SAC Academic policy by St. Andrew's College

Upper School Academic Policy Omnibus 2021-2022

TABLE OF CONTENTS

Mission Statement .......................................................................................................................... 5 Guiding Principles: An Inclusive Classroom and School Life Environment ..................................... 5 SAC Academic Vision ....................................................................................................................... 5 Boys’ Learning & Growing Success ................................................................................................. 6 Why a School for Boys?............................................................................................................... 6 Underlying Pedagogical Beliefs: Growing Success...................................................................... 7 Assessment Guidelines for Upper School Faculty ...................................................................... 7 Major Assignment Period and End-of-Year Matters .................................................................. 8 Reporting..................................................................................................................................... 9 Re-assessment Policy .................................................................................................................. 9 Appealing an Assessment ........................................................................................................... 9 OSSD Requirements .................................................................................................................. 10 Ontario Secondary School Diploma (OSSD) .............................................................................. 10 Additional Credits at St. Andrew’s College ............................................................................... 10 Community Involvement Activities........................................................................................... 11 The Ontario Secondary School Literacy Test ............................................................................ 11 The Andrean Diploma with Honour .......................................................................................... 11 Ontario Student Record ............................................................................................................ 11 Ontario Student Transcript ....................................................................................................... 11 Adding and Dropping Courses .................................................................................................. 12 Full Disclosure Policy ................................................................................................................. 12 Ontario Ministry of Education Guidelines ................................................................................ 12 Prior Learning Assessment and Recognition ............................................................................ 13 Advisory .................................................................................................................................... 13 Student Course Load ................................................................................................................. 13 Course Selection ....................................................................................................................... 14 Prerequisites and Recommended Preparation ........................................................................ 14 Substitutions for Compulsory Credits ....................................................................................... 14 Academic Honours .................................................................................................................... 14 Independent Learning Courses ................................................................................................. 15 Summer School Credits ............................................................................................................. 15 Homework................................................................................................................................. 15 Advanced Placement .................................................................................................................... 16 Advanced Placement at St. Andrew’s College ............................. Error! Bookmark not defined. 2

Flexibility ...................................................................................... Error! Bookmark not defined. International Recognition ............................................................ Error! Bookmark not defined. AP Curriculum Innovation ............................................................ Error! Bookmark not defined. How Are AP Students Assessed? ................................................. Error! Bookmark not defined. Implementation ........................................................................... Error! Bookmark not defined. AP Course Guidelines ................................................................... Error! Bookmark not defined. AP Course Credits......................................................................... Error! Bookmark not defined. Centre for Learning and Teaching: A Comprehensive Academic Support System ....................... 18 Guided Learning Centre ............................................................................................................ 18 Procedure .................................................................................................................................. 18 “Good Standing” Students ........................................................................................................ 18 Extensions ................................................................................................................................. 18 Consequences for Not Attending the GLC ................................................................................ 18 GLC Plus..................................................................................................................................... 19 Referral Process and Protocol................................................................................................... 19 English Language Learners ........................................................................................................ 19 Writing Centre........................................................................................................................... 19 Math Centre .............................................................................................................................. 19 Missed Assessment Policy ........................................................................................................ 20 Learning Resource Services....................................................................................................... 20 Open Classroom ........................................................................................................................ 20 Tutoring ..................................................................................................................................... 20 Individualized Learning Protocol .................................................................................................. 21 Eligible Students........................................................................................................................ 21 Accommodations ...................................................................................................................... 21 Communication ......................................................................................................................... 22 Extra Time (Exams).................................................................................................................... 22 Extra Time (Tests) ..................................................................................................................... 22 Academic Integrity ........................................................................................................................ 23 Definitions ................................................................................................................................. 23 Process ...................................................................................................................................... 24 Professional Learning Communities ............................................................................................. 26 Appendix 1 .................................................................................................................................... 27 SAC Academic Protocol for Online Learning ............................................................................. 27 Appendix 2 .................................................................................................................................... 30 3

Sample 2020 Privileged Period ................................................................................................. 30 Appendix 3 .................................................................................................................................... 31 Online Academic Support ......................................................................................................... 31

MISSION STATEMENT “Dedicated to the development of the complete man, the well-rounded citizen.”

GUIDING PRINCIPLES: AN INCLUSIVE CLASSROOM AND SCHOOL LIFE ENVIRONMENT At SAC, we are committed to providing programs and policies that promote inclusion and equity. Given our unique value propositions as a single-gender school, we need to be particularly mindful of the way in which we promote healthy understandings of masculinity and femininity, understandings which are neither limiting nor stereotypical in nature. To that end, our community regularly engages in careful work to define a vision for what our schools can and should look like. This vision stands to guide us as we consider the best ways to add meaningful programs and set thoughtful policies. We aspire to foster: • • • • • • • •

An authentic, connected community; Courageous, and, at times, disruptive collaboration; An open acceptance of gender and sexuality; A diverse student body, faculty, and staff; A supportive, networked community; Intentional curriculum reflective of our commitment to inclusion, equity, and diversity; Spaces, places, symbols, and rituals which are welcoming; and, Unabashed and genuine students.

SAC ACADEMIC VISION Academic Vision Statement: We are committed to pioneering the future of education. Academic Value Statements: • • • • • • • • •

We empower boys to be physically, emotionally, and spiritually healthy. We develop the capacity to innovate and adapt to our ever-changing world. We cultivate critical-thinking skills, so decisions are based on a broad range of criteria. We inspire engaged, caring, and reflective global citizens. We promote integrity, resiliency, and leadership. We implement technology wisely to enhance learning. We nurture the creative process and celebrate excellence in performance. We encourage curiosity in a boy-friendly, collaborative, and supportive environment. We champion eloquence and the art of communication.

