Alternative (Non-Credit) Courses - ncdsb.netncdsb.net/education/student_services/kcourses-feb2010.pdf · 2 Alternative (Non-Credit) Courses Niagara Catholic District School Board

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Niagara Catholic District School Board

Alternative (Non-Credit) Courses For Secondary School Students

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Alternative (Non-Credit) Courses

Niagara Catholic District School Board

Contents Page

Overview 3

Certificate Options 4

Alternative Course Code Explanatory Notes 5

KAL – Creative Arts for Enjoyment and Expression 6

KBB – Money Management and Personal Banking 7

KCC – Transit Training and Community Exploration 8

KCW – Exploring our World 9

KEN – Language and Communication Development 10

KGL – Personal Life Skills 12

KGW – Exploring the World of Work 13

KHD – Social Skills Development 14

KHI – Culinary Skills 15

KMM – Numeracy and Numbers 16

KNA – First Canadians 18

KPF – Personal Health and Fitness 19

KPH – Making Choices for Healthy Living 20

KPP – Self-Help and Self-Care 21

KSN – Exploring our Environment 22

KTT – Computer Skills 23

Rubric Template Sample 24

Sample Letter to Parents 25

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Overview Alternative courses at the secondary level are developed with the goal of enabling students to live meaningful lives in their community after graduation. An Individual Education Plan (IEP) continues to be provided for each student based on his/her strengths and needs. The IEP for students, who are fourteen years of age or older, must also contain a plan to make the transition to post-secondary education, apprenticeship programs, or the workplace, and to help them live as independently as possible in the community. Orientation to secondary school begins for students during their last year of elementary school through a personalized transition process. The Secondary School program provides opportunities for inclusion in the academic and social life of the school. The areas of study may include modifications and accommodations to the secondary curriculum, as well as alternative courses of study. These include: Creative Arts for Enjoyment and Expression, Money Management and Personal Banking, Transit Training and Community Exploration, Exploring our World, Language and Communication Development, Personal Life Skills, Exploring the World of Work, Social Skills Development, Culinary Skills, Numeracy and Numbers, First Canadians, Personal Health and Fitness, Choice Making for Healthy Living, Self Help and Self Care, Exploring Our Environment, and Computer Skills. The emphasis on the students’ program will gradually evolve so that by their senior years more community based opportunities are available.

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Overview of Certificate Options

THE ONTARIO SECONDARY SCHOOL CERTIFICATE This certificate will be granted to students who have earned a minimum of 14 ministry credits. It would include a combination of 7 compulsory and 7 optional credits. (Up to 3 substitutions may be made at the principal’s discretion). Compulsory credits (total of 7) 2 credits in English 1 credit in Canadian geography or Canadian history 1 credit in mathematics 1 credit in science 1 credit in health and physical education 1 credit in the arts or technological Education Optional credits (total of 7) 7 credits selected by the student from available courses The following excerpt from Ontario Secondary Schools Grades 9-12: Program and Diploma Requirements, 1999 (page 57-58) explains how modified credits may be attained for exceptional pupils: “For some students with an IEP, curriculum expectations for a course will be selected from the appropriate provincial curriculum policy document and modified to meet the student’s needs (these modifications can include changes to the grade level of the expectations). In addition, specialized services or other accommodations may be provided to help the student achieve the expectations. The student’s achievement of the modified learning expectations will be assessed in accordance with the discipline specific assessment policies given in the provincial curriculum policy documents. The principal will determine whether achievement of the modified expectations will indicate successful completion of the course, and will decide whether the student will be eligible to receive a credit for the course. The principal will communicate his or her decision to the parents and the student.” See Ontario Secondary Schools Grades 9-12: Program and Diploma Requirements, 1999, Appendix 6: Meeting the Needs of Exceptional Pupils, for further information.

THE CERTIFICATE OF ACCOMPLISHMENT Students who leave school before fulfilling the requirements for the Ontario Secondary School Diploma or the Ontario Secondary School Certificate may be granted a Certificate of Accomplishment. The Certificate of Accomplishment may be a useful means of recognizing achievement for students who plan to take certain vocational programs or other kinds of further training, or who plan to find employment after leaving school. The Certificate of Accomplishment will be accompanied by the student’s Ontario Student Transcript. For those students who have an IEP, a copy of the IEP may be included. Students who return to school to complete additional credit and non-credit courses (including courses with modified or alternative expectations in special education programs) will have their transcript updated accordingly, but will not be issued a new Certificate of Accomplishment. The Ontario Secondary School Diploma or Ontario Secondary School Certificate will be granted when a student has fulfilled the appropriate requirements.

