School Program and Course Calendar
Grades 9 - 12
2009 - 2010
Laura Lee Millard-Smith
6 Cameron Street Collingwood ON L9Y 2J2
Phone (705)445-3161 Fax (705) 444-9270
Requirements for Graduation Calendar Contents 3
CCI Mission Statement 4
Principal’s Message 4
Community Involvement 5
Ontario Secondary School Literacy Requirement 5
Student Responsibilities 6
Courses Offered in the School 7
Course Destinations 8
Substitutions for Compulsory Courses 8
Course Coding System 8
Evaluation and Examination Procedures 9
Pathways for Student Success
- Extended French Program
- Core French Certificate
- Health and Wellness Pathway
Course Offerings by Other Means 10
Recording and Reporting Procedures 11
Guidance and Career Education Program 11
Special Education Information 12
World of Work Connections 13
Research Resources 14
Grade 9 Course Offerings 15
Grade 10 Course Offerings 19
Grade 11 Course Offerings 26
Grade 12 Course Offerings 38
Simcoe County Based Programs 50
Departmental course pathways (French, English, Math) 53
Student Education Plan – map out your courses for CCI 56
Requirements for the Ontario Secondary School Diploma
In order to earn an Ontario Secondary School Diploma (OSSD), a student must:
Earn 30 credits (18 compulsory and 12 optional)
Successfully complete the Ontario Secondary School Literacy Requirement
Complete 40 hours of Community Involvement Activities
Students must earn the following 18 compulsory credits in order to obtain the OSSD
One additional credit in English OR French
4 credits in English (1 credit per grade) as a Second Language, OR a Native
1 credit in French as a second language, OR a Classical or an
language international language OR Social Sciences
3 credits in Mathematics (at least 1 and the Humanities, OR Canadian and
World Studies OR Guidance and Career
credit in Grade 11 or 12)
Education, OR Co-operative Education*
2 credits in Science
1 credit in Canadian Geography
One additional credit in Health and
1 credit in Canadian History Physical Education, OR the Arts OR
1 credit in the Arts (Art or Music or Business Studies, OR Co-operative
1 credit in Health and Physical
Education One additional credit in Science (Grade 11
.5 credit in Civics or 12,) OR Technological Education (Gr. 9-
.5 credit in Career Studies 12), OR Co-operative Education* OR
Computer Studies (Grade 11 or 12)
In addition to the 18 compulsory credits, students must earn 12 optional credits selected from the
courses listed in the school course calendar. * See your Guidance Counsellor for details.
The Ontario Secondary School Certificate
The Ontario Secondary School Certificate (OSSC) will be granted on request to students
who leave school before earning the Ontario Secondary School Diploma and who have
earned a minimum of 14 credits (7 compulsory and 7 optional):
COMPULSORY CREDITS (7)
2 credits in English
1 credit in Mathematics
1 credit in Science
1 credit in Canadian Geography or History
1 credit in Health and Physical Education
1 credit in the Arts (Art or Music or Drama) or Technological Education
OPTIONAL CREDITS (7)
7 credits selected by the student from the available courses in the school calendar.
The Certificate of Accomplishment
Students who leave school before fulfilling the requirements for the Ontario Secondary School Diploma or
Certificate may be granted a Certificate of Accomplishment. This certificate may be a useful means of
recognizing achievement for students who plan to take certain vocational programs or other kinds of further
training. Students who return to school to complete additional credit and non-credit courses will have their
transcript updated, but will not be issued a new Certificate of Accomplishment.
We believe in the importance and value of completing a secondary education. We are committed
to reaching every student to help them achieve a successful outcome from their secondary school
experience. To ensure high quality learning and a program customized to their skills and interests
within caring and supportive environment where students have access to the following supports:
CCI School Mission Statement
The goals of Collingwood Collegiate are to help students acquire academic skills, to develop social
responsibility, and to attain personal well-being, which is a balance of physical, social and
emotional health. These goals aim to help students function fully as creative and critical-thinking
Our primary goal, as a school and as a staff, is to help you challenge yourself to discover and
develop your own personal talents and abilities. Along with your pursuit of academic success, you
are encouraged to participate in a wide variety of co-curricular activities including sports, clubs,
music, drama, or student government.
At CCI, we are committed to developing good character. This handbook will provide you with
information about the school, including the responsibilities and expectations that we all share.
Adolescence is a time of increased independence, and a time when many parents begin to reduce
their involvement in their child’s education.
