What is ASLE?

ASLE is an OCDSB pathway-dependent, interest-based, experiential process of student learning and demonstration of learning.  ASLE is student driven and based on needs, interests and authentic opportunities for learning, and is based in current student learning and work.  Students who are not on track to graduate and primarily in individualised learning environments are the best candidates for ASLE.  ASLE allows students to have an authentic and powerful voice as they are contributing to their learning through individualization and personalization.  As a result, ASLE looks different for each student.

It takes significant amounts of time and resources for a teacher to connect individualized student learning to curriculum, and craft both learning experiences and methods of demonstrating learning. However, authentic learning and demonstration of learning is clear when a student is engaged through the ASLE.

Who is involved with ASLE?

The student is the driver of their learning and demonstration of their learning. Their teacher facilitates the learning by connecting student interests and work to various curricula. There is no limit to the breadth of curricula that can be connected to an ASLE. Student Success teachers are the main educators responsible for the administration of the ASLE with the student. Administrators and guidance teachers are involved throughout the process.

Where can ASLE occur?

ASLE works best in a learning environment where individualised instruction is permitted. Student Success classes and classes in continuous-intake secondary schools or programs are ideal environments.  

Note: As a philosophy, ASLE can also be beneficial in a classroom setting. It reinforces important concepts teachers should be practising with their students: Differentiated instruction, universal design for learning, culturally relevant and responsive pedagogy, and more.

When can ASLE occur?

ASLE occurs during the school year, and is not intended to be carried over into subsequent school years.

1. Identifying ASLE-Eligible Students:

• As a school-based decision, the in-school team and Student Success or assigned teacher decide that it would be appropriate for a student to work on an ASLE.

• Typical additional criteria for students to be considered for an ASLE:

  • • struggling to engage but have potential to engage;

    • low credit accumulation;

    • life events outside of school are occurring. 

• The student’s pathway must be known in order for ASLE to be successful.

• More than one credit may be attempted at the same time.

• The Student Success Teacher or main educator assigned to the ASLE is able to best determine the timing of the ASLE, in consultation with the in-school team and other teachers involved in the ASLE, based on professional judgement and time remaining in the school year.

  • • Example: A student who helps their parents/caregivers run a convenience store does not attend school regularly and is significantly behind in credit accumulation as a result. They express a desire to stay in school and have post-secondary goals.

2. Scheduling ASLE Students:

• There must be one Anchor Course for each ASLE. An Anchor Course is a course that is the “backbone” of the student’s experience, and to which all other courses involved in the ASLE originate.

• The student should be scheduled into or linked to their Anchor Course in Aspen, as per guidelines.

• A student’s Anchor Course will be the course their daily attendance is tracked through in Aspen.

3. Assessment, Evaluation and Reporting:

• The teacher may use the Authentic Student Learning Experiences Framework to capture student learning and provide learning experiences.

  • • The teacher will need to explore different curricula to connect with student interests, as appropriate. Student Success teams have created networks to support each other through development of course combinations, exemplars and assessment tools.

• An evidence record/assessment tool will need to be created for each credit involved in the ASLE and kept on record as per secondary achievement policies and procedures.

• ASLE-based credits are exempt from the 70% term and 30% summative final grade calculation, but follow all applicable OCDSB policies and procedures.

• Report Cards are required only for Anchor Courses scheduled in Aspen.

• In addition to creating an official Report Card for the student’s Anchor Course, all ASLE credits attempted (both successful and unsuccessful) must be reported and tracked through the OCDSB Authentic Student Learning Experience Ontario Student Record Documentation Laserfiche Form (requires staff login).

• A final mark, comments and learning skills will need to be entered into the Laserfiche form for all subsequent credits attempted through the ASLE.

• Once the Laserfiche form is approved by the Principal, additional credits earned through the ASLE will be entered directly into the student’s Transcript history in Aspen by the appropriate office staff in the school.

• Instructions that explain how to enter transcript history for credits earned through ASLE, please visit the OCDSB Aspen Resource and Support Site and search keyword "ASLE".

• Click here to see how to access the ASLE Laserfiche form.

• Click here for an example of how to fill out the ASLE Laserfiche form.

• Click here to see an example of the completed form generated after submission through Laserfiche.

• The following working template in PDF format may be used while the student is in the ASLE process, before completing the Laserfiche form.

Kelly Livingston
Experiential Learning Facilitator and Student Success Lead
Program Services
kelly.livingston@ocdsb.ca