Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999 (OSS)

Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999 (OSS) - Canada

Ontario Secondary Schools, Grades 9 – 12: Program and Diploma Requirements, 1999 (OSS) sets out the policies and requirements that govern the program in English-language secondary schools in Ontario. It outlines the policies of the Ministry of Education and Training for programs in Grades 9 to 12, including the requirements for the awarding of the Ontario Secondary School Diploma (OSSD).

Unless otherwise indicated in the text, the policies described in this document replace the following as of the beginning of the 1999–2000 school year:

OSIS diploma requirements continue to apply to students who began Grade 9 between September 1984 and the beginning of the 1999–2000 school year.

The policies outlined in this document are complemented by related provincial policies outlined in Choices Into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999 and in the secondary school curriculum policy documents.

The Ontario secondary school program is designed to equip students with the knowledge and skills they will need to lead satisfying and productive lives in the twenty-first century. The program will prepare students for further education and work, and will help them to become independent, productive, and responsible members of society.

To prepare students effectively for the challenges that await them, Ontario’s schools should offer an education program that promotes a high standard of achievement, that provides all students with the learning opportunities and support they need, and that is relevant to society’s needs and expectations. Those responsible for education must also be accountable to parents, and to the Ontario community as a whole, for the ways in which they carry out their mandate.

The secondary school program is designed so that students can meet the diploma requirements in four years following Grade 8. Courses are offered in new ways intended to ensure that education is relevant both to students’ needs and interests and to the requirements of postsecondary institutions and employers. In Grades 9 and 10, courses strongly promote the acquisition of essential knowledge and skills by all students, but at the same time allow students to begin to focus on their areas of strength and interest and to explore various areas of study. In Grades 11 and 12, the program is designed to allow all students to choose courses that are clearly and directly linked to their intended postsecondary destinations.

The graduation requirements emphasize a challenging, high-quality curriculum and the achievement by students of measurable results. In keeping with the emphasis on high standards, students are required to successfully complete the provincial secondary school literacy test in order to graduate. To ensure that students develop awareness of civic responsibility, they must also fulfil a community involvement requirement of 40 hours to qualify for the secondary school diploma.

The secondary school program includes a guidance and career education program designed to encourage and help students to learn about career opportunities and to make informed decisions about the options they will encounter in the course of secondary school and those they will face as they prepare to leave school. Central features of this program are the development of an annual education plan by every student and the introduction of a teacher-adviser program. Both features are designed to help students set appropriate goals and select courses that will help them achieve these goals. Principals are also required to conduct a survey to determine the effectiveness of their guidance and career education program.

Although young people make up the majority of students in secondary school, schools also serve a significant number of adult students, including “mature students”. Policies relating to mature students are addressed in the section on prior learning assessment and recognition (see section 6.6).

The Requirements for the OSSD

In order to earn the OSSD, a student must:

earn 18 compulsory credits;
earn 12 optional credits;
complete 40 hours of community involvement activities;
successfully complete the provincial secondary school literacy test.

In order to earn an Ontario Secondary School Diploma (OSSD), a student entering Grade 9 in the 1999–2000 school year or in subsequent years must earn a minimum of 30 credits, including 18 compulsory credits and 12 optional credits. Students must also complete 40 hours of community involvement activities and must pass the provincial secondary school literacy test.

The combination of compulsory and optional courses is designed to provide all students with the essential knowledge and skills they will need to function effectively in any area of activity, as well as the opportunities to acquire the specialized knowledge and skills they will need to succeed in their chosen postsecondary endeavours.

Students must earn the following compulsory credits in order 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
1 credit in Canadian geography
1 credit in the arts
1 credit in health and physical education
.5 credit in civics
.5 credit in career studies.

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)

While the school board and principal may recommend that students take certain courses in addition to the required subjects, they may not identify additional subjects or courses as compulsory requirements towards the earning of the secondary school diploma.

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.

As part of the diploma requirements, students must complete a minimum of 40 hours of community involvement activities. These activities may be completed at any time during their years in the secondary school program.

The community involvement requirement is designed to encourage students to develop awareness and understanding of civic responsibility and of the role they can play in supporting and strengthening their communities. The requirement will benefit communities, but its primary purpose is to contribute to students’ development. It will provide opportunities for students to learn about the contributions they can make to the community.

Students are first informed about diploma requirements, including the community involvement requirement, in Grades 7 and 8. The procedures for completing the requirement will be outlined in the secondary school course calendar, and further information will be provided by the principal when students enter secondary school.

Students, in collaboration with their parents, will decide how they will complete the community involvement requirement. They may use their annual education plan to identify possible activities they might undertake.

Community involvement activities may take place in a variety of settings, including businesses, not-for-profit organizations, public sector institutions (including hospitals), and informal settings. Students may not fulfil the requirement through activities that are counted towards a credit (cooperative education and work experience, for example), through paid work, or by assuming duties normally performed by a paid employee.

The requirement is to be completed outside students’ normal instructional hours – that is, the activities are to take place in students’ designated lunch hours, after school, on weekends, or during school holidays.

Students will maintain and provide a record of their community involvement activities. Completion of the required 40 hours must be confirmed by the organizations or persons supervising the activities. Documentation attesting to the completion of each activity must be submitted to the principal by the student. This documentation must include for each activity the name of the person or organization receiving the service, the activity performed, the dates and hours, the signatures of the student and his or her parents, and a signed acknowledgement by the person (or a representative of the organization) involved. The principal will decide whether the student has met the requirements of both the ministry and the board for these activities.

All students who enter Grade 9 in the 1999–2000 school year or in subsequent years must successfully complete the provincial secondary school literacy test in order to earn a secondary school diploma. Since students will normally take the literacy test when they are in Grade 10, the test will be administered for the first time in the 2000–2001 school year. The test will be based on the Ontario curriculum expectations for language and communication – particularly reading and writing – up to and including Grade 9.

The test will serve both to determine whether students have acquired the reading and writing skills considered essential for literacy, and to provide confirmation that those students who have completed the test successfully have attained the provincial expectations for literacy. The test will identify those students who have not demonstrated the required skills and will identify areas in which these students need remediation. School boards are required to provide remedial assistance for students who do not complete the test successfully. This assistance should be designed to help students improve their skills so that they are better prepared to retake the literacy test. Once students have successfully completed the literacy test, they may not retake the test in the same language (i.e., English or French).

