· web viewthis document is provided in ms-word format. please ensure that you maintain the same...

Monitoring Inspection Reportfor Distributed Learning Independent SchoolsSchool Year 2018-19

Completion of this evaluation report template is required from Independent DL Schools prior to a Monitoring Inspection and constitutes application for Group 1 or Group 2 classification, or reclassification.

o The School Authority and its representative (Principal) are required to pre-populate this document with the information

requested.

o This document is designed to provide the Monitoring Inspection Chair with information that is an up-to-date

summary of the philosophy, administration, curriculum, facilities, resources and equipment in the School.

o Please do not fill in any information in the orange boxes. This space is intended for Ministry of Education use only.

This document is provided in MS-Word format. Please ensure that you maintain the same font, format, section breaks,

numbering, tables, headers, and footers.

o Please provide a Teacher Regulation Branch Certificate Verification Response file, dated September 2018, that

lists the School's teachers with their current certification.

o Please attach a copy of a letter, dated 2017, from the local government/regional district to this Monitoring

Inspection Report confirming there are no compliance-related concerns regarding the School facility and property.

o Upon completion of the Monitoring Inspection Report please send to the Independent Schools Branch in Microsoft

Word only. Document naming and email subject line convention: "<SCHOOLCODE> EEC-R DL <SCHOOLNAME>" – for example "12345678 EEC-R DL ABC School" (The quotation marks are not intended to

be part of the naming convention.)

Email the completed Word Document to Independent Schools Branch:

[email protected]

*DEADLINE November 1, 2018*

1 MONITORING INSPECTION REPORT FOR DISTRIBUTED LEARNING INDEPENDENT SCHOOLS SCHOOL YEAR 2018-19

mailto:[email protected]?subject=

Principal’s DeclarationPrincipal Name

Phone Number

B.C. Teacher Certification Number

I, the Principal, acknowledge that by checking the box, I certify that the information in this Monitoring Inspection Report is, to the best of my knowledge and understanding, complete and correct. The answers provided throughout the Monitoring Inspection Report reflect the current status of the programs, operations, administration and staffing at the School.

I Confirm

For Ministry Use Only

Date(s) of Monitoring Inspection

Ministry Chair and Team Member(s)

Date(s) of most recent previous Inspection

Certificate Expiry Date

Recommend current Group Classification: Yes No

Comment

Representative(s) Present for the School

MONITORING INSPECTION REPORT FOR DISTRIBUTED LEARNING INDEPENDENT SCHOOLS SCHOOL YEAR 2018-19 2

Section 1: School InformationSchool Name

Ministry School No.

School Address

City/Town

Postal Code

School Mailing Address (if different)

Website Address (if applicable)

School Contact E-Mail

School Phone Number

Principal ( New to School this year)

Principal E-Mail (if different from School Contact E-Mail)

Group Classification School in Continuous Operation Since:

(Month/Year) ( / ) Group 1 Group 2 Group 3 Group 4

School Semester Indicator Type which is/are appropriate)

Linear (Sept – June) 2 Semesters 3 Semesters Summer

School Affiliation/Association (if applicable, indicate the School’s FISA member group)

The School complies with Section 1 of the Schedule of the Independent School Act, which requires that:

1) No program is in existence or is proposed at the independent school that would, in theory or in practice, promote or foster doctrines ofa) racial or ethnic superiority or persecution,b) religious intolerance or persecution,c) social change through violent action, or,d) sedition.

Yes No


Yes No


http://www.bclaws.ca/civix/document/id/complete/statreg/96216_01

2) The independent school facilities comply with the enactments of British Columbia and the municipality or regional district in which the facilities are located.

Yes No Yes No

1.01 School Authority Information

Name of School Authority


Yes No

Head of School Authority

Yes No

Authority has a signed agreement with the Minister:

Yes No(Month/Date/Year) ( / / )

Yes No

1.02 Student EnrolmentIf your School uses ungraded enrolment, indicate Elementary Ungraded in Total (A) and Senior Ungraded in Total (B).

A) ElementaryKindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Total (A) Yes No

B) SecondaryGrade 8 Grade 9 Grade 10 Grade 11 Grade 12 Total (B) Yes No

Total (A+B) Yes No

Total Registered Homeschool Learners Yes No

Total Yes No

Please list the total number, if any, of the following students:

International Students Yes No Total Number Enrolled: Yes No

English Language Learners Yes No Total Number Enrolled: Yes No

Non-Graduated Adult Learners Yes No Total Number Enrolled: Yes No

Graduated Adult Learners Yes No Total Number Enrolled: Yes No

Special Education Students Yes No Total Number Enrolled: Yes No


http://www2.gov.bc.ca/gov/content/education-training/administration/legislation-policy/public-schools/special-education

http://www2.gov.bc.ca/gov/content/education-training/administration/legislation-policy/public-schools/adult-graduation-program

http://www2.gov.bc.ca/gov/content/education-training/administration/legislation-policy/public-schools/adult-graduation-program

http://www2.gov.bc.ca/gov/content/education-training/administration/legislation-policy/public-schools/k-12-funding-english-language-learning-ell

http://www2.gov.bc.ca/gov/content/education-training/k-12/support/international-education

First Nations Students Yes No Total Number Enrolled: Yes No

1.03 Recent ChangesOutline the changes, if any, which have been made in educational programs and/or facilities since the last Monitoring Inspection or External Evaluation.


