€¦ · Web viewMICHELS ACADEMY https:michelsacademy.desire2learn.com/ “success is a decision away” 22

MICHELS ACADEMY https:michelsacademy.desire2learn.com/“success is a decision away”

MICHELS

A C A D E M Y

MICHELS ACADEMY Private School Calendar

School’s Overall Goals and Philosophy

Through a multi-sensory, cognitive learning approach the Michels Academy delivers curriculum in both synchronous and asynchronous activities. Learners have curricula sequenced in chunks and mini-chunks of information. Formative and summative learning occurs throughout the learning process. Our mandate is to bring affordable 24/7 access to learning supervised by qualified OCT resource managers. The learner has access to resource managers either face-to-face and/or through digital media. The online learning environment is both informative and empowering by bringing forward greater awareness of global conservationism as well as personal growth mindsets. The philosophy of the Michels Academy is to offer parents the comfort of knowing that the highest levels of achievement are possible with unlimited access to resources for the learner. In time our mission is to divert funds into an International Entrepeneurship Foundation via microfinance (micro-credit or micro-loans) mechanism to those in poverty in order to spur entrepeneurship. Graduated learners from the Michels Academy will be involved in the MA Foundation. In the final phase of the Michels Academy, other leaders or educators will be trained to continue this type of schooling for future generations.

1 www.michelsacademy.com/ “Opening Minds to Opportunity”


MICHELS ACADEMY Credit Courses Offered for 2011

Mathematics Credit Courses

Grade 12 Calculus and Vectors Mathematics MCV4U

Grade 12 Mathematics of Data Management MDM4U

Grade 12 Mathematics of Higher Functions MHF4U

Grade 12 Mathematics College and Apprenticeship MAP4C

Grade 11 Functions Mathematics MCR3U

Grade 10 Principles of Mathematics MPM2D (summer session; under construction)

Grade 9 Principles of Mathematics MPM1D (summer session; under construction)

Science Credit Courses

Biology, Grade 12, University SBI4U

Chemistry, Grade 12, University SCH4U

Physics, Grade 12, University SPH4U

Earth and Space Science, Grade 12, University SES4U (summer session; under construction)

Biology, Grade 11, University Prep SBI3U

Chemistry, Grade 11, University SCH3U

Physics , Grade 11, University SPH3U

Grade 10 Academic Science SNC2D (summer session; under construction)

Grade 9 Academic Science SNC1D (summer session; under construction)

English Credit Courses

Grade 12 English University ENG4U (summer session; under construction)

Grade 12 English College ENG4C (summer session; under construction)



ONTARIO SECONDARY SCHOOL DIPLOMA REQUIREMENTS

In order to earn an Ontario Secondary School Diploma (OSSD) a student must:

Earn 30 credits (18 compulsory credit courses and 12 optional credits) Complete and document 40 hours of community involvement activities Successfully complete the provincial Literacy Requirement

COMPULSORY versus ELECTIVE CREDITS

A compulsory course refers to a specific course students must take that fulfills part of the Ontario Secondary School Diploma requirements. The 18 compulsory credit courses are listed below:

4 credits in English (1 credit per grade) 3 credits in Mathematics (at least 1 credit in Grade 11 or 12) 2 credits in Science 1 credit in French as a second language 1 credit in Canadian Geography (Grade 9) 1 credit in Canadian History (Grade 10) 1 credit in the Arts 1 credit in Health and Physical Education 0.5 credit in Civics 0.5 credit in Careers

Plus:

Group 1: 1 additional credit in English, or French as a second language or a Native Language or a classical or an international language or a social science, or Canadian and World Studies, or Guidance and Career Education, or Co-operative Education.

Group 2: 1 additional credit in Health and Physical Education, or Business Studies, or the Arts or Co-operative Education

Group 3: 1 additional credit in Science (Grade 11 or 12), or Technological Education (Grades 9 -12) or Co-operative Education

NOTE: A maximum of 2 credits in Co-operative Education can count as compulsory credits. A maximum of 3 credits in English as a second language (ESL) or English Literacy Development (ELD) may be used towards the four compulsory English credits but the fourth must be a credit earned for Grade 12 compulsory English course.

Go to weblink http://www.edu.gov.on.ca/eng/document/curricul/secondary/oss/oss.html for a comprehensive review of Ministry Program and Diploma Requirements.

