Ministry of Education
Office of the Inspector
of Independent Schools
INSTRUCTIONS
For Evaluation Catalogue
for Independent Schools
(Brick & Mortar)
School Year 2015-2016
Please Note:
Completion of this evaluation catalogue is required from Independent Schools prior to an
External Evaluation and constitutes application for Group 1, Group 2, or Group 4
classification, or reclassification.
1) The evaluation catalogue is provided in MS-Word format. Please ensure that you
maintain the same font format, section breaks, numbering, tables, headers, and footers.
2) The evaluation catalogue and appendices can be downloaded from the Independent
Schools website at:
http://www.bced.gov.bc.ca/independentschools/is_forms/welcome.htm.
3) The evaluation catalogue is designed to give the External Evaluation Committee 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:
Please make one copy for your school’s records and email the completed
document in PDF format to:
Office of the Inspector of Independent Schools:
EDUC.independentSchoolsOffice@gov.bc.ca
Upon submitting this information I, the authority or authorized
representative, solemnly declare that the information in this document
is accurate, current and complete.
**DEADLINE**
FRIDAY, SEPTEMBER 11, 2015
Do not mail the Catalogue
External Evaluation Catalogue
(EEC)for Independent Schools
Ministry of Education
School Year 2015-2016
Ministry School No.
School Name
School Address (Physical)
City/Town
Postal Code
Website Address:
E-Mail
Principal’s Name
if new to school
this year
School Phone
Current Group Classification and Expiry Date
School Affiliation (AMG, CIS, SCSBC, etc)
Last External Evaluation (Month/Year)
Name of School Authority
School in Continuous Existence Since (Month/Year)
IS THE SCHOOL EXPERIMENTING WITH “DRAFT” CURRICULUM in GRADES K-9?
Yes
No
IF YES, WHICH GRADES AND SUBJECTS?
STUDENT ENROLMENT
A) Elementary (do not include pre-school)
KinderGrade 1
Grade 2
Grade 3
garten
B) Secondary
Grade 8
Grade 9
Grade 4
Grade 10
Grade 5
Grade 11
Grade 6
Grade 7
Grade 12
Total (A)
Total (B)
Total of A & B Enrolment: (must be ten or more)
Total Registered Homeschool Learners
Total non-graduated Adult Learners
Total graduated Adult learners
COMPLETION OF THE CATALOGUE:




Where there are Yes and No, use the check boxes.
Where there are underlined spaces, please provide the required information.
Where the document asks for a description, please type in the area provided.
The amount of space provided for answers is not an indication of the length of the
response required.
2015/16 Evaluation Catalogue - Form 4537/2015/OIIS
Page 2
Section 1 – General Information
1.0
Principals Declaration
Yes
I acknowledge that by checking the box, I certify that the information in this
Evaluation Catalogue is, to the best of my knowledge and understanding,
complete and correct. The answers provided throughout the Evaluation
Catalogue reflect the current status of the programs, operations, administration
and staffing at the school.
Principal’s Name:
Principal’s Teaching Certificate
Number:
Today’s Date:
1.01 Update Report
Outline the changes that have been made in programs, resources/equipment, and facilities, since
the last external evaluation took place.
Change Area
a. Educational Program Changes
Details
Description:
b. Facility Changes
Description:
c.
Description:
Authority/Administrative Structure
Changes
d. Staffing Changes
(since last EEC)
Number of new teachers:
Number of new support staff
(EA, TA, SEA):
Number of new admin:
e. Student Population Changes
(since last EEC
Regular Enrolment Changes:
Special Ed Enrolment Changes:
2015/16 Evaluation Catalogue - Form 4537/2015/OIIS
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1.02 School Authority
Describe how the authority and/or the
school board (where applicable)
exercises its governance duties.
Date of last Annual Report:
(Month/Date/Year)
Official Registration Number:
Registered under (check one:
the Society Act
the Companies Act
Order in Council
1.03 Additional Programs
Does the school operate any
educational programs in addition to its
Kindergarten – Grade 12 program
(e.g., pre-school, adult education,
etc.)?
