discussed only with school staff directly involved. This information will be shared only with the consent of the parent and/or student.

No information will be released to anyone else, outside the board, without written consent.

Students or families who receive counselling can be assured that the information will be handled with due respect for their privacy.

Why Contact Psychology

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All children and adolescents face problems from time to time.

They may:

Feel afraid to go to school
Have difficulty organizing their time efficiently
Lack effective study skills
Fall behind in their school work
Lack self-discipline
Worry about family matters such as divorce or death
Feel depressed or anxious
Experiment with drugs and alcohol
Think about suicide
Face difficult decisions such as applying to college, getting a job, or quitting school
Question their aptitudes and abilities

School psychology staff can help parents, children, adolescents, teachers and members of the community understand and resolve these concerns.

Services Offered

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Consultation

Consult with teachers, parents, and families about learning, social and behavioural problems.
Track students’ progress and offer professional advice at meetings and reviews.
Help others understand child development and how it affects learning and behaviour.

Evaluation

Assess academic, intellectual, social, and emotional development.
Diagnose various intellectual, perceptual, learning, behavioral, developmental, emotional, or personality disorders.
Determine social-emotional development, aptitude for learning and effective learning environments.
Counsel individual students or groups of students with personal or family issues such as family separation, loss of a family member, or behavioral problems.
Train in study skills, social skills, and anger management.
Collaborate in the design of programs for students at risk at failing at school.

Research & Planning

Assist with program evaluation.
Offer in-service programs for educators, other board personnel, and parents.
Help develop programs to make schools safer and more effective learning environments.

Psychological Assessments

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Frequently Asked Questions

Why has my child been referred for a psychological assessment?

Typically, your child’s teacher has been in contact with you to discuss your child’s particular needs. To provide the best program for your child, his/her teacher may have tried different teaching strategies and approaches. If these strategies are not producing the desired results, a parent, or the teacher may request a psychological assessment through the school principal. A psychological assessment helps you and the teacher better understand your child’s learning styles, academic skills, behaviour patterns, or emotional development. This information can be used to develop additional strategies to help your child reach his/her potential.

Who will assess my child?

All members of our psychology staff have specialized post graduate training in child and adolescent development, learning processes, emotional development, and psychological health. Each of our staff are assigned to work in several schools, and are able to develop positive working relationships with each school staff. Our goal is to work together with teachers, parents, and other members of the school special services team (e.g., special education resource teacher, speech and language pathologist, social worker, etc.) to help students in their schools.

What is involved in a psychological assessment?

The first step involves explaining to the parent or legal guardian the reasons for the assessment, and getting written permission to proceed.

Once we have received your permission to proceed, information is gathered from many sources including:

discussions with teachers, parents, and special services staff
information from other professionals outside of the school Board who the family feels will have relevant information, is obtained with written parental permission
observation of the student in the classroom with their peers
discussion with the student regarding areas of strengths and difficulties
observations made during the assessment process regarding the student’s approach to a variety of tasks, and problem solving styles
administration of a number of tests which may include: measures of intellectual ability, evaluation of reading, writing and mathematics skills, memory, learning styles, and emotional development.

The psychological assessment is done with your child on an individual basis. Before giving any test, we take the time to get to know your child, and to explain why we are meeting with them. It has been our experience that most students find the assessment interesting and enjoyable.

How do I prepare my child for the assessment?

The first step is for both you and your child to have a positive attitude toward the assessment. Children usually enjoy the testing as the tasks are interesting and challenging, and the child has the undivided attention of an adult, who provides a great deal of support and encouragement. Even after the assessment has been completed, many students ask if they can come back and continue the testing process. Parental support in the process is very important. Parents can explain the need for testing by saying something like:

“You know that we have been talking about your problems with reading, Mr. Smith from the psychology department, will begin working with you to find out what will help you to learn to read better.”

“The nice thing about doing these tests, is that there is nothing you have to study or prepare for. On these tests, you don’t pass or fail, they give information that helps teachers understand the best ways to help students learn.”

Will my child feel singled out?

Students do not usually feel singled out. Psychology staff are seen as part of the school staff, and are visible in the school. In every classroom there are a number of students who leave the class for parts of their program, for a variety of different reasons.

How long does a psychological assessment take?

Students are usually seen over several sessions to avoid fatigue and to allow for optimal performance. The assessment process is individualized and allows for opportunity to meet the specific needs of each child. For example, if a child is distracted or not motivated, the examiner can change tasks or stop the assessment for the day. Since we are working in several schools, the time to complete an assessment may vary. Before we begin to work with a student, we need three to four hours to talk with teachers, parents, review previous reports, look at samples of the students work, and to observe the students in the classroom. A variety of tests are administered, and this can take up to ten hours. It will then take another 3-4 hours to score the tests and to provide feedback to parents, the student, and school staff who work directly with your child. Since we are working with several students simultaneously, it can take from two to four weeks before all phases of the assessment are complete. If you would like more specific information, please contact the psychology staff person assigned to your child’s school.

What happens after my child’s assessment has been completed?

The psychology staff who completed the assessment will meet with you to go over the results of the assessment, and answer any questions that you have. He/she will also meet with your child to share the results with them. We also meet with your child’s teacher and any other relevant staff, to discuss the results and to develop recommendations designed to provide a more effective program for your child. The results and recommendations are then written up in a formal report.

