TURNING POINT

BACKGROUND FOR TURNING POINT PROGRAMS

In June of 2005 the Grand Erie District School Board received ministry funding to pilot a ‘recapture’ program. The ‘recapture’ strategy is a key component of the MOE Learning to 18 Initiative which has a focus on increasing student retention and graduation rates. The model provides an opportunity to bring students back into public education who have left prior to graduation. The Student Success portfolio in partnership with Administrators and Teachers from three secondary schools agreed to pilot the program. Early leavers are identified as students who have not graduated, have not returned, and have not transferred internally or externally to the Board.

 

PROGRAM DESIGN CONSIDERATIONS

Turning Point program design development focuses on student success Flexibility and resolve were necessary components to achieve a consistent program providing individualized support for students.

By combining an academic and skills based program students were able to achieve their educational goals. The academic portion of the program which consists of two or three days a week, allows students to work on compulsory credits or recovering credits with classroom support or independently.

The co-op portion of this program consists of three days per week. Experiential learning is a significant aspect of the program design as it provides students with the opportunity for development of essential skills, employability skills, and self-confidence. This creates a balance in the program and provides "authentic" or real world application to classroom learning.

 

PROGRAM GOALS AND OBJECTIVES

Goals for the Turning Point program were established as follows:

• Provide a strategy to "recapture" and engage students who have left the system

• Increase credit accumulation

• Increase student retention and reduce the student leaver rate for GEDSB

• Increase the number of students who will acquire the OSSD

• Provide an alternative school to work pathway for disengaged students

• Supplement existing Student Success and Learning to 18 strategies already implemented in Grand Erie

 

STAFFING

Considerations for staffing may include a commitment to student success and familiarity with alternative education which often includes the ability to teach in several subject areas. Experience with time tabling, diploma requirements, multi-level and multi-grade classrooms, guidance and dealing with early leavers or unengaged students is helpful; also being aware of the challenges facing returning students who may be adult learners. A significant portion of the program also requires knowledge or experience in Co-operative Education. Responsibilities of the teacher may include:

• communication with a network of key participants

• program delivery

• maintain facility/classroom

• attendance/enrolment procedures

• individualized student time tabling

• co-op education program responsibilities

• recruitment of students

• student intake/interview

• classroom management

• integrity of credits

• resources

• positive student-teacher contact

• media and promotion of program

• data collection and reporting

• evaluation and reporting

 

Eligability of Students

Eligibility of students was established as part of the system framework as early leavers; students who have not graduated, have not returned, and have not transferred within or externally to the Board. Students must:

• be between the ages of 16 and 21

• live in the vicinity of the program they wish to attend

• be able to attend the in-class portion of the program

Teachers will also consider:

• educational goals of student

• co-op placement viability

• regular attendance concerns

• maturity and commitment to educational goals

• suitability of program: independent learning

• referral information

• employment status

• classroom interaction, management and safety

• transportation

 

PORT DOVER COMPOSITE SCHOOL’S TURNING POINT PROGRAM

In February 2006, three additional schools launched Turning Point programs. With help from the local lion’s club a classroom was constructed in the former Ivey’s building located on Silver Lake.  The closing of PDCS was a temultuous time for our program, however we are happy to be a part of Simcoe Composite School moving forward.  Thanks to senior board members and extremely supportive administrators the Port Dover Turning Point program remains open for business.  Over the past eight years the PDCS/SCS program has 

• Serviced over 150 local students

• Graduated approximately 80 students

• Facilitated the transfer of other students to community based and board based programs to suit individual needs

• Awarded, through the generosity of the Port Dover Lion’s Club, two Scholarships ($500) annually to students moving on to university, college or trade school.

• Increased Port Dover Composite’s enrollment by an average of 20 students a year.

• Facilitated in Community clean-up projects such as the Inkerman Beach Project.