Opening Minds to OpportunityMichelsA C A D E M Y

Student Guide

MichelsPage 1

A C A D E M Y

Table of Contents

Pages1. Welcome Letter 3

2. Goals and Philosophy & Courses Offered & Credit Definition

4 & 5 & 6

3. Press Release 74. Academy Enrolment Checklist 8

5. Course Evaluation Profile Outline & Learning Categories and Levels of Achievement

9 & 10 &11

6. Roles and Responsibilities & Student Expectations 12 – 15

6. Expectations of Staff & Student Protection 16-17

7. Assessment and Evaluation: 18-228. Teacher Preparation for Inspection by Ministry 23

9. Teacher Preparation 24Appendix:

i) Study Tips 25 - 26

Michels A C A D E M Y Page 2

Michels A C A D E M Y

Dear Student/ Client,

Welcome to the Michels Academy.

The enclosed document is a vital guide to your role in making your learning experience successful in our school.

First and foremost, welcome to the opportunity of being great at school ! Welcome to excellence.

The Michels Academy grants secondary school credits in Mathematics, Science, Biology, Chemistry and Physics in Academic and Applied strands. The Michels Academy is prepared to accelerate the learning experience using the cognitive approach in earning credits at the learner’s pace. Online learning is available 24 / 7. The Academy is a year-round school supporting mastery learning in preparation of culminating activities/exams. The strength in the Michels Academy is its adaptability to the learning style of each individual learner and the use of comprehensive technologies to enhance the learning experience. The blending of Mathematics and Science curriculum drives the enthusiasm and motivation of the learner.

We will review, repeat and redo concepts, skills, techniques for all tests, exams until the highest achievement is earned.

Please understand that all workbooks, notebooks, borrowed textbooks, powerpoint submissions and other hardcopy/ softcopy submissions of work including quizzes, tests and exams are owned by the Michels Academy. These pieces of work must be filed into your portfolio for the Ministry of Education to validate and inspect before the granting of your credit achievement.

We wish you every success in the upcoming year of studies. Welcome to our extended family.

Yours sincerely,

Henry MichelsHeadmaster and OwnerMichels Academy

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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 A C A D E M Y

MICHELS ACADEMY Credit Courses Offered for 2011 Mathematics Credit Courses Grade 12 Calculus and Vectors Mathematics MCV4UGrade 12 Mathematics of Data Management MDM4UGrade 12 Mathematics of Higher Functions MHF4UGrade 12 Mathematics College and Apprenticeship MAP4CGrade 11 Functions Mathematics MCR3UGrade 10 Principles of Mathematics MPM2D (summer session; under construction)Grade 9 Principles of Mathematics MPM1D(summer session; under construction)

Science Credit Courses Biology, Grade 12, University SBI4UChemistry, Grade 12, University SCH4UPhysics, Grade 12, University SPH4UEarth and Space Science, Grade 12, University SES4U (summer session; under construction)Biology, Grade 11, University Prep SBI3UChemistry, Grade 11, University SCH3UPhysics , Grade 11, University SPH3UGrade 10 Academic Science SNC2D (summer session; under construction)Grade 9 Academic Science SNC1D (summer session; under construction)

English Credit Courses Grade 12 English University ENG4U (summer session; under construction)Grade 12 English College ENG4C (summer session; under construction)

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DEFINITION OF A CREDITA 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.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 and/or Mid-Term 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.

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Michels A C A D E M Y

Press Release: 

Michels Academy Goes Online with Desire2Learn Learning Suite

Synopsis: Online courses in all Secondary Academic and Applied Mathematics and Science courses will be available as of February 2011.

December 1, 2010 Oshawa, ON - Michels Academy offers a completely online learning experience and grants Ontario secondary school credits in Mathematics, Science, Biology, Chemistry and Physics in Academic and Applied strands.

Course offerings will be delivered via Desire2Learn Learning Suite, a robust learning management system (LMS) with innovative advancements that enrich the overall learning experience.