Where does the report go?

The original report is retained in your child’s confidential psychology file. One copy of the report goes into your child’s Ontario School Record (OSR) to assist educators in developing an effective educational plan. A copy also goes into Central Special Services Files at the Catholic Education Centre. Access to these files is restricted to only those staff who are involved with your child’s educational program. If you wish, a copy of our report will be sent to you.

Is my child’s information shared with anyone else?

Information from a psychological assessment is shared only with those Dufferin-Peel staff members who are involved with your child’s educational program.

We will not release information about your child to anyone outside the Board, without your written permission.

Psychological Assessment

Psychology staff are available to meet with teachers, principals, and parents regarding any students who are experiencing academic, behavioural, social, or emotional problems. In a typical school year, over 2,000 students within our school Board are referred for psychological services. A few meetings and some discussion may be all that is required to find ways to help some students. In other situations, it may be helpful to obtain more information from a full psychological assessment, and this process is described in the following sections.

School Psychology Staff

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School Psychology staff are professionals with extensive training in both Psychology and Education. Members of the psychology department have had considerable experience in a variety of settings including general, psychiatric and children's hospitals, mental health clinics, as well as other school boards. Staff members have also had extensive training in child and adolescent development, learning styles and processes, behaviour, motivation, counselling and effective teaching.

Psychological Services staff both Psychologists and Psychological Associates who are registered with the College of Psychologists of Ontario. In addition, staff with the necessary academic qualifications and work experience work as Psychoeducational Consultants.

Psychologists

Have a Doctoral Degree in the field of Psychology, or have a Master’s Degree in the field of Psychology and are registered with the College of Psychologists of Ontario as a Psychologist.
Are registered with the College of Psychologists of Ontario
May diagnose disorders in children and adolescents that impact on learning

Psychological Associates

Have a Master’s Degree (or equivalent) in the field of Psychology
Are registered with the College of Psychologists of Ontario
May diagnose disorders in children and adolescents that impact on learning

Psychoeducational Consultants

Have a Master’s Degree (or equivalent) in the field of Psychology
Have not pursued registration with the College of Psychologists or
Are in the process of accumulating supervised practice in Psychology required for registration.
Receive supervision by a member of the College of Psychologists who can make a diagnosis.

Our Story

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Background

The practice of Child and Youth Workers is rooted in direct involvement with children and youth who are dealing with a wide range of social, emotional, or behavioural challenges which may be related to a variety of factors: developmental difficulties, relationship problems with family or peers, situational crises arising from illness, loss or bereavement , concerns around identity, sexuality, or sense of personal worth, mental or physical health issues. The work of Child and Youth Workers is based in relationship with and advocacy on behalf of young people and, consequently, the workplace of Child and Youth Workers has been in the settings where children and youth experiencing difficulty receive support: family homes, residential treatment settings, child welfare agencies, group homes, hospitals, mental health clinics, recreational programs, camps, correctional settings, probation services, and schools.

Training

Training for Child and Youth Work in Ontario occurs at both the college and university level and draws its theoretical underpinnings from a broad range of disciplines including psychology, counselling, social work, nursing, education, and recreation. Curriculum addresses child development, theories of learning and personality, abnormal psychology, group theory, family dynamics, counselling theory, milieu therapy, research, ethics and professional issues. A key requirement of training for Child and Youth Work is supervised experiential learning through practicum placements in a variety of settings serving children and youth.

Essential Attributes

The cornerstone of Child and Youth Work practice is relationship. Consequently, there is an imperative for Child and Youth Workers to become skilful in actively engaging young people, to become effective listeners and communicators, to be accepting of young people without being judgemental, to be sufficiently professionally focussed and self-aware to ensure objectivity in addressing client issues, and to be committed to providing purposeful interventions which help increase a young person’s sense of capability and competence.

Child and Youth Work in Schools

Within school settings, Child and Youth Workers contribute to the provision of a spectrum of services. They do so in partnership with teachers, parents, and other support services personnel. In addition, they may work in collaboration with other agencies and services outside of the school. Their work usually focusses on behavioural concerns related to students. It is through behaviour that students give expression to their perceptions and needs and it is through interaction with them that Child and Youth Workers seek to provide support. Interaction may take the form of individual counselling, behaviour management, social or life skill instruction, group involvement, activity involving sport, drama, or music, or in-class academic and social support.

Preventative Programs

Behavioural concerns in schools may relate to individual students or may be more global in scope. Schools are concerned with issues of safety, security, academic and social climate, and community. The behaviour which people in schools display toward one another impacts dramatically on all of these domains. Child and Youth Workers are committed and skilled in supporting classroom and school-wide programs which foster safe and healthy school climates. Examples of these programs are conflict resolution, class-wide social skills, anger management, bullying prevention, friendship-building, violence prevention. Child and Youth Workers also contribute to in-service staff training related to crisis intervention, behaviour management, conflict resolution, and PDD/Autism.