BOYS’ LEARNING & GROWING SUCCESS Why a School for Boys? There are a myriad of programs, policies, and practices that drive our approach to educating boys; all of these contribute to the building of an inclusive and safe culture and to the development of morally conscious, thoughtful, and happy boys. This development of a culture that helps boys obtain healthy understandings of the many ways to be a man has required a revision of the way we think about boys’ education in general. In the past, boys’ education was thought to have purpose because of fundamentally “essentialist” assumptions about the differences between boys and girls. What has emerged from the scholarship over time is the understanding that gender identity is primarily a “construct” rather than something fundamentally essential. This is to say that individuals seem to perform their gender based on their personal experiences. Many factors affect how individuals derive their unique gender identity such as family dynamics, what they see in the media, and how the people in their respective worlds behave. These new insights into gender identity have significant ramifications for all boys’ educators. We are discovering that what we say about masculinity, and how we say it, has an impact on shaping boys’ understandings of what it is to enact healthy masculinities. The use of the plural here is intentional because there are many ways to be a man. Some of those ways are what society define as “toxic” in nature. Obvious toxic attributes can present as being disrespectful to others, aggression, and arrogance. We are of the understanding that boys’ school cultures that are overly hierarchical, conservative, and hyper-rational are not healthy for young men. Additionally, the celebration of the hyper-masculine and the hyper-competitive serve to reinforce conventional and ultimately limiting notions of masculinity. One example of our school’s response to these understandings is our dedicated time to participating in the arts. These weekly sessions provide boys with opportunities to explore the arts in settings that encourage creativity, freedom of play, and the imagination rather than focusing on grades and academic expectations. We continue to engage in a careful review of the language we use; our culture, rituals and symbols; the way we teach boys to use technology; the way our health and wellness initiatives support healthy understandings of masculinities; the way our classroom practices impact boys’ understandings of themselves; and the way we help our community to understand our vision for boys’ education. Our understandings of gender as it pertains to education will continue to inform our approach and provide an affirmation that, done well, all-boys' education can be a force for good in the world. As a community, we are collectively responsible to look carefully at the way we educate boys and interrogate past assumptions about what it means to be educators of boys. There are many opportunities for us to engage in the future such that our students become their most human and compassionate selves. 6

Underlying Pedagogical Beliefs: Growing Success As educators, we are called upon by the Ministry of Education to adhere to the policies identified in the 2010 publication entitled ‘Growing Success: Assessment, Evaluation and Reporting in Ontario Schools’. In short, the document follows up on a decade of research and practice pertaining to the use of Bloom’s Taxonomy through the Achievement Charts, the effective use of assessment for, as, and of learning, and a renewed focus on and refinement of ‘learning skills and work habits’. In addition to our adherence to the Ministry of Education’s Growing Success policy, we have also undertaken to develop best practices in assessment through our professional development endeavours. The following reflects our current thinking on how to motivate students to learn through assessment. The School uses the Achievement Charts and criterion-referenced feedback to move students along the continuum of learning. Departments develop the most appropriate approach to the Ministry’s Achievement Chart and grading expectations. In every case, students and parents should be able to identify the relationship between their grade and the Ministry expectations. The Learning Skills represent an equally important aspect of student achievement. St. Andrew’s College believes that strong work habits serve students best in the long term. The Ministry requires us to evaluate students in the areas of responsibility, organization, independent work, collaboration, initiative, and self-regulation. This is intentional in the sense that courses are designed in such a manner that these skills are practiced regularly and inform instructional choices. As a school, we are committed to providing fair, equitable, and transparent feedback practices and policies. Perhaps the most important aspect of this is our expectation that teachers provide ongoing and varied assessment that is clear, specific, meaningful, and timely. Students are also required to reflect on their own work and the work of their peers. Self-advocacy becomes increasingly important as our students move through the senior grades. Online learning presents opportunities and challenges to assessment. To ensure a feedback loop was in place during asynchronous learning due to Covid-19, we implemented an ‘Exit Ticket’ strategy for all classes. This has evolved into a greater focus and commitment by teachers to record observations, conversations, and products to triangulate a grade for a given student. Additionally, teachers view planning through the lens of our professional development themes of critical thinking, the development of a growth mindset, and collaboration. Our classrooms must reflect our commitment to strategies that best serve the current culture of the school. For an exemplar of our Online Learning Protocol during the pandemic, see Appendix 1.

Assessment Guidelines for Upper School Faculty • • • • • • • • •

Faculty will identify learning goals at the start of each major unit. Faculty will include assessments for, as, and of learning; assessments of learning will form the basis of the student’s grade in each course. Faculty will triangulate grades based on observations, conversations, and products. Faculty will work with grade coordinators to ensure that a student has no more than two rich assessments per day. US Grade Coordinators will be responsible for managing grade calendars. Students must have an awareness of the success criteria of a required task via rubrics or other methods. The Ministry has suggested that assessments of learning must be preceded by assessments for and/or as learning. While the Ministry does not endorse the inclusion of assessments for and as learning in a student’s grade, faculty may, at their discretion, designate a part of a student’s final mark to performance in these areas. Faculty will communicate by email with parents or guardians when a student scores less than 60% on a major assessment.

Major Assignment Period and End-of-Year Matters In accordance with Ministry expectations, faculty require students to complete summative tasks in later parts of the course. To that end, we have designed a Major Assignment Period which includes assessments that are part of the 30% summative grade. The policy for such follows. • • •

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Teachers must ensure that 30% of the value of any course must take place in the latter part of the year. Course leaders must email the proposed final due date and details regarding the major assignment to the respective grade coordinator. Grade Coordinators will actively schedule Major Assignments into the designated period and coordinate any conflicts. This schedule will be published to Edsby grade calendars no later than the end of February so teachers can inform students of the final due date and nature of the project. It is assumed that, whenever possible, students will have foreknowledge of the expectations and content prior to departure for March Break. Major Assignments will be noted as ‘MA’ on Edsby calendars. Whenever possible, class time should be used to complete Major Assignments. Students can appeal to Grade Coordinators for extensions when they have: o more than two assessments in a day (one of which can be a final due date for a Major Assignment); and/or o more than two Major Assignments due in one week. Students are reminded they must provide their grade coordinator with 48-hours notice if there is a conflict with their assessments. Other types of assessments may take place during the Major Assignment period. Labs and performance assessments may take place any time prior to the May Long Weekend. It is recommended that these be completed prior to Cadet 8

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Inspection, but this is not always possible. These include lab tests, oral exams, visual/media art projects, and musical performances. No tests, quizzes, performance assessments, or assignments will be given in any course following the May Long Weekend with the exception of an AP course that had a final examination scheduled at the end of April. The last day to refer a student to the GLC is Wednesday following the May Long Weekend to ensure overdue assignments are cleared from the GLC prior to the start of the exam period.

