Niagara Catholic. District School Board. High Performance. Support Program. Academic

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1 Niagara Cathoic District Schoo Board High Performance Academic Support Program

2 The Niagara Cathoic District Schoo Board, through the charisms of faith, socia justice, support and eadership, nurtures an enriching Cathoic earning community for a to reach their fu potentia and become iving witnesses of Christ.

3 Page 1 The Niagara Cathoic High Performance Academic Support Program is designed to support the educationa needs of eite or identified high performing students. This program supports the Ministry of Education document Reach Every Student-Energizing Ontario Education commitment to heping every student reach his or her fu potentia with the focus on the Ministry's three core priorities: higher eves of student achievement, reduce gaps in student achievement, and increased pubic confidence in pubicy funded education. Within the Niagara Cathoic District Schoo Board the practicum aigns with the Board and Schoo Improvement Pans and the Niagara Cathoic Strategic Directions and System Priority of Advance Student Achievement for A. It wi offer students who meet the criteria, fexibe and quaity programming that support their training or competition schedues and academic pathway without compromising the educationa standard of exceence that exists in the Niagara Cathoic District Schoo Board. Student course seection woud be accommodated throughout the schoo year according to student training or competitive schedues and academic pathway. Other options that wi be made avaiabe to promote student achievement incude but are not imited to On-ine Learning, Co-operative Education, Dua Credit Recovery, Home Instruction, and Prior Learning Assessment and Recognition (PLAR). Niagara Cathoic has an outstanding student success mode for those students strugging academicay, emotionay, physicay or experiencing troubed ives, and now we woud ike to impement supports for those students aspiring to compete at the highest eve of sport or performance activity. The fexibiity of the Niagara Cathoic High Performance Academic Support Program wi not ony support the student but it wi aso reduce some of the anxieties a parent has with regards to their student's academic achievement. Teachers wi aso benefit as they wi be notified on timey bases of the students that have been accepted into this program. This wi aow them to review a variety of options, panning and accommodations for students whie they are invoved in their activities. The Principa, teacher, student and parent/guardian wi work coaborativey to seect the best option in order to faciitate the students' needs. With supports put into pace the teacher wi work coaborativey with various staff members to ensure student success.

4 Page 2 GOAL OF PROGRAM To offer students who meet the criteria of eite or are identified as high performance athetes/participants, the fexibiity and quaity programming that supports their training and competition schedues without compromising the educationa standard of exceence that exists in the Niagara Cathoic District Schoo Board. BENEFITS Create community partnerships with major sport and recreationa organizations. Individua student programming support the Board s system priority of Advanced Achievement for a Students. Student Success OBJECTIVES Design and maintain programs that are responsive to the individua needs of a students. Deveop strategic pans for schoo systems coaborativey and ensure that structures exist for effective impementation of these pans. Improve Student Achievement through the creation, aignment, deveopment and monitoring of system wide poicies, programs, structures, processes, resources and staff. Envision, coaborate and buid partnerships with educationa stakehoders concerning a aspects of provincia and Niagara Cathoic District Schoo Board chaenged and initiatives. Communicate effectivey with a stakehoders.

5 Page 3 PLAN A Students wi be absent part of the Traditiona Semester timetabe Exampe-student is absent for a portion of the morning or absent from a ast period cass as a resut of a practice schedue. Programming Support o Timetabing o Semester oading of core subjects PLAN B Students wi need to acquire one or more credits onine Exampe-student is absent an entire period or extended period of days for competition and/or an intense practice schedue. Programming Support o Student obtains an onine credit(s) simiar to current 'Student Success' mode/format PLAN C Prior Learning Assessment and Recognition (PLAR) Students may earn no more than four credits for Grade 10, 11, 12 courses with no more than two credits in any one discipine towards the Ontario Secondary Schoo Dipoma (OSSD). A credits gained through the PLAR process must represent the same standards as credits gained to students who have taken the course. PLAN D Students wi achieve a portion of credits through High Performance Co-operative Education Program Student can earn a maximum of eight credits reevant to their 'High Performance' activity. Note: a SHSM certification coud aso be gained in the Heath and Weness or other targeted area.

