1. MARKHAM DISTRICT HIGH SCHOOL GRADE 8 PARENTS’ NIGHT January 9, 2014
WELCOME
MARKHAM DISTRICT HIGH SCHOOL
GRADE 8 PARENTS’ NIGHT
January 9, 2014

2. Agenda Principal’s Welcome – Mr. K. Garner Vice Principals’ Comments
Ms. D. Heron and Ms. K. Pummell
School Council Chair – Mrs. J. Amenta
Guidance Presentation - Ms. S. Joseph
Career Cruising: Course Planner - Ms. E. Kerhoulas
Students’ Council Reps
Closing Comments, Gifted Presentation & Tours of school

3. … and the “New” Markham District High School … opened September 2010
History of MDHS
The original Markham High School  opened
in 1858 and then was erected on Joseph St. 1860
Then Markham District High School  opened in 1954 on Church St. and had additions over the next 20 years
… and the “New” Markham District High School … opened September 2010

4. General Information about MDHS
Student population ~1400
103 Teachers
1 Principal and 2 Vice-Principals
a non- semestered high school
A strong academic program enhanced
by the Arts, Business, and Technology
150+ years of tradition

5. MDHS MDHS Clubs SHSM Programs Classics & Latin Successful Sports Teams
Gifted, AP and Enriched
Clubs
eco-Markham
“Green” school“ “living wall”
Leadership
Opportunities
LEAD & Peer Mentors
Successful
Sports Teams
Strong EQAO
Results and high academic standards
New School Construction
21stC Technology
Diverse Arts Programs – Music, Drama, Visual
Active Students’ Council
Diversity of Special Education Programs
MDHS
Classics & Latin
High Performance Athlete
Positive School Climate
Composite non-semestered school with rich history
Gifted, AP and Enriched
Clubs
eco-Markham
“Green” school
“ living wall”
Leadership
Opportunities
LEAD & Peer Mentors
Successful Sports Teams -
Metro Bowl Football Champs!
Strong EQAO
Results and high academic standards
New School Construction
21stC Technology
Diverse Arts Programs – Music, Drama, Visual
Active Students’ Council
Diversity of Special Education Programs
Composite non-semestered school
Tech  Hair & Aesthetics “New”
Business  DECA
Physical Education
Arts
MDHS
Classics & Latin
High Performance Athlete
Positive School Climate
SHSM Programs
EOP + Alt Ed

6. Diploma Requirements (O.S.S.D.) for the 4 year program
18 Compulsory Credits
12 Optional Credits
Successful completion of Ontario School Literacy Test
40 hours of Community Involvement 6

7. 18 Compulsory Credits 4 Credits in English (1 credit per grade) 1
Credit in French as a Second Language 3
Credits in Mathematics (at least 1 in Gr. 11 or 12) 2
Credits in Science
Credit in Canadian History
Credit in Canadian Geography
Credit in the Arts
Credit in Health and Physical Education .5
Credit in Civics & .5 Credit in Career Studies (grade 10)
Plus………..
4 credits in English (1 credit per grade) • The Ontario Secondary School Literacy Course (OSSLC) may be used to meet either the Grade 11 or the Grade 12 English compulsory credit requirement. • The Grade 11 Contemporary Aboriginal Voices course may be used to meet the Grade 11 English compulsory credit requirement. • For English language learners the requirement may be met through earning a maximum of 3 credits in English as a second language (ESL) or English literacy development (ELD); the fourth credit must be a Grade 12 compulsory English course.
1 credit in the arts • The Grade 9 Expressing Aboriginal Cultures course may be used to meet the compulsory credit requirement in the arts.
1 credit in French as a second language • Students who have taken Native languages in place of French as a second language in elementary school may use a Level 1 or 2 Native language course to meet the compulsory credit requirement for French as a second language.

8. Compulsory Credits (cont’d)
Plus:
Group 1: 1 additional credit in English, or French as a Second Language, or a Native Language/Studies, or a Classical or an International Language, or Social Sciences and the Humanities, or Canadian and World Studies, or Guidance and Career Education (including Learning Strategies), or Cooperative Education*
The following conditions apply to selections from the above three groups: • A maximum of 2 credits in French as a second language may count as additional compulsory credits, 1 credit from Group 1, and 1 credit from either Group 2 or Group 3. • A maximum of 2 credits in cooperative education may count as additional compulsory credits, selected from any of Groups 1, 2, or 3.

9. Compulsory Credits (cont’d)
Group 2: 1 additional credit in Health and Physical Education, or Business Studies, or the Arts (music, art, drama), or French as a Second Language or Cooperative Education*
Group 3: 1 additional credit in science (grade 11 or 12) or technological education (grades 9-12), or French as a Second Language or Computer Studies or Cooperative Education*
The following conditions apply to selections from the above three groups: • A maximum of 2 credits in French as a second language may count as additional compulsory credits, 1 credit from Group 1, and 1 credit from either Group 2 or Group 3. • A maximum of 2 credits in cooperative education may count as additional compulsory credits, selected from any of Groups 1, 2, or 3.