We encourage all parents to remain actively involved through School Council, Parent-Teacher
conferences and our Ozzie Newsletter. Continued involvement and support at this time is critical
Community Involvement – Diploma Requirements
Every student who begins Secondary School during or after the 1999-2000 school year must complete 40 hours of
Community Service Involvement. This requirement is to encourage students to develop awareness and an
understanding of civic responsibility and the role they can play in their communities. Students, in collaboration with
their parents, are responsible for selecting volunteer activities from the “Eligible Activity List”. Students and their
parents/guardians have the responsibility of completing the “Completion of Community Involvement Activities” form
found in the front office and handing this form in to the school as required. They are also to ensure that the
corresponding total number of hours is recorded correctly on the student’s report card. To ensure the ongoing
recording of student’s Community Service hours, students should pass in a signed record of completed hours to the
front office at the beginning of each December and May to ensure that accumulated hours are shown accurately on
their report card.
Community Involvement – Eligible Activity List
Eligible activities must be without pay, outside class time, and not part of a course requirement, such as job
shadowing, co-op or work experience. However, an eligible activity that takes place during a student’s lunch break or
“spare” periods is acceptable. The SCDSB in consultation with School Councils, the Special Education Advisory
Committee and Ontario School Board’s Insurance Exchange (OSBIE) approved the activities listed below:
• assistance to seniors;
• environmental projects;
• community sports and recreation activities; score keeping, coaching, refereeing
• specific school-related activities;
• working with charitable and service organizations;
• community activities;
• working in health facilities.
The Ministry’s List of Ineligible Activities for Community Involvement
The Ministry of Education has developed a list of activities that cannot be chosen for Community Involvement
Activities. An ineligible activity is one that:
• takes place in a logging or mining environment, if the student is under sixteen years of age
• takes place in a factory, if the student is under fifteen years of age
• takes place in a workplace other than a factory, if the students in under fourteen years of age and is not accompanied
by an adult
• would normally be performed for wages by a person in the workplace
• involves the operation of a vehicle, power tools, or scaffolding
• involves the administration of any type or form of medication or medical procedure to other persons
• involves the handling of substances classed as “designated substances” under the Occupational Health and Safety Act
• requires the knowledge of a tradesperson whose trade is regulated by the provincial government
• involves banking or the handling of securities, or the handling of jewelry, works of art, antiques, or other valuables
• consists of duties normally performed in the home (e.g., daily chores) or personal recreational activities
• involves a court-ordered program (e.g., community-service program for young offenders, probationary program.)
• involves the use of a firearm
Ontario Secondary School Literacy Requirement
All students must successfully complete the Ontario Secondary School Literacy Requirement in order to earn a
secondary school diploma. The Ontario Secondary School Literacy test will be administered in Grade 10. The test is
based on the expectations for reading and writing across subjects in the Ontario Curriculum up to the end of Grade 9.
The test will determine who has met the provincial expectations for literacy. It will identify areas for remediation for
students who are unsuccessful in completing the test. School boards are required to provide remedial assistance
following the test for students who require it. The literacy test may not be retaken once it has been successfully
Accommodations during EQAO testing
A student who is receiving a special education program or service and who has an Individual Education Plan (IEP) will
receive the accommodations noted in the IEP that match accommodations permitted by the Education Quality and
Accountability Office. These accommodations must be consistent with those available to the student completing his or
her regular school work, including examinations and other forms of evaluation.
Deferrals for the OSSLT
Deferrals are intended for students who have not yet acquired a level of proficiency in English to successfully complete the Literacy
Test. This may include students who have been identified as Exceptional, or students who have been unsuccessful in achieving the
reading and writing skills appropriate for grade 9. Deferrals may also be granted for students who are unable to write the test during
the scheduled administration due to illness, injury or other extenuating circumstances. The principal will determine if a deferral should
be granted. Deferred students are expected to write the OSSLT during the next administration of the test.
Exemptions for the OSSLT
A student must have an IEP that clearly indicates he or she is not working towards an Ontario Secondary School
Diploma in order to be exempted from writing the OSSLT. The principal, in consultation with the parent(s) and student,
will make all decisions regarding exemptions.
