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Completion of this evaluation catalogue is required from Independent DL Schools prior to an External Evaluation and constitutes application for Group 1 or Group 2 classification, or reclassification.
1) This EEC Report Template is provided in MS-Word 97-2003 for Windows. Please ensure that you maintain the same font, format, section breaks, numbering, tables, headers, and footers.
2) The school authority and its representative (Principal) are required to pre-populate this document with the information requested. Do not fill out the dark pink shaded areas which are intended for inspectors/office use only.
3) This EEC Report Template is designed to provide the External Evaluation Committee with factual information that is an up-to-date summary of the philosophy, administration, curriculum, facilities, resources and equipment in the school.
|WHEN DOCUMENT IS COMPLETED: |
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|Please make one copy for your school’s records |
|Prepare two documents for emailing to the Office of the Inspector |
|Scanned copy of signature page (first page of Catalogue) |
|Electronic version of completed Catalogue in Word format |
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|Email address of Office of the Inspector of Independent Schools: |
|EDUC.independentSchoolsOffice@gov.bc.ca Document naming convention: subject line: "SCHOOLCODE EEC-R DL SCHOOLNAME" for example "12345678 EEC-R DL ABC |
|School" (The quotation marks are not intended to be part on naming convention.) |
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|Upon submitting this information, the Authority or authorized representative, and principal of the school solemnly declare that the information in this |
|document is accurate, current and complete. |
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|EEC-R DL Template SUBMISSION DEADLINE: |
|Nov. 1, 2017 |
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|Do NOT mail this report, only email submissions are accepted. |
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EEC-R Template for Distributed Learning Independent Schools 2017-2018
Schools are asked to pre-populate this form prior to the inspection.
|Ministry School No. |School Name |
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|School Address (Location) |
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|School Address (Mailing) |Website Address: |
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|City/Town |Postal Code: |
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|Principal’s Name | if new to school this year |E-Mail |
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|Current Group Classification and Cert. Expiry Date |Office Phone |Office Fax |
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|School in Continuous Existence Since (Month/Year) |School Affiliation (if applicable) |
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|Name of School Authority |
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|LEARNER ENROLMENT |
|A) Elementary (do not include pre-school) |
|Kinder-garten |Grade 1 |Grade 2 |Grade 3 |Grade 4 |Grade 5 |Grade 6 |Grade 7 |Total (A) |
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|B) Secondary |
|Grade 8 |Grade 9 |Grade 10 |Grade 11 |Grade 12 |Total (B) |
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|Total of A & B Enrolment: (must be ten or more) | |
|Total Registered Homeschool Learners | |
|TOTAL | |
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|Total number of non-graduated adult learners | |
|Total number of graduated adult learners | |
|The undersigned hereby certifies on behalf of the school’s Authority, that the information in this | |FOR MINISTRY USE ONLY |
|Evaluation Catalogue is, to the best of his/her knowledge and understanding, complete and correct. | | |
|The Declaration and the answers provided throughout the Evaluation Catalogue reflect the current | | |
|status of the programs, operations, administration and staffing of the school. | | |
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|Authority Representative Signature: | | |
|(Name printed) | | |
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|Principal’s Signature: | | |
|(Name printed) | | |
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|Date: | | |
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| | |DATE RECEIVED |
EXTERNAL EVALUATION FOR
ABC DISTRIBUTED LEARNING SCHOOL
City, BC
INTRODUCTION
Section 1: General Information DL Agreement (SCHED A): 1.1
The Authority must be established under the Society Act or the Business Corporation Act or appointed under Authority Designation Regulation. The School must be a classified independent school.