10. The12 Optional Credits Electives
Optional credits allow students to build an educational program over the 4 years that suit their individual interests and meet college, university, workplace and/or apprenticeship requirements.
On TYKHS Day, grade 8 students toured the following areas: Business, Music, Visual Arts, Drama, Family Studies, Latin & Technology

11. The Grade 10 Literacy Test
A Diploma requirement. Administered in late March or early April of the grade 10 year
A test based on language and communication (reading and writing) expectations of curricula up to and including grade 9
Accommodations, deferrals and exemptions may be appropriate for some students
If standard not met in first attempt, schools will provide remedial support; test is re-administered until student successfully completes the test or the Grade 12 Literacy Course
OSS 3.1.4
The test is based on curriculum expectations from across the curriculum, not just English courses.
The test will serve both to determine whether students have acquired the reading and writing skills considered essential for literacy, and to provide confirmation that those students who have completed the test successfully have attained the provincial expectations for literacy. The test will identify those students who have not demonstrated the required skills and will identify areas in which these students need remediation.
We will provide remedial assistance for students who do not complete the test successfully. The assistance will be designed to help students improve their skills so that they are better prepared to retake the literacy test.
Accommodations - must be made to ensure that students who are receiving Sp. Ed. programs and who have an I.E.P. have a fair and equal opportunity to successfully complete the test; may or may not be IPRC; same accommodations as set out in the I.E.P.
Deferrals - may include students who have been identified as exceptional and students in ESL/ELD courses
Exemptions - students whose I.E.P. indicates that the student is not working towards attainment of a diploma may be exempted; should the I.E.P. be revised so as to allow the student to work towards the attainment of the diploma, then the student could take the literacy test

12. Community Involvement
A diploma requirement
Encourages civic responsibility, promotes community values and reinforces importance of volunteerism
Complete 40 hours before graduation
Can start in summer of grade 8
Student responsibility to keep record of activities
Guidelines and forms will be provided to help track community involvement
A good way to explore career interests
OSS 3.1.3
Activities may be completed at any time starting in the summer of grade 8 and during a student’s years in the secondary school program.
Students, in collaboration with their parents, will decide how they will complete the community involvement requirement. They may use their Individual Pathway plan to identify possible activities.
May take place in a variety of settings - businesses, not-for-profit organizations, public sector institutions (hospitals), and informal settings; students may not fulfill the requirement through activities that are counted towards a credit, through paid work, or by assuming duties normally performed by a paid employee.
To be complete outside student’s normal instructional hours - can be in lunch hours, after school, on weekends or during school holidays.
Completion of the required hours must be confirmed by the organization or persons supervising the activities.
Please refer to the updated guidelines for Community Involvement at

13. COURSE PATHWAY OPTIONS
IN Gr. 9 & 10
APPLIED
ACADEMIC
OPEN
LOCALLY DEVELOPED
Slide is deliberately prepared so that all courses are on same continuum. One is not better than the next. Students transition from one pathway to the next (rather than moving up or down). Course pathway differences are mainly embedded in learning style.
Students must consider which pathway is appropriate for their learning style.
They should rely on their Grade 8 teachers who have a good understanding of their learning style
Students do not need to take all of one pathway – they can, for example, take applied math, and academic English (depending on their interests and learning style).
Students can also transition from one course pathway to another (i.e. locally developed to applied, applied to academic or academic to applied) with the help of their guidance counsellor. 13

14. PATHWAY APPROACH ABILITY APPLIED
Step by step approach to learning using theory and practical examples.
ACADEMIC
Theoretical and independent approach to learning with a focus on critical thinking skills
LOCALLY DEVELOPED
Guided approach to learning using practical examples and concrete objects.
OPEN
An opportunity to explore an area of interest for all students
ABILITY
Working at or above grade level
Working below grade level in Math, English and Science
Available to all students
APPLIED – Hands on. Assignments/work divided into chunks. Smaller groupings
ACADEMIC – Students are able to take on larger tasks. Can be more resourceful on their own and can chunk out their work on their own.
Locally developed – Small groups. Curriculum is tailored to student needs. 14

15. Course Pathways Applied or Academic
English
Math
Science
French
History
Geography
Locally Developed
These are the compulsory courses students can take in these pathways.
Physical Education is the same for all students. Classes are divided by Male and Female.

16. OPTIONAL COURSES FOR GRADE 9 STUDENTS
Technological Studies
Business Studies
The Arts
Visual
Drama
Music
Latin
Family Studies
Two choices in grade 9. Three choices in grade 10. Many more choices in grades 11 & 12

17. Destinations … Four Pathways to Opportunity
Apprenticeship - prepare for training
College - hands on training & theory
University - theory and reasoning
Workplace - prepare for work
When thinking about the future, ask yourself:
How do you learn best?
What are the admission requirements for College, Apprenticeships and University entrance?
What courses do you need to prepare for the work force?

18. Remember…. Course and Post-Secondary Pathways
are changeable and flexible.
As interests, skills and aptitudes
develop and mature, there will be
many opportunities to re-chart your
journey

19. Making Choices…???
Parents/guardians and students will select courses in collaboration with elementary school teachers, guidance counsellors and administrators.
Grade 8 students and their parents or guardians choose grade 9 courses on the basis of the students’ needs, interests, strengths and past achievements. These choices may also be influenced by learning opportunities available outside the school.

20. Support for Students Guidance Department
Learning Strategies (recommended by Principal)
ESL Courses
Student Advocacy Team
Peer Mentors

21. For More Information……
York Region District School Board Regional Course Directory
York Region District School Board
York Region District School Board Guidance Services
Ministry of Education
for policy and curriculum docs