MISSION STATEMENT

To provide academic support to any Kelvin student so that he or she can reach his or her academic goals to the best of his or her abilities.

CLASSROOM EXPECTATIONS

* Attend classes

* Be a prepared learner

* Have a positive learning attitude

* Be respectful and cooperative

GRADE 9 SKILLS OPTION CLASS

This class is aimed for students who have received previous resource help and/or who are struggling in one or more core academic courses such as English, Math, Science or Social Studies, or who have significant organizational or attention issues.

Students are organized in small groups and led by a group leader (teacher or educational assistant). Students are taught to set an academic goal, to use their time wisely and to self-reflect on themselves as learners. The use of learning frames on current topics being studied along with demonstrating goal-setting, time management and organizational skills are requirements of this class.

Key learning topics are discussed on a monthly basis. These include: content reading strategies, writing strategies, memory techniques and test preparation.

GRADE 10 SKILLS OPTION CLASS

Intended for Grade 10 students who would benefit from a structured learning environment, this class provides small-group academic support. Completion of a skills learning booklet and career exploration unit are required.

HERE TO HELP … Peer Tutoring

Room 23 is open every lunch hour for "drop in" tutoring. Student peer tutors, teaching assistants and teachers are available to assist with assignments, questions and test preparation. No appointment is necessary.

If a student decides they would like help on a more regular basis, he/she can request a peer tutor. Tutors are available before & after school, during spares and at lunch. Students must report to Room 23 in person to fill out an application. Once the request is made, Leigh-Anne Bowles will look into finding the best match to meet the needs of that student.

PEER TUTORING credit

Looking to strengthen your interpersonal, communication and leadership skills ?

Then come and see Leigh-Anne or Ms Charbonneau in Room 23 and fill out an application. Tutoring offers numerous opportunities for students to grow personally while helping others. French immersion peer tutoring is also available. The contact person is Ben Lacroix, and he can be found in Room 23 or Room 40.

1/2 credit = 55 hours of tutoring 1 credit = 110 hours of tutoring

Come out and make a difference !

ADHD Support Group

A friendly small-group atmosphere set up to provide emotional and academic support to students diagnosed with adhd or to those who demonstrate many of the traits associated with adhd. We discuss a variety of topics related to this learning disability. See Ms Charbonneau in Room 23 for more details.

Availability of this support depends on student participation and numbers.

ALTERNATIVE CLASSROOMS

SHANNON MCFETRIDGE, RANDY ENGEL (mornings) & JAN GIBSON (afternoons) - TEACHERS

ROOMS 25 AND 116

All kids need a little help, a little hope, and someone who believes in them. Earvin ‘Magic’ Johnson

These classrooms are set up as an alternative to the regular program. Students are placed in the classrooms through a referral process, which involves:

· Guidance counsellors,

· Resource teachers

· Administration. All referrals are raised at Intake meetings with representatives from Guidance, Resource and Administration.

Students are placed in the alternative classroom for a variety of reasons.

· They may have gaps in their learning which make it harder to keep up with a regular class.

· Students are often placed here if they are falling behind or having difficulties.

· This is also an option for students who are returning to school after an absence or those who have medical issues which may prevent them from succeeding in a regular class.

· There are students who are placed here due to attendance or behaviour issues.

· Sometimes students are unable to schedule a particular course within their timetable.

· This is also an option for those who are in Grade 12 but have not received a credit for an Grade 10 or 11 course. We find that they are more likely to be successful in this classroom than by returning to a class where the students are much younger.

We have found that students who are successful in this type of classroom must be able to work independently. A student who needs a lot of assistance will not be as successful because the teacher cannot be spending all the time with one student. Often students will work together and help each other.

Due to the unique nature of these classrooms, we try to keep the number to no more than 16 students in any slot and we offer 4 slots per semester.

The two rooms are divided mainly by the age and grade level of the students. In Room 25, the students are in 11 or 12, whereas in Room 116, there are students from 9 and 10.