The Ontario Secondary School Literacy Course - OSSLC
The Ontario Secondary School Literacy Course has been developed to provide students who have been unsuccessful
on the OSSLT with intensive support and an alternative means of demonstrating the required reading and writing
competencies. Students who have had at least two opportunities to write the OSSLT and who have failed it at least
once will be eligible to take OLC4O1: The Ontario Secondary School Literacy Course in grade 12. The successful
completion of this grade 12 course will satisfy the literacy requirement for graduation. Course expectations cannot be
modified but accommodations may be made for students who have an IEP. Students who obtain a graduation diploma
by passing the grade 12 Literacy Course will be required to demonstrate a standard of reading and writing skills
comparable to those measured by the Literacy Test.
Literacy Requirement Adjudication Process
A board adjudication panel is established at the end of the school year to provide certain students with an additional
opportunity to meet the literacy graduation requirement. These are the students who otherwise would be eligible to
graduate in June but, through no fault of their own, have not been able to take advantage of the normal opportunities
to write the OSSLT and/or have not been able to enroll in or complete the OSSLC, owing to unforeseen
circumstances. Also eligible for the adjudication process are students who were receiving special education programs
or services, and who had an IEP document stating required accommodations, but, owing to unforeseen circumstances,
did not have access to these accommodations when they were taking the OSSLT.
Achievement, Attendance and Punctuality
Regular attendance at school is critical for the student’s learning and achievement of course expectations. Students
who fail courses or choose to withdraw from a course may jeopardize their attainment of an OSSD. Our school’s
attendance and punctuality policies are outlined in the Student Agenda. Each student receives a copy on the first day
of school and should read these sections carefully.
School’s Code of Student Behaviour
The Code of Behaviour is outlined in the Student Agenda and should be read carefully by both students and parents.
The Simcoe County District School Board Safe Schools Policy may be accessed at www.scdsb.on.ca, follow the links
to Board/Polices/ 4250.
There will be no fees or costs charged to a student in order to participate in the regular day school program. Fees may
be charged where a student chooses to upgrade the material or where the purchase of materials is optional. Students
enrolled in secondary schools can expect to be provided with the basic learning resources that are required to meet
the course expectations. It is recognized that there may be optional resources that students may purchase to enhance
The following courses offer optional resources that students may choose to select to purchase:
Visual Arts: Students may purchase an Art Kit to supplement their work for $10
Business: Students may buy a Grade 11 Accounting Workbook to support their work
French: Students are encouraged to purchase a Cahier and most courses require students to bring an
Phys Ed: Grade 9 students are encouraged to purchase a uniform for $25 (approx) and there are alternative
fees for the Grade 11 and 12 Physical Education classes that students may wish to pay to access alternative
activities for the class
Science: Students are encouraged to purchase a workbook for SNC1L1 for $15
Technology: Most of the courses offered in the technology department require a $25 consumable fee; please
check with the individual teacher.
Students are expected to participate actively in their own learning and are required to bring basic materials such as
pens, pencils and paper with them. Students taking Physical Education are expected to wear appropriate attire
including running shoes and CCI T-shirts and shorts to ensure that active participation is possible.
Students are encouraged to purchase their school’s Student Activity Card by paying the Student Activity Fee. The
Activity Card includes, but is not limited to, the benefit of participating in the co-curricular program, in Student Council
dances and other activities and includes a copy of the Yearbook. Students involved in co-curricular teams, clubs, and
groups will be made aware of any additional fundraising obligations or participation fees prior to making a commitment
Courses Offered in the School
Access to Courses of Study
Information on courses of study for the courses offered in the school is available by contacting the main office. A copy
of Ministry courses can also be accessed by visiting the Ministry of Education web site: http://www.gov.on.ca
Definition of a Credit
A credit is granted in recognition of the successful completion of a course that has been scheduled for a minimum of
110 hours. A half credit may be granted for each 55-hour part of a 110-hour Ministry developed course. Credits are
granted to students by the principal of a secondary school on behalf of the Minister of Education.
There are no prerequisites for grade 9 courses. Courses in grades 10, 11 and 12 may have prerequisites as a
requirement for enrolment. Prerequisites are identified in each Ministry curriculum document. If a parent or adult
student requests that a prerequisite be waived, the principal will decide after consulting with the parent or adult student
(over 18 years of age) and appropriate school staff whether or not a prerequisite will be waived.
Types of Courses
Five types of courses are offered in grade 9 and 10:
• Academic courses emphasize theory and abstract problems.
• Applied courses focus on practical applications and concrete examples.
• Open courses are designed to prepare students for further study in certain subjects and to enrich their education
generally. They are not linked to any specific post secondary destination.