Accommodations. The necessary accommodations must be made to ensure that students who are receiving special education programs and services and who have an Individual Education Plan (IEP) have a fair and equal opportunity to successfully complete the secondary school literacy test. Students needing such accommodations may or may not have been formally identified as exceptional by an Identification, Placement, and Review Committee (IPRC). The accommodations made will be the same as those that are set out in the student’s IEP and/or that are available to the student in the course of his or her regular school work, including examinations and other forms of evaluation. While accommodations such as alternative forms of print and extra time are acceptable, the actual content of the secondary school literacy test must not be altered.

Deferrals. Students who might benefit from a deferral of the test may include students who have been identified as exceptional and students registered in English as a second language/English literacy development (ESL/ELD) courses, who have not yet acquired the level of proficiency in English required for successfully completing the test.

If a parent or an adult student requests a deferral, the principal will determine whether or not a deferral should be granted and, if so, for what period of time. A principal may also initiate consideration of a deferral. The principal will make his or her decision in consultation with the parent or adult student and appropriate school staff. In cases where the parent or adult student disagrees with the decision of the principal, the parent or adult student may ask the appropriate supervisory officer to review the matter.

Exemptions. Students whose IEP indicates that the student is not working towards the attainment of a secondary school diploma may, with parental consent and the approval of the principal, be exempted from participating in the secondary school literacy test. Students who do not successfully complete the literacy test will not be able to receive a secondary school diploma. Should the learning expectations contained in the student’s IEP be revised at some point so as to allow the student to work towards the attainment of the secondary school diploma, the student would be expected to successfully complete the secondary school literacy test.

In order to allow flexibility in designing a student’s program and to ensure that all students can qualify for the secondary school diploma, substitutions may be made for a limited number of compulsory credit courses using courses from the remaining courses offered by the school that meet the requirements for compulsory credits. To meet individual students’ needs, principals may replace up to three of these courses (or the equivalent in half courses) with courses from the remainder of those that meet the compulsory credit requirements. In all cases, however, the sum of compulsory and optional credits will not be less than thirty for students aiming to earn the Ontario Secondary School Diploma and not less than fourteen for those aiming to earn the Ontario Secondary School Certificate. Substitutions should be made to promote and enhance student learning or to meet special needs and interests. See section 7.3.2: Second-Language Programs and appendix 5: Compulsory Credits.

The decision to make a substitution for a student should be made only if the student’s educational interests are best served by such substitution. If a parent or an adult student requests a substitution, the principal will determine whether or not a substitution should be made. A principal may also initiate consideration of whether a substitution should be made. The principal will make his or her decision in consultation with the parent or adult student and appropriate school staff. In cases where the parent or adult student disagrees with the decision of the principal, the parent or adult student may ask the appropriate supervisory officer to review the matter.

The Ontario Secondary School Certificate will be granted on request to students who leave school before earning the Ontario Secondary 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 geography or Canadian history
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)
7 credits selected by the student from available courses

Students who leave school before fulfilling the requirements for the Ontario Secondary School Diploma or the Ontario Secondary School Certificate may be granted a Certificate of Accomplishment. The Certificate of Accomplishment may be a useful means of recognizing achievement for students who plan to take certain vocational programs or other kinds of further training, or who plan to find employment after leaving school.

The Certificate of Accomplishment will be accompanied by the student’s Ontario Student Transcript. For those students who have an IEP, a copy of the IEP may be included.

Students who return to school to complete additional credit and non-credit courses (including courses with modified or alternative expectations in special education programs) will have their transcript updated accordingly, but will not be issued a new Certificate of Accomplishment. The Ontario Secondary School Diploma or Ontario Secondary School Certificate will be granted when a student has fulfilled the appropriate requirements.

On the recommendation of the principal, the Minister of Education and Training grants diplomas and certificates at any time during the year to students who have successfully completed the necessary requirements.

Where a student has completed the requirements through private study, evening classes, or summer school, the diploma or certificate will be issued by the principal of the school that possesses the student’s Ontario Student Record when the final credit is earned. If the final credit is earned through the Independent Learning Centre, the student may choose to have the diploma or certificate issued by the Director of the Independent Learning Centre or the principal of the school last attended. The person issuing the diploma or certificate will submit the necessary report to the Ministry of Education and Training.

The provision of different types of courses in the secondary school program is designed to provide all students with the essential knowledge and skills they will need in any area of endeavour, as well as the opportunity to specialize in areas that are related to their particular postsecondary goals.

The types of courses offered and their organization provide for a graduated streaming of courses in Grades 9 to 12 that will keep options open for all students in the earlier grades and prepare students in senior grades for their future destinations.

All schools will offer both a sufficient number of courses and courses of appropriate types to enable students to meet the diploma requirements. Schools are not expected to offer all courses in all course types.

The types of courses available in the secondary school program are described below.

In these years, students select an appropriate combination of academic, applied, and open courses in order to add to their knowledge and skills base, explore their interests, and determine the type of educational program they are best suited to undertake in Grades 11 and 12. Students are not required to make binding decisions about a particular educational and career path. School boards must offer both academic and applied courses in the following curriculum areas: English, mathematics, science, history, geography, and French as a second language (FSL). Open courses will be offered in the other Grade 9 and 10 subjects.

Academic and applied courses set high expectations for all students. Academic courses focus on the essential concepts of the discipline and also explore related concepts. Academic courses develop students’ knowledge and skills by emphasizing theoretical, abstract applications of the essential concepts and incorporating practical applications as appropriate. Applied courses also focus on the essential concepts of the discipline, but develop students’ knowledge and skills by emphasizing practical, concrete applications of these concepts and incorporating theoretical applications as appropriate. Academic and applied courses differ in the balance between essential concepts and additional material, and in the balance between theory and application.

Students who are successful in any academic or applied Grade 9 course will have the opportunity to enter either the academic or applied course in the same subject in Grade 10. However, Grade 10 academic and applied courses will prepare students for specific Grade 11 courses in accordance with the prerequisites for Grade 11 courses specified in various curriculum policy documents. A student enrolled in a Grade 10 course that does not meet the prerequisite for a specific destination-related Grade 11 course can take a transfer course to qualify for the Grade 11 course if his or her educational goals should change. (See also section 5.6: Procedures for Students Who Wish to Change Course Types.)

