School Course Calendar

Ontario Education Online: 

2023/2024 School Course Calendar

School Course Calendar Index:

1. Our School

1.1 Mission & Vision Statement & School Philosophy 

1.2 OEO Commitment

1.3 School Organization

1.4 Ontario Education Online Code of Conduct

1.5 Rights & Responsibilities of Students, Parents & Staff

1.5.A Rights & Responsibilities

1.5.B Student Achievement

1.5.C Course Transfer Policy

1.5.D Reporting Student Achievement

1.5.E Learning Skills

1.5.F Attendance Policy

1.5.G Ontario Education Online Computer Use Policy

1.6 Student Technological Requirements 

 

Diploma & Certificates

2.1 Requirements for OSSD

2.1.A Compulsory Credits 

2.1.B Optional Credit Requirement

2.1.C Ontario Literacy Requirements

2.1.D Community Involvement Requirement for High School Graduation

2.1.D.i Community Involvement Procedure

2.1.D.ii Approved Community Involvement Activities:

2.1.D.iii Not Approved Community Involvement Activities:

2.1.E Prerequisites, Exemptions, Substitutions And Alternative Studies

2.1.E.i Mature Student Prerequisite Exemption

2.2 Ontario Secondary School Certificate

2.3 The Certificate of Accomplishment

 

Curriculum

3.1 Credit Definition

3.2 Definition for Types of Courses

3.3. Course Coding System

3.4 Courses Offered & Description

3.5 Course of Study / Course Selection

3.6 Ontario Curriculum Policy Documents

3.7 Experiential Learning

3.8 Student Withdrawal Policy

3.9 Changing Course Types

3.10 Prior Learning Assessment & Recognition (PLAR)

3.10.A PLAR Challenge Process

3.10.B Prior Learning Assessment & Recognition (PLAR) for Mature Students

3.11 Other Ways of Earning Credits

3.12 Evaluation & Culminating Assessment Policy

3.13 Reporting Procedures

 

School Supports & Resources

4.1 Guidance 

4.2 Student Success Team (SST)

4.3 English Language Learners

4.4 Resources

 

Special Education

5.1 Individual Education Plan

5.2 Accommodations/ Modifications Provided

5.3 Non-Credit Courses

5.4 Special Education Parent Guide & Policy/Procedures

 

 

Our School

 

1.1: Mission & Vision Statement & School Philosophy

 

At Ontario Education Online (OEO), our mission is to provide accessible and flexible education that empowers students to succeed. We offer high-quality asynchronous learning opportunities that allow students to work at their own pace and earn high school credits. Our dedicated teachers are committed to supporting students every step of the way, providing a personalized and collaborative learning experience.

 

Our vision is to revolutionize education in Ontario by providing equitable access to high-quality learning opportunities that meet the diverse needs of our students. We strive to create a culture of empowerment where students feel confident, inspired, and engaged in their learning journey. Our goal is to be recognized as a leader in asynchronous education, providing innovative and adaptable solutions that support lifelong learning and personal growth. What sets OEO apart is our commitment to captivating, concise videos, and interactive lessons, that keep students engaged. Unlike traditional asynchronous schools which simply use a voice over powerpoint, you will see that our videos get brought to life by enthusiastic teachers and state of the art animations.

 

 

1.2: OEO Commitment:

At Ontario Education Online, we believe that student success is the foundation of our mission. We are committed to providing students with the necessary knowledge and values to become holistic learners who can thrive in any academic or professional setting. Our online learning platform is designed to be accessible and flexible, allowing students to work at their own pace and achieve their academic goals on their own terms.

To support student success, we have a team of highly qualified and dedicated Ontario Certified teachers who provide quality feedback and personalized support to students. Our teachers are committed to creating a collaborative and supportive learning environment where students feel empowered to ask questions, seek guidance, and engage in meaningful discussions with their peers and teachers.

We also understand that learning doesn't stop after school hours or during weekends and holidays. That's why we're available to students 365 days a year, ensuring that they can access the support and guidance they need whenever they need it. Our commitment to student success extends beyond the classroom, as we strive to help our students become well-rounded individuals who are equipped with the skills, knowledge, and values they need to succeed in all aspects of their lives.

Whether students are looking to earn high school credits, prepare for post-secondary education, or pursue their career goals, Ontario Education Online is committed to providing them with the tools, resources, and support they need to achieve their goals and succeed in their academic and personal pursuits.  Compare OEO to any other education platform out there and you will see that there is an emphasis on ensuring that students are doing more than just “achieving a credit.”

 

 

1.3: School Organization:

Enrollment: Ontario Education Online offers a flexible continuous entry and exit model, meaning that there are no set start or end dates for courses. Students can enroll in a class at any point during the year, as long as there is space available in the course. It is the student's responsibility to communicate their anticipated endpoint to the teacher and adhere to that timeline as closely as possible. The enrollment process involves filling out an application, providing school transcripts and a birth certificate/government issued photo. Our enrollment process is designed to be streamlined and efficient, allowing students to begin their studies as soon as possible. With a focus on accessibility and flexibility, Ontario Education Online offers a high-quality educational experience for students of all backgrounds and learning styles.

Coursework: Students will be responsible for completing various Assessment for, of and as learning tasks. After enrolling, students can begin their coursework immediately and work at their own pace with no set start or end dates. Evidence shows that attentive students are more successful, so we encourage completing at least one lesson per week.

Teacher support: Our teachers are committed to ensuring that students receive the support they need in each course. At any time during the course, students are encouraged to reach out to their teacher, via email, with any questions they may have on a specific lesson or assessment. Our teachers pride themselves on being able to respond to your questions within 24 hours. In addition, our teachers provide office hours (one hour per week), where they are readily available and respond (through email) to student inquiry in an especially short time period; the specific office hours differ for each teacher but will be between the hours of 9:00AM - 4:00 PM Monday to Friday. We also offer Student Success Support for students who may struggle with attendance or course material. 

Progress tracking: Students can track their progress in day to day lessons directly on our platform. On Assessment for and as learning, immediate feedback is given to our students. Using the Gradebook feature, both students and parents are able to access updated student marks. At the halfway point in the course, a midterm mark is generated and sent to both student and parent (if under 18). Please note that midterm marks cannot be generated prior to the midway point of the course. After the midterm mark is issued, students are given two instructional days to decide if they would like to remain in the course. If a student decides to remain in a course, their grade will be included in the Ontario Student Transcript (OST). Once student CPT’s are marked and submitted, a final mark will be generated, and a report will be sent to both parent and student.

Completion and credit: Once students have completed all the coursework and assessments for a course, they are eligible to receive credit for the course. Credits are awarded on a rolling basis, so students can receive credit for a course as soon as they have completed all the requirements, regardless of when they started the course. Students can then use these credits to meet their academic requirements and graduate from high school.