• Locally Developed Courses in Grade 9 are designed for students who are working at the grade 6, 7, or 8 levels in
English, Math and Science. These courses meet educational needs not met by provincial curriculum documents.
Locally Developed courses enhance their knowledge base or skill level in order to move to another course (same
grade /same subject) at the Applied or Academic level OR go directly to grade 10 Locally Developed Courses. For
example, a student may study grade 9 Locally Developed English, then move to grade 9 Applied or Academic English
OR move from grade 9 Locally Developed English to grade 10 Locally Developed English. Collingwood Collegiate
offers Locally Developed courses in English (ENG1L1), Math (MAT1L1) and Science (SNC1L1). These grade 9
courses fulfill the requirements of a compulsory credit.
• Locally Developed Courses in Grade 10 are courses that meet educational needs not met by Provincial curriculum
documents. Students usually move into Workplace Destination courses in grade 11 & 12. Collingwood Collegiate
offers Locally Developed Courses in English (ENG2L1), Math (ENG2L1), History (CHC2L1), and Science (SNC2L1).
All courses except Science fulfill the requirements of a compulsory credit. Students may require a Science substitution
as they near graduation (see notes on Substitutions for Compulsory Courses)
Note: A student may count no more than six Locally Developed courses as compulsory credits, two in
Mathematics, one in Science, two in English, and one in History.
Note: Some students of Locally Developed courses will be involved in a 2 year program, working toward an Ontario
Secondary School Certificate of 14 credits.
Five course destinations are offered in grade 11 and 12 to prepare students for their postsecondary destinations:
• University preparation courses (U code) are designed to equip students with the knowledge and skills they need
for entrance to University.
• University/College preparation courses (M code) are designed to equip students for entrance to specific University
and College programs.
• College preparation courses (C code) prepare students for most College programs and related careers.
• Workplace courses (E code) prepare students for direct entry into workplace or admission to apprenticeship
programs and other training programs.
• Open courses (O code) are appropriate for all students and are not linked to any specific post-secondary
Substitutions for Compulsory Courses
Substitutions may be made for a limited number of compulsory credits, using courses from the remaining courses that
meet the compulsory credit requirements that are offered by the school. To meet individual students’ needs, principals
may replace up to three compulsory courses (or the equivalent in half courses). Each substitution will be noted on
the student’s transcript.
Course Coding System
The course code consists of a course title and a six character code. The Ministry of Education
designates the first five characters. The sixth character is determined by the individual school.
Code Character Explanation Example
Subject discipline of the course in letters “ENG” English
1st, 2nd & 3rd
Grade level as a number * (see below) “1” grade 9 or first year
“1” grade 9
4 “2” grade10 Or
“3” grade 11
“4” grade 12 “3” grade 11 or third year
Type of course/destination as a letter
“P” Applied “D” Academic type
th “L” Locally Developed Or
"M” University/College “E” Workplace Destination
Board designated character that
CCI’s individualized end code is “1”
indicates credit value or may be used
6 to differentiate between courses with
CO-OP end code is “C”
Evaluation and Examination Policies
Students will be evaluated based on the Provincial curriculum expectations and achievement levels outlined in the
secondary curriculum policy documents. Evaluation is based on the level of achievement the student demonstrates in
the skills and knowledge covered in a course. 70% of the evaluation is based on classroom work and may be
determined through a variety of methods such as ongoing class demonstrations, presentations, essays, performances
and classroom tests and quizzes. 30% of the evaluation is based on a final summative evaluation near the end of the
course. Evaluation methods could include assignments, projects, portfolios, tests, examinations or demonstrations.
Student achievement will be communicated formally to parents by means of the Provincial Report Card, Grades 9 –
12. The levels of achievement are associated with percentage grades, and are defined as follows:
% Grade Range Achievement Level Summary Description
A very high to outstanding level of achievement.
80 – 100% Level 4
Achievement is above the provincial standard.
A high level of achievement.
70 - 79 % Level 3
Achievement is at the Provincial standard.
A moderate level of achievement.
60 – 69% Level 2
Achievement is below, but approaching, the provincial standard.
A passable level of achievement.
50 – 59% Level 1
Achievement is below the provincial standard.
Insufficient achievement of curriculum expectations. A credit will not
Below 50 % Level R
Pathways for Student Success
The Ministry of Education “Student Success” initiative ensures additional support to students in our schools. The focus
of the support is to improve the literacy and numeracy skills of all students; to ensure a smooth transition from Grade 8
– 9 and then from secondary school to the work place; and to develop programs within schools which prepare students
for their selected destination in the workforce. All secondary schools in the Simcoe County District School Board have
a full-time teacher dedicated to ensuring student success. The student success teacher works with school staff,
parents and the community to ensure that students have every opportunity to earn the necessary credits to graduate.
