OUR SCHOOL GOALS AND PHILOSOPHY
FutureSkills High School has established objectives to ensure that each student has the maximum opportunity to learn. The achievement of these objectives depends upon the shared responsibilities of students, teachers, and parents.
- To provide the tradition of excellence in academics, personal growth
- To develop a feeling of self-worth through accomplishments, discipline and respect for oneself and others.
- To encourage self-motivation so that students take a responsible role in their own education.
- To create a positive learning environment through shared responsibility of teachers, students and parents.
- To prepare students for the world of work by developing productivity, punctuality, and pride in work.
Our students are expected to develop their potential as individuals and to become contributing, responsible members of society, who will think clearly, feel deeply, and act wisely.
Requirements for the Ontario Secondary School Graduation Diploma
To earn an Ontario Secondary School Diploma, a student must:
- Earn 30 credits (18 compulsory and 12 optional credits)
- Complete 40 hours of community involvement activities
- Complete the Ontario Secondary School Literacy Test successfully
Access to Courses Outlines / Course Profiles
Parents and/or students who want to review Course Outlines may do so through by contacting the principal. Course profiles may be viewed at Curriculum Services Canada www.curriculum.org
There is an expectation that students will take a full course load. Therefore, students must register in and continue with a minimum of
· 8 courses in Grade 9
· 8 courses in Grade 10
· 8 courses in Grade 11
· 6 courses in Grade 12
Ontario Secondary School Literacy Test
Students will be required to pass the Ontario Secondary School Literacy Test once in their last three years of school at FutureSkills. The test will be administered in October of each year. This test will be marked by EQAO. Students are required to pass this test in order to graduate and their result will be recorded on their student transcript.
In addition, a comprehensive, full credit literacy course, which is equivalent to the components of the Ontario Secondary SchoolLiteracy Test, will be available for students in Grade 12 who have not been successful in the test in Grade 10 and 11. The goal is to provide them with the necessary skills to meet the requirements of the Ontario Secondary School Diploma. The course is designed to help students who have not had the full benefit of the new curriculum that includes a strong focus on reading and writing in the early years. Students must pass the literacy course to receive their Ontario Secondary School Diploma. This will ensure that a high school diploma means a student has basic literacy skills.
Definition of a Credit
A credit is a means of recognition of the successful completion of a course for which a minimum of 110 hours has been scheduled. It is granted to the student by the principal of a secondary school on behalf of the Minister of Education.
Course Coding System
The course code consists of a course title and a five-character code. The Ministry of Education designates the first five characters; the school or board determines the sixth character.
Example - ENG 1D
1st, 2nd, and 3rd
Subject discipline of the course in letters
"ENG" indicates an English course
Grade level as a number * (see below)
"1" grade 9 "3" grade 11
"2" grade 10 "4" grade 12
"1" grade 9 or first year
Type of course as a letter
"D" Academic (grades 9 and 10)
"P" Applied (grades 9 and 10)
"4" Essential (grade 9)
"3" Essential (grade 10)
"O" Open (all grades)
"E" Workplace Preparation (grades 11 and 12)
"U" University Preparation (grades 11 and 12)
"C" College Preparation (grades 11 and 12)
"M" University/College Preparation (grades 11 and 12)
"D" Academic course
Board or school-designated character that indicates credit value or may be used to differentiate between courses with similar codes
In the case of a language course the fourth character refers to the level of proficiency.
Students must earn the following 18 compulsory credits to obtain the Ontario Secondary School Diploma:
· 4 credits in English (1 credit per grade)
· 1 credit in French as a second language
· 3 credits in Mathematics (at least 1 credit in Grade 11 or 12)
· 2 credits in Science
· 1 credit in Canadian History (Grade 10)
· 1 credit in Canadian Geography (Grade 9)
· 1 credit in the Arts
· 1 credit in Health and Physical Education
· 0.5 credit in Civics (Grade 10)
· 0.5 credit in Career Studies (Grade 10)
· 1 additional credit in English, or a third language, or Social Sciences and the Humanities or Canadian and World Studies
· 1 additional credit in Health and Physical Education, or the Arts, or Business Studies
· 1 additional credit in Science (Grade 11 or 12) or Technological Education (Grades 9-12)
In addition to the 18 compulsory credits, students must earn 12 optional credits. Students may earn these credits by successfully completing courses that they have selected from the courses listed as available in the school course calendar.
Policy on Substitutions for Compulsory Courses
The principal has the discretion to make substitutions for a maximum of three compulsory courses at the secondary level to address the specific needs of student to be graduated.
Substitutions for compulsory credit requirements serve a variety of purposes:
· allow flexibility in designing a student’s program pathway;
· ensure that all students can qualify for the secondary school diploma or certificate;
· promote and enhance student learning;
· meet special needs and interests.
The decision to make a substitution for a student should be made only if the student’s educational interests are best served by such substitutions. Each substitution will be noted on the student’s Ontario Student Transcript.
Guidance Counselor should use an “X” to indicate credits that are substitutions for compulsory credits identified by the ministry as diploma requirements. (Such substitutions can only be made with the approval of the principal.) For these credits, also an “X” should be entered in the “Note” column of student’s transcript.
When a student requests transfer of credit for courses completed in other colleges or High Schools to meet requirements, the following procedures must be followed:
· The student must submit a completed form of “Request to substitute courses for credit” to school’s office.