 

 

1.4: Ontario Education Online Code of Conduct

At Ontario Education Online, our goal is to provide a positive learning environment that promotes academic growth and intellectual curiosity. In order to achieve this, we have established a student code of conduct that is in accordance with the Ontario Safe School Act/ Policy and emphasizes the following:

1. Respect for others: The Golden Rule, "Do unto others as you would have them do unto you," forms the basis of our belief in respect for others. We expect all students to demonstrate respect towards individuals of different faiths, cultures, learning abilities, physical abilities, and sexual orientations in order to build a positive learning community. Students are required to treat each other with respect and kindness, whether they are interacting online or communicating through written or verbal means. Moreover, students should extend respect to their classmates, teachers, and administrators.

 

Professionalism: Students are expected to conduct themselves in a professional manner at all times. This includes using appropriate language, grammar, and tone in their communications. Students are also expected to take initiative in their learning and communicate with their teacher if they have any issues.

 

Academic integrity: We take academic integrity very seriously at Ontario Education Online. Students are expected to adhere to the school's academic integrity policy, which prohibits cheating, plagiarism, and other forms of academic dishonesty. All work submitted must be original and will be checked for plagiarism and Artificial Intelligence. 

 

1. Timeliness: We encourage students to keep up with their learning and complete a minimum of one lesson per week. Although we have continuous enrollment, students have the option to complete a course in as little as 25 school days, and as long as 365 days. If a student has not completed an assignment in the previous 21 days, they will be referred to the Student Success teacher to discuss time management skills and expectations for their course.

 

Privacy and security: We expect students to respect the privacy and security of their classmates and instructors. This includes not sharing any confidential information or passwords with others.

 

1. Technology usage: We expect students to use technology responsibly and appropriately. This includes avoiding the use of inappropriate language or materials, not engaging in online bullying or harassment, and reporting any instances of such behavior to the appropriate authorities.

 

1. Participation: We believe that active participation is essential for a positive learning experience. Students are expected to actively participate in each lesson through assessment for/as learning tasks, complete all assignments, and seek help when needed to fully engage with the course materials and to promote a positive learning experience for themselves and their peers.

 

 

1.5.A: Rights & Responsibilities of Students, Parents & Staff

 

Students' Rights and Responsibilities:

• Students have the right to be informed about the evaluation process, receive feedback promptly, and understand the consequences of academic dishonesty.

• Students have the right to remain in secondary school until the age of 18 or until an Ontario Secondary School Diploma is obtained. 

• Students are responsible for providing evidence of their work, being respectful to teachers and classmates, communicating with teachers, being active in their learning and assessments, completing work on time, and maintaining academic honesty.

 

Teachers' Rights and Responsibilities:

• Teachers have the right to expect students to be active participants and use professional judgment when evaluating and assessing academic honesty.
• Teachers are responsible for using differentiated instruction, providing descriptive feedback, using achievement charts and rubrics, adhering to Ontario Curriculum category weightings, returning work promptly, and informing students and parents about additional supports.

Parents/Guardians' Rights and Responsibilities:

• Parents/Guardians have the right to be informed about course requirements, assessment and evaluation methods, due dates, and work submission timelines. They also have access to their child's learning through email communication with the teacher.
• Parents/Guardians are responsible for communicating regularly with the school, understanding how they can contribute to their child's success, initiating contact with teachers if difficulties arise, actively monitoring their child's progress, and working collaboratively with the school, teacher, and child to plan for improvement.

Cheating and Plagiarism:

• Plagiarism is defined as the use of someone else's ideas or work without proper acknowledgment, submission of material obtained from a purchased or computerized source as one's own, or submission of the same work in more than one course without permission.
• Cheating is defined as having someone else prepare one's assignment, allowing one's assignment to be copied, or providing another student with one's own assignment.
• Students must respect intellectual property, submit their own work, and may use AI to generate ideas but cannot submit AI-generated work as their own. 
• Acts of academic dishonesty are unacceptable and will result in consequences, which can include a mark of 0% on the assignment, suspension, or expulsion from the program in recurring situations. Vigilance is essential to prevent inappropriate use.

 

 

1.5.B: Student Achievement

At Ontario Education Online our focus is to enhance student learning through the use of the Ontario Secondary School Curriculum and in accordance with the Growing Success document. As students work through the course material, they will be assessed on assessment for, of and as learning. 

 

Assessment for learning will assist student learning for formative purposes. Examples of this include: Self-assessments, peer assessments, formative assessments (used in our video lessons), teacher observations in the online tasks, descriptive feedback from our teachers, rubrics and goal setting. 

 

Assessment as learning helps students to develop their metacognitive skills by encouraging them to reflect on their own learning and progress.  Examples of this include: Self-reflections, discussion forums, video practice questions, rubrics, checklists, and conferencing. 

 

Assessment of Learning is used to confirm that students have achieved curriculum outcomes and contribute directly to the students overall grade. Examples of this include: Quizzes, tests, essays, interactive projects, digital presentations and portfolios.

 

Course evaluations are divided into two sections: Term (70% of overall grade) and a Culminating Performance Task (CPT) (30% of overall grade). At the beginning of the course, students will receive course outlines which indicate how the student will be evaluated. Each course will be evaluated using the same four categories: Knowledge, Thinking, Application & Communication.

 

 

1.5.C: Course Transfer Policy

Students can request a course transfer if they are enrolled for 5 days or less and haven't completed any assessments, but only one transfer is permitted per enrollment.

 

 

1.5.D: Reporting Student Achievement

Ontario Education Online uses Provincial Report Card twice during the course, first to reflect the student's achievement of curriculum expectations and learning skills during the first reporting period, and second to reflect the overall achievement and learning skills for the entire course. The first reporting will take place at the midpoint in each course. The final reporting period will occur at the conclusion of the course, once the Culminating Performance Task is completed.

 

 

1.5.E: Learning Skills

Learning Skills and Habits	Criteria
Responsibility	Meet learning environment responsibilities and commitments. Submit class work, homework, and assignments in a timely manner (the one week policy). Manage own online behavior. Seeks clarification when uncertain about a lesson.
Organization	Submits assessments in an organized fashion. Uses templates, and submits these templates, when completing work. Prioritize and manage time to complete tasks and achieve goals. Use information, technology, and resources to complete tasks.
Independent Work	Monitors, assess, and revise plans to complete tasks and meet goals. Follow instructions with minimal supervision. Effectively completes tasks.
Collaboration	Respond positively to the ideas, opinions, values, and traditions of others in discussion posts. Build healthy peer relationships through personal and media-assisted interactions. Resolve conflicts
Initiate	Act on new ideas and learning opportunities. Demonstrate innovation and a willingness to take risks. Show curiosity and interest in learning. Approach new tasks with a positive attitude. Advocate appropriately for the rights of self and others.
Self-Regulation	Set individual goals and monitor progress towards achieving them. Seek clarification or assistance when needed. Reflect critically on own strengths, needs, and interests. Identify learning opportunities, choices, and strategies to meet personal needs and achieve goals. Persevere and make an effort when responding to challenges.