Child and Youth Work Roles

The model of school-based Child and Youth Work practiced in Dufferin-Peel Catholic District School Board utilizes Child and Youth Workers in a range of roles providing both preventative and intervention services. All contained behavioural class programs are staffed by teacher / CYW teams. Elementary schools have Child and Youth Workers assigned on a school-wide basis to assist in addressing behavioural issues within the student population and also in providing intensive support to high need behavioural students. Secondary schools are assigned Child and Youth Workers who provide behavioural services through Guidance Departments or who support high need students in Planning for Independence Programs or within the general student body. Students with significant need for behavioural support arising from Pervasive Developmental Disorder / Autism receive CYW support through staffing of contained classroom programs and also through support available from board-based teams composed of a teacher and a Child and Youth Worker.

Partners in Teamwork

Child and Youth Workers rely on a team process in identifying and assessing student need and in providing support services to students. Teachers, parents, or school administrators may identify students who are struggling academically, socially, emotionally, or behaviourally in school, or students may self-identify. In the best of circumstances, assessment of student need has the benefit of input from the multi-disciplinary team which includes the teacher, administrator, special education support staff including educational assistants, psychology, speech and language, social work, and child and youth work staff. Combining the expertise of these service providers with the insights of parents, medical practitioners, other community service workers and students themselves optimizes the likelihood that students will receive appropriate help.

Processes That Guide Child and Youth Work

Intervention with students on the part of Child and Youth Workers is guided by on-going assessment and consultation with others who are involved with the student. Interdisciplinary consultation, school team meetings, case conferences, and I.P.R.C.s provide tools for developing pathways to support for students in need. Individual education plans provide a blueprint for services to be provided. These processes and tools help shape the work of Child and Youth Workers.

Allocation of Child and Youth Workers

Child and Youth Workers are allocated to roles in either the Program Department of the Board or in one of the Families of Schools. Assignment to specific school settings within a Family of Schools is the responsibility of the Family of Schools Superintendent. School principals provide administrative supervision of C.Y.W’s.

Accessing Child and Youth Work Services

Child and Youth Work services can be accessed through school administrators or school teams.

Hiring Criteria

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Education
Minimum Community College Diploma in Child and Youth Work.

Experience
Minimum of three years practice experience following graduation from Child and Youth Work Program.

Minimum of two years of practice experience following graduation from Child and Youth Work Program
if practice experience or related experience has been within an educational system.

Other
Membership in the Ontario Association of Child and Youth Workers an asset.

Child and Youth Workers employed by the Dufferin-Peel Catholic District School Board are expected to adhere to the Code of Ethics of the Ontario Association of Child and Youth Counsellors.

Unsolicited Resumes
Will be kept on file in the Support Services Section of the Human Resources Department for a period of six months.

Child and Youth Work

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Child and Youth Work staff members provide assistance to students who are faced with social, emotional, behavioural, and developmental challenges. Their experiential background is in working directly with individual and groups of young people in children’s mental health centres, hospitals, child welfare agencies, residential treatment facilities, correctional programs, family services, group homes, and camps.

Child and Youth Workers are assigned to schools in the Dufferin-Peel Catholic District School Board in a variety of roles. They collaborate with teachers, parents, and others who lend support to students. Child and Youth Workers in Dufferin-Peel are certified through training at the college and/or university level. Their academic and practice training prepares them to participate in the assessment and interpretation of student behaviour and to become engaged with students through a range of activity: coaching, counselling, fostering acquisition of new skills, building relationships, managing and shaping behaviour, promoting prevention programs, and advocating for resources and services.

Child and Youth Workers are committed to the mission of the Dufferin-Peel Catholic District School Board to foster the development of every student to their full potential.

Mission
Child and Youth Workers of the Dufferin-Peel Catholic District School Board respond to the behaviour and social / emotional needs of students through direct intervention and consultation. Child and Youth Workers support, advocate, and facilitate on behalf of students. Child and Youth Workers contribute to the development and implementation of preventative programs to foster healthy school environments, in collaboration with other professionals, family, and community.

Contact Information:

Camila Gonzalez, Senior Child and Youth Care Practitioner
Phone: 905-890-0708 ext. 24293
Fax number: 905-361-0352
Email: camila.gonzalez@dpcdsb.org

Secretary: Jacquie Carere
Phone: 905-890-0708 ext. 24350

Special Education Advisory Committee

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The Special Education Advisory Committee (SEAC) is an advisory committee mandated by the Ministry of Education to advise the Board on any issues related to students with diverse learning needs including special education needs.

The members of the committee include representatives of local associations, members of the school board, Aboriginal representatives, and may include additional members who do not belong to any of these groups. For more information about SEAC roles and requirements, visit here.

SEAC has a long history of active participation in supporting students with special education needs. SEAC supports the team approach articulated in the Board Mission Statement:

The mission of the Dufferin-Peel Catholic District School Board, in partnership with the Family and Church, is to provide, in a responsible manner, a Catholic Education which develops spiritual, intellectual, aesthetic, emotional, social and physical capabilities of each individual to live fully today and to meet the challenges of the future, thus enriching the community.

This mission is reflected in the documents and plans submitted to the Ministry of Education. SEAC has had input into the development of the Catholic Board Learning Plan.

The Special Education Plan Standard requires the Board to provide details of the operation of the Dufferin-Peel SEAC to the Ministry of Education and to give the public information to which they are entitled.

SEAC agendas are constructed to provide all stakeholders with opportunities for input on a monthly basis to the Committee. SEAC has also established a reciprocal sharing and reporting structure with the Board’s Central Committee for Catholic School Councils (CCCSC) that fosters support and communication.