Michels A C A D E M Y

Full-Course Credit, Credit Upgrade

Course Equipment Provided by Michels Academy (Online and In-Class) at an additional cost:

o Course Workbook (varies between courses; ranging from $12 -$50)o Worksheet Notebooks (varies to 250 or 300 pages; approximately $8 value)o Basic Equipment (pens, pencils, rulers, paper, etc)o Index or Flashcards (varies to number of cards; $3 value per package)

Course Equipment Available at the Michels Academy (In-Class only):

o Printer available in classroomo Color Graphic Printer available in classroomo Biology, Chemistry and Physics lab equipmento Camcorder and Projector (for presentations, lab videos, etc.)o Calculators and Graphing Calculators

Apparel Available Upon Request at Michels Academy (Online and In-Class):

o Vest Apparel (with logo and branding; $50 value)

ACADEMY ENROLMENT CHECKLIST

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Michels A C A D E M Y

Course Evaluation Profile & Outline

Generic COURSE OUTLINE

Unit Titles:

The units for each Mathematics and Science course is found on website www.michelsacademy.com.

Module One broken into Unit 1 and Unit 2: Module Two broken into Unit 3 and Unit 4: Module Three broken into Unit 5 and Unit 6: Module Four broken into Unit 7 and Unit 8:

Course aims and descriptors for each Mathematics and Science course are found on website www.michelsacademy.com. Open the toolbar tab at the top of the website homepage and then open the course grade sub-tab to find the specific course code with the embedded course outline.

Generic EVALUATION

Term Work: 70% Final Evaluation: 30%Category Weight* Task Weight*Knowledge/Understanding 30% Final Project 10%Thinking 30% Final Exam 20%Communication 20%Application 20%

Course Mark Breakdown:Mid-term Evaluation 10%Unit Tests 40%Unit Quizzes and Assignments: 20%Course Culminating Activities:

a) Final Project ** 10%b) Final Exam 20%

_________________________ ________________________ ______________________Teacher’s Signature Student’s Signature Parent’s Signature

* Weights may vary ** If course is offered at accelerated pace then Final Exam may be weighed at 30%

Components and Weighting of Assessment and Evaluation

70% of the grade will be based on assessments and evaluations conducted throughout the course in the form of:

Proctored Mid-Term Evaluation Proctored Tests Online Quizzes, Of Learning Check DROPBOX activities Assignments & Textbook Assignment Due Questions

30% of the grade is based on a final evaluation. Final Project / Culminating Activity Proctored Final Examination

Final Grade

The final grade is reported as a percentage corresponding to levels of achievement: level 1 (50-60%), level 2 (60-70%), level 3 (70-80%), level 4 (80-100%).In calculating the student’s final mark, the following weighting will apply.

Ontario Curriculum, Grades 11 and 12, Mathematics, 2007

Achievement Category

Weight

Knowledge/Understanding 30%Inquiry/Problem Solving 30%Communication 20%Applications 20%

Total 100%

Learning Skills

Learning skills are assessed throughout the course and reported in these areas: independent work, teamwork, organization, working habits/homework, and initiative. These are reported separately and are not included in the calculation of the percentage mark. The development of these skills is critical to academic achievement and directly affects the final mark.

Resources

Workbooks provided by the Michels Academy for each credit course at no additional cost. Textbooks are available at an additional cost (give one week for delivery from

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publisher). Headmaster will attempt to obtain used textbooks with a $40 deposit that will be refunded upon return of textbook in condition loaned out.