|Yes |No | |
| | |Authority has a signed agreement with the Minister. |
| | |Authority is in compliance with the Independent School Act and regulations. |
| | |Documentation is in place reflecting good standing with the Registrar of Companies or Authority is appointed by Cabinet and listed |
| | |on regulation. |
Registration #: (Society, Company, Private Act, Order in Council)
Registration # verified against which document: BC Registry Services
Date of last filing of annual report to Registrar of Companies:
| | |Compliance is confirmed for this section (Y/N). |
| | |If necessary, list comments or follow up requirements: |
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SECTION 2: Funding declaration DL Agreement (SCHED A): 1.2
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|Yes |No | |
| | |Equipment has been lent, not given, to support the educational program. |
| | |No financial incentives are provided in the school publications/advertising to encourage enrolment. |
| | |Payments have been made directly to third party service providers |
| | |The school is in compliance with the 2014-15 $600 CAP Guidelines for Independent DL schools. |
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| | |Please fill out the questionnaire in Appendix 3. |
| | |Materials, services and resources provided through third parties are documented with the learner’s SLP and linked to prescribed |
| | |learning outcomes. |
| | |Ministry funds are used solely for operational expenses |
| | |This school year, the school anticipates receiving special education grants. |
| | |Total Special Education Grant for the years: $ 2016/17 (actual) and 2017/18 (anticipated) |
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| | |Total number of learners with special needs: 2016/17 (actual) and 2017/18 (anticipated) |
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| | |The school receives French Grant. |
| | |If yes, provide Total French Grant Received: $ |
| | |Has the school completed an annual financial audit? Date: |
| | |Name of Auditing Company/Firm: |
| | |Has the school has participated in the ‘Ready, Set, Learn’ Program? |
| | |Amount of Grant: $ |
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| | |Compliance is confirmed for this section (Y/N). |
| | |If necessary, list comments or follow up requirements: |
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SECTION 3: Learner Records DL Agreement (SCHED A): 1.3
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|Yes |No | |
| | |Learner Records policy in accordance with the “Learner Records: Requirements and Best Practice Guidelines – June 2012” |
| | |document on the Independent Schools website which includes: |
| | |All items in the Permanent Learner Record (Form 1704) are current and complete as specified in the “Learner Records: |
| | |Requirements and Best Practice Guidelines for Independent Schools (2012)” |
| | |The administration of learner records is compliant with Personal Information Protection Act (“PIPA”). |
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|Form 1704 have attached inclusions, where applicable, for: |
| | |Medical alerts, e.g., epilepsy, anaphylaxis |
| | |Legal alerts, e.g., court orders, name change, immigration documents |
| | |Individual Education Plans (IEP) and Case Management Plans (CMP) |
| | |Education support services, e.g., testing, adjudication requirements |
| | |Notification of learner registered as being homeschooled |
| | |If above Medical and/or Legal inclusions are attached to the 1704 then Medical/Legal Alert checkboxes on 1704 are |
| | |marked accordingly. |
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|Learner Records include the following Additional Required items: |
| | |Copy of verified original birth certificate or other legitimate identification document |
| | |Official names of parents/guardians with home/work contact information |
| | |Parent/guardian and adult learner information – declaration of being lawfully admitted to Canada and resident in BC |
| | |(Appendix II of the Learner Records: Requirements and Best Practice Guidelines) |
| | |The policy has been shared with the school community |
| | |Protocols for updating Permanent Learner Records annually |
| | |Protocols for handling of sensitive information, access and disclosure of information, and transfer and storage of |
| | |learner records. |
| | |The storage of Permanent Learner Records ensures safekeeping from fire, theft, etc. |
| | |Compliance is confirmed for this section (Y/N). |
| | |If necessary, list comments or follow up requirements: |
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SECTION 4: MINISTRY REPORTING REQUIREMENTS DL Agreement (SCHED A): 1.4
School must submit all data or information in accordance with the Inspector Reports, Records and Data Submission Order, the Distributed Learning Agreement and any other requirements of the Province.
