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Choices for Nine Magazine Online

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Choices

2018 Optional Attendance / Closed Schools List

Grade 9 Course Selections

We are in the midst of high school planning and over the next couple of months; students will be required to make some important choices for grade 9. This is a very exciting and important time for our grade 8 students. The purpose of this post is to keep you informed of some of the procedures and important deadlines for course selections.

Grade 9 Course Selections

We will begin course selections in early January  2018. All students will complete a course selection sheet for their HOME High School (whether this is through gifted, extended French or regular program). Understanding that some students will still be waiting to hear from various specialized/regular programs, all students will be required to complete a course selection for their home school.

Over the next few weeks a paper copy of their course selection sheet(s) will be coming home for families to make descisons about what courses students will take in grade 9. Students have also created a high school plan using MyBlueprint. MyBlueprint Education Planner lets your child create an engaging and interactive education plan. It is strongly recommended students log in to this website at home and further explore the high school planner, specifically course type descriptions, with their families to ensure they are prepared to make final decisions for grade 9. All grade 8 students have already created accounts on My Blueprint and worked through several aspects of the program including the high school planner. Students can log in from home at www.myblueprint.ca/tdsb with their username (tdsb student gmail) and password (student number).
Once final descisions have been made for a students grade 9 destination,students will make final course type selections using the myblueprint high school planner with thier guidance counsellor. Once complete, students will bring home a verification form to be signed by their familes to ensure the correct courses have been selected for grade 9 and returned to their home room teacher.

If you have any questions or concerns regarding course selections or any of the information above, please contact your child's guidance counsellor

Important Dates

• December 2017-~Elementary schools have been notified of which high schools are open for Optional Attendance. (Optional Attendance Forms are available at the guidance office or on this blog), please check this blog or the TDSB website for the list.
• February 2nd 2018 ~ Optional Attendance forms are due to high schools (delivered by parents/guardians).
• Week of February 12th 2018 ~Students are informed of their acceptance to Specialized Programs and Optional Attendance schools.
• February 2018- Students complete course selection on MyBlueprint with Elementary Guidance Counsellors
• Week of February 19th 2018 ~ Completed course selections (printed MyBlueprint and paper copy) are verified and signed by parents/guardians and returned to classroom teachers.
• February 26th and March 2nd 2018 ~ All course selection sheets are collected and delivered to high schools by EIC's.

Sample Optional Attendance Form

Push yourself. Anybody can learn!

Push yourself. Anybody can learn video.  Click on the link below to see the video:


https://www.youtube.com/watch?v=ip051U7Rvds

How to Access All TDSB Grade 9 Information Evenings

To access all the High School Information Evenings in Alphabetical order please use the link below:

http://www.tdsb.on.ca/HighSchool/GoingtoHighSchool/OpenHousesandInformationNights.aspx

Learning Centre 3 Secondary School Information Evenings

	Secondary School	Information Night	Time	Specialized Program
1	Agincourt CI	November 22	7:00	ExF, FI, AP
2	Albert Campbell CI	November 9	6:30	AP, HS, GI,
3	Alternative Scarborough Education 1	By Appointment		ALT
4	Bendale B.T.I.	November 16	6:30	SE, HS
5	Birchmount Park CI	November 1	6:30	EA, GI
6	Cedarbrae CI	December 7	6:30	ExF, FI, LP
7	David and Mary Thomson CI	November 2	6:30	HS, Pre-AP, AP
8	Delphi Secondary Alternative School	December 7 January 16	7:00 7:00	ALT
9	Lester B. Pearson CI	November 9	6:30	AP, HS
10	Maplewood High School	By Appointment		N/A
11	RH King Academy	November 23	6:00 & 7:30	C/N Sys, HS, P
12	SATEC@ W.A Porter CI	November 9	6:00	C/N Sys, CS, MST, HS
13	Sir Oliver Mowat CI	November 15 (Performing Arts) January 17		7:00 7:00
14	Sir Wilfrid Laurier CI	November 2	6:30	IB, HS
15	Sir William Osler HS	March 22	5:00	HS
16	West Hill CI	November 23	6:30	LP, AP
17	Wexford Collegiate School of the Arts	November 7 (Visual & Media Arts) November 8 (Performing Arts)	7:00 7:00	AF
18	Winston Churchill CI	November 15	6:30	SE, AP, Pre-AP, AC
19	Woburn CI	November 22	6:30	GI

Specialized Program Legend

Program	Sym.		Program	Sym.	Program		Sym.
Africentric Program	AC		Entrepreneurship	Entre	LEAP		LP
Arts Focus	AF		Extended French	ExF	Math and Science Focus		MST
Advanced Placement	AP		French Immersion	FI	Media Arts		MA
Alternative	ALT		Gifted	GI	Pre-Advanced Placement		Pre-AP
Cyber Arts	CA		International Baccalaureate	IB	Skills Enhanced		SE
Cyber Studies	CS		International Studies	IS	Specialist High Skills Major		HS
Cisco/Nortel Systems		C/N Sys		Integrated Technology		IT
Elite Athletes/Arts		EA		Leadership Pathway		P

SMART GOALS

As we begin the 2017-2018 school year one of the first activities we will be focusing on in the myblueprint program will be the creation of SMART Goals.  Myblueprint is a powerful and comprehensive education and career/life planning program with the tools students need to make informed decisions about their future.  On the program students will be developing short, medium and long term SMART Goals for Academic, Career and Extracurricular aspirations.  The information below from http://topachievement.com/smart.html does a great job of explaining SMART goals in depth.     