Student Success programs include, but not limited to: credit recovery and rescue, expanded cooperative education,
dual credit programs, specialist high skills majors and transition programs for students as they enter and graduate from
To learn more about what Collingwood Collegiate Institute is doing to support all students in our schools, contact the
Student Services/Guidance department. For more information about what is happening in Ontario’s high schools, visit
Collingwood Collegiate Institute is pleased to provide specialized opportunities for its students in two separate
pathways. Our Extended French Program and Health and Wellness Specialist High Skills Major are two exciting and
unique pathways for students who are setting up their educational plan.
Collingwood Collegiate’s Extended French Program
Extended French is available to students at Collingwood Collegiate Institute. This program offers students the
opportunity to develop French-language skills in a variety of subject areas. The content of Geography, History and
Media Studies is the same as the regular English language program but the language of instruction in French.
Students wishing to obtain an Extended French Certificate from SCDSB must complete the following courses:
FEF1D1, FEF2D1, FEF3U1, FEF4U1, and CGC1DE, CHC2DE, ASM3OE.
Collingwood Collegiate’s Core French Certificate
The Core French Certificate will be awarded to those students who successfully complete four credits in Core French:
FSF1D1, FSF2D1, FSF3U1 and FSF4U1. It will also be awarded to those students who successfully complete all four
FSF1P1, FSF2P1, FSF3O1 and FSF4O1. This could be a definite asset to a student’s portfolio.
Health and Wellness Specialist High Skills Major
Collingwood Collegiate is pleased to create and offer students a pathway designed to help students make a smooth
transition into health-care related careers, which offer many opportunities due to the aging demographics of our
population and our increased awareness of the need to make healthy living an important part of our daily routines.
The pathway has a number of required components, designed to give students a “leg-up” to pursue post-secondary
opportunities in the health and wellness sector, valuing all four post-secondary destinations (apprenticeship, college,
university and work). Please see your Guidance Counselor for details.
Course Offerings By Other Means
Students who intend to switch from one type of course in grade 9 to another type in grade 10 (from an Applied course
to Academic or from an Academic course to Applied) are strongly encouraged to complete additional course work. This
work, called “crossover material”, may be up to 30 hours in order for the student to achieve the learning expectations
included in one grade 9 course but not in the other. The additional course work may be accessed by going to the
Independent Learning Center’s web site at: http://www.ilccei.com/
Transfer courses offer students a means of transferring from one type of destination course to another in the same
subject between grade 10 to 11 and grade 11 to 12. The transfer course will consist of those learning expectations that
were not included in the completed course, but are considered essential for success in the course to be taken. Partial
credits, which will count towards the 30 credits required to meet diploma requirements, will be granted for successful
completion of transfer courses. Transfer courses are only offered at Summer School.
Students who were unsuccessful in gaining a credit at the end of the semester may be eligible to earn the credit
through credit recovery. Students and/or their parents are encouraged to contact the Student Success Teacher for
more details at 445-3161 ext 515
Royal Conservatory of Music
Specific music certificates may be accepted for Grade 11 and 12 credits. Please contact Guidance Services for more
The Ministry of Education has developed an initiative for students who, for a variety of reasons, are unable to take their
classes in the regular classroom. Students are able to take courses online through the eLearning. These courses meet
the ministry standards, are taught by Ontario teachers and count as credits towards the Ontario Secondary School
Diploma. There are many courses available across all grade levels. In order to register for an eLearning course you
must see your guidance counselor at your home school. There you will also receive information about course
availability and online learning requirements.
Further information is available at http://www.elearningontario.ca/
Prior Learning Assessment & Recognition
Prior Learning Assessment and Recognition (PLAR) is the formal evaluation and credit granting process whereby
students may obtain credits for prior learning. Prior learning includes the knowledge and skills that students have
acquired, in both formal and informal ways, outside secondary school. Students may have their knowledge and skills
evaluated against the expectations outlined in Provincial policy documents in order to earn credits towards the Ontario
Secondary School Diploma. The PLAR process involves two components, “challenge and 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(s). The “equivalency” process is the process of assessing credentials from other
jurisdictions. All credits granted through the PLAR process must represent the same standards of achievement as
credits granted to students who have taken the courses. For more information, visit the Board web site at:
www.scdsb.on.ca and search “PLAR.”