Are there any students in grade 10 –
12 from this school who are also
enrolled in a course (or courses)
offered by means of distributed
learning (DL) through another Board or
Authority?
Yes
No
If Yes: Description:
Yes
No
If Yes: Description:
Does the school offer an ELL program?
Yes
No
Does the school enrol international
students?
Yes
No
Does the school enrol First Nation
students?
If Yes:
Yes
No
Does the school offer Aboriginal
Education programs?
Yes
No
Does the school have an LEA or
other agreement with local First
Nation (Band).
Yes
No
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Section 2 – School Facilities
2.01 School Building
Year that original building was
constructed:
Year(s) of building addition(s):
Do school files contain current
documented evidence that the school
facilities comply with
municipal/regional district
requirements.
Yes
No
Does this school meet all current
municipal/regional district codes*,
regarding zoning, building, fire
prevention, and health?
Yes
No
Note: The school is required to submit electronically (as an appendix to this catalogue) a
COPY of a letter from the municipality/regional district* confirming that there are no
compliance-related concerns regarding the school facility and property.
Is the Municipal Compliance Letter is
attached to this submission
electronically.
Yes
No
Note: A recent copy of an occupancy permit or equivalent is required if the school
has constructed a new building, building addition, or completed substantial building
changes since the schools last EEC.
Name of Municipality:
Name of Regional District:
Note: For aboriginal schools on-reserve, Department of Aboriginal Affairs and Northern
Development (DAAND) or architect approval is acceptable.
2.02 School Building and Grounds
Briefly describe building and grounds.
Description:
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2.03 Maintenance and Safety
Describe procedures employed for building and grounds maintenance, and routine safety
checks. School should log all safety checks and ensure follow-up.
Description:
Section 3 – Educational Philosophy and Practice
3.01 Declaration
The school complies with Section 1 of the Schedule of the Independent School Act, which
requires that:
a)
no program is in existence or is proposed at the independent school that would, in
theory or in practice, promote or foster doctrines of
i)
ii)
iii)
iv)
racial or ethnic superiority or persecution,
religious intolerance or persecution,
social change through violent action, or,
sedition.
b)
the independent school facilities comply with the enactments of British Columbia
and the municipality or regional district in which the facilities are located, and,
c)
the authority complies with the Independent School Act and its regulations.
The school has established an educational program for the current school year that
complies with the instructional goals, time and program requirements determined
by the Minister, as specified in the Educational Standards Order.
The school Principal confirms compliance with the
above declaration:
Yes
No
Principal Name:
Principal Teaching Certificate number:
3.02 Educational Philosophy, Objectives and Special Features of the School
Briefly describe the educational philosophy, objectives and special features of the school,
relating them to the curriculum, pedagogy, policies and procedures.
Description:
2015/16 Evaluation Catalogue - Form 4537/2015/OIIS
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3.03 Future School Plans
Briefly describe future school plans. Include any planned construction, program or grade
level additions.
Description:
Section 4 – School Administration
4.01 Administrative Structure
Provide a brief description of the administrative structure within the school and key
administration responsibilities.
Description:
4.02 Principal
Number of years the current principal
has been:
a teacher:
an administrator:
an administrator
in this school:
Percentage of time the principal has for
administrative duties:
Do you feel the percentage of time for
administrative duties is sufficient?
Yes
No
Yes
No
If No, describe:
Type of certificate held by principal
(include issue or expiry date):
Is the principal in full-time attendance
at the school?
If No, describe how the school
manages leadership
delegation at the school:
Description:
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4.03 Student Records
Permanent Student Record: Indicate if the following are current and complete, according to
“Student Records: Requirements and Best Practice Guidelines for Independent Schools”
(June, 2012) (http://www.bced.gov.bc.ca/independentschools/is_resources/welcome.htm).
Permanent Student Record (Form
1704)
Yes
No
Copies of a minimum of the two most
recent years of student progress
reports
Yes
No
Where applicable – inclusions to
support medical alerts, legal alerts,
support services information, Individual
Education Plans (IEPs), registered
homeschooled children.