In room 25, the students are able to take the following courses:

· English Gr. 10

· Consumer Math Gr. 10

· Geography Gr. 10

· English Gr. 11

· Consumer Math Gr. 11

· History Gr. 11

· Consumer Math 4Gr. 12

· Career Portfolio Gr. 10

· Consumer Studies Gr. 10

In room 116, the students are able to take the following courses:

· Transitional Math Gr. 9 (second semester class)

· Social Studies Gr. 9

· Science Gr. 9

· Consumer Math Gr. 10

· Geography Gr. 10

· Science Gr. 10

· English Gr. 10

The courses in these rooms are offered in an individualized, modular format. Students are informed of the number of units in any course. At the end of most units, they will be required to write a test. Marks are determined using the assignments done in class, test scores, projects and final exams. Every course has a final exam worth 30% of the grade. Students are expected to write these exams in the gym with all other students.

The students generally work ahead on their own using the modules given. The teachers are available to give one to one instruction as required. We also find that often students are able to help one another as they are working at different speeds and in different places.

One of the main goals of this program is to provide a place for students to once again feel successful and achieve some credits. The students are expected to be attending courses in regular classes as well as those in the Alternative class. They must return to regular classes for most Grade 12 subjects. Hopefully, the time spent in these rooms will help to prepare them for the expectations of a regular classroom (especially for those who have been out of school for some time).

Over the last number of years, many students of Kelvin have moved through these classrooms and have gone on to graduate.

In General…

Let’s face it… there’s no “one size fits all” system for working with and teaching kids. Every student at Kelvin is unique and sometimes students have circumstances that require flexibility, adaptations, smaller working environments or just a quieter place to work. The Alternative Program in Room 116 offers core courses at the S1 and S2 level in an independent, modular format in a smaller setting. The courses offered are S1 Science, S1 Social Studies, S2 Science, S2 English, S2 Consumer Math, S2 Geography and S2 Skills. S1 Math and S1 English are not offered as alternative courses because they are two-semester courses and require a fair amount of student-to-student and student-to-teacher interaction that is not possible in the alternative format.

Students are only permitted to take alternative courses under special circumstances, as most are not yet efficient as independent learners. As such, the courses offered in the Alternative Program are generally for repeaters only.

Gr. 9 Transition Math

Some students have a fair bit of difficulty with the Gr. 9 Math Curriculum. At Kelvin, we want to support all students as best as we possibly can, so we have a program to support our Math students who are struggling. First semester math teachers identify students as a good fit for the Transition Math Course after report cards are issued in February. Then the students, with their parents, decide on whether the transition course is right for them. See below for a little bit more about the Transition Math Course.

General Classroom Expectations…

Students are expected to attend regularly and be on time.
Students are expected to work to the best of their ability.
Students are expected not to disrupt the learning of others in the classroom.
Students are expected to work consistently and complete the modules within given timelines.

Programs of Study – Alternative Program – Rm. 116


Gr. 9 Science	Reproduction Atoms and Elements Nature of Electricity Exploration of the Universe	It should take approximately 4 weeks to complete each unit.

Social Studies	The Canadian Identity Multiculturalism Democracy and Governance Canada in the Global Context Canada: Opportunities and Challenges Knowledge	It should take approximately 3 weeks to complete each unit.

Science	Dynamics of Ecosystems Chemistry in Action In Motion (Physics) Weather Dynamics	It should take approximately 4 weeks to complete each unit.

Consumer Math	Wages and Salaries Personal Banking Consumer Decisions Spreadsheets Sampling and Probability Trigonometry Geometry Project Analysis of Games and Numbers/Problem Solving	3 weeks 1.5 weeks 1.5 weeks 1.5 weeks 2.5 weeks 1.5 weeks 3 weeks Embedded within other units

English	Short Stories Novel Study Independent Reading Project Biography Project Scrapbook Project	3 weeks 3 weeks 2 weeks 2 weeks 3 weeks

Geography	Location and Place Interaction and Movement/Regions The Atlantic Region The Manufacturing Core The Appalachians The Southeast The Prairie Provinces The Interior Plains The Gulf Coastal Plain The Cordillera The Pacific Coast The Canadian Shield The Far North Mapping	Each unit should be completed in 3-4 days.

S2 Skills	Students taking “Skills” will receive extra, individualized help with the courses they are taking during that semester. They will practice and learn new learning strategies.

Tutoring

For more information about Kelvin's ADHD (Attention Deficit Hyperactivity Disorder) Initiative click here.