ELECTIVE CREDITS


http://www.edu.gov.on.ca/eng/document/curricul/secondary/oss/oss.html


Elective or optional credits are selected by the student and are of specific interest to them. Students must earn 12 elective credits to complete the requirements for the OSSD. When selecting optional courses, students should consider the requirements of their possible post-secondary destination. Elective credits may include up to 4 credits earned through approved Dual Credit course.

SUBSTITUTIONS FOR COMPULSORY COURSES

To meet students’ individual needs, the Principal may substitute up to three compulsory credit courses with courses from the remainder of those that meet the compulsory credit requirements. The decision to make a substitution for a student should be made only if the student’s educational interests are best served by such substitutions. Each substitution will be noted on the student’s Ontario Student Transcript. The Michels Academy, at this time, exclusively is offering Grade 11 and 12 credit courses without substitutions as a regular practise of the private school.

Go to Ministry weblink http://www.edu.gov.on.ca/eng/document/curricul/transfere.pdf for detailed policies on substitutions for compulsory courses.

COMMUNITY INVOLVEMENT

Students must complete 40 hours of community involvement activities in order to be granted their Ontario Secondary School Diploma. This community involvement is to be completed outside students’ normal instructional hours at any time during their years in secondary school. It is recommended that students complete 10 hours each year. The community involvement activity will encourage students to develop awareness and understanding of civic responsibility and contribute to students’ personal development. There is a Community Involvement Information Manual available from Student Services to assist students and parents completing and recording the community involvement activities. It is the student’s responsibility to complete a tracking form and to submit the signed form to Student Services. Please note that students may not start to accumulate Community Involvement Hours until September of their Grade 9 year. The Michels Academy, at this time, is not monitoring Community Involvement as a regular part of the private school.

THE PROVINCIAL LITERACY TEST (OSSLT)


http://www.edu.gov.on.ca/eng/document/curricul/transfere.pdf


All students who entered Grade 9 in the 2000-2001 school year or in subsequent years must successfully complete the Literacy Requirement in order to earn a secondary school diploma. The OSSLT is usually written by students in their Grade 10 year will be based on the Ontario curriculum expectations for reading and writing across the disciplines, up to and including Grade 9. Remedial assistance will be available for students who do not complete the test successfully. The necessary accommodations will be made to ensure that students who are receiving special education programs and services and who have an Individual Education Plan have a fair and equal opportunity to successfully complete the Literacy Requirement. The Principal, in consultation with the parent or adult student and appropriate school staff may request a deferral (for ESL/ELD students) or an exemption only if the IEP indicates. Being that the Michels Academy, at this time, exclusively is offering Grade 11 and 12 credit courses it is not coordinating the OSSLT as a regular part of the private school.

Go to Ministry weblink http://www.edu.gov.on.ca/eng/document/brochure/osslt/ for information to OSSLT

ONTARIO SECONDARY SCHOOL LITERACY COURSE (OLC4O)

Those students who have been eligible to wirte the OSSLT and who have been unsuccessful at least once, or with the Principal’s recommendation, are eligible to take the Ontario Secondary School Literacy Course (OLC). This course is NOT offered at the Michels Academy private school.

ONTARIO SECONDARY SCHOOL CERTIFICATE (OSSC)

Most students will work towards an Ontario Secondary School Diploma (OSSD). However, some student, for a variety of reasons, may choose to work towards an Ontario Secondary School Certificate (OSSC). The OSSC will be granted on request to students who leave school before earning the OSSD provided they have earned a minimum of 14 credits distributed as follows:

Compulsory Credits for the OSSC (7 in total)

2 English 1 Canadian Geography or Canadian History 1 Mathematics 1 Science 1 Health and Physical Education 1 Arts or Technology

PLUS an additional 7 optional credits.

Being that the Michels Academy, at this time, exclusively is offering Grade 11 and 12 credit courses at the University level (with the exception of Grade 12 College Foundations MAP4C) it is not granting credits toward OSSC in any part of the private school.


http://www.edu.gov.on.ca/eng/document/brochure/osslt/


THE CERTIFICATE OF ACCOMPLISHMENT

Students who leave school before fulfilling either the OSSD or the OSSC may be granted a Certificate of Accomplishment which will recognize achievement for those students who plan to find employment or take future training after leaving school. NOTE: There is no literacy test nor 40 hours of community service requirement with either of these certificates. Being that the Michels Academy, at this time, exclusively is offering Grade 11 and 12 credit courses at the University level (with the exception of Grade 12 College Foundations MAP4C) it is not granting credits toward The Certificate of Accomplishment in any part of the private school.