Community Association Reports are brought forward each month, identifying successes, challenges and solutions. Each member brings an area of responsibility to the committee and this team focus has been one of continuous improvement in working within a framework of review and goal setting.

We encourage all parents/guardians/adult students to participate in the monthly SEAC meetings and encourage you to visit the SEAC Membership link for information regarding Associations.

Advanced Placement

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Regional Advanced Placement (AP) Schools

AP (Advanced Placement) provides opportunities for motivated and prepared students to experience university-level courses while in high school, thereby fostering critical thinking and university persistence and success. Through university-level Advanced Placement courses you enter a universe of knowledge that might otherwise remain unexplored in high school. Through AP Exams you have the opportunity to earn a credit or advanced standing at most universities.

There are two Regional Advanced Placement sites for the Dufferin-Peel Catholic District School Board.

St. Edmund Campion S.S. - For students living in Brampton and Caledon

St. Joseph S.S. - For students living in Mississauga

School College Work Initiative

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The School College Work Initiative provides funding for various projects each year. The phase 9 projects which were approved focus on fostering school/college/work connections that result in curriculum alignment, clarification of pathways, staff and resource development.

The S.C.W.I. in the Greater Toronto Area is administered by the Connecting GTA Teachers planning team. Regional planning activities include consideration of initiatives to help develop strategies for assisting all students, including at-risk learners, to consider college options and pathways -- making the transition from secondary school to college successful.

Dufferin-Peel was granted funding for two projects this year.

The “Transition to College Pathways” project involves students obtaining dual credits and advanced standing at Sheridan College while the “Trades Technology Opportunities Pathways Project” involves students from Dufferin-Peel and Peel obtaining technical skills through both Sheridan College and George Brown College.

Experiential Learning

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Experiential Learning is a valuable component to prepare students for the future in making his/her career decision in all pathway destinations. Students who participate have the opportunity to explore careers while developing technical and essential skills, knowledge and attitudes that are essential in today's society. These are planned learning experiences that take place in the community and include job shadowing, job twinning, work experience and cooperative education. Students will be prepared for an activity or program, including review and acknowledgment of learning expectations, activity protocols, and workplace health and safety.

Career Exploration Activities - Activities that allow students to explore career opportunities through worksite tours, career conferences or competitions (e.g., Skills Canada), simulation activities (e.g., Junior Achievement), or contact with a career mentor may be incorporated into any credit course and count towards the Experiential Learning component required for a Specialist High Skills Major.

Job Shadowing - Provides students with an opportunity for one-on-one observation with a worker for one-half to one full day (or, in some cases, up to three days) in a specific occupation.

Job Twinning – Provides students with an opportunity for one-on-one observation with a co-operative education student at his or her placement for one-half to one day.

Work Experience – Provides the opportunity for a student to engage in a short-term subject-related work experience which is usually one or two weeks in duration and does not exceed four weeks. Work Experience enables students to learn about a career, the skills and education required.

Co-operative Education - Is a unique learning opportunity that extends classroom theory and learning into practical experience in business, industry and the community. It consists of a classroom component and a workplace component and may be planned as a single or multiple credit program.

The opportunity to experience the workplace helps students explore career options and gather information they need to make informed decisions about their post-secondary destinations (Workplace, Apprenticeship, College or University). Students also develop essential skills, work habits, attitudes and job skills necessary for a successful transition from secondary school to the workplace or post-secondary education.

Religious Education

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Thank you for choosing to send your son/daughter to a Catholic secondary school. The Dufferin-Peel Catholic District School Board is committed to providing quality Catholic education which serves the academic, social, physical and spiritual developmental needs of our students.

The historical mandate of the Catholic school system in Ontario is to model the entire syllabus of the school on the life and teaching of Jesus. As such, the Dufferin-Peel Catholic District School Board has expectations that will support the development of each of all students admitted.

Our religious expectations are as follows:

All students will enroll in a Religion course in each of the four years. All Religion courses are approved by the appropriate Catholic authority. The Government of Ontario recognizes that Religion credits count towards a secondary school graduation diploma.
All students will participate in an annual retreat for the first four years that they are in a secondary school. The retreat normally takes place during the school day at a site off school property. The school chaplain organizes the annual retreat based on spiritual developmental themes appropriate for adolescents.
All students will participate in the prayer and in the liturgical life of the school. Catholic students are expected to participate fully as mandated by their sacramental Baptism. Non-Catholic students are expected to participate to the extent that they can. It is not the intention of the Dufferin-Peel Catholic District School Board to proselytize, however, for supervision, safety and community reasons, the entire school participates in all of the religious events that occur during the school year. At a minimum, non-Catholic students will attend and maintain respectful silence at all religious observances. All students are encouraged to get involved.
The Catholic District School Boards of Ontario follow approved provincial curriculum. Given the distinctiveness of Catholic schools, the Government of Ontario recognizes parallel curricula for our system based on Catholic course profiles. All courses in all subject areas in a Catholic secondary school, are taught from a Catholic point of perspective.

As people of faith, we are hopeful that all students will find richness of experience within our Catholic schools.

Religious Education

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Religious Education and Family Life in our Elementary Schools

All students in our Catholic elementary schools have Religious Education and Family Life programs as part of their learning.

