MICHELS ACADEMY
Private School Calendar
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.
MICHELS ACADEMY Credit Courses Offered for 2011
English Credit Courses
Grade 12 English University Preparation, ENG4U
This course emphasizes the consolidation of the literacy, communication, and critical and
creative thinking skills necessary for success in academic and daily life. Students will analyse a
range of challenging literary texts from various periods, countries, and cultures; interpret and
evaluate informational and graphic texts; and create oral, written, and media texts in a variety of
forms. An important focus will be on using academic language coherently and confidently,
selecting the reading strategies best suited to particular texts and particular purposes for reading,
and developing greater control in writing. The course is intended to prepare students for
university, college, or the workplace.
Pre-requisite: Grade 11 English, University
Mathematics Credit Courses
Grade 11 Functions, University Preparation, MCR3U
This course introduces the mathematical concept of the function by extending students’
experiences with linear and quadratic relations. Students will investigate properties of discrete
and continuous functions, including trigonometric and exponential functions; represent functions
numerically, algebraically, and graphically; solve problems involving applications of functions;
investigate inverse functions; and develop facility in determining equivalent algebraic
expressions. Students will reason mathematically and communicate their thinking as they solve
multi-step problems.
Pre-requisite: Principles of Mathematics, Grade 10, Academic
Grade 12 Calculus and Vectors University Preparation, MCV4U
This course builds on students’ previous experience with functions and their developing understanding of
rates of change. Students will solve problems involving geometric and algebraic representations of
vectors and representations of lines and planes in three-dimensional space; broaden their understanding of
rates of change to include the derivatives of polynomial, sinusoidal, exponential, rational, and radical
functions; and apply these concepts and skills to the modelling of real-world relationships. Students will
also refine their use of the mathematical processes necessary for success in senior mathematics. This
course is intended for students who choose to pursue careers in fields such as science, engineering,
economics, and some areas of business, including those students who will be required to take a
university-level calculus, linear algebra, or physics course.
Note: The new Advanced Functions course (MHF4U) must be taken prior to or concurrently with
Calculus and Vectors (MCV4U).
Grade 12 Mathematics of Data Management, University Preparation, MDM4U
This course broadens students' understanding of mathematics as it relates to managing data. Students will
apply methods for organizing and analysing large amounts of information; solve problems involving
probability and statistics; and carry out a culminating investigation that integrates statistical concepts and
skills. Students will also refine their use of the mathematical processes necessary for success in senior
mathematics. Students planning to enter university programs in business, the social sciences, and the
humanities will find this course of particular interest.
Pre-requisite: Functions, Grade 11, University Preparation, or Functions and Applications, Grade 11,
University/College Preparation
Grade 12 Mathematics of Advanced Functions, University Preparation, MHF4U
This course extends students' experience with functions. Students will investigate the properties of
polynomial, rational, logarithmic, and trigonometric functions; develop techniques for combining
functions; broaden their understanding of rates of change; and develop facility in applying these concepts
and skills. Students will also refine their use of the mathematical processes necessary for success in senior
mathematics. This course is intended both for students taking the Calculus and Vectors course as a
prerequisite for a university program and for those wishing to consolidate their understanding of
mathematics before proceeding to any one of a variety of university programs.
Pre-requisite: Functions, Grade 11, University Preparation, or Mathematics for College Technology,
Grade 12, College Preparation
Grade 12 Foundations for College Mathematics, College Preparation, MAP4C
This course enables students to broaden their understanding of real-world applications of mathematics.
Students will analyse data using statistical methods; solve problems involving applications of geometry
and trigonometry; solve financial problems connected with annuities, budgets, and renting or owning
accommodation; simplify expressions; and solve equations. Students will reason mathematically and
communicate their thinking as they solve multi-step problems. This course prepares students for college
programs in areas such as business, health sciences, and human services, and for certain skilled trades.
Pre-requisite: Foundations for College Mathematics, Grade 11 College Preparation, or Functions and
Applications, Grade 11, University/College Preparation
Science Credit Courses
Biology, Grade 11, University Preparation, SBI3U
This course furthers students' understanding of the processes that occur in biological systems. Students
will study theory and conduct investigations in the areas of biodiversity; evolution; genetic processes; the
structure and function of animals; and the anatomy, growth, and function of plants. The course focuses on
the theoretical aspects of the topics under study, and helps students refine skills related to scientific
investigation.
Pre-requisite: Science, Grade 10, Academic
Chemistry, Grade 11, University Preparation, SCH3U
This course enables students to deepen their understanding of chemistry through the study of organic
chemistry, energy changes and rates of reaction, chemical systems and equilibrium, electrochemistry, and
atomic and molecular structure. Students will further develop problem-solving and laboratory skills as
they investigate chemical processes, at the same time refining their ability to communicate scientific
information. Emphasis will be placed on the importance of chemistry in daily life, and on evaluating the
impact of chemical technology on the environment.
Pre-requisite: Science, Grade 10, Academic
Physics, Grade 11, University Preparation, SPH3U
This course develops students’ understanding of the basic concepts of physics. Students will
explore kinematics, with an emphasis on linear motion; different kinds of forces; energy
transformations; the properties of mechanical waves and sound; and electricity and magnetism.