Creating S.M.A.R.T. Goals

Specific

Measurable

Attainable

Realistic

Timely

Specific: A specific goal has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the six “W” questions:

*Who:      Who is involved?

*What:     What do I want to accomplish?

*Where:    Identify a location.

*When:     Establish a time frame.

*Which:    Identify requirements and constraints.

*Why:      Specific reasons, purpose or benefits of accomplishing the goal.

EXAMPLE:  A general goal would be, “Get in shape.” But a specific goal would say, “Join a health club and workout 3 days a week.”

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Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set.

When you measure your progress, you stay on track, reach your target dates, and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal.

To determine if your goal is measurable, ask questions such as……

How much? How many?

How will I know when it is accomplished?

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Attainable – When you identify goals that are most important to you, you begin to figure out ways you can make them come true. You develop the attitudes, abilities, skills, and financial capacity to reach them. You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals.

You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps. Goals that may have seemed far away and out of reach eventually move closer and become attainable, not because your goals shrink, but because you grow and expand to match them. When you list your goals you build your self-image. You see yourself as worthy of these goals, and develop the traits and personality that allow you to possess them.

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Realistic- To be realistic, a goal must represent an objective toward which you are both willing and able to work. A goal can be both high and realistic; you are the only one who can decide just how high your goal should be. But be sure that every goal represents substantial progress.

A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force. Some of the hardest jobs you ever accomplished actually seem easy simply because they were a labor of love.

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Timely – A goal should be grounded within a time frame. With no time frame tied to it there’s no sense of urgency. If you want to lose 10 lbs, when do you want to lose it by? “Someday” won’t work. But if you anchor it within a timeframe, “by May 1st”, then you’ve set your unconscious mind into motion to begin working on the goal.
Your goal is probably realistic if you truly believe that it can be accomplished. Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal.

T can also stand for Tangible – A goal is tangible when you can experience it with one of the senses, that is, taste, touch, smell, sight or hearing.

When your goal is tangible you have a better chance of making it specific and measurable and thus attainable.

2017-2018 Guidance Program

Dear Parents/Guardians:

Welcome back to another year of learning with your child!  This year the TDSB focus will be centered on equity, well-being, and student achievement.  Knowing our Students, Engaging our Students, Listening to our Students and Learning from our Students will play a pivotal role in the Guidance Program.  We will work hard to inspire students, connect with their passions and assist them to dream about their future. (Unleashing Learning: A Vision For Learning in TDSB) 

One of the goals of the guidance program is that every grade 8 student and family will be equipped with the knowledge and information to make an informed and confident decision for choosing an appropriate secondary school program.  This is a process that requires a partnership between the student, parents/guardians, teachers, guidance counsellor and our secondary school representatives.  This partnership will help ensure that our students will have every opportunity for success as they transition to secondary school.  This process will help students become more independent learners.  They will acquire the basic habits and skills they will need for lifelong learning and for success both at school and in other areas of their lives. 

Guidance will support schools in implementing this program for students in grades 7& 8 utilizing the My Blueprint Program along with other specific classroom activities. Please visit the resource section in our Blog below for further information and resources.  Please contact your guidance counsellor if you have any questions or concerns.

We look forward to working with you and your child to ensure that he/she has a positive experience as they transition to secondary school.  If you require any further information please do not hesitate to contact your child’s Guidance Counsellor at their elementary school.  You are also encouraged to visit this website on a regular basis for the  most up to date information.

“Choices for Nine” invitations will be arriving to the Elementary schools soon. At this important meeting for families, we will be taking a deeper look at the grade 8 to 9 transition process and timelines.     

Welcome Back to the 2017-2018 School Year!

To keep you informed with the Guidance and Career Education Program, we will be updating you with information on this blog.

Creating Pathways to Success

Guidance and Career Education is mandated in our schools through a Ministry of Education Policy Document called “Creating Pathways To Success”.  Creating Pathways to Success sets out the new career development policy for Ontario schools, which involves the implementation of a comprehensive Kindergarten to  Grade 12 education and career/life planning program designed to help students  achieve their personal goals and become competent, successful, and contributing members of society. This is a whole-school program delivered through classroom  instruction linked to the curriculum and through broader school programs and activities.
The program framework is a four-step inquiry process built on four questions linked to the
four areas of learning in education and career/life planning – Knowing Yourself; Exploring Opportunities; Making Decisions and Setting Goals; and Achieving Goals and Making Transitions.
(Source: Creating Pathways to Success http://www.edu.gov.on.ca/eng/document/policy/cps/creatingpathwayssuccess.pdf,  August 27, 2014)

The table below outlines the specific areas of learning related to the 4 Inquiry Questions: 

Our goal is to support schools in implementing this program for students in grades 7& 8 utilizing the My Blueprint Program along with other specific classroom activities. Please visit the resource section in our Blog for further information and resources.
We look forward to working with you and your children this school year.