Religious Education in Catholic schools complements family and parish-based catechesis. At the heart of Christ’s teaching lay the primary goal of the Catholic school, the promotion of the human person in their material and spiritual needs. Religious Education supports our students in developing body, mind and soul. It assists them in understanding the teachings of Jesus Christ, and how these teachings relate to their lives. The program used in our schools was developed by the Canadian Conference of Catholic Bishops.

Kindergarten – In God’s Image
Grade 1 – We Belong to God
Grade 2 – We Belong to the Lord Jesus
Grade 3 – In the Spirit We Belong
Grade 4 – Come and See
Grade 5 – May We be One
Grade 6 – You Shall be my Witness
Grade 7 – Believe in Me
Grade 9 – Stand by Me

The Institute for Catholic Education has just released a new elementary provincial Religious Education curriculum. It will be phased in over the next few years as new resources are produced.

Fully Alive is a Family Life Education program sponsored by the Assembly of Catholic Bishops of Ontario (ACBO). Catholic Family Life Education is closely associated with Religious Education. In Ontario Catholic schools, it accounts for 20% of the Religious Education program, and is usually taught once a week.

Family Life Education, as it is represented in the resource Fully Alive, is intended to pass on a distinctively Catholic view of human life, sexuality, marriage, and family. Its goal is to complement the efforts of families and to support what parents are doing at home. The entire program, from Grade 1 through Grade 8 is designed to encourage children to become the people God wants them to be — to be fully alive. The Ontario Bishops have a parent website, with program background, overview, resource material and information.

Growing in Faith, Growing in Christ

Growing in Faith, Growing in Christ is a Religious Education program sponsored by the Catholic Bishops of Ontario, Alberta, Saskatchewan, and the Northwest Territories and developed in collaboration with Catholic educators from across Canada.

The program is based on the Catholic Elementary Curriculum Policy Document for Religious Education, Grades 1-8, which has been approved by the aforementioned Catholic Bishops and Regional Assemblies of Bishops. It reflects the content of faith expressed in the Catechism of the Catholic Church and follows the rationale and methodology of the General Directory for Catechesis.

Student/Parent resources and activities are available on the Pearson Canada website. Login information is available through your child's teacher.

Special Education

Fri, 10 Dec 2021 21:15:55 GMT

Dufferin-Peel Catholic schools provide a spectrum of programs and services to meet the needs of all students. Keeping the student at the centre, Special Education and Support Services practice is rooted in the home school community and supports students by promoting accessibility, honouring diversity and mutual respect and by demonstrating transparency and fairness.

The home school can provide general information and student specific information and rights regarding programs and services available within Dufferin-Peel. The home school may also provide guidance regarding appropriate referral information to the Family of Schools Special Education Consultant and/or Special Education and Support Services Department.

Responding to God's call, the Dufferin-Peel Catholic District School Board fosters and nourishes a safe, caring, inclusive and healthy education community rooted in tradition and scripture. Our Catholic culture, supported through the home, parish and school community including trustees, staff and/or community associations invites students into a deeper relationship with, and understanding of, Christ.

Guided by principles within the Ministry documents Learning for All and Special Education Transformation, we recognize that "fairness is not sameness" and that each student is unique. We are committed to supporting one student at a time. Within our Catholic culture, and through personalized and precise programs and services, we promote success for all students through a cycle of continuous assessment for learning.

As supported by the Ontario Ministry of Education's Shared Solutions and in order to create a culture of collaboration, Dufferin-Peel promotes positive school climates and endeavours to establish effective lines of communication among home, parish and school community. Keeping the student at the centre, Special Education and Support Services practice is rooted in the home school community and supports students by promoting accessibility, honouring diversity and mutual respect and by demonstrating transparency and fairness.

The 2014-19 Dufferin-Peel Catholic District School Board Strategic Plan Core Principles, focusing on Catholicity, Learning Environment, Community Engagement, Parish-Home-School and Physical Environment provide further direction for education initiatives within a Catholic context and serve as a foundation for future planning in Special Education and Support Services.

The Special Education Department, special education and support staff, system leaders and educational stakeholders work as a community to support the provision of programs and services through the Catholic Board Learning Plan that foster independence and promote growth for all students through team planning, staff collaboration and student participation in authentic learning opportunities.

Elementary

Fri, 10 Dec 2021 21:15:53 GMT

As part of the larger Program Department, the focus of the Elementary Program Team is to support elementary educators, students and their families in the areas of assessment and instruction, aimed at increasing student well-being, learning and achievement. A key aspect of the work of the Program Department is assisting all educators and learners to understand curriculum through the lens of a Catholic worldview.

Curriculum instruction is based on the program and policy documents of the Ontario Elementary Curriculum.

Assessment, Evaluation and Reporting are guided by the Ministry of Education policy document Growing Success, 2010.

Guided by the precepts of our Faith, and by research into successful practices, the Elementary Program Team strives to provide guidance to administrators, teachers and families so that effective programming is put in place that responds to the needs of all students, as appropriate.

Student well-being is the foundation to all that we do. With this in mind, support is available for all areas of the elementary program including: Religious and Family Life Education, Early Learning, Literacy and Mathematical Literacy including financial literacy, The Arts, Social Studies, History and Geography, Science and Technology, Physical and Health Education.

