1.1 Core Credits: Spadina International School student’s will have to approve the following 15 credits, in order to gain their High School Diploma in Canada (OSSD)

1.2 Groups: Spadina International School students will have to gain 3 Credits, one from each group, to comply the requisites to obtain their High School Diploma in Canada:

To earn the High School Diploma in Canada (OSSD), Spadina International School student’s will have to gain 12, chosen from the following options:

The aim of the exam is to assess the achievement of literacy expectations set by the Ontario Curriculum to earn the High School Diploma in Canada (OSSD), across all the subjects, specifically in  writing and reading skills. Those skills are developed throughout all the subjects and the studies undertaken up to grade 9th. The SIS student should be able to read selections and to communicate in a varied written form. 

In the reading component, there are 23 multiple choice and 1 open question that will assess the ability of:

1. Understanding explicitly stated information and ideas
2. Understanding implicitly stated information and ideas (making inferences)
3. Making connections between information and ideas in a reading selection and personal knowledge and experience (interpreting reading selections by integrating information and ideas in a reading selection and personal knowledge and experience)

In the writing component, students respond to 8 multiple-choice questions and one long-writing response to demonstrate the capacity of:

1. Developing a main idea with sufficient supporting details
2. Organizing information and ideas in a coherent manner
3. Using conventions (spelling, grammar, punctuation) in a manner that does not distract from clear communication

The test must be completed in one sitting, comprising two sessions of 60 minutes each, with 31 multiple choice questions and 2 open-response questions.  The test is administered by the Education Quality and Accountability Office (EQAO), during March or December every year but changes in schedule might occur upon extraordinary circumstances.

Procedure

1. The SIS Student will inform during the second semester of the year, to SIS principal,  the intention of writing the test. It can be taken in grade 9th and the latest advisable year to take it is 10th, to retake it in case of failure or take the OSSLC
2. SIS will register the student before the Education Quality and Accountability Office (EQAO). that is in charge of preparing and evaluating the test. 
3. The SIS student is allowed to take the OSSLT maximum twice and can make the first attempt in 9th grade, the latest grade advised to write it is 10th, to have a second chance in case of failure. 
4. In case of failing the exam for the first or the second time, the SIS student can take the Ontario Secondary School Literacy Course, code OSSLC
5. SIS will record the OSSLT results on the Ontario Student Record. If the result is satisfactory, the student will have complied with the requisite to gain the High School Diploma in Canada

Accommodations

To qualify for accommodations during the test or the course, a student must have an IEP that outlines accommodations to be provided during the test or course that are also necessary for and consistent with regular classroom practices and that are provided for all of his or her assessments.

Procedure

1. Design on an individual student basis;
2. Consult the principal, the student, parents and appropriate staff 
3. Make the request prior to the taking of the OSSLT or enrolling in the OSSLC;
4. Take into consideration all accommodations included in the student’s IEP that are also permitted in accordance with this appendix and with the Education Quality and Accountability Office (EQAO) document entitled Guide for Accommodations, Special Provisions, Deferrals and Exemptions (see the subsection “Permitted Accommodations”, below) and be consistent with regular classroom practice, including assessments;
5. Communicate clearly and in writing to the parents, or directly to the adult student in advance of the writing of the test or enrolment in the course
6. Record with all pertinent details, on the Student Data Collection System provided by the EQAO for students writing the OSSLT.

English Language Learners

Students who are English language learners might be subject to adjustments in the setting and/or timing for writing the test. They do not affect the validity or reliability of the test.

Procedure

1. Design on an individual student basis;
2. Consult the principal, the student, parents and appropriate staff 
3. Make the request prior to the taking of the OSSLT or enrolling in the OSSLC;
4. Take into consideration all accommodations included in the student’s IEP that are also permitted in accordance with this appendix and with the Education Quality and Accountability Office (EQAO) document entitled Guide for Accommodations, Special Provisions, Deferrals and Exemptions (see the subsection “Permitted Accommodations”, below) and be consistent with regular classroom practice, including assessments;
5. Communicate clearly and in writing to the parents, or directly to the adult student in advance of the writing of the test or enrolment in the course
6. Record with all pertinent details, on the Student Data Collection System provided by the EQAO for students writing the OSSLT.

Deferrals

The student might request to defer the exam until grade 11th. Once the SIS student has passed the test it can not retaken. Deferrals are intended for students who are working towards an OSSD and who have not yet acquired a level of proficiency in English that would allow them to successfully complete the test.

Deferrals may also be granted to students who are unable to write the test at the scheduled time owing to illness, injury, or other extenuating circumstances. Documentation must be submitted to the principal of the school in such cases.