For an example of our Online End-of-Year Protocols, see Appendix 2. Reporting Assessment is based on both formative and summative evaluation. Teachers use a variety of assessment strategies including peer and self-assessments, tests, essays, independent study or group projects, oral presentations, portfolios, skills checklists, labs, and examinations. Seventy percent of the grade is based on assessment conducted throughout the course, and 30% of the grade is based on a final summative assessment aimed at determining achievement of course expectations. The final assessment includes a required formal written examination and optional assessments in the form of a performance, essay, oral presentation, or other assessments suitable to the course. Students should not make any other plans during the formal assessment schedule from April to June. Re-assessment Policy To afford students the opportunity to demonstrate mastery of course content and to compensate for the possibility that a student may not achieve at his best on a given day, the following practice will be set into place: •

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Faculty have the authority to prescribe a re-test or re-submission of an assessment if they deem that the student has demonstrated outstanding Learning Skills and Work Habits and have taken advantage of all available academic supports, such as Open Classroom, Math Centre, and ESL Plus. A student does not have the right to expect this accommodation, and faculty are asked to be judicious in their application of this prescriptive opportunity; Students who have been afforded this accommodation may augment their original grade up to 10%; and, This accommodation may be afforded to a given student no more than three times in an academic year.

Appealing an Assessment Requests by a student for teacher review of a standing on a test, assignment, or other academic work should be made to the teacher outside of class time. The teacher may ask the student to prepare his request in writing in a memorandum not to exceed one page in length. This memorandum should detail the exact nature of the concern and must be accompanied by the original assignment as marked. 9

Irreconcilable concerns remaining at the conclusion of the meeting by either the student or teacher should be referred to the Head of the Department for adjudication. Should the Head of Department be the teacher in question, the Head will pass the work to a colleague in the department who is deemed by the Head to be competent in that subject area, and that teacher’s ruling or re-assessment will stand. The adjudication may take the form of a re-assessment of the assignment. In this case, the student is awarded the higher of the two marks. If a student formally challenges marks on three occasions, the Director of Academics will schedule a meeting among the student, the teacher, and the Head of Department. The student’s Advisor must be informed of the final result of these deliberations but is not an integral part of the appeal process. OSSD Requirements In order to receive an Ontario Secondary Schools Diploma (OSSD) under the Ontario Secondary Schools, Grade 9-12: Program and Diploma Requirements (OSS), the student is expected to complete 30 credits successfully from a variety of subjects. There are 18 compulsory and 12 optional credits. Ontario Secondary School Diploma (OSSD) Subject Area English (one at each grade level: 9 – 12) French as a Second Language Mathematics Science Canadian History (grade 10) Canadian Geography (grade 9) Arts Health and Physical Education Civics and Career Studies Additional English or Third Language or Social Science and the Humanities or Canadian and World Studies Additional Health and Physical Education or Business Studies or The Arts or Modern Language (music, art, drama, or dance) Additional Science (grade 11 or 12) or Modern Language or Technological Education (grades 9 to 12) Compulsory Credits Elective credits Total

Credits 4 1 3 2 1 1 1 1 1 1 1 1 18 12 30

Additional Credits at St. Andrew’s College All students are members of the #142 SAC Highland Cadet Corps. To recognize the skills, personal development, and time engaged in Corps activities, students can earn a GPP3O Leadership and Peer Support or an AMR3M Music Repertoire credit toward their OSSD at the end of grade 11. 10

All students are required to take Introduction to Information Studies in Business course (BTT1O) in their grade 9 year. In addition to furthering the development of information technology and problem-solving skills, the BTT1O course fulfills the OSSD requirement of an additional Health and Physical Education or Business Studies or The Arts. Community Involvement Activities As part of the OSSD diploma requirements, students must complete a minimum of 40 hours of community involvement activities in addition to academic requirements. These activities may be completed at any time during their years in the secondary-school program. This requirement is designed to encourage students to develop an awareness and understanding of civic responsibility and the role they play in supporting and strengthening their communities while further developing their leadership skills. Records of student community service involvement appear on the June Report each year. The Ontario Secondary School Literacy Test In the spring of their Grade 10 year, students write the provincial Literacy Test which is created and marked by the Ministry of Education and Training. Note: Students who have written the Ontario Secondary School Literacy Test (OSSLT) and who have been unsuccessful at least once are eligible to take the Ontario Secondary School Literacy Course (OLC4O). Students who successfully complete this course will have met the provincial literacy requirement for graduation and will earn one credit. The credit may be used to meet either the Grade 12 English compulsory credit requirement or the Group 1 additional compulsory credit requirement. The Andrean Diploma with Honour Students at St. Andrew’s are honoured for their credit courses by way of the Ontario Secondary School Diploma. Internally, we refer to this as the Andrean Diploma. Additionally, students who achieve success in the areas of academics, co-curriculars, leadership, community service, and athletics may receive the Andrean Diploma with Honour. For more information on this program, please see the Upper School website at www.sac.on.ca. Ontario Student Record The Ontario Student Record (OSR) is the confidential record of a student’s ongoing educational progress through school and is transferred from previous schools to future schools. The OSR contains biographical information about the student, a listing of schools attended, parent and guardian information, the Ontario Student Transcript, final report cards, any special records of standardized testing, identifications or placement determinations, and health and psychological reports. Ontario Student Transcript The Ontario Student Transcript (OST) provides a comprehensive record of a student’s overall achievement in high school. The credits that a secondary school student has earned toward fulfilment of the requirements for the graduation diploma are recorded on the OST. The transcript, which is part of the OSR, includes the following information: 11

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Student achievement in grades 9 and 10, with percentage grades earned and credits gained successfully; Completed credit courses; A list of all grade 11 and 12 courses taken or attempted by the student with the percentage grades earned and the credits gained (students repeating a course for which they have already earned a credit will earn only one credit for the completion of that course – see Full Disclosure Policy); Identification of any course that has been substituted for one that is a diploma requirement; Confirmation that the student has completed the community involvement requirement; Student results on the Ontario Secondary School Literacy Test; and, An indication of any extraordinary circumstances affecting the student’s achievement in a grade 11 or 12 course.