Categories50-59% (Level 1) 60-69% (Level 2) 70-79% (Level

3)80-100% (Level 4)

1-52%

1 55%

1+58%

2-62%

2 65%

2+68%

3-72%

3 75%

3+78%

4-82%

4 91%

4+100%

Knowledge and Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning Understanding and significance (understanding) The student:Knowledge of content (e.g., facts, terms, procedural skills, use of tools)

– demonstrates limited knowledge of content

– demonstrates some knowledge of content

– demonstrates considerable knowledge of content

– demonstrates thorough knowledge of content

Understanding of mathematical concepts – demonstrates limitedunderstanding of concepts

– demonstrates some understanding of concepts

– demonstrates considerable understanding of concepts

– demonstrates thorough understanding of concepts

Thinking The use of critical and creative thinking skills and/or processesUse of planning skills– understanding the problem (e.g. formulating and interpreting the problem, making conjectures)– making a plan for solving the problem

– uses planning skills with limitedeffectiveness

– uses planning skills with someeffectiveness

– uses planning skills with considerable effectiveness

– uses planning skills with a high degree of effectiveness

Use of processing skills– carrying out a plan (e.g. collecting data, questioning, testing, revising, modeling, solving, inferring, forming conclusions)– looking back at the solution (e.g., evaluating reasonableness, making convincing arguments, reasoning, justifying, proving, reflecting)

– uses processingskills with limited effectiveness

– uses processing skills with some effectiveness

– uses processing skills with considerable effectiveness

– uses processing skills with a high degree of effectiveness

Use of critical/creative thinking processes (e.g. problem solving, inquiry)

– uses critical/creative thinking processes with limited effectiveness

uses critical/creative thinkingprocesses with some effectiveness

– uses critical/creativethinking processes with considerable effectiveness

–uses critical/creative thinking processes with a high degree of effectiveness

Communication The conveying of meaning through various formsExpression and organization of ideas and mathematical thinking (e.g. clarity of expression, logical organization), using oral, visual, and written forms (e.g. pictorial, graphic, dynamic, numeric, algebraic forms; concrete materials)

– expresses and organizesmathematical thinking with limited effectiveness

– expresses and organizesmathematical thinking with someeffectiveness

– expresses and organizesmathematical thinking with considerable effectiveness

– expresses and organizesmathematical thinking with a high degree of effectiveness

Communication for different audiences (e.g. peers, teachers) and purposes (e.g., to present data, justify a solution, express a mathematical argument) in oral, visual, and written forms

– communicates for different audiences and purposes withlimited effectiveness

– communicates for different audiences and purposes with some effectiveness

– communicates for different audiences and purposes with considerable effectiveness

– communicates for different audiences and purposes with a high degree of effectiveness

Use of conventions, vocabulary, and terminologyof the discipline (e.g. terms, symbols) in oral,visual, and written forms

– uses conventions, vocabulary, and terminology of the discipline with limited effectiveness

– uses conventions, vocabulary, and terminology of the discipline with some effectiveness

– uses conventions, vocabulary, and terminology of the discipline with considerable effectiveness

–uses conventions, vocabulary, and terminology of the discipline with a highdegree of effectiveness

Application The use of knowledge and skills to make connections within and between various contextsApplication of knowledge and skills in familiarcontexts

– applies knowledge and skills in familiar contexts with limitedeffectiveness

– applies knowledge and skills in familiar contexts with someeffectiveness

– applies knowledge and skills in familiar contexts with considerable effectiveness

– applies knowledge and skills in familiar contexts with a highdegree of effectiveness

Transfer of knowledge and skills to new contexts

– transfers knowledge and skills to new contexts with limitedeffectiveness

– transfers knowledge and skills to new contexts with someeffectiveness

– transfers knowledge and skills to new contexts with considerable effectiveness

– transfers knowledge and skills to new contexts with a high degree of effectiveness

Making connections within and between various contexts (e.g., connections between concepts, representations, and forms within mathematics; connections involving use of prior knowledge and experience; connections between mathematics, other disciplines, and the real world)

– makes connections within and between various contexts withlimited effectiveness

– makes connections within and between various contexts withsome effectiveness

– makes connections within and between various contexts with considerable effectiveness

– makes connections within and between various contextswith a high degree of effectiveness

Below 50% (Level R)The student’s performance does not reflect the achievement of the curriculum expectations.Insufficient achievement of the curriculum expectations.R-

10%R

25%R+40%

Categories50-59% (Level 1) 60-69% (Level 2) 70-79% (Level

3)80-100% (Level 4)

1-52%

1 55%

1+58%

2-62%

2 65%

2+68%

3-72%

3 75%

3+78%

4-82%

4 91%

4+100%

The chart above shows the categories used in the designing of learning activities.The levels of achievement are embedded at the top and bottom of the chart. Please note the descriptors for achieving Level 4-, 4 and 4+.