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Alternative Course Code Explanatory Notes The following codes will be used consistently across Niagara Catholic District School Board for alternative courses: 1 KAL Creative Arts for Enjoyment and Expression 2 KBB Money Management and Personal Banking 3 KCC Transit Training and Community Exploration 4 KCW Exploring Our World 5 KEN Language and Communications 6 KGL Personal Life Skills 7 KGW Exploring the World of Work 8 KHD Social Skill Development 9 KHI Culinary Skills 10 KMM Numeracy and Numbers 11 KNA First Canadians 12 KPF Personal Health and Fitness 13 KPH Making Choices for Healthy Living 14 KPP Self-help and Self-care 15 KSN Exploring Our Environment 16 KTT Computer Skills In the box (□), “A” would be used for grade 9 students, “B” for grade 10, “C” for grade 11, “D” for grade 12, “E”, “F”, “G”, etc. for additional years to age 21. If the same course is going to run over both semesters, “01” and “02” would be used for first and second semester respectively. Example: KEN AN-01 would be the course code for a grade 9 student taking Language and Communications for the first semester. For students participating in other courses listed in the course calendar and not working toward credit, the code for that course would be used with a “K” as the sixth digit. For students working toward a credit, the course code would remain as listed in the course calendar.

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KAL – Creative Arts for Enjoyment and Expression

This course encourages the development of a basic knowledge and awareness of the arts

through exposure to the arts and activities in visual arts, music, drama and dance.

General Program Skills

Visual Arts

• Develop an acquaintance with a variety of mediums, including the following: crayons, paints, paper, markers, paper mache, chalk, beads, etc…

• Draw simple pictures with representation: for example; face, house, car, tree

• Imitate simple crafts using cutting and gluing

• Use craft materials creatively or to copy a model

• Complete a project over time

• Follow several simple illustrated steps to complete a craft

• Develop interest in one or more arts or crafts activities which can be done independently as an enjoyable leisure activity

Music

• Enjoys listening to recorded and/or live music

• Participates in singing

• Responds appropriately to action songs

• Responds to music by facial expression, clapping, playing simple instruments

• Relaxes to music

• Listen to music as a source of enjoyment

• Responds to various tempos of music by: clapping, skipping, marching, dancing, etc…

Drama

• Imitate the actions of familiar animals and/or people

• Participate in dress-up activities

• Role playing (to reinforce routines and/or learn unfamiliar routines)

• Demonstrate emotions and feelings

• Repeat parts of stories and verses

Dance

• Move to music

• Explore dance forms from various cultures

• Follows dance instructor or partner

• Follows rhythm movements individually

• Develop preferences for a wider range of visual arts, music, drama and dance

• Increase independence in participation

• Develop an acquaintance with a variety of materials

• Develop a sense of satisfaction, enjoyment and pride in the area of the creative arts

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KBB – Money Management and Personal Banking

This course includes the development of personal banking skills which may include: using

concrete materials to represent money amounts, equivalent values of coins, making change, computing totals for purchases and managing a bank account, developing a personal budget.


Money

• Recognition of coins

• Counting by 1’s, 2’s, 5’s, 10’s, etc.

• Adding coins

• Adding bills

• Concept of more and less

• Using a calculator

• Reading and writing prices

• Price comparisons

• Conversion of coins

• Making change

• Estimating

• Unit pricing

• Money handling

Personal Finance

• Personal spending

• Personal weekly budget

• Monthly budgeting

• Banking procedures (deposits, withdrawals, cheques, using bank cards, balancing accounts)

• Money

• Personal Finances

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KCC – Transit Training and Community Exploration This course encourages the development of skills related to public safety, transportation and

knowledge of the community, which may include: bus training, recognizing traffic signs and symbols and warning and safety signs.