The OST is kept in the student’s OSR which is maintained in the Upper School Administration Office. A parental request to review the OSR (with or without the student in attendance) may be directed to the Upper School Administration Office. Adding and Dropping Courses The last day on which a student may add a course to his timetable is the last day of classes prior to the Thanksgiving break. The last day on which a student may drop a course without academic consequence is the last day of classes prior to the Christmas Break. Full Disclosure Policy All grade 11 and 12 courses are subject to the Ministry of Education’s Full Disclosure Policy. All courses in which a student is registered five days after the issue of the November Report will be recorded on the OST whether or not the course has been successfully completed. A withdrawal is recorded on the OST by entering “W” in the “Credit” column. The student’s percentage grade at the time of the withdrawal is recorded in the “Percentage Grade” column. Students who repeat a grade 11 or 12 course previously completed earn only one credit for the course; however, each attempt as well as the percentage grade obtained is recorded on the OST, and an “R” is entered in the “Credit” column for the course(s) with the lower percentage grade. Ontario Ministry of Education Guidelines The courses offered by St. Andrew’s College have been developed according to the requirements of the Ontario Ministry of Education and enriched to meet the standards of the College. Unless otherwise indicated, all courses are full-credit courses requiring 110 hours of classroom instruction. Should you wish to review a course of study for any of the courses not listed in the Course Calendar, please contact the Director of Academics.

Prior Learning Assessment and Recognition Out-of-province students entering St. Andrew’s College will have their previous records assessed by a University Counsellor who will determine the diploma requirements yet to be fulfilled. Credit equivalency will be added to the student’s OST. Prior learning includes the knowledge and skills that students have acquired, in both formal and informal ways, outside secondary school. Where such learning has occurred outside Ontario classrooms, students may have their skills and knowledge evaluated against the expectations outlined in provincial curriculum policy documents to earn credits toward the secondary-school diploma. This formal assessment and accreditation process is known as Prior Learning Assessment and Recognition (PLAR). Advisory Each student in the School is associated with a member of staff, his Advisor, who is charged with assisting the student in making decisions concerning his academic program and progress. The Advisor is the primary contact for home and school communication relating to academic achievement. Student Course Load Success beyond the gates of St. Andrew’s College, both in an institution of higher learning and in the world of work, calls upon a person to balance many demands. By expecting students to carry a minimum course load in each of their years at the School, we aim to prepare the student to meet the challenges of life. Notwithstanding, we recognize there are situations that may be taken into account for individuals with issues relating to physical and emotional well-being, personal or family circumstances, identified learning disabilities, or a significant leadership role that a student has at the School. Grade Level 9 10 11 12

Course Load 8 plus GPP or AMR 8 plus GPP or AMR 7 or 8 plus PLF or AMR 6 or 7 plus PLF or AMR

Grade 11 or 12 students who wish to reduce their course load must contact the Director of Academics for an application form. All course additions and deletions must be approved by the Director of Academics in consultation with the student's subject teacher and advisor. No student may take less than 5 credits in a year without permission from the Director of Academics. Students in grade 11 are required to take an additional academic course should they choose the PAF3/4 option. PAF is not considered a formal academic credit in the context of required credits. 13

Course Selection In early January, course selection materials and course calendars are distributed and explained to students. Students meet with their Advisor and a University Counsellor or an Administration Associate to discuss course selections and solve any existing problems or course conflicts. Students submit a first draft of their choices at the end of January. Department Heads and subject teachers review prospective course lists. Students are approved for entry into the courses or are referred to the Director of Academics and/or a University Counsellor or Administration Associate for counselling. Note: Students are not permitted to request or change courses or sections as a result of teacher preference. Prerequisites and Recommended Preparation Certain courses have prerequisites that must be completed prior to the course as mandated by the Ontario Ministry of Education. Where applicable, prerequisites are listed in the course description and additional recommended preparation which, in our experience, better indicates the level of academic background needed for success in a given course. Under exceptional circumstances, a prerequisite may be waived by the Director of Academics as a result of limited course offerings or subject proficiency. Appropriate documentation will be placed in the OSR when prerequisites are waived. Substitutions for Compulsory Credits In order to add flexibility in designing a student’s program and to ensure that all deserving students can qualify for the OSSD, substitutions may be made for a limited number of compulsory credits. With permission, students may replace up to three credits (or the equivalent in half-credits) with courses selected from the remaining courses offered by the School that meet the requirements for compulsory credits. In all cases, the number of compulsory and optional credits will not be less than 30 to earn the OSSD. Substitutions will only be made to meet the special needs of students. Each substitution will be noted in the OSR. Academic Honours Term scholars are students who have achieved an overall average of 80% while carrying the required course load; they are awarded a Scholar's Tie which may be worn as long as the honours standing is maintained. Consistent with the School’s mission statement, students who rank in the top ten students of their grade are recognized as members of the Head of School’s Honour Roll. Each of these awards is applicable in the March and June reporting periods. Please note that Scholars’ lists are calculated using only courses taken at St. Andrew’s College during the term the status is awarded. The Academic Merit Pin is awarded each term to students who meet a high standard in their Learning Skills.

Independent Learning Courses St. Andrew’s College students are not permitted to take outside courses during the academic year unless permission is granted by the Director of Academics. Summer School Credits Given the quality of our faculty and the rigour of our academic program, we expect the majority of a student’s courses will be completed at the School. Whenever possible, reach-ahead courses should be taken at St. Andrew’s, other CIS schools, or publicly funded schools, all of which offer Ministry of Education approved credits. To ensure that students have access to courses that mirror the same level of excellence as the full-year courses taught at St. Andrew’s, a limited summer school program, taught by highly qualified faculty, is available. We support any enrichment opportunities where students are able to learn in other campus-based environments, be they local or international; however, the credits earned in these environments must be elective in nature. Please note: it is our experience that universities reserve the right not to recognize, for entrance purposes, credits earned in non-campus based summer programs. St. Andrew's may support online courses earned from accredited institutions requiring students to write supervised final examinations completed prior to the start of the subsequent academic year. Permission to pursue an “outside” credit must be granted by the Director of Academics. Once completed, students must provide the transcript to the University Counselling office. One reach-ahead credit per high school year will be accepted. All English credits must be taken at St. Andrew‘s from September to June. Homework Finishing, Polishing, Reviewing and Extending According to Growing Success, homework is “work that students do at home to practice skills, consolidate knowledge and skills, and/or prepare for the next class” (p. 148). At St. Andrew’s, we believe that the classroom is the primary locus for learning and recognize that work done at home is an extension of the classroom experience. This will look different in each class: for example, homework in one class might involve the completion of a given classroom activity, while homework in another class might involve preparation for upcoming learning. Teachers reserve the right to assign homework as necessary to help students achieve success with course expectations. Students who would like to extend their learning should contact their teacher to discuss their aspirations. Students who are feeling they are overloaded with homework should discuss the situation with their Advisor. 15

