Click HERE for Superior's 2010-2011 Course Calendar (pdf)

SCHOOL HOURS

8:00 am School Office Opens
9:33 am - 10:48 am Period 1
10:54 am - 12:09 pm Period 2
12:09 pm - 12:49 pm LUNCH
12:54 pm - 2:09 pm Period 4
2:15 pm - 3:30 pm Period 5
4:30 pm School Office Closes
       
About Our School Guidance and Career Education
Aboriginal Education Ontario Secondary School Certificate
Achievement Levels Ontario Student Record
Advanced Placement Ontario Student Transcript
Alternative Ways to Meet
Diploma Requirements
Ontario Secondary School Literacy Requirement
Articulation Prior Learning Assessment and Recognition
Assessment and Evaluation of Student Achievement Provincial Report Card
Attendance Semestered and Non-Semestered Courses
Certificate of Accomplishment Special Education
Character Education Student Services
Code of Conduct Substitution
Failure to Complete Courses Transfer Courses
French Immersion Transportation
Full Disclosure    

About Our School

The two storey Superior C. & V.I. is located on the grounds of the former Balsam Street Public School at 333 High Street North. Students attending this new facility will discover a learning environment rich in resources that will prepare them for success in any of the four pathways following completion of secondary school Ė the world of work, apprenticeship, university and college.

Some of the features of Superior Collegiate & Vocational Institute include:

  • 48 classrooms including technical and specialty classrooms

  • Labs Ė Biology, Chemistry, Physics and Food Labs

  • Specialized classrooms for Fashion Arts and Media Arts

  • Audio visual studio and broadcast studio

  • Design, Transportation, Construction, Manufacturing and Technology classrooms

  • Specialized Grade 9 Technology

  • Music and Theatre Arts facilities

  • Full-sized auditorium facilities

  • Full Library with computer lab and video conferencing facilities

  • Double Gym with seating for 800 spectators

  • Full service Cafeteria

  • Entire facility connected with fibre optics, Wi-Fi, interactive white boards and LCD projectors

Superior's Family of schools consists of Claude E. Garton (English Stream), Vance Chapman, Gorham and Ware Community, Five Mile, St. James and McKenzie Public Schools.

A significant amount of consultation occurred during the planning and construction of Superior C&VI. Staff of Hillcrest High School and their colleagues at the three other Lakehead Public Schoolsí high schools contributed to the design and layout of the facility. Students from Hillcrest and the feeder schools participated in an ad hoc committee consisting of parents, Trustees and Board Administration to choose the name of the school.

In an effort to keep students, staff and the community up to date on the construction of Superior C&VI, a special page was created on the Lakehead Public Schools website. Check out how Superior CVI came to be by viewing interactive floor plans, site plans and pictures of the construction progress.

Superior CVI follows the tradition of a caring and supportive school community which supports the individual student through a friendly, safe and stimulating environment. This brand new facility, designed with input from staff and students, is equipped with cutting edge technology and specialized areas which will enhance student learning.

From an academic perspective, Superior CVI offers a wide range of excellent programs, including Advanced Placement. The core areas of English, mathematics, science, social science and the arts are designed to prepare students for whichever pathway they choose: university, college, apprenticeship or school to work. These areas are complemented by a wide range of business, technology and cooperative education programs. All of our programs are offered in fully equipped areas with state-of-the-art technologies.

State-of-the-art science labs, Smart technology in every classroom, tournament size gymnasium, a cafetorium with a full proscenium stage, a high definition communication lab, industry standard technology shops and much more, will welcome all students in the years to come.


Aboriginal Education

Our community's largest growing population is the Aboriginal Community. According to the report ďOntario's New Approach to Aboriginal AffairsĒ (2005), Aboriginal youth is the fastest-growing segment of the Canadian population. In Ontario, more than 50 per cent of the Aboriginal population (on- and off reserve) is under the age of 27. With this realization, Aboriginal and Ontario leaders are committing resources to improve education outcomes for Aboriginal children and youth. Factors that can contribute to Aboriginal student success are teaching strategies tailored to Aboriginal learner needs, curriculum with an Aboriginal perspective, sound counselling and support services, a school environment that will make everyone feel welcome, parental engagement and an understanding of Aboriginal cultures, histories and perspectives which will allow sensitivity to specific Aboriginal education needs.

Lakehead Public Schools is committed to improving and supporting Aboriginal student success by focusing on three priorities:

1) Quality Instruction and Assessment
2) School Climate and
3) Parental Engagement.