The Elementary Program Team also works to support all other areas of programming to ensure that 'the whole child' is recognized, and that the gifts of all are treasured as each learner journeys towards the Ontario Catholic School Graduate Expectations. For more information about Elementary Program, contact the Program Department at 905-890-0708 ext. 24430 or 24342.

Programs & Services

Fri, 10 Dec 2021 21:15:39 GMT

myBlueprint

Thu, 28 Jan 2021 23:16:42 GMT

In Dufferin-Peel Catholic District School Board we strive to support students in their career/life planning through providing opportunities where students can reflect on their educational journey as Catholic citizens.

The Ministry of Education has provided school boards with a career/life planning program outline for all students to engage in from K-12. The program is designed to help students achieve their personal goals and become competent, successful, and contributing members of society through the exploration of the following 4 inquiry questions:

Who am I?
What are my opportunities?
Who do I want to become?
What is my plan for achieving my goals?

All students from grades K-12, within Dufferin-Peel have access to their own personal electronic portfolio (e-portfolio) which contains activities for students to reflect on the 4 inquiry questions and set career/life planning goals. Students access their e-portfolio by visiting www.myblueprint.ca.

To get started and access resources for student e-portfolios click on the links below:

English Credit

Fri, 06 Nov 2020 05:00:00 GMT

Courses:

English, Grade 11 College Preparation
English, Grade 12 College Preparation
Business and Technological Communication in Healthcare
Ontario Secondary School Literacy Course, Grade 12 (Note: This course is not being offered at this time.)

English, Grade 11 College Preparation ENG3CQ
This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will study the content, form, and style of a variety of informational and graphic texts, as well as literary texts from Canada and other countries, and create oral, written, and media texts in a variety of forms for practical and academic purposes. An important focus will be on using language with precision and clarity. The course is intended to prepare students for the compulsory Grade 12 college preparation course. This is offered as a self-study course.

English, Grade 12 College Preparation ENG4CQ
This course emphasizes the consolidation of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse a variety of informational and graphic texts, as well as literary texts from various countries and cultures, and create oral, written, and media texts in a variety of forms for practical and academic purposes. An important focus will be on using language with precision and clarity and developing greater control in writing. The course is intended to prepare students for college or the workplace. This is offered as a self-study course.

Locations:
Gabriel Adult Learning Centre
St. Kateri Tekakwitha Catholic Learning Centre

Daytime Classes:
Monday – Friday
12:30 p.m. – 3:30 p.m.

Ontario Secondary School Literacy Course, Grade 12 OLC4OQ (Note: This course is not being offered at this time.)
This course is designed to help students acquire and demonstrate the cross-curricular literacy skills that are evaluated by the Ontario Secondary School Literacy Test (OSSLT). Students who complete the course successfully will meet the provincial literacy requirement for graduation. Students will read a variety of informational, narrative, and graphic texts and will produce a variety of forms of writing, including summaries, information paragraphs, opinion pieces, and news reports. Students will also maintain and manage a portfolio containing a record of their reading experiences and samples of their writing. Eligibility requirement: Students who have been eligible to write the OSSLT at least twice and who have been unsuccessful at least once are eligible to take the course. (Students who have already met the literacy requirement for graduation may be eligible to take the course under special circumstances, at the discretion of the principal.) This is offered as a self-study course.

Business and Technological Communication in Healthcare EBT4OH
This course will equip students to utilize the language to communicate information, in both written and verbal format, within the healthcare environment. It will introduce medical terms and abbreviations with corresponding definitions, spelling, and pronunciation. Students will gather information from patient case studies to document using healthcare documentation tools. Students will integrate graphics and text for resumes, and healthcare algorithms. They will also make several oral and visual (Power Point) presentations based on healthcare resources.

Locations:
Gabriel Adult Learning Centre
St. Kateri Tekakwitha Catholic Learning Centre

Daytime Classes:
Monday – Friday
12:30 p.m. – 3:30 p.m.

Mathematics Credit

Fri, 06 Nov 2020 05:00:00 GMT

Courses:

Mathematics for Work and Everyday Life
Foundations for College Mathematics

Mathematics for Work and Everyday Life, Grade 11 Workplace Preparation MEL3E
This course enables students to broaden their understanding of mathematics as it is applied in the workplace and daily life. Students will solve problems associated with earning money, paying taxes, and making purchases; apply calculations of simple and compound interest in saving, investing, and borrowing; and calculate the costs of transportation and travel in a variety of situations. Students will consolidate their mathematical skills as they solve problems and communicate their thinking.

Locations:
St. Gabriel Adult Learning Centre
St. Kateri Tekakwitha Catholic Learning Centre

Daytime Classes:
Monday - Friday
9:00 a.m. – 12:00 p.m.