|Yes |No |Data reports required for submission include: |
| | |1701: “Learner Data Collection Form” (due end of September and mid-February); |
| | |1602: “Independent School Authority Information Data Collection Form” (due mid-October); |
| | |1601: “School Data Collection Form” (due mid-October); |
| | |Graduation “TRAX” information, if offering grades 10-12 (due mid-October and mid-July); |
| | |Student Achievement Data Exchange (SADE) (due October, January, April, July) |
| | |Statement of Per Learner Operating Cost (SOPSOC). (due mid-October) |
| | |TRB “Employers List” report (due on or before October 15) |
| | |Compliance is confirmed for this section (Y/N). |
| | |If necessary, list comments or follow up requirements: |
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SECTION 5: POLICIES DL Agreement (SCHED A): 1.5
The Authority has appropriate written policies and implementation strategies for DL delivery, including but not limited to:
|Yes |No | |
| | |Abuse Policy: reflecting the procedures described in the most recent B.C. Handbook for Action on Child Abuse and |
| | |Neglect and "Supporting our Learners: A Guide for Independent School Personnel Responding to Child Abuse." |
| | |School has officially identified both an ‘Appointed School Official’ and an ‘Alternate Appointed School Official’ to |
| | |manage child abuse investigations by appropriate authorities. |
| | |The school authority has established and implemented a harassment and bullying prevention policy, as per Inspector’s |
| | |Harassment and Bullying Prevention Order (September 7, 2016) requirements. |
| | |School has a minimum of two staff members trained at level II Erase Bullying Training in the past two years. |
| | |The school administration has reviewed best practice guides on information sharing regarding child and youth mental |
| | |health and substance abuse in BC from the Ministry of Health and the Ministry of Children and Family Development. |
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| | |Resources: |
| | |Privacy for Parents and Caregivers Factsheet (PDF) |
| | |Best Practices Guide: Child and Youth (PDF) |
| | |Best Practices Guide: Substance Use (PDF) |
| | |Best Practices for Service Providers: Privacy and Information Sharing (PDF) |
| | |Deputy Minister's Letter to Independent Schools (PDF) |
| | |Information Sharing for Young People Factsheet (PDF) |
| | |School has updated its policies in accordance with the Tobacco and Vapour Products Control Act and “Tobacco and Vapour |
| | |Products Control Regulation” (September 1, 2016) as these pertain to students not being permitted to smoke or use |
| | |vapour products on school premises. |
| | |School has developed drinking water testing policy in accordance with the BC Drinking Water Protection Act and |
| | |routinely tests for harmful substances to ensure that students have access to potable water at school. (Note January |
| | |2017 e-Board posting for further information.) |
| | |Comments: |
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| | |If applicable, does the school have developed an emergency preparedness policy in reference to the BC Emergency |
| | |Planning Guide? Available at |
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| | |hools/emergency-management-planning-guide |
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| | |School has developed and published an Educational Resource Policy which defines the process and procedure for selecting|
| | |and removing learning resources, including a mechanism to deal with challenges/appeals to the selection process. |
| | |The school’s Learner Safety Policy addresses the use of third party locations. School has Best Practices and policy in|
| | |place. |
| | |Special Education Policy addresses admission, programs, and service delivery; |
| | |Electronic Supervision Policy addresses the monitoring of electronic communication between teachers and learners/parent|
| | |and between learners. |
| | |The School has developed policy by which students at the School may challenge courses, present equivalency courses, |
| | |participate in an independent directed study or participate in a post-secondary credit. |
| | |Learner (Student) Records Policy (based on June 2012 Best Practices); |
| | |Learner Work Authentication /and Academic Integrity Policy; |
| | |Assignment Grading and Resubmission Policy |
| | |Grade promotion policy in relation to the checkpoint grades 3, 6, and 9. |
| | |Teacher and Principal Supervision/Evaluation Policy; |
| | |Professional Development for Teachers and Administrators Policy; |
| | |Parent and Teacher Role Policy |
| | |Anti-Bullying Policy (including cyber‐bullying) or discrimination |
| | |Appeal Policy reflecting the principles in the resource entitled, "Procedural Fairness: Best Practices for Independent |
| | |Schools". |
| | |Has the school appointed a Safe Schools Coordinator to manage Safe Schools initiatives and programs in the school? |
| | |Compliance is confirmed for this section (Y/N). |
| | |If necessary, list comments or follow up requirements: |
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SECTION 6: CRIMINAL RECORDS CHECKS DL Agreement (SCHED A): 1.5.2
|Yes |No |The Authority has evidence on file showing that: |
| | |All employees and contractors (including 3rd part service providers, TAs, SEAs, and academic tutors) who work with |
| | |children have CRC clearance letters on file or have provided authorization for criminal record checks through the |
| | |Ministry of Justice). |
| | |The Authority has a mechanism for tracking CRC renewals ensuring checks are completed every 5 years as required. |
| | |Compliance is confirmed for this section (Y/N). |
| | |If necessary, list comments or follow up requirements: |
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SECTION 7: TEACHER CERTIFICATION AND ASSIGNMENT DL Agreement (SCHED A): 2.1
NOTE: Complete Appendix 1 alphabetically for all BC Certified teachers.