They will enhance their scientific investigation skills as they test laws of physics. In addition,
they will analyse the interrelationships between physics and technology, and consider the impact
of technological applications of physics on society and the environment.
Pre-requisite: Science, Grade 10, Academic
Biology, Grade 12, University Preparation, SBI4U
This course provides students with the opportunity for in-depth study of the concepts and
processes associated with biological systems. Students will study theory and conduct
investigations in the areas of metabolic processes, molecular genetics, homeostasis, evolution,
and population dynamics. Emphasis will be placed on achievement of the detailed knowledge
and refined skills needed for further study in various branches of the life sciences and related
fields.
Pre-requisite: Biology, Grade 11, University Preparation
Chemistry, Grade 12, University Preparation, SCH4U
This course enables students to deepen their understanding of chemistry through the study of organic
chemistry, energy changes and rates of reaction, chemical systems and equilibrium, electrochemistry, and
atomic and molecular structure. Students will further develop problem-solving and laboratory skills as
they investigate chemical processes, at the same time refining their ability to communicate scientific
information. Emphasis will be placed on the importance of chemistry in daily life, and on evaluating the
impact of chemical technology on the environment.
Pre-requisite: Chemistry, Grade 11, University Preparation
Physics, Grade 12, University Preparation, SPH4U
This course enables students to deepen their understanding of physics concepts and theories.
Students will continue their exploration of energy transformations and the forces that affect
motion, and will investigate electrical, gravitational, and magnetic fields and electromagnetic
radiation. Students will also explore the wave nature of light, quantum mechanics, and special
relativity. They will further develop their scientific investigation skills, learning, for example,
how to analyse, qualitatively and quantitatively, data related to a variety of physics concepts and
principles. Students will also consider the impact of technological applications of physics on
society and the environment.
Pre-requisite: Physics, Grade 11, University Preparation
Note: Hard copies of the Courses of Study for all courses offered at Michels Academy are available at the
school site at 103 Taylorwood Court in Oshawa.
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.
ELECTIVE CREDITS
Elective or optional credits are selected by students 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 program.
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.
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 in publically funded high schools 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 forms to the appropriate
personnel at the school. Please note that students may not start to accumulate Community Involvement
Hours until the summer before they start 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)
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, usually
written by students in their Grade 10 year is based on the Ontario curriculum expectations for reading
and writing across the disciplines, up to and including Grade 9. Remedial assistance is available at their
home school 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 write the OSSLT and who have been unsuccessful at least once
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
students, 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.
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 or 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.
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 intend 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
A credit is 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 when a student earns a final grade of 50% or more in a specific
course.
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
(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.
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.
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.
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 school
COURSE CODING SYSTEM
The 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.
Code Explanation Example –
Characters
ENG 1 D I
1st, 2nd, and Subject discipline of the course in letters. “ENG” English
3rd
4th Grade level as a number * (see below) “1” Grade 9
“1” Grade 9 “3” Grade 11
“2” Grade 10 “4” Grade 12
5th Type of course as a letter ** (see below) “D” Academic
course
“D” Academic “E” Workplace
“P” Applied “C” College
“O” Open “M” University/College
“U” University
6th Board/School designated character may “I” 1 credit
be used to indicate credit value or may be
used to differentiate between courses with
similar codes.
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
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.
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.
OSR’s held by the Michels Academy will be located at 103 Taylorwood Court in Oshawa and will
be held there until another school registered with the Ministry of Education makes a formal request
for the document.
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.
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. 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.
Go to Ministry weblink http://www.edu.gov.on.ca/eng/general/elemsec/ost/ost.html for information
on recording and reporting procedures.
REPORTING STUDENTACHIEVMEMENT TO PARENTS
Formal report cards are available to parents for students under the age of 18 years of age at the mid-point
in the course work.
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
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 Education
This 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 School
Summer 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 Program
The 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 Program
The 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 between
teachers and parents.
Career Centres
Career 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 Plan
Special 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.
The Headmaster of the Michels Academy has been a Special Education Specialist in other
educational settings and is capable of writing IEPs and participating in IPRC Meetings. The
Michels Academy is prepared to service students with an IEP in an advisory role.
ROLES AND RESPONSIBILITIES
Student Responsibilities, Achievement and Attendance
Students 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.
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.
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
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 summer credit course as one group):
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: michelsacademy@hotmail.com) 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.
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).
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 expectations
b) Teaching and learning strategies
c) 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.
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 used 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 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,I, C,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 and 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.
The following flowchart shows the various ways the Michels Academy gathers information and makes
judgements of the quality of the students work.
Watching Completion of Dropboxes Completion of
videos/weblinks which include tasks directly Textbook
monitored by the shown in the videos and/or Assignment Due
Desire2Learn weblinks monitored and Questions and/or
learning suite. reviewed by teaching staff in Workbook
scheduled “teachable” classes Questions to be
assessed as to
mastery level of
learning with
follow-up review in
Online Quizzes offline and online
attempted for each learning situations.
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 Summative Mid-
Completion of Term and/or Final Evaluations.
Course Challenge Mid-terms may be deferred by
or Culminating student to the Final Exam.
Activity or ISU or Deferring Mid-term will result in the
Research Report Final Exam being worth 30% and
covering the entire course material.