ADVANCED PLACEMENT Advanced Placement at St. Andrew’s College At St. Andrew’s College, we offer our boys the opportunity to challenge themselves through the College Board’s Advanced Placement (AP) program. Students who take an AP course take a university level examination predicated on an enriched and accelerated curriculum. The AP program affords our students maximum flexibility with respect to their course selection, prepares them well for university, and has become the benchmark by which universities measure the potential of their incoming students. Flexibility The AP program works well within the framework of the School’s mission statement. We offer students a rigorous and demanding academic day followed by athletics and cocurriculars, thereby exposing them to many opportunities to develop and expand their interests and passions. The AP program allows students the flexibility to specialize by subject discipline, depending on their interests and university plans, or take a broad range of courses. Regardless of area of focus, the AP program challenges students to push beyond the standard high school curriculum. International Recognition The AP program is the most widely recognized university preparation program in the world. The program operates in more than 125 countries with more than 1.85 million students writing over 3.2 million exams annually. Over 4,000 universities accept AP credits worldwide, and every Canadian university is a member of the College Board. Additionally, more than 30% of colleges and universities look at AP experience when determining scholarships, and more than 80% report that a student’s AP experience favourably impacts admission decisions. Canadian students consistently earn the highest AP scores in the world, with 75% of examinees earning a score of 3 or higher compared to the international average of 59%. AP Curriculum Innovation The College Board is committed to ensuring that the AP program remains at the forefront of education, and they continually update the courses to ensure the curriculum aligns with best practices, including critical thinking and inquiry-driven methods. How Are AP Students Assessed? AP courses are credit courses that include enough elements of first-year university courses to allow students to receive the equivalent university credit upon entrance. AP courses allow students to challenge themselves with university-level material that suits their strengths and interests. At the conclusion of each course, students write an internationally recognized AP exam, with scores following a five-point scale: 5 extremely qualified; 4 - well qualified; 3 - qualified; 2 - possibly qualified; 1 - no recommendation. 16

Students who take AP courses at St. Andrew’s are assessed based on Ministry of Education expectations. Additionally, AP-driven components are assessed to give students a sense of how they will perform on the AP exam. Implementation In 2007, St. Andrew's became a fully accredited AP school. The School offers a variety of courses that follow the AP guidelines and culminate with students writing the corresponding AP exam. Departments offering AP courses have developed a scope and sequence for the skills necessary for students to be successful in AP courses. AP Course Guidelines • • •

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All AP courses have been approved by the College Board through the submission of an AP Course Audit. Students enrolled in an AP course must have earned 80 per cent or higher in the course prerequisite. Students write a qualifying exam for each AP course in the spring which is designed to mimic the AP exam and includes both Ministry and AP expectations; this exam may be worth up to 20 per cent of the value of the course. Students must be registered in the AP course during the academic year and earn the right to take the College Board AP exam. This right is at the teacher’s discretion and based upon the student’s performance throughout the year and their qualifying exam result. Students will be informed by their teacher if they have not earned the right to write the College Board exam. For students that do not earn the right to take the AP exam, the qualifying exam may be weighted at a lesser value. In this case, the student is required to write a June examination. Students not enrolled in an AP course during the academic year are not able to register for an exam unless the AP course is not offered at St. Andrew’s College. Students complete a course summative or extension/enrichment project in the weeks following the AP exam that may, at the discretion of the teacher, be submitted during the regular exam period. A teacher of an individual AP course may appeal to have guidelines modified if it is in the best interest of the students in the program. Communication will be made to students to inform them of the modifications.

AP Course Credits • • • •

Students are responsible for all costs determined by the College Board such as those associated with writing or missing an AP exam. AP scores are available in July. Since AP work is considered post-secondary, students who receive a grade of 3 or higher may receive a tax credit for the year the exam is written. Students may release AP scores to universities to receive a transfer credit once they enroll, though not all universities exercise this option.

CENTRE FOR LEARNING AND TEACHING: A COMPREHENSIVE ACADEMIC SUPPORT SYSTEM The Centre for Learning and Teaching (CLT) provides a variety of programs and resources designed to promote student learning and improve instruction. Guided Learning Centre The Guided Learning Centre (GLC) is unique to St. Andrew’s. We require students who have not finished major assignments on schedule to attend the GLC after school where they are given guidance and time to complete their work. The GLC also provides teachers with support for students who miss assessment opportunities due to other school commitments. Procedure • • • •

Students can be mandated to attend the GLC for major assignments that have been posted to Edsby at least seven days in advance of the due date. Failure to submit on the due date results in the subject teacher referring students to the GLC. The student, parent(s), Advisor, coach, and Head of House are informed of the referral. Outstanding assignments must be submitted to the GLC by 5:30 p.m. on the 7th day following the referral. Fifteen percent is deducted from the assignment. Starting on the day following the referral, the student is withdrawn from cocurricular commitments and must attend the GLC. Students are ineligible to participate in any co-curricular activity if work is outstanding. Students must clear their name from this list prior to the start time of the co-curricular commitment.

“Good Standing” Students Many students manage both their academic and co-curricular commitments effectively. “Good Standing” (GS) students are those who have achieved Scholar Status during the previous academic term. While GS students are subject to the same 15% deduction for missing due dates, they do not have to attend GLC sessions. Assignments are due seven days after the GLC referral. If a GS student does not submit an assignment by the end of the seven-day period, he will lose his GS privilege. Additionally, any student referred to the GLC three times in a single term will lose his GS status. Extensions Occasionally, students require assignment extensions for extenuating circumstances. Students must apply to their subject teacher for extensions at least 48 hours before the due date. Consequences for Not Attending the GLC The GLC is an extension of the classroom. Students who choose not to attend will be subject to a gating. 18