Please contact your guidance counsellor if you have any questions or concerns.

HELPING YOUR CHILD MAKE A SUCCESSFUL TRANSITION TO SECONDARY SCHOOL

• Encourage your child to take part in any summer programs that high schools offer for example “Moving On Up” or grade 9 information days
• Encourage your child to do a trial run (bus route or walking) to secondary school
• Trust the advice of educators – we want the best for your children too!
•  In grade 9, courses are applied, academic locally developed or open. After grade 10, courses are destination-bound courses (apprenticeship, college, university or workplace)
•  Parents still need to ask questions in secondary school (check homework, agendas, school website and maintain contact with subject teachers)
• Establish routines at home - homework times, consistent place in which to work, the proper tools
•  Stay involved with children - ask questions about teams, clubs, homework, friends, teachers and classes
• Use grade 9 agenda as a communication tool between home and school
•  Have realistic academic expectations for your child
• Come to concerts, games, interviews - continue to be a hands-on parent in secondary school
• Yes, they do have homework!
•  Be honest about your child’s strengths and needs
• Provide all relevant documentation to ensure successful programming – psychology reports, speech and language reports, medical information
• Changes can be made in secondary school – lifelong plans do not have to be made in grade 9
•  Be involved without being “helicopter parents” – let your child experience consequences
• Ask for clarification from the school or your child if you don’t understand something

OSSD COMMUNITY INVOLVEMENT- GET STARTED THIS SUMMER!

What is Community Involvement?

•     ( min ) 40 hours of community involvement activities (no maximum)
•     a requirement for an Ontario Secondary School Diploma
•     a volunteer activity – not for pay or credit
•     a constructive contribution to the community

             Why has the Ministry of Education mandated it?

• reinforces civic responsibility
• strengthens the community
• enhances one’s self-confidence and self-image
• offers networking for future employment
• provides an experience for students to include in their portfolios

              When must students complete it?

•  any time during the secondary school program, beginning the summer before they enter students grade 9, and prior to graduation

•       during lunch breaks
•       in the evening
•       on weekends
•       during school breaks
•       during the summer months

When you begin to plan, think about activities in your community, school or with

an individual. 

Some ideas are listed below, but use your imagination.  The list is endless.

•  Check with your neighbours
•  Inquire whether there are appropriate initiatives at school Contact your local volunteer centre for current activities
• Contact public institutions
•         Contact Regional or Local Government
•        Check volunteer opportunities by searching  various internet sites like:

www.volunteertoronto.ca

https://charityvillage.com

•   Contact services/clubs to assist with some of their project
• Contact local library and Information Centres for a list of agencies in the community

APPROVED COMMUNITY INVOLVEMENT ACTIVITIES

TORONTO DISTRICT SCHOOL BOARD

The following list of approved activities suggests types of activities from which students may choose.  Other activities of a similar nature may be approved at the school level.

• provide service to seniors or to others who have difficulty leaving their homes – raking, shovelling (no snow blowers), shopping (students should not drive vehicles for this purpose), visiting, reading, meal preparation
•  assist a neighbour with child care – take child to park, watch child while parent prepares dinner
• tutor younger students – read, take to library, help with homework
•  volunteer at a seniors’ home/centre – visit, read, play cards or board games, take seniors for walks, make crafts
•  help organize local community events – food drives/banks
•  take part in environmental initiatives – cleaning and recycling operations, park cleanup, planting trees and flower beds (students should not use power tools – lawn mowers, hedge trimmers, wood chippers, etc.)
•  get involved in charitable activities – walk-a-thons, daffodil sales, canvassing for organizations
• assist with sports teams – community leagues, parks and recreation programs
• volunteer in leadership role with community groups – youth groups
• volunteer in hospitals, libraries or any organization recommended by the Volunteer Centre of Toronto
•  volunteer with social service or animal welfare agencies – Red Cross, United Way, Humane Society
• get involved in the democratic political process – scrutineering, canvassing, campaigning
• offer service through religious communities/places of worship
• assist with literacy initiatives – at local libraries, day care centres, community centres
•  help with sports teams – run skills drills, assist coach
•  help in the library – shelve books, tidy up, change bulletin boards
• tutor other students – help with homework, review difficult concepts
• assist students with special needs – act as peer buddy
• assist with planning of arts or athletic events – work on publicity, set up for track meets, sell tickets, check coats, offer technical support
• facilitate school events such as parent information nights – meet and greet visitors, give guided tours, serve refreshments