 

 

1.5.F: Attendance Policy

Regular attendance in any learning environment is vital to school success. Students who do not participate in their online course regularly will diminish their learning experience. The following processes have been put in place to encourage regular attendance by the student:

• The Principal and teachers will maintain attendance records as it is expected that students should login to their course on a regular basis.
• Due to the continuous entry and exit model of our school, there is no prescribed yearly or even semester timetable; students are registered on a per course basis. All courses are required to meet the 110 hour requirement. It is expected that a typical online course will take approximately 110 days, or 4 months, for the student to complete (assuming a minimum of 1 hour per day online participation), but this time may start or end arbitrarily. Students are be able to complete a course in as little as one month (4 weeks), and up to a maximum of 12 months (365 days). 
• Students are expected to dedicate an appropriate amount of time to their coursework each day. While the school hours are from 9am to 4pm, Monday to Friday, students may choose to work outside of these hours to accommodate their individual schedules.
• Students who do not login and complete one lesson within a three week period, the parents/guardian will be notified by the teacher. Students who do not complete a lesson within a one month period, will be referred to our Student Success Team, by the classroom teacher, in an effort to be reengaged. 
• Attendance will be measured by the completion of assignments, videos, and participation in class discussions. Students are expected to log into their Google Classroom and engage with course materials regularly.
• It is required that students who wish to withdraw from a course before its completion must notify the Principal of their intentions in writing. This is necessary to ensure accurate record-keeping and to allow for any corresponding requests to be addressed promptly.
• To encourage attendance, the Principal will work with the curriculum writers, to set manageable assessment and evaluation assignments early in the course, in order to give the student positive feedback and break down any existing technology barriers.
• Students who have not completed their course within 12 months from the day of enrolment in that course, will automatically be removed from the course, unless they have arranged to extend their course with Ontario Education Online administration.
•  Parents/guardians should ensure their child's preparedness for learning by ensuring regular attendance, and keeping in touch with the school. They should also review the Code of Conduct (see below) with their child, discourage teasing/bullying, and monitor their child's internet use.

 

1.5.G: Ontario Education Online Computer Use Policy:

All course material and content on Ontario Education Online is for educational purposes only. Any use of this content for purposes other than educational, such as criminal, obscene, commercial, or illegal purposes, is strictly prohibited. The administration reserves the right to review all student work to ensure appropriate computer use. Inappropriate use may result in consequences including suspension or removal from the program. Further action may be taken, including contacting day schools, legal representation, or the police. To prevent any suspicion of inappropriate use, students must protect their passwords and only access content intended for student use. They must also immediately report any suspicious messages or incidents to their teachers.

 

 

1.6: Student Technological Requirements:

Students will need access to a reliable high-speed internet connection and an updated laptop or desktop computer that includes a video camera and microphone. It is recommended that students have software such as Adobe Acrobat Reader, Google Docs and Google Sheets installed on their device. In addition, students will need to access their Google account that will be provided to access their subjects Google Classroom and YouTube for video lessons. For Mathematics courses, students may also require a scanner or camera to submit assignments with complex mathematical notation.

 

Diploma & Certificates

 

2.1: Requirements for OSSD:

In order to obtain an Ontario Secondary School Diploma (OSSD), students must successfully earn a minimum of 30 credits, which includes 18 compulsory credits and 12 optional credits. In addition, students must complete 40 hours of community involvement and the provincial literacy requirement. 

 

     2.1.A: Compulsory Credits: 

• 4 credits in English (1 credit per grade)
• 3 credits in mathematics (at least 1 credit in Grade 11 or 12)
• 3 credits for group 1, 2 and 3 courses (1 credit in each group)
• 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
• 1 credit in French as a second language
• 0.5 credit in career studies
• 0.5 credit in civics and citizenship

As well as one credit in each of the following groups: 

 

Group 1: English, French as a second language, a Native language, a classical or an international language, social sciences, Native studies, humanities, Canadian and world studies, guidance and career education, or cooperative education. 

 

Group 2: Health and physical education, the arts, business studies, French as a second language, or cooperative education).

 

Group 3: (science at the Grade 11 or 12 level, technological education, French as a second language, computer studies, or cooperative education).

 

 

     2.1.B: Optional Credit Requirement:

Students must earn 12 optional credits by successfully completing courses offered in their school’s program and course calendar.

 

 

2.1.C: Ontario Literacy Requirements

Ontario Secondary School Literacy Test (OSSLT)

If you entered Grade 9 in September 1999 or later and are working toward an Ontario Secondary School Diploma (OSSD), you must write the Ontario Secondary School (OSSLT). Students at OEO seeking an Ontario Secondary School Diploma will take the Secondary School Literacy Test in Grade 10. Students must pass the test in order to graduate, and their result is recorded on their Ontario School Transcript. Students looking to write the OSSLT must make arrangements with our guidance team not later than January 10. The OSSLT identifies students who have demonstrated the required skills in literacy, as well as those who have not demonstrated the required skills and will need to do further work. Students who do not successfully complete the OSSLT will have opportunities to retake the test in subsequent years, on dates scheduled by the EQAO.

 

Ontario Secondary School Literacy Course (OSSLC)

(the adjudication process ✶ accommodations, special provisions, deferrals, and exemptions)

Students who have attempted the OSSLT, at least twice without success, are eligible to take a course that aims to develop the cross-curricular literacy skills assessed by the test. Successfully completing this course will fulfill the provincial literacy requirement for graduation. The curriculum includes reading and writing tasks of various genres such as informational, narrative, and graphic texts, with a focus on writing summaries, information paragraphs, opinion pieces, and news reports. Additionally, students will keep a portfolio to track their reading and writing progress. In special circumstances, students who have already met the literacy requirement may also be eligible to take the course, subject to the principal's discretion.

 

Ontario Secondary School Literacy Course for Mature Students (OSSLC)

Mature students have the option to enrol directly in the Ontario Secondary school Literacy Course without first attempting the OSSLT. They may still elect to meet the literacy graduation requirement by successfully completing the OSSLT. A mature student is a student who is at least eighteen years of age on or before December 31 of the school year in which he or she registers in an Ontario secondary school program; who was not enrolled as a regular day school student for a period of at least one school year immediately preceding his or her registration in a secondary school program (for mature students, a school year is a period of no less than ten consecutive months immediately preceding the student’s return to school); and who is enrolled in a secondary program for the purpose of obtaining an OSSD. 