The Independent Learning Centre (ILC) offers secondary school credit courses for individuals who wish to work
independently towards the secondary school diploma. Contact your guidance counselor for information about the
Independent Learning Centre Student Guide or connect the ILC website at http://ilc.edu.gov.on.ca/01/home.htm.
Correspondence Courses must have the signed permission of the Principal prior to registration. See Guidance
Services for information.
Summer school courses may be available for students who wish to earn additional credits, repeat courses they have
unsuccessfully completed, improve their achievement in a course or take transfer courses. Summer School course
information is usually available in the beginning of May. See Guidance Services for further details and an application
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The Simcoe County District School Board offers Alternative Learning Programs in a variety of locations. These
programs are designed for students who have difficulty coping with a large school setting, and who may benefit from
the small class sizes, one-on-one assistance, flexibility, and close relationships with the teachers. For more
information regarding any of the following programs contact our Student Services/Guidance Department.
The following secondary schools offer Alternative Learning Programs.
• Banting MHS • Bradford DHS • Nantyr Shores SS
• Barrie Central CI • Collingwood CI • Twin Lakes SS
• Barrie North CI • Midland SS
Ministry Approved Credits for Programs Taken Outside of the School
Specified music certificates may be accepted for credits. Please contact your student services department for more
Recording and Reporting Procedures
The Ontario Student Record (OSR)
The Ontario Student Record is the official school record for a student. Every Ontario school keeps an OSR for each
student enrolled at that school. The OSR contains achievement results, credits earned and diploma requirements
completed, and other information important to the education of the student. Students and their parents (if the student is
not an adult) may examine the contents of the OSR. The Education Act and freedom of information legislation protect
Ontario Student Transcript (OST)
The Ontario Student Transcript is an official and consistent summary of a student’s achievement of Ontario Secondary
School credits. A current, accurate and complete copy of the OST will be included within the student’s Ontario Student
Full Disclosure Policy
The Ministry of Education has a policy of full disclosure. This policy states that all Grade 11 and 12, attempted by
students must be recorded on the Ontario Student Transcript. Full disclosure does not apply to students in grades 9 or
10. Any grade 11 or 12 course completed, dropped or failed will appear on a student transcript along with the marks
earned in the program. Full disclosure takes effect 5 instructional days following the distribution of the November and
April mid-semester report card.
Guidance and Career Education Program
Collingwood Collegiate's Guidance Department provides you the student with the opportunity to access a number of
resources relating to your current and future needs. It is our goal to provide you with the decision-making tools that will
enable them to take charge of your future. As you prepare to choose your courses for next year, please take time to
research requirements for your individual future academic and career destination. We provide direction in the areas of
personal, academic, and career counseling. Our resources include updated computer career programs and web-sites,
pamphlets, magazines and interest inventories. We offer a full range of resource information on Colleges, Universities,
Apprenticeships and the workplace. Students should take a pro-active role by attending speaker sessions, workshops,
bus trips, career days and meeting one-on-one with a counselor. Our “Job Board” in the Guidance Service area
provides students with updated postings on summer jobs and community involvement opportunities.
Course Changes: Policies and Procedures
It is the responsibility of students to ensure they are earning credits that will meet their diploma requirements and
career and post-secondary plans. No student may add, drop or change a course level without completing the proper
documentation in the Guidance Office. Students should not assume that any change can or may take place until they
have talked with a counselor. “Course changes of mind” are seldom considered. Under special circumstances, such a
change may be made during the year by mutual agreement of a parent, student and after further approval of the
principal. Check deadline dates and choose your courses wisely.
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Apprenticeship Admission Requirements
Apprenticeships vary considerably. Guidance Services strongly advises students to seek individual counseling about
apprenticeship pathways. Prerequisite courses begin as early as grade 10. For more information check the web site:
College Admission Requirements
Ontario colleges regularly issue and update guidelines for admission to fall programs. Students should check the web
site for each college for constant updates. Each web site can be found through: www.ocas.on.ca or
The recognized guidelines for admission to programs are:
Completion of the Ontario Secondary School Diploma (30 credits) including satisfactory completion of the Literacy
Requirement and 40 hours of Community Involvement.
Grade 11 and grade 12 College destination and University/College destination courses will be acceptable
prerequisites. University destination courses will be acceptable, but not required. Workplace destination courses
may only be used in a limited number of programs.
