Peak Centre Academy is registered as a Ministry of Ontario accredited school and is currently offering the regular curriculum of Ontario for grades 5 to 12.

Peak Centre Academy exists to serve the unique academic, physical, social, and emotional needs of students participating in elite sports. We strive to equip our students with the best life-qualities that sport produces:

  • Perseverance
  • Respect
  • Self-confidence
  • Leadership

Peak Centre Academy is committed to creating and maintaining an orderly, trusting, and caring environment where teaching and learning are exciting, and student-athletes are provided the resources and environment to become truly outstanding individuals.

Peak Centre Academy’s Mission

The Peak Centre Academy sports program follows the principles of Long Term Athlete Development (LTAD), a Sports Canada sponsored initiative that is designed to help athletes reach their full potential by properly sequencing sport specific and conditioning activities throughout their development.

The Peak Centre Academy Athletic program combines daily sport specific activities that include on-ice/court/indoor and outdoor field training, strength and conditioning, field based athletic development, and unstructured play time that encourages physical creativity. Based at the Bell SensPlex we have access to four ice pads and an indoor field house so there is no training time lost to bad weather.

All our programs are built on a sound scientific foundation, using the latest research on young athlete development and performance. Our sports curriculum is flexible to allow for individualization based on stage of development and the physical abilities that are optimally trained at each stage of development.

The goals of our students are to obtain a post-secondary education while playing hockey or another sport at an elite level.

Peak Centre Academy’s Goals

Peak Centre Academy exists to serve the unique academic, physical, social, and emotional needs of students participating in elite sports. We strive to equip our students with the best life-qualities that sport produces:
  • Perseverance
  • Respect
  • Self-confidence
  • Leadership

Peak Centre Academy is committed to creating and maintaining an orderly, trusting, and caring environment where teaching and learning are exciting, and student-athletes are provided the resources and environment to become truly outstanding individuals.

Peak Centre Academy’s Vision for International Students

It is Peak Centre Academy’s vision to welcome International students to take Ontario High school credits virtually. Peak Academy will offer a high standard academic standard in alliance with the impeccable integrity of the Ontario Curriculum. Peak Centre Academy is aware of the unique educational needs of International students and strives to provide the most up to date e-learning support to ensure the best possible educational experience.

Peak Centre Academy’s Vision to meet the Educational Needs of Our Students

Peak Centre Academy’s vision is to serve the unique academic, physical, social, and emotional needs of students participating in elite sports. We strive to equip our students with the best life-qualities that sport produces: Perseverance, Respect, Self-confidence and Leadership. High expectations for student achievement together with consistent standards across grades ensure a positive school climate where learning comes first. Our teachers help students build a learning community in the classroom by modeling and encouraging positive interaction. The intent is to create enthusiasm for learning and to facilitate working on team-based tasks. Student engagement is fostered through the use of varied instructional strategies, access to interesting resources for both teachers and students, and student-led conferences. Student teachers often work with our staff and are valuable resources for student engagement.

Peak Centre Academy’s Vision to provide Professional School Services to Our Students

Peak Centre Academy To support our teaching practices for instructing young athletes, our teachers have also incorporated learning activities that not only support but extend past the average classroom programming. These include (but are not limited to): Health Nutrition and Performance Nutrition, Hip hop sessions, Yoga classes, Mental Training, Mind Mapping, Proper Training, Chalk Talk, Basic Physiology in order to understand how the human body responds to certain types of training.

Peak Centre Academy is a full service private school. We will establish and maintain OUAC or OCAS accounts for our OSR students planning to entering post-secondary institutions upon graduation from high school. Peak Academy strives to guide all students to meet their full potential and achieve their dreams. Peak provides assistance in SAT preparation and the University and College Application Process. Peak Centre Academy will produce and forward copies of the Ontario Student Transcripts to post-secondary institutions in a timely manner. Peak Centre Academy will make arrangements for students to write the Ontario Secondary School Literacy Test (OSSLT) and offer services to help all students prepare for the test and receive accommodations if applicable. Peak Academy will establish an Individual Education Plan (IEP) for exceptional students in order to identify the student's specific learning expectations and how these expectations are to be accommodated within their online or day course. It is the school’s responsibility to establish and maintain Ontario Student Records (OSR) for those students who are the sole responsibility of Peak Academy, following the Ontario Ministry of Education's guidelines. Finally, it is the responsibility of Peak Academy to determine the equivalent credits earned by students entering the Ontario school system in their previous educational setting and to advise the student on the remaining requirements to be completed in order to earn the Ontario Secondary School Diploma (OSSD).

Relevant policies set out in Ontario Schools: Policy and Program Requirements, 2011 (OS) as set out by the Ministry of Education of Ontario are informative for parents and students. Links to all of the appropriate Ontario Curriculum Documents are made available to parents, guardians and students from the Introduction Unit of each course. They are also available to the general public from the Ministry of Education's website.

Types of Secondary School Courses

The Ontario secondary school program is based on a credit system. Full credit courses are 110 hours in length. A credit is granted by the Principal on behalf of the Ministry of Education in recognition of the successful completion of the expectations of a 110-hour course that has been developed or approved by the Ministry of Education. The curriculum is organized into several types of courses, intended to enable students to choose courses suited to their strengths, interests, and goals.

Three types of courses are offered in Grades 9 and 10:

Academic courses

Develop students' knowledge and skills through the study of theory and abstract problems. These courses focus on the essential concepts of a subject and explore related concepts as well. They incorporate practical applications as appropriate. The code of an academic course ends with the letter "D", ie ENG1D.