 

 

2.1.D: Community Involvement Requirement for High School Graduation

The community involvement requirement aims to develop strong community values by involving students in their community in a positive and contributory manner, outside of scheduled class time, and through safe and appropriate activities. In order to encourage positive community values, all students are required to complete a minimum of 40 hours of unpaid community involvement activities in addition to the 30 credits required for a high school diploma. Students must provide documentation of their completion to the school where their OSR is held. For example, for students attending a regular day school, the community involvement paperwork must be completed and submitted through the day school. It is the responsibility of the student to complete the requirement outside of scheduled class time, and maintain a record of their activities in a tracking booklet provided by our Guidance team. This data will be placed on the OST and kept in the student's OSR. Students are to select community activities that are appropriate to their age, maturity, and ability, and must not participate in any activity that compromises their safety. The Principal is responsible for informing parents, students, and community sponsors about the community involvement requirement, providing students with the necessary forms and information to complete the requirement, and evaluating whether the student has met the requirement once the student has completed and submitted all documentation of their completion. Parents are encouraged to provide assistance to their child in selecting community involvement activities and to communicate with the community sponsor and school principal if they have any questions or concerns. A parent must sign the "Notification of Planned Community Involvement Activities" form and the "Completion of Community Involvement Activities" form if the student is under the age of eighteen years. Parents are also responsible for obtaining appropriate insurance covering the student for any unforeseen circumstances while involved in community activities. 

 

2.1.D.i: Community Involvement Procedure

Step 1: Student requests a Notification of Planned Community Involvement Activity form from the OEO Guidance Team.

 

Step 2: Parent, student and the potential employer all sign the Notification of Planned Community Involvement Activity form and student submits the document to the OEO Guidance Department for approval.

 

Step 3: Once formal approval is granted, students may begin completing their volunteer work. Students may not begin their community service before approval is granted. The guidance team will share a Completion of Community Involvement Activities form.

 

Step 4: Once community hours are completed at the specific activity, students are to get the Completion of Community Involvement Activities form signed by the employer, student and parent (if under 18). 

 

Step 5: Students are to submit the Completion of Community Involvement Activities form to the OEO Guidance team for approval. 

 

 

2.1.D.ii: Approved Community Involvement Activities:

• Fundraising for nonprofits
• Coaching sports at the community level
• Assisting seniors with chores
• Involvement in community committees and projects
• Participation in environment projects

2.1.D.iii: Not Approved Community Involvement Activities:

• Any paid activity (i.e. babysitting)
• Cooperative education
• School-organized activities or programs (i.e. cadets)
• Playing on sports teams
• Involving the operation of motor vehicles, power tools, or scaffolding
• Involving the administration of medications or medical procedures to others
• Occurring in an unsafe or unsupervised environment
• Displacing a paid worker
• In a logging or mining environment if the student is under 16 years old
• In a factory if the student is under 15 years of age
• In a workplace other than a factory if the student is under 14 years of age and not accompanied by an adult
• Involving designated substances under the Occupational Health and Safety Act
• Requiring knowledge of a tradesperson whose trade is regulated by the provincial government
• Involving banking, securities, jewelry, works of art, antiques, or other valuables
• Consisting of duties normally performed in the home or personal recreational activities
• Involving court-ordered programs (i.e. community service program for young offenders, probationary program)

 

 

2.1.E: Prerequisites, Exemptions, Substitutions And Alternative Studies

The prerequisites for Grade 11 and 12 courses are clearly outlined in the curriculum policy documents for each respective discipline. These policy documents can be accessed on the Ministry of Education website. It is important to note that students will only be enrolled in a course once they have submitted appropriate documentation verifying their completion of the prerequisite course.

In cases where a student has completed a course of a similar subject and grade level that does not meet the stated prerequisite for the desired course in the subsequent grade, but has completed a transfer course, they may still be eligible to enroll in the requested course. However, it is imperative that the student provides supporting documentation to the OEO guidance team (guidance@ontarioeducationonline.ca) for verification purposes.

It is essential to acknowledge that Ontario Education Online does not grant substitutions for compulsory or optional courses. Students are expected to fulfill all requirements for compulsory and optional courses as outlined in the Ministry of Education's OSSD graduation requirements.

2.1.E.i: Mature Student Prerequisite Exemption

In exceptional circumstances, mature students who do not meet the prerequisite requirements have the option to apply for an exemption. To request a prerequisite exemption, the following procedure must be followed:

1. Written Request:
• Submit a written request to the Principal of Ontario Education Online, expressing the desire for a prerequisite exemption and providing a detailed explanation of the circumstances.
• Send an email to our guidance team (addressed to the Principal) at guidance@ontarioeducationonline.ca, including the requested information outlined below.
2. Required Information in the email:
• Name:
• Contact information: Address, phone number, and email address
• Date of Birth:
• Last school attended and the year of attendance:
• Reason for the Request:
• Special Circumstances:
3. Supporting Documentation:
• Attach your most recent transcript to the email, demonstrating your academic background.

Please note that each exemption request will be evaluated on a case-by-case basis, and approval will depend on the specific circumstances. An example of a situation that may be considered for approval is a student who has been out of any school system for a period exceeding one year.

It is crucial to adhere to this process and provide all necessary information to ensure your request is properly evaluated. The final decision regarding the exemption will be communicated to you by the Principal of Ontario Education Online.

 

 

2.2: Ontario Secondary School Certificate

The Ontario Secondary School Certificate (OSSC) may be granted to students who leave school prior to obtaining the Ontario Secondary School Diploma, provided they have accumulated a minimum of 14 credits following the prescribed distribution:

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 the available courses.

It is important to note that the provisions outlined in section 3.2: Substitutions for Compulsory Courses, which allow for the substitution of compulsory credits, also apply to the Ontario Secondary School Certificate.

Please be informed that at present, Ontario Education Online does not offer the Ontario Secondary School Certificate as part of its program offerings.

 

 

2.3: The Certificate of Accomplishment

Students who do not meet the requirements for the Ontario Secondary School Diploma or the Ontario Secondary School Certificate upon leaving school may be eligible for a Certificate of Accomplishment. The Certificate of Accomplishment serves as a valuable recognition of achievement for students intending to pursue vocational programs, further training, or immediate employment.

The Certificate of Accomplishment will be accompanied by the student's Ontario Student Transcript, providing a comprehensive record of their academic progress. In cases where students have an Individual Education Plan (IEP), a copy of the IEP may also be included.

It is important to note that if students choose to return to school to complete additional credit and non-credit courses, their transcript will be updated accordingly. However, they will not receive a new Certificate of Accomplishment. The Ontario Secondary School Diploma or Ontario Secondary School Certificate will only be granted once all the requisite requirements are fulfilled by the student.

Curriculum

 

3.1: Credit Definition

A credit is awarded to acknowledge the successful completion of a course that aligns with the guidelines provided by the Ontario Ministry of Education. To qualify for a credit, the course must have a minimum of 110 hours of scheduled instructional time. The Principal of a secondary school, acting on behalf of the Ontario Ministry of Education, grants the credit in recognition of the student's achievement.