ANNUAL EDUCATION PLAN

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. The Annual Education Plan (AEP) is a detailed plan summarizing a students learning, interpersonal and career goals and the actions they inted to take to achieve these goals. Responsibility for planning the student’s program is shared by the student, his or her parents, and the Michels Academy administrators.

Students will use the plan to set long and short-term goals and to review and revise them each year. The AEP for students in Grades 9 to 12 will identify:

The student’s goals for academic achievement The student’s course selections for the following year A range of possible post-secondary goals

Go to weblink: http://www.edu.gov.on.ca/eng/general/elemsec/aep/aepeng.pdf for details of the AEP and the form used to communicate this plan in hardcopy.

DEFINITION OF A CREDIT


http://www.edu.gov.on.ca/eng/general/elemsec/aep/aepeng.pdf


A means of recognition of the successful completion of a course for which a minimum of 110 hours has been scheduled. A credit is granted to a student by the principal of a secondary school on behalf of the Minister of Education.

Go to Ministry weblink http://www.edu.gov.on.ca/eng/document/curricul/osr/osr.html for definition of credits.

The scheduling of 110 hours is completed in the Michels Academy by:

(1) Watching all videos/ weblinks within the learning environment(2) Completion of Dropbox Of Learning Check Questions linking questions directly to the

videos/weblinks(3) Completion of Textbook Assignment Due Questions at the end of the unit(4) Completion of online Quiz(5) Completion of assignments (typically 2-3 per credit course)(6) Completion of Inquiries (if science credit course)(7) Completion of proctored Tests(8) Completion of Final Evaluation and/or Mid-Term Evaluation (9) Completion of Project Challenge (ISU or Independent Study Unit)(10) Attending scheduled daily/weekly “teaching” class times (classroom located in Oshawa or

at local library in GTA)(11) Additional study time required to complete homework and independent study.

The earning of the credit in the Michels Academy works best if the student has easy access to transportable/mobile technology that can be viewed from different IP addresses at any time during the day and evenings. Learning will be combination of self-directed learning by the student and guided by the teacher in the reviewing of dropbox tasks, textbook assignment due tasks, and supplementary resources that implement the students’ learning style and strengths of learning.

DEFINITIONS OF TYPES OF COURSES

Three types of courses are offered in Grades 9 and 10:

Academic courses emphasize theory and abstract problems. Applied courses focus on practical applications and concrete examples. Open courses are designed to prepare students for further study in certain subjects and to

enrich their education generally.

Five types of courses are offered in Grades 11 and 12: Open courses are appropriate for all students regardless of postsecondary destination. They

are not designed with the specific requirements of a postsecondary destination in mind. Workplace Preparation courses are designed to prepare students for a variety of jobs,

training programs and careers. These courses emphasize workplace applications but also explore theoretical material underlying practical applications.

College Preparation courses are designed to prepare students for most college programs and related careers.


http://www.edu.gov.on.ca/eng/document/curricul/osr/osr.html


University/College Preparation courses are designed to prepare students for entrance requirements for specific university and college programs, and related careers.

University Preparation courses are designed to prepare students for entrance requirements for university programs and related careers.

Transfer Courses are designed to bridge the gap between two courses of different types. Typically, they are shorter and more focused. They are intended to enable students who alter their postsecondary plans to transfer from one type of course to another in Grades 10, 11 and 12.

Optional Credit: Locally Developed Courses

Three courses are available in Grade 10: one in English, one in mathematics and one in science. These courses may only be counted as optional credits.

Practical English, Grade 10 Practical Mathematics, Grade 10 Practical Science, Grade 10

Being that the Michels Academy, at this time, exclusively is offering Grade 11 and 12 credit courses at the University level (with the exception of Grade 12 College Foundations MAP4C) it is not granting credits in Transfer Courses or Credit Recovery or Locally Developed Courses in any part of the private school.