Applied courses

Focus on the essential concepts of a subject and develop students' knowledge and skills through practical applications and concrete examples. Familiar situations are used to illustrate ideas, and students are given more opportunities to experience hands-on applications of the concepts and theories they study. The code of an applied course ends with the letter "P", ie ENG1P

Open courses

Comprise a set of expectations that are appropriate for all students, are designed to broaden students' knowledge and skills in subjects that reflect their interests and prepare them for active and rewarding participation in society. They are not designed with the specific requirements of university, college, or the workplace in mind. The code of an open course ends with the letter "O", ie BTT2O

Course Codes

The common course code of all courses at Peak Centre Academy consists both of a five code character and a course title component, as designated by the Ministry of Education and Training in Ontario.

For example: ENG3U Grade 11 English University Preparation
ENG 3 U a
Course Descriptor Grade of Course Course Type School Code
English University Preparation
  • 1" = Grade 9
  • "2" = Grade 10
  • "3" = Grade 11
  • "4" = Grade 12
  • D - Academic
  • P - Applied
  • O - Open
  • U - University
  • C - College
  • M -College/University

Choosing a Pathway

Students in Grades 9 and 10, along with their parents or guardians will make the choice between academic, applied or open courses primarily on the basis of their strengths, interests, and needs. Peak Academy guidance counseling team, and teachers are here to assist the student in making his or her choice of course selection. Students who are successful in any academic or applied course in Grade 9 will have the opportunity to enter either the academic or applied course in the same subject in Grade 10. Grade 10 courses do have prerequisite requirements. Grade 10 academic courses prepare students for Grade 11 University or College preparation courses; Grade 10 applied courses prepare students for Grade 11 College or Workplace preparation courses.

Changing Course Types

A student may change his or her educational goals in secondary school. If the student decides to embark on a new pathway, he or she may find that a prerequisite course that has not been completed, is now required. In the case of mathematics, however, the sole prerequisite for the Grade 10 academic mathematics course is the Grade 9 academic mathematics course, so a student who is planning to move from the Grade 9 applied mathematics course to the Grade 10 academic mathematics course must take either the Grade 9 academic mathematics course (MPM1D) or the designated transfer course (MPM1H). In Grades 10 to 12, a student may change to a different type of course in a given subject provided that the student has taken any course specified as a prerequisite for that course

Grades 11 and 12 Courses

Grade 11 and 12 students will choose from among destination-related course types: university preparation, university/college preparation, college preparation, and open courses. Students will make their choices based on their interest, achievement, and career goals. Prerequisites are specified for many of the courses offered in Grades 11 and 12. These prerequisites are identified in the Course of Study document for each course.

Four types of courses are offered in Grades 11 and 12:

College preparation courses

Courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for most college programs or for admission to specific apprenticeship or other training programs. The code of a college preparation course ends with the letter "C", ie MBF3C.

University preparation courses

Courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for university programs. The code of a university preparation course ends with the letter "U", ie SCH3U.

University / college preparation courses

Courses are designed to equip students with the knowledge and skills they need to meet the entrance requirements for specific programs offered at universities and colleges. The code of an university / college preparation course ends with the letter "M", ie MCF3M.

Open courses

Comprise a set of expectations that are appropriate for all students, are designed to broaden students' knowledge and skills in subjects that reflect their interests and prepare them for active and rewarding participation in society. They are not designed with the specific requirements of university, college, or which the workplace in mind .The code of an open course ends with the letter "O", ie EMS3O.

Prerequisite Courses

Courses in Grades 10, 11, and 12 often require the student to have completed a prerequisite course. All prerequisite courses are identified in curriculum policy documents published by the Ministry of Education, and no course apart from these may be identified as prerequisites. Any school operating in Ontario must provide parents and students with clear and accurate information about prerequisites. If a parent or an adult student (a student who is eighteen years of age or older) requests that a prerequisite be waived, the Principal will determine whether or not the prerequisite should be waived. The Principal may also initiate consideration of whether a prerequisite should be waived. The Principal will make his or her decision in consultation with the student, the appropriate staff and the parent or guardian.

Programs for Exceptional Students

Recognizing the needs of exceptional students and designing courses to meet those needs are important and challenging aspects of program planning. Students who have an existing Individual Education Plan will have that IEP honored through the implementation of appropriate accommodations.

Reaching Ahead

Elementary school students may reach ahead and take high school credits. This may occur only after the Principal of Peak Centre Academy consults with the student, the parents or guardian, and the Principal of the elementary school of the student. Peak Centre Academy will issue the OSSD credit.

Online Courses Available

Students may register for any course at any time during the calendar year, progress through at their own rate and finish the course at any time up to 18 months from the time of registration.

Peak’s academic program is based on the current Ontario Ministry of Education Guidelines. Our class sizes are small to support small group learning where teachers are better able to provide students with the instruction and feedback needed to ensure academic success. The school day is structured so that tutoring time is built into the daily schedule, and collaboration is a strong feature of professional life at the school.

We offer our students an extremely productive academics and athletics program each and every school day. This way, our students can spend evenings and weekends with family and friends, partake in their chosen activities outside of school and have time to enjoy just being a kid!

At Peak Centre Academy, all of our staff are involved in day-to-day school operations. From organizing field trips and curriculum delivery to ensuring the school is a safe, productive environment, we work closely to ensure an optimal experience for both students and staff.

Peak’s academic program is based on the current Ontario Ministry of Education Guidelines. Our class sizes are small to support small group learning where teachers are better able to provide students with the instruction and feedback needed to ensure academic success. The school day is structured so that tutoring time is built into the daily schedule, and collaboration is a strong feature of professional life at the school.

Teachers share their ideas, collaborate in the selection of resources to support curriculum, and differentiate teaching strategies in reading, writing, and mathematics.

Our educators design learning activities that not only support students in attaining the guidelines but work to help students surpass expectations. Peak students consistently score in the top 5 percent in EQAO provincial testing.

