Page 93 - Growing Success: Assessment, Evaluation and Reporting in Ontario Schools. First Edition, Covering Grades 1 to 12. 2010

CHAPTER 10 | credit recovery
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CREDIT RECOVERY
Credit Recovery Profile
When the credit recovery team identifies a student as eligible for a credit recovery program, the subject teacher is required to complete a Credit Recovery Profile and submit it to the team. The team is responsible for providing the profile to the credit recovery teacher.
The Credit Recovery Profile should include such items as:
• units/concepts/expectations not successfully achieved;
• relevant information related to learning skills and work habits.
Note: The Recommended Course Placement Form and the Credit Recovery Profile may be combined into one form with two parts. The Recommended Course Placement Form (Part 1) would be completed as described above and submitted to the credit recovery team. For a student selected for credit recovery, the combined form would be returned to the subject teacher and the Credit Recovery Profile (Part 2) would be completed, then returned to the credit recovery team. Whether a board uses a combined form or two separate forms, the forms must be completed by the end of the semester or by the end of the year, depending on the school’s structure.
The Credit Recovery Learning Plan
For students who are recommended for and who accept admission into a credit recovery program, a Credit Recovery Learning Plan will be developed by the credit recovery teacher, in consultation with the student, and will be shared with the student and his or her parents, if the student is under the age of eighteen. If the credit recovery team believes that it is in the best interest of the student to do so, the student and his or her parents, if the student is under the age of eighteen, may be required to sign the Credit Recovery Learning Plan.
The learning plan, which is developed on the basis of the Credit Recovery Profile, is intended to address the student’s individual needs and should include items such as the following:
• attendance expectations
• workload expectations
• how units of instruction to be recovered will be identified
• which units of instruction will be recovered
• whether or not a culminating activity / end task will be required
• how a final percentage mark will be determined
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