Go to Ministry weblinks http://www.edu.gov.on.ca/eng/document/discussi/curricul.html and http://www.edu.gov.on.ca/eng/document/discussi/curricul.pdf for details of the types of courses offered by schools


http://www.edu.gov.on.ca/eng/document/discussi/curricul.pdf

http://www.edu.gov.on.ca/eng/document/discussi/curricul.html


COURSE CODING SYSTEMThe course code consists of a course title and a sixth character code: The first five characters are designated by the Ministry of Education and Training. The Waterloo Region District School Board determines the sixth character.

Code Character

s

Explanation Example - ENG 1 D I

1st, 2nd, and 3rd

Subject discipline of the course in letters. “ENG” English

4th Grade level as a number * (see below)

“1” Grade 9 “3” Grade 11

“2” Grade 10 “4” Grade 12

“1” Grade 9

5th Type of course as a letter ** (see below)

“D” Academic “E” Workplace

“P” Applied “C” College

“O” Open “M” University/College

“U” University

“D” Academic course

6th Board designated character that indicates credit value or may be used to differentiate between courses with similar codes.

“I” 1 credit

Go to Ministry weblink

http://www.edu.gov.on.ca/eng/document/curricul/secondary/descript/descri9e.pdf

for further explanation of course coding system.




COURSE CHANGES: POLICIES AND PROCEDURES

Course changes and/or level changes are not part of the regular operations of the Michels Academy. Being that the Michels Academy, at this time, exclusively is offering Grade 11 and 12 credit courses at the University level (with the exception of Grade 12 College Foundations MAP4C) it is not granting credits in Transfer Courses or Credit Recovery or Locally Developed Courses in any part of the private school.

Go to Ministry weblink http://www.edu.gov.on.ca/eng/document/curricul/secondary/descript/descri9e.pdf to review courses in Grades 9 to 12 and of all prerequisites.

EVALUATION AND EXAMINATION POLICIES

Students entering Grade 9 on or after September 1999 will be evaluated based on the expectations found in provincial curriculum policy documents for the courses in which they are enrolled. Evaluation is based on the level of achievement the student demonstrates in the skills and knowledge covered in a course. Seventy percent of the evaluation is based on classroom work and may be determined through a variety of methods such as ongoing class demonstrations, presentations, essays, performances and classroom tests and quizzes. Thirty percent of the evaluation is based on a final summative evaluation that may be determined through a variety of methods in the latter portion of the course. These could include a portfolio, essay, examination and/or demonstration. This final evaluation reflects the range and level of student skills and knowledge towards the conclusion of the course. As a school the Michels Academy sets the final evaluations on a Saturday typically two weekends before the end of spring or fall or winter session. Being that the Michels Academy runs 4-week, 6-week and 8-week credit course sessions the final evaluations will be administered within the last three days of the session.

ONTARIO STUDENT RECORD (OSR): RECORDING AND REPORTING PROCEDURES

The Ontario Student Record is the official school record for a student. Every Ontario school keeps an OSR for each student enrolled at that school. The OSR contains achievement results, credits earned and diploma requirements completed, and other information important to the education of the student. Students and their parents (if the student is not an adult, 18 years or older) may examine the contents of the OSR. These records are protected by the Education Act and freedom of information legislation.

Any OSR’s held by the Michels Academy will be located at 103 Taylorwood Court in Oshawa.

Go to Ministry weblink http://www.edu.gov.on.ca/eng/document/curricul/osr/osr.html for detailed information on recording procedures including information on OSR’s.


http://www.edu.gov.on.ca/eng/document/curricul/osr/osr.html




ONTARIO STUDENT TRANSCRIPT (OST): RECORDING AND REPORTING PROCEDURES

The Ontario Student Transcript is an official and consistent summary of a student’s achievement in Ontario secondary school credit courses. A current, accurate and complete copy of the OST will be included within the Ontario Student Record. A student of the Michels Academy without any other school may have their OST issued by the Michels Academy.

Go to Ministry weblink http://www.edu.gov.on.ca/eng/general/elemsec/ost/ost.html for information on recording and reporting procedures.

The Michels Academy is prepared to process OEN forms for new users to the system as well as complete OST forms for those students not enrolled in regular school. These documents will be processed upon student entering another school.

FULL DISCLOSURE FOR GRADES 11 AND 12

The Ministry of Education has a policy of full disclosure. This policy states that all Grade 11 and 12 courses attempted by students must be recorded on Ontario Student Transcripts. Full disclosure does not apply to students in Grades 9 or 10. Any Grade 11 or 12 course completed, dropped or failed will appear on a student transcript along with the marks earned in the program. The Michels Academy will continually attempt to encourage students to continue in the credit course unless the student is unable to achieve the minimum of 1.25 hours of study each day in a 16-week course.