Foundations for College Mathematics, Grade 12, College Preparation MAP4C
This course enables students to broaden their understanding of real-world applications of mathematics. Students will analyze data using statistical methods; solve problems involving applications of geometry and trigonometry; solve financial problems connected with annuities, budgets, and renting or owning accommodation; simplify expressions; and solve equations. Students will reason mathematically and communicate their thinking as they solve multi-step problems. This course prepares students for college programs in areas such as business, health sciences, and human services, and for certain skilled trades.
Prerequisite: Foundations for College Mathematics, Grade 11, College Preparation, or Functions and Applications, Grade 11, University/College Preparation

Locations:

St. Gabriel Adult Learning Centre
St. Kateri Tekakwitha Catholic Learning Centre

Daytime Classes:
Monday - Friday
12:30 p.m. – 3:30 p.m

English as a Second Language

Thu, 05 Nov 2020 05:00:00 GMT

English as a Second Language ESL Level 4 (ESLDO)

This course prepares students to use English with increasing fluency and accuracy in classroom and social situations and to participate in Canadian society as informed citizens. Students will develop the oral-presentation, reading, and writing skills required for success in all school subjects. They will extend listening and speaking skills through participation in discussions and seminars; study and interpret a variety of grade-level texts; write narratives, articles, and summaries in English; and respond critically to a variety of print and media texts.

St. Gabriel Adult Learning Centre
St. Kateri Tekakwitha Catholic Learning Centre

Daytime Classes:
Monday – Friday
9:00 a.m. – 12:00 p.m.

Evening Classes:
Not offered at this time.

For more information, call 905-891-3034 or 905-891-3034

Information and Communication Technology in the Workplace

Wed, 04 Nov 2020 05:00:00 GMT

Advanced Computers for the Workplace

Information and Communication Technology (BTX4E) in the Workplace, Grade 12,Workplace Preparation

This course provides students with the opportunity to further develop essential workplace skills in information and communication technology while working in a team environment. Using a project-based approach, students will focus on integrating software applications and applying multimedia software features. Students will expand their understanding of electronic business and e-commerce environments and workplace ethics. This course will prepare students for a successful transition from secondary school to the workplace. Prerequisite: Information and Communication Technology: The Digital Environment.

Session Dates:

St. Gabriel Adult Learning Centre

Daytime Classes:
Monday - Friday
9:00 am – 12:00 pm or 12:30 pm - 3:30 pm
For more information, call 905-362-0701.

Evening Classes:
This course is only available during the day at this time.

For more information, call 905-362-0701 or 905-891-3034

St. Kateri Tekakwitha Catholic Learning Centre

Daytime Classes:
Monday – Friday
9:00 am – 12:00 pm or 12:30 pm - 3:30 pm
For more information, call 905-891-3034

Map of Locations

Support Services

Mon, 26 Oct 2020 17:16:47 GMT

As a Catholic education community, we believe that every child who comes to us is a unique individual, created in the image and likeness of God. We have a moral purpose to understand and support students in their learning. Programs and services for students must be personalized, precise, and guided by a continuous cycle of assessment for learning, leading to success for all students.

Support Services personnel, as part of Family of Schools and/or the Special Education and Support Service Department, are collaborating with educators, in particular, with the classroom teacher, to ensure that all students with diverse learning needs and/or who are at risk academically, physically, socially, emotionally, and behaviorally, are supported through differentiated learning experiences that are informed by timely, appropriate, assessments, supports and interventions.

Support Services Staff in Dufferin-Peel may include:

Child and Youth Workers
Educational Resource Workers
Psychology Staff
Social Work Staff
Speech/Language/Hearing/Vision Staff
Other Para-Professional and/or Professional Staff

We endeavor to build the capacity of multi-disciplinary school teams and support of classroom practice where each participant may be an agent of hope and reflection of our gospel values, to nourish, to sustain and to grow every student’s ability to achieve according to God’s plan. Through our successes, our students will be better prepared to be a transforming presence in our schools and in our world.

Cooperative Education

Thu, 05 Dec 2019 14:15:00 GMT

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Discover Co-op/OYAP Education at �鶹��ý. Experience that works for you!

Co-operative Education is a unique learning opportunity that extends classroom theory and learning into practical experience in business, industry and the community. It consists of a classroom component and a workplace component and may be planned as a single or multiple credit program.

The opportunity to experience the workplace helps students explore career options and gather information they need to make informed decisions about their post-secondary destinations (Workplace, Apprenticeship, College or University). Students also develop essential skills, work habits, attitudes and job skills necessary for a successful transition from secondary school to the workplace or post-secondary education.

Why take Co-op?

Co-operative Education gives students the opportunity to:

Make connections between school and work and to "try out" a career of interest before finalizing plans for postsecondary education, training or employment;
See the relevance of their classroom learning in a work setting;
Develop the essential skills and work habits required in the workplace and acquire a direct understanding of employer and workplace expectations;
Gain valuable work experience to help build their resume for postsecondary programs and future employment;
Experience authentic and purposeful learning outside a traditional classroom setting;
Develop maturity and self-confidence.

How does Cooperative Education help students meet diploma requirements?

Co-operative Education credits may be used to meet up to two of the 18 compulsory credit requirements for the Ontario Secondary School Diploma (OSSD).
There is no limit to the number of optional credits that may be earned through cooperative education courses.
Under the ministry-approved framework for the Specialist High Skills Major (SHSM) designation within the OSSD, students must earn a minimum of two co-operative education credits as one of the five required components of SHSM.
Co-operative education credits are a required component of other specialized programs, such as school-to-work and school-to-apprenticeship, Ontario Youth Apprenticeship Program (OYAP).

How does a student apply to the Co-op Program?

Students choose to take Co-operative Education during course selection and also complete and submit a Co-operative Education Application Form. Students must be interviewed for the program which is conducted by the co-operative education teacher in consultation with subject teachers, guidance counsellors and administrators.