The handbook entitled ďAboriginal Presence in Our Schools: A Guide for StaffĒ hopes to contribute to achieving these priorities by providing background information to staff and administrators on Aboriginal heritage and traditions, cultural teachings, celebrations, treaties, terminology, best practices and community linkages to Aboriginal community agencies. This knowledge will create an Aboriginal cultural awareness in Lakehead Public Schools that will assist in delivering quality education, build a supportive school climate, meet the specific education needs for Aboriginal students and nurture relationships between Lakehead Public Schools' staff/administrators and Aboriginal parents/guardians and families.

Initiatives are ongoing to develop innovative models and strategies to support Aboriginal student achievement by meeting the needs of First Nation, Mťtis and Inuit students living in Thunder Bay, along with their Aboriginal families and communities. See for more information.

Courses offered in the Native Studies and Native Languages curriculum are open to all students.

These courses have the flexibility to be used in a variety of ways to meet diploma requirements. More information is available from your Student Services counsellors.

Native Studies
Native studies provides students in Ontario schools with a broad range of knowledge related to Aboriginal peoples to help them better understand Aboriginal issues of public interest discussed at the local, regional, and national levels. Students will develop the skills necessary to discuss issues and participate in public affairs. Through their involvement in Native studies, they will increase their awareness and understanding of the histories, cultures, world views, and contributions of Aboriginal peoples in Canada. The program will also provide students with opportunities to enhance the problem-solving and critical-thinking skills that they will require in post-secondary education, the world of work, and their roles as active citizens.

Native Languages
The Native languages program is not intended to make students fully bilingual; rather, the program offers students the opportunity to develop a functional command of a Native language, which can be expanded through further study or through contact with other speakers of the language. All courses in the Native languages program cover oral communication, reading, and writing; vocabulary, language conventions, and grammar; and use of information technology. Students also become familiar with the writing and sound systems of the language under study, and develop an appreciation of Native language and culture. All courses in the Native languages program provide an opportunity for students to enhance their sense of cultural identity and self-worth.

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Achievement Levels

Levels, or degrees, of achievement of the curriculum expectations are presented in achievement charts in each of the curriculum policy documents. The charts are organized into four broad categories of knowledge and skills: knowledge/understanding; thinking/inquiry; communication; and application/making connections. The names of the categories may vary slightly to reflect the differences in the specific nature of each subject. The charts contain descriptions of each level of achievement in each category; these are broad in scope and general in nature, but they provide a framework for all assessment and evaluation practices. They enable teachers to make consistent
judgments about the quality of studentsí work and to give clear and specific information about their achievement to their parents.

The achievement levels are associated with percentage grades and are defined as follows:

80 to 100%
Level 4: a very high to outstanding level of achievement, above the provincial standard

70 to 79%
Level 3: a high level of achievement, at the provincial standard

60 to 69%
Level 2: a moderate level of achievement, below but approaching the
provincial standard

50 to 59%
Level 1: a passable level of achievement, below the provincial standard

below 50%
insufficient achievement of the curriculum expectations, no credit granted

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Advanced Placement

The Advanced Placement Program (AP) is a cooperative agreement between participating secondary schools and post-secondary institutions. AP courses permit students to undertake additional academic content as identified by post-secondary institutions. Completion of AP courses, while in secondary school, may exempt students from some post-secondary courses or allow students to replace a first-year course with a second-year option. AP motivates good students, enhances the quality of current curriculum and moves students forward in their destination planning.
High Schools: Hammarskjold, Superior, Westgate

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Alternative Ways of Meeting Diploma Requirements

Most students complete the majority of their studies in a secondary school.  Credits towards the Ontario Secondary School Diploma may also be earned in a variety of ways outside of a traditional school setting. These include:

  • Lakehead Adult Education Centre

  • Independent Learning Centre courses

  • Music Certification

  • Prior Learning Assessment and Recognition

  • College Link

  • SAM / MISOL - Single Adolescent Mothers/Mothers In Search of Learning

  • Storefront

  • SAIL

  • Connections

  • School-College-Work Initiative

  • Dual Credits

  • E-Learning

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Articulation

Articulation programs facilitate the smooth transition of students from secondary to post-secondary study by coordinating the curricula between institutions.

Opportunities may include:

  • on-site visits and orientation at colleges and universities;

  • packaging secondary school courses in a program recognized by the college as a prerequisite for admission;

  • taking secondary school credit courses and receiving advanced standing at specific colleges and universities.