PRIOR LEARNING ASSESSMENT AND RECOGNITION

Prior Learning Assessment and Recognition has a specific, limited function in the Ontario Secondary School Program. It will allow students to challenge and earn up to 4 credits, a maximum of 2 in a subject area, towards the secondary school diploma. This involves two components: “challenge” and “equivalency”. Students may challenge a course and be granted credit if they can demonstrate the required skills and knowledge through formal tests and other assessment strategies. Determining equivalency involves the assessment of credentials from other jurisdictions.

Go to Ministry weblink http://www.edu.gov.on.ca/extra/eng/ppm/129.html for more details. Michels Academy is not anticipating to participate in PLAR however, under exceptional circumstances is the Michels Academy prepared to support any challenges.

COURSE OFFERINGS TRHOUGH OTHER MEANS


http://www.edu.gov.on.ca/extra/eng/ppm/129.html

http://www.edu.gov.on.ca/eng/general/elemsec/ost/ost.html


The options available to students who wish to consider alternative methods for earning credits to enrolling in courses offered in their secondary school include:

Correspondence Courses In special circumstances, individuals may work independently on achieving credit courses towards the secondary school diploma. Contact your guidance counsellor for information on the Independent Learning Centre Student Guide and/or the ILC website at: http://ilc.edu.gov.on.ca/01/home.htm.

Continuing EducationThis involves the provision of credit and non-credit courses for students who wish to study part-time or full-time for a short term outside of the secondary school program. Courses may include evening, summer school, daytime classes and adult basic education courses.

Summer SchoolSummer school courses may be available for students who wish to earn additional credits, retake courses they have not successfully completed, improve achievement in a course or take transfer courses. See your guidance counsellor for further details. Michels Academy offers summer credit courses in 4-week, 6-week and 8-week blocks.

SCHOOL SUPPORT SERVICES AND RESOURCES

Teacher Advisor ProgramThe Teacher Advisor Program provides an opportunity for the school, student and student’s parent/guardian to work collaboratively in planning the student’s educational program. This program is available to students enrolled in Grades 9 and 10. The structure and format for this program will be determined by each secondary school. TAP is not applicable to the Michels Academy since the school is focussed exclusively on Grades 11 and 12 credit courses. Guidance and Career Education ProgramThe Guidance and Career Education Program is a vital and integral part of the Secondary School Program. Through the program, students acquire the knowledge and skills they need in order to learn effectively; to live and work cooperatively and productively with a wide range of people; to set and pursue educational and career goals; and to carry out their social responsibilities.

The program is organized into three areas of learning: student development (the skills and habits necessary for learning); interpersonal development (the skills and knowledge necessary to get along with others); and career development.

Guidance and Career Education Planning is informally shared at the Michels Academy.



Career CentresCareer centres offer comprehensive Career Development Programs and resources for students, educators, and the community. The Michels Academy can direct students and parents to appropriate centres outside of the Academy.

SPECIAL EDUCATION INFORMATION

Special Education PlanSpecial Education Plan, Programs and Services, 2001-2003 is written to inform the Ministry of Education and the public about special education programs and services that are provided by the board in accordance with legislation and ministry policy on special education. It is also a forward-looking document that outlines initiatives that can be undertaken to continue our efforts to improve the quality of our Special Education Programs and services. Special Education Programs and Services (Regulation 306 under the Education Act) and the Ministry of Education’s new policy document, Standards for School Boards’ Special Education Plans 2000 set out the criteria for the board’s special education plan. This plan follows the requirements set out in these documents. It will be reviewed annually and amended, as necessary, to meet the current needs of our exceptional students. Amendments will be submitted to the Minister of Education for review.

Board Special Education Parent GuideCopies of the booklet Understanding the IPRC Process: A Parent Guide are available on the internet as a pdf document at weblink address:

http://www.wrdsb.ca/sites/www.wrdsb.ca/files/IPRC_parent_guide_Revised_Nov_2008_0.pdf.

This guide reflects information contained in Regulation 181/98.