 

3.2: Definition for Types of Courses

 

Grade 9 & 10 Courses:

 

Destreamed (W): The destreaming approach eliminates the division of students into Academic and Applied Streams, promoting inclusivity and removing barriers. Under the destreaming model, students have the opportunity to select courses from a combination of De-streamed, Academic, and Open levels.

Academic (D): Academic courses in grades 9 and 10 encompass the essential core content of the subject, emphasizing theoretical and conceptual learning. These courses align with the University pathway, while still allowing students to opt for C level courses if desired. The provided sample course, ENG2D, falls within this category. Successful completion of ENG2D enables students to progress to ENG3U or ENG3C courses.

Applied (P): Applied courses focus on fundamental concepts, offering practical applications and covering essential content. Theoretical elements are integrated as relevant. The sample course, ENG2P, is an example of an Applied course. Students who excel in ENG2P will be enrolled in the ENG3C course. To transition to ENG3U, students must complete a transfer course.

Locally Developed (L): Locally Developed courses are designed to accommodate students who require flexibility and additional support in meeting subject requirements. These courses aid in preparation for further academic pursuits. The sample course, ENG2L, is classified as a Locally Developed course. Successful completion of ENG2L leads to enrollment in ENG3E. To switch to ENG3C, students must complete a transfer course.

Open (O): Open courses in grades 9 to 12 establish equal learning expectations for all students, equipping them for future study or enrichment in the subject area. Open courses can be mandatory or elective and do not impact a student's academic pathway.

 

 

Grade 11 & 12 Courses:

 

University (U): University preparation courses are designed to equip students with the knowledge and skills necessary to meet the entrance requirements of traditional universities. These courses emphasize theoretical understanding, independent research capabilities, and the development of independent learning skills.

University/ College (M): University/College preparation courses provide students with content that is applicable to both university and college entrance requirements. These courses cover theoretical concepts as well as their practical application in real-world contexts.

College “C”: College preparation courses are tailored to prepare students for meeting the entrance requirements of traditional colleges. These courses focus on theory, critical thinking, research, and problem-solving skills necessary for success in a college setting.

Workplace (E): Workplace preparation courses are specifically designed to prepare students for entry into the workforce or apprenticeship programs. These courses equip students with the practical skills and knowledge needed for immediate employment.

Open (O): Open courses in grades 9 to 12 establish equal learning expectations for all students, equipping them for further study or enrichment in the subject matter. Open courses may be either required or elective, providing students with flexibility in their academic pursuits.

Please note: Majority of university programs require students to have completed at least six "U" or "M" level courses.

 

 

3.3: Course Coding System

The secondary education system in Ontario is structured around the attainment of credits, encompassing both mandatory and optional courses. To ensure consistency and recognition, OEO utilizes a 5-character course coding system established by the Ministry of Education. For instance:

E1N2G344U5

The first digit designates the major subject area of the course, such as E for English, M for Mathematics, and S for Science. The second and third digits provide a specific descriptor within the subject area. The fourth digit indicates the corresponding grade level, with 1 representing grade 9, 2 representing grade 10, 3 representing grade 11, and 4 representing grade 12. The fifth and final digit conveys the course's intensity or level of delivery.

In grades 9 and 10, the fifth digit offers options such as W for destreamed courses, D for academic courses, P for applied courses, and O for open level courses. In grades 11 and 12, this digit aligns with the post-secondary destination, with U representing university, C for college, and M signifying courses that are applicable to both university and college pathways.

 

 

3.4: Courses Offered & Description

 

Course Code	Course Description
Grade 12
ENG4U	ENG4U is a comprehensive course that focuses on strengthening essential literacy, communication, critical thinking, and creative thinking skills necessary for success in both academic and everyday contexts. Students will critically analyze a diverse range of challenging literary texts spanning different periods, countries, and cultures. They will also interpret and evaluate informational and graphic texts while creating oral, written, and media-based texts in various forms. Emphasis will be placed on confidently and coherently employing academic language, employing effective reading strategies tailored to specific texts and purposes, and honing writing proficiency. This course is designed to prepare students for post-secondary education, whether in university, college, or the workplace.   Type: University Credit Value: 1.0 Prerequisite: ENG3U or NBE3U
ENG4C	ENG4C is a comprehensive course designed to enhance essential literacy, communication, critical thinking, and creative thinking skills essential for success in academic and everyday settings. Students will explore a diverse range of informational, graphic, and literary texts from different countries and cultures. They will also engage in the creation of oral, written, and media texts in various forms for practical and academic purposes. Emphasis will be placed on the precise and clear use of language and the development of stronger writing abilities. This course aims to equip students with the necessary skills for college or the workplace.   Type: University Credit Value: 1.0 Prerequisite: ENG4C
EWC4U	EWC4U focuses on the craft of writing, helping students develop their skills by analyzing effective writing models, producing a range of written works, and learning specialized techniques. Students will improve the quality of their writing and complete a major paper as part of a creative or analytical independent study project. The course also explores opportunities for publication and careers in writing.   Type: University Credit Value: 1.0 Prerequisite: ENG3U or NBE3U
EWC4C	EWC4C is a course that focuses on developing knowledge and skills in the craft of writing. Students will explore effective writing models, engage in workshop-style writing exercises across various genres, and apply critical thinking to enhance the quality of their writing. Additionally, they will complete a creative or analytical independent study project and explore opportunities for publication and careers in writing.   Type: College Credit Value: 1.0 Prerequisite: ENG3C
OLC4O	OLC4O is a specialized course aimed at supporting students in acquiring and showcasing the cross-curricular literacy skills assessed in the Ontario Secondary School Literacy Test. Successful completion of this course fulfills the provincial literacy requirement for graduation. Throughout the course, students will engage with a diverse range of informational, narrative, and graphic texts. They will also develop their writing abilities by producing various forms of written work, such as summaries, information paragraphs, opinion pieces, and news reports. Additionally, students will maintain and organize a portfolio that documents their reading experiences and includes samples of their writing. OLC4O is designed to equip students with the essential literacy skills needed for academic success and lifelong learning.   Note: Student must have attempted the OSSLT in order to be eligible for this course.    Type: Open Credit Value: 1.0 Prerequisite:
Grade 11
ENG3U	ENG3U is a dynamic course that nurtures the growth of essential literacy, communication, critical thinking, and creative thinking skills essential for achievement in academic and everyday contexts. Through the exploration of complex literary texts from diverse time periods, countries, and cultures, as well as a wide array of informational and graphic texts, students will develop their analytical prowess. They will also engage in the creation of oral, written, and media texts in various formats. A key focus will be on employing language with precision and clarity while skillfully integrating stylistic devices. This course aims to equip students with the necessary skills to excel in the compulsory Grade 12 university or college preparation course.   Type: University Credit Value: 1.0 Prerequisite: ENG2D
ENG3C	ENG3C is a dynamic course that focuses on fostering crucial literacy, communication, critical thinking, and creative thinking skills essential for achievement in both academic and everyday contexts. Students will delve into the analysis of diverse informational, graphic, and literary texts from Canada and around the world, exploring their content, structure, and style. Through engaging in oral, written, and media-based projects, students will develop practical and academic texts in various formats. Emphasis will be placed on utilizing language with precision and clarity. This course is designed to equip students with the necessary skills to succeed in the compulsory Grade 12 college preparation course.   Type: College Credit Value: 1.0 Prerequisite: ENG2P
EPS3O	ESP3O is a comprehensive course that focuses on the essential knowledge and skills needed to plan and deliver impactful presentations, as well as communicate effectively in both formal and informal settings. Through a variety of forms, such as reports, speeches, debates, panel discussions, storytelling, recitations, interviews, and multimedia presentations, students will develop proficiency in public speaking. They will explore persuasive speeches and study the techniques employed by effective speakers. Moreover, students will learn to design and rehearse presentations for diverse purposes and audiences, incorporating visual and technological aids to enhance their message. Additionally, they will evaluate the effectiveness of their own presentations and those of their peers. This course aims to equip students with the necessary tools to become confident and articulate communicators.   Type: Open Credit Value: 1.0 Prerequisite: ENG2P or ENG2D
Grade 10
ENG2D	ENG2D is a comprehensive course that aims to enhance students' oral communication, reading, writing, and media literacy skills, empowering them for success in their secondary school academic endeavors and everyday life. Throughout the course, students will engage with a diverse range of literary texts from both contemporary and historical periods. They will also develop the ability to interpret and evaluate informational and graphic texts. Moreover, students will create oral, written, and media texts in various formats, emphasizing the strategic and purposeful use of communication techniques. ENG2D is specifically designed to equip students with the necessary skills and knowledge for the compulsory Grade 11 university or college preparation course.   Type: Academic Credit Value: 1.0 Prerequisite: ENG1W
ENG2P	ENG2P is a comprehensive course aimed at enhancing students' oral communication, reading, writing, and media literacy skills, crucial for success in secondary school and everyday situations. Through the exploration of diverse informational, literary, and graphic texts, students will develop their analytical and creative abilities. The course emphasizes the consolidation of strategies and processes to effectively interpret texts and communicate with clarity. ENG2P is designed to prepare students for the Grade 11 college or workplace preparation course, equipping them with essential skills for future endeavors.   Type: Applied Credit Value: 1.0 Prerequisite: ENG1W
Grade 9
ENG1W	ENG1W is a comprehensive course that focuses on building and strengthening the fundamental skills necessary for effective reading, writing, and oral and visual communication. Students will advance their media literacy and critical thinking abilities while also developing and utilizing transferable skills, including digital literacy. The course encourages students to connect their own experiences with broader societal contexts and emphasizes the significance of language and literacy in all areas of study. Type: De-streamed Credit Value: 1.0 Prerequisite: None