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|Number of full time BC Certified Teachers (includes Principal): | |
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|Number of part time BC Certified Teachers: | |
|Number of teachers with a current Letter of Permission: | |
|Number of teachers without BC Certification: | |
|Non-compliance (not yet applied for TRB certification) |
|TRB application in progress, but not received |
|Expired or lapsed TRB certification |
|Number of new Teachers this year: | |
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| |No | |
|Yes | | |
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| | |Administration verifies that all teachers have current TRB status in place (see TRB Website or TRB Verification Report)|
| | |and proof in personnel file. |
| | |All teachers are appropriately assigned with respect to any certificate restrictions. |
| | |ELL programs/courses taken for credit are taught by BC certified teachers. |
| | |Compliance is confirmed for this section (Y/N). |
| | |If necessary, list comments or follow up requirements: |
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SECTION 8: ROLE OF THE TEACHER DL Agreement (SCHED A): 2.2
The teacher is responsible for the planning, instruction, assessment and reporting out of learner progress.
|Yes |No | |
| | |Teachers develop the Student Learning Plan in conjunction with Learner and/or family of Learner. |
| | |SLPs and submitted learning activities reflect a variety of learning and styles. (Teachers incorporate a mix of |
| | |modalities in their instruction.) |
| | |Teachers evaluate and assess learner progress based on their professional assessment and where appropriate input from |
| | |parents and the learner is received. |
| | |Instructional strategies for learning are used, monitored and adjusted to ensure learners are supported in their |
| | |individual learning programs. |
| | |Teachers work in conjunction with school administration to identify students who need additional learning supports in |
| | |order to succeed. |
| | |The school provides remediation to students who have been identified as needing additional learning supports through |
| | |teachers or through the Learning Assistance department. |
| | |Student Learning Plans map and track completion of Ministry prescribed curricular requirements. |
| | |Performance reporting clearly shows progress towards completion of Ministry prescribed curricular requirements and the |
| | |degree of relative mastery by which these have been completed. |
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| | |Compliance is confirmed for this section (Y/N). |
| | |If necessary, list comments or follow up requirements: |
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SECTION 9: TEACHER-LEARNER/FAMILY CONTACT DL Agreement (SCHED A): 2.3
|Yes |No | |
| | |Student Learning Plans and submitted learning activities reflect a variety of learning styles. |
| | |Communication demonstrates regular and varying teacher/learner interaction e.g. face-to-face engagement, online |
| | |synchronous and asynchronous communications, text exchange through feedback on assignments and the use of email logs of|
| | |weekly teacher and learner contact. |
| | |The teacher has weekly and educationally meaningful contact with the learner. |
| | |The teacher has regular contact with the parent as needed. |
| | |The school administration monitors frequency and nature of contact, ensuring student safety. |
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| | |Compliance is confirmed for this section (Y/N). |
| | |If necessary, list comments or follow up requirements: |
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SECTION 10: ROLE OF PARENT/GUARDIAN DL Agreement (SCHED A): 2.4
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|Yes |No | |
| | |The school and teacher have communicated the Parent role as supporting the educational program under the direction of |
| | |the teacher. |
| | |Student Learning Plans and assessment activities clearly reflect teacher direction. |
| | |There are clear guidelines for parent(s) reporting of learner progress to the teacher. |
| | |Compliance is confirmed for this section (Y/N). |
| | |If necessary, list comments or follow up requirements: |
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SECTION 11: ROLES OF T.A. and TUTOR DL Agreement (SCHED A): 2.5, 2.6
Please complete Appendix 5 alphabetically.