To support our teaching practices for instructing young athletes, our teachers have also incorporated learning activities that not only support but extend past the average classroom programming. These include (but are not limited to): Health Nutrition and Performance Nutrition, Hip hop classes, Yoga classes, Mental Training, Mind Mapping, Proper Training, Chalk Talk, Basic Physiology in order to understand how the human body responds to certain types of training

High expectations for student achievement together with consistent standards across grades ensure a positive school climate where learning comes first. The focus on literacy and numeracy is reflected in our timetable; both blocks are taught in the morning, when students are fresh and able to focus most effectively. Our teachers help students build a learning community in the classroom by modeling and encouraging positive interaction. The intent is to create enthusiasm for learning and to facilitate working on team-based tasks. Student engagement is fostered through the use of varied instructional strategies, access to interesting resources for both teachers and students, and student-led conferences. Student teachers often work with our staff and are valuable resources for student engagement.

Every student in Ontario is required to remain in secondary school until they reach the age of eighteen or obtain an Ontario Secondary School Diploma (OSSD). Peak Centre Academy is not a traditional high school and we believe we offer a high quality education that embraces the changing face of education and provides students with opportunities to meet their goals while actively living a training for an active and healthy lifestyle.

Regular attendance and participation is essential to school success. Students who do not attend school regularly or participate regularly in their online course regularly will risk experiencing a negative learning experience. Peak Centre Academy will maintain attendance records for Day students and Online students to ensure that Day students attend regularly and that online teachers and students login to their course on a regular basis. Due to the continuous entry and exit model of our fully online courses, there is not yearly or semester calendar followed. However, there is a calendar to follow for Day students. Students who leave a course before completion must communicate their intentions either in writing to the Principal or over the phone before they will be officially withdrawn. Constant and relevant feedback and communication will be given to students to encourage regular attendance and participation. Students who have not completed their online course within 18 months from the day of enrollment in that course, will be automatically unenrolled from the course.

It is important to note that as of December 20, 2006, all students under 18 years of age, are required to be in attendance at school unless they have already graduated or are otherwise excused from attendance at school.
The school reserves the right to monitor all material in user accounts on the file server in order to determine the appropriateness of computer use when a challenge has arisen. The following processes have been put into place:

  • The Moodle Learning Management System is intended for educational purposes only. Any use of any LMS tool within the course for any other purpose other than the intended educational purpose is prohibited. The inappropriate uses include, but are not limited to, criminal, obscene, commercial, or illegal purposes.
  • Student access into the LMS is provided as long as the student follows the guidelines set by the school Principal, provincial, and federal laws.
  • If the LMS is used inappropriately or in a prohibited manner, the Principal reserves the right to terminate the registration or suspend the user. There is the possibility of further disciplinary action including legal prosecution, if the appropriate laws, regulations, or contracts deem it necessary.
  • Malicious LMS network damage, interference or mischief will be reported to the appropriate authorities.
  • It is important to be aware that activities in an online environment are not private. The school reserves the right to monitor all material that is placed in a user's account and to remove it if deemed necessary.

The security of the online environment is only as effective as the practices of its users. Therefore, it is important that the student user:

  1. Never reveal your password to your course to any individual except your parent.
  2. Always report to your Principal any email or chat message which causes you concern or any message which requests inappropriate personal information from you.
  3. Never attempt to access unauthorized material or to impersonate another user. Any attempt to vandalize, harm or destroy data of another user is prohibited.
  4. Any attempt to vandalize the data of the course or school is also prohibited.

Peak Centre Academy uses Moodle online Learning Management System and Google Apps for Online Learning. Moodle, an LMS, requires an internet connection to be accessed. Google Apps is a suite of cloud computing productivity and collaboration software tools and software. It includes Google's popular web applications including Gmail, Google Drive, Google Hangouts, Google Calendar, and Google Docs. Students will be given a student login and password to login to both Moodle and Google Apps to access all course material. In order to login and use the service your browser is required to have JavaScript and Cookies enabled. Furthermore desktops are required to have Adobe Flash Player 10.1, or greater, installed. It is highly recommended that students use Chrome Browser to access their courses and work on activities. Students can access their courses on Chromebooks, Macbooks, PCs, tablets and Smartphones. Some courses may require additional hardware such as a camera, microphone or speakers. Please refer to the specific course outline to determine if any additional software or hardware is required or provided in the course.
Browser Minimum version Recommended version Notes
Google Chrome (recommended and to download click here) 30.0 Latest
Mozilla Firefox 25.0 Latest
Apple Safari 6 Latest
Microsoft Internet Explorer 9 Latest Version 10 is required for drag-and-drop upload of content from outside the browser into Moodle

Ministry of Education Policies and Procedures

The following processes have been put into place to create a safe school environment for the student:

  1. Peak Centre Academy Google Drive and Gmail are provided to all students for school functions but remain the property of Peak Academy. Inappropriate electronic material is not permitted in the Google Drive or Gmail. The school reserves the right to inspect a student’s Google Drive or Gmail, when and where the welfare of the school is involved.
  2. All students are expected to treat other students, teachers and admin staff with respect, courtesy and consideration. Profanity will not be acceptable in any of the communication tools provided within the online courses.
  3. All students will accept the authority of the teachers and all teachers will demonstrate respect for all students.
  4. Threats, distasteful remarks, abuse of any kind, or harassment by any individual which impairs the health and welfare of any student or staff member is not permitted and is to be reported to the Peak Centre Academy Principal immediately.