Procedure

1. Request in writing to the principal for deferral by either a parent or the school, as long as both parties have been consulted. A principal may also initiate consideration of a deferral with the parent or adult student. The principal will make his or her decision in consultation with the parent or adult student and appropriate school staff. In cases of disagreement, the parent or adult student may ask the appropriate supervisory officer to review the matter. The decision of the supervisory officer is final.
2. Write the exam at the time of the next scheduled test. Students who are granted a deferral will write the test at the next scheduled sitting, as prescribed by the EQAO.
3. Ask for an additional deferral if extenuating circumstances come up. The principal, parent or adult student and appropriate school staff must review the request. While there is no limit on the number of deferrals that may be granted, the parent or adult student must be advised that a deferral will result in fewer opportunities to retake the test and that successful completion of the test, successful completion of the OSSLC, or successful completion of the adjudication process is a diploma requirement. Students should be encouraged to write the test so that the school may have an indication of their strengths and needs and be able to develop an appropriate program and/or appropriate forms of support to prepare them for their next attempt.
4. Enter the decision to defer, with all pertinent details, in the Student Data Collection System provided by the EQAO.
5. Keep all documentation related to the decision to grant a deferral in the student’s Ontario Student Record.

Exemptions

Students whose Individual Education Plan (IEP) indicates that the student is not working towards the attainment of the OSSD may, with parental consent and the approval of the principal, be exempted from writing the OSSLT or taking the OSSLC. Students who are working towards the OSSD under Ontario Schools, Intermediate and Senior Divisions (Grades 7–12/OACs): Program and Diploma Requirements, rev. ed.,1989 (OSIS) and students who are working towards an earlier diploma, such as the Secondary School Graduation Diploma, are not required to meet the literacy graduation requirement.

Procedure

1. Identify whether the student is working towards the OSSD, as part of the IEP development process, on the basis of the student’s learning expectations and in consultation with the parent or adult student (a student who is eighteen years of age or older), 
2. Decide whether to grant the student an exemption from writing the OSSLT or taking the OSSLC, in consultation with the parent or adult,  taking into consideration if the student is not working towards the OSSD, 
3. Communicate the final decision in writing to the parent or adult student as part of the IEP development process. In cases of disagreement, where the principal decides that the student should be exempted from writing the test or taking the course but the parent or adult student disagrees with this decision, the student must be allowed to write the test or take the course. Where the principal decides that the student should write the test or take the course but the parent or adult student disagrees with this decision, the matter will be referred to the appropriate supervisory officer. The supervisory officer’s decision is final.
4. Where it is determined that an exemption does not apply and that the student who has an IEP and who is receiving a special education program and special education services is to take the test or the course, the principal must ensure that the student has a fair and equal opportunity to successfully complete the test or the course. The necessary accommodations will be provided. 
5. If the learning expectations contained in the student’s IEP are revised at some point and the student begins to work towards the OSSD, he or she must successfully complete the OSSLT, the OSSLC, or the adjudication process in order to be eligible to receive the diploma.
6. Keep all documentation related to the decision to grant an exemption from taking the test or the course in the student’s Ontario Student Record.

Ontario Secondary School Literacy Course,  OSSLC 

SIS students who fail the OSSLT might take the OSSLC course, which code is OCL4O, and is offered by Spadina International School. Students might only take this course in case of failing the exam, and the course might be accredited as one of the English compulsory courses necessary for gaining the OSSD

Procedure

1. Confirm an unsuccessful attempt upon receipt of the results from EQAO.
2. Verify if a student has had two opportunities to take the OSSLT and has failed it at least once, hence the student is eligible to enrol in the OSSLC. Principals have the discretion to allow a student to enrol in the OSSLC before he or she has had a second opportunity to take the OSSLT, if the principal determines that it is in the best educational interest of the student. Students who pass the course are considered to have met the literacy graduation requirement.
3. No modifications of expectations are permitted in this course.
4. The adjudication process, as a way of meeting the secondary school literacy graduation requirement, does not apply.
5. The credit earned for successfully completing the OSSLC may also be used to meet the Grade 11 or the Grade 12 compulsory credit requirement in English or to meet the Group 1 compulsory credit requirement for the Ontario Secondary School Diploma.
6. Only the notation of the successful completion of the literacy diploma requirement will appear on the Ontario Student Transcript