· A separate form must be completed for each course for which substitution is requested.
· An official transcript that validates grade and credit for the course.
· Credit will not be awarded until the official transcript is received. Transcripts submitted during the admissions process should be on file already in the student’s official file.
The Independent Study Option (ISO) provides the opportunity and flexibility for both schoolage and adult learners to study a wide range of compulsory and optional distance education courses from Grades 9–12.
· The ISO provides programming for Grades 9–12 students who are attending school or being homeschooled.
· In the event that student leaves the province on a temporary or permanent basis, the ISO also provides the opportunity for continuing the study of Ontario curriculum en route to receiving a Grade 12 graduation diploma.
· Adults requiring a more flexible schedule due to other commitments may opt to study courses through the ISO to complete the requirements for either a Grade 12 diploma or admission to a post-secondary institution.
Teacher Mediated Option
The Teacher Mediated Option (TMO) supports the delivery of distance learning courses with a FutureSkills’ assigned teacher, corresponding to the course of interest. TMO courses are scheduled into the regular school year and use a variety of techniques to assist students, including visiting school and meeting with a FutureSkills’ assigned teacher on a regular basis, consulting and corresponding once a week by email and phone.
Grades 9–12 Web-Based Courses (WBC) are also available for independent study. WBC are delivered via the Internet.
Students and adult learners wishing to enroll in WBC must contact school to discuss WBC options available to them since not all courses are being offered via Internet.
Policies and Procedures
Students registering for Independent Study Option (ISO) Courses receive course materials, evaluation and the granting of credits.
Non-attending Registration Period
· Students have 12 months from the date of registration to complete a course.
· Registration is ongoing throughout the year.
· Students who have not completed their course of study within the 12 months period will be withdrawn from the course.
· Registration and payment must be received by FutureSkills’ office before starting the course.
Eligibility for the ISO
Grade 9-12 students attending school who wish to take courses by Independent Study must ensure that the registration form is:
· Signed by the school principal to indicate school’s approval
· Signed by a parent or guardian if the student is under the age of 18
Students not attending school who are 16 years of age and older may take Independent Study courses to attain an Ontario credit for Grades 9–12 courses. A parent or guardian must sign the registration form if the student is under 18 years old.
- All students must write exams in a supervised setting, preferably at FutureSkills High School.
- Students should have completed and submitted all assignments in the first half and the second half of a course prior to requesting their mid-course and final examinations respectively.
- Students attending school in Toronto, must write exams at FutureSkills High School. Students residing outside Toronto must write under an examination proctor. An examination proctor is an individual selected by the student and approved by the ISO Consultant to supervise the writing of the student’s examination. This individual may be a teacher, retired teacher, college instructor, university professor, priest, minister, or lawyer. A proctor may not be a member of the student’s immediate family. Students must have the potential proctor complete an Examination Proctor Declaration Form and submit it at least 3 weeks prior to writing the exam. A copy of the Examination Proctor Declaration Form is supplied in the student’s course material package. Students should make arrangements to write all examinations for each course with the same proctor. A second Examination Proctor
- Declaration Form will not be required if the above arrangements have been made. Students are responsible for making the necessary arrangements associated with this option.
Note: Students must provide photo identification prior to being admitted to the exam i.e.: driver’s license, passport or proof of landing.
Achievement and Accreditation for ISO courses
A credit will be issued based on Ontario curriculum achievement level chart and FutureSkills School policy (refer to achievement and accreditation section page 33-34).
The principal, with a thorough analysis of course content and assessment policies (PLAR), may grant up to 26 equivalent credits toward the OSSD. The remaining credits will be chosen from the “Courses Offered” chart below to obtain an OSSD. Equivalency credits are granted only for the purpose of placing the student in appropriate courses.
Prior Learning Assessment and Recognition (PLAR) is the formal evaluation and credit-granting process whereby students may obtain credits for prior learning. Prior learning includes the knowledge and skills that students have acquired, in both formal and informal ways, outside an Ontario secondary school. Students may have their knowledge and skills evaluated against the expectations outlined in provincial curriculum policy documents in order to earn credits towards the secondary school diploma. The Ontario principal, with a thorough analysis of course content and assessment policies will develop a standard for each course being considered for equivalency and apply this standard for all students.
“Equivalency” credits to the Ontario program will be granted by the Ontario Principal. Students who are eligible for equivalency credits are those who transfer to FutureSkills from schools outside Ontario. Equivalency credits are granted for placement only. The Ontario principal, in the process of deciding where the student should be placed, determine as equitably as possible the total credit equivalency of the student's previous learning, and the number of compulsory and optional credits still to be earned.
NOTE: Prior Learning Assessment and Recognition (PLAR) may allow for students to be granted up to 26 equivalent credits toward the OSSD as outlined in Appendix 8 - Program and Diploma Requirements of Ontario Secondary Schools Grades 9 to 12 - 1999. Equivalency credits are granted only for the purpose of placing the student in appropriate courses. The remaining credits will be chosen from the “Courses Offered” chart below as well as options available through Ontario Ministry of Education to obtain an OSSD.