Plagiarism occurs when a student presents another person's work as the student's own. The Peak Centre Academy Plagiarism Policy is designed to teach the student to identify plagiarism, to distinguish between the two types of plagiarism, to identify strategies to avoid plagiarism, to practice proper paraphrasing and to explain the consequences of plagiarism by the student. Peak Centre Academy teachers have access to software which detects plagiarism. Commercial search engines are often very good at detecting work copied from material available online.

What is Plagiarism?

Negligent Plagiarism means presenting someone's work as your own in an accidental, naïve, careless or reckless way. This often happens when a student paraphrases incorrectly or when a student borrows words or phrases from another source and forgets to cite the source.

Dishonest Plagiarism means that the student has knowingly presenting a person's work as their own. All instances of plagiarism that are not considered to be negligent plagiarism will be assumed to be dishonest plagiarism.

The “Code of Online Conduct” pertains to the use of on-line systems and resources. This Code has been prepared to protect the rights and safety of all. Peak Centre Academy takes appropriate measures to ensure the security of the facilities and information that may be contained in them. Peak Centre Academy reserves the right to monitor the use of online resources by all that access the systems.

Personal Safety Rules

A student should

  1. never reveal information about their personal identity to strangers whom they may encounter online.
  2. never reveal personal information online about someone else unless they have their prior permission and know the information will not be used for harmful purposes.
  3. never reveal their access password or that of anyone else.
  4. never send a picture of himself/herself, another person or a group over an electronic network without prior informed permission of all the individuals involved and, in the case of minors, their parents or guardians.
  5. report immediately to a teacher any message or request that they receive that bothers them or that suggests personal contact with them.
  6. never publish the specific dates, times and locations of their whereabouts to people who are not directly entitled to such information or to public forums where unknown persons might access the information.

Unacceptable Sites and Materials

  1. On a global network such as the Internet it is impossible to effectively control the content of the information.
  2. On occasion, users of online systems may encounter material that is controversial and which other users, parents or staff might consider inappropriate or offensive.
  3. It is the responsibility of the individual user not to intentionally access such material.
  4. If such material is accessed by accident, the incident must be reported immediately to a teacher or appropriate authority.
  5. Peak Centre Academy is committed to meeting obligations under the Canadian Charter of Rights and Freedoms and the Ontario Human Rights Code by providing safe schools and workplaces that respect the rights of every individual. Discrimination and harassment will not be tolerated.
  6. It is not acceptable to use online systems to knowingly access sites, which contain material of a discriminatory or harassing nature.
  7. Users of the Peak Centre Academy On-Line systems will not knowingly access, upload, download, store, display, distribute or publish any information that: is illegal or that advocates illegal acts or facilitates unlawful activity; threatens or intimidates any person or suggests violence, hatred or discrimination toward other people; uses inappropriate and/or abusive language or conduct; contains inappropriate religious or political messages; violates or infringes the rights of any other person according to Peak Centre Academy policies, Ministry of Education policies, the Ontario Human Rights Code, or the Canadian Charter of Rights and Freedoms; is racially, culturally or religiously offensive; encourages the use of controlled substances, participation in an illegal act or uses the system to incite criminal actions; is of a defamatory, abusive, obscene, profane, pornographic or sexually explicit nature; contains personal information , images, or signatures of individuals without their prior informed consent; constitutes messages of sexual harassment or which contains inappropriate romantic overtones; solicits any users on behalf of any business or commercial organization without appropriate authorization; supports bulk mail, junk mail or “spamming”; propagates chain letters, or other e-mail debris; attempts to hide, disguise or misrepresent the identity of the sender.

Fundamental to the academic work you do at Peak Centre Academy, it is an expectation that you will make choices that reflect integrity and responsible behavior. Peak Centre Academy expects you to approach your work with honesty and integrity.

Honesty is the foundation of good academic work. Whether you are working on a problem set, lab report, project or paper, avoid engaging in plagiarism, unauthorized collaboration, cheating, or facilitating academic dishonesty. Follow this advice:

Plagiarism

Do Don’t
1. Trust the value of your own intellect.
2. Undertake research honestly and credit others for their work.
Don't purchase papers or have someone write a paper for you.
Don’t copy ideas, data or exact wording without citing your source.

Unauthorized Collaboration

Do Don’t
1. Trust the value of your own intellect. 2. Don’t collaborate with another student beyond the extent specifically approved by the teacher.

Cheating

Do Don’t
1. Demonstrate your own achievement.
2. Accept corrections from the teacher as part of the learning process.
3. Do original work for each class.
1. Don’t copy answers from another student; don’t ask another student to do your work for you.
2. Don’t fabricate results.
3. Don’t use electronic or other devices during exams.
4. Don’t submit projects or papers that have been done for a previous class.

Facilitating Academic Dishonesty

Do Don’t
1. Showcase your own abilities. 1. Don’t allow another student to copy your answers on assignments or exams.
2. Don’t complete an assignment for another student.

The Fundamental Principles of Assessment, Evaluation & Reporting:

  1. are fair, transparent, and equitable for all students;
  2. support all students, including those with special educational needs, those who are learning the
  3. language of instruction (English or French), and those who are First Nation, Métis, or Inuit;
  4. are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
  5. are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course;
  6. are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
  7. provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
  8. develop students’ self­ assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning. (Growing Success, pp 6) For Grades 9 to 12, a final grade (percentage mark) is recorded for every course. The final grade will be determined as follows:
  9. 70% of the grade will be based on evaluation conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
  10. 30% of the grade will be based on a final evaluation administered at or towards the end of the course. This evaluation will be based on evidence from one or a combination of the following: an examination, a performance, an essay, and/or another method of evaluation suitable to the course content. The final evaluation allows the student an opportunity to demonstrate comprehensive achievement of the overall expectations for the course. ​(Growing Success, pp 41)

Growing Success Assessment, Evaluation and Reporting
At Peak Centre Academy, students are assessed and evaluated on observation, conversation and product. The mark breakdown is broken up as 70% product, tests, summatives, conversation and observation and 30% RST and/or Exam.
In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

  1. address both what students learn and how well they learn;
  2. are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart that appears in the curriculum policy document for each discipline;
  3. are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning;
  4. are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;
  5. are fair to all students;
  6. accommodate the needs of exceptional students, consistent with the strategies outlined in their Individual Education Plan (IEP);
  7. accommodate the needs of students who are learning the language of instruction;
  8. ensure that each student is given clear directions for improvement;
  9. promote students' ability to assess their own learning and to set specific goals;
  10. include the use of samples of students' work that provide evidence of their achievement, and
  11. are communicated clearly to students and parents at the beginning of the course and at other appropriate points throughout the course.