The current articulation agreement between Lakehead Public Schools and Confederation College includes:

  • Introduction to Financial Accounting (BAF3M)

  • Principles of Financial Accounting (BAT4M)

  • Introduction to International Business (BBB4M)

  • Introduction to Marketing (BMI3C)

Please note that articulation agreements are reviewed annually. Students interested in receiving more information should contact their secondary school guidance counsellor.

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Assessment and Evaluation of Student Achievement

Program Planning and Assessment, 2000 outlines the requirement for assessment and evaluation and reporting of student progress in all subjects under OSS. The main purpose of assessment and evaluation is to improve student learning. Information gathered helps teachers identify studentsí strengths and those areas needing improvement, as well as program areas of strength and those needing improvement.

Assessment is the process of gathering information from a variety of sources, including assignments, demonstrations, projects, performances and tests. This information should demonstrate how well students are achieving the curriculum expectations. As part of assessment, teachers, peers, and individual students provide descriptive feedback that guides efforts for improvement. Assessment is ongoing and supportive. Evaluation is the process of judging the quality of a studentís work on the basis of established achievement criteria and assigning a value to represent that quality. It reflects a studentís level of achievement of provincial curriculum expectations at a given time.

In order to ensure that assessment and evaluation are valid and reliable and that they lead to the improvement of student learning, teachers use a variety of assessment and evaluation strategies that:

  • address both what the students learn and how well they learn;

  • are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart that appears in the curriculum policy documents for each discipline;

  • are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning;

  • are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;

  • are fair to all students;

  • accommodate the needs of exceptional students, consistent with the strategies outlined in their Individual Education Plans (IEPs);

  • ensure that each student is given clear directions for improvement;

  • promote studentsí abilities to assess their own and each otherís learning, and to set specific goals; include the use of samples of studentsí work that provide evidence of their achievement;

  • are communicated clearly to students and parents at the beginning of the course and at other appropriate points throughout the course.

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Attendance

Regular attendance at school is critical for studentsí learning and achievement of course expectations. Where, in the Principalís judgment, a studentís frequent absences from school are jeopardizing his or her successful completion of a course, staff will communicate with the student and parents to explain the potential consequences of the absences, including failure to gain credits, and to discuss steps that could be taken to improve student attendance.

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Certificate of Accomplishment

Students who leave school before fulfilling the requirements for the OSSD or the OSSC may be granted a Certificate of Accomplishment. This certificate is a useful means of recognizing a studentís participation in the secondary school program, especially for those students who plan to take certain types of vocational programs or further training for employment after leaving school. A student may return to school or take additional credit courses after having received the certificate. The studentís transcript (OST) will be updated, but a new certificate will not be awarded when the student leaves again. A student who receives the certificate and chooses to return to study at the secondary level may earn the OSSC and/or the OSSD after fulfilling the appropriate credit requirements for each.

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Character Education

Growing Character Together
Lakehead Public Schools reflect and reinforce our community core values of Respect, Responsibility, Empathy, Acceptance, and Integrity. In our daily interactions, we strive to grow character together to make our community a great place to live and learn.

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Code of Conduct

A Safe Learning Environment
Lakehead District School Board (LDSB) schools are safe, nurturing, respectful and positive learning environments that enable all students to succeed to their full potential. They are violence-free environments that promote a sense of responsibility, civility and academic excellence. As part of this, all students and staff are expected to develop and acquire the knowledge and skills that demonstrate respect for human rights and social justice, and promote the values they need to become responsible members of society.

The Code of Conduct is founded on principles of fairness and non-violence and has a focus on assisting students to develop appropriate social/personal skills and non-violent problem-solving techniques that will be used when incidents occur. Students are encouraged to assist each other through programs like peer mediation, problem-solving discussions and dispute resolution.

The LDSB does not tolerate the following activities on its property, on school buses, or at Board-sponsored events:

  • Physical aggression of any kind;

  • The possession or presence of weapons or replicas;

  • Verbal abuse in any form;

  • The presence of any intruder or any activity which places the safety of students, staff or visitors at risk;

  • The possession, use or trafficking of alcohol, illegal drugs or unauthorized prescription drugs;

  • Bullying and cyber bullying.

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Failure to Complete Courses

If a student has completed a course but has failed to achieve the curriculum expectations at a passing level, staff will determine the best way to enable the student to earn a credit for the course, in consultation with the student and parents.

