Admissions

Students are able to enter the program if they are 2 years old on or before 31 October of the same school year. Students entering the 2-year-old program are required be toilet trained prior to admission into the program.

5-year-old class students are placed with their age group, however, students are assessed for achievement in Mathematics and Literacy (Reading and Writing) at admission to the 5-year-old class program and are placed at their achievement level for these courses. 

Example: A 5-year-old class student achieving at the 6-year-old level in Literacy is provided 6-year-old Literacy instruction, either in the homeroom class or by moving to join the 6-year-old class for the Literacy periods. For all other classes (PE, Music, Science, etc.) the student is in class with children of his or her age level.

For the 6-year-old class through the 13-year-old class, students are assessed in Mathematics and Literacy (Reading and Writing), and are placed at achievement level for these courses. For homeroom and all other courses, students are placed by age. 

Example: A 7-year-old student achieving at the 8-year-old level in Literacy is provided 8-year-old Literacy instruction by joining the 8-year-old class for the Literacy periods. For all other classes the student is with the 7-year-old class.

Mastery Learning in the QSID Secondary Program

Mastery learning works to address the needs of secondary students across the learning spectrum, from those who need extra support to backfill learning gaps to those who need further academic challenges. Placement is a key ingredient in meeting the individual needs of students, so placement decisions should be consistent, and based on as much evidence as possible. The more accurately secondary students are placed, the more they understand that the mastery learning system provides student-centered instruction at the appropriate level to prepare them for the future.

Initial Testing & Placement of Students

Requests for Transcripts

Transcripts from past educational institutions are an important piece of the placement decision, but they do not always give the complete picture of a student’s academic background. It is possible for a student to have completed a course within another school system without mastering the material. Similarly, the student may have already mastered much of the learning that takes place in a course without officially earning credit. 

Placement Testing

Testing, especially to determine a baseline level in English and Mathematics, is an important part of the decision for placement. Testing in other subjects may also be necessary, especially for placement in courses with prerequisites.

Determining Student Achievement Level

To help determine a new student’s achievement level, the following may be administered as appropriate:

• Measures of Academic Progress (MAP). 

• Assessments from prerequisite courses, even if past transcripts show the student has completed the course.  

• Writing sample: Student responds to a writing prompt. 

• End-of-year assessments.  

• Other assessments that help with the placement decision.

Secondary Homeroom Assignments

Secondary Homeroom assignment will be based on the following:

• Fewer than 50 credits: Secondary I 

• Minimum of 50 credits: Secondary II 

• Minimum of 100 credits: Secondary III 

• Minimum of 150 credits: Secondary IV

Additional Testing

Further testing may be necessary if a student is performing so well on the assessments that they are showing mastery of material found in courses for which they have not yet received credit. To credit the past learning and place the student appropriately, the student may take unit tests within a subject to earn the units of study.

For example, a student who has never taken Algebra, but shows readiness for Geometry and/or Advanced Mathematics I, may take the 10 unit tests for Algebra to earn 10 Algebra credits.

Student Interviews

• Administrators Meet with the student to determine strengths, weaknesses, interests, needs, and developmental level.
• They will Discuss with parents the academic, social, and emotional strengths and needs of the student.  Additionally, a draft of a schedule will be shared.
• And Determine placement, create a graduation plan, and meet with parents to discuss the initial graduation plan. Placement will be based on the best professional judgment of the school’s placement team.