The “challenge process” of PLAR will not be implemented at FutureSkills at this time. This refers to the process whereby students’ prior learning is assessed for the purpose of granting credit for a course developed from a provincial curriculum policy document. Assessment instruments for this process must include formal tests (70 per cent of the final mark) and a variety of other assessment strategies appropriate to the particular course (30 per cent of the final mark). Such strategies may include the evaluation of student work, including written assignments and laboratory work, and observation of student performance. Determining equivalency involves the assessment of credentials from other jurisdictions.
Requirements of the Ontario Secondary School Certificate
The Ontario Secondary School Certificate will be granted on request to students who leave school before earning the OntarioSecondary School Diploma, provided that they have earned a minimum of 14 credits, distributed as follows:
Compulsory Credits (total of 7)
· 2 credits in English
· 1 credit in Canadian History or Canadian Geography
· 1 credit in Mathematics
· 1 credit in Science
· 1 credit in Health and Physical education
· 1 credit in the Arts or Technological Education
Optional Credits (total of 7)
THE SEMESTER SYSTEM
The school year is divided into two equal parts and a student is expected to complete half of his/her program each semester. The first semester begins September 1st and ends in January. The second semester begins immediately following the conclusion of the 1st semester and ends at the conclusion of the required time for the courses. Students may enter the program in the 1st or 2ndsemester. We also offer summer credit courses during July and August and each student is able to take one credit in each month.
Types of Courses
Four types of courses are offered in grades 9 to 12:
Academic courses draw more heavily on theory and abstract examples and problems. In an academic course, you will learn the essential concepts of a subject and explore related materials as well. Although your knowledge and skill in the subject will be developed through both theory and practical applications, the emphasis will be on theory and abstract thinking as a basis for future learning and problem solving.
Applied courses focus more on practical applications and concrete examples. An applied course covers the essential concepts of a subject. Knowledge and skills will be developed through both theory and practical applications, but the focus will be on practical applications. Familiar, real-life situations will be used to illustrate ideas and students will be given more opportunities to experience hands-on applications of the concepts you studied.
In subjects such as healthy active living education, computer applications, integrated technologies visual arts and instrumental music, all students will take the same type of course – an open course.
UNIVERSITY PREPARATION COURSES
University preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for university programs. The range of courses offered and the content of these courses will allow students to prepare for university programs and related careers. Teaching and learning will emphasize theoretical aspects of the course content but will also include concrete applications. All university preparation courses will be based on rigorous provincial curriculum expectations and will emphasize the development of both independent research skills and independent learning skills. Students will also be required to demonstrate that they have developed these skills.
UNIVERSITY/COLLEGE PREPARATION COURSES
University/College preparation courses include content that is relevant for both university and college programs.
These courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for specific university and college programs. The range of courses offered and the content of these courses will allow students to prepare for college and university programs and related careers. Teaching and learning will emphasize both theoretical aspects and related concrete applications of the course content. All
University/College preparation courses will be based on rigorous provincial curriculum expectations and will emphasize the development of both independent research skills and independent learning skills. Students will also be required to demonstrate that they have developed these skills.
COLLEGE PREPARATION COURSES
College preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for college programs. The range of courses offered and the content of these courses will allow students to prepare for most college programs and related careers. Teaching and learning will emphasize concrete applications of the theoretical material covered in the course, and will also emphasize the development of critical-thinking and problem-solving skills. All college preparation courses will be based on rigorous provincial curriculum expectations and will emphasize the development of both independent research skills and independent learning skills. Courses will also require students to demonstrate that they have developed these skills.
Credits in English as a Second Language
Students are allowed a maximum of 3 ESL credits toward an OSSD. In addition students must take either ENG level 3 or 4 course for a total of 4 mandatory English credits toward an OSSD.
Information on Evaluation and Examination Policies
Assessment, Evaluation and Examination Policies
Students are assessed and evaluated based on the Achievement Charts in the Provincial Curriculum Policy Documents for the courses in which they are enrolled. Evaluation is based on the level of achievement the student demonstrates in the skills and knowledge covered in a course. 70% of the final mark is based on classroom work and is determined through a variety of methods such as ongoing class demonstrations, presentations, essays, performances and classroom tests and quizzes. 30% of the final mark is based on a final summative evaluation that may be determined through a variety of methods in the latter portion of the course. These could include a portfolio, essay, examination and/or demonstration. This final evaluation reflects the range and level of student skills and knowledge towards the conclusion of the course.
At the beginning of each course, students receive an outline of the course evaluation from each teacher. This outline includes the assessment of academic achievement and learning skills. Student progress is formally reported to parents at mid-semester and end of semester. Formal parent-teacher conferences occur after the distribution of mid-semester reports. The student agenda book outlines the dates of the reporting periods and parent-teacher conferences.
Achievement and Accreditation
The Credit System
A credit is granted in recognition of the successful completion of a course that has been scheduled for a minimum of 110 hours. Credits are granted by the principal on behalf of the Ontario Ministry of Education and Training for courses developed and approved by the ministry. A half credit may be granted for each 55-hour part of a 110-hour ministry-developed course.
Assessment, Evaluation, and Reporting
Effective assessment, evaluation, and reporting provide information about student achievement, and a basis for improving both instructional programs and student achievement.
The primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment and evaluation helps teachers to identify students’ difficulties, and detect weaknesses in programs. Therefore, assessment and evaluation are important tools for adapting curriculum and instructional approaches to students’ needs, and for determining the overall effectiveness of programs and classroom practices.
