Program Offerings

The T.H.R.I.V.E. (Transferable, Higher order thinking, Research, Innovation and inquiry skills, Virtual Experience) program is designed for students in grades 5-8 who would benefit from additional academic flexibility and challenges in the classroom.

Running once each term for nine weeks, T.H.R.I.V.E. offers a unique blend of synchronous and asynchronous learning opportunities. Each week, students meet for 30 minutes on TEAMS with the T.H.R.I.V.E. teacher, fostering real-time interaction and support.

Additionally, students have access to a variety of puzzles, activities, and discussions through the Brightspace Virtual Learning Environment (VLE), enhancing their learning experience and engagement.

Five schools are staffed with a Skill Building teacher to provide opportunities for direct instruction to students in junior grades on specific and targeted skills in literacy and mathematics.

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 teacher focuses on targeted skill intervention to address learning gaps in literacy and mathematics through either in-class support or small group withdrawal for short durations.

The overarching goal of student participation with the skill building teacher is to ensure that students are present, participating, supported, and moving towards achievement on grade level curriculum.

A CTEP is offered as a day treatment program at one elementary school in partnership with Woodview Mental Health and Autsim Services. The program is a 14-week, school-embedded mental health intervention for students in Grades 3–8 experiencing significant emotional, behavioural, and social regulation challenges that interfere with academic success and peer relationships.

Students attend a specialized treatment classroom and participate in the regular classroom to maintain peer connection, academic continuity, and transition readiness.

The family attends a 12-week SNAP group on Wednesday evenings. To strengthen the caregiver alliance, weekly family/parenting sessions will be provided throughout the full 14-week period.

The model integrates:

• Intensive therapeutic classroom programming
• Evidence-based skill development using the SNAP (Stop Now and Plan) model
• Structured reintegration planning
• Active caregiver engagement and family work
• Strong collaboration between school staff and mental health clinicians
• Use of measurement-based care

The goal is stabilization, skill acquisition, and successful transition back to full-time regular classroom placement.

Following the 14 weeks of classroom and family intervention, a step-down approach utilizing an intensive Child and Family Service model will support transitions back to the community school and ongoing family work for a predetermined period of time if further support is needed.

• Offered as 4 section classes
• Supports student need in literacy, numeracy, self-regulation, social skills, learning skills, self-advocacy, and mental health, while offering maximum integration with the opportunity to work towards credit.
• Time-limited with a focus on skill-building to exit to credit-bearing classes.
• Working toward 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.
• Location of class(es): Brant/Brantford, Norfolk
• Number of classes: 5
  

• Offered as 8-section classes
• Alternative programming in these classrooms is driven by individual student need, 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 principles of Applied Behaviour Analysis (ABA)
• Focus on skill-building to exit to credit-bearing classes wherever possible.
• Working towards a Certificate of Accomplishment (COA), Ontario Secondary School Certificate (OSSC) with goals of taking further training, entering community living, the workplace, or post-secondary programming after secondary school.
• Location of class(es): Brant/Brantford, Haldimand
• Number of classes: 5
  

• Offered as 8-section classes.
• 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 credit-bearing classes wherever possible.
• Working towards a Certificate of Accomplishment (COA), Ontario Secondary School Certificate (OSSC) with goals of taking further training, entering community living, the workplace, or post-secondary programming after secondary school.
• Location of class(es): Brant/Brantford, Haldimand, Norfolk
• Number of classes: 11

• Offered as 8-section classes
• Alternative programming in these classrooms is driven by individual student needs, with staff facilitating independence and life skills, where possible. Students have multiple exceptionalities.
• Focus on communication, social awareness, personal care, and motor skills development.
• Focus on skill-building to exit to credit-bearing classes wherever possible.
• Working towards a Certificate of Accomplishment (COA) or Ontario Secondary School Certificate (OSSC) with goals of community living, entering the workplace, or post-secondary programming after secondary school.
• Location of class(es): Brant/Brantford, Haldimand, Norfolk
• Number of classes: 4

• Offered as 8-section classes
• 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, if possible, Ontario Secondary School Diploma (OSSD) with goals of taking further training, entering the workplace, or post-secondary programming after secondary school.
• Location of class(es): Brant/Brantford, Haldimand, Norfolk
• Number of classes: 11
  

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 students’ 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. Project SEARCH is supported by a Grand Erie secondary school teacher and a Skills Trainer from Community Living. 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 and 75% of Project SEARCH Canada graduates secure quality employment within a year of graduation.

For the 2025-26 school year, Project SEARCH Grand Erie has 3 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.

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 students’ 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. Project SEARCH is supported by a Grand Erie secondary school teacher and a Skills Trainer from Community Living. 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 and 75% of Project SEARCH Canada graduates secure quality employment within a year of graduation.

For the 2025-26 school year, Project SEARCH Grand Erie has 3 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.

Hub teachers are staffed at three secondary schools, supporting programming that offers tailored support and opportunities for students with IEPs in regular classroom settings to gain credits.

The Hub teacher works with students to address learning and skill gaps in credit bearing courses to support personalized success pathways.

• The Hub Teacher focuses on supporting students to:
• Achieve GLE/GLS Learning Strategies credits
• Improve reading skills and achieve English credit
• Enhance vocational skills
• Participate in experiential learning opportunities/co-op opportunities
• Gain credits
• Plan and engage in successful transitions with independence
  

The Elementary Day Treatment Program is a partnership between Grand Erie District School Board and Woodview Mental Health & Autism Services.

The 19-week program provides intensive mental health and educational support for students in Grades 3–8 who are experiencing significant emotional, behavioural, or self-regulation challenges that are impacting their success at school.

The goal is to help students develop skills, improve functioning, strengthen family supports, and successfully return to their regular classroom environment.

Grand Erie has partnered with Ganohkwasra Family Assault Support Services to offer a program for Indigenous students out of the Youth Lodge facility.

Ganohkwasra provides therapeutic counselling and services while a Grand Erie Teacher provides individualized academic programming.

Program Highlights:

• Eligible Students: Students aged 13-21
• Supported Pathways: All grades and pathways

Students must complete an intake process with Ganohkwasra intake worker. They must have exhausted resources at their home school. 

In partnership with the Ministry of Child and Youth Services – Youth Justice Services Division, Grand Erie employs one(1) itinerant teacher to provide services and supports to First Nation, Métis and Inuit youth who are engaged in some capacity with the youth justice system.

Through a holistic approach, students are provided individualized program planning and support toward their full re-engagement into schooling and community.

Program Highlights:

• Eligible Students: FNMI self-identified youth 14-21 years old engaged in Youth Justice System
• Supported Pathway: All grades and pathways

Students must be referred by youth justice connection, such as a Probation Officer