Yes
No
Where applicable, have Legal Alert or
Medical Alert boxes been checked off
and related inclusions attached?
Yes
No
Other optional inclusion items?
Yes
No
Additional Student Record Items: Indicate if the following are current and complete.
Legal name (photocopy of birth
certificate or passport)
Yes
No
Allergies and other health concerns
Yes
No
Emergency contact numbers
Yes
No
Doctor’s name and contact information
Yes
No
CareCard number (optional)
Yes
No
Official names of parents/guardians
with home and work contact
information
Verification that parent/guardian is
legally in Canada and resident of British
Columbia
Other optional items? If yes (e.g.third
party medical insurance for
international students), list:
Yes
No
Yes
No
Yes
No
How frequently are the Permanent
Student Records (Form 1704) updated?
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Does the school have policies governing
the handling of sensitive information,
access and disclosure of information,
and transfer and storage of student
records.
Yes
Describe how this policy is
communicated.
Description:
Describe the storage of Permanent
Student Record files to ensure
safekeeping from calamities such as
fire, theft, etc.
Description:
No
4.04 Personal Information Protection Act (PIPA)
Does the school have a written privacy
policy in place for the collection, use
and disclosure of student, teacher and
parent information collected by the
school?
Describe how this policy is
communicated.
Yes
No
Description:
4.05 Registered Homeschooled Children
Are homeschooled children registered
on Permanent Student Records (Form
1704) and assigned PEN numbers?
Yes
No
Do these student records indicate in the
inclusion section that the students are
being homeschooled?
Yes
No
Describe the school’s policy regarding
services and resources offered to
registered homeschoolers (if any).
Description:
How this policy is communicated?
Description:
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4.06 Utilization of Provincial Government Grants (Group 1 and 2 schools only)
For the previous school year, fill in the following, for grants received and operating cost
amounts:
Operating grant:
Operating costs:
Special Education grants:
Special Education Costs:
Number of Level 1,2,3 students:
Number of High Incidence students:
Type of Financial Audit Conducted:
Are eligible student grants used for
school operation only, in accordance
with Section 12(3) of the Independent
School Act?
Yes
No
Are the total eligible student grants less
than the school’s total operating cost,
in accordance with Section 12(4) of the
Independent School Act?
Yes
No
4.08 Bonding Information (Group 4 schools only)
Has a “Fees and Bonding Statement”
for the current school year been filed
with the Office of the Inspector of
Independent Schools by the required
Sept 1 deadline?
Yes
No
Is a “Bonding Statement” included in
promotional materials?
Yes
No
Is the independent school’s policy
relating to the refund of school fees or
other costs consistent with any
promotional or other informational
material published or supplied by the
authority?
Yes
No
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4.09 Communication
How does the school communicate with:
Staff: Description (include frequency of staff
meetings):
Parents/Guardians: Description:
Has the school produced a policy and procedures handbook for:
Parents
Yes
No
Students
Yes
No
Staff
Yes
No
How does the school communicate
Description:
changes in policy and operating practice
to parents and students.
Describe how information from the following sources is shared within the school?
Independent Schools e-Board: Description:
Who is responsible for reviewing e- Description:
Board postings?
Do you have any suggestions for how
the Ministry could better communicate
and disseminate information to
independent schools?
Description:
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4.10 Appeal Policy and Procedures
Does the school have an Appeal Policy:
Yes
No
Does the Appeal Policy reflect the
principles of procedural fairness as
outlined in “Procedural Fairness: Best
Practice Guidelines for Independent
Schools”
Yes
No
How does the authority and/or the
school board (where applicable)
exercises its governance duties.
Description:
Provide a brief summary of the Appeal
Policy steps and processes.
Description:
How is the Appeal Policy
communicated?
Description:
4.11 Student Discipline Policy
Does the school have written Discipline
policies and procedures?
How is the Discipline policy
communicated?
Yes
No
Description:
4.12 Student Safety and Supervision Policy and Procedures
Does the school have written Supervision policies and procedures for:
In or around the school building
(before, during and after school).
