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Info about DMCI

February 5, 2021

APPLICATION PROCEDURES Students From Local Schools

In February, Daniel McIntyre will provide school tours for junior high schools in the area. This is an opportunity for junior high students to see if they would like to come to Daniel McIntyre. School visits can also be arranged for parents and guardians who wish to visit Daniel McIntyre. To assist in timetabling, please return completed applications by the deadline date.

Daniel McIntyre Grade 10, Grade 11 and Returning Grade 12 Students

Courses are offered on a “first come, first served” basis. Counsellors will announce deadlines for registrations in early spring. Registrations received after the deadline are not guaranteed course selections.


New Students who apply after the first of July and up to the first week of school in the fall, should leave their application forms at the school office. The forms will be processed by counsellors during the last week of August and schedules for classes will be made available. Your last school report card or a transcript of marks is required for your application to be processed. New students must make an appointment with an administrator and then a counsellor. School personnel are available one week before school begins for appointments.


Individual timetables for courses are mailed to all pre-registered students before school opens in the fall. It is advisable that you obtain your timetable before opening day because classes start immediately. At the same time you receive your timetable, arrangements may be made for changes if successful summer course results or unsuccessful examination results have changed your course choice selections.

Timetable Changes

All Grade 9 and Grade 10 students requesting timetable changes must have signed parental permission. Forms are available in the guidance office. Changes are made during the last week of holidays, prior to the beginning of classes, by appointment only.

New Students – Semester II

Applications will be received in the Guidance Office during the last week of January. Students should bring their latest report card with them and be prepared to arrange an interview with their parents/guardians and a vice-principal. It is expected that a full program will be taken even though all first choice courses may not be available.

Choosing courses

  • Try to choose a course that suits your special interests, abilities, skills and aptitudes.
  • Try to choose courses in which you have reasonable chances to succeed. The way you worked and the success you have achieved this year are good indications of how well you are likely to do next year.
  • Discuss your choices with your parents, your teachers and/or your counselors.
  • Never plan to take a course just because your friends are taking it. Every person is different. You will be more likely to succeed if you consider your own interest and abilities.
  • Courses should be chosen with your career goals in mind. Try to keep as many options as possible open to enable you to be prepared for all future employment opportunities.How parents/guardians can help
    • Consider your son / daughter’s junior high achievement level prior to selecting courses.
    • Try to make an honest assessment of your son / daughter’s interests and abilities.
    • Avoid being influenced by your thoughts on what you took or would have liked to take in school. Your son / daughter may not have the same interests.
    • All the courses offered are equal in importance but different in emphasis. It is unwise to force your son / daughter into a course just because you think it has more prestige than another course.
    • It is important that you help in the choice of courses that will lead to your son or daughter’s success and satisfaction.


At D.M.C.I. the school year is divided into two five (5) month semesters: Semester I (September to January) and Semester II (February to June). Students may take up to five credits each semester. Students should enter Grade 10 with 8 credits which they have gained in Grade 9.

This system allows time in the final year for studying difficult courses, repeating failed subjects or adding special interest subjects. Also, if a full course load is taken every semester, students may graduate in January rather than in June of their final year.


The Attendance Policy helps students take greater responsibility for a good attendance record. Regular attendance is important for success in school; it is also a desirable quality sought after by prospective employers. Non-attendance for reasons other than school-sponsored activities is considered an absence, i.e. all absences are counted.

After 3 absences the teacher will contact the parent/guardian by telephone and inform them of the situation.

Parents or guardians may visit or call the school at any time to check on their child’s attendance. Parents/Guardians may contact teachers directly, either by telephone or by e-mail, at any time during the year whenever questions arise about attendance or student performances.

Once a student accumulates 5 absences in a course, the parent is contacted by letter from the principal. An additional letter is sent home when a student accumulates 10 absences in a course. The letter state that the student will not be receiving credit for courses in which he/she has 10 absences. Student may then contact the principal directly should there be exceptional circumstances which would allow the decision to be reconsidered.


The Late Policy is closely related to the Attendance Policy. The objective is to help students appreciate the importance of attending classes on time.

Four lates are equal to one absence. After four lates, the student is sent to the office for an appointment to discuss the problem with a vice-principal. If the late problem persists, the student’s parent will be contacted by the office. It will be re-emphasized that lates are equated with absences and will be dealt with as an over-all attendance problem.

Insistence on good attendance and punctuality should not discourage but encourage students’ participating in field trips and other special school activities, although they may necessitate missing some classes. Also, students will be encouraged to take part in outside activities which provide valuable learning experiences. Students whose classroom work begins to suffer, because of extra- curricular involvement, may lose this privilege.

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