Assessment is the process of gathering information from a variety of sources (including assignments, demonstrations, projects, performances, and tests) that accurately reflects how well students are achieving the curriculum expectations. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement.
Evaluation is the process of judging the quality of a student’s work based on the achievement criteria, and giving a value to represent that quality. In Ontario secondary schools, a percentage grade will be assigned.
A well-designed system of assessing, evaluating, and reporting, based on clearly stated curriculum expectations and achievement criteria, allows teachers to focus on high standards of achievement for all students, and promotes a consistent practice acrossOntario.
Degrees of achievement or “Levels” are organized into broad learning categories, which are:
· knowledge / understanding
· thinking / inquiry
· application / making connections
While they are broad in scope and general in nature, the achievement levels serve as a guide for gathering information, and act as a framework used to assess and evaluate each student’s achievement. As such, they enable teachers to make consistent judgments about the quality of work, and provide clear and specific information about their achievement to students and their parents.
· Seventy per cent of the grade will be based on evaluations conducted throughout the course. This grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be give to more recent evidence of achievement.
· Thirty percent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation suitable to the course content and administered towards the end of the course.
The following table provides a summary description of achievement in each percentage grade range and corresponding level of achievement:
80 – 100%
A very high outstanding level of achievement. Achievement is above the provincial standard.
70 – 79%
A high level of achievement. Achievement is at the provincial standard.
60 – 69%
A moderate level of achievement. Achievement is below, but approaching, the provincial standard.
50 – 59%
A passable level of achievement. Achievement is below the provincial standard.
Below 50% Insufficient achievement of curriculum expectations.
A credit will not be granted.
Note: Level 3 (70 – 79%) is the provincial standard. Teachers and parent can be confident that students who are achieving at level 3 are well prepared for work in the next grade or the next course.
Information on reporting Student Achievement
Reporting Student Achievement
Student achievement must be communicated formally to students and parents by means of a Report Card. The report card focuses on two distinct but related aspects of student achievement: the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for reporting on these two areas. The report card will also include teachers’ comments on the students’ strengths, areas in which improvement is needed, and ways in which improvement might be achieved. Separate sections are provided for recording attendance and lateness in each course.
The report card provides the following skills demonstrated by the student in every course in the following categories:
· Works Independently
· Work Habits
The learning skills are evaluated using a four-point scale (E – Excellent, G – Good, S – Satisfactory, N – Needs Improvement). The separate evaluation and reporting of the learning skills in these five areas reflects their critical role in students’ achievement of the curriculum expectations. The evaluation of learning skills should not be considered in the determination of percentage grades.
The Guidance And Career Education Program
The guidance and career education program is an integral part of the secondary school program at FutureSkills. Through the program, students will acquire the knowledge and skills that they need in order to learn effectively, to live and to work cooperatively and productively with a wide range of people, to set and pursue education and career goals, and to carry out their social responsibilities. The program will be delivered through various means, including classroom instruction, a teacher-adviser program, and individual assistance and short-term counseling.
The goals of the guidance and career education program are outlined in the policy document entitled Choices Into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999. and this is the source of activities in the College. As stated in this document, students are expected to:
· Understand the concepts related to lifelong learning, interpersonal relationships (including responsible citizenship), and career planning;
· Develop learning skills, social skills, a sense of social responsibility, and the ability to formulate and pursue educational and career goals;
· Apply this learning in their daily lives both at school and in the community.
To help students achieve these goals, the content of the guidance and career education program is organized into three areas of learning – student development (i.e., the development of habits and skills necessary for learning), interpersonal development (i.e., the development of knowledge and skills needed in getting along with others), and career development (i.e., the development of knowledge and skills needed for setting short- and long-term goals and for planning for the future).
Under the direction of the principal, this school will develop and implement a guidance and career education plan to ensure that students have access to the learning experiences, personal assistance, and information they need in order to achieve the program goals outlined in Choices Into Action, as well as the expectations given in the secondary school curriculum policy documents for guidance and career education.
The key features of the school’s policy in the area of guidance and career education are as follows:
· A range of career exploration activities in the community
· Secondary school graduation requirements
· Individual assistance and short-term counselling
The guidance and career education program plan will include strategies to ensure that students have access to the information they need in order to make informed decisions and to prepare for further education, apprenticeship programs, or the workplace.
Late Assignment Policy
It is the expectation, of all students enrolled in FutureSkills, that all assignments shall be submitted by the designated due date, at the start of class. Assignments are designed to reflect the curriculum expectations and, as such, are crucial to the assessment of the students’ achievement. Teachers will strictly enforce this policy and their establishment of a due date is final.
Should students not submit an assignment by the due date, the following will apply:
The assignment may be submitted, but must be accompanied by a clearly written reason for the assignment being late.
The assignment must be submitted before any of the assignments have been returned to the class by the teacher.
If these two conditions are met, the assignment will be accepted at face value. Should students not fulfill the conditions; a mark of zero will be given since there is no evidence of achievement with respect to the curriculum expectations evaluated on that assignment. Note that the assignment may be returned at any time, since some assignments must be returned next day as apart of the lesson/learning activity. If a student is working with a partner(s) and the assignment is turned in late, all members of the group will bear the consequences set by the teacher.