|Yes |No | | |
| | | |Does the school offer Teacher Assistant supports to teachers and/or learners? |
|If yes, please respond to the following questions, otherwise indicate N/A: |
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|Yes No N/A |
| | | |Confirm that TAs do not replace the responsibilities of a teacher to plan, direct, assess and |
| | | |report on learner learning. |
| | | |Guidelines are established to distinguish the roles of the teacher, teacher assistant and |
| | | |parent. |
| | | |T.A.’s are employed/contracted by the school and NOT by teachers (Schedule A - Section 2.5.1).|
| | | |Academic tutors are only assigned to students with documented Special Needs designations (and |
| | | |who have been reported as such on the 1701) and established IEPs which call for such academic |
| | | |supports. |
| | |Compliance is confirmed for this section (Y/N). |
| | |If necessary, list clarifying comments or follow up requirements: |
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SECTION 12: LEARNER ENGAGEMENT IN COURSE DL Agreement (SCHED A): 3.1
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|Yes |No | |
| | |The school follows the Ministry Active Policy. |
| | |There is supporting documentation that provides evidence the learner is an active participant (according to the |
| | |Ministry Active Policy criteria) prior to being enrolled in the course on Form 1701. |
| | |The school confirms that learners spend sufficient time in the course commensurate with course credit value, in order |
| | |to meet or exceed the learning outcomes. |
| | |Teachers provide logs or portfolios that reflect learner activities linked to the student learning plan and prescribed |
| | |learning outcomes. |
| | |There is ongoing electronic communication between the teacher and learner/parent reflecting learner engagement in |
| | |learning activities. |
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| | |Compliance is confirmed for this section (Y/N). |
| | |If necessary, list comments or follow up requirements: |
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SECTION 13: DELIVERY DL Agreement (SCHED A): 3.2
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|Yes |No | |
| | |Evidence of communications includes a combination of email, telephone, face-to-face, computer-mediated conferencing, |
| | |discussion boards, and learner work submissions. |
| | |The computer technology available enables the learner to take the electronic version of both Foundation Skills |
| | |Assessments (FSA) and any graduation exams offered. |
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| | |Compliance is confirmed for this section (Y/N). |
| | |If necessary, list comments or follow up requirements: |
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SECTION 14: CURRICULUM COMPLIANCE DL Agreement (SCHED A): 3.3
|Yes |No | |
| | |Each learner has an electronic or paper based student learning plan prepared by the teacher that includes content, |
| | |learning activities, resources, assessment opportunities and links to provincial learning outcomes. |
| | |Where applicable, the school has developed unit plans (or course overviews in grades 10-12) or similar tools for |
| | |curriculum approved by the school. |
FOR GRADES K-12, the school is required to demonstrate curricular compliance (using course overviews or other locally developed tools or instruments).
A. Describe how the Curriculum transformation has been managed at K-9:
B. Describe pro-D supporting the curriculum transformation:
C. Describe pro-D for the current school year supporting K-9 and in anticipation of the 2018-19 curriculum transformation in the graduation program.
|Yes |No | |
| | |For common curriculum used by a significant portion of learners, the school has developed curricular compliance |
| | |documentation or instruments that indicate how the school’s programs deliver the BC curriculum requirements. |
| | |Progress Reports include both quantity and quality of student work in relation the BC Ministry outcomes, and relates |
| | |student performance to other criteria such as Achievement Indicators and Performance Standards. |
| | |For K-9 programs which are individualized, the school has instituted checkpoints at Grades 3, 6 and 9 to ensure |
| | |learners are demonstrating completion of all outcomes to those points. For example, a grade 3 checkpoint would include|
| | |an inventory of all K-3 curriculum objectives and the degree of relative mastery with which they have been completed. |
| | |Learners and families are aware that all outcomes must be completed before proceeding to the next 3-year phase. |
| | |Compliance is confirmed for this section (Y/N). |
| | |If necessary, list comments or follow up requirements: |
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SECTION 15: K-9 PROGRAM DL Agreement (sCHED A): 3.4 & 3.5
|Yes |No | | | |
| | |Does the school offer K-9 educational program? If YES, complete Appendix 1. |
| | |K-9 core subjects meet the curricular competencies |
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| | |The school provides a program ensuring that each student in K-9 studies |
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| | |(a) English Language Arts or, in the case of French immersion students, French |
| | |Language Arts |
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| | |(b) Mathematics |
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| | |(c) Science |
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| | |(d) Social Studies |
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| | |(e) Physical and Health Education |
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| | |(f) Arts Education |
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| | |(g) Career Education, and |
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| | |(h) Applied Design, Skills, and Technologies. |
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| | |(i) where an educational program is offered in the English language, a language |
| | |other than English, and |
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| | |(j) (if applicable) for students in grades 4 to 9 enrolled in French immersion, English Language Arts. |
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| | |(k) the authority has established learning outcomes in accordance |
| | |with the curricular competencies set out in the educational program guide for Arts |
| | |Education. |
| | |There is documentation of student learning plans and activities linked to required curricula K-9. |
| | |Learners are engaged in meaningful problem-based and inquiry-based activities. |
| | |Compliance is confirmed for this section (Y/N). |
| | |If necessary, list comments or follow up requirements: |
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SECTION 16: GRADUATION PROGRAM DL Agreement (SCHED A): 3.4 & 3.5
|Yes |No | | | |
| | |Does the school offer Graduation Program? If YES, complete Appendix 2. |
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IS THE SCHOOL EXPLORING THE NEW CURRICULUM AT GRADES 10-12?
|Yes |No |
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If YES, please use Appendix 2 to describe how the administration is managing curricular transformation, teacher collaboration, professional development, and the process of developing a school-based curricular compliance document (to replace the current course overview model) which meets the school’s needs and provides the Ministry with assurance that the new curriculum is being delivered according to Ministry objectives and requirements.
