Mississauga District Alternative Program Campus

Blended Self-Study and Credit Recovery Options

Currently 60 students access the District Alternative Program at two locations in Brampton and Mississauga with the support of two secondary teachers at each location. Presently 55 additional students under the age of 18 from across the system have become disengaged from school without graduating, and are seeking a flexible learning environment. Program expansion will further provide a flexible learning landscape that encourages and supports the retention of students to an academic program leading towards an Ontario Secondary School Diploma.

Program Components

Teacher Advisor

The single most important relationship between a student and teacher is embodied in the teacher advisor program and career focused credit course delivery.

Flexible Schedule

Demonstrate various scheduling approaches that allow students to control and direct their learning.  Students have some choice in the design of their own daily timetables in close consultation with their teacher.  A weekly remedial support is available to assist students in their planning and preparation.

Personalized Programming

Students are presented with many opportunities that allow them to personalize their learning experiences.  Individual learning styles are recognized through an innovative model of curriculum delivery that integrates learning guides with a diverse range of instructional methodologies, including lectures, seminars, labs, small group work, independent study and one-to-one instruction.

Collaborative Teaching Environment

Teachers develop curriculum and plan learning experiences in a collaborative and professional environment.  An Alternative Education Coordinator supports the teachers.

Interactive Learning and Credit Recovery

In a student-centered environment, the focus is on active learning, reflection and collaboration.  A commitment to continuous improvement ensures a more meaningful and in-depth curriculum that emphasizes interdisciplinary studies, experiential learning, service projects, excursions, and an extensive co-curricular program.

Authentic Assessment

Educators support assessment strategies which encourage students to demonstrate their knowledge and skills in a variety of forms.  A wide range of evaluations and summative assessment tools are available, in addition to flexibility for writing tests and exams.

Continuous Progress

Students learn in different ways and at different rates.  The process of continuous progress is one of accountability involving the student, parent and teacher advisor working together to develop a plan to meet the needs of the learner.  This may mean an opportunity for completion at summer school or in a carry-over course.  A system of target dates, bi-monthly teacher advisor interviews and a comprehensive marks manager program are used to monitor and support students.

Mastery Learning

Some learning activities and computer assisted learning programs are developed in manageable units that require the students to demonstrate mastery of the materials.  Mastery learning means that students do not move on to the next unit until they have achieved a personalized set percentage level.  The student’s opportunity to fully develop the concepts and skills and acquire the knowledge needed to succeed in university, college,  or the workplace, and in life, is substantially increased.

Transition Planning

The goal is to return students to their home schools, integrate them into the world of work, transfer them to post secondary institutions or provide them access to continuing educational programs.  Transition is an important part of the overall plan, with the consistency of the implementation of the learned skills and strategies.  Exceptional students will have a transition plan imbedded in their IEP.  A personalized protocol transition and/or exit plan will be collectively developed for students to ensure life long success in addressing relevant issues.