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PLAR (Prior Learning Assessment and Recognition) for Mature Students Implementation in 2014

PLAR (Prior Learning Assessment and Recognition) for Mature Students Implementation in 2014. What is it? What should influence implementation in 2014?. Why PLAR for Mature Students?.

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PLAR (Prior Learning Assessment and Recognition) for Mature Students Implementation in 2014

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  1. PLAR (Prior Learning Assessment and Recognition) for Mature StudentsImplementation in 2014

  2. What is it?What should influence implementation in 2014?

  3. Why PLAR for Mature Students? • “Insufficient prior learning assessment and recognition capacity is another important gap in our learning infrastructure.” (Knowledge Matters, HRSDC, 2002)

  4. Why PLAR for Mature Students? “There is major learning recognition gap in Canada today. If eliminated, it would give Canadians an additional $4.1 billion – $5.9 billion in income annually.” (Bloom, 2001)

  5. Why PLAR for Mature Students? “ More than half of all Canadian adults and 60% of those employed would be more interested in enrolling in further education if their prior informal learning and work experiences were recognized.” (Livingstone, 2005)

  6. Why PLAR for Mature Students? “PLAR and learning. The achievement of PLAR credits appears to have predictive validity for ability to engage successfully in and persist with post-secondary learning. PLAR can itself be a powerful learning tool, especially the process of portfolio development” (Wihak, 2005)

  7. What is it? PPM 132 Prior Learning Assessment and Recognition (PLAR) for Mature Students: Implementation in Ontario Secondary Schools Issued: May 7, 2003

  8. The Prior Learning Assessment and Recognition Process • PLAR is the formal evaluation and credit-granting process whereby students may obtain credits for prior learning. • This includes the knowledge and skills that students have acquired, in formal and informal ways, outside of secondary school. • Students have their knowledge and skills evaluated against the expectations outlined in provincial curriculum policy documents in order to earn credits towards the secondary school diploma.

  9. Key Concepts • Definition of a Mature Student • PLAR for Mature Students Processes • Individual Assessment/Equivalency Process: Grade 9 and 10 Credits • Equivalency Process: Grade 11 and 12 Credits • Challenge Process: Grade 11 and 12 Credits • Tracking and Reporting the activity

  10. What should influence implementation in 2014? • Ontario Schools, Kindergarten to Grade 12: Policy and Program Requirements, 2011 (OS) Page 69 - 7.2.5.2 • Student Success Initiatives • School Effectiveness Framework: A support for school improvement and student success, 2010 • Creating Pathways to Success: An Education and Career/Life Planning Program for Ontario Schools, Policy and Program Requirements, Kindergarten to Grade 12 , 2013 • School Improvement Plan (SIP)/Board Improvement Plan for Student Achievement (BIPSA) • School Improvement Projects • OnSIS • Development of on-line resources to support implementation • Re-engagement Initiatives

  11. How have these influences changed the implementation of the policy? • Some have resulted in action to ensure changed requirements are met. Examples are: • OS – definition of a Mature Student • OnSIS – reporting requirements have changed

  12. How have these influences changed the implementation of the policy? • Some have influenced delivery: • Increased interest • Adult and Continuing Education • Student Success • Increased activity • Data driven decisions are being made • Evidence that the activity engages and retains adult learners (School Improvement Projects) • Included in SIPs • School Effectiveness Framework • Clear connection between PLAR for Mature Students and pathway planning

  13. What is the policy in 2014?

  14. It is not PLAR – PPM 129 • It is PLAR for Mature Students – PPM 132

  15. Who is a Mature Student? OS - page 56 – Footnote 7 A mature student is a student who is at least eighteen years of age on or before December 31of the school year in which he or she registers in an Ontario secondary school program; who was not enrolled as a regular day school student for a period of at least one school year immediately preceding his or her registration in a secondary school program (for mature students, a school year is a period of no less than ten consecutive months immediately preceding the student’s return to school); and who is enrolled in a secondary program for the purpose of obtaining an OSSD. OS – page 69 – Footnote 10 A regular day school student is a student, other than a mature student, who is enrolled in a regular day school program. A student enrolled only in continuing education and/or correspondence courses is not considered a regular day school student.

  16. To which mature students does PPM 132 apply? • Mature students new to the Ontario school system as of Feb. 1, 2004 • Mature students who were enrolled as regular day school students in the Ontario secondary school system: • Grade 9: 1999-2000 or later • Grade 10: 2000-2001 or later • Grade 11: 2001-2002 or later • Grade 12: 2002- 2003 or later • And who return to school as mature students on Feb 1, 2004 or later to work towards an OSSD under OSS diploma requirements.