Each College establishes program eligibility requirements on a program-by-program basis. Individual College
program admission requirements may vary considerably.
University Admission Requirements
Ontario Universities regularly issue and update guidelines for admission to fall programs. Students should check the
web site for each University for constant updates. Each web site can be found through: www.ouac.on.ca
The recognized guidelines for admission to programs are:
Completion of the Ontario Secondary School Diploma (30 credits) including satisfactory completion of the Literacy
Requirement and 40 hours of Community Involvement.
A minimum average of 60% in 6, Grade 12 University or University/College courses. Most Universities and/or
programs will require higher admission averages. Pre-requisite courses required for certain University programs
will specify that courses are taken at the grade 12 “University” destination. Some courses at the
University/College” grade 12 destination may be acceptable for admission.
Special Education Information
Provisions Available to Students with Special Education Needs
The Simcoe County District School Board is committed to providing the most appropriate educational opportunities for
all students in an environment that enables all students to reach their goals, some of which are self defined.
Students’ unique learning styles are recognized and planned for in a caring and sensitive manner, enabling them to
learn and participate with dignity and respect. To accomplish this, a range of programs and services are offered,
wherever possible, in neighbourhood schools. First among these is placement in a regular class with appropriate
special education services to meet the needs of the student when this is consistent with parental preference.
While the needs of most students can be met in a regular class, some students require specialized placements. At the
secondary level the SCDSB offers two Special Education Class Placements. These are the Secondary Life Skills
Program and the Secondary Gifted Congregated Cluster Program.
What is an Individual Education Plan (IEP)? The IEP is a written plan describing the special education program
and/or services required by a particular student, based on a thorough assessment of the student’s strengths and
needs. An IEP is developed for every student identified as exceptional by an Identification, Placement and Review
Committee (IPRC). In addition, an IEP may be developed for a student who has not been formally identified as
exceptional, but who requires a special education program and/or services.
What are modifications and accommodations? Student may require specific interventions in school courses in
order to achieve academic success. There are two interventions that may be implemented. Program modifications
involve changes to the grade-level expectations in the Ontario curriculum, and therefore modify the course material.
This may include a reduction in course material or a shift in course level to support learning. Accommodations are
supports or services that will help the student access the curriculum and demonstrate learning. For example: extra-
time, oral assessment or preferential seating.
Courses that consist of alternative expectations, which are set out in the student’s IEP, are non-credit courses.
Students’ achievement in such courses will be evaluated and their grades recorded on the Provincial Report Card,
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Grades 9 – 12, and on the Ontario Student Transcript. Course codes starting with the letter K will be assigned to such
The Life Skills Program
CCI’s Life Skills Program is designed to meet the academic and life skills needs of students with moderate to severe
intellectual and/or physical challenges. The program for each student is developed to focus on his/her specific learning
needs. A student’s program will incorporate both functional academic skill development (reading, writing,
communication, money handling, etc.) as well as community living skill development (self-care, pre-vocational
experience, recreational skills, community functioning, etc.) Integration into regular classes and co-instructional
activities are used to promote skill retention, generalization of learning and social interaction. The overall goal is to
prepare students for increased independence upon graduation. This is achieved by direct instruction in areas
pertaining to: Community Living, self management, vocational, recreation/leisure, general community functioning,
Functional Academic Skills (reading and writing), money handling, time management, social, communication, and
motor skills. These are integral parts of the daily program. Instruction is individualized to reflect learner characteristics,
chronological age, guardian/parent and student input. Integration into the school and community is used to promote
skill retention, generalization and social interaction. This includes regular classroom and school activity participation as
well as community work experience. Note: There is a $4.00 fee for optional Friday lunches.
Resource and Withdrawal Support
This support is available to students who have Individual Education Plans. Some students will have a non-credit
support period scheduled as one of their periods in their timetable. Other students may access support during their
regularly scheduled classes. All support is provided in a small group or on a one-to-one basis. The Resources
• assistive technology including text-to-speech, speech-to-text and organizational tools;
• software for skill development;
• print materials for skill development; text and concrete materials for re-teaching and practicing concepts;
• staff assistance with academic courses and life skills development (time management, organization, etc.)
