INTRODUCTION
In December 2002, Policy/Program Memorandum No.132 (PPM 132) was issued. The purpose of this PPM is to provide direction to boards in operationalizing the PLAR policy for mature students. The policy direction on PLAR was released in March 1999 in
Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements (OSS), Section 6.6. Subsequently, Policy/Program Memorandum No.129 (PPM 129) was issued. The purpose of that PPM was to provide direction to boards in operationalizing the PLAR policy for adolescent students.
PPM 132 applies to the following groups of mature students:
1. mature students who are new to the Ontario secondary school system as of February 1, 2004 and who are working towards the Ontario Secondary School Diploma (OSSD) under OSS diploma requirements
2. mature students who were enrolled as regular day school students in the Ontario secondary school system and were placed in Grade 9 in 1999-2000 or later, Grade 10 in 2000-2001 or later, Grade 11 in 2001-2002 or later, or Grade 12 in 2002-2003 or later; and who returned to school as mature students on February 1, 2004 or later to work towards the OSSD under OSS diploma requirements
The following groups of mature students may be granted equivalent credits under Ontario Schools, Intermediate and Senior Divisions (Grades 7-12/OACs): Program and Diploma Requirements, 1989 rev.ed. (OSIS), Section 6.14: Equivalent Standing for Mature Students:
3. mature students who were enrolled previously in the Ontario secondary school system and were placed in Grade 9 before 1999-2000, Grade 10 before 2000-2001, Grade 11 before 2001-2002, or Grade 12 before 2002-2003; and who are working towards the OSSD under OSIS diploma requirements; OR mature students who were enrolled previously in the Ontario secondary school system and who are working towards the Secondary School Graduation Diploma (SSGD) under Circular H.S.1, 1979-81
4. mature students who were new to the Ontario secondary school system and were enrolled as mature students in the Ontario secondary school system before February 1, 2004; who were placed in Grade 9 in 1999-2000 or later, Grade 10 in 2000-2001 or later, Grade 11 before 2001-2002 or later, or Grade 12 before 2002-2003 or later; and who are working towards the OSSD under OSS diploma requirements
The PLAR process for mature students involves three processes: "Grade 9 and 10 individual assessment/equivalency," "Grade 11 and 12 equivalency," and "Grade 11 and 12 challenge."
PLAR: Support Materials for Mature Students Enrolled in Ontario Secondary Schools
The Grade 9 and 10 Individual Assessment/Equivalency Process
A number of materials are provided to support the individual assessment/equivalency process. Sample Assessment Guides are provided for Grades 9 and 10 in Canadian Geography/History, English, Mathematics and Science. Principals may grant up to 4 equivalent credits for demonstrated achievement in each of these areas. These Grade 9 and 10 credits must meet the diploma requirements that would usually be met through successful completion of the Grade 9 and 10 programs.
The Grade 11 and 12 Equivalency Process
A number of materials are provided to support this process. Materials for implementing the equivalency process for Grade 11 and 12 credits have been developed. Sixteen scenarios have been created to assist principals in determining the number of credits to be granted for prior learning and/or work experience based on concrete evidence. This evidence must show learning that relates directly to the Ontario curriculum expectations for specific courses.
The Grade 11 and 12 Challenge Process
A number of materials are provided to support this process. Materials for implementing the challenge process for 16 Grade 11 and 12 courses have been developed. The sixteen sample challenge assessment guides are intended to provide boards/schools with hands-on, ready-to-use materials and activities in the development of assessments for the challenge process.
Guiding Principles
The following principles guided the development of this resource:
respect for the knowledge and skills that mature students have acquired, in both formal and informal ways, outside secondary school
maintaining a balance between high standards and equitable opportunities for mature students to achieve their goals
consistency of curriculum expectations, standards of achievement and the implementation process
quality and rigour of assessments
credit-granting integrity
a balance of accountability and flexibility for mature students
Organizational Structure of Each of the Three Processes
In this resource, the organizational structure of each of the three processes is divided into five or six phases: Orientation, Application, Determination of Equivalent Credits, Assessment, Recording, and Reporting.
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Phase of Process
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Description
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Orientation
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Provision of information to student
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Application
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Student application with appropriate documentation
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Determination of Equivalent Credits
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Principal and staff decision-making process for determining equivalent credits based on documentation
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Assessment
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Student participation in Individual Assessment (Grade 9 and 10), and/or Challenge Assessment (Grade 11 and 12)
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Recording
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Documenting student participation and achievement
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Reporting
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Communicating student participation and achievement
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The Grade 9 and 10 Individual Assessment/Equivalency Process has all six phases:
Orientation
Application
Determination of Equivalent Credits
Assessment
Recording
Reporting
The Grade 11 and 12 Equivalency Process has five phases:
Orientation
Application
Determination of Equivalent Credits
Recording
Reporting
The Grade 11 and 12 Challenge Process has five phases:
Orientation
Application
Assessment
Recording
Reporting