Open courses in Grades 9 and 10 are offered in all subjects other than those offered as academic and applied. (For example, open courses are offered in visual arts, music, and health and physical education, but not in English, mathematics, science, French as a second language, history, or geography.) An open course comprises a set of expectations that is suitable for all students at a given grade level. These courses are designed to provide students with a broad educational base that will prepare them for their studies in Grades 11 and 12 and for productive participation in society.

In Grades 11 and 12, students will focus more on their individual interests and identify and prepare for initial postsecondary goals. In these grades there are also more opportunities than in Grades 9 and 10 for learning experiences beyond the school, including cooperative education, work experience, apprenticeship, and school–work transition programs.

The four destination-related types of courses are: university preparation courses, university/college preparation courses, college preparation courses, and workplace preparation courses. At a minimum, school boards must offer one course in each of these four types in Grades 11 and 12 in the following subjects: English, mathematics, science, and technological education.

Open courses and transfer courses are also available in Grades 11 and 12. Open courses are appropriate for all students and are not linked to any specific postsecondary destination. Transfer courses are designed primarily to provide the content needed by students who wish to transfer from one type of course to another as a result of changes in their postsecondary plans.

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 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 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.

Workplace preparation courses are designed to equip students with the knowledge and skills they need for direct entry into the workplace or for admission to apprenticeship programs and other training programs offered in the community. The range and content of the courses offered will allow students to prepare for a variety of jobs, training programs, and careers. Teaching and learning will emphasize workplace applications of the course content, but will also explore the theoretical material that underlies these practical applications.

Cooperative education and work experience placements within the community are important components of workplace preparation courses. Schools will involve employers and site supervisors in the planning of cooperative education and work experience placements, and will ensure that they have their cooperation and support in implementing these courses. Workplace preparation courses will be based on rigorous provincial curriculum expectations and will emphasize the development of generic employment skills, as well as independent research and learning skills. Students will be required to demonstrate that they have developed these skills. Workplace preparation courses in particular should also promote and stress the importance of lifelong learning.

The purpose of transfer courses is to enable students who alter their postsecondary plans to transfer from one type of course to another in Grades 10, 11, and 12. Transfer courses are designed to provide the knowledge and skills required to bridge the gap between two courses of different types. In most cases, transfer courses are shorter and more focused than other types of courses, and can be delivered in a variety of ways. These courses will provide partial credits, since they require students to demonstrate achievement of new curriculum expectations. The credits earned will qualify as optional credits towards the diploma requirements. Transfer courses are not remedial instruction provided to enable students to achieve the curriculum expectations of a course that they have failed to complete successfully; they are designed to adequately prepare students to meet the expectations of a different type of course.

Open courses in Grades 11 and 12 allow students to broaden their knowledge and skills in a particular subject that may or may not be directly related to their postsecondary goals, but that reflects their interests. These courses are appropriate for all students regardless of postsecondary destination. These courses are designed to provide students with a broad educational base and to equip them for active and rewarding participation in society. They are not designed with the specific requirements of university or college programs or the workplace in mind.

The goal of program planning for the individual student is to provide the student with a relevant and rigorous program that meets the student’s particular needs and goals, reflects his or her strengths and interests, and provides both the flexibility and balance needed to accommodate changes in these needs, goals, and interests. In the early years of secondary school, particularly, students need help in defining their personal, educational, and career goals, and in identifying the courses and options that will set them on the path to realizing these goals.

Responsibility for planning the student’s program is shared by the student, his or her parents, the guidance counsellor, the teacher-adviser, and school administrators. In the course of their school career, students make a number of transitions. In order to make these transitions as smooth as possible and to help students make informed decisions at key points in their schooling, all students in Grades 7 to 12 will develop an annual education plan. In preparing this plan, students will examine their interests, needs, and achievements and identify their long- and short-term goals with respect to academic achievement, career exploration, and community involvement.

In order to plan the most effective program for the student, the student, guidance counsellor, and teacher-adviser should work together in selecting the compulsory and optional courses that are most appropriate in light of the student’s strengths, needs, and interests, and that will also allow the student to consider a wide range of career and educational possibilities.

Principals will establish a teacher-adviser program for students in Grades 9 to 11. (This program is an extension of the teacher-adviser program for Grades 7 and 8.) In addition, schools may wish to provide the program for students in Grade 12.

Teacher-advisers are responsible for helping students make informed choices at key transition points in their schooling. Each teacher-adviser will work with students for a minimum of one academic year and will have regularly scheduled meetings with them. Teachers assigned teacher-adviser duties are responsible for:

Teacher-advisers complement the work of guidance counsellors and other teachers, and may also be required to assist other school staff in implementing programs for exceptional students. Teacher-advisers should be encouraged to enlist the help of experts in the community. Boards can choose the teacher-adviser program models that best meet the needs of their students and school community.

Each student in Grades 7 to 12 will prepare an annual education plan. Students in Grades 7 to 11 will prepare their plan with the assistance of their parents, guidance counsellor, and teacher-adviser. Students will use the plan to set long- and short-term goals and to review and revise them each year. The annual education plan for students in Grades 9 to 12 will identify:

The plan will be reviewed at least twice a year. Students in Grades 7 to 11 will review their plan with their parents and teacher-adviser. Students in Grade 12 should review their plan with their parents and guidance counsellors. For students who have an Individual Education Plan (IEP) and who are receiving special education programs and services, the annual education plan will complement the IEP as described in sections 5.4: Program Planning for Exceptional Students and 7.12: Special Education.

The secondary school program includes several features designed to help students make appropriate educational choices and career plans. It is important that guidance counsellors, teacher-advisers, and other teachers help students to determine their interests, needs, and special strengths, and to explore the broad range of learning and employment opportunities open to them.

Parents and students will select courses in collaboration with the guidance counsellor, teacher-adviser, and subject teachers. Course selections for students under the age of eighteen must be made with parental approval. Grade 8 students and their parents choose Grade 9 courses on the basis of the students’ needs, interests, strengths, and past achievements, and may also be influenced by learning opportunities available outside the school. In Grades 9 and 10, in addition to open courses, students may choose all academic courses or all applied courses, or a combination of the two.