Instructor Granted Extensions
It is up to the discretion of the teacher to grant extensions on deadlines. Special arrangements may be made for extenuating circumstances such as legitimate absences, personal emergencies and mitigating circumstances. Students should not assume that special arrangements will automatically be made; therefore, they must discuss their unique situations with the teacher. The teacher, acting as a representative for the Principal under the provisions of the Education Act, will determine if the situation warrants a further extension. If in doubt, the teacher will consult the Principal. The decision rendered is final.
Missed Assignments, Tests, Presentations Policy
· Students are expected to assume full responsibility for class attendance and are accountable for all work missed because of absences. Assignments are due as soon as the student returns to school with a legitimate reason. For prolonged absences, new due dates will be set.
· If students miss a test with legitimate reasons, they are responsible to write that evaluation on the day on which they return at a time set by the teacher. For prolonged absences, the teacher will use his\her professional judgment to set new test dates for that particular student. For students without legitimate absences, a zero will result even if the test is eventually required to be completed for learning purposes.
· Presentations are critical learning experiences and often involve more than one student; therefore, students without authenticated reasons for absences will be given zero if they are not present for a scheduled presentation. If applicable, the teacher will determine how or if that member’s absence affects the group’s total evaluation.
As in the late assignment policy, the teacher will have the authority to grant extensions or exemptions for extenuating circumstances.
Ontario Student Record (OSR)
The Ontario Student Record is the official school record for a student. Every Ontario school keeps an OSR for each student enrolled at that school. The OSR contains achievement results, credits earned and diploma requirements completed, and other information important to the education of the student. Students and their parents (if the student is not an adult) may examine the contents of the OSR. The Education Act and freedom of information legislation protect these records.
Access to the OSR
Access to an OSR means the right of those persons authorized by the Education Act or other legislation to examine the contents of the OSR. In addition, municipal and provincial freedom of information legislation permits persons who have the right to have access to personal information to receive copies of the information. This provision applies during both the period of use the OSR and the period of retention and storage.
Both the municipal Freedom of Information and Protection of Privacy Act, which applies to schools operated by school boards, and the freedom of information and Protection of Privacy Act, which applies to Provincial and Demonstration Schools, prohibit institutions from releasing personal information in their custody or under their control to anyone other than the person to whom the information relates, except in certain circumstances. Theses circumstances are defined in the legislation, and it is up to the head of an institution to decide whether or not to grant access to personal information in such circumstances. School boards should therefore consult with their freedom of information coordinators to determine whether they should develop policies on access to OSRs. Any such policies must be developed in accordance with the legislation.
Boards should develop their own consent forms, which they must use where the consent of the parents or adult student is required for the release of information from the OSR.
It is not acceptable to use Form 14 for this purpose; Form 14 should only be used for the release of clinical records under the Mental Health Act.
The following personnel have the right to examine the contents of the OSR:
- The student
- The student ‘s parents or guardian if the student is under 18 years of age
- For students who are under 18 years of age and for whom Family and Children’s services has a supervision order, the agency is the official guardian, therefore, the parent/guardian access is limited to the Family and Children’s Services social worker;
- Supervisory officers, the principal, and teachers of the school.
- Access to OSR by students and/or their parents or guardians occurs in the presence of the school principal or designate
FutureSkills procedure to use and maintenance the OSR
The principal is responsible for use and maintenance of the OSR and for assigning tasks related to that function to appropriate staff.
The organization of OSR contents outlined below is intended to be from the front to the back of the OSR:
· Most recent OST
· Report cards (organized chronologically with the most recent at the front)
· Any other documentation
Note: All materials in the OSR should be dated.
If certain information or material in OSR folder is determined to be no longer conductive to the improvement of the instruction of the student, the principal may authorize the removal of item(s).
Security for information contained in the OSR must be provided during the period of use, retention or storage.
The OSR should be reviewed by the principal, or the principal’s designate. This will help ensure that the information is relevant, accurate, and conductive to the student’s education.
RESPONSIBILITY FOR OSR
School boards are responsible for ensuring compliance with the policies set out in this guideline. Boards will specify those person’s responsibilities for performing clerical functions with respect to the establishment and maintenance of the OSR. Boards will also develop policies for determining:
· the types of information beyond those specified in this guideline that could be considered to be conducive to the improvement of the instruction of the student;
· the uses of the information an materials contained in the OSR beyond those specified in this guideline;
· the relevance of the materials in the OSR, with a view to removing those no longer considered to be conducive to the improvement of the instruction of the student;
· the times other than those specified in this guideline at which it could be considered appropriate to issue report cards;
· the types of information beyond those required by this guideline that could be added to the office index card. In addition, boards will develop procedures to be followed to ensure:
· the security of the information contained in the OSR, whether it is maintained electronically or in hard copy, during both the period of use and the period of retention and storage;
· the regular review of the OSR for the removal of any material that is no longer considered to be conducive to the improvement of the intrusion of the student;
· the storage of the OSR for the period specified in the retention schedule;
· the complete and confidential disposal of material removed from the OSR.
Boards will ensure that all persons that they assign to perform clerical functions with respect to the establishment and maintenance of the OSR are aware of the confidentiality provisions in the Education Act and the relevant freedom of information and protection of privacy legislation.