Special Education support is available to deal with a variety of needs and concerns:
• exceptional students requiring classroom support
• exceptional students requiring basic skills support
• opportunity for exceptional students to write tests and exams in a smaller controlled setting to receive extra
help or time
• special programs for behavioural difficulties
• support for non-exceptional students in the classroom and for those requiring skill assistance
• program enhancement and or extension for gifted students
• assistance for students learning English as a second language
• teacher resource support
Special Education Advisory Committee
The Special Education Advisory Committee (SEAC) is responsible to the Simcoe County District School Board for
examining, reviewing and making recommendations regarding the provision of Special Education programs and
services. SEAC consists of representatives from associations, the First Nations and three trustees. Meetings are
usually held the 3rd Monday of each month, 7:00 – 9:00 p.m. at the Education Center. Members of the community are
welcome to attend and to observe committee meetings.
Special Education Plan, Policies and Program
The Simcoe County District School Board maintains a Special Education Plan, reviews it annually and amends it, as
needed, to meet the current needs of its exceptional pupils. A copy of the plan can be viewed at
http://www.scdsb.on.ca under Special Education. The Plan outlines the wide range of programs and services for
students with special needs. It is the Board’s practice to focus on the needs of exceptional students and to create
opportunities for these students to develop their individual potential in partnership with parents and guardians in an
atmosphere of trust, cooperation and respect.
The SCDSB Special Education Parent Guide
The Parents’ Guide to Special Education is part of the Special Education Plan 2006-20067and can be viewed at the
above web site. This guide reflects information contained in Regulation 181/98.
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World of Work Connections
Co-operative education is a program that allows students to earn secondary school credits while completing a work
placement in the community. A student’s co-op program consists of the co-operative education course, which is
monitored by a co-operative education teacher. Every student in a co-op program must have a Personalized
Placement Learning Plan (PPLP), which shows how the student’s related curriculum course is being applied at his or
her co-op placement. The co-operative education course consists of a classroom component and a placement
component. The classroom component includes 15 to 20 hours of pre-placement instruction, which prepares students
for the workplace and includes instruction in areas of key importance such as health and safety, and classroom
sessions held at various times during and after the placement, which provide opportunities for students to reflect on
and reinforce their learning in the workplace.
Types of Experiential Learning
Job shadowing allows a student to spend one-half to one day (or, in some cases, up to three days) with a worker in a
specific occupation. Job twinning provides the opportunity for the student to accompany a Co-operative Education
student to his or her placement for one-half to one day. A student may participate in more than one job shadowing or
job twinning experience; thereby obtaining a broader range of career information through observation in typical
workplace environments. Job shadowing and job twinning may be integrated into any credit course and may also be
components of a student’s school-work transition program.
Ontario Youth Apprenticeship Program
The Ontario Youth Apprenticeship Program (OYAP) offers students a chance to gain apprenticeship training while in
high school. Students have an opportunity to work in an up-to date technological facility and to gain credits toward their
diploma. OYAP students may also gain credit toward long-term apprenticeship contracts. The program is available to
candidates who have completed the credit requirements for Grade 10. Students undertake a structured, but flexible
program beginning after Grade 10. Students will spend a portion of their Grades 11 & 12 school day in the workplace.
Prior to being registered or signed on as an apprentice, students will participate in Co-operative Education to
determine their suitability for registration as an apprentice. Students, once registered, may be paid wages for training
in the workplace. OYAP applicants are processed through the student’s guidance counselor and the appropriate
OYAP Admission Requirements for each candidate:
Have appropriate course pathway and meet Ministry of Training, Colleges, and Universities criteria
Obtain sponsorship of trade specific employer
Be enrolled in Co-operative Education
Be 16 years of age and have completed a minimum of 16 credits
Have an acceptable attendance record
Be responsible for his/her own transportation to and from the placement work site
Have completed a minimum of grade 10 Technological Education credits in the selected apprenticeship area is
Computer Opportunities/Access for Students
All students at Collingwood Collegiate need to complete the “Acceptable Use” form to use the School computers.
Students must use the login prepared for them by the Board. Students need to be monitored by their subject teacher
while they are using the computers. Any disks brought into the school must be checked for viruses. Computer Lab time
is available before and after school by prior arrangement with the student's subject teacher. Computers are also
available throughout the day in the library. All departments have computers available for student use.
The CCI Library promotes information literacy and lifelong learning among our students. Students develop research
skills and strengthen literacy skills using the various resources available such as books, magazines, online databases
and electronic sources. Our fiction collection is continually updated and it is our goal to provide current non-fiction
material relevant to all curriculum areas. Students are welcome to use the Library to complete research, study quietly
or check out our new resources.
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