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Ontario EQAO Board duty the OSSLT and disabilites

Ontario EQAO Board duty the OSSLT and disabilites

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Published by returncc
A review of statutory powers in Education in Ontario, a Review of the Course Requirements as well as an analysis of Constitutional Protection for students with disabilities as it relates to high-stakes testing.
A review of statutory powers in Education in Ontario, a Review of the Course Requirements as well as an analysis of Constitutional Protection for students with disabilities as it relates to high-stakes testing.

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Published by: returncc on Mar 08, 2008
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01/12/2011

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ONTARIO SCHOOL ADMINISTRATIONCHAPTER – CURRICULUM AND POLICY – Statutory Obligations andConstitutional Limitations
Concern for the disadvantaged in society leads the author to suggest potential grounds for legal challenges to recent changes that have imposed higher standards and high-stakestesting on (dis)abled students and others in Ontario schools.
Introduction
This Chapter will review the general framework of curriculum control in Ontario and provide an overview and sample of recent curricular changes. The author will consider the obligations of educational agents in relation to curriculum, assessment and their relationship to exceptional pupils.After a brief review of the general background, the chapter begins with an outline of thestatutory sources of authority for curriculum design and use that currently operate inOntario. The second part of the Chapter reviews the new elementary and secondarycurriculum and the new assessment techniques. The Chapter ends with an analysis of theimplications of standardized curriculum and testing on the delivery of special educationservices and the potential for legal challenges in relation to the new high-stakes literacytest and the constitutional protections provided for people with disabilities.1
 
Background of Curriculum Changes
To say that education in Ontario has recently undergone changes as directed by the Tory provincial government is a bit of an understatement. The introduction of new legislation,new educational agencies, new curriculum expectations and levels, as well as theimplementation of province-wide standardized tests of uniform content and materialshave all contributed to a new Tory stamp on education in Ontario.The trend toward outcome-based learning in education in Ontario was consolidatedsimultaneously with Tory reforms and the recommendations of the Royal Commission onLearning received by NDP Education Minister Dave Cooke, on behalf of the Ministry of Education and Training (“MET”), in January of 1995.In 1996, the Tory revolution established the Education Quality Accountability Office(“EQAO”) as an institutional watchdog to administer MET approved policy in curriculumand testing to exercise powers that historically were the responsibility of teachers andlocal boards. The new legislation directs the EQAO board to oversee the measurement of school achievement and the documentation of student progress through the development,administration, marking and reporting of tests that are ranked in order to reward schoolachievement and sanction school failure.2
 
Also in 1996, the Harris Conservatives established the Ontario College of Teachers togovern the teaching profession, powers traditionally in the hands of provincial unions. Inthe last few years the Province has introduced teacher qualification tests and mandated professional learning courses for teacher re-certification which must be passed every fiveyears to maintain professional status.In 1997, the Ontario government implemented Bill 104, the
 Fewer School Boards Act 1997 
which created fewer but larger school boards and established the EducationImprovement Commission (“EIC”). A report by the EIC published in August of 1997called, "The Road Ahead:
 A Report on Learning Time, Class Size and Staffing,
” containedmany recommendations that were incorporated into Bill 160 which broadly aimed atreducing teacher union and board powers by implemented a new funding formula andextending “accountability” and bureaucracy in school administration through new testingand reporting duties of students, teachers and schools.Following these large structural changes, the Province mandated an almost completerewrite of elementary and secondary curriculum materials with updated learningexpectations of knowledge and skills, the use of new “achievement levels” to explainstudent performance to the public, and new province-wide standardized tests for reading,writing, and math. The new centralized curriculum is significantly different from the oldcurriculum insofar as there are now new and powerful educational agencies that assessand evaluate schools, students and teachers. The changes have virtually created, for better 3

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Kateřina Kaprasová added this note
I would like to quote one of your works, but you have forgot to add on your works your honoured name, which is very complicating the process of quoting. Thank you in advance.
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