Procedure

1. Confirm an unsuccessful attempt upon receipt of the results from EQAO.
2. Verify if a student has had two opportunities to take the OSSLT and has failed it at least once, hence the student is eligible to enrol in the OSSLC. Principals have the discretion to allow a student to enrol in the OSSLC before he or she has had a second opportunity to take the OSSLT, if the principal determines that it is in the best educational interest of the student. Students who pass the course are considered to have met the literacy graduation requirement.
3. No modifications of expectations are permitted in this course.
4. Accommodations specified in the student’s IEP must be available to the student throughout the course
5. The adjudication process, as a way of meeting the secondary school literacy graduation requirement, does not apply.
6. The credit earned for successfully completing the OSSLC may also be used to meet the Grade 11 or the Grade 12 compulsory credit requirement in English or to meet the Group 1 compulsory credit requirement for the Ontario Secondary School Diploma.
7. Only the notation of the successful completion of the literacy diploma requirement will appear on the Ontario Student Transcript

The community involvement requirement is designed to provide Spadina International School student’s with the opportunity to develop awareness and understanding about civic responsibility. Students can actively participate in supporting and strengthening their communities. It also provides the opportunity for students to learn more about themselves and possible career opportunities, after gaining their High School Diploma in Canada (OSSD)

Students can start accumulating the required 40 hours in the summer before entering Grade 9. Teaming up with SIS Counselors, the student will plan the activity to undertake, abiding the list of eligible and not eligible activities

Responsibilities of the principal

Principals are required to provide information about the community involvement requirement to parents, students, and community sponsors. Principals are also required to provide students with the information and forms they will need to complete the community involvement requirement, including the school’s list of approved activities from which to choose. After a student completes the 40 hours of community involvement and submits all documentation of their completion to the school, the principal will decide whether the student has met the community involvement requirement and, if so, will record it as completed on the student’s official transcript.

For students from schools outside Ontario who do not have Ontario credits and who have completed Grade 10, 11, or more than Grade 11, the principal determines the number of hours of community involvement required.

Roles and responsibilities of students

In consultation with their parents, students will select an activity or activities from the school’s list of approved activities, also observing the list of ineligible activities. If the activity is not on the school’s list of approved activities, the student must obtain written approval from the principal before beginning the activity.

Before beginning any activity, students will provide the principal or other school contact with a completed “Notification of Planned Community Involvement Activities” form indicating the activity or activities that they plan to do. This form must be signed by the student, and by his or her parent if the student is under eighteen years of age. More than one such form may be submitted when additional activities are planned that were not included on a previously submitted form.

A “Community Involvement Activities Record” form must be completed by the student, the student’s parent (if the student is under eighteen years of age), and the community sponsor (that is, the person or organization that provided the community involvement opportunity for the student). The student must submit the form to the principal or other school contact upon completion of the 40 hours or at appropriate intervals determined by the principal.

Roles and responsibilities of parents

Parents should provide assistance to their child in the selection of their community involvement activities. Parents are also encouraged to communicate with the community sponsor and the school principal if they have any questions or concerns. A parent must sign the “Notification of Planned Community Involvement Activities” form and the “Community Involvement Activities Record”” form if the student is under the age of eighteen years. Parents must ensure that the student is properly covered by insurance to develop the planned activity.

Roles and responsibilities of sponsors in the community

One of the purposes of the community involvement requirement is to develop strong ties between the students and their community, fostering valuable and long-term relationships. Persons and organizations within the community may be asked by the student to sponsor a community involvement activity. Any training, equipment, insurance, or special preparation that is required for the activity should be provided by the person or organization. It is crucial that students are able to fulfil their community involvement requirement in a safe environment. The person overseeing the student’s activity must verify the date(s) and the number of hours completed on the “Community Involvement Activities Record” form.

Eligible Activities:

• SIS Teacher Assistant
• Tutoring, mentoring, coaching or assists other SIS student
• An event or activity designed to benefit of the SIS community in general

Not Eligible Activities:

• Activities that do not comply with ethical, moral and legal requirements for a minor according to local regulations
• Is a requirement of a class or course in which the student is enrolled
• Takes place during the time allotted for the instructional program on a school day. 
• Takes place in a logging or mining environment, if the student is under sixteen years of age
• Takes place in a factory, if the student is under fifteen years of age
• Takes place in a workplace other than a factory, if the student is under fourteen years of age and is not accompanied by an adult
• Would normally be performed for wages by a person in the workplace
• Involves the operation of a vehicle, power tools, or scaffolding
• Involves the administration of any type or form of medication or medical procedure to other persons
• Involves handling of substances classed as “designated substances” under the Occupational Health and Safety Act
• Requires the knowledge of a tradesperson whose trade is regulated by the provincial government
• Involves banking or the handling of securities, or the handling of jewellery, works of art, antiques, or other valuables
• Consists of duties normally performed in the home (i.e., daily chores) or personal recreational activities
• Involves activities for a court-ordered program (e.g., community-service program for young offenders, probationary program)