The achievement chart for each subject matter is included in the curriculum policy document, specific to that discipline. The chart provides a reference point for all assessment practice and a framework within which to assess and evaluate student achievement.

  1. The chart is organized into four broad categories; Knowledge / Understanding, Thinking / Inquiry, Communication, and Application / Making Connections. The names of the categories differ slightly from one discipline to another, reflecting differences in the disciplines.
  2. The achievement chart describes the levels of achievement of the curriculum expectations within each category. The descriptions associated with each level serve as a guide for gathering assessment information, to enable teachers to make consistent judgements about the quality of student work, and to provide clear feedback to students.
  3. The achievement chart provides teachers with a provincial standard to use in assessing and evaluating their students' achievement. A variety of materials are to be made available to assist teachers in improving their assessment methods and strategies and, hence, their assessment of student achievement.
  4. The following table provides a summary description of achievement in each percentage grade range and corresponding level of achievement:

NOTE: Level 3 (70-79%) is the provincial standard. Teachers and parents can be confident that students who are achieving at level 3 are well prepared for work in the next grade or a subsequent course. A student whose achievement is below 50% at the end of the course will not obtain a credit for the course.

Reporting Student Achievement

Student achievement is communicated formally to students and parents by means of "Secondary School Report Card, Grades 9-12".
Reporting on Achievement of Curriculum Expectations
The report card, which follows the Provincial Report Card very closely, provides a record of the student's achievement of the curriculum expectations in the form of a percentage grade. This reflects the corresponding level of achievement as described in the achievement chart for the discipline.

  • A final grade is recorded for every course, and a credit is granted and recorded for every course in which the student's grade is 50% or higher.
  • The final grade for each course in Grades 9-12 will be determined as follows: 70% of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student's most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement. 30% of the grade will be based on a final evaluation. This may be a final examination, a rich summative task, or a combination of both an exam and an RST.

Evaluation refers to the process of judging the quality of student learning on the basis of established performance standards and to assign a value to represent that quality. Evaluation is based on "assessment of learning". While all curriculum expectations must be accounted for in instruction and assessment, the evaluation focuses on students' achievement of the overall expectations. A student's achievement of the overall expectation is evaluated on the basis of their achievement of related specific expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of the overall expectations. Evidence of student achievement for evaluation is collected over time from three difference sources; observations, conversations and student products.

Reporting on Demonstrated Learning Skills and Work Habits

The report card provides a record of the learning skills demonstrated by the student in every course. The 6 identified learning skills and work habits are: (1) Responsibility, (2) Organization, (3) Independent Work, (4) Collaboration, (5) Initiative, (6) Self-regulation. The learning skills and work habits are evaluated using a four-point scale: (E - Excellent, G - Good, S - Satisfactory, N - Needs Improvement).

Teacher Comments

The report card also includes teachers' comments on the student's strengths, weaknesses, and areas in which improvement is needed.

Teachers will consider all evidence collected from all products submitted or not submitted. Some evidence may carry more weight than others. Teachers will consider all evidence and use their professional judgement to determine the student's report card grade. Determining a report card grade will involve teacher's professional judgement and interpretation of evidence and should reflect the student’s most consistent level of achievement, with special consideration given to the more recent evidence. The Principal will work with teachers to ensure common and equitable grading practices that follow Ministry policy. For Grades 7 to 12, a student's achievement of the overall curriculum expectations will be evaluated in accordance with the achievement chart and will be reported as percentage grades. It is expected that both mathematical calculations and professional judgement will inform the determination of the percentage mark.

Final Examination

  1. Each course has a final assessment that will be given as a final examination, a rich summative task, or a combination of both an exam and an RST.
  2. Students in the same course should be similarly evaluated, which means that final exams assessments will use the same format although particular questions may be different among the students.
  3. A course with a final examination must be written in a supervised environment with a proctor. A proctored exam is one that is overseen by an impartial individual, the Proctor, who monitors and supervises a student while he or she is taking the final exam. If exams are written at Peak Centre Academy, then a teacher will Proctor the exam. If a student is taking an online course with Peak, then they will take their Exam using an approved Proctor service called Examity. Students will be monitored via webcam and will access their exam on the secured Examity portal.

Coursework

  1. Students must complete all of the assigned coursework.
  2. Coursework may include assignments, tests, projects, labs, discussions, etc.
  3. Students assume the responsibility to ensure that they have completed all of the assigned requirements of the course before completing the final exam or assessment task.
  4. Once the final exam is written or the final assessment is submitted, no further assignments may be submitted, unless prior arrangements have been made between the student and the teacher.