6 Page 4 PLAN D HIGH PERFORMANCE CO-OPERATIVE EDUCATION PROGRAM PURPOSE This document serves as a guideine for the High Performance Co-operative Education Program in the Niagara Cathoic District Schoo Board. It provides parameters for the administration of a consistent program throughout the Board. This program is optiona and may is avaiabe in a secondary schoos in the Niagara Cathoic District Schoo Board. PROGRAM DESCRIPTION High Performance Co-operative Education Program is an opportunity avaiabe to students who compete / perform nationay or internationay as athetes or performing artists. Athetes must be provinciay carded. In this program, students are given the opportunity to earn Co-operative Education credits whie training to compete or perform in their chosen area. The training and performing / competing experience is the Co-operative Education pacement. This enabes students to pursue both their academic and athetic or artistic goas within an experientia earning program. These students may earn a maximum of 8 credits, during their high schoo years, through the High Performance Co-operative Education Program. Students are required to ink their Cooperative Education credits to a reated course(s) that they are taking currenty or have previousy competed successfuy (e.g. Heath and Physica Education, Music). The High Performance Co-operative Education Program consists of a Cassroom Component and a Pacement Component. Ø Ø The Cassroom Component invoves in-schoo course work based on the expectations in the Co-operative Education and Other Forms of Experientia Learning Poicy, The Pacement Component incudes the training and competing / performing experiences in which the student is invoved.

7 Page 5 CRITERIA FOR STUDENT ADMITTANCE TO THE PROGRAM THE STUDENT MUST: be training for competition at the regiona, provincia, nationa or internationa eve (a provinciay carded athete, Quest for God Ontario/Canada-OHL payers) be enroed as a fu-time student have an average of at east 65% provide a of copy of his / her most recent report card attend schoo reguary when not invoved in performance, training or competition be training, performing or competing on a year round basis for at east 15 hours per week provide a etter from the coach / instructor that indicates: Ø the coach / instructor's commitment to the High Performance Co-operative Education experience to: Ÿ meet / communicate with the Co-operative Education teacher Ÿ provide, twice per semester or three times per year, a Performance Appraisa for the student and anecdota comments based on criteria estabished at the beginning of the course Ÿ assist the student with Co-operative Education assignments Ø the coach / instructor's quaifications reated to the sport or art form participate in an interview with the schoo's Guidance and Co-operative Education staff and obtain approva from the schoo Principa for enroment in the schoo's High Performance Co-operative Education Program be currenty enroed in a reated course or have taken the reated course and successfuy passed. Students who do not pass their reated course(s) wi not receive their fu Co-operative Education credit(s). (Section 3.2.2, Co-operative Education and Other Forms of Experientia Learning Poicy, 2000) HIGH PERFORMANCE ACADEMIC SUPPORT PROGRAM REQUIREMENTS The Personaized Pacement Learning Pan (PPLP) for the student wi be estabished in consutation with the Co-operative Education teacher, the student, the reated subject teacher, the student's coach / instructor and the student's parents. Guidance and Co-operative Education staff work with the student's subject teachers to support the student in his / her schoo subjects and in the High Performance Academic Support Program. This may require fexibiity in scheduing and types of assignments and tests.

