Dr. G.W. Williams S.S.

(905) 727-3131 dr.g.w.williams.ss@yrdsb.ca
YRDSB Board Logo YRDSB Board Logo

Student Services

​Welcome to the GWW Student Services Department

 

Who do we support?

  • Students identified as exceptional through formal IPRC (Identification, Placement & Review Committee) i.e. students with existing IEPs (all students identified through the IPRC process are automatically assigned a SERT)
  • Students in the process of being formally identified (e.g., through psychoeducational assessment/testing)​
  • Students placed in one of our four (4) Partially Integrated Community Classes

 

​​​What kind of support do we provide?

Formally identified students are automatically assigned a Special Education Resource Teacher (SERT) responsible for updating and coordinating their Individual Education Plan (IEP). Our team of SERTs work collaboratively with other educators to provide individualized services that may include:

  • Resource monitoring & support
  • Consultation with subject teacher​s about implementation of accommodations
  • Direct instruction ​(e.g., for students taking a GLE Learning Strategies course)
  • Access to the Resource Centre in Rm. 153 - an inclusive, student-centered space supported by Special Education Resource Teachers (SERTs), Child & Youth Workers (CYWs), and other educators in collaboration with the Student Success team

 

Levels of Support and Placement Options

  • Regular Classroom with Indirect Service: SERT consults with regular classroom teacher and monitors student progress, offering support and resources as needed.
  • Regular Classroom with Resource Assistance: SERT monitors student progress and provides in-class resourcing and/or support in the Resource Centre as needed and/or on a weekly basis.
  • Regular Classroom with Withdrawal Assistance:  In one semester, students receive daily support in a credit-bearing GLE Learning Strategies class taught by a SERT, and receive Resource Assistance during the non-GLE semester.
  • Community Class - Partially Integrated: Students receive more than 50% of their program in a non-credit bearing Community Class placement. 

 

Courses: 1.0 Credit GLE Learning Strategies Course

  • Open level course taught by a Special Education Resource Teacher (SERT)
  • Available as an elective for students with an IPRC placement of Withdrawal Assistance
  • Maximum 16 students per class
  • Available for Grades 9-12 (maximum of 4 credits, 1 per grade)
  • This course is the daily support that students with a Withdrawal Assistance placement receive, and is the highest level of support for students in a regular classroom

 

GLE10 - Grade 9 Learning Strategies 
  • ​Students will learn techniques and strategies for achieving success in all of their courses by understanding their strengths and needs, as well as what accommodations they need to be successful
  • Strong focus on the development of executive functioning skills, organizational abilities, self-advocacy and other essential learning skills
GLE20 - Grade 10 Learning Strategies 
  • ​Students will focus on becoming more independent learners and will continue to develop executive functioning skills (ex; time management and organization), interpersonal and teamwork skills, and self-advocacy 
GLE30 - Grade 11 Learning Strategies 
  • ​Students will continue to build good learning skills (including time management, responsibility, organization and advocacy)
  • Students will begin to look at post-secondary options and set goals for their post-secondary lives. 
GLE40 - Grade 12 Learning Strategies 
  • ​Students aim to master their learning skills and will have targeted teaching regarding transitioning to their post-secondary life which may include work, training, and/or post-secondary education (ex; applying to college/university, budgeting, advocacy, etc.).

**Important note: While students may work on developing their learning skills through guided work on assignments for other classes, the Learning Strategies course is NOT simply a "homework period". For more information on the course curriculum, please visit the Ministry of Education curriculum website. 

 

Partially Integrated Community Classes at GWW

Students may be referred to one of our four Community Class programs through a centralized IPRC process. These specialized classes offer highly individualized programming to meet a range of social, emotional, academic and personal development goals.

 

Intensive Program - Foundational & Transitional

Previously referred to as "Jr." and "Sr.", the names of the two branches of the Intensive program have been updated to better reflect the programming focus and goals of each level. 

  • The Foundational Intensive class focuses on building core learning, organizational and executive functioning skills as well as student self-awareness, self-regulation and social-emotional coping skills. Students may work toward building the skills and independence necessary to transition into credit-bearing classes either full or part-time, and will often continue working on their personal development goals in the Transitional program.
  • The Transitional Intensive class focuses on building independence as well as functional academic and life skills in order to help students work toward a successful postsecondary transition. Students in this class participate in authentic experiential learning opportunities such as community Work Experience placements and may work toward their OSSC by taking elective credit-bearing courses.
Developmental Disability (DD) Program
  • ​This non-credit program emphasizes the development of functional literacy, numeracy and personal life skills such as money management, transit training, community exploration, social skills and work experience. Students participate in a program that focuses on balanced structure and routine to support building independence and working toward personalized, meaningful goals. 
Autism Program
  • ​​This non-credit program offers highly individualized programming and intensive support for students with a primary diagnosis of autism. Students work toward alternative curriculum expectations that focus on the development of communication and life skills, functional numeracy and literacy as well as daily living and self-regulation skills. 

 

Resources and Helpful Links

The above linked Parent Guides are available in additional languages.

External Links