Required Courses
|Yes |No | |
| | |All required courses meet the Ministry learning outcomes. |
| | |Learning activities are approved and monitored by the teacher. |
| | |Activities are based on clearly articulated learning outcomes. |
| | |Achievement goals and strategies to reach them are clearly identified. |
Elective Courses
|Yes |No | |
| | |All Elective Courses meet the Ministry learning outcomes. |
| | |Learning activities are approved and monitored by the teacher. |
| | |Activities are based on clearly articulated learning outcomes. |
| | |Achievement goals and strategies to reach them are clearly identified. |
Board Authority Authorized (BAA) Courses
Please note that a BAA course used under license from or developed by another school must meet all requirements of locally developed BAA courses, including sign off by the local Authority, sign off by local principal, locally developed course overview, and finally signed off by Ministry inspector or designate.
|Yes |No | |
| | |BAA Course Form is signed and approved by the Authority and the Ministry (upon next inspection). |
| | |Student learning plans (developed by the local teacher) demonstrate the linkage between the BAA course learning |
| | |outcomes and the learner learning activities. |
| | |Where appropriate, course overviews are developed by the local teacher according to Ministry requirements |
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| | |Compliance is confirmed for this section (Y/N). |
| | |If necessary, list follow up requirements: |
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SECTION 17: LEARNING ACTIVITIES DL Agreement (SCHED A): 3.6
|Yes |No | |
| | |Teachers select and use content and activities that include multiple modalities (e.g. visual text and auditory options |
| | |are provided in lessons). |
| | |Activities are adapted and modified to meet individual needs |
| | |Activities address a variety of learning styles and rates. |
| | |Activities enable students to represent their work in various forms. |
| | |Instructional strategies for learning are used, monitored and adjusted to ensure students are supported in their |
| | |learning programs. |
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| | |Compliance is confirmed for this section (Y/N). |
| | |If necessary, list comments or follow up requirements: |
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SECTION 18: LEARNER ASSESSMENT DL Agreement (SCHED A): 3.7
|Yes |No | |
| | |Assessments (formative and summative) are frequent and ongoing and address progress towards completion of Provincial |
| | |curriculum objectives (or Authority approved learning outcomes) and are performed and reported by a BC Certified Teacher. |
| | | |
| | |Assessment for core competencies in K-9 is moving toward student self-assessment. |
| | |Assessment uses appropriate technologies, supports learning and guides instruction. |
| | |A range of strategies is used to evaluate learner learning and includes both assessment of learning and for learning. |
| | |Assessment is integrated with learning activities. |
| | |Assessment includes opportunities for learner self-assessment and also teacher assessment (to determine authenticity of work).|
| | |The BC Performance Standards are used as guidelines for assessment. |
Provincial Assessment – Foundation Skills Assessment (FSA) and Provincial Exams
|Yes |No | |
| | |Learners are informed of and accommodated to participate in provincial level standardized testing, provincial, exams, and |
| | |national and international assessments, or their equivalents, for the purposes of assessing the effectiveness of educational |
| | |programs. |
| | |Exemptions and absences are documented and restricted to standard permissible exemptions (ESL, Special Needs, or prior |
| | |illness). |
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FSA
|Yes |No | |
| | |At least 70% of learners participate in FSA. Percentage participation in FSA for most recent school year is:____ |
| | |The school is planning for and working towards 100% of learners participating in provincial learning assessments (FSA). |
| | |FSA is administered according to Ministry guidelines. |
| | |School policy is clear that FSA participation is mandatory with only limited exceptions permitted according to Ministry |
| | |policy. |
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|Grade 4 |Most Recent |Prior Year |
|Subject | | |
| |Not Yet Within Expectations |Meets |
| | |Expectations |
| |Not Yet Within|Meets |
| |Expectations |Expectations |
| | |Provincial Graduation Examinations are administered according to guidelines as stated in the Handbook of Procedures. |
| | | |
| | |Complete Appendix 2 question 3 to describe how the school is managing the shift from Ministry exam marks to school final |
| | |course marks and how it ensures the reliability, validity, and accountability of these school generated final marks in |
| | |graduation program. |