 

 

3.5: Course of Study / Course Selection

To access our course of study, you can find a summary of our course outlines on our website. For more detailed information, please feel free to contact us via email at guidance@ontarioeducationonline.ca and request the complete course outlines. In addition, if you require further support in the course selection process, please email our guidance team in order to set up an appointment. 

 

 

3.6: Ontario Curriculum Policy Documents

 

Ontario Education Online is an online educational platform that provides students in Ontario with access to a wide range of courses and resources. As an online learning platform, we at Ontario Education Online follow the guidelines and requirements set forth by the Ministry of Education. Information on the Ministry of Education documents and Ontario curriculum policy can be found directly on the Ministry of Education website. One of the key documents that Ontario Education Online follows is the Growing Success document. This document is the Ministry of Education's policy document on assessment, evaluation, and reporting in Ontario schools. It ensures that all assessments and evaluations are fair, transparent, and inclusive. The document outlines the principles and practices that should be used to guide assessment and evaluation in all subject areas and grade levels.By aligning with these documents, Ontario Education Online ensures that its courses and resources meet the standards and expectations set forth by the Ministry of Education.

Overall, Ontario Education Online is committed to providing students in Ontario with a high-quality online learning experience that is aligned with the Ministry of Education's policies and guidelines. By following documents such as Growing Success, the platform helps ensure that students receive a fair and equitable education that prepares them for success in the future.

 

3.7: Experiential Learning

Please note that Ontario Education Online does not offer cooperative education (co-op) programs. While we provide a wide range of online courses to support students in their academic journey, cooperative education, which involves work placements and on-the-job training, is not currently available. We are committed to providing a robust online learning experience that focuses on academic excellence and prepares students for their future endeavors. Our dedicated team is here to support students in achieving their educational goals and exploring various career pathways.

 

 

3.8: Student Withdrawal Policy

Withdrawal from an OEO course within 5 days of the first report card excludes the mark from being recorded on the OST. In the case of Grade 11 or 12 course withdrawals, after 5 days, a "W" is noted in the "Credit" column on the OST, alongside the mark obtained at the time of withdrawal. Withdrawals from Grade 9 or 10 courses do not appear on the OST, unless under exceptional circumstances where an "S" may be entered in the "Note" column. Repeating a course results in earning only one credit, while in Grades 11 and 12, an "R" is indicated on the OST for the course with the lower mark. It's important to note that no refunds are provided for course withdrawals.

 

 

3.9: Changing Course Types

Students who perform well in academic or applied courses during Grade 9 are given the option to switch to the corresponding course type for the same subject in Grade 10. However, with the new Ontario curriculum, changes have been made to English, Math, and Science courses. In Grade 9, these courses are now destreamed, meaning that students are not placed in either an academic or applied track. Instead, they have the freedom to choose whether they want to enroll in academic or applied courses for Grade 10 after completing Grade 9.

 

 

3.10: Prior Learning Assessment & Recognition PLAR Process

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

The PLAR process involves two mandatory components: "challenge" and "equivalency".

The "challenge" process is the process whereby students' prior learning is assessed for the purpose of granting credit for a Grade 10, 11, or 12 course developed from a provincial curriculum policy document published in 1999 or later.
The "equivalency" process is the process of assessing credentials from other jurisdictions.
All credits granted through the PLAR process – that is, through either the challenge process or the equivalency process – must represent the same standards of achievement as credits granted to students who have taken the courses.