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Michels A C A D E M Y

ROLES AND RESPONSIBILITIES

Student Responsibilities, Achievement and AttendanceStudents 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.

Go to weblinks:www.edu.gov.on.ca/extra/eng/ppm/128.htmlwww.edu.gov.on.ca/eng/safeschools/ code .html and pdf:http://www.etfo.ca/IssuesinEducation/SafeSchools/Documents/Code%20Of%20Conduct.pdffor general principles of Standards of Behaviour and Mandatory ConsequencesAll 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.  

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ACCEPTABLE USE POLICYMichels 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:

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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 teachable “classroom” situation in library or at 103 Taylorwood):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

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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). Gradebook is available within the learning environment.

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.

The following flowchart shows the various ways the Michels Academy gathers information and makes judgements of the quality of the students work.

Michels A C A D E M Y

Watching videos/weblinks monitored by the Desire2Learn learning suite.

Completion of Dropboxes which include tasks directly shown in the videos and/or weblinks monitored and reviewed by teaching staff in scheduled “teachable” classes

Completion of Textbook Assignment Due Questions and/or Workbook Questions to be assessed as to mastery level of learning with follow-up review in offline and online learning situations.

Online Quizzes attempted for each 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 Course Challenge or Culminating Activity or ISU or Research Report

Completion of Summative Mid-Term and/or Final Evaluations. Mid-terms may be deferred by student to the Final Exam. Deferring Mid-term will result in the Final Exam being worth 30% and covering the entire course material.

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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 policy 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 expectationsb) Teaching and learning strategiesc) Assessment strategies

Teachers may wish to use the Course Profiles at website http://www.curriculum.org/occ/profiles/profiles.shtml to support their planning.

4. Follow the attendance procedures established by the school.

5. Support the expectations that have been established for students.

Michels A C A D E M Y

Student Protection Act – HighlightsThe 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.

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Assessment and Evaluation: Definition of Achievement and Tracking Overall

Expectations

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).

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Michels A C A D E M Y

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 sued 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.

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,IC,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 ad 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.

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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.

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Assessment, Evaluation, Reporting

ASSESSMENT = Evidence Gathering EVALUATION = Judgement

1. Everything that is marked does not need to be included in the mid-term report card mark or in the final grade. Only evaluations count!

2. Use various kinds of assessments and record results. Few and robust assessments have more value.

3. Use good tools (e.g. rubrics) for evaluations, which are directly related to the achievement charts. Course profiles and the exemplar documents are useful resources.

4. For evaluations and for the final evaluation, make sure that the questions provide evidence of proficiency in all 4 categories.

5. The final grade is a percentage mark that represents achievement in all 4 categories. Each category has a percentage weighting.

6. When determining a grade for the mid-term and final report cards, calculate student’s average for each category (KU, TI, COMM, APPL).

7. It is useful to develop a “word picture” of students working at each of the 4 levels to show students what work looks like at each level. Exemplar documents are helpful for this. For exemplars in Mathematics and Science visit website www.michelsacademy.com or within the Introductions and Supplemental section of the learning environment

8. Assess and evaluate and do it well. Record what is necessary for a specific purpose and nothing more.

9. The final grade represents the student’s most consistent level of achievements over the term.

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10. In calculating the final grade, give attention to the students more recent results.

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Assessment – Formative

Period of Work in Academy: _________________________________

Activity

Date

Students’ Name

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Chart above is an organizer or checklist summarizing the different activities used to gather evidence of proficiencies, strengths and needs.