It is the duty of the principal of a school to:
· establish, maintain, retain, transfer, and dispose of a record for each student enrolled in the school in compliance with this guideline and the policies established by the board;
· ensure that the materials in the OSR are collected and stored in accordance with the policies in this guideline the policies established by the board;
· ensure the security of the OSR;
· endure that all persons specified by a board to perform clerical functions with respect to the establishment and maintenance of the OSR are aware of the confidentiality provisions in the Education Act and the relevant freedom of information and protection of privacy legislation.
“Clerical Functions” means filing, establishing, maintaining, requesting, and transferring OSRs. In addition, in secondary school, it means creatingOntario Student Transcripts, removing outdated Ontario Student Transcripts and duplicate report items older than 5 years except for the Student Record card and the OSOR index folder.
Persons who may be assigned clerical functions with respect to the establishment
And maintenance of the OSR include:
- school personnel designated by the principal
Security of OSR
- The principal will designate the person or persons who shall maintain the security of the student records.
- Electronically stored OSR data must comply with the same access security provisions as the hard copy. Unattended computer terminals should be turned off or secure in an appropriate manner.
All parts of the OSR must be stored in filing cabinet. The filing cabinets may be left unlocked during normal office hours. The files should be located in areas of restricted access. Filing will be secured at times beyond normal office hours. If possible, the filing cabinets must be kept in room with lockable doors.
ESTABLISHMENT OF THE OSR
An OSR will be established for each student who enrols in FutureSkills High school. Any part or parts of the OSR may be micro recorded and stored electronically in a manner that permits the printing of a clear and legible reproduction. Provision should be made to retain original documents when it is important to keep an original signature or initial on a document. Any micro recording, electronic file, reproduction, or facsimile of an OSR is subject to the security and access requirements applicable to the original OSR.
If an OSR folder is lost or inadvertently destroyed, a new OSR folder will be created. Previous information can be obtained from the current office index card and, if applicable, from the card(s) at the previous school(s). A notation will be made in the margin on the front of the new OSR folder that gives the date on which the new folder was created and the reason.
Ontario Student Transcript (OST)
The Ontario Student Transcript is the official record of courses successfully completed and credits gained toward the OntarioSecondary School Diploma. Information is updated annually and is part of the Ontario Student Record (OSR).
Full Disclosure Policy
All Grades 11 and 12 courses are subjected to the Ministry of Education’s Full Disclosure Policy. All courses in which a student is registered three days after the issue of each semester’s midterm report will be recorded on the Ontario Student Transcript (OST) whether the course has been successfully completed or not. A withdrawal is recorded on the OST by entering a “W” in the “Credit “ column. The Student’s percentage Grade at the time of the withdrawal is recorded in the “Percentage Grade” column. Students, who repeat a Grade 11 or 12 courses that they have previously completed, only earn one credit for the course. However, each attempt as well as the percentage grade obtained is recorded on the OST, and an R is entered in the “Credit” column for the course(s) with the lower percentage grade.
Students have access to minimum of 15 computers. All computers have access to fast Internet service (up to 3 MB/second at server location). The use of computers is limited to research and educational matters only.
Regular, punctual attendance is essential for every student to achieve academic success. Parents can help by ensuring that any absences are necessary and valid. If the process of learning is disrupted by irregular attendance, learning experiences are lost and cannot be made up completely. Students who habitually miss class will be disadvantaged in the evaluation processes because their participation and daily work cannot be adequately assessed.
It is the student's responsibility to be honest in all aspects of academic work.
The following behaviors are unacceptable: physical, verbal, sexual or psychological abuse; bullying; or discrimination on the basis of race, culture, religion, gender, language, disability, sexual orientation, or any other attribute.
Attendance is a student’s main priority. Inappropriate and undocumented absences are truancies. Students who are truant at the time of evaluations such as tests, quizzes, presentations, homework grading or skill assessments, may not have a makeup opportunity and may be graded “0” on the evaluation. The consequences of truancy may be detentions, counseling with parents, referral to attendance counselor, suspension, or withdrawal from school.
Full attendance at school is vital for maximum success. Important dates are identified in the monthly calendar to assist families when planning special events.
Absence from a final examination because of illness must be explained by a doctor’s note.
Code of Conduct
· A school is a place that promotes responsibility, respect, civility and academic excellence in a safe learning and teaching environment
· All students, parents, teachers and staff have the right to be safe, and feel safe, in the school community. With this right comes the responsibility to be law-abiding citizens and to be accountable for actions, which put the safety of others or oneself at risk.
· The Code of Conduct specifies the mandatory consequences for student actions that do not comply with the provincially defined standards of behaviour. The standards of behaviour apply not only to students, but also to all school members, i.e. individuals involved in the school system- parents or guardians, volunteers, teachers and other staff members – whether they are on school property, on school buses or at school-authorized events or activities.
· All participants involved in the school - students parents or guardians, volunteers, teachers and other staff members- are included in this Code of Conduct whether they are on school property, on school buses or at school-authorized events or activities.
· All members of the school community are to be treated with respect and dignity, especially persons in positions of authority.
· Responsible citizenship involves appropriate participation in the civic life of the school community. Active and engaged citizens are aware of their rights, but more importantly, they accept responsibility for protecting their rights and the rights of others.
· Members of the school community are expected to use non-violent means to resolve conflict. Physically aggressive behaviour is not a responsible way to interact with others.
· The possession, use or threatened use of any object to injure another person endangers the safety of oneself and others.