 

3.10.A: PLAR Challenge Process
Step 1: In order to be eligible to challenge a credit, you must answer ‘NO’ to all of the questions below:

 

• Have you earned a credit in the course you plan to challenge?
• Have you earned a credit in a course similar to the one you plan to challenge? (ex: challenging for ENG 2D, when you have ENG 2P)?
• Did you get this credit as part of a block of equivalency credits for the course you plan to challenge?
• Are you challenging a course that you were unsuccessful in?
• Did you already earn an English credit and plan to challenge an English as a second language (ESL), or Anglais pour debutants (APD)?
• Did you already earn a French credit and plan to challenge French as a second language (FSL), or Actualization Linguistique en Francais (AFL), or Perfectionnement du Francais (PDF)?
• Are you currently enrolled in the course you are intending to challenge?
• Are you interested in challenging a grade 9 credit?

Step 2: In addition, you must answer ‘YES’ to all the questions below:

 

• Do you plan to challenge the whole course for credit?
• Have you met the prerequisite requirements for the course you plan to challenge?
• Does a successful challenge for credit meet educational goals outlined in your Individual Pathways Plan?
• Are you currently a day school student with Ontario Education Online?

 

 If you wish to apply for such consideration please send us an email outlining the following information as well as forwarding your most recent transcript by email guidance@ontarioeducationonline.ca

• Name:
• Contact information: Address, phone and email address
• Date of Birth:
• Last school attended and Year attended:
• Reason for Request:
• Special Circumstances:

The Principal will review the application and schedule an interview to conduct an assessment of the skills necessary for the credit equivalency being requested.

 

3.10.B: Prior Learning Assessment & Recognition (PLAR) for Mature Students

Because of the broader life experience of mature students, the requirements concerning the application of PLAR procedures are different for them than for regular day school students.

A mature student is a student who is at least eighteen years of age on or before December 31 of the school year in which he or she registers in an Ontario secondary school program; who was not enrolled as a regular day school student for a period of at least one school year immediately preceding his or her registration in a secondary school program (for mature students, a school year is a period of no less than ten consecutive months immediately preceding the student’s return to school); and who is enrolled in a secondary program for the purpose of obtaining an OSSD.

3.11: Other Ways of Earning Credits

Students have various options to earn high school credits beyond Ontario Education Online. Prior approval from the guidance department is necessary for registration in these courses. Available opportunities include eLearning, Independent Learning Centre (ILC), and continuing education courses offered by public or Catholic school boards.

 

3.12: Evaluation & Culminating Assessment Policy

 

Ontario Education Online's evaluation and exam policy aims to provide students with a more comprehensive and fair assessment of their learning progress. Rather than relying solely on traditional exams, we believe that a culminating project can be a better representation of a student's understanding and application of the course material.

The final culminating project will make up 30% of a student's final grade, meaning that it is a significant component of their overall mark. This project will require students to demonstrate their understanding of the course material and apply it in a real-world context. The project will be designed to be challenging yet achievable, providing students with an opportunity to showcase their knowledge and skills.

The decision to eliminate traditional exams is based on research and evidence showing that exams may not always be the most accurate way to measure a student's learning progress. Exams can create anxiety and stress, which can negatively impact a student's performance. Additionally, exams may not always reflect a student's full potential, as some students may struggle with test-taking but excel in other areas such as project work.

By using a culminating project as a significant component of the final grade, we can provide a more accurate and holistic assessment of a student's learning progress. This approach allows students to demonstrate their understanding and skills in a way that best suits their learning style, while also reducing stress and anxiety associated with traditional exams.

Overall, our evaluation and exam policy aims to provide students with a fair and comprehensive assessment of their learning progress while also reducing stress and anxiety associated with traditional exams. We believe that the culminating project is an effective way to achieve these goals and help students succeed in their studies.

 

 

3.13: Reporting Procedures

Ontario Student Record (OSR)

The Ontario Student Record (OSR) is a comprehensive record of a student's educational journey in Ontario schools. According to the Education Act, school principals are responsible for collecting, maintaining, and disposing of the OSR, which is privileged information accessible to supervisory officers, principals, and teachers for instructional improvement. It is mandatory for students and parents to be informed about the purpose and content of the OSR and have access to its information. If a student is enrolled in both OEO courses and another Ontario secondary school, the school with the most courses will hold the OSR. OEO is responsible for managing the OSR for students exclusively pursuing their OSSD through their courses. The OSR includes report cards, IEP documentation, community involvement, and Ontario Secondary School Literacy test results.

 

Ontario Student Transcript (OST)

The Ontario Student Transcript (OST) is an official document issued by all public and private schools in Ontario. It provides a comprehensive record of the courses completed by a student from grades 9 to 12, including both successful and unsuccessful attempts. The OST is stored in the Ontario Student Record (OSR) and is retained for an extended period after the student graduates. As outlined in the Ontario Student Transcript Manual 2010, the school responsible for maintaining the OSR is also responsible for updating and maintaining the OST. If a student is enrolled in another school, that school will be in possession of the OST. Ontario Education Online (OEO) assists in this record-keeping process by notifying the school holding the OST about the student's course and final achievement. Upon completion of a course through OEO, students receive a final report card, with a second copy forwarded to the school maintaining their OSR for inclusion in their overall transcript. Students in need of a certified copy of their Ontario Student Transcript should contact the guidance department of the OSR-holding school. For students requiring their final marks to be faxed to the Ontario University Application Centre, an email should be sent to guidance@ontarioeducationonline.ca, clearly authorizing the request and including their full name, course, final mark, OEN, and OUAC reference number.

School Supports & Resources

 

4.1: Guidance

At Ontario Education Online (OEO), we recognize the significant demands and pressures that high school students face throughout their academic journey. From the challenges of selecting courses and exploring post-secondary options to personal and socio-emotional difficulties, these barriers can impede students from reaching their full academic potential. That's why OEO is dedicated to providing comprehensive support to students in all aspects of their lives. Our team includes qualified and experienced guidance counselors who are committed to assisting students. Here are some of the services we offer:

Individual Pathways Plan (IPP): As part of the Education and Career/Life Planning Program, all Ontario students (grades K-12) develop an IPP, which they review and revise at least twice per year. The IPP is designed to help students explore key questions, such as understanding their identity, identifying opportunities, envisioning their future selves, and creating a plan to achieve their goals. These questions can be revisited multiple times during the Individual Pathways Planning process. The ongoing development of the IPP serves as a valuable record of students' learning and provides resources to support their planning. It helps students recognize their interests and strengths, explore various opportunities, make informed decisions, and set meaningful goals for their future. Additionally, students acquire essential education and career life planning skills that extend beyond secondary school. Parents and teachers play a crucial role in this student-led process.

OUAC: The Ontario Universities' Application Centre (OUAC) is a centralized processing center for undergraduate admission applications to Ontario universities. Located in Guelph, Ontario, the OUAC receives, processes, and transfers application information to the universities selected by applicants. It's important to note that the OUAC does not make admission decisions; this responsibility lies with the universities themselves.

OCAS: The Ontario College Application Service (OCAS) is an application processing center for undergraduate admissions to Ontario Colleges. The OCAS receives student applications, processes them, and transfers the information to the respective colleges. The admission decisions are made by the colleges, not the OCAS.