GLC Plus Similar to the GLC, the GLC Plus identifies students who regularly neglect assignments or other schoolwork. GLC Plus differs from the GLC in that instead of pulling students from co-curricular activities permanently, which can be detrimental to the St. Andrew’s experience, students attend a weekly two-hour GLC session. At these sessions, teachers work with students to help them better manage their academic portfolio. Students attend the GLC Plus one day a week for the entire term; failure to do so results in a gating. The Coordinator of Academic Support works with GLC Plus students to improve their academic standing by formulating a written remedial plan for him to complete. Referral Process and Protocol The Director of Academics, in conjunction with the Coordinator of Academic Support, grade coordinators, Advisors, and parents, may assign at-risk students to the GLC Plus following the term one and term two report cards. Automatic referral to the GLC Plus will be applied to at-risk students, defined as those boys who have been identified by the faculty as requiring academic support. The Director of Academics retains the right to use their discretion in recommending other students to the GLC Plus program. English Language Learners Students who are English Language Learners (ELLs) are supported in a variety of ways at St. Andrew’s College. Upon arrival, boys are assessed to determine which English stream best fits their specific needs. The School offers two dedicated ESL courses, ESL 1 and ESL 2, for students who are new to the language in Grades 9 and 10. Additionally, students in Grade 11 who need to further develop their speaking and writing skills take EPS3O, an English presentation skills course. Students in an ESL course take standard English courses alongside the ESL program. Typically, a student who enters in Grade 9 with limited skills in English is capable of achieving success in the regular English stream by Grade 11. Support is available to graduates of our ESL program through our ESL Plus program and Writing Centre. Writing Centre The Writing Centre is a division of the library that helps students develop effective writing and research skills by offering individual consultations, classes, tutorials, and workshops. Additionally, the Writing Centre actively promotes literacy across the curriculum and encourages excellence in writing. Math Centre Mathematics is important in many university disciplines; therefore, it is essential that we provide students with a strong mathematical foundation. The Math Centre helps, through individual and small-group tutorial sessions, those students who struggle with mathematics. 19

Missed Assessment Policy Attendance at assessments is compulsory. Students who miss an assessment will receive zero unless the absence is verified and legitimate. For the absence to be considered legitimate, it must be due to a school-sanctioned event, or the student must have visited his family doctor, the hospital emergency ward, or the SAC Health Centre and provide the teacher and/or Director of Academics with a medical certificate stating the exact date(s) the student was seen for treatment. For any other absence to be considered legitimate, approval of the exceptional circumstance must be given by the Director of Academics or their designate. Students who miss an assessment for a legitimate reason may complete the assessment in the GLC upon their return. It is incumbent upon the student to complete the assessment in an expedient manner. Learning Resource Services Learning Resource Services maintains the records of students with learning exceptionalities, certifies eligibility for services, determines reasonable accommodations, and develops plans for the provision of accommodations for students. For more information regarding the accommodations currently offered to students with learning exceptionalities, please contact the school’s Coordinator of Academic Support. Open Classroom Faculty are available to meet with students to provide remedial help for their classes. Students should notify their teacher in advance that they are attending Open Classroom. Tutoring Students who require additional assistance in an academic subject, or who would benefit from an “academic coach”, may request a tutor who may be senior students or tutors engaged from outside the school community. All requests for tutoring should be made through the Coordinator of Academic Support. For an example of our Online Guided Learning Centre structure, please see Appendix 3.

INDIVIDUALIZED LEARNING PROTOCOL The Individualized Learning Protocol at St. Andrew’s is designed to ensure that boys who need accommodations will receive them in the manner in which an employer would afford them in the workplace. Eligible Students As St. Andrew's College is a university-preparatory school, policies to support the learning of “identified” students must be consistent with the policies and guidelines of Canadian universities. There are two ways in which a student can be identified as requiring individualized academic support. If: • •

there is a Ministry of Education Individual Education Plan (IEP) already in the student’s OSR when he starts at St. Andrew’s; or, a formal Education Assessment is completed by a licensed psychologist.

In keeping with Ministry and university policies, St. Andrew’s College reserves the right to request an updated version of the IEP or Education Assessment in the event that the original be more than five years old. Accommodations The term “accommodations” is used to refer to the special teaching and assessment strategies, human supports, and/or individualized equipment required to enable a student to learn and to demonstrate learning. Accommodations do not alter the provincial curriculum expectations for the grade. Students who have been identified as exceptional may receive some or all the following accommodations: • • • •

•

Extended time limits (up to 50%) on assessments; Opportunity to write assessments in a separate, quiet space; Use of a laptop on written assessments; Use of a formula sheet for math and science assessments. Requests must be made to the Coordinator of Academic Support at least 48 hours in advance, and the teacher must approve the sheet prior to its use. This formula sheet must be no larger than one 8.5 x 11 sheet of paper (single-sided), 12-point font or handwritten. The sheet may include formulas, constants, and the basic steps to solving problems, but may not include any worked examples. Use of assistive technology (e.g. voice-to-text and text-to-voice) for assessments (when appropriate). The assistive technology will be limited to the accessibility options within the Microsoft 365 suite of programs. Students must have access to their own set of headphones (with microphone) when accessing this option. Requests to write assessments using assistive technology must be made to the student’s teacher and the Coordinator of Academic Support at least 48 hours in advance of the assessment to ensure that a separate, quiet space is available.

While these are the only formal accommodations offered at the School, subject teachers make every effort to ensure they are using best practices in the classroom and are supported in these endeavours by the school administration, faculty, and, in cases 21

where students have been identified as exceptional, by the school’s Coordinator of Academic Support. Communication The School’s Coordinator of Academic Support is responsible for communicating in writing the specific recommendations listed on the IEP/Education Assessment to each subject teacher before the end of September. Subject teachers receive this information in the form of a Student Support Plan which outlines significant background information, necessary accommodations, and suggested best practices for the student. All formal documentation pertaining to IEP/Education Assessments are kept in confidence in the student’s OSR. Extra Time (Exams) If the IEP/ Education Assessment recommends that a student be given extra time for exams, he will have the option of taking additional time. In this case, the student must write his exam in the “Extra Time” room. The Coordinator of Academic Support is responsible for making the necessary arrangements in conjunction with the student and school’s administration. Extra Time (Tests) If the IEP/Education Assessment recommends extra time for tests, the student will make the necessary arrangements with his teacher. If the student requires time beyond the conclusion of the class, he will be accompanied to the Towers Library to complete the test.

ACADEMIC INTEGRITY We believe that the faculty at St. Andrew’s College have a responsibility to: • • • • • •

teach its students to function with academic integrity; embed strategies in the curriculum that will enable students to operate with academic integrity; offer an academic integrity policy that can be enforced in a consistent and measured manner, taking into consideration the unique nature of each situation; ensure students’ understanding of academic integrity is enduring and prepares them for future academic success; create assignments that preclude the possibility of cheating; and, ensure New Boys are abreast of the expectations and skills required at the grade level they are entering.