In Grades 11 and 12, students will select the courses they need to attain their goals, basing their choices on decisions made during the annual review of their postsecondary goals and interests.

Courses in the curriculum have been organized to provide clear educational paths for students, and to make it easier for students to select the appropriate courses. The provision of different types of courses leading to specific destinations allows students to acquire a solid core of theoretical and applied learning and to focus their learning on goals that have relevance for them.

School boards will publish a school course calendar that provides students and their parents with detailed, accurate, and up-to-date information about diploma requirements and the programs and courses offered by the school. Boards must make the calendars available annually to enable students and parents to become fully informed about the courses and programs offered. The calendar must include information about the following:

Under certain conditions, elementary students may “reach ahead” to take secondary school courses. The principal of a student’s elementary school and the principal of a secondary school may decide, with parental consent, that it is appropriate for the student to enrol in one or more secondary courses. In such a case, the principal of the secondary school assumes responsibility for evaluating the student’s achievement and for granting and recording credits.

Courses in Grades 11 and 12 may have prerequisites as a requirement for enrolment. All prerequisite courses will be identified in ministry curriculum policy documents, and no courses apart from these may be identified as prerequisites. Schools must provide parents and students with clear and accurate information on prerequisites.

If a parent or an adult student requests that a prerequisite be waived, the principal will determine whether or not the prerequisite should be waived. A principal may also initiate consideration of whether a prerequisite should be waived. The principal will make his or her decision in consultation with the parent or adult student and appropriate school staff. In cases where the parent or adult student disagrees with the decision of the principal, the parent or adult student may ask the appropriate supervisory officer to review the matter.

Recognizing the needs of exceptional students and designing programs that respond effectively to these needs are important and challenging aspects of program planning for individual students. After an Identification, Placement, and Review Committee (IPRC) identifies a student as exceptional, an Individual Education Plan (IEP) must be developed and maintained for that student. An IEP may also be prepared for students who are receiving special education programs and services but who have not been identified as exceptional by an IPRC. An IEP must be developed with input from the parents and from the student if the student is sixteen years of age or older. See below and also section 7.12: Special Education.

An IEP identifies the student’s specific learning expectations and outlines how the school will address these expectations through appropriate special education programs and services. It also identifies the methods by which the student’s progress will be reviewed. Special education programs and services provided for the student are modified by the results of continuous assessment and evaluation. The IEP of exceptional students who are fourteen years of age or older and who are not identified solely as gifted must also contain a plan to make the transition to postsecondary education, apprenticeship programs, or the workplace, and to help them live as independently as possible in the community. See section 5.4.2: Developing the Student’s Transition Plan.

In developing or reviewing the student’s IEP, consideration will be given to any recommendations made by the IPRC concerning special education programs and services that may be particularly appropriate for meeting the student’s needs. Planning should also be done with input from those who can provide information about the student’s strengths and needs, about the modifications in curriculum expectations that have worked well for the student in the past, and about the specialized services and other accommodations that have helped or are expected to help the student. In addition, planning should involve those who will play a role in providing support for the student in the future. This group may include the principal, the student’s teachers and teacher-adviser, the guidance counsellor, and appropriate special education staff and support personnel. Parents can provide a unique perspective on their child’s personality, development, and learning; they can provide information on their child’s likes and dislikes, learning styles, interests, reactions to situations, and the talents and skills that the child has demonstrated in the home and the community. They can also reinforce and extend the efforts of the teacher by providing opportunities for practising and maintaining skills in the home. Therefore, open communication and cooperation between the home and the school are key factors in ensuring exceptional students’ progress and success in learning. Student involvement, where appropriate, is important as well. Teachers should encourage students to share their perceptions of their strengths, needs, and interests. Those involved in developing the IEP should work together on an ongoing basis to review the student’s progress and make adjustments to the IEP as necessary.

As part of the IEP, a plan for the student’s transition from secondary school to a postsecondary setting must be developed with input from the student, parents, the principal, school staff, community agencies, and postsecondary institutions, as appropriate. The plan should reflect the student’s needs and goals for his or her future. It is important to note that, as the transition plan is an integral part of the IEP, it may include relevant information that appears elsewhere in the IEP. The transition plan may:

While transition plans do not have to be developed for exceptional students under the age of fourteen or for gifted students who have no other exceptionalities, boards may wish to develop transition plans for these students as well, since many of them benefit from such plans. However, it is expected that the educational and career planning needs of gifted students will be effectively addressed through the development of the annual education plan.

The selection of courses for exceptional students should be based on the goals identified in the student’s annual education plan and on the strengths, needs, learning expectations, accommodations, and any other information outlined in the student’s IEP. The courses chosen should represent the most suitable combination of compulsory and optional courses. In order to ensure that the courses chosen are those that are most appropriate for the student, the school principal may replace up to three compulsory courses (or the equivalent in half courses) with courses selected from the remaining courses that satisfy compulsory credit requirements. See section 3.2: Substitutions for Compulsory Courses.

Assignments and activities must take into account the strengths, needs, learning expectations, and accommodations identified in the student’s IEP. Exceptional students may require an individual program that differs in content, process, outcomes, and evaluation strategies from the program of most other students. Accommodations may include reducing the workload, simplifying tasks and material, and providing more time for learning and the completion of activities. Curriculum expectations may need to be modified (see section 5.4.4). The assistance of professional and paraprofessional staff (e.g., speech resource staff) and the use of specialized equipment may also be required to accommodate the student’s needs.

Modified Curriculum Expectations
Some exceptional students and students who have not been identified as exceptional but who are receiving special education programs and services may need to have the curriculum expectations modified in keeping with their special needs. Such students may be provided with modified curriculum expectations.

Alternative Curriculum Expectations
A small number of exceptional students may need to be provided with alternative curriculum expectations in order to succeed in a particular course or courses. Alternative curriculum expectations are expectations that are not derived from those set out in ministry curriculum policy documents.