Yes
No
While away from the school on field
trips
Yes
No
Does the school provide or use busing
services?
Yes
No
If Yes:
What is the date of the most
recent inspection of school
owned transportation vehicles by
the Ministry of Transportation?
(Day/Month/Year)
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What additional measures are
taken to ensure the safety of
students when using the bus
services to transport students to
and from school and/or on field
trips.
Description:
If No:
What policies and procedures are Description:
in place for parent drivers
supporting field trips? Briefly
explain how the school policies
and procedures consider students
with medical/legal alerts.
4.13 Abuse Policy and Procedures
Does the school have a policy relating
to the reporting of child abuse that
reflects the procedures described in the
Ministry’s document entitled,
“Supporting Our Students: A Guide for
Independent School Personnel
Responding to Child Abuse”?
Yes
No
How is this policy Description:
communicated?
How is school staff trained in relation to Description:
this policy?
4.14 Anti-bullying and Harassment Policy and Programs
Does the school have an anti-bullying
and anti-harassment policy
Yes
How is this policy communicated?
Description:
How does the school implement the
policy
Description:
How does the school integrate antibullying into its educational program?
Description:
2015/16 Evaluation Catalogue - Form 4537/2015/OIIS
No
Page 13
Does the school participate in ERASE
If No, please indicate why not:
Yes
No
Description:
4.15 Emergency Drills and Emergency Response and Care Plan - Policies and
Procedures
How does the school deal with
accidents and medical alert situations?
Description:
Is there a written Emergency Response
Policy?
Yes
How is this policy communicated?
Description:
What is the school’s policy regarding
first aid/emergency training for staff
members?
Description:
How does the school ensure student
safety when using rented facilities
(e.g., swimming pools, recreation
centres, etc.) to fulfill educational
program requirements?
Description:
No
Emergency Drills:
Number of fire drills per year:
Number of earthquake drills per year:
Number of lockdown drills per year:
Emergency Response Plan:
Does the school have an emergency
response plan?
Yes
No
Is the school able to care for students
for extended periods of time in the
event of a natural disaster?
Yes
No
How is the Emergency Response and
Care Plan communicated to
parents/guardians and staff
Description:
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4.16 International Program Policy and Procedures
Does the school enrol International/Out
of Province Students
Yes
No
If Yes, Does the school have written policies and procedures in place to ensure
Student records include international
contacts or local guardian contacts?
Yes
No
Appropriate student visas are in the
student record and are up to date for
the coming school year?
Yes
No
Does the school apply the International
Student Graduation Credit Policy
(ISGCP) to those international students
who have not previously (in past two
years) received their schooling in
English/French.
Yes
No
How does the school provide credit
through equivalence assessment or
challenge process to international
students under the ISGCP:
Description:
4.17 Special Education Programs
Has the school developed a Special
Education Policy to describe the
delivery of special education services?
Yes
No
Has the school developed a separate
Special Education Budget to reflect
anticipated expenditures based on the
needs identified in the IEP’s?
Yes
No
Does the school provide learning
Yes
No
assistance support for special
education students who are not funded? Describe/Explain:
Do these students have IEPs
in place as well?
Yes
No
If the school offers the graduation
program is there a School Completion
Certificate Policy/Program in place to
support students with special needs on
modified educational programs.
Yes
No
Describe/Explain:
2015/16 Evaluation Catalogue - Form 4537/2015/OIIS
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Indicate assessment instruments,
resources, and procedures used to
diagnose learning problems.
Describe/Explain:
4.18 English Language Learner programs (ELL)
Describe the school’s ELL program, if applicable.
Describe/Explain:
4.19 Library Resources and Access
Describe library resources/facilities and student access to services.
Describe/Explain:
4.20 Computer Utilization for Instructional Purposes
Describe type and number of computer units in use for instruction and administration. Where
are they located? What programs do students use? How are they used?
Describe/Explain:
4.21 Curriculum Implementation and Review
How does the curriculum review and implementation occur?
Describe/Explain:
4.22 Student Counselling and Guidance Services
Is personal, academic and vocational
counselling provided
If Yes, describe:
Yes
No
Describe/Explain:
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4.23 Hands-On Learning Opportunities and Skills/Trades.