We believe that our students: • • •

must demonstrate honesty in all academic matters and approach academic endeavours as Andreans; must take an active role in the learning process; and, have a responsibility to understand all academic integrity policies outlined in the Parent and Student Handbook.

The spirit of the law will always supersede the letter of the law in these matters. Definitions Plagiarism consists of (but is not necessarily limited to): • • • • •

misrepresenting someone else’s work as one’s own: e.g. copying another student’s paper or an article from a journal or website; buying an essay from a term-paper mill; patchwriting: writing a paper by simply patching together blocks of text, perhaps with slight modification, taken from one or more sources; paraphrasing or summarizing information from a source without citation; quoting material without the proper use of quotation marks (even if otherwise cited correctly); or, translating a work from one language to another without citation.

Cheating consists of (but is not necessarily limited to): • • •

using unauthorized notes or other aids in a test or exam, or copying from or being influenced by another student’s work during an assessment; giving unauthorized aid to another student; allowing another student to copy or use one’s test, exam, paper, or homework; receiving excessive assistance with homework or take-home tests from a tutor, parent, or fellow student; 23

• • • • • •

using translating software or translations of texts studied in class without the permission of the teacher; submitting the same work for credit to more than one teacher, unless both teachers give their permission; misuse of technology, including, but not limited to, cell phones, calculators, laptops; using the intellectual property of another individual without acknowledging the source; file sharing without the teacher’s permission; or, the intentional manipulation of teacher/student feedback notes within any OneNote ‘shared’ file.

Process Throughout the students’ academic career, the student is responsible for adhering to the Academic Integrity Policy. Those found guilty of violations of the Academic Integrity Policy will be subject to the following range of disciplinary action: Academic Warning: If a student is referred to the Director of Academics as a result of a concern that the Academic Integrity Policy has been breached, the matter will be reviewed carefully. If no definitive conclusion can be reached, yet the student has behaved, whether advertently or inadvertently, in a manner where there may be the perception of academic indiscretion, then the Director of Academics reserves the right to assign the student an Academic Warning. This is meant to trigger a dialogue between the student, parent(s), teacher(s), and administration on the topic of academic integrity. The student will be required to review the Academic Integrity Policy carefully with the Director of Academics. Parents will be apprised of the situation. In the case of a First Offence, the: • • • • • • •

advisor will be involved in the process as soon as possible; student will meet with the Director of Academics; student will be ineligible to receive recognition at the subsequent end-of-term Academic Assembly, including Prize Day; student will receive a zero for the work but will be afforded an opportunity to redo an assignment and receive up to 50% of the value of the assignment; student will lose his Good Standing Status for a period of three months; students’ current teachers and Housemaster will be informed; and, students’ parents will be informed.

In the case of a Second Offence, the: • • •

• • • • • •

student will be required to attend a remediation session in the GLC and will be required to provide a statement of enduring learning following the session; student will lose his Good Standing Status for a period of six months; student will receive a zero for the work with no opportunity to make up the work; students’ current teachers and Housemaster will be informed; students’ parents will be informed, and the Director of Academics will confirm receipt of the message; and, student will receive a Tier 2 Gating.

In the case of a Third Offence, the: • •

student will be expelled from the College; school will disclose the breach in matters such as university recommendation letters and applicable reference documentation.

N.B. Offences are cumulative in nature and will remain a part of the student’s file until graduation. A Final Note In the same way that the spirit of the law outweighs the letter of the law in all cases where the academic integrity of a given work is called into question, the Head of School reserves the right to pardon, modify a response to, or dismiss a student at their discretion.

PROFESSIONAL LEARNING COMMUNITIES The School has a variety of Professional Learning Communities including: • • •

• •

The ITi Committee which is committed to providing faculty with innovative ways to incorporate technology into their classrooms; MEDIC which is an acronym for (Masculinities), Equity, Diversity, and Inclusion Committee. This group advances EDI matters at the school both within and outside of the classroom; SCETL which stands for "Standing Committee for Excellence in Teaching and Learning". Over the years, this group has met to achieve such things as developing an academic vision, determining our polices and approaches to assessment, implementing Growing Success, advancing metacognitive strategies, and, most recently, considering ways to make the classroom an inclusive environment; The Wellness Committee that considers and plans events to support the physical and mental health of the entire community; and, The Environmental Task Force which is dedicated to ensuring our community is aware of how our day-to-day work impacts the environment, while at the same time considering how we can lessen our footprint and "green" our practices.

APPENDIX 1 SAC Academic Protocol for Online Learning Middle and Upper School Faculty Expectations • • • • •

• • • •

Assume all faculty will be working synchronously and students may be working asynchronously. We will follow the conventional face-to-face (f2f) schedule and calendar which will be published. MS and US teachers will be available through Outlook from 8:45 am to 3:30 pm EST each school day. Teachers are to post instructions for the day’s activity in Edsby (and OneNote if applicable) by the start of the day (8:45 am). A teacher may post early if he/she wishes. Teachers must create an assessment in the Edsby gradebook for each class. The assessment can take any form, from Y/N completion to a formal grade. Use the gradebook as the primary means of offering confirmation to parents and Advisors that the work has been completed and that boys are “attending” to the work. Teachers can expect to receive student work 24 hours after the start of a given class unless a student requests an extension via email. When class is held before a weekend, the work is due on the first day back. Teachers must provide feedback to the student by the start of the following class. Teachers may offer Zoom or similar f2f opportunities for large or small group meetings during the conventional class time. Zoom meetings must be password protected. Teachers should expect to check in via conference call with Department Heads and/or Grade Team Leaders once a week. Department Heads and Grade Team Leaders will offer a meeting time as appropriate.