Job Bank: Job Bank is Canada's national employment service, available as a website and mobile app. Its purpose is to assist Canadians in finding employment and planning their careers, while also providing employers with easier recruitment and hiring processes across the country. Job Bank is delivered by Employment and Social Development Canada on behalf of the Canada Employment Insurance Commission, in collaboration with provincial and territorial governments.

If you would like to learn more about our services or if you would like our support staff to contact you, please don't hesitate to reach out to us at guidance@ontarioeducationonline.ca.

 

 

4.2: Student Success Team (SST)

At Ontario Education Online, we prioritize the success of every student and aim to provide them with the necessary support to thrive academically. To ensure student success, we have implemented the following policies:

1. Academic Support for Students with Grades Below 65%:

Students who receive grades below 65% following midterm, will be identified and flagged by our SST team. These students will receive additional support tailored to their specific needs in order to foster academic improvement. Our SST team will work closely with these students, providing resources, guidance, and interventions to help them succeed.

 

1. Re-engagement Plan for Students with Incomplete Lessons:

Students who fail to complete a lesson within a 21-day window will be flagged by their teacher, triggering an email notification to both the SST team and the student's parent or guardian. Our SST teacher will then initiate a re-engagement plan, reaching out to the student to understand any challenges they may be facing and develop strategies for reintegration into the learning process. The purpose is to ensure that students stay on track and actively participate in their educational journey.

In implementing these policies, we reference and adhere to the guidelines outlined in Creating Pathways to Success and the Growing Success document. These resources provide valuable frameworks and best practices for supporting student achievement and fostering a positive learning environment.

By proactively identifying struggling students, providing targeted interventions, and promoting reengagement, we aim to empower all our students to reach their full academic potential. Through collaborative efforts between students, parents, teachers, and the SST team, we strive to create a culture of success and support that promotes lifelong learning and achievement.

 

 

4.3: English Language Learners

 

Accommodations related to learning resources:

To ensure equitable access to learning resources, we offer various accommodations tailored to meet the needs of ELLs. We utilize visual materials, such as graphics, images, and videos, to enhance comprehension and facilitate language acquisition. Additionally, we provide dual language translators and bilingual translators to assist students in understanding and engaging with the content. These accommodations are designed to foster language development, promote academic success, and empower ELLs to actively participate in their educational journey.

 

Accommodations related to assessment strategies:

To ensure a fair and inclusive assessment process, we offer accommodations that support the diverse linguistic abilities of our ELLs. Accommodations such as extra time allow students the opportunity to demonstrate their knowledge and skills without feeling rushed. We also employ alternative assessment strategies, including oral interviews, learning logs, and portfolios, which provide ELLs with alternative ways to showcase their understanding and language proficiency. Furthermore, we strive to provide simplified language in our instructions, ensuring clarity and accessibility for ELLs. These accommodations are implemented to create an inclusive assessment environment that recognizes and values the diverse linguistic backgrounds of our students, promoting their academic success and growth.

 

 

4.4: Resources

We understand the importance of providing students with access to free resources that can enhance their learning experience. Here are some recommended resources available for students at our online asynchronous school:

1. OpenStax (openstax.org): OpenStax provides free, peer-reviewed textbooks for college and high school courses. Students can access high-quality textbooks in subjects like biology, physics, chemistry, and mathematics, among others.
2. Project Gutenberg (www.gutenberg.org): Project Gutenberg offers a vast collection of free eBooks that students can access and read on their devices. The platform includes classic literature, reference books, and textbooks across different subjects.
3. Duolingo (www.duolingo.com): Duolingo is a popular language-learning platform that offers free interactive lessons in various languages. Students can practice their language skills through fun exercises, games, and quizzes.
4. TED-Ed (ed.ted.com): TED-Ed provides a wide range of educational videos on various topics, including science, history, literature, and more. Students can explore engaging lessons and thought-provoking talks from experts in different fields.
5. National Geographic Kids (kids.nationalgeographic.com): National Geographic Kids offers an interactive website with educational games, videos, and articles that cover a wide range of topics, including animals, geography, culture, and the environment.

These resources can supplement the learning materials provided in our courses and offer additional opportunities for self-study and exploration. We encourage students to take advantage of these free resources to enhance their knowledge, skills, and overall learning experience.

Special Education

 

5.1 Individual Education Plan

At Ontario Education Online, we do not facilitate IPRC (Identification, Placement, and Review Committee) meetings for enrolled students. Nevertheless, our dedicated teachers utilize assessments to identify each student's unique needs and make appropriate accommodations to foster their success. We strongly encourage parents to establish open lines of communication with teachers to actively support their child's progress throughout the course. By working together, we can ensure a positive and fulfilling learning experience for every student.

 

5.2 Accommodations/ Modifications Provided

At our school, OEO, we firmly believe in providing an inclusive learning environment that caters to the unique needs of every student. We understand the importance of accommodations in granting students enhanced access to the course material, while preserving the expected knowledge and skills they are required to demonstrate. With this in mind, we have integrated a range of features across all our courses to ensure the success of all our students:

• Our licensed teachers deliver fully narrated lessons enriched with dynamic elements such as pictures, videos, and online simulations, fostering an engaging learning experience.
• We employ assessment tasks that serve both as learning opportunities and evaluations throughout the course, effectively breaking down the lessons and supporting student comprehension.
• Pre-recorded video lessons are available, offering the flexibility to pause, replay, and review the content as many times as necessary for optimal understanding.
• We provide diverse assessments and evaluations, allowing students to showcase their learning through various methods and formats.
• Recognizing the importance of reducing anxiety during assessments, we offer extra time for tests and CPTs (Critical Performance Tasks).

We understand that Individual Education Plans (IEPs) facilitate collaboration among students, parents, and teachers to enhance the education of students with identified learning exceptionalities. While IEPs are typically associated with public education and are not mandatory for private schools, we encourage OEO students with IEPs to share a copy with their teacher and our administration. This enables us to implement the necessary accommodations into their courses, fostering their progress and success within our school community.

 

 

5.3 Non-Credit Courses

We currently do not offer non-credit courses at our institution. Our focus is on providing high-quality credit courses that meet the academic requirements and standards set by the Ontario Ministry of Education. We are dedicated to ensuring that our students have access to a comprehensive and rigorous curriculum that allows them to earn credits towards their high school diploma. Our team of qualified educators and support staff is committed to helping students succeed in their credit courses and achieve their academic goals.

 

 

5.4 Special Education Parent Guide & Policy/Procedures

Special education programs and services primarily consist of instruction and assessments that are different from those provided to the general student population. These may take the form of accommodations (such as specific teaching strategies, and assistive technology) as outlined in the Ministry of Education’s Curriculum Documents https://www.dcp.edu.gov.on.ca/en/parents