Describe how the school is supporting
student access to hands-on learning
opportunities and skills and trades
programs at the secondary level, if
applicable.
If Yes, describe:
Yes
No
Describe/Explain:
4.24 Additional Activities
Describe any additional student/school activities not listed in previous sections.
Describe/Explain:
4.25 Schools educational program evaluation and continuous improvement
Describe how school administration uses information to review the educational program offered
from a quality and continuous improvement perspective.
Describe/Explain:
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Section 5 – Teacher Certification, Evaluation, and Professional Development
5.01 Certification of Teachers
Teachers:
Are responsible for the educational program of each student assigned to them, including
responsibility for:
instructional planning and delivery, and;
student evaluation and assessment, and;
report-card writing and communication with parents.
All teachers at group 1, 2 and 4 schols must hold valid British Columbia teaching
credentials issued by the British Columbia Teacher Regulation Branch (TRB).
Note: The school will be required to have on hand a valid “Response File” generated from
the Employers area of the TRB website dated no older than one week prior to the external
evaluation. https://www.bcteacherregulation.ca/Employers/login.aspx
Certificate Type
Number (including
principal if applicable)
Certificate of Qualification (COQ)
Valid status on
Registry
Yes
No
Independent School: Professional Certificate
Yes
No
Independent School: Subject Restricted (SR)
Yes
No
Yes
No
Yes
No
Independent School: School and Subject
Restricted (SSR)
Independent School: System Restricted (SYR)
(Montessori or, Waldorf)
Number of teachers for whom the
Authority has a current Letter of
Permission
Number of teachers new to the school
in the last two years
Do the school’s personnel files include
proof of being TRB certified (TRB
website printout) for review.
If NO, explain:
Yes
No
Description:
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Declaration by representative for the School Authority:
a. All teachers employed at the school are properly certified with current TRB certification
and, if teaching under an SR or SSR certificate, are teaching in their appropriate subject
areas.
b. All employees who are not certified teachers employed at the school working with
children or students during their employment have current (no more than 5 years old)
and valid criminal record checks on file under the Criminal Record Review Act completed
through the Ministry of Justice.
The school authority confirms
compliance with the above declaration:
Yes
No
Name:
Position:
List administrative assistants, business
managers, secretaries, counsellors,
teacher assistants, health nurses,
consultants, specialists, janitors,
persons assigned other special tasks,
etc.
List:
5.02 Professional Development
Number of professional days per year:
Orientation of new staff (specify
procedures):
Description:
5.03 Teacher and Principal Evaluation
Does the school have a written teacher
and principal evaluation policy?
Describe practice and frequency of
teacher and principal evaluation.
Yes
No
Description:
When was the principal last evaluated?
(yyyy/mm/dd)
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Section 6 – Educational Program: Curriculum and Instruction
6.01 Instructional Time Requirements
NOTE: as per ES-Audit FAQs, you may count hours of attendance for scheduled student
examination days, learning activity days, school community involvement days, and school
days closed due to inclement weather toward annual instructional hours; however, you may
not count instructional hours for professional days, statutory holidays, school holidays, or
recess/lunch times.
Complete the following chart, stating the actual instruction hours per year.
Grade Level
Minimum Required
Hours Per Year
Half day Kindergarten
450 hours
Full day Kindergarten
850 hours
Grades 1–12
850 hours
Actual Hours Per
Year
Hours/days per week:
Days in session, per year:
List holidays taken throughout the
year, other than statutory holidays:
List:
6.02 Groupings within the School
Describe how classes (grades) are
grouped in the school (e.g., K to 3, 4 to
7, multi-graded groupings, etc.)
Description:
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6.03 Primary Program – Kindergarten to Grade 3 (Appendix 2).
Is the school offering Full Day
Kindergarten
Yes
No
Is the school offering Half Day
Kindergarten
Yes
No
Is the school exploring the DRAFT
Curriculum in the Primary grades this
school year?