· Alcohol and illegal drugs are addictive and present a health hazard. Schools will work cooperatively with police, drug and alcohol agencies to promote prevention strategies and, where necessary, respond to school members who are in possession of, or under the influence of, alcohol or illegal drugs.
· Insults, disrespect, and other hurtful acts disrupt learning and teaching in a school community. Members of the school community have a responsibility to maintain an environment where conflict and difference can be addressed in a manner characterized by respect and civility.
Roles and Responsibilities
Principals provide a leadership role in the daily operation of a school by:
· demonstrating care and commitment to academic excellence and a safe teaching and learning environment;
· holding everyone, under their authority, accountable for their behaviour and actions;
· communicating regularly and meaningfully with all members of their school community.
Teachers and School Staff, under the leadership of the principal, maintain order in the school and are expected to hold everyone to the highest standard of respectful and responsible behaviour. As role models, staffs uphold these high standards when they:
· help students work to their full potential and develop their self-worth;
· communicate regularly and meaningfully with parents;
· maintain consistent standards of behaviour for all students;
· demonstrate respect for all students, staff and parents;
· prepare students for the full responsibilities of citizenship.
Students are to be treated with respect and dignity. In return, they must demonstrate respect for themselves, for others and for the responsibilities of citizenship through acceptable behaviour. Respect and responsibility are demonstrated when a student:
· attends all classes;
· comes to school prepared, on time and ready to learn;
· shows respect for themselves. For others and for those in authority;
· refrains from bringing anything to school that may compromise the safety of others;
· cooperates with the established rules and takes responsibility for his or her action.
Parents play an important role in the education of their children and have a responsibility to support the efforts of school staff in maintaining a safe and respectful learning environment for all students. Parents fulfill this responsibility when they:
· show an active interest in their child’s school work and progress;
· communicate regularly with the school;
· help their child be neat, appropriately dressed and prepared for school;
· ensure that their child attends school regularly and on time;
· promptly report to the school their child’s absence or late arrival;
· become familiar with the Code of Conduct and school rules;
· encourage and assist their child in following the rules of behaviour;
· assist school staff in dealing with disciplinary issues.
Standards of Behaviour
· Respect, civility and responsible citizenship are the key factors in meeting the standards of behaviour of the school. All school members must:
· respect and comply with all applicable federal, provincial and municipal laws;
· demonstrate honesty and integrity;
· respect differences in people, their ideas and opinions;
· treat one another with dignity and respect at all times, and especially when there is disagreement;
· respect and treat others fairly, regardless of their race, ancestry, place of origin, color, ethnic origin, citizenship, religion, gender, sexual orientation, age or disability;
· respect the rights of others;
· show proper care and regard for school property and the property of others; take appropriate measures to help those in need;
· respect persons who are in a position of authority;
· respect the need of others to work in an environment of learning and teaching;
· refrain from the use of electronic devices such as pagers, cell phones or laser pointers;
· respect the needs of others to work in an environment that is conducive to learning and teaching.
· All school members must:
· not be in possession of any weapon, including but not limited to firearms;
· not use any object to threaten or intimidate another person;
· not cause injury to any person with an object;
· not be in possession of , or under the influence of , or provide other with, alcohol or illegal drugs;
· not inflict or encourage others to inflict bodily harm on another person;
· seek staff assistance, if necessary, to resolve conflict peacefully.
Definition: A vexatious comment or conduct, verbal or written, (remarks, slurs, references, jokes or displays of offensive or derogatory material), that is known or ought reasonably to be known to be unwelcome in that it may cause insecurity, discomfort, offence or humiliation to another.
Examples of harassment include but are not limited to:
· Sexual Harassment
· Racial Harassment
· Should any person in FutureSkills be a victim of harassment the following should occur:
· tell the harasser that the behaviour is not welcome and must stop
· keep detailed records of the incidents
· Should the harassment not end, immediately contact a person in a position of supervision and trust.
· Students are encouraged to contact and inform any of the following, a parent/guardian, a classroom teacher or the principal.
· Teachers are encouraged to contact and inform a supervisor or the principal.
· Both parties have a right to a fair and impartial investigation. The primary intention of the procedure is to stop harassment as soon as possible after an incident occurs.
FutureSkills requires academic honest from all students. This requires students to always submit original work and to give credit to all research sources correctly and consistently. Detailed information on plagiarism and how to avoid it may be obtained from your teacher.
Definition of Plagiarism
Plagiarism is an act of theft known by many names: cheating, borrowing, stealing or copying. Plagiarism is intentionally or unintentionally using another person’s words or ideas and presenting these as one’s own. It includes submitting an essay written by another student, allowing a student to submit your work, obtaining one from the many services provided on the Internet or copying sections from various documents and not acknowledging the original source. It is a serious offence that may result in significant academic consequences.
· The teacher and student will meet to discuss the teacher’s concerns. The principal may be involved.
· If the plagiarism is found to be intentional, the academic penalty will be a mark of zero and a record of this will be kept in the principal’s office.
· If the plagiarism is found to be unintentional, the student will be given the opportunity to rewrite the paper by an agreed upon date.
A student may appeal a decision made by the teacher within five school days of the student/teacher meeting. The appeal must be made in writing to a member of the school administration and must outline the reasons supporting the appeal. Three staff members appointed by the principal will hear the appeal. The decision of the committee will be final.
