Additional Considerations for Credit Accumulation

Credit Recovery

Credit Recovery is designed to help secondary school students meet the expectations of a course they have completed in the last two years but for which they received a failing grade. Students may work on recovering more than one credit concurrently through the credit recovery process, and there is no limit on the number of credits a student may recover. 

A school’s credit recovery team is responsible for determining the placement of students in credit recovery programs. The credit recovery team must comprise at least the school Principal or designate, the Student Success teacher, and the Guidance Counsellor. The Special Education Resource Teacher or School Support Counsellor will be included, when appropriate.

Credit recovery:

• Has equal status with other forms of course delivery;

• Is not a replacement for effective, positive instruction and intervention during the initial credit attempt; and,

• Must be decided based on the student profile provided by the subject teacher, through a recommendation by the Credit Recovery team and agreed to by the student and, where appropriate, parents/guardians.

When credit recovery is recommended, the subject teacher must provide the following information:

• The final percentage mark for the course;

• A breakdown of the percentage marks for assessments throughout the course; and,

• A list of overall expectations that have not yet been demonstrated.

All students recommended for and who accept admission into credit recovery require a Credit Recovery Learning Plan, which will be developed by the credit recovery teacher in consultation with the student and shared with the parent/guardian(s).  

The final percentage mark may be based solely on performance in the credit recovery program or may include results from the initial course.

Substitutions for Compulsory Credit Requirements

In order to provide the flexibility to tailor an individual student’s program to the student’s needs and to support his or her progress through secondary school, principals may substitute up to three compulsory credits with courses from other subject areas specified in the list of compulsory credit requirements.  

Substitutions can be made for compulsory credits required for either the Ontario Secondary School Diploma (OSSD) or the Ontario Secondary School Certificate (OSSC).

Substitutions should be made to promote and enhance student learning or to respond to special needs and educational interests.

The principal makes the decision regarding the substitution of credits in consultation with the parents/guardians and the appropriate school staff members.

Each substitution made will be noted on the student’s Ontario Student Transcript.

Prior Learning Assessment and Recognition (PLAR)

Prior learning includes the knowledge and skills that students have acquired, in both formal and informal ways, outside Ontario secondary school classrooms. Through a formal evaluation and accreditation process known as Prior Learning Assessment and Recognition (PLAR), students may have their skills and knowledge evaluated against the overall expectations outlined in provincial curriculum policy documents in order to earn credits toward the secondary school diploma. PLAR procedures are carried out under the direction of the school principal, who grants the credits.

The PLAR process developed by a school board in compliance with ministry policy involves two components: challenge and equivalency. The challenge process is the process whereby students’ prior learning is assessed for the purpose of granting credit for a course developed from a provincial curriculum policy document. The equivalency process involves the assessment of credentials from other jurisdictions.

Because young people benefit in many ways from the learning experiences offered in secondary school, PLAR has a specific, limited function in the Ontario secondary school program. For regular day school students under the age of 18, a maximum of 4 credits may be granted through the challenge process.

See RCDSB Administrative Procedure 221 for more information.

Students may “challenge” a specific course for credit if they can provide evidence indicating achievement of the overall expectations and a likelihood of success. Since Grade 9 is viewed as a foundation year for all Ontario students, the PLAR process does not apply to Grade 9 credits.

A student who believes that she or he possesses the full range of knowledge and skills for a Grade 10 to 12 course in the school course calendar should refer to their Guidance Counsellor for information about completing the application and other necessary documentation.

The student should be prepared to provide reasonable substantive evidence for success in the challenge process (e.g., a portfolio, documentation of related coursework, recommendations from teachers, etc.). Furthermore, the student may be required to demonstrate achievement of the overall course expectations, as outlined in the curriculum documents, through formal assessments, including exams and assignments, and other assessment strategies appropriate for the particular course.

Mature PLAR is a different process for students who are turning 18 during the school year.  Information about this process is outlined in Policy/Program Memorandum 132.  Please see your Guidance Counsellor or Student Success Teacher if you think this might apply to you. 

Music Credits

A maximum of two credits may be earned by students who present evidence of satisfactory standing in recognized programs offered by conservatories or colleges of music.  The mark credited to the student is calculated by averaging the marks that the student has earned in the practical component and in rudiments or theory, as the case may be. 

A maximum of one Grade 11 university/college preparation music credit (AMX3M) may be awarded towards the OSSD for the successful completion of one of the following: 

• Level 7 Practical and Level 7 Theory of the Royal Conservatory of Music (Toronto);

• Grade VII Practical and Grade III Theory of the Conservatory Canada (London, Ontario);

• Collegial I Practical and Collegial I Theory of any conservatory of music in the province of Quebec;

• Grade V Practical and Grade III Theory of Trinity College (London, England); or,

• Grade VII Practical and Grade VI Theory of the Royal Schools of Music (London, England).

A maximum of one Grade 12 university/college preparation music credit (AXM4M) may be awarded towards the OSSD for the successful completion of one of the following:

• Level 8 Practical and Level 8 Theory of the Royal Conservatory of Music (Toronto);

• Grade VIII Practical and Grade IV Theory of the Conservatory Canada (London, Ontario);

• Collegial II Practical and Collegial II Theory of any conservatory of music in the province of Quebec;

• Grade VI Practical and Grade IV Theory of Trinity College (London, England); or,

• Grade VIII Practical and Grade VIII Theory of the Royal Schools of Music (London, England).

Note:  The term "Practical" refers to any musical instrument on which performance is examined.  It includes voice (i.e., singing), but not speech arts.  The mark credited to the student is calculated by averaging the marks the student has earned in the practical and theory components.