The Headmaster of the Michels Academy has been a Special Education Specialist in other educational settings capable of writing IEPs and participating in IPRC Meetings. The Michels Academy is prepared to service students with an IEP in an advisory role.


http://www.wrdsb.ca/sites/www.wrdsb.ca/files/IPRC_parent_guide_Revised_Nov_2008_0.pdf


ROLES AND RESPONSIBILITIES

Student Responsibilities, Achievement and AttendanceStudents who fail courses or choose to withdraw from a course may jeopardize their attainment of an OSSD. Regular attendance at school is critical for the student’s learning and achievement of course expectations. Please refer to “Students Expectations” over the following pages or in the Student Manual (an accompanying document to this School Calendar)

School’s Code of Student Behaviour A school is a place that promotes responsibility, respect, civility and academic excellence in a safe learning and teaching environment. All students, parents, teachers and staff have the right to be safe, and feel safe, in their school community. With this right comes the responsibility to be law-abiding citizens and to be accountable for actions that put at risk the safety of others or oneself. The Ontario Code of Conduct sets clear provincial standards of behaviour. It specifies the mandatory consequences for student’s actions that do not comply with these standards.

Go to weblinks:

www.edu.gov.on.ca/extra/eng/ppm/128.html

www.edu.gov.on.ca/eng/safeschools/ code .html

and pdf:

http://www.etfo.ca/IssuesinEducation/SafeSchools/Documents/Code%20Of%20Conduct.pdf

for general principles of Standards of Behaviour and Mandatory Consequences

All members of the school community are to be treated with respect and dignity, especially persons in positions of authority. Respect and responsibility are demonstrated when a student: comes to school prepared, on time and ready to learn; shows respect for themselves, for others and for those in authority; refrains from bringing anything to school that may compromise the safety of others; follows the established rules and takes responsibility for his or her own action. Please refer to the following sections of the School Calendar for specific details.


http://www.etfo.ca/IssuesinEducation/SafeSchools/Documents/Code%20Of%20Conduct.pdf

http://www.edu.gov.on.ca/eng/safeschools/code.html



ACCEPTABLE USE POLICY

Michels Academy reserves the right to suspend access privileges of any member of the school community who does not use the information contained in the learning environment (LE) in a responsible manner. Access to the LE for a student is with the role of Learner. Learners can communicate internally and externally. Use of the Michels Academy for any other purpose, including but not limited to, reproducing and storing in a retrieval system by any means, electronic or mechanical, photocopying or using the addresses or other information contained in this directory for any private, commercial or political communication is strictly prohibited and is in direct violation of copyright and constitutes misappropriation of private property.

STUDENT EXPECTATIONS

Behaviour:

All students are expected to act in accordance with the rules and regulations common to Ministry of Education procedure and policy. Discipline issues will be dealt with according to progressive discipline and promoting positive student behaviour. Go to weblink http://www.edu.gov.on.ca/extra/eng/ppm/145.html for more details and descriptors.

Dress Code:

Students are expected to dress in a fashion that would be acceptable at a professional workplace. The dress code will be strictly enforced. Students may be sent home to change or be given something else to wear on top of their existing clothing.

The following items may not be worn:

• hats, hoodies• chains, spikes • attire that promotes the use of alcohol, tobacco, drugs, inappropriate language, racism, sexism, violence, promiscuity, or identifies the student with groups or gangs whose purpose is to intimidate or harass,• attire that is offensive or distracting because it is too extreme in style or too revealing: bare midriffs, bare backs, low necklines, excessively 'low-rise' pants and shorts, spaghetti or beadie straps, tank or tube tops, extremely short shorts, haltar tops, etc.




Break Time:

Students are expected to remain on the school campus at all times when in attendance at 103 Taylorwood Court.

Discipline:

Teachers will endeavour to provide a stimulating learning environment. Students who disrupt the learning process may be dealt with firmly under the following guidelines as dictated in policies dealing with progressive discipline and promotion of positive student behaviour (http://www.edu.gov.on.ca/extra/eng/ppm/145.html):

First offence: Warning of removal Second offence: One day removal Third offence: Extended removal (Headmaster determines length of removal)

Incidences involving illegal substances will warrant an automatic expulsion from the Michels Academy.

Attendance (applicable to teachable “classroom” situation in library or at 103 Taylorwood):

Students are expected to attend on each scheduled day of face-to-face, in-class program (typically weekdays). If absent twice, your spot may be offered to a student on the waiting list. Students who miss three classes may be withdrawn without receiving credit for the course. Parents must contact the school office (typically through email: [email protected]) if a student will be missing a class for medical reasons. Any student who is returning after an absence must provide a valid note to the Headmaster prior to returning to class.