Yes
No
If Yes;
School administration will be expected to provide evaluation teams an overview of how the
school is managing the transformation process, including:
 Which grades the DRAFT Curriculum is being explored.
 What parts of the DRAFT Curriculum are being explored.
 What processes and procedures are in place at the school to ensure curriculum compliance
can be demonstrated
If No;
With little or sporadic/unorganized explorations of the DRAFT curriculum the school is
expected to provide evidence of curricular compliance through the existing course overview
framework and format.
Regardless of Yes/NO above, describe Pro-D school staff has attended or plan
to attend in relations to the curricular transformation in the Primary grades.
Description:
Regardless of DRAFT Curriculum exploration or use of the existing curriculum , please be
prepared to present, and explain and describe in this document, the schools curricular
compliance documentation for the following:
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Delivery of Core Subjects:
a. Math
Explain/Describe:
b. Science
Explain/Describe:
c. Social Studies
Explain/Describe:
d. Language Arts
Explain/Describe:
Delivery of Non-core Subjects:
a. Fine Arts
Explain/Describe:
b. Health and Career Education K-3
Explain/Describe:
c. Physical Education
Explain/Describe:
d. Daily Physical Activity (30 minutes per day):
Explain/Describe:
e. Additional courses offered:
Explain/Describe:
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Other Requirement - Please explain and describe how the school manages:
a. Student Assessment and Reporting:
Explain/Describe:
b. Learning Assistance:
Explain/Describe:
6.04 Intermediate Program – Grades 4 to 9 (Appendix 3).
If the delivery of your intermediate program is divided into two distinct groups (e.g., Grades
4-6 and 7-9), complete this section (6.04) twice and identify the grade levels for each
subject.
Is your intermediate program divided
into two distinct groups?
If Yes, indicate the grade groupings
and fill in section 6.04 twice; once for
each grouping:
Yes
No
Grouping 1
Is the school exploring the DRAFT
Curriculum in the Intermediate grades
this school year?
Yes
Grouping 2
No
If Yes;
School administration will be expected to provide evaluation teams an overview of how the
school is managing the transformation process, including:
 Which grades the DRAFT Curriculum is being explored.
 What parts of the DRAFT Curriculum are being explored.
 What processes and procedures are in place at the school to ensure curriculum compliance
can be demonstrated
If No;
With little of sporadic/unorganized explorations of the DRAFT curriculum the school is
expected to provide evidence of curricular compliance through standard/traditional course
overviews.
Regardless of Yes/NO above, describe Pro-D school staff has attended or plan
to attend in relations to the curricular transformation in the Intermediate
grades.
Description:
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Regardless of DRAFT Curriculum exploration or use of the existing curriculum , please be
prepared to present, and explain and describe in this document, the schools curricular
compliance documentation for the following:
Delivery of Core Subjects:
e. Math
Explain/Describe:
f. Science
Explain/Describe:
g. Social Studies
Explain/Describe:
h. Language Arts
Explain/Describe:
i. Second Language (where applicable)
Explain/Describe:
Delivery of Non-core Subjects:
a. Fine Arts
Explain/Describe:
b. Health and Career Education (4-9)
Explain/Describe:
c. Physical Education
Explain/Describe:
d. Daily Physical Activity (30 minutes per day (4-7) and 150 minutes per week (8-9):
Explain/Describe:
e. Additional courses offered:
Explain/Describe:
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Other Requirements - Please explain and describe how the school manages:
a. Student Assessment and Reporting:
Explain/Describe:
b. Learning Assistance:
Explain/Describe:
6.05 Standardized Assessment Results
Complete the Foundation Skills Assessment (FSA) results chart by indicating % in each category
for the past two years:
Grade 4
Subject
Most Recent (2014-15)
Not Yet Within
Expectations
Meets
Expectations
Fully Meets
Expectations
Exceeds
Expectations
Prior Year (2013-14)
Participation
Rates
Not Yet Within
Expectations
Meets
Expectations
Exceeds
Expectations
Participation
Rates
Reading
Writing
Numeracy
Grade 7
Subject
Most Recent (2014-15)
Not Yet Within
Expectations
Meets
Expectations
Fully Meets
Expectations
Exceeds
Expectations
Prior Year (2013-14)
Participation
Rates
Not Yet Within
Expectations
Meets
Expectations
Exceeds
Expectations
Participation
Rates
Reading
Writing
Numeracy
How does the school use FSA results to enhance student learning and improve programs?
