OSSD under Ontario Schools diploma requirements
If a mature student, pursuing the OSSD under Ontario Schools, hasn't already
fulfilled
the four compulsory credit requirements for Grade 11 and 12, they must
attain
credits satisfying these compulsory requirements under Ontario Schools for
each of
the following:
● English, Grade 11 – only the following substitution is permitted: students
may
count a maximum of three credits in ESL or ELD towards the four compulsory
credits
in English the fourth credit must be for a Grade 12 compulsory English
course
● English, Grade 12 - no substitution is permitted
● Mathematics, Grade 11 or 12 - no substitution is permitted
● Computer Studies, Science, Technological Education, or Math, Grade 11 or
12
● The secondary school literacy graduation requirement
According to Ontario Schools guidelines, fulfilling the secondary school
literacy
graduation requirement is mandatory for all students to obtain an OSSD.
Mature
students are advised to fulfill this requirement by passing the Ontario
Secondary
School Literacy Test (OSSLT). Alternatively, mature students have the choice
to
directly enroll in the Ontario Secondary School Literacy Course (OSSLC)
without
attempting the OSSLT.
PLAR for Regular Day School Students:
Since young people gain valuable learning experiences through secondary
school,
PLAR serves a specific and limited role within the Ontario secondary school
program. For students attending regular day school, a maximum of 4 credits
may be
awarded through the challenge process for Grade 10, 11, and 12 courses, or
for
Levels 1, 2, and 3 in classical language courses, Levels 2, 3, and 4 in
international
language courses, and Levels 3, 4, and 5 in Native language courses.
However, no
more than 2 credits may be granted within a single discipline.
PLAR procedures must also be accessible to exceptional students. Assessment
strategies should be adjusted to accommodate their unique needs; for
instance,
additional time may be given for completing tasks, or a quiet environment
may be
provided for certain activities. While PLAR can benefit some gifted
students, it is not
meant to replace or serve as an alternative to enriched programs or other
specialized
programs designed for gifted students.
Community involvement requirement
Principals will have the discretion to determine the number of hours of
community
involvement activities that a mature student, pursuing the OSSD under
Ontario
Schools, may need to fulfill, ranging from 0 to 40 hours.
Regular day school students transferring from schools outside Ontario or
non-inspected private schools may receive equivalent credits through the
PLAR
equivalency process. These credits are determined by the principal's
assessment of
their previous learning. The total equivalent credits and corresponding
compulsory
credits are documented on the OST. Equivalent credits should be recorded as
a
cumulative total, with specific details as follows: "Equivalent Credits" in
the "Course
Title" column; "PLE" in the "Course Code" column; "EQV" in the "Percentage
Grade"
column; total credits in the "Credit" column; and total compulsory credits
in the
"Compulsory" column.
Equivalent Credit Assessment
For regular day school students transitioning from home schooling, a
non-inspected
private school, or a school outside Ontario, the Online SS Ontario Principal
will
allocate equivalency credits for placement purposes through the Prior
Learning
Assessment and Recognition (PLAR) process. Evaluating equivalency entails
assessing student credentials from other jurisdictions, as evidenced on
their
transcripts and/or report cards. The Online SS Ontario Principal will
ascertain the
total credit equivalency, along with the number of compulsory and optional
credits
yet to be fulfilled in line with Ontario Schools guidelines, as detailed in
Appendix 2,
Guide to Determining Diploma Requirements for Students Transferring into
Ontario
Secondary Schools.
Should a student choose to proceed, the fee for an equivalent credit
assessment will amount to $350.
The Principal or staff members of
Online SS Ontario, responsible for determining the
granting of equivalency (EQV) under the Prior Learning Assessment and
Recognition
(PLAR) procedures, will examine the academic documents submitted for
admission.
PLAR constitutes a formal evaluation and credit-granting process allowing
students
to earn credits for prior learning, which encompasses knowledge and skills
acquired
through formal and informal means, both within and outside of secondary
school.
This encompasses experiences from college, apprenticeships, and workplaces.
PLAR details can be found in the document located at:
http://www.edu.gov.on.ca/eng/document/curricul/secondary/oss/oss.pdf
pages
36-41, section 6.
● The PLAR process involves two components: challenge and equivalency.
Online SS Ontario offers the Equivalency portion. Online SS Ontario does not
offer the Challenge opportunities for credit.
● The Equivalency (EQV) portion of PLAR is the process and procedure the
Principal uses to grant credits based on credentials from other non-Ontario
jurisdictions for the process of awarding EQV credits. All EQV credits
granted
through the PLAR process must represent the same standards of
achievement as have been established for students who have taken the
comparative Ontario Secondary school courses/credits. Submissions should
therefore not only include a transcript but also an English description
and/or
sometimes the Course Outline of each course of study. This may be
requested prior to making an assessed decision
Assessment and Evaluation
At Online SS Ontario, assessment and evaluation of student learning align
with the
Ontario Ministry of Education's (2010) "Growing Success: Assessment,
Evaluation,
and Reporting in Ontario Schools," adhering to its seven fundamental
principles:
● Are fair, transparent, and equitable for all students;
● Support all students, including those with special education needs, those
who
are learning the language of instruction (English or French), and those who
are
First Nation, Métis, or Inuit;
● Are carefully planned to relate to the curriculum expectations and
learning
goals and, as much as possible, to the interests, learning styles,
preferences,
needs, and experiences of all students;
● Are communicated clearly to students at the beginning of each
course;
● Are ongoing, varied in nature, and administered over a period of time to
provide multiple opportunities for students to demonstrate the full range of
their learning;
● Provide ongoing descriptive feedback that is clear, specific, meaningful,
and
timely to support improved learning and achievement;
● Develop students’ self-assessment skills to enable them to assess their
own
learning, set specific goals, and plan next steps for their learning.