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French Immersion

Lakehead Public Schools offers a Certificate of French Immersion Studies. To obtain the Certificate, students at Hammarskjold High School need to take ten credits with French as the language of instruction. Students can choose from a wide variety of courses, nineteen in all, and have ample opportunities to enhance and refine their French skills. For students who wish to learn a third or fourth language, Spanish or German is also offered.

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Full Disclosure

Course Withdrawals and Repeated Courses
Withdrawals from Grade 9 and 10 courses are not recorded on the studentís Ontario Student Transcript (OST). Only successfully completed courses are recorded.

If a student withdraws from a Grade 11 or 12 course within five instructional days following the issue of the first provincial report card, the withdrawal is not recorded on the Ontario Student Transcript.

If a student withdraws from a course after five instructional days following the issue of the first provincial report card, the withdrawal is recorded on the OST. The studentís percentage grade at the time of the withdrawal is also recorded.

Students who repeat a Grade 11 or 12 course that they have previously completed successfully earn only one credit for the course. Each attempt and the percentage grade obtained is recorded on the OST. A student or parent may request that the Principal identify Grade 11 and 12 courses in which the studentís performance was affected by extraordinary circumstances by using a special indicator. The studentís percentage grades are also recorded. This special indicator may also be used for courses from which the student has withdrawn because of extraordinary circumstances.

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Guidance and Career Education

The Guidance and Career Education program is a vital and integral part of the secondary school program. Through the program, students acquire the knowledge and skills they need in order to learn effectively, to live and work cooperatively and productively with a wide range of people, to set and pursue educational and career goals and to carry out their social responsibilities. The program is delivered in a variety of ways including classroom instruction, orientation and exit programs, career exploration activities and individual assistance and counselling. The program is organized into three areas of learning: student development (the skills and habits necessary for learning); interpersonal development (the skills and knowledge necessary to get along with others); and career development.

By the end of secondary school, students are expected to:

  • understand the concepts related to lifelong learning, interpersonal relationships, responsible citizenship, and career planning;

  • develop learning skills, social skills, a sense of social responsibility and the ability to formulate and pursue educational and career goals;

  • apply this learning in their daily lives, both at school and in the larger community.

Each secondary school has a Student Services Department, staffed by specially trained teachers and support staff, and equipped with resources and information materials related to careers and educational opportunities.

All students are required to complete a half-credit course in career studies as part of the new diploma requirements. These courses will be offered at the Grade 10 level. Several other courses in guidance and career education are available to help students experience success at school and in their postsecondary careers. These courses equip students with essential skills for academic, interpersonal and career success. Students learn to manage the changes they will encounter throughout life.

Student Services personnel will organize visits by guest speakers and representatives of colleges, universities and various careers; visits to workplaces and post-secondary educational institutions; and workshops and conferences for students.

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Ontario Secondary School Certificate (OSSC)

The Ontario Secondary School Certificate will be granted on request to students who leave school before earning the Ontario Secondary School Diploma, provided that they have earned a minimum of 14 credits, as follows:

2 English
1 Canadian Geography or Canadian History
1 Mathematics
1 Science
1 Health and Physical Education
1 Arts or Technological Education
7 Optional credits

The provisions for substitution for compulsory credits applies to the Ontario Secondary School Certificate.

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Ontario Student Record (OSR)

The Ontario Student Record folder (OSR) is the official record for a student. The OSR is created when a student enters the Ontario school system and moves with the student from school to school. Every Ontario school keeps an OSR for each student enrolled. The OSR is created under the authority of the Education Act, and the contents of the OSR are protected under the Freedom of Information and Protection of Privacy Act. The parents and the student may examine the contents of the OSR on request, with the assistance of the Principal or designated administrator.

The OSR folder contains achievement results, credits earned, and other information important to the education of the student.

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Ontario Student Transcript (OST)

The Ontario Student Transcript (OST) is a provincially standardized document which provides a comprehensive record of a studentís achievement in secondary school. The credits that a student has earned towards fulfillment of the requirements for the graduation diploma are recorded on the OST, regardless of how or where the credits were earned.

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Ontario Secondary School Literacy Requirement (OSSLT)

The purpose of the Ontario Secondary School Literacy Test (OSSLT) is to ensure that students have acquired the essential reading and writing skills that apply to all subject areas in the provincial curriculum up to the end of Grade 9. All students in public and private schools who are working toward an Ontario Secondary School Diploma are required to write the OSSLT in Grade 10. Students who have been eligible to write the OSSLT at least twice and have been unsuccessful at least once are eligible to fulfill the requirement through the Ontario Secondary School Literacy Course (OSSLC). Principals have the discretion to allow students to enroll in the course before they have a second opportunity to take the test, if the Principal determines that it is in the best educational interests of the student. (Ministry of Education Policy/Program Memorandum 127.) Successful completion of the OSSLT or OSSLC is a graduation requirement.