Lates (applicable to “teachable” classes as one group in local libraries or at 103 Taylorwood):

Students are expected to be on time to all classes, including following regularly scheduled breaks. Students late to class twice will be credited with one absence in accordance with the attendance policy.

Attendance (applicable to online learning):

Students are expected to engage in online activities (activities can involve opening learning environment video/weblink/text files and online chat during General Chat Times and within/outside Emailing and completing online Quiz and depositing completed dropboxes/assignments into Dropbox) each day for a minimum of 30-45 minutes. Attendance is monitored every 2 weeks to tabulate online learning time, face-to-face learning/proctoring and recording dropbox/assignment submissions.


mailto:[email protected]



Classwork and Homework:

Students are expected to complete all assigned work on time and will be held accountable for all assignments. It is reasonable to expect that every hour in class require an additional hour of study out of class.

Textbook Deposit:

A post-dated cheque for $100.00 made out to “Michels Academy” may be attached to the registration application. Please take good care of any textbooks, workbooks, notebooks, CDs/ DVDs provided. Textbooks, workbooks, notebooks, hardcopy assignment/Culminating Activity submissions are to be returned on or before the scheduled time for Final Evaluations or Final Culminating Activities and they will be assessed for damage. Textbooks and all summatives and notes must be returned prior to receiving course credit and student report cards. Any outstanding fees must be paid in full (give 2 to 3 business days to clear cheques by the bank) before receiving course credit.

Grading:

Report cards will be issued to the student and to the school where the student attends. Report cards will be mailed home (soft copy sent when applicable). Gradebook is available within the learning environment.

Academic Upgrading and Updating:

Interim reports will be issued on-going throughout the course. Updates will be emailed on a regular basis to students and parents. Gradebook within the LE course homepage will allow parents and students to check on on-going marks.



Expectations of Teaching Staff

Private schools are inspected by the Ministry of Education with respect to the standard of instruction in the school. To ensure that the school is in compliance with the Ministry of Education’s requirements, there are specific expectations of the teacher.

The Ministry of Education expects teachers to:

1. Teach the provincial curriculum expectations, and assess and report them in accordance with the Ministry of Education’s policy. Curriculum police documents can be found at: http://www.edu.gov.on.ca/eng/curriculum/secondary/

2. Ensure that their classroom practices with respect to assessment and evaluation comply with the Ministry of Education’s policies outlined in Program Planning and Assessment. http://www.edu.gov.on.ca/eng/curriculum/secondary/progplan.html

The school expects the teachers to:

1. Maintain a course of study for each course, which is subject to inspection by the school’s administration and by the Ministry.

2. Follow a course outline approved by the school and by the Ministry of Education and provide the appropriate section of the outline to students.

3. Maintain daily or unit lesson plans which are subject to inspection by the school’s administration and by the Ministry which contains at a minimum:

a) Curriculum expectationsb) Teaching and learning strategiesc) Assessment strategies

Teachers may wish to use the Course Profiles to support their planning. http://www.curriculum.org/occ/profiles/profiles.shtml

4. Follow the attendance procedures established by the school.

5. Support the expectations that have been established for students.


http://www.curriculum.org/occ/profiles/profiles.shtml

http://www.edu.gov.on.ca/eng/curriculum/secondary/progplan.html

http://www.edu.gov.on.ca/eng/curriculum/secondary/


Student Protection Act – Highlights

The Ontario government passed The Student Protection Act in June 2002. It affects all members of College, as well as employers of certified teachers in Ontario, including tutoring services, private schools and school boards.

Employers must remove from the classroom a teacher charged with or convicted of sexual offence with minors, or an offence the employer believes may put students at risk. This includes temporary teachers not licensed by the College working on letters of permissions from the Ministry of Education.

Teachers should be aware that members should avoid the following as it could lead to the removal of the teacher’s certificate:

Any sexual relations regardless of the students age; Any remark of a sexual nature regardless of the age of the student or any apparent consent of the

student; Sending intimate letters to students; making telephone calls of a personal nature to student; Engaging in sexualized dialogue through the Internet with student; Inviting students to their home; Seeing students in private or isolated situations; Exchanging personal notes, comments or e-mails; Giving personal gifts to students; Sharing personal information about themselves with students; and Making physical contact of a sexual (or assumed sexual) nature.

