Program Offerings

• Students have a diagnosis of Autism, which may impact their ability to participate in credit-bearing programs
• Alternative programming is driven by individual student need with staff facilitating independence and life skills where possible, focused on communication and social skills with support for behaviour, safety, and sensory needs
• Focused on communication and social skills with support for behaviour, safety, and sensory needs
• Time-limited with a focus on skill-building to exit to regular class programming wherever possible

• Support students with an intellectual disability that typically falls within the moderate to severe range
• Focus is to develop fundamental independent living skills; functional academics, communication, self-advocacy and social skills and assisted job skills that can lead to successful community participation and adult living
• Program goals are derived from alternative curriculum
• Focus on skill-building to exit to regular class programming wherever possible

• Students have multiple exceptionalities, with predominant physical needs.
• Alternative programming is driven by individual student need with staff facilitating independence and life skills, where possible.
• Focus on communication, social awareness, personal care, and motor skills development
• Time-limited with a focus on skill-building to exit to regular class programming wherever possible

• Half-time program (4- section class)
• Supports student needs in literacy, numeracy, self-regulation, social skills, learning skills, selfadvocacy, and mental health, while offering maximum integration with the opportunity to work towards credits
• Time-limited with a focus on skill-building to exit to credit-bearing classes
• Working towards an Ontario Secondary School Certificate (OSSC) or Ontario Secondary School Diploma (OSSD) with goals of attending post-secondary programming or entering the workplace after secondary school
  

• Full-time program (8-section class)
• Alternative programming in these classrooms is driven by individual student needs, with staff facilitating independence and life skills where possible. Students have a diagnosis of Autism, which may impact their ability to participate in credit-bearing programs
• Focus on communication and social skills with support for behaviour, safety, and sensory needs, applying the principals of Applied Behaviour Analysis (ABA)
• Focus on skill-building to exit to credit-bearing classes wherever possible
• Working towards a Certificate of Accomplishment (COA) with goals of taking further training, entering the workplace, and independent or supported living after secondary school
  

• Full-time program (8-section class)
• Alternative programming in these classrooms is driven by individual student needs, with staff facilitating independence and life skills where possible. Students have a diagnosis of Autism, which may impact their ability to participate in credit-bearing programs
• Focus on communication and social skills with support for behaviour, safety, and sensory needs, applying the principals of Applied Behaviour Analysis (ABA)
• Focus on skill-building to exit to credit-bearing classes wherever possible
• Working towards a Certificate of Accomplishment (COA) with goals of taking further training, entering the workplace, and independent or supported living after secondary school
  

• Full-time program (8-section class)
• Students are integrated into at least one credit-bearing course wherever possible, while also working on modified and/or alternative curriculum to gain skills in functional academics, job readiness and independent living skills
• Time-limited with a focus on skill-building to exit to credit-bearing classes wherever possible
• Working towards a Certificate of Accomplishment (COA), Ontario Secondary School Certificate (OSSC) or Ontario Secondary School Diploma (OSSD) with goals of taking further training, entering the workplace, or post-secondary programming after secondary school

THRIVE is a virtual learning program for Grades 5 to -8 students that offers enhanced opportunities beyond their regular classroom, utilizing differentiated instructional strategies.

Students across Grand Erie can join the program while attending their home school using a school provided device. The weekly schedule incorporates synchronous (live) and asynchronous (self-paced) sessions. Access to the program is granted for the current school year, with continued access reviewed annually. This program aims to complement and enhance the existing classroom programming and support.

The educational approach focuses on Deep Learning competencies, which include higher-order thinking skills and collaboration skills essential for future success. Through a project-based approach, the program develops skills by leveraging students’ interests and strengths. It also encourages student advocacy and voice, promoting the transfer of skills learned in the virtual program to regular classroom settings.

Eight elementary schools offer Skill Building programs staffed with an educator to provide opportunities for direct instruction to students on specific and targeted skills. Skill building educators work collaboratively with classroom educators to team-teach and/or co-plan lessons to ensure the learning is scaffolded to meet every learner at the start of the lesson.

Instructional time with the skill building educator focuses on targeted skill intervention and generalization through either in-class support or small group withdrawal for short durations. The overarching goal of the skill building program is to ensure that students are present, participating, supported and achieving across all environments at school.

The Hub Program, offered at three secondary schools, is an innovative program designed to offer targeted support, skill development, and credit-bearing opportunities for students with diverse learning needs within a regular classroom setting. The program focuses on fostering academic growth, enhancing vocational skills, and creating personalized pathways to success.

Students access the Hub Program from all grades. Most students accessing the Hub have an IEP and are timetabled to the courses. Some additional students are not on the roster and use the service for drop-in support. 

Students in the Hub Program participate in direct instruction on specific and targeted skills in literacy, experiential learning and pre- employment skills, numeracy and mathematics.

Key components of the Hub Program include personalized student support focused on:

• GLE/GLS Learning Strategies credits
• Vocational Skills development
• Experiential Learning Opportunities
• Programming Driven by Student Voice and Choice
• Support with Credit Attainment
• Social-Emotional and Self-Regulation Support
• Focus on Student Pathways – Transitions
• Executive Functioning Development
• Flexible Learning

Project SEARCH offers total workplace immersion (3 work placements, 700+ hours of hands-on experience) for students with Intellectual and/or developmental disabilities. Community agencies linked with the program support the student’s education, employment training and employment search after graduation.

The goal for students completing Project Search is competitive employment in an integrated setting in the community. Students learn transferable skills at a host work site that can support a variety of employment opportunities in their community. Students are immersed in an atmosphere of high expectations with the goal of securing quality employment within one year of graduation.

Each Project SEARCH program is supported by a Grand Erie Secondary School Teacher and a Skills Trainer from Community Living.

Project SEARCH Grand Erie partners with three host business sites, St. Joseph’s Long Term Care Home in Brantford, Norfolk General Hospital in Simcoe and the Haldimand War Memorial Hospital in Dunnville. Community Living partners include Community Living Brant, Norfolk Association for Community Living (NACL) and Community Living Haldimand.