The Role of the Advisor Advisors will serve as academic coaches for their advisees while they are working from home and be the main conduit for academic information between the school and its students and their parents. • •

•

On Tuesday and Thursday, Advisors will review the class journals (daybooks), panoramas, and the “My Work” sections for each of their advisees to ensure that they are keeping up to date with all their work. Advisors will communicate directly with their advisees on Tuesday to check-in with them, discuss their progress, and provided support if needed. This can be done via email or using Zoom or other face-to-face online conferencing applications. Advisors will be asked to communicate with the parents of their advisees on Friday to check-in and to provide an update of their son’s academic progress. In addition, this communication will include a weekly message from the Assistant Head Academics and/or Head of US/MS. Advisors are required to confirm that 27

these messages have been sent by marking their advisees “present” in their advisory attendance sheet for the week. Students with Exceptionalities • • •

Amanda in the US and Katie in the MS will contact each identified student and their parents at the beginning of each week to offer academic coaching support in addition to the support provided by the advisor. Amanda/Katie will liaise with the advisors of each identified student to ensure that the student's work is being completed and to provide additional support to teachers/advisors as necessary. All accommodations that would be in place in our regular program will apply in the online environment. When assigning work to identified students, teachers should assume that it will take these students 50% additional time to complete their work - e.g. an exit ticket that takes 20 minutes for most students to complete will take an identified student 30 minutes or more. Teachers will take appropriate steps to ensure that identified students are not overwhelmed by work in their courses.

What makes for an effective online experience for students? • • •

The assessment is the learning: develop an “exit card” strategy for every daily lesson and provide feedback to the student in some form following the student’s completion of the “exit card” task. Feedback is the motivator: remain vigilant about providing brief but meaningful and varied feedback opportunities and record them through the Edbsy platform. Be conscious of your online persona: Online learners respond well to teachers who are welcoming, understanding, and human. Without this persona it can be a cold digital experience for students. Teaching is always relational: how a student feels about the learning is as important as what they are learning.

Opportunities and Considerations • • • • •

Feel free to experiment and take risks. You will be supported by school administration if things go sideways. Leverage the expertise of your peers and the IT department. Check in with Advisors and school leadership if you encounter compliance problems, or conundrums. Expect the unexpected and do not be afraid to ask questions. Sabrina and Mike will post regular office hours for contact. Be flexible but firm with respect to the students’ adaptation to the online platform, including understanding that not all tech works all the time, and not everyone can be in the same place at the same time. Be careful about screen time: try to develop activities that push away students away from their screens and into the real world. Be mindful that as per our GLC policy, students typically have 7 days in which to complete major assignments. For minor assignments, you may provide a grade. Ensure your grade weightings are reflective of the significance of the assignment.

Exit Ticket Examples • • • • •

Have students annotate a passage in their OneNote and provide a Y/N indicator in Edsby as an observation. Have students contribute to a discussion board in Edsby and provide one sentence feedback to each student; subsequently record Y/N as evidence of completion in Edsby. Have students provide a response to a video or mini-lecture in VoiceThread. Indicate the response was provided in Edsby and respond to the student’s comment on the VoiceThread application. Have students complete three takeaway questions in OneNote or through Turnitin.com. Read and respond to them and offer a 4+ level grade. Record the grade in Edsby. Ask students to take a photo of an evolving product (as in art). Offer a Y/N completion indicator and use the ‘make submission’ to comment on strategies for moving forward.

APPENDIX 2 Sample 2020 Privileged Period Final Assessment Period: “Privileged Periods” Courses will continue to run until June 5. The final week will be modified to provide balance for students in accordance with the school’s rule that no student should have more than two major assessments in one day. Wherever possible, final assessments will be designed to allow students to demonstrate learning that may have previously gone unnoticed. Final Assessment Parameters Departments have the right to determine their end-of-year final assessment practice. The parameters for individual department decisions are as follows: 1) Faculty-moderated online final assessments that resonate with the spirit of an “inclass assignment” and/or “test” will be no longer than 1 hour. Students with accommodations may require up to 1.5 hours to complete these assessments. 2) Final assessments that resonate with the spirit of a product or project will be designed to take the student no longer than 3 hours to complete at home and in class. These products/projects will serve as the basis for a final “gallery walk” exhibition or discussion in the last class of the year. These products or projects may be concluded on the final day of classes. Schedule and Timeline During the week of June 1-5, we shall run two “Privileged Periods” per day and Wednesday shall be a preparation day for students. June 1 D1P1 8:45-10:15~ D1P3 12:45-2:15~

June 2 D1P2 8:45-10:15~ D1P4 12:45-2:15~

June 3 Student Prep Student Prep

June 4 D2P1 8:45-10:15~ D2P3 12:45-2:15~

June 5 D2P2 8:45-10:15~ D2P4 12:45-2:15~

APPENDIX 3 Online Academic Support *There are no student-led groups (SLG) at this time – this may change later in the year. Guided Learning Centre (GLC) – US only (MS has their own schedule) • Students will be informed by email of incomplete assignments that have been assigned to the GLC • Students with an overall grade of less than 80% in the assigned course are pulled from sports and must physically attend the GLC to complete the assignment; students with an overall grade greater than 80% in the assigned course do not need to physically attend the GLC • Students who are habitually assigned to the GLC for missed assignments will be assigned to GLC Plus one day per week • Missed tests will not be written in the GLC until further notice – students should speak to their subject teacher re: missed tests GLC Plus – US only (MS has their own schedule) • Organizational support for students who have difficulty managing their academic work • Will meet in person on the upper level of Towers Library at least one day per week (same day each week) • Ms. Thorne will contact those students who have been assigned to GLC Plus • Dates offered: o Monday, Tuesday, & Friday – 3:45 to 5:15 p.m. o Wednesday – 2:45 to 4:15 p.m. Math Centre – Drop-in math support open to all students • Location: Towers Library, Lower Level • Mondays, Tuesdays, Fridays – 3:45 to 5:15 p.m. • Wednesdays – 2:45 to 4:15 p.m. Math Den – Drop-in evening math support for boarding students • MS Students in Rogers Hall o Monday through Thursday evenings, 8:00 to 8:30 p.m. • US Students in Towers Library, Lower Level o Monday and Wednesday 8:30 to 10:00 p.m. o Tuesday and Thursday 8:30 to 9:00 p.m. Writing Centre – BY APPOINTMENT ONLY, Open to all students • Book a meeting with Mr. Trevisan at: https://sacwritingcentre.youcanbook.me/ • Meetings will take place in Towers Library, Lower Level • Mondays, Tuesdays, and Fridays – 3:45 to 5:15 p.m. • Wednesdays – 2:45 to 4:15 p.m.

SAC Academic policy

Articles inside

Appendix 3

Definitions

Underlying Pedagogical Beliefs

Process