Growing Success

Growing Success document: link
Growing Success Key Ideas Summary : link

EduGAINS

EduGAINS website (edugains.ca)

  • Assessment Reporting - Classroom Educator tab
  • School Leader tab (at top of page)
  • LearnTeachLead

    LearnTechLead website (learnteachlead.ca)

  • Resources/English Resources/assessment
  • learning goals
  • success criteria
  • descriptive feedback
  • peer and self-assessment
  • individual goal setting
  • Monographs

    1. Pedagogical Documentation K-2 (Oct. 2012) link
    2. Pedagogical Documentation Revisited, K-12 (January 2015) link
    3. Student Self-Assessment (Dec. 2007) link
    4. Dynamic Learning Link

    Webcasts/Video Links

    1. Assessment for Learning-Rick Stiggins link
    2. Planning Assessment With Instruction Edugains Video Series link
    3. Connect2Learning Assessment link
    The Ontario Student Record (OSR) is the official school record for a student registered in a school in Ontario. 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. These records are protected by the Education Act and Freedom of Information legislation in the Province of Ontario. If a student is enrolled in Peak Centre Academy as well as another Ontario secondary school, the OSR is held by the school where the student is taking the most courses. Peak Centre Academy will not hold the OSR for students who have already graduated at another school. If the student is currently attending another school - public or private - and is simply taking a single course from Peak Centre Academy then that student's OSR will reside at the school that the student is attending and taking the most courses. Peak Centre Academy establishes or obtains the student OSR only if the student becomes the sole responsibility of Peak Centre Academy.

    Contents of the OSR:

    1. Form 1A
    2. Provincial Report Card: Peak Centre Academy will file both the midterm and final report cards in the student's OSR or will send these report cards to the student's school where this OSR is held
    3. Ontario School Transcript (OST)
    4. Documentation Files for such things as IPRC, IEP, psychological assessments, Violent Incident Form, etc.
    5. Prior Learning Assessment and Recognition (PLAR) Challenge for Credit: Cumulative Tracking Record
    6. Annual Community Involvement Report
    7. Ontario Secondary School Literacy Test results

    Personal information in the OSR is maintained for at least one year after use. Report cards and documentation files are maintained for five years after use. The OSR folder containing the OST and the Office Index Card will be maintained for fifty-five years after a student retires.

    Access to the OSR

    Students and their parents or guardians (if the student is under age 18) may examine the contents of the OSR. Access to the OSR is also granted to the educational personnel from the Ministry of Education.

    Transfer of the OSR

    The OSR is an ongoing record and may be transferred from Peak Centre Academy if the student transfers to another school. Transfer of all of the original material in the OSR occurs by Priority Post when Peak Centre Academy receives written request from the receiving school. If a student transfers outside Ontario, then only a copy of the OSR is transferred.

    The Ontario Student Transcript (OST) is an official document maintained by the Ontario school for each student. The OST is stored in the student's Ontario Student Record (OSR) and retained for 55 years after a student retires from school. It is a record of all secondary school coursework and diploma requirements. The OST will be issued to students whose OSR is held by Peak Academy as required and upon graduation. In September 1999, the Ontario Ministry of Education instructed that schools in Ontario implement 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.

    Withdrawal from a Course

    1. Withdrawals occurring within 5 days of the issuing of the first report card from Peak Centre Academy will result in the mark not being recorded on the OST.
    2. Withdrawal from a Grade 11 or 12 course after 5 days of the issuing of the first report card results in a "W" being entered in the "Credit" column of the OST along with the mark at the time of the withdrawal.
    3. Withdrawals at anytime from Grade 9 or 10 courses are not recorded on the OST.
    4. If there are extraordinary circumstances relating to a student's withdrawal from a course, an "S" may be entered in the "Note" column on the OST.

    Repetition of a Course

    1. Only one credit is earned if course is repeated.
    2. In Grade 11 and 12, an "R" appears on the student's OST for the course with the lower mark.

    Equivalent Credits

    Out of province students or transfers from non-inspected private schools may be granted equivalent credits upon the Principal's evaluation of the student's previous learning.

    1. Equivalent Credits" are entered in the "Course Title" column.
    2. "PLE" entered in the "Course Code" column.
    3. "EQV" in the "Percentage Grade" column.
    4. the total number of credits entered into the "Credit" column.
    5. and the number of compulsory credits entered into the "Compulsory" column.

    Peak Centre Academy is a Ministry of Education accredited private high school. You can accumulate credits towards an Ontario Secondary School Diploma (OSSD), just like students at any Ontario high school.

    OSSD Requirements

    The credits needed for graduation with an OSSD are different depending on when a student first enrolled in high school. But all diplomas require that students have a minimum amount of study in English, Mathematics, Science and other subject areas. Adult students (18 and over) may be able to receive credits for courses and training programs they took outside of secondary school.

    Credit for Learning Outside High School

    Get the credit you deserve. Students over 18 may be able to get a maximum of 12 credits for learning outside of Ontario high schools. You may be eligible for either maturity equivalent credits, or for Prior Learning Assessment (PLAR).

    What You Need to Graduate

    The credits and other diploma requirements you need to graduate depend on when you first enrolled in high school in Ontario.

    Before September 1, 1999 After September 1, 1999
    To get your OSSD you may need only:

    1. four senior credits, including Grade 12 English

    OSSD requirements if you started Grade 9 before September 1, 1999
    To get your OSSD you need:

    1. 18 compulsory credits (courses you must take
    2. 12 optional credits (courses you get to choose)
    3. 40 hours of community involvement activities
    4. the provincial secondary school literacy requirement

    OSSD requirements if you started Grade 9 on or after September 1, 1999

    Certificate of Accomplishment

    Students who are leaving secondary school upon reaching the age of eighteen without having met the requirements for the Ontario Secondary School Diploma or the Ontario Secondary School Certificate may be granted a Certificate of Accomplishment. The Certificate of Accomplishment may be a useful means of recognizing achievement for students who plan to take certain kinds of further training, or who plan to find employment directly after leaving school. The Certificate of Accomplishment is to be accompanied by the student's Ontario Student Transcript. For students who have an Individual

    To graduate with an Ontario Secondary School Diploma (OSSD) you must earn credits, participate in community involvement activities, and complete the provincial secondary school literacy requirement. Students must earn the following compulsory credits to obtain the Ontario Secondary School Diploma.