Some students will have difficulty achieving curriculum expectations and will be at risk of not completing their diploma requirements. The learning difficulties of such students may become apparent early on in secondary school (for example, with a failure in the first semester) and in some cases even earlier, in their performance in the last years of elementary school. If left unheeded, the difficulties of such students will only escalate, and they will be at risk of dropping out of school before the end of Grade 12, without having completed the diploma requirements. Boards are therefore expected to provide a range of programs to assist students in meeting the curriculum expectations. These programs should include early identification of learning needs, appropriate teaching strategies, ongoing assessment, and communication with parents and students. It is important that teachers identify those students who are experiencing difficulties as early as possible so that the appropriate remedial measures may be taken and support strategies chosen from the range of options available. Student results in provincial tests are a valuable source of information for identifying students at risk and providing appropriate intervention strategies. See section 5.7.1: Orientation Programs for Students Entering Secondary School.

Early identification and intervention strategies involve both observation and the gathering of useful information about the student’s preparedness for the Grade 9 program. Teachers should use observation of the student in the classroom (including work habits, response to the classroom setting, ways of relating to teachers and students), the first few assessment activities, and their knowledge of the student’s achievement in prior grades to identify students who may have difficulty in successfully completing a course. Information about the student’s prior achievement may be acquired from the student’s Ontario Student Record (OSR) and, for exceptional students, previous Individual Education Plans. In addition, the teacher should discuss the student’s strengths and needs, as well as prior academic performance, with the principal, teachers, and other appropriate staff of the student’s elementary school.

As part of the early identification and intervention process, the principal should meet with the student and parents to discuss concerns and the measures that might be appropriate. The principal should involve the guidance counsellor, the teacher-adviser, and the teacher in this discussion as necessary.

Secondary schools have a variety of program options for students in Grades 9 to 12 who are experiencing difficulty in meeting the expectations of courses. Boards may choose from a range of strategies and program options to provide help and support for students on both an individual and group basis in Grades 9 to 12. These include the following:

In cases where there is a pattern of unresolved learning difficulties and where there is reason to believe that an unidentified exceptionality may be a contributing factor, it may be necessary to conduct an assessment(s) (e.g., in the area of speech) to identify the student’s learning strengths and needs, and, if appropriate, to refer the student to an Identification, Placement, and Review Committee. If the student is formally identified as exceptional, an Individual Education Plan (IEP) will be developed. An IEP may also be prepared for a student who is provided with special education programs and services but who has not been formally identified as exceptional. See section 7.12: Special Education.

Students who have similar needs and whose requirements can be met through the same remedial program may be grouped together.

Additional program options that are effective in assisting students at risk include those that emphasize program relevance. Some of these options are described below.

School boards should seek the cooperation and assistance of community agencies in providing strategies and resources that effectively address the broader needs of students at risk.

School boards should evaluate the success of the intervention strategies used for helping students at risk and for providing support in other circumstances in which it might be needed (e.g., re-entry programs, the Supervised Alternative Learning for Excused Pupils program).

Students’ annual education plans, developed in Grades 7 to 12, can be of great assistance in planning an appropriate program for students who may have difficulty in successfully completing a course. In developing the plan, teachers, teacher-advisers, parents, and students work together to select a package of courses that both reflects the student’s individual strengths, needs, and interests, and focuses on the student’s particular postsecondary goals. In the case of exceptional students, collaborative planning will also take into account the student’s previous and current Individual Education Plans.

Where a student does not achieve the curriculum expectations of a course, the principal and teaching staff, in consultation with the parents and the student, will determine what procedure or type of program would best enable the student to meet the expectations and earn credit for the course. For examples of options that could be made available to the student, see section 6.5: Procedures for Students Who Fail or Who Do Not Complete Courses.

Some students who do not meet course expectations may require an individual assessment that may indicate that referral to an Identification, Placement, and Review Committee (IPRC) may be appropriate.

Some students, after successfully completing a certain type of course, may change their educational goals and, as a consequence, may need to take compulsory and optional credit courses of a different type from those they initially chose. Although students enrolled in one type of course may enrol in a different type of course in a subsequent year, changing course types becomes more difficult as students advance through the system, or in situations involving courses that have prerequisites (see section 5.3.3: Prerequisite Courses). Nevertheless, a variety of options exist to enable students to make the transition.

When a student plans to switch from one course type in Grade 9 to the other in Grade 10 in the same subject, the principal must inform the student and his or her parents that the student will be strongly encouraged to successfully complete additional course work of up to 30 hours and as defined by the ministry in order to demonstrate achievement of the learning expectations that are included in the one Grade 9 course but not the other. This additional course work can be taken in summer school or in a program outside the regular school hours or during the school day.

A student wishing to change course types between Grades 10 and 11 and/or Grades 11 and 12 may, for example:

Schools must provide the opportunity for students to change course types and clearly describe in their school course calendar the procedures involved. School course calendars must also inform students and parents about the availability of transfer courses.

As part of the school’s guidance and career education program, schools are required to provide orientation programs for students entering or re-entering secondary school. Schools should also provide exit programs for students who leave school upon or before graduation. The purpose of both types of program is to help students to make smooth transitions.

Principals are responsible for developing an orientation program for all new students, including those who enter school during the year. The orientation program will include an information package for students and their parents. The package may include a number of items contained in the school’s course calendar. Information provided to students in Grades 7 to 11, and their parents, will include the name of the student’s teacher-adviser.

Students who have recently come to Ontario, students who are returning to high school, and students who are identified as exceptional may require specialized orientation programs and assistance to integrate successfully into the school. Such assistance may include: a credit course on learning strategies, an individualized orientation program, and/or assistance from a peer mentor. See also sections 6.6: Prior Learning Assessment and Recognition and 6.7: Student Transfers.

For students who are re-entering secondary school in order to complete their diploma requirements, boards are encouraged to provide re-entry programs to assist the students in making the transition back to secondary school. Students could take such programs in an alternative setting (e.g., a workplace). See also sections 7.4.1: Career Preparation Programs and 7.8: Specialized Schools.

Students will leave school for a variety of reasons. Some will transfer to a new school; some will graduate; others will leave school before graduation to pursue goals outside the school. Schools should help all these groups of students make appropriate and workable plans for their immediate future by inviting them to participate in an exit program. The goal of an exit program is to help students make a successful transition to the next stage of their lives.