Explain/Describe:
What trends in student achievement from grades 4 to 7 has the school identified in the FSA
results?
Explain/Describe:
Describe how the school has made use of the Performance Standards:
Explain/Describe:
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6.06 2004 Graduation Program (Grades 10-12)
Please complete the 2004 Graduation Program chart for Grades 10-12 curriculum –
Appendix 4
Which school delivery model best reflects delivery of the graduation
program
Linear
Semester
Trimester
Please explain and describe how the school delivers Planning 10
Explain/Describe:
Please explain and describe how the school assists students in completing Graduation
Transitions
Explain/Describe:
Please explain and describe how the school is enabling students to meet the requirements for
150 minutes per week of Daily Physical Activity.
Explain/Describe:
Board/Authority Authorized (BAA) Courses:
All BAA courses have been developed
according to the Ministry template.
Yes
No
Course overviews have also been
developed for each BAA Course.
Yes
No
BAA courses that are sequential (i.e.,
Photography 11 and 12) have unique
curricular components and do NOT
repeat educational content.
Yes
No
List the Board/Authority Authorized Courses that are being offered, the ministry course code
assigned to each, the board approval dates and the Ministry approval dates:
BAA Course Title
Ministry
Course Code
2015/16 Evaluation Catalogue - Form 4537/2015/OIIS
Authority
Approval Date
Ministry Inspection
Approval Date
(and by whom)
Page 26
Describe any additional programs offered to students (i.e., AP, IB, Apprenticeship, Career
Preparation, etc.)
Explain/Describe:
6.07 Graduation Credits
Explain and describe the school’s policy regarding the following options for obtaining credits.

Equivalency

Challenge

Independent Directed Studies (IDS)

External credentials

Distributed Learning

Dual Credit
Explain/Describe:
6.08 Student Progress Reporting for Grades 10-12
Describe the method and frequency of student reporting to parents/guardians.
Explain/Describe:
Complete the following chart relating to Grade 10-12 provincial examination results (add more
rows if necessary):
Provincial Examinable
Courses Written
Last Year’s Results
Average School
Mark
Average Exam
Mark
% Passing
Exam
Prior Year’s Results
Average
School Mark
Average Exam
Mark
% Passing
Exam
Grade 10
Grade 11
Grade 12
2015/16 Evaluation Catalogue - Form 4537/2015/OIIS
Page 27
How does the school use Grade 10-12 provincial examination results to enhance student
learning and improve programs.
Explain/Describe::
What is the school graduation/completion rate?
Explain/Describe:
2015/16 Evaluation Catalogue - Form 4537/2015/OIIS
Page 28
Independent School’s Staff Assignments: Elementary And Secondary Appendix 1
NOTE: Please list all instructional staff alphabetically: Principals, Administrators, Teachers, Specialists and Teacher Assistants and
other support staff.
Name
% of
Time
Employed
*
Certificate Type
COQ1
*
IS2
LOP
3
NonCertified
Instr’l
Staff
CRC4
Restriction(s)
F = Full-time; P(%) = part-time
1 Teacher Regulation Branch Certificate of Qualification: Mark "P" if Professional; " "B" if Basic; “C” if conditional
COQ
2
IS
Independent Schools Certificate: Mark “SR” if Subject Restricted; “SSR” if School and Subject Restricted
3 Letter of Permission
LOP
4 Criminal Record Checks: indicate for non teaching staff working with children.
CRC
2015/16 Evaluation Catalogue – Indep. School’s Staff Assign. – Elem. & Sec. – Appendix 1
Teaching Assignment
For secondary teachers, use Ministry abbreviations
(e.g. EN10)
Primary Program Kindergarten - Grade 3 Appendix 2
Complete the educational program chart below.