Traffic Safety

• Obey “WALK, WAIT, DON’T WALK, STOP and SCHOOL CROSSING” signs

• Understand and obey traffic lights

• Recognize warning signs at railway crossing

• Respond to supervision

• Identify safe recreational areas

• Obey buckle up sign or command

• Know when to refuse rides

• Understand safety habits associated with riding a bike

• Cross the street independently

Access Public Transit

• Differentiate between types of public transit vehicle

• Respond to travel commands, i.e. no standing

• Recognize familiar destinations

• Travel throughout the community with increasing independence

• Recognize payment required for some forms of transportation

• Identify own school bus

• Follow travel schedule; be at pick-up points on time

• Know how to seek assistance while traveling

Use of Services within the Community

• Purchase stamps at post office outlet

• Mail letter at post office

• Deposit letter to be mailed in a mailbox

• Wait in line for service, stand quietly

• Recognize directional labels within stores

• Sign out selections at the public library

• Use designated washrooms in the community

Demonstrate Safety in the Community

• Recognize and respond appropriately to warning sirens, i.e. fire alarm, smoke alarm

• Recognize emergency exits

• Know how to use 9-1-1

• Expand knowledge of safety associated with facilities (swimming pool, skating rink)

• Know from whom to seek information about the community

• Know name, address phone number, how to use emergency services

• Traffic safety

• Access Public Transit

• Use of Services in the community, i.e. Post Office

• Demonstrate Safety in the Community

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KCW – Exploring our World

This course encourages students to: recognize that communities consist of various physical

features and community facilities that meet human needs, describe how people in the community interact with each other.


Community Awareness

• Recognize basic personnel associated with community services

• Identify areas adjacent to home and school

• Identify and locate key locations in school community

• Distinguish between civic, provincial and federal government

• Identify cultural differences in the community

• Describe responsibilities of civic, provincial and federal government

• Understand the importance of community rules

• Understand rights as an individual

Citizenship and Community Involvement

• Recognize role of service providers

• Discriminate between friends and others

• Offer to help others

• Settle disputes in an acceptable manner

• Recognize and understand warning and safety signs

• Wait in line for service

Accessing Community Services

• Use public library independently

• Use change rooms independently

• Locate and use banking services

• Consult doctor when necessary

• Respond correctly to traffic signals

• Know route between home, school, familiar places

• Use public transportation

• Wait in line and follow line independently

• Select, order and pay for food in a restaurant

• Community Awareness

• Citizenship and Community Involvement

• Accessing Community Services

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KEN - Language and Communication Development

This course involves the development of skills required for functional communication and general

language use, which may include: listening in order to understand, responding appropriately in a variety of situations for a variety of purposes, using gestures and body language, developing

expressive and receptive language, using a specific augmentative system, etc…


Listening and Comprehension Skills

• Maintain eye contact

• Demonstrate appropriate listening response

• Listen for content and meaning

• Recall information and details

• Respond appropriately in a variety of settings

Non-Verbal Communication

• Use gestures and body language

• Use facial expressions

• Use a specific augmentative system

Social Language

• Use social expressions appropriately

• Express self appropriately (needs, wants, feelings)

• Use of social language to function in a group

• Make friends

General Language Functions

• Protest

• Accept and reject

• Ask for help

• Make a request

• Name actions

• Describe things

• Listening and Comprehension Skills

• Non-Verbal Communication

• Social Language

• General Language Functions

• Expressive Language

• Receptive Language

• Conversation Skills

• Functional Language

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• Label emotions

• Use greetings

• Speak in complete sentences

• Ask and answer relevant questions

• Problem solve

• Reason

• Express feelings

Expressive Language

• Imitate sounds and names for familiar objects

• Talk more than gesture

• Use two-word phrases

• Relate personal experiences

• Answer who, what, where questions

• Converse in simple, intelligible sentences

• Use correct verb forms

• Describe objects and events

• Use complex sentences and more advanced questions forms

• Tell a sequenced story

Receptive Language

• Show awareness of a speaker

• Look in response to own name

• Comprehend “no”

• Respond to sounds when the source is not visible

• Understand simple questions and instructions

• Understand an object’s function; e.g., “which one do we eat with?”