    18 compulsory credits

    4 English (1 credit per grade)*
    3 Mathematics (at least 1 credit in Grade 11 or 12)
    2 Science
    1 French as a Second Language
    1 Canadian History
    1 Canadian Geography
    1 The Arts
    1 Health and Physical Education
    5 Civics
    5 Career Studies

    Plus ONE credit from each of these three groups:

    1 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 social sciences and the humanities (family studies, philosophy, world religions), or Canadian and world studies, or guidance and career education, or cooperative education***
    1 Group 2: 1 additional credit in health and physical education, or the arts, or business studies, or French as a Second Language**, or cooperative education***
    1 Group 3: 1 additional credit in science (Grade 11 or 12) or technological education (Grades 9 to 12), or French as a Second Language**, or computer studies, or cooperative education***

    In addition to the compulsory credits, students must:

    earn 12 optional credits (courses you get to choose)†

    Community involvement and literacy requirements

    complete 40 hours of community involvement activities
    complete the provincial literacy requirement
    * A maximum of 3 credits in English as a Second Language (ESL) or English literacy development (ELD) may be counted towards the 4 compulsory credits in English, but the fourth must be a credit earned for a Grade 12 compulsory English course. ** In groups 1, 2, and 3, a maximum of 2 credits in French as a Second Language can count as compulsory credits, one from group 1 and one from either group 2 or group 3. ***A maximum of 2 credits in cooperative education can count as compulsory credits. † The 12 optional credits may include up to 4 credits earned through approved dual credit courses. 2010

    The 40-hour Community Involvement Requirement

    As part of the diploma requirements, you must complete a minimum of 40 hours of community involvement activities. These activities may be completed at any time while you earn your secondary school credits.
    If you first enrolled in Grade 9 before September 1, 1999, you get your OSSD by completing the requirements that were in effect at that time. (The curriculum changed in 1999.) To find out what you require to earn your high school diploma, obtain a copy of your Ontario Student Transcript from your last high school.

    16 compulsory credits

    5 English/français (at least 2 Senior Division*)
    1 French/anglais
    2 Mathematics
    2 Science
    1 Canadian History
    1 Canadian Geography
    1 Arts
    1 Physical and Health Education
    1 Business/Technology Studies
    1 Additional Credit in Social Science**
    (Senior Division*)
    16 Total Compulsory Credits
    14 Elective Credits
    30 Total Credits
    * Senior Division: Grade 11, Grade 12, and OAC
    **Social Science: Geography, History and Contemporary Studies, Personal Life Management, Family Studies, and Economics. Principal may substitute up to two credits for compulsory courses

    If you entered Grade 9 in the 1999 - 2000 school year or in subsequent years, you must successfully complete the Provincial Secondary School Literacy Requirement.

    The test determines whether you have acquired the reading and writing skills considered essential for literacy. It is based on the Ontario curriculum expectations for language and communication, particularly reading and writing, up to and including Grade 9.

    Prior Learning Assessment and Recognition (PLAR) is the formal evaluation and credit granting process whereby students may obtain credits for prior learning. Prior learning includes the knowledge and skills that you have acquired, in both formal and informal ways, outside of secondary school. You may have your knowledge and skills evaluated against the expectations outlined in Provincial curriculum policy documents in order to earn credits towards the Secondary School Diploma. All credits granted through the PLAR process must represent the same standards of achievement as credits granted to students who have taken the courses.

    Request for a PLAR Assessment

    • You may ask for an assessment of your diploma requirements after you have successfully completed one course with Peak Academy and submitted an original student transcript.
    • If you have completed the eligibility requirements outlined on the PLAR Fact Sheet, you will be asked to complete Peak Centre Academy PLAR Application Package.
    If you are a mature student, you may be able to receive Maturity or Prior Learning credits depending on when you first entered secondary school.

    Who is a Mature Student?

    A mature student is someone who:

    • is at least 18 years old
    • has not attended a traditional school (i.e. Day School) for at least one year
    • is enrolled in a secondary school credit program for the purpose of obtaining an OSSD

    Two Routes to Credits

    Maturity Credits PLAR (Prior Learning Assessment and Recognition) for Mature Students
    You may be eligible for Maturity Credits if you:
    a. Started high school in Ontario before September 1, 1999, or
    b. Enrolled in an Ontario secondary school as an adult (18+) before February 1, 2004
    You may be eligible for PLAR credits if you:
    a. Started high school in Ontario after September 1, 1999, or
    b. First enrolled in an Ontario secondary school after February 1, 2004

    How many maturity credits can a student earn?

    A student may be recommended for up to 12 maturity credits for:

    • life and work experience since leaving secondary school
    • successful completion of courses not usually considered secondary school subjects (this could be certification or designation in a specific program that required a minimum of 110 hours of instruction or training)
    • successful completion of each period of an apprenticeship program (for example, electrician, hairdresser or mechanic)

    How can a student apply for Maturity Credits?

    After a student has completed one full credit course, they may submit a request to the attention of the Guidance Counsellor for an official diploma assessment. They will need to submit their original secondary school transcript, a current resume and (if applicable) original documentation of courses and training completed outside of secondary school.

    If all documentation is in order, they will receive a one-page diploma assessment outlining your diploma requirements and the number of maturity credits you have been granted.

    Can a student earn their diploma with maturity credits?

    No, a mature student must still complete a minimum of four Grade 11 or Grade 12 credits after becoming a mature student. These credits must include Grade 11 or 12 English.