8 Page 6 Guidance and Co-operative Education staff work with students enroed in the High Performance Academic Support Program to provide information reated to their postsecondary pans (e.g. schoarships and awards avaiabe in the students' areas of speciaty, universities and coeges that provide opportunities for their areas of interest). A components of the High Performance Academic Support Program must meet the requirements for Co-operative Education as outined in the Co-operative Education and Other Forms of Experientia Learning Poicy, The Co-operative Education teacher and the reated subject teacher work together for the success of the students in this program. The Co-operative Education visits the student and the coach / instructor at east four times for a two-credit Co-operative Education Course and formay communicates via teephone or e-mai on at east two other occasions throughout the course. CLASSROOM COMPONENT PRE-PLACEMENT AND INTEGRATION SESSIONS Students in a High Performance Academic Support Program must achieve the Co-operative Education expectations outined in Co-operative Education and Other Forms of Experientia Learning Poicy, This earning is the focus of pre-pacement casses at the schoo for two weeks prior to the pacement and of severa in-schoo integration sessions through the remainder of the course. Pre-pacement expectations require the student to earn and review heath and safety aspects of their pacement requirements (e.g. injury prevention, nutrition, and stress management). Integration expectations require the student to make connections between their earning in schoo and their earning through their pacement experience. Students in the High Performance Program are required to attend the Pre-pacement and Integration sessions as schedued for the reguar Co-operative Education Program. When conficts with these in-schoo sessions arise, Co-operative Education teachers may need to meet with this student / group of students at an aternate time and / or prepare personaized study packages and assignments that can be competed off-site. Prior to the beginning of the High Performance Co-operative Education Program, the Co-operative Education teacher and the student review the student's time commitments and estabish ways to dea with schedue conficts. INSURANCE COVERAGE Students in approved programs are not covered under the Workpace Safety and Insurance Board. Parents / guardians of students enroed in the High Performance Co-operative Education Program must read and sign the Work Education Agreement Contract indicating their awareness of this.

9 Page 7 Parents / guardians are required to purchase student accident insurance or private insurance for the student to participate in the Co-operative Education Program Work Education Agreement Contract avaiabe through My Niagara Cathoic Program. PLACEMENT Pacements wi be seected based on the needs of the student and the recommendation of the coach / instructor and parent / guardian. Pacements must be at another ocation from the home schoo of the student. Students must provide their Co-operative Education teacher a schedue of their activities and ocations for each week of the pacement to faciitate teacher monitoring. THE COACH / INSTRUCTOR MUST AGREE TO: coaborate in the deveopment of the PPLP meet with the monitoring teacher at east four times during the (2 credit) Co-operative Education course. provide an e-mai address or teephone number for forma contact at east twice during a 2 credit Co-operative Education course and 4 times during a 4 credit Cooperative Education course. compete a forma Performance Appraisa and provide written anecdota feedback on the achievement of the student at east twice in a semestered Co-operative Education course and 3 times for a non-semestered course. supervise the student assist the student with Co-operative education assignments where necessary TEACHER RESPONSIBILITIES In addition to responsibiities outined for Co-operative Education teachers in the Cooperative Education and Other Forms of Experientia Learning Poicy, 2000, teachers of students in the High Performance Academic Support Program: Assist with seection of students for the High Performance Co-operative Education Program Liaise with parents, coaches / instructor prior to student admission to the program Advocate for students invoved in the High Performance Co-operative Education Program and work with them and other teachers to pan for their schoo success

10 Page 8 WORK EDUCATION AGREEMENT CONTRACT FOR STUDENTS ENROLLED IN THE HIGH PERFORMANCE CO-OPERATIVE EDUCATION SUPPORT PROGRAM 1. Student Name: Home Address: Teephone: Reated Subject: Schoo: Co-op Teacher: 2. Pacement: Address: Teephone: Name of Supervisor (coach, instructor): 3. Pacement Times: The student sha attend from: (Starting Date) (Ending Date) and on the foowing days of the week (or attach a schedue) 4. Whie at the pacement described above, the student is not covered by the Workpace Safety and Insurance Board. Parents / guardians are required to purchase Student Accident Insurance or provide insurance for the duration of the pacement. Signatures of parties to the agreement: Student: Parent / Guardian: Supervisor:

11 Page 9 Co-operative Education Teacher: (to be fied by the Co-operative Education teacher and retained for 12 months from end of Co-op pacement) PLEASE PROVIDE ANY FEEDBACK AND/OR COMMENTS:

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