• Understand questions about a story with pictures

Conversation Skills

• Initiate, maintain, change topics and close conversation

• Take turns in conversation

• Develop speech clarity

• Use appropriate volume, tone

• Use appropriate gestures/facial expressions

• Avoid interrupting

• Repair communication breakdown

Functional Language

• Read material for daily living

• Identify words for specific information

• Read for enjoyment

• Learn basic tools of writing

• Write for a reason (resume, diary, letter, etc)

• Practice mechanics of writing (printing, cursive writing, word processing)

KGL – Personal Life Skills

This course includes the development of general knowledge, social communication, vocational

skills and understanding time


General Knowledge

• Know family members’ names

• Know names for familiar objects

• Understand some action words

• Know about various; body parts, colours, weather, directional/positional concepts

• Is able to make comparisons: e.g., same/different, equal

• Understand size concepts; e.g., big/little, tall/short, heavy/light, short/long, etc…

• Demonstrate an understanding of time and sequence concepts

Social Communication

• Request objects or activities with signs or words

• Greet familiar people with words or signs

• Ask a simple question

• Request assistance or permission

• Sustain conversation for several turns

• Talk on telephone

• Wait turn to respond

• Describe what is happening or what he or she is doing

• Tell a story by looking at pictures

Vocational Skills

• Recognize the relationship between work and earnings

• Approach new tasks willingly

• Consider tools and equipment needed for tasks

• Identify jobs of interest

• Identify own interests and aptitudes

• Develop a personal resume

• Complete a real or simulated interview

Understanding Time

• Understand and use: yesterday, tomorrow, last week, next week, last year, next year, etc…

• Tell time on a digital clock

• Organize personal time

• Schedule activities

• General knowledge

• Social communication

• Vocational skills

• Understanding Time

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KGW – Exploring the World of Work This course involves the development of skills related to employment which may include: job

searching skills; work etiquette; documentation related to work (filling out forms, taxes, payroll, schedules, etc…)


Job Searching Skills

• Preparing a resume

• Interview skills

• Employment vocabulary

• Knowledge of the community

• Transportation

• Bus training

• Driver’s license

Specific Work Skills

• Job coach / facilitator

• Orientation

• Assessment (by employer and student)

• Level of autonomy

• Job compatibility (based on strengths and needs)

Work Etiquette

• Social interaction

• Professionalism

• Hygiene

• Punctuality

• Problem solving

Documentation

• Worker’s Compensation

• Payroll, taxes, employment insurance

• Schedules

• Filling out forms

• Job Searching Skills

• Specific Work Skills

• Work Etiquette

• Documentation

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KHD – Social Skills Development

This course encourages students to demonstrate a sense of identity and a positive self-image and

to demonstrate an ability to use problem-solving skills in a variety of social contexts.


• Awareness of self and others

• Appropriate behaviour

• Interactive play

• Positive self concept

• Self control / conflict resolution / anger management

• Interaction with peers and staff

• Manners

• Decision making

• Responsibility

• Positive work attitude

• Social language / conversations skills

• Problem solving

• Independent living

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KHI – Culinary Skills

This course encourages the development of skills related to food preparation, which may include;

reading food labels, meal-planning and preparation, reading recipes, food vocabulary, eating etiquette, cleaning skills, etc…


Plan and Prepare Meals

• Distinguish between edible and non-edible substances

• Assist in selection of food items while shopping

• Use fork and spoon appropriately

• Use condiments independently

• Prepare simple snacks

• Assist with chores related to food production

• Assist in setting the table

• Clean up after snacks

• Use utensils and/or kitchen appliances safely

• Purchase food items

• Prepare a breakfast/lunch at school

• Plan meals for one day/one week

• Make a simple shopping list

• Follow a recipe

Serve Food

• Get own food items and utensils for snacks

• Pour drink from a pitcher/container with assistance

• Offer food to others

• Serve self food

• Carry tray/plate of food

• Pass food to classmates/guests

• Clean up after eating

• Plan and Prepare Meals

• Serve Food

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KMM – Numeracy and Numbers

This course encourages students to demonstrate an understanding of number concepts, using

concrete materials to explore and investigate counting, quantity and number relationships.


Calendar Skills

• Concepts of yesterday, today and tomorrow

• Days of the week, months, dates

• Seasons (weather, clothing)

• Applying knowledge of calendar time to everyday situations (i.e. doctor appointments, workdays, holidays)

• Using a daily planner

Time

• Concepts of before and after

• Concept of hour, minute

• Telling time on a clock: hour, half-hour, quarter-hour, five minute and minute intervals

• Digital time

• 24 hour clock

• Time management (bus schedules, community activities, appointments, work hours, school hours)

• Time intervals

Numeracy

• Recognition of numbers

• Basic operations (add, subtract, multiply, divide)

• Concepts of more or less

• Calculator skills

• Temperature

• Applying numeracy to life situations (buying groceries, comparison shopping, balancing a budget)