    Cooperative education allows students to earn secondary school credits towards their OSSD by combining in-school studies with related work experiences. The Cooperative Education course includes pre-placement, integration and placement components. The Ontario Ministry of Education Policy document for Cooperative Education and Other Forms of Experiential Learning, provides an overview of required hours for each of these components.

    Students must complete all their hours and remain at their placements until the date stipulated. The completion date of Cooperative Education credits coincides with the completion date of other school courses.

    Cooperative education will be available to students from Grades 11-12.

    Some students at Peak Centre Academy may require support in learning the English language and to develop a full range of English literacy skills to enable them to achieve the curriculum expectations in all subjects and at all grade levels. The programs of study offered by Peak Centre Academy will be flexible in order to accommodate the needs of students who require instruction in English as a Second Language or English literacy development, and teachers of all subjects are responsible for helping students develop their ability to use English.

    Students who enroll in Peak Centre Academy are required to provide information during registration about their English language learning backgrounds, including the number of years they have been learning English. This information is provided to teachers so they can target instruction and provide appropriate accommodations throughout the course. Appropriate accommodations to teaching, learning, and evaluation strategies help students gain proficiency in English, since students learning English as a second language at the secondary level have limited time in which to develop this proficiency.

    English Language Learners (ELL) are encouraged to explore opportunities to work in their first language, to use a bilingual dictionary, to keep a vocabulary log, and to use graphic organizers to help them complete complex tasks. ELL are provided with extra time on quizzes, tests, and examinations to ensure they have time to process the demands of the task as well as to process the language. Special consideration is given to more recent evidence of achievement.

    Guidance and Career Programs

    Peak Centre Academy will provide individual student counseling with respect to course selection and post-secondary planning. By doing so, individual student needs and concerns are met and appropriate plans can be put into place. In addition, the skills and competencies that students acquire through the guidance and career education program outlined in Ontario's “Creating Pathways to Success: An Education and Career/Life Planning Program for Ontario Schools, 2013” will not only help students succeed in school, but will also contribute to their success in the workplace.

    Peak Centre Academy Offers the following Support:

    1. PCA supports English Language Learners, when necessary, by providing instructional and assessment accommodations within courses;
    2. PCA provides opportunities within the Four Areas of Learning in Education and Career/Life Planning (Knowing Yourself, Exploring Opportunities, Making Decisions and Setting Goals, Achieving Goals and Making Transitions) in all newly revised courses;
    3. PCA provides individual assistance and short-term counseling to students, when requested;
    4. PCA provides current information on post-secondary programs and admission requirements to all of its college/university bound students;
    5. PCA provides the opportunity for Grade 8 students to “Reach Ahead” to Grade 9 courses with the approval of their elementary school Principal. This program allows students to explore course options and academic interests early in their high school career;
    6. PCA communicates directly with Ontario Universities Application Centre and Ontario College Application Service regarding student achievement;
    7. PCA communicates directly with post-secondary institutions regarding student achievement.

    Peak Centre Academy offers courses in the classroom and online. Teachers have access to the online courses to enhance their curriculum with blended learning or utilizing the benefits of a flipped classroom. Students experience first hand the benefits of a technologically enriched education and thereby acquire skills for the 21st century. Increasing reliance on computers, networks, and information technologies in society makes it essential for students to become computer literate and to develop information literacy skills. Information literacy is the ability to access, find, select, gather, critically evaluate, create, and communicate information.

    Software Programs for Students

    Peak Centre Academy students will become familiar with a wide range of available software programs. Among the applications that can aid student learning are multimedia resources, databases, video lessons, simulations, Google Hangouts, collaborative online learning through Google Docs, learning modules, and simulations. Students will also be expected to use software applications that help them develop general skills in such areas as writing, problem solving, research, and communication.

    All Peak Centre Academy students must complete a minimum of 40 hours of unpaid community involvement activities before graduating from high school. This requirement is additional to the 30 credits needed for a high school diploma. Students who are the sole responsibility of Peak Academy will be able to choose their own community involvement activities, within guidelines that will be provided.

    Students will be responsible for fulfilling this requirement on their own time, and for keeping a record of their activities on a tracking form supplied by the school. The student is required to submit the tracking form yearly and the data will be placed on the OST to be kept in the student's OSR. Students will provide documentation of completion of volunteer hours to the Principal of the school where the student's OSR is held.

    Students are to select community activities appropriate to their age, maturity and ability. The student is not to partake in any activity in which the student's safety will be compromised.

    Community Involvement Activities not approved:

    1. Any paid activity (i.e. babysitting);
    2. Cooperative education;
    3. Any activities or programs organized by the school (i.e. cadets);
    4. Playing on sport teams;
    5. Any involving the operation of a motor vehicle or power tools or scaffolding;
    6. Any involving in the administration of medications or medical procedures to another person;
    7. Any occurring in an unsafe or unsupervised environment;
    8. Any displacing a paid worker;
    9. Any in a logging or mining environment if the student is under 16 years old;
    10. Any in a factory, if the student is under 15 years of age;
    11. Any taking place in a workplace other than a factory, if the student is under fourteen years of age and is not accompanied by an adult;
    12. Any involving handling of substances classed as "designated substances" under the Occupational Health and Safety Act;
    13. Any requiring the knowledge of a tradesperson whose trade is regulated by the provincial government;
    14. Any involving banking or the handling of securities, or the handling of jewelry, works of art, antiques, or other valuables;
    15. Any consisting of duties normally performed in the home (i.e. daily chores) or personal recreational activities;
    16. Any involving activities for a court-ordered program (i.e. community-service program for young offenders, probationary program).

    Community Involvement Activities approved:

    1. Fundraising for nonprofit organizations
    2. Coaching or assisting sports at the community level