Credit Granting for Knowledge and Skills Acquired Outside Ontario Secondary Schools

1.1. Superintendents of Education in consultation with the school principal are responsible for approving or not approving out-of-province learning experience when they are requested by parent(s)/guardian(s) and or students. 

1.2. Principals are responsible for:

• ensuring Board policies and procedures are followed;
•  reviewing and authorizing, with the superintendent of education, any request for out-of-province learning experiences that are directly connected to the Ontario curriculum;
• ensuring that students and parents are provided with feedback, information and outcome as it relates to the value of the experience being undertaken;
• outlining and communicating the roles and responsibilities of the student and or parent(s)/guardian(s);
• considering the effect on the student’s path toward graduation;
• establishing the correlation of curriculum expectations to the objectives of the educational experience to be undertaken and communicating that information to the parent(s)/guardian(s) and the student;
• counseling students regarding the impact these out-of-province learning experiences will have on the graduation requirements; 
• forwarding to superintendent the recommendations regarding approval or non-approval of individual requests initiated by a student, or parent(s)/guardian(s).

1.3. Parents/Guardians, and Students are responsible for:

• contacting the school Principal prior to initiating an out-of-province educational experience to determine the best pathway for the student;
• meeting with administration and the Guidance department, in advance, to create an appropriate timetable and educational pathway that best meets the needs of the student 
• if the student is participating in an out-of-province education opportunity where the Ontario curriculum is not being delivered;
• initiating a request, defining the timeframe for the duration and time of year of the proposed out of-province education experience;
• providing information and relevant documentation to the school principal that substantiates student learning and achievement upon returning to a DDSB school after the completion of the out-of-province education activity.

Secondary schools may award credit to students who have successfully completed an equivalent Grade 10, 11 or 12 course from an educational jurisdiction or institution outside the Durham District School Board. 
(Policy/Program Memoranda 129, regular day students) 

All students enrolled with the Durham District School Board are entitled to undertake a challenge process to 
assess their prior learning for any Ministry developed graduation program course offered by any Board of 
Education in the Province.

Prior learning includes the knowledge and skills that students have acquired, in both formal and informal ways, outside Ontario secondary school classrooms. Through a formal evaluation and accreditation process known as Prior Learning Assessment and Recognition (PLAR), students enrolled in Ontario secondary schools, including the Independent Learning Centre and inspected private schools that choose to implement PLAR, may have their skills and knowledge evaluated against the overall expectations outlined in provincial curriculum policy documents in order to earn credits towards the secondary school diploma. (Ontario Schools: Kindergarten to Grade 12, section 7.2.5 (2016))

The PLAR process, developed by a school board in compliance with Ministry policy, involves two components: 

1. Challenge: The challenge process is the process whereby students’ prior learning is assessed for the purpose of granting credit for a course developed from a provincial curriculum policy document. 
2. The equivalency process involves the assessment of credentials from other jurisdictions.

In the Durham District School Board, Prior Learning Assessment and Recognition (PLAR), Regulation 6320, section 3.2, g (i), (ii) will guide and define the process of “challenge” and “equivalency”. 

2.

2.1. 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 students have acquired, in both formal and 
informal ways, outside secondary school. Students may 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. 

The PLAR process involves two components: "challenge" and "equivalency". PLAR procedures will be 
carried out under the direction of the Durham Continuing Education Department, Regulation 6320, 
section 3.2, g(i), g(ii).

• The PLAR Challenge process is the process whereby students' prior learning is assessed for the purpose of granting credit for a Grade 10, 11, or 12 course developed from a provincial curriculum policy document published in 1999 or later.

Students may challenge for credit for a course if they can provide reasonable evidence to the principal that they would likely be successful in the challenge process, in accordance with criteria established by the ministry in OS section 7.2.5 and in PPM 129, and to policies and procedures established by the board.

• The PLAR Equivalency process is the process of assessing credentials from other jurisdictions outside of Ontario.

For the purpose of determining equivalency, comparison of courses taken outside of Ontario, may be 
based on factors such as:

• • learning expectations
  • general subject matter 
  • depth or breadth of coverage of subject matter
  • assessment methods, instruments, and standards
  • In order to receive credits through equivalency, students must provide the appropriate documentation as proof of successful completion of the course and for a course to be deemed equivalent, there should be a match of approximately 80% or more of the learning outcomes to either a Ministry-developed or board authorized Grade 10, 11 or 12 courses.