Measurement

• Cooking and recipe measurement

• Using basic measurement to define size and quantity

• Reading directions, steps in a sequence

• Temperature reading

• Calendar Skills

• Time

• Numeracy

• Measurement

• Geometric Shapes

• Numbers and Counting

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Geometric Shapes

• Recognize and identify various 2-dimensional shapes

• Recognize and identify various 3-dimensional shapes

• Draw various shapes

Numbers and Counting

• Student counts: o By 1’s to 5, 10, 20, 50, 100 o By 2’s to 20, 50, 100 o By 10’s to 100

• Student reads the different numbers (digits) o 1-10 o 1-100

• Student writes the different numbers (digits) o 1-10 o 1-100

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KNA – First Canadians

This course involves the development of an understanding of First Nations peoples and their

culture, which may include language, folklore, dance and food.


Understanding Universal Physical Needs

• identify universal physical needs

• use the local Aboriginal language to express terms and phrases related to everyday foods

• identify Native designed clothing worn on different occasions

• identify and list local types of shelter

• identify and list the difference between needs and wants

• describe the reasons for creating particular kinds of shelter or housing

Life as a Cycle

• identify and use family terms in a Native language

• recognize and use extended family terms in a local Aboriginal language

• recognize and describe changes that take place over time

Understanding Native Communities

• explain using examples of how laws or bylaws can be enacted by a community council and by a band council

• relate names, legends, and stories from the local Aboriginal language that are specific to their own area

• compare two traditional recreational activities Native people took part in

• compare the role of a band chief with the role of a mayor

• describe one way Native people resolve conflict and achieve harmony in their communities

• Understanding Universal Physical Needs

• Life as a Cycle

• Understanding Native Communities

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KPF – Personal Health and Fitness This course is based on developing an understanding of the importance of being physically active

and participating on a regular basis in physical activities that maintain or improve physical fitness.


Pre-ambulatory Skills

• Sitting position

• Standing position

Basic Movement Skills

• Rolling over

• Crawling

• Pulling self

Basic Gross Motor Skills

• Walking

• Climbing

• Running

• Jumping

• Hopping

• Kicking

• Balance board

• Catching

• Rolling ball

• Throwing ball

• Ball bouncing

• Rhythm

Wheelchair Training

• Positioning

• Transfers

• Mobility in chair

Power Fit

• Exercise

• Weight training

Fitness Skills

• Swimming program

• Bowling program

• Pre-ambulatory Skills

• Basic Movement Skills

• Basic Gross Motor Skills

• Wheelchair Training

• Power Fit

• Fitness Skills

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KPH – Making Choices for Healthy Living

This course may involve the development of healthy eating habits, recognizing safety risks and

demonstrating safe practices.


Healthy Eating Habits

• Identifies good eating habits and nutrition concepts

• Shows an acceptance of different and various foods

• Prepare nutritious snacks

• Can discriminate between healthy and unhealthy food choices

• Help plan a balanced lunch for their class

Recognizing Safety Risks

• Read/identify/understand the following safety words/symbols: poison, stop, go, no smoking, push, pull, danger, closed, open, keep out, men, women, walk, in, out, telephone, etc…

Demonstrating Safe Practices

• Demonstrates an ability to summon help in an emergency

• Assume responsibility for own behaviour

• Demonstrates proper procedures for riding on a bus or in a car

• Demonstrates an understanding of basic school safety rules and procedures (ex: fire drills)

• Develop an awareness of the need for healthy lifestyle choices

• Develop an awareness of hazards in their home, social and/or work environment

• Demonstrate an attitude that promotes accident prevention

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KPP – Self-Help and Self-Care

This course involves the development of skills for independent living, which may include:

dressing, hygiene, shopping, preparing food, laundry, etc…


Dressing

• Dress and undress independently

• Demonstrate fastening and unfastening

• Tying/untying shoes

• Clean glasses

Hygiene

• Brush teeth

• Wipe nose

• Comb/brush hair

• Practice hygiene associated with coughing and sneezing

• Nail care

• Wash hands

• Use deodorant

• Manage hair care; washing and styling

• Shave

Shopping

• Make a list

• Be aware of necessity for payment

• Use facilities in proper manner

• Know where needed items can be purchased within the community

• Recognize directional signs in a store; e.g., Exit

• Take cue from others; e.g., lining up, standing quietly

• Complete a transaction independently

• Dressing

• Hygiene

• Shopping

• Preparing Food

• Laundry

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KSN – Exploring our Environment This course is based on developing an understanding of how the environment affects people’s

lives and the ways in which their needs are met.