Studying for a Test
· Ask your teacher what type of test it will be (essay, multiple choice)
· Set up a study schedule (use your agenda!) and review everything well before the test
· Write out likely questions and answer them
· Get enough rest the night before the test
· Come prepared. Remember to bring pens, pencils, highlighter, calculator, etc.
Taking an Essay-type Test
· Read through all the questions and mark the ones that are easier
· Estimate how much time you have to answer each question
· Answer easier questions first to build your confidence
· Read questions several times to ensure you understand what’s being asked
· Answer essay questions this way:
1. make a rough outline
2. begin with a topic sentence that includes the keywords of the question
3. support your answer with specific examples and detailed information
4. conclude by summing up your answer
· Never rush. If you run out of time on a certain question, leave some room and return to it later.
Taking a Multiple Choice Test
· Read each question carefully
· Read all the answers. Watch for words such as always, never, only, or except
· Before looking at the possible answer, try to form the answer in your mind
· Try to leave some time before the test is over to review your answers and correct errors
· Don’t change the answer that comes to mind first, unless you’re absolutely certain it’s wrong.
PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)
FOR MATURE STUDENTS
SUGGESTIONS FOR EVALUATING EVIDENCE FOR APPROVAL
TO ENTER INTO THE GRADE 11 OR 12
CHALLENGE ASSESSMENT PROCESS
PPM 132 states that it is the responsibility of the principal “to evaluate each application in consultation with the student and appropriate school staff (i.e., subject teachers) to determine whether reasonable evidence for success exists and whether the challenge should occur”.
Types of Evidence
The Sample “Application to Challenge for Credit for a Course”, which can be found in Appendix 2: PLAR FORMS FOR MATURE STUDENTS of PPM 132, lists the following types of evidence:
· letter(s) of recommendation from teacher(s) familiar with the course expectations
· letter(s) of recommendation from member(s) of the community
· a portfolio of relevant work
· proof of successful relevant experience, e.g., work experience
· proof of independent learning in a relevant area
· a videotape, audiotape, or CD-ROM with samples of relevant work
· proof of relevant prior learning from another educational jurisdiction
· proof of successful completion of courses identified as prerequisites for this course
In the case of students who have applied for equivalency in a specific course and been denied that equivalency, it is possible that some of the evidence submitted as part of the equivalency process may be relevant to the challenge process. The credentials and documentation suggested for the equivalency process are included in the Sample “Application for Assessment for Grade 11 and 12 Credits Through the Equivalency Process” which is one of the Sample Forms in Appendix 2 of PPM 132. See also “Suggestions for Teachers/Counsellors and Principals on the Determination of Grade 11 and 12 Equivalent Credits”. (Appendix D.6)
Several Boards developed templates and protocols for the gathering of evidence for the challenge process for adolescents that could be adapted for mature students. These include a “Knowledge and Skills Profile” comprised of comments from two references (with forms provided), student descriptions of evidence of relevant learning, samples of original work to support the application, etc. It is suggested that you consult with those in your Board who have been charged with the implementation of the PLAR for Adolescents. Their experiences with the challenge process for adolescents will no doubt be useful to you in preparing to implement the process in your programs for mature students. It is important to recognize, however, that there are some significant differences between the adolescent and mature student policies and processes.
Process for Evaluating Evidence
As part of the application process, information should be provided to students by teachers and counsellors to help them gather and organize the evidence to support their application.
PPM1 32 indicates that the student and subject teachers will be involved in the process of evaluating the evidence submitted by the student. This consultation process would likely take the form of an interview during which the student would explain the evidence submitted, respond to questions related to that evidence and demonstrate to the teacher(s) that he or she is likely to challenge successfully for credit in the course. This interview would provide an opportunity for the teacher(s) to ascertain whether the evidence is sufficient to indicate that the student has the skills and knowledge necessary to earn the credit through the challenge process.
A rubric might be a useful tool for evaluating the evidence submitted. The next page contains a sample rubric developed by theOntario School Counsellors’ Association for use in training for the implementation of PPM 129 “PLAR for Adolescent Students”. You may wish to further adapt this slightly changed version of the rubric for use in reviewing the evidence and assessing the student’s demonstration of skills and knowledge in the interview.
Sample for Use in Evaluating Evidence for Grade 11 and 12 Challenge Process:
Good – Excellent
Highly likely to be successful in the challenge for credit for the course
· all supporting documents are current
· all supporting documents clearly demonstrate the student’s prior learning of the course expectations
· the student demonstrates a thorough understanding of the facts and concepts presented in the expectations
· the student provides strong evidence of how to apply ideas and skills in a variety of contexts
· the student clearly demonstrates all of the categories of achievement in the evidence submitted and the interview
Likely to be successful in the challenge for credit for the course
· most supporting documents are current
· all supporting documents demonstrate some aspect of the student’s prior learning of the course expectations
· the student demonstrates satisfactory understanding of the facts and concepts presented in the expectations
· the student provides satisfactory evidence of how to apply ideas and skills in different contexts
· the student gives some indication of satisfactory skill in all of the categories of achievement for the course
Not likely to be successful in the challenge for credit in the course
· most supporting documents are out of date
· some supporting documents are vaguely linked to the student’s prior learning of the course expectations
· the student demonstrates shallow understanding of the facts and concepts presented in the expectations
· the student describes ideas and skills within a narrow and limited focus
· the student gives little indication of skill in the categories of achievement for the course