When meeting with student’s teachers should always ensure that:

Classroom and office doors are left open; A third party is present or aware of the meetings The student is not physically isolated from other observers, for example, behind close doors; and They are not alone with an individual student except in urgent or emergency circumstances.

The Student Protection Act amends the Teaching Protection Act in that a member who makes an adverse report about another member respecting suspected sexual abuse or a student by that or other member or need not provide him or her with a copy of the report.



Assessment and Evaluation:

Defining the Terms and Tracking Achievement

Ministry of Education Policy

1. “The primary purpose of assessment and evaluation is to improve student learning. Assessment is the process for gathering information from a variety of sources. Evaluation refers to the process of judging the quality of student work on the basis of established criteria. Assessment and evaluation will be based on the provincial curriculum expectations and the achievement levels.” (Program Planning and Assessment)

2. “All curriculum expectations must be accounted for in the instruction, but evaluation focuses on students’ achievement of the overall expectations. A student’s achievement of the overall expectations is evaluated on the basis on basis of his or her achievement of related specific expectations. The overall expectations are broad in nature, and the specific expectations define the particular content or scope of the knowledge and skills referred to in the overall expectations. Teachers will use their professional judgment to determine which specific expectations should be used to evaluate achievement of the overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated.” (Assessment and Evaluation of Student Achievement).

Assessment is Formative and is:

Connected with instruction: during a unit of work, teach specific expectations/assess them, teach specific expectations/assess them, teach specific expectations/assess them.

Used to measure progress by identify strengths and weaknesses and by providing descriptive feedback and/or additional instruction to help students improve their achievement of the specific expectations in a unit.

Varied (i.e. not only knowledge) so that students have different ways to demonstrate achievement of the specific expectations in the unit.

The material (e.g. quizzes, discussions, group work, and other assignments) that is used to measure students’ progress during a unit of work.

Not sued for grading and does not normally contribute to the final mark. Diagnostic: i.e. helps a teacher understand where students stand in relation to curriculum

expectations. For example, if students have difficulty taking notes, a teacher can emphasize this skill over the course of the unit. For example, online Quizzes may or may not be used for summative marks. Online quizzes are initially used a diagnostic tool to assess the level of mastery by the student.

Recorded as marks or as anecdotal comments and is tracked separately from evaluations.



Evaluation is Summative and is:

Making a judgment and assigning a mark or grade to the student’s achievement at the end of a unit of work or end of term.

Using specific expectations to evaluate the overall curriculum expectations. Used to measure achievement. Using more than once category of the achievement chart to mark a piece of work; a rich

evaluation will include all four (K,IC,A) and is normally marked with a rubric. Tracked by category and each category has a weighting. (See attached form for tracking

evaluations.) The material (e.g. tests, presentations, essays ad other assignments) that counts towards the final

mark.

A Few Notes about the Final Grade:

Everything that is marked does not need to be included in the final grade. The final grade is a percentage mark that represents achievement in all 4 categories. The final grade represents the student’s most consistent level of achievement over the term. In calculating the final grade, give attention to the student’s more recent result.

Go to weblink http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf for comprehensive details and policies based on the seven fundamental principles, the first of which tells that assessment, evaluation, and reporting practices and procedures must be fair, transparent, and equitable for all students.


http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf


The following flowchart shows the various ways the Michels Academy gathers information and makes judgements of the quality of the students work.


Watching videos/weblinks monitored by the Desire2Learn learning suite.

Completion of Dropboxes which include tasks directly shown in the videos and/or weblinks monitored and reviewed by teaching staff in scheduled “teachable” classes

Completion of Textbook Assignment Due Questions and/or Workbook Questions to be assessed as to mastery level of learning with follow-up review in offline and online learning situations.

Online Quizzes attempted for each unit within the credit course for diagnostic purposes or as measurement of progress

Completion of proctored Tests and Assignments for each unit of study. Assignments and Inquiries may be handed in after the completion of Test.

Completion of Course Challenge or Culminating Activity or ISU or Research Report

Completion of Summative Mid-Term and/or Final Evaluations. Mid-terms may be deferred by student to the Final Exam. Deferring Mid-term will result in the Final Exam being worth 30% and covering the entire course material.