Caring for the Environment

• Identify and dispose of litter

• Participate in school recycling projects

• Specify use for leftovers

• Recognize a variety of litter containers

• Sort materials into proper recycling bins

• Demonstrate an awareness of “reduce, reuse, recycle”

• Demonstrate energy conservation (lights out, electronic equipment turned off)

• Recognize and care for plants and animals in the community

Understanding the Weather

• Develop understanding of weather and climate

• Recognize natural land forms

• Listening to and interpreting weather forecasts (choosing appropriate clothing, transportation, accessories, sunscreen)

• Understanding of weather warnings

• Caring for the Environment

• Understanding the Weather

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KTT – Computer Skills This course encourages the development of independent computer skills, which may include:

keyboarding, using a printer or other peripheral devices (mouse, modem, scanner, etc…), developing greater proficiency with various software titles (MS Office, speech-to-text software,

text-to-speech software)


Independent Computer Use

• Turn the computer on/off

• Handle CD’s and other storage media

• Use a printer – turn it on and off, load paper

• Locate keys on keyboard

• Recognize that the keyboard has a left and right hand side and that specific fingers are used for specific keys

• Understand the use of the mouse – left and right click, relationship between mouse and cursor

• Perform simple trouble-shooting routines

• Know login procedure

Accessing Appropriate Programs

• Distinguish between icons

• Follow basic instructions

• Appropriate use and storage of computer CD’s

• Internet safety

• How to use search bars to access information

• Independent Computer Use

• Accessing Appropriate Programs

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Rubric Template

(Describe here the task or performance that this rubric is designed to

evaluate.)

Beginning

1

70%

Developing

2

75%-80%

Accomplished

3

85%-90%

Exemplary

4

95%-100%

Grade

Stated

Objective or

Performance

Description of

identifiable

performance

characteristics

reflecting a

beginning

level of

performance.

Description of

identifiable

performance

characteristics

reflecting

development

and

movement

toward

mastery of

performance.

Description of

identifiable

performance

characteristics

reflecting

mastery of

performance.

Description of

identifiable

performance

characteristics

reflecting the

highest level

of

performance.

Stated

Objective or

Performance

Description of

identifiable

performance

characteristics

reflecting a

beginning

level of

performance.

Description of

identifiable

performance

characteristics

reflecting

development

and

movement

toward

mastery of

performance.

Description of

identifiable

performance

characteristics

reflecting

mastery of

performance.

Description of

identifiable

performance

characteristics

reflecting the

highest level

of

performance.

Stated

Objective or

Performance

Description of

identifiable

performance

characteristics

reflecting a

beginning

level of

performance.

Description of

identifiable

performance

characteristics

reflecting

development

and

movement

toward

mastery of

performance.

Description of

identifiable

performance

characteristics

reflecting

mastery of

performance.

Description of

identifiable

performance

characteristics

reflecting the

highest level

of

performance.

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Sample Letter to Parents

Niagara Catholic District School Board Date: Dear Parent/Guardian, This semester, students enrolled in Alternative Non-Credit Courses (K coded) will be provided with a mark during reporting periods. Your son/daughter’s program will be outlined in the IEP (Individual Education Plan). The classroom teachers will be providing marks based on the specific goals listed in the IEP. These specific goals (expectations) are usually not from curriculum documents for specific subject areas (i.e. English, Math). As part of our inclusive model at Niagara Catholic, students taking non-credit alternative (K-coded) will now be receiving marks to show their progress in the course. The marks represent how your son/daughter is doing based on the IEP goals for that course. Previously, students enrolled in non-credit courses did not receive grades. Percentage marks provided in non-credit (K-coded) courses will be provided in the following manner: 70%, 75%, 80%, 85%, 90%, 95%, 100% Your son/daughter’s IEP can be reviewed at any time to ensure success with K-coded courses. The school will be communicating with you regularly with regards to progress and the IEP. If you have any questions regarding this initiative, please contact the Program Chair of Special Education at your son/daughter’s high school. Sincerely, Marcel Jacques Administrator Student Achievement K-12 Special Education

Documents

Alternative (Non-Credit) Courses - ncdsb.netncdsb.net/education/student_services/kcourses-feb2010.pdf · 2 Alternative (Non-Credit) Courses Niagara Catholic District School Board