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Evaluation – Summative

Student: _______________________________

Subject: ________________________________

Period of Study: __________________________________

Achievement Chart Category

Knowledge Thinking Communication Application30 30 20 20

Evaluation Description

1. Oral presentation: My Life /30 marks

6 8 6

October 3 10 10 102.

3.

4.

5.

6.

7.

The evaluation tool goes here (e.g. test, presentations, debate, discussions, checklist etc) along with the topic and value. These evaluations provide the evidence with which to calculate the final mark. They comprise 70% of the final mark.

Put the value of the category here. For example, this evaluation has a total value of 30 marks and of the 30 marks, knowledge accounts for 10. Put 10 here.

Put the mark that the student achieved for each category evaluated. Evaluations should include more than 1 category.

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What is the most consistent level of achievement over the term giving attention to the more recent?

What percentage mark does the level represent?What is the mark based on the maximum allocated in each category?

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Achievement Chart Template

Student: ___________________ Subject: ___________________

Period of Study: ___________________________________

Achievement Chart Knowledge Thinking Communication Application

Evaluating Description

1.

2.

3.

The number of evaluations that are conducted during the term depends on the teacher. As a general rule, teachers should aim for few and robust evaluations.

Note: Not every evaluation has to have all 4 categories included. However, it is important to have a balance so that, over the course of the term, all 4 categories are evaluated in rough proportion to the percentage allocated to them.

It is important to gather sufficient evidence in each category over the course of the term in order to be able to make a judgment of the student’s term mark.

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4.

5.

6.

7.

8.

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Teacher Preparation for Classroom Inspection

Purpose of the Classroom Inspection

The Ministry of Education inspector gathers evidence, in part through classroom visits, in order to enable him/her to make a judgement about the school’s achievement of the Ministry’s expectations and to provide clear and specific feedback to the school.

The structure of the school’s courses, the quality of teaching, and the work of the students must be sufficiently consistent with the Ministry of Education’s Ontario Secondary Schools, Grade 9-12: Program and Diploma Requirements 1999 (OSS), curriculum guidelines, and appropriate policy documents(e.g. Program Planning and Assessment).

Teacher Preparation

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Teachers must be well prepared for a classroom visit by the Ministry of Education Inspecting Supervisory Officer and the checklist is intended to help teachers ensure that they are prepared. Each classroom visit will be approximately 25 minutes. Students should be made aware that the inspector might wish to talk to them.

The following materials must be available for the Ministry of Education’s review in each classroom on the day of inspection:

A place to sit (desk and chair) in each classroom.

Daily lesson plan, course outline, unit plans, and other appropriate planning documents.

Samples of student work such as notes, tests, projects, assignments and writing folders.

Records of student achievement that reflect the assessment and evaluation requirements of the curriculum policy documents and show the use of achievement charts and categories of knowledge and skills.

Pupil attendance records.

Sample assessment instruments include term evaluations, culminating activities and final exams.

Michels A C A D E M Y

Study Tips

#1 Clearly mark or indicate the beginning and end of each Strand, Unit, or other material to be tested in your notes. You can use sticky notes, coloured dividers, or title pages. It also helps to compare your notes page-by-page with another student to ensure you both have all the notes in the same/similar order.

#2 Beginning about 4 weeks before the test or exam, create a study schedule. Use a real calendar or make one (http://www.myfreecalendarmaker.com/) on the computer and then identify all the days on which you will study a particular topic. Write the title of the topic for each day on the calendar and make sure you have many repeat sessions throughout the entire schedule. Allow at least 1 hour of studying per session (do more if you can, especially closer to the test). If you have

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more than one test or exam to study for you will definitely need to use a technique like this. (See this example of a study schedule)

#3 You'll want to have a number of days/sessions to devote to each topic. You might have to miss 1 of those dates because you are too busy or sick or otherwise. But you CAN'T miss more than that. You have to stick as close as you can to the schedule but be a bit flexible towards the date of the test in case you need more time on a particular area. At the Michels Academy you will be given an opportunity to repeat or redo any strand or unit test and attempt more than one final evaluation. If you are trying to accelerate your credit achievement then time to repeat or redo work may be limited based on the time requested to accelerate.