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PLAR

Prior Learning Assessment and Recognition
PLAR is a process which allows students enrolled in a regular day school to earn credits for prior learning. Students who challenge a credit will be evaluated against the expectations outlined in the provincial curriculum policy document. Students must submit specific evidence of prior learning. If a studentís application to challenge a course credit is accepted, the student will be required to complete a variety of assessments.

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Provincial Report Card

Students have their progress reported on a standard Provincial Report Card, which includes the following information:

  • each subject that the student is studying.

  • the studentís mark expressed as a percentage grade, along with the course median.

  • number of classes missed and times late for class.

  • the studentís achievement in five learning skills:

    • works independently;

    • teamwork;

    • organization;

    • work habits/ homework;

    • initiative

  • a comment by each teacher for each subject, including student strengths, areas for improvement, and suggested next steps, where appropriate.

  • an indication of the credit(s) granted for each course in which the studentís mark is 50% or higher.

The report card will include information with respect to a studentís Individual Education Plan (IEP) where appropriate. The report card will also indicate whether a course has been modified to meet the needs of students. The Response Form provides a section where the student and the parent or guardian can comment on the studentís progress at the end of the mid-term or mid-semester. A summary of credits earned to date, including a breakdown of compulsory and optional elective credits, is provided at the end of the final report card of the year or semester. Student progress is generally reported at mid-term or mid-semester and at the completion of a year or semester.

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Semestered & Non-Semestered Courses

Secondary schools are generally organized on either a full-year model (non-semestered) or a semestered model (half-year.) Semestered schools can offer some courses on a non-semestered, full-year basis. All Lakehead Public High Schools are currently organized on a semestered structure.

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Special Education

Recognizing the needs of exceptional students and designing programs that respond effectively to these needs are important and challenging aspects of program planning.

After an Identification, Placement and Review Committee (IPRC) identifies a student as exceptional, an Individual Education Plan (IEP) is developed and maintained for that student. An IEP may also be prepared for students who are receiving Special Education programs and services but who have not been identified as exceptional by an IPRC.

The IEP is based on analysis of the studentís strengths and areas of need. It will identify what the student is expected to learn and will explain how the Special Education program and services will help him or her achieve those learning goals and expectations. For those exceptional students who are 14 years of age or older, the IEP will also outline a coordinated plan for transition to postsecondary activities, including education, work or adaptation to community living. Further information can be obtained from the secondary school Student Services Department.

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Student Services

The Student Services Departmentís primary focus is to work closely with students in all aspects of development during the high school years. Four specific services include:

Educational Counselling

  • up-to-date post-secondary information is available.

Academic Counselling

  • Counsellors monitor the progress of all students. It is necessary that courses selected meet the aptitudes, interests, abilities and future plans of each student.

Career Information

  • Resources are available to assist students in their exploration of career opportunities. Students are encouraged to attend career days and special presentations at each school.

Personal Counselling

  • Counsellors and a school social worker will assist students on a one-to-one basis with personal concerns.

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Substitution

In order to allow flexibility in designing a studentís program and to ensure that all students can qualify for the secondary school diploma, substitutions may be made for a limited number (to a maximum of 3) of compulsory credit courses using selections from the remaining compulsory courses offered by the school. The decision to make a substitution for a student should be made only if the studentís educational interests are best served by such substitution. If a parent or an adult student requests a substitution, the Principal will determine whether or not this should be made. A Principal may also initiate consideration of whether a substitution should be made. The Principal will make his or her decision in consultation with the parent or adult student and appropriate school staff.

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Transfer Courses

Transfer Courses are partial-credit courses that bridge the gap between courses of two different types in the same subject and grade. Students who revise their educational and career goals and who wish to change from one destination-related stream to another in a particular subject may often do so by taking a transfer course. Transfer courses enable students to achieve the expectations not covered in one course type, but are required for entry into a course in the next grade. Transfer courses will be offered to students who wish to change from one course type to another in the same subject between Grade 10 and 11 or between Grade 11 and 12.

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Transportation

Requests will be considered within existing Board resources and scheduling.

Student Transportation Services Thunder Bay
625-1660

Emergency Closure
625-1661

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