LANGUAGE AND
CITIZENSHIP
Language Arts
Social Studies
SCIENCE, MATH, AND
TECHNOLOGY
Mathematics
Science
PHYSICAL EDUCATION
FINE ARTS
HEALTH AND CAREER
EDUCATION
OTHER:
2015/16 Evaluation Catalogue – Primary Program K-3 – Appendix 2
Link with
Ministry
Curriculum
organizers
with
Authority
approved
learning
outcomes
Link with
Ministry of
Education
Learning
Outcomes/
Curriculum
Organizers
Achievement
Indicators
(formerly
Assessment
Methods)
Planning for
Assessment
(formerly
teaching
strategies…)
Subjects:
List additional subjects
taught, either under the
appropriate category or
under “OTHER”
Course Overviews/Outlines
“x” if Course Overviews include:
Content
Primary
Intermediate Program Grades 4-9 - Appendix 3
Complete the educational program chart below. Identify if other than ministry-designated divisions:
Grades __ - __.
Note: If the delivery of your intermediate program is divided into two distinct groups
(e.g., Grades 4-6 and 7-9), complete this Appendix twice and identify the grade levels for each subject.
Note: Instructional time percentages are based upon 850 hours of instruction. Calculation by schools providing more than
850 hours should be adjusted accordingly. Justifications should be provided for subject areas that are significantly below
recommended percentages.
LANGUAGE AND CITIZENSHIP
35%
Language Arts
Social Studies
Second Language
(Gr. 5-8)
SCIENCE, MATH, AND
TECHNOLOGY
30%
Mathematics
Science
PHYSICAL EDUCATION
FINE ARTS (Gr. 4-7)
FINE ARTS (Gr. 8-9)
APPLIED SKILLS
(Gr 8-9)
HEALTH AND CAREER
EDUCATION
OTHER:
10%
10%
5%
5%
5%
10%
2015/16 Evaluation Catalogue - Int. Program 4-9 – Appendix 3
Link with
Ministry
Curriculum
organizers
with
Authority
approved
learning
outcomes
Link with
Ministry of
Education
Learning
Outcomes/
Curriculum
Organizers
Achievement
Indicators
Planning for
Assessment
Course Overview/Outlines
"x" if Course Overviews include:
Content
School Time
Allotment
Subjects:
List any additional subjects
taught, either under the
appropriate category or under
“OTHER”
Instructional
Time
Ministry
Recommended
Time
Allotment
Intermediate
2004 Graduation Program (Grades 10-12) Appendix 4
REQUIRED COURSES
(48 CREDITS)
Language Arts 10:
4
Language Arts 11:
4
Language Arts 12:
4
Social Studies 10:
4
Social Studies 11 or BC
First Nations Studies 12
or Civic Studies 11:
4
Mathematics 10:
4
Apprentice &
Workplace Mathematics
10
Foundations of
Mathematics & Precalculus 10
Mathematics 11 or 12:
4
Apprenticeship &
Workplace Mathematics
11
Foundations of
Mathematics 11
Pre-calculus 11
Science 10:
4
Science 11 or 12:
4
Physical Education 10:
4
2015/16 Evaluation Catalogue – Grad Program (Gr. 10-12) – Appendix 4
Link with Ministry
Curriculum
organizers with
Authority
approved learning
outcomes
Link with Ministry
of Education
Learning
Outcomes/
Curriculum
Organizers
Achievement
Indicators
Planning for
Assessment
Content
Credits
List courses under
appropriate heading and
complete chart for each
course
Course Overview/Outlines
"x" if Course Overviews include:
Hours of
Instruction
Courses offered to meet
graduation requirements
2004 Graduation Program (Grades 10-12) Appendix 4
Planning 10:
4
Fine Arts and/ or Applied
Skills 10, 11 or 12 :
4
Graduation Transitions:
4
ELECTIVE COURSES
(28 CREDITS)
Ministry Authorized
Courses
BOARD/AUTHORITY
AUTHORIZED COURSES:
2015/16 Evaluation Catalogue – Grad Program (Gr. 10-12) – Appendix 4