Michels A C A D E M Y

Study Tips continued...

#4 With a highlighter in hand, begin to read your notes. Highlight titles, headings, and major terms or definitions. Use sticky notes to cover up the names of structures in diagrams so you can practice them. Re-calculate many (or all) problems such as those on the microscope, or density, or whatever computational math work. Cover up the solutions and just work from the questions. Read every word of a section in your notes and try to understand and digest every concept. If you are confused about a concept, mark it in your notes and be sure to ask your teacher for help. Don't be surprised if you have a number of concepts you need to clarify with your Headmaster. But before you necessarily turn to your teacher, try your textbook and the internet. See if you can fill in the gaps of your understanding yourself. If you can, great! If you can't, there's no shame in asking for guidance.

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#5 While you are reading your notes, every so often close the notes and try to visualize what you have learned. Try to see the actual notes in your mind but also see if you can explain the main concepts out loud or draw them on paper in rough. I personally think you need to make actual "study notes" as flashcards which can be reviewed over and over however, this is time consuming. Ask the Headmaster if sample flashcards are available. In my opinion, you should treat all hardcopy and softcopy notes as study notes. You'll be better prepared for the test or an exam if you know ALL of your notes pretty well. If you treat your class notes as study notes and highlight them and put sticky notes in them and really read them over, that's better than making short-version study notes of your own. BUT there's absolutely nothing wrong with making additional (study) notes of your own as long as you ALSO know the class notes. And you have to stick to your study schedule and spend a good amount of time reciting your notes, drawing little sketches, and writing quick definitions or formulas. Take a break and go for a walk and during that time, think about your notes and explain concepts and diagrams to yourself. As you do this you'll find parts that you forget or don't understand. Go back to the notes now and re-read those parts to see if it helps. I bet it will.

#6 Don't despair! It's easy to get frustrated and a little depressed when you are sticking to a busy schedule, especially if you're studying for many evaluations. That's when a schedule is vital! And this is the time when you re-learn all of the stuff you should have learned in the first place...or did learn and forgot. It's going to take some work but the rewards are waiting for you. But after the test, you will come away having performed much better and you will have learned so much. Yes, you will need to review continually but in the future you could re-learn it again very quickly. At the Michels Academy we take pride in your success.

Online Learning Suite:https:michelsacademy.desire2learn

.com/Email:

michelsacademy@hotmail.comWebsite:

michelsacademy.com/

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Opening Minds to Opportunity

Michels Academy Early-Bird Summer Price per credit course is $485 if you register before June 4th, 2011.

This offer includes online courses as well as face-to-face teaching in your registered credit course.

About Michels AcademyThe Michels Academy grants secondary school credits in Mathematics, Science, Biology, Chemistry and Physics in Academic and Applied strands. The Michels Academy is prepared to accelerate the learning experience using the cognitive approach in earning credits at the learner’s pace. Online learning is available 24/7. The Academy is a year-round school supporting mastery learning in preparation of culminating activities/exams. The strength in the Michels Academy is its adaptability to the learning style of each individual learner and the use of comprehensive technologies to enhance the learning experience. The blending of Mathematics and Science curriculum drives the enthusiasmand motivation of the learner. For further information, visit www.michelsacademy.com.

Press Release: 

Michels Academy Goes Online with Desire2Learn Learning SuiteSynopsis: Online courses in all Secondary Academic and Applied

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Mathematics and Science courses will be available as of February 2011December 1, 2010 Oshawa, ON - Michels Academy offers a completely online learning experience and grants Ontario secondary school credits in Mathematics, Science, Biology, Chemistry and Physics in Academic and Applied strands.

Email: michelsacademy@hotmail.com

Website:michelsacademy.com

Opening Minds to OpportunityMichelsA C A D E M Y

Student Guide

Email: michelsacademy@hotmail.com

Website:michelsacademy.com