ASSESSMENT
Assessment involves gathering information from various sources (such as
assignments, demonstrations, projects, performances, and tests) to
accurately
gauge a student's progress in meeting the curriculum expectations of a
subject or
course. The primary goal of assessment is to enhance student learning. This
type of
assessment, aimed at improving student learning, encompasses both
"assessment
for learning" and "assessment as learning." The information obtained through
assessment enables teachers to identify students' strengths and weaknesses
in
fulfilling the overall curriculum expectations for each course.
Additionally, it assists
teachers in adapting curriculum and instructional methods to meet students'
needs
and in evaluating the overall effectiveness of programs and classroom
practices.
In assessment for learning, teachers offer students descriptive feedback
aimed at
guiding their progress. This type of feedback aids students in their
learning journey
by offering specific insights into their strengths, areas needing
improvement, and
actionable steps for enhancement. Throughout the course, students are
afforded
numerous opportunities for feedback and subsequent action to facilitate
learning
improvements before formal evaluation occurs.
EVALUATION
Evaluation involves assessing the quality of student work against
predetermined
criteria and assigning a value to indicate that quality. In Ontario
secondary schools,
this value is typically represented as a percentage grade. While all
curriculum
expectations are addressed during instruction, student evaluations
specifically
assess their achievement of the overall curriculum expectations in their
course.
Evidence for evaluation is gathered throughout the course duration,
incorporating
observations, discussions, and student assignments. Evaluation relies on
assessments of learning, which offer evidence of student achievement at key
intervals during each course, typically at the conclusion of a study module.
The Achievement Chart
The curriculum policy document for each subject area contains the
achievement
chart for the respective course. This chart serves as a guide for assessment
practices and establishes a framework for evaluating student achievement. It
consists of four main categories: Knowledge/Understanding, Thinking,
Communication, and Application, each outlining various knowledge and skills.
The Achievement Chart outlines the levels of achievement for the
curriculum
expectations in each category. These descriptions help in collecting
assessment
data and enable teachers to make uniform judgments regarding the quality of
student work. They also facilitate the provision of clear and detailed
feedback to
students and parents. By offering a standardized approach, the achievement
chart
allows teachers across the province to assess and evaluate student
achievement
consistently.
Please consult the curriculum document for any subject
area to access a detailed
example of the achievement chart. Below is a summary table illustrating
achievement descriptions for each percentage grade range and its
corresponding
level of accomplishment:
| Achievement Chart |
| Percentage Grade
Range |
Achievement Level |
Summary Description |
| 80-100% |
Level 4 |
A very high to outstanding level of
achievement.
Achievement is above the
provincial standard. |
| 70-79% |
Level 3 |
A high level of achievement.
Achievement is at the provincial
standard. |
| 60-69% |
Level 2 |
A moderate level of achievement.
Achievement is below, but
approaching, the provincial
standard. |
| 50-59% |
Level 1 |
A passable level of achievement.
Achievement is below the
provincial standard. |
| Below 50% |
Level R |
Insufficient achievement of
curriculum expectations. A credit
will not be granted. |
Students performing at level 3 are adequately equipped for progression to
the next
grade or course. Attaining level 4 does not imply surpassing course
expectations, but
rather signifies a remarkably high to exceptional achievement level,
showcasing a
comprehensive grasp of the stipulated requirements and a superior command of
necessary knowledge and skills. However, a student who achieves below 50% by
the
course's conclusion will not receive credit for the course.
Reporting on Student Achievement
Formal communication of student achievement to students and parents will be
facilitated through the issuance of a report card. This report card
emphasizes two
separate yet interconnected facets of student performance:
1. The achievement of curriculum expectations and
2. The development of learning skills
To better delineate these two dimensions of student achievement, the report
card
comprises distinct sections for assessing curriculum expectations and for
evaluating demonstrated skills essential for effective learning.
Additionally, it
features teachers' comments highlighting the student's strengths, areas
necessitating improvement, and strategies for enhancement. Midterm report
cards
are issued upon completion of the initial 50% of the course, while a final
report card
is provided following the conclusion of the final exam.
ACHIEVEMENT OF CURRICULUM EXPECTATIONS
The report card provides a thorough assessment of the student's fulfillment
of the
curriculum expectations in all courses, presented as a percentage grade.
This grade
represents the overall standard of the student's performance in meeting
course
requirements and corresponds to the achievement level specified in the
discipline's
achievement chart. Each course is assigned a final grade, and credit is
awarded and
recorded for any course where the student achieves 50% or higher.
The final grade for each course in Grades 9-12 will be determined as
follows:
● 70% of the grade will be based on evaluations conducted throughout the
course. This portion of the grade should reflect the student's most
consistent
level of achievement throughout the course, although special consideration
should be given to more recent evidence of achievement.
● 30% of the grade will be based on a final evaluation in the form of an
examination and or performance essay and/or other method of evaluation
suitable to the course content and administered towards the end of the
course.
Although all curriculum expectations are addressed in instruction and
assessment,
evaluation primarily centres on students' achievement of the overarching
expectations. This evaluation is based on their attainment of relevant
specific
expectations. Teachers exercise their professional discretion to select
specific
expectations for assessing the overall expectations. Evidence of student
achievement is gathered over time from three distinct sources: observations,
conversations, and student products. Evaluation is solely the responsibility
of the
teacher and does not involve peer judgment.
DEMONSTRATED LEARNING SKILLS
The report card documents the learning skills exhibited by the student in
each course
across five categories: Independent Work, Collaboration, Organization, Work
Ethic,
and Initiative. These skills are assessed using a four-point scale:
E = Excellent G = Good S = Satisfactory N = Needs Improvement