|Provincial Examinable Courses Written |Exam results from previous year |School final marks that replaced exams |
| |Average School |Average Exam Mark|% Passing Exam|Average School |Average Exam |% Passing Exam|
| |Mark | | |Mark |Mark | |
|AWM10 | | | | | | |
|FMPC10 | | | | | | |
|EN10 | | | | | | |
|SC10 | | | | | | |
| | | | | | | |
|Grade 11 | | | | | | |
|SS11 | | | | | | |
| | | | | | | |
|Grade 12 | | | | | | |
|COM12 | | | | | | |
|EN12 | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
Academic Integrity and Authentication of Learner Work
|Yes |No | |
| | |Policies and procedures are in place to ensure that any assignments are completed by the Learner and no other person. Learners|
| | |and parents are informed of the need for academic integrity. |
| | |Frequent assessments of progress toward learning outcomes are performed and recorded by a Certified Teacher. |
| | |Policies for consequences for lack of academic integrity are clearly published and applied. |
| | |Describe: |
| | | |
| | |A variety of different invigilators and invigilation tools are used in assessments. |
| | |Standardized testing exemptions and absences are recorded and documented. |
| | |Performance Results of learner assessments undertaken by employees or contractors of the Authority are consistent with and |
| | |confirmed by provincial-level standardized assessments. |
| | |Compliance is confirmed for this section (Y/N). |
| | |If necessary, list comments or follow up requirements: |
| | | |
| | | |
SECTION 19: REPORT CARDS/LEARNER PROGRESS REPORTS DL Agreement (SCHED A): 3.8
|Yes |No | |
| | |Learner Progress reports are issued at least 3 times per year. |
| | |Learner Progress reports are both quantitative and qualitative in nature - showing progress towards completion of Ministry |
| | |prescribed and authority approved outcomes, including the degree of mastery achieved. |
| | |Learner Progress reports at the three-year-interval checkpoint years of Grades 3, 6, and 9 and provide an inventory of both|
| | |completed and not yet completed outcomes in these three year intervals showing the degrees of mastery achieved. |
| | |At the end of Grades 3, 6, and 9 Learner Progress reports include a determination whether the student is ready to be |
| | |promoted to the next grade. |
|Yes |No | |
| | |Progress reports are issued in accordance with the Independent School Act and Inspector guidelines, and based on frequent and |
| | |ongoing assessment directly carried out by a BC Certified Teacher. |
| | | |
| | |Final summative Progress reports for K-9 include student self-assessment of core competencies |
| | | |
| | |Compliance is confirmed for this section (Y/N). |
| | |If necessary, list comments or follow up requirements: |
| | | |
| | | |
SECTION 20: SPECIAL ED PROGRAMS/DIAGNOSTIC SERVICES DL AGREEMENT (SCHED A): 4.1-3
|Yes |No | |
| | |Does the school offer a Special Education Program? If so, answer the following questions, otherwise leave remaining Section 19|
| | |questions blank: |
| | |Does the school have a protocol for identifying students requiring learning supports as part of the 3-year intervals in Grades|
| | |1-9? |
| | |Has the school developed a Special Education Policy addressing admission, programs, and delivery of special education |
| | |services? |
| | |Has this policy been made available to parents (e.g. School Handbook, online, etc.)? |
| | |Does the school have a current IEP (dated current school year) for each funded special needs learner? |
| | |Does the school review the IEP regularly during the school year? |
| | |Are parents (and students—if appropriate) offered the opportunity to be involved in development and review of IEP? |
| | |Has the school developed a Special Education Budget to reflect anticipated expenditures based on the learners' needs |
| | |identified in learners’ IEPs? |
| | |Does the school have Parent/Guardian Confirmation forms for all funded learners on file? |
| | |Does the Special Education program provide links with the learners’ IEPs and the program offered by the school? |
| | |Does the school have a School Completion Certificate (Evergreen Certificate) Policy/Program and does it only apply to students|
| | |with special needs? |
| | |Does the school have a learner referral (for additional services) process in place? |
| | |Does the school have procedures (assessment instruments and resources) in place to diagnose learning challenges? |
| | | |
| | |Does the school maintain control of and approval for all supplemental services provided by third parties in support of the |
| | |learner’s IEP? |
| | | |
| | |Compliance is confirmed for this section (Y/N). |
| | |If necessary, list comments or follow up requirements: |
| | | |
| | | |
SECTION 21: OTHER PROGRAMS, RESOURCES, and SERVICES
a. If applicable, describe school’s English Language Learner (ELL) programs:
b. Describe learners access to the DL school’s library resources and facilities.