Principals are encouraged to provide exit programs that include a review of students’ annual education plans and future goals. The exit programs for graduates should include:

Students leaving school before graduation should be given a copy of their Ontario Student Transcript, as well as their Ontario Secondary School Certificate or Certificate of Accomplishment, as appropriate. The exit program for students leaving school before graduation should include:

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 a principal on behalf of the Minister of Education and Training for courses that have been developed or approved by the ministry. A half credit may be granted for each 55-hour part of a 110-hour ministry-developed course. Half-credit courses must comply with ministry requirements as outlined in the curriculum policy documents. Partial credits may be granted for the successful completion of certain locally developed courses. See section 7.1.2: Locally Developed Courses.

For the purpose of granting a credit, “scheduled time” is defined as the time during which students participate in planned learning activities designed to lead to the achievement of the curriculum expectations of a course. Planned learning activities include interaction between the teacher and the student and assigned individual or group work (other than homework) related to the achievement of the learning expectations in the course. Planned learning activities will be delivered through classroom instruction and activities and/or through community placements related to work experience and cooperative education.

Effective assessment, evaluation, and reporting not only provide information about student achievement, but also afford a basis for improving both instructional programs and student achievement. A well-designed system of assessment, evaluation, 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 consistency in these practices across Ontario.

The primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment and evaluation helps teachers to identify students’ difficulties as well as to detect weaknesses in programs. Assessment and evaluation are thus 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 on the basis of established achievement criteria, and assigning a value to represent that quality. In Ontario secondary schools, the value assigned will be in the form of a percentage grade.

Assessment and evaluation will be based on the provincial curriculum expectations and the achievement levels outlined in the secondary curriculum policy documents. Teachers will be provided with materials, including samples of student work (exemplars), that will assist them in their assessment of student achievement. Until these materials are provided, teachers may continue to follow their current assessment and evaluation practices.

In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

Achievement Levels
Levels, or degrees, of achievement of the curriculum expectations are described in detail in the achievement charts that appear in the secondary curriculum policy documents. The charts are organized into broad categories of knowledge and skills and provide detailed descriptions of each level of achievement. While they are broad in scope and general in nature, the achievement levels provide a reference point for all assessment practice. They serve as a guide for gathering assessment information and a framework within which to assess and evaluate each student’s achievement. As such, they enable teachers to make consistent judgements about the quality of students’ work and to provide clear and specific information about their achievement to students and their parents.

The broad categories of knowledge and skills are: Knowledge/Understanding, Thinking/ Inquiry, Communication, and Application/ Making Connections. (The names of the categories vary slightly from one discipline to another, reflecting differences in the nature of the disciplines.)

The levels of achievement are associated with percentage grades, and are defined as follows:

Level 3 is defined as the provincial standard. A student achieving at this level is well prepared for work in the next grade or the next course.

The information on student achievement gathered through assessment and evaluation should be communicated to students and parents at regular intervals and in a variety of informal and formal ways. In addition, parents must be informed of the policies, procedures, and criteria involved in the assessment and evaluation of student achievement, and of policies concerning students’ promotion from one course to the next. Informal communication of student achievement includes ongoing feedback to students based on assessment strategies implemented throughout the course, as well as feedback to parents during parent-teacher conferences and at other appropriate times. The Provincial Report Card, Grades 9–12 is the formal instrument used to communicate student achievement to parents, and the Ontario Student Transcript provides the record of a student’s standing with regard to the secondary school diploma requirements.

The Provincial Report Card, Grades 9–12
Student achievement must be communicated formally to students and parents by means of the Provincial Report Card, Grades 9–12. The report card documents the student’s achievement in every course, at particular points in the school year or semester, in the form of a percentage grade. It also includes teachers’ comments on the student’s strengths and weaknesses, specifying the areas in which improvement is needed and the ways in which it might be achieved. The report card contains separate sections for recording attendance and for evaluating the student’s learning skills in every course.

At the end of each course, a final grade is recorded, and credit is granted for every course in which the student’s grade is 50 per cent or higher (reflecting achievement at level 1 or above). (See also section 6.1: The Credit System.) The final grade for each course will be based in part on assessments and evaluations conducted throughout the course, and in part on a final evaluation. The relative weights assigned to these two components are specified in the curriculum policy document on program planning and assessment.

The Ontario Student Transcript
The Ontario Student Transcript (OST) provides a comprehensive record of a student’s overall achievement in high school.

The credits that a secondary school student has earned towards fulfilment of the requirements for the graduation diploma will be recorded on the OST. This record will include all the credits gained by the student using any of the means described in section 6.8: Alternative Ways of Earning Credits Towards the Ontario Secondary School Diploma. (For further information on the OST, refer to Ontario Student Transcript (OST), 1999, and appendix 1: Implementation Schedule.) The transcript, which is part of the Ontario Student Record (OSR), will include the following information:

In addition to recording the number of credits earned, schools may indicate on a student’s transcript that the student has taken a specialized program (see section 7.4) or a program in a specialized school (see section 7.8). Students taking, for example, a program in one of the arts or in technological education or in a language may thus be given recognition on their OST for their participation in such a program.

Course Withdrawals. Withdrawal after a specified time from any Grade 11 or 12 course or an OAC will be recorded on the OST.

Extraordinary Circumstances. A student’s parents, or students who are adults (eighteen years of age or older), may request that the principal identify by means of a special indicator (see Ontario Student Transcript (OST), 1999) those Grade 11 or 12 or OAC marks that, due to extraordinary circumstances prevailing at the time they were awarded, are not considered to be a true reflection of the student’s ability and/or performance. If a parent or an adult student requests that a special indicator be added, the principal will determine whether or not it should be added. A principal may also initiate consideration of whether a special indicator should be added. The principal will make his or her decision in consultation with the parent or adult student and appropriate school staff. In cases where the parent or adult student disagrees with the decision of the principal, the parent or adult student may ask the appropriate supervisory officer to review the matter.

Exceptional Students. The OST will also be used to record the achievement of students who have alternative learning expectations in an individualized, non-credit program.

In addition to providing essential information about student achievement, classroom assessment and evaluation give an indication of the effectiveness of programs and teaching practices. Assessment and evaluation of student achievement thus provide teachers with an opportunity to think critically about their methods of instruction and the overall effectiveness of their program. Course content, instructional strategies, and assessment procedures should be reviewed and evaluated systematically by teachers and principals, both in relation to the learning goals in the discipline and the specific needs of the students for whom the course is designed.