Ontario Youth Apprenticeship Program (OYAP)

Thu, 05 Dec 2019 14:15:00 GMT

2024 -2025 OYAP Level 1 Application

NOTE: Completed OYAP Application Form is to be submitted on the Google Form link included on the first page of the application.

2024-2025 OYAP GUIDE

Ontario Youth Apprenticeship Program (OYAP) - OYAP is a planned school-to-career program that enables students to meet secondary school diploma requirements while participating in a skilled trade that requires apprenticeship leading to a Certificate of Apprenticeship and Journey Person status. Students have the opportunity in Grade 11 or 12 through the co-operative education program to explore and work in a skilled occupation developing an understanding of the skill and knowledge required. The Student Cooperative Education Learning Plan (SCELP) will be based on the training requirements outlined in the government approved training standards for the trade.

A student participating in OYAP must:

Be sixteen years* of age or older (*NOTE: some trades/sectors will permit students to begin OYAP at 15 years of age);
Have completed a minimum of 14 credits towards their OSSD prior to starting the OYAP program;
Be enrolled as a full-time student during the program;
Demonstrate commitment, good work habits, regular attendance record, and competency in English, math and science (physics/chemistry) where applicable;
Choose appropriate secondary courses linked to their skilled apprenticeship occupation;
Explore their choice of apprenticeship in Grades 11 or 12 through technological studies, related academic subjects, and cooperative education programs;
Select to take cooperative education during course selection;
Complete and submit a cooperative education application to the cooperative education office at their home school.

Live The Skilled Life: A Guide for Graduating OYAP Apprentices
Skilled Trades Ontario
Employment Ontario

Supporting Learning

Wed, 09 May 2018 18:33:08 GMT

Resources that support further learning

Dufferin-Peel Catholic District School Board - Catholic High School,Kindergarten, Mississauga Catholic, Brampton Catholic, Caledon Catholic

Adult Education

EQAO

Extended French

French Immersion

French Immersion Program

Indigenous Education Council

Night School

Night School 2024-2025

Transition to Secondary

NAVIG 8-2-9 Mapping Your Future

Upcoming Events

Meetings

Secondary Programs

​​ ​​At �鶹��ý, we are committed to each and every student's success!​​

Psychology

International Students

​​​​​​​ ​​​​​​�鶹��ý Lives Begin with a Great Catholic Education at Dufferin-Peel Catholic Schools

Regional & Local Programs

Summer Learning

Summer School Courses

​​​​​​​​Summer Online Learning Courses

Secondary Dual Credit Offerings

​Secondary Summer School SWAC/ Dual Credit Offerings

Secondary Summer School Co-op

Secondary Summer School

Secondary Summer School (For Grade 8 students transitioning to Grade 9)

Get Ready for Secondary School

​​​​​​

Get Ready! for Secondary School Summer Program

Elementary Literacy Numeracy Summer Program (Grade 6-8)

PLAR - Prior Learning Assessment and Recognition

International and Indigenous Languages

​​​​​​​International & Indigenous Languages Elementary Programs​​​​​ ​​

International and Indigenous Languages Secondary Programs​​​​​​

Parents Reaching Out Events

Business Credit

Information and Communication Technology: The Digital Environment

​​Information and Communication Technology - The Digital Environment (BTA30)

Specialist High Skills Major

Launching and Leading a Business

Special Education Plan

French as a Second Language

SEAC Membership

Mathematics Achievement Plan

Parent and Guardian Information

eLearning

​eLearning Overview​

Computer Studies

NEW! - Introduction to Computer Programming [ICS3C]

Building the Entrepreneurial Mindset

Summer Literacy Camp (Kindergarten Year 2 to Grade 5)

Office Administration Co-op

Internationally-Trained Professional Co-op

Early Years

International Baccalaureate

Regional IB Schools

Group 1: Studies in Language and Literature

Group 2: Language Acquisition

Group 3: Individuals and Societies

Group 4: Sciences

Group 5: Mathematics

Group 6: The Arts

Parents Guide to Special Education Programs

Resources

English Language Learners

​

Accessing eLearning Courses

AQ Courses

Work Experience Co-op Programs

Adult ESL/FSL/Citizenship – Non Credit

Languages

​​​​​​​​Extended French

French Immersion

International & Indigenous Languages

English Language Learners

Community Involvement

Advantage Program Adult 18-21

Financial Accounting Fundamentals

Kindergarten

At �鶹��ý, we are committed to each and every student's success!

�鶹��ý Lives Begin with a Great Catholic Education at Dufferin-Peel Catholic Schools

Summer Online Learning Courses

Secondary Summer School SWAC/ Dual Credit Offerings

International & Indigenous Languages Elementary Programs

International and Indigenous Languages Secondary Programs

Information and Communication Technology - The Digital Environment (BTA30)

eLearning Overview

Extended French

�鶹��ý 2024-25 Semester 2 eLearning Course Offerings

The Maturity Prior Learning Assessment and Recognition mPLAR

Learning about music with Isaac Murdoch and Shannon Paul

Exploring Indigenous Knowledge Systems through the Amazing World of Plants PART 2 Grades 4 – 8

Exploring Indigenous Knowledge Systems through Story in the Elementary Classroom - Dec 1, 2020

Teaching About Residential Schools in the Elementary Classroom Webinar - April 16, 2020