c. Describe personal/academic and/or vocational counselling is provided, if applicable.
d. Describe any additional/activities not listed in previous sections.
Comments or concerns:
SECTION 22: CONCLUSION (Office use)
Commendations:
Recommendations (if applicable):
Requirements (Please note these dates are firm and schools will not be in good standing with the Ministry if compliance is not fully achieved on or before these deadlines):
A. Statutory – by
B. Policy – by
Summative Recommendation
The EEC confirms that will continue to meet the requirements for Group 1 or 2 certification, provided the school meets the statutory requirements as listed above, by .
APPENDIX 1: K-9 Curriculum:
Describe how the school has achieved curricular compliance accountability
|Describe professional development opportunities and internal/external collaboration in past and current school years. |
| |
|Describe how student assessment is being managed in the area of core competencies. |
| |
|Describe how and through which tools/instruments the school establishes curricular compliance. |
| |
APPENDIX 2: 10-12 Curriculum
Note: for 2017/18 school year the 2004 curriculum is still largely in effect but some changes are already rolling out for exploration and feedback.
|Describe (if applicable) how the school program is exploring the new curriculum in 2017/18. Focus on staff collaboration and professional development |
|opportunities in current a(and previous) year. |
| |
|Describe (if applicable) how the school is exploring student self-assessment in the area of core competencies. |
| |
|Describe how the changing exam structure is being managed in 2017-18 and how the school is ensuring reliability, validity, and accountability with school|
|generated final marks. |
| |
|Describe (if applicable) what processes are in place (in anticipation of curricular transformation in the Grad Program) to develop documents (or |
|supporting instruments/tools) to demonstrate curricular compliance. |
| |
APPENDIX 3: $600 Capped 3rd Party Services at the school
|Attach the school’s 3rd Party reimbursement policy or describe how the school is managing per family ISP reimbursements not exceeding $350 annually and |
|describe exceptions. |
| |
|Describe how the school is managing the 3rd party service/resource allocations for students designated with levels 1-3 and K-P-Q-R special needs and |
|IEPs. |
| |
|Provide an anticipated number of students in career technical program courses, post-secondary transition courses for whom the $600 cap does not apply. |
| |
|Describe the resources-on-loan available to students from the school’s resource bank |
| |
APPENDIX 4:
Attach the TRB Verification Report
Appendix 5
NOTE: Please list all instructional staff alphabetically: Principals, Administrators, Specialist Teachers, Teacher Assistants and any others that have teaching roles.
|Name | |Certificate Type |Non-Certified |CRC5 |Teaching Assignment |
| |% of | |Instr’l Staff | | |
| |Time Employed | | | | |
| |* | | | | |
| |COQ1 |IS2 |Restriction(s)3 |LOP4 | | |For secondary teachers, use Ministry abbreviations
(e.g. EN10) | | | |
| |
| | | | | | | | | |
| | | | | | | | | |
| | | |
| | | | | |
| | | |
| | | | | |
| | | |
| | | | | |
| | | |
| | | | | |
| | | |
| | | | | |
| | | |
| |
* Indicate F = Full-time or % for Part-Time
COQ1 Teacher Regulation Branch Certificate of Qualification: Mark "P" if Professional; " "B" if Basic; “C” if conditional; “D” if Developmental Standard Term; “F” if First Nations Language Teacher
IS2 Teacher Regulation Branch Independent Schools Certificate: Mark “SYR” if System Restricted; “SR” if Subject Restricted; “SSR” if School and Subject Restricted
RESTRICTIONS3 List relevant SR or SSR subject restrictions
LOP4 Letter of Permission
CRC5 Criminal Record Checks: for those listed who are not BC certified teachers.[pic][pic][pic]
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