Analysis of the results of board- and province-wide assessments, as well as of national and international testing, should provide additional information on student achievement and program effectiveness, complementing the program assessments conducted by teachers and principals. School boards are encouraged to develop action plans based on the results of these system-wide and large-scale external assessments to guide schools in making the program modifications needed to improve the achievement of their students.

An environment in which the critical analysis of assessment results is seen as a positive exercise leading to the improvement of student learning will encourage teachers to use information from a variety of sources to evaluate the effectiveness of their programs and teaching methods, and to make the modifications needed to better meet the learning needs of their students.

Students who have successfully completed Grade 8 will be promoted from elementary school and admitted to a secondary school.

It is expected that, as a general rule, exceptional students will proceed to secondary school within two years of the average age for entering secondary school. However, it is recognized that there may be some exceptional students who will need additional time at the elementary school level to prepare for secondary school. There may also be some school boards that do not yet have secondary school programs that are suitably modified to meet the needs of exceptional students. School boards should have plans to develop appropriate secondary school programs that will meet the needs of their exceptional students.

Under the Education Act, a student who has not been promoted from elementary school may apply for admission to a secondary school. The student will be admitted to the secondary school if the principal of the secondary school is satisfied that the student is capable of undertaking the work of the school. The Education Act provides that an applicant who has been denied admission to a secondary school may appeal to the board, which may, after a hearing, decide whether or not the applicant should be admitted to the secondary school.

Regular attendance at school is critical for the student’s learning and achievement of course expectations. To encourage regular attendance by students, schools will ensure that students and their parents are informed about the school’s policy on attendance through the school’s course calendar.

Where, in the principal’s judgement, a student’s frequent absences from school are jeopardizing his or her successful completion of a course, school staff should meet with the student and the parents to explain the potential consequences of the absences, including failure to gain credits, and discuss steps that could be taken to improve attendance.

Students of compulsory school age whose absence is reported to the school board attendance counsellor will have the reason for their absence investigated.

Where a student has completed a course within the school year or semester but has not been successful in demonstrating achievement of the curriculum expectations to a passing level, the principal and teaching staff, in consultation with the parents and the student, should determine what procedure or type of program would best enable the student to meet the expectations and earn credit for the course. Arrangements should be made so that one or more of the following options is available to the student:

With respect to compulsory courses, a student who fails a course or who chooses to withdraw from a course during the school year or the semester (after consultation with parents and school staff) should be informed of the consequences for meeting diploma requirements. The program options available to the student to enable him or her to meet the requirements should be outlined, and possible alternative courses identified. For procedures related to the recording of course attempts and withdrawals, see section 6.2.2.2: The Ontario Student Transcript.

Prior learning includes the knowledge and skills that students have acquired, in both formal and informal ways, outside secondary school. Where such learning has occurred outside Ontario classrooms, students enrolled in Ontario secondary schools and inspected private schools may have their skills and knowledge evaluated against the expectations outlined in provincial curriculum policy documents in order to earn credits towards the secondary school diploma. This formal evaluation and accreditation process is known as Prior Learning Assessment and Recognition (PLAR). PLAR procedures are carried out under the direction of the school principal, who grants credits.

The PLAR process developed by a school board in compliance with ministry policy involves two components: “challenge” and equivalency. The “challenge process” 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.

Because young people benefit in many ways from the learning experiences offered in secondary school, PLAR has a specific, limited function in the Ontario secondary school program. For students who are under the age of eighteen, or who are eighteen or over but have never left high school for a year or more, a maximum of four credits may be granted through the challenge process for Grade 10, 11, and 12 courses, with no more than two in one subject area. Equivalency credits are granted to these students for placement only. Students who are eligible for equivalency credits are those who transfer to Ontario secondary schools from non-inspected private schools or schools outside Ontario. See section 6.7.2 for full details.

PLAR procedures must also be available to exceptional students. Assessment strategies must be adapted for this group in keeping with their special needs; for example, extra time might be allowed for the completion of work or a quiet environment provided for activities. While PLAR may be of benefit to some gifted students, it is not intended to be used as a replacement for or alternative to enriched or other special programs for gifted students.

The challenge and equivalency procedures are also available to mature students – that is, students who are eighteen years of age or over (i.e., adults) who are returning to school to earn a diploma after being out of high school for at least one year – but requirements concerning application of these procedures differ for this group because of their broader life experience. Principals will determine the number of credits, including compulsory credits, that a mature student needs in order to meet diploma credit requirements. Up to 16 Grade 9 and 10 credits may be granted to a mature student at the discretion of the principal following individual assessment. Mature students may earn 10 of the 14 remaining Grade 11 and 12 credits needed to meet diploma requirements in three ways:

Mature students will earn a minimum of 4 Grade 11 and 12 credits by taking the course at a secondary school, through correspondence, or through any of the alternative ways described in section 6.8. Mature students who have previously accumulated 26 or more credits towards the diploma must successfully complete the required number of courses to bring their total number of credits up to 30 before they will be eligible to receive the Ontario Secondary School Diploma.

Mature students working towards the OSSD under OSS must also satisfy the diploma requirements with regard to the provincial secondary school literacy test. Principals will determine the number of hours of community involvement activities that a mature student will have to complete.

Beginning with the 2003–4 school year, adults who return to secondary school to earn their diploma will be required to comply with the PLAR requirements described above. Adults who return to secondary school before the beginning of the 2003–4 school year will have their placement determined according to the requirements set out in OSIS, section 6.14: Equivalent Standing for Mature Students. See appendix 1: Implementation Schedule.

Procedures for Students Transferring From One Ontario Secondary School to Another

Secondary school students who transfer from one Ontario secondary school to another will have their credits transferred with them. The principal of the receiving school may award credit for work started in the previous school but completed in the receiving school. Where this work cannot be completed in the receiving school, the receiving principal may, after consultation with the principal of the sending school, award a partial credit in recognition of the student’s achievement of some of the course expectations.

If a student transfers from a French-language to an English-language secondary school, he or she must successfully complete at least one compulsory Grade 12 English course. Conversely, if a student transfers from an English-language to a French-language secondary school, he or she must successfully complete at least one compulsory Grade 12 Français course.