  17. PPM132 Appendix 1: Diploma Requirements for Mature Students • Students continue to work towards the diploma requirements that were in effect when they first enrolled in the Ontario school system • OS/OSS • OSIS • Circular H.S.1. • However students may choose the PLAR process, these students however will be required to meet OS/OSS diploma requirements

  18. Diploma Requirements for Mature Students

  19. Diploma Requirements for Mature Students - OS

  20. Diploma Requirements for Mature Students - OS

  21. The PLAR for Mature Students Processes

  22. Mature students must earn a minimum of 4 Grade 11 and 12 credits by taking the course at a secondary school (or through any of the options outlined in section 10).

  23. Mature students who have previously accumulated 26 or more credits towards the diploma must successfully complete the required number of courses to bring their total number of credits up to 30 before they will be eligible to receive the OSSD.

  24. The Two Equivalency Processes

  25. The Standard of Achievement • All credits granted through the PLAR process – that is, through either the challenge process or the equivalency process - must represent the same standards of achievement as credits granted to students who have taken the course

  26. Grade 9 and 10 Equivalency Process • A mature student who does not have a transcript indicating successful completion of the first two years of secondary school in the Ontario education system – or in an education system outside Ontario or Canada that is comparable to the Ontario system – will be required to complete an individual assessment before being granted any Grade 9 and 10 credits

  27. Grade 9 and 10 Equivalency Process • The individual assessment will be completed in English, mathematics, science, Canadian history/ Canadian geography • The principal may grant up to 4 Grade 9 and 10 credits for demonstrated achievement in each of these 4 subject areas • If fewer than 4 credits are granted for any of these subject areas – the principal will determine how the student will obtain the remaining credits

  28. Grade 9 and 10 Equivalency Process • A mature student who has evidence of partial completion of the first two years of secondary school – or a comparable transcript – will be required to successfully complete an individual assessment in English, mathematics, science, Canadian history/ Canadian geography in order to earn the credits to bring the total up to 16 Grade 9 and 10 credits

  29. Grade 9 and 10 Equivalency Process • Implementation in 2014 • Part of the pathway planning process • New Grade 9/10 assessments are available as follows: • Assessments leading to Grade 11 workplace courses • Assessments leading to Grade 11 college/university level courses • Examples of assessments that have been marked with suggested pathway stated • Additional assessment tasks being created

  30. Grade 9 and 10 Equivalency Process • The principal has the authority to defer assessment on Grade 9 and 10 Canadian geography/Canadian history • Before granting an OSSD, successful completion is required

  31. Grade 11 and 12 Equivalency Process • Grade 11 and 12 credits • It is recommended that principals delay assigning Grade 11 and 12 equivalent credits until mature students have met the PLAR requirement of taking and successfully completing 4 Grade 11 and 12 courses Implementation in 2014: With the requirement to report to OnSIS a delay should not occur.

  32. Grade 11 and 12 Equivalency Process • Grade 11 and 12 credits • The following types of credentials and other documentation may be accepted for determining equivalent credits • Formal transcripts from recognized institutions • Certificates of Apprenticeship and Certificates of qualification granted or recognized by MTCU • Other appropriate documentation • Evidence of learning must relate directly to the Ontario curriculum expectations for specific courses • Implementation in 2014: The process for applying for senior equivalencies is an essential part of the pathway planning process.

  33. The Challenge Process Students’ prior learning is assessed for the purpose of granting credit for a grade 11 or 12 course developed from an Ontario curriculum policy document published in 2000 or later Must demonstrate achievement of the required secondary school curriculum expectations

  34. The Challenge Process • PPM132 • Application Process • Assessment and Evaluation Process • Granting of Credits • What Cannot be Challenged

  35. Responsibilities of School Principals • PLAR procedures for mature students will be carried out under the direction of the principal, who grants credits. • PLAR must be implemented in accordance with section 6.6 of OSS and PPM 132 • Principals will ensure that mature students who do not have proper documentation of prior learning owing to extraordinary circumstances will receive advice concerning the gathering and giving of evidence. • Equivalency Process • Grade 9 and 10 credits • Grade 11 and 12 credits • Challenge Process • Responsibilities include but are not limited to: • Informing students of the process, providing and evaluating application forms where required • Determining when a direct relationship exists between credentials/documentation and curriculum expectations • Informing students of the policies and procedures • Determining credits that will be granted • Recording credits on the appropriate form • Others as outlined on page 5 and 6 of PPM 132

  36. Support Available • eLO • First Language Challenges • e-Community • Grade 9 and 10 Individual Assessments leading to college/university level courses • Grade 9 and 10 Individual Assessments leading to workplace level courses • Samples of Marked Assessments • Assessor Guides • First Language Challenges • CESBA Website

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