Page 94 - Growing Success: Assessment, Evaluation and Reporting in Ontario Schools. First Edition, Covering Grades 1 to 12. 2010

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GROWING SUCCESS | assessment, evaluation, and reporting in Ontario schools
CREDIT RECOVERY
The Relationship Between the Credit Recovery Teacher and the Subject Teacher
The subject teacher and the credit recovery teacher are encouraged to consult with each other as needed in order to provide the maximum support for the student. It is understood that such collaboration is voluntary and dependent on the availability of time and resources.
Credit Recovery Limitations
Students who have, within the last two years, completed an Ontario curriculum course or a ministry- approved course for which they received a failing grade may be approved by the school’s credit recovery team to recover the credit through the credit recovery process. Students may only recover the credit of the actual course failed; they may not use credit recovery to earn credit for a course
of a different type, grade, or level in the same subject or for a course that they have neither taken nor failed. For example, a student who fails MPM1D can only recover MPM1D and is not eligible to recover MFM1P. Students who withdraw from a course are not eligible to recover it through the credit recovery process.
There is no minimum percentage mark requirement in the original course for eligibility for
credit recovery. The percentage mark achieved in the original course is only one factor considered in determining admission. The team must take into account factors that affected the student’s achievement.
Credit Recovery Programming, Assessment, and Evaluation
To ensure the integrity of the recovered credit, the student must demonstrate achievement of all of the overall expectations for the course. However, only the overall expectations for which the student did not demonstrate achievement at level 1 or above in the original course (as indicated in the credit recovery profile provided by the subject teacher) must be covered in instruction and assessed and evaluated in the credit recovery program. A credit recovery learning plan must be developed to identify the expectations to be covered and indicate appropriate teaching strategies.
The final grade a student receives for each course in Grades 9 to12 taken through a credit recovery program must be determined individually, must be based on the student’s achievement of overall expectations, and will be determined as follows:
Seventy per cent of the final grade will be determined by one of the two options indicated below, depending on the student’s credit recovery program. This portion of the grade should reflect the student’s most consistent level of achievement, although special consideration should be given to more recent evidence of achievement, consistent with the policy on evaluation outlined in Chapter 5 of this document.