Procedures for Students Transferring to an Ontario Secondary School From a Non-inspected Private School or a School Outside Ontario

Where students who do not have Ontario credits are transferring from a non-inspected private school or a school outside Ontario to an Ontario secondary school, the principal of the receiving school will, 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. Students will have to successfully complete the provincial secondary school literacy test. Principals will determine the number of hours of community involvement activities that the student will have to complete. The principal should note the results of his or her assessment and deliberations in the student’s Ontario Student Record (OSR). See appendix 8: Equivalent Diploma Requirements.

Alternative Ways of Earning Credits Towards the Ontario Secondary School Diploma

The majority of secondary school students will earn their credits towards the Ontario Secondary School Diploma by enrolling in the courses offered in their secondary school. However, a number will wish to consider alternative ways of earning the required credits. The options available to such students include: correspondence courses offered by the Independent Learning Centre; independent study; private study; continuing education (including summer school), and private school. Each of these alternative ways of earning credits is discussed below.

The Independent Learning Centre (ILC) offers secondary school credit courses (including transfer courses) designed primarily for individuals who wish to work independently towards the secondary school diploma. These courses are provided to residents of Ontario, and are offered primarily through correspondence. A publicly funded school or private school may choose to enrol its students in ILC courses. Information concerning eligibility, enrolment procedures, and course offerings is available from the ILC. See also section 7.6: The Independent Learning Centre.

When a student has successfully completed an ILC course, the principal will record his or her standing on the Ontario Student Transcript (OST). See section 6.2.2.2: The Ontario Student Transcript.

In providing opportunities for independent study, schools can offer students a wider range of program options. Courses delivered through the Independent Learning Centre may form part of independent study.

There is no restriction on the number of periods that a teacher may allow for independent study within any given course. The teacher of the course is responsible for assigning components of the course, suggesting available resources, evaluating the achievement of the student, and ensuring that the total work involved is equivalent to that expected in the time scheduled for the course. Transfer courses can be completed through independent study. See section 4.3.5: Transfer Courses.

When a student has successfully completed a course through independent study, the principal will record his or her standing on the OST. See section 6.2.2.2: The Ontario Student Transcript.

A student may be permitted to take one or more courses through private study when one of these two circumstances prevails: (a) the student is deemed to have a valid reason for not attending classes, or (b) the school does not offer the course(s). The school must be willing to monitor the student’s progress and evaluate his or her work. ILC courses may form part of a student’s private study program.

A student who wishes to apply for private study should submit an application as early in the school year as possible, normally not later than the first school day in September if the student intends to complete the course by January 31, or not later than the first school day in February if the student intends to complete the course by June 30. The application will be submitted to the principal of the secondary school that will be monitoring the student’s learning.

Continuing education enables people to engage in purposeful learning activities at various points in their lives. It involves the provision of credit and non-credit courses for individuals who wish to study part time, or full time for a short term, outside the program offered in elementary or secondary schools. Continuing education courses may include:

To be considered for admission to a continuing education class offered for diploma credit in the evening, a day-school student must provide:

The day-school student’s final achievement will be reported to the principal of the day school. Successful completion of Grade 9 and 10 courses will be recorded on the student’s OST. Completion of Grade 11 and 12 courses and OACs (successful or not), as well as withdrawal from these courses, will also be recorded on the student’s OST.

The scheduled time in any continuing education course taken for credit will not be less than 90 hours. It is the responsibility of the principal of the continuing education program to ensure that each course contains the amount of work that would ordinarily be completed in the time scheduled for the course in a day-school program.

Summer School
School boards may offer summer school programs. The terms of admission to a course offered through summer school will be determined by the board that operates the summer school. A summer school program may not begin until after the last school day in the school year and must end before the first school day of the following school year.

Secondary schools may wish to offer courses for credit through summer school to meet a variety of student needs. For example, summer courses may be offered for credit in order to:

Non-credit summer school courses may be offered to address students’ remedial needs. To qualify for diploma credit, courses should fulfil the same credit requirements as courses offered during the regular school year, including the requirement that each one-credit course be scheduled for 110 hours. Students who take a Grade 11 or 12 course or an OAC during the school year and then repeat the course at summer school will receive only one credit for that course; however, both marks will be recorded on the student’s OST.

On or before the last day of August, a statement of the student’s achievement in summer school will be issued to the student by the principal of the summer school. Where the course(s) taken carry diploma credit, the achievement will also be reported to the principal of the school that the student last attended. The student’s achievement in summer school will be recognized by the principal. Successful completion of Grade 9 and 10 courses will be recorded on the student’s OST. Completion of Grade 11 and 12 courses and OACs (successful or not), as well as withdrawal from these courses, will also be recorded on the student’s OST. See section 7.12: Special Education.

Students who attend a private school in Ontario that offers courses for credit towards the Ontario Secondary School Diploma and that is inspected by the Ministry of Education and Training may be eligible to earn the diploma, provided that they fulfil all diploma requirements.

A maximum of two credits may be awarded to students taking music programs outside the school through the following processes combined:

The General Educational Development (GED) tests are designed to provide adults who have not graduated from high school with an alternative means of demonstrating that they have an equivalent level of education. (For the other means whereby adults can gain recognition for prior learning, see section 6.6: Prior Learning Assessment and Recognition.)

In GED testing, candidates take five tests that measure skills in writing, science, mathematics, social studies, and the critical appreciation of literature and the arts. Successful candidates are awarded an Ontario High School Equivalency Certificate. GED tests are only administered through the Independent Learning Centre.

The primary responsibility for the planning of school programs lies with the principal and teachers of the school. In planning and developing programs, the principal and teachers must work in conjunction with others in the school community, including members of the school board and other educators employed by the board.

Since programs must be designed to meet the needs of a wide variety of students – for example, university or college preparation programs, school–work transition programs, various specialized programs, special education programs, and cooperative education programs – schools and boards should involve community partners, including university, college, and workplace representatives and members of community agencies, when planning and developing their programs. The participation of representatives of postsecondary institutions, various workplaces, and trade associations is invaluable in ensuring the relevance and appropriateness of a school’s programs.

The participation of the wider community is also essential in the delivery of some of these programs – for example, the involvement of local employers in a school’s cooperative education or school–work transition programs.

Boards will offer courses based on the curriculum expectations set out in ministry curriculum policy documents, and may also offer courses that are developed locally (see sections 7.1.2 and 7.1.3).

The principal of a school will retain on file up-to-date copies of the outlines of all of the courses of study for courses