Educational program changes

Describe:

Yes No

Facility changes Describe:

Yes No

1.04 Additional ProgramsThe School operates (non-credit) educational programs in addition to its BC independent school certified program (e.g., preschool, adult education, summer programs, etc.)If Yes, Describe:

Yes No Yes No

1.05 Recently added for credit programs, requiring Program EvaluationThe School has added new programs or grades that require Ministry approval and a Program Review.If Yes, Describe:

Yes No Yes No

For Ministry Use OnlySection 1.01-1.04: The School is in compliance with this Section of the Report.Comments (including Introduction):

Yes No

Section 1.05: If applicable, the educational program additions meet Ministry requirements and are recommended to be added to the School’s Certificate of Classification.

Yes No N/A

N.B.: Section 2 has been removed.


http://www2.gov.bc.ca/gov/content/education-training/administration/legislation-policy/public-schools/k-12-funding-aboriginal-education

Section 3: School AdministrationFor Ministry

Use OnlyBriefly describe the administrative structure within the School and key administration responsibilities:

Yes No

Has the administrative structure, as described above, changed since the previous inspection?

Yes No Yes No

3.01 PrincipalThe principal is in full-time attendance at the School.If No, Describe how the School manages leadership delegation at the School:

Yes No Yes No

3.02 Student RecordsPermanent Student Record: Indicate if the following record information is current and complete (either stored electronically or physically) according to Student Records: Requirements and Best Practice Guidelines for Independent Schools:


o Permanent Student Record (Form 1704) Yes No Yes No

o Copies of a minimum of the two most recent years of student progress reports Yes No Yes No

o Legal Alert and/or Medical Alert boxes been checked off and related inclusions referenced in the inclusion section

Yes No Yes No

o Permanent Student Record inclusions such as medical and legal documents, psychometric assessments, Individual Education Plans (IEPs), Case Management Plans (CMPs), registered as homeschooled, etc., are stored securely and safely

Yes No Yes No

o Emergency contact numbers Yes No Yes No

o Doctor’s name and contact information Yes No Yes No

o Copy of verified original birth certificate or other legitimate identification document

Yes No Yes No

o Official names of parents/guardians with home and work contact information

Yes No Yes No


http://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/independent-schools/student_record_independent_schools.pdf

http://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/independent-schools/student_record_independent_schools.pdf

o Verification that parent/guardian is (a) legally in Canada and (b) ordinarily resident in British Columbia

Yes No Yes No

o The School uses digital student files. If not MyEdBC, name of system:

Yes No Yes No

The School has a written protocol for updating Permanent Student Records annually

Yes No Yes No

3.03 Personal Information Protection Act (PIPA)Describe Personal Information Protection Act compliance, back-up procedures, and how access restrictions and remote access is managed:

Yes No

The School has a written privacy policy in place for the collection, use and disclosure of student, teacher, and parent information collected by the SchoolDescribe:

Yes No Yes No

The School appointed a Privacy and Information Sharing Officer.Name:

Yes No Yes No

3.04 Registered Homeschooled Children (if applicable)Homeschooled children are registered on Permanent Student Records (Form 1704), assigned PEN numbers, and identified as homeschooled in the inclusion section.

Yes No Yes No

For Ministry Use OnlySection 3.01-3.04: The School is in compliance with this Section of the Report.Comments:

Yes No

3.05 International Program Policy and ProceduresThe School enrolls international or out-of-province students.If No, skip remainder of Section 3.05.

Yes No Yes No

The School applies the ministry’s International Student Graduation Credit Policy to determine equivalency credits for international students.

Yes No Yes No


http://www2.gov.bc.ca/gov/content/education-training/administration/legislation-policy/public-schools/international-student-graduation-credit

http://www2.gov.bc.ca/gov/content/education-training/administration/legislation-policy/independent-schools/homeschooling

https://www.oipc.bc.ca/guidance-documents/1438

The School (or its agents) complies with the Homestay Guidelines when hosting international students.If No, skip next question.

Yes No Yes No

The School has developed a homestay policy based on the Ministry’s Homestay Guidelines.

Yes No Yes No

For Ministry Use OnlySection 3.05: The School is in compliance with this Section of the Report.Comments:

Yes No

3.06 Funding DeclarationEquipment has been lent, not given, to support the educational program. Yes No Yes No

No financial incentives are provided in the School publications/advertising to encourage enrolment.

Yes No Yes No

Payments have been made directly to third party service providers and not to/through parents.

Yes No Yes No

The School is in compliance with the 2014-15 $600 CAP Guidelines for Independent DL schools. (Please fill out the questionnaire in Appendix 5.)

Yes No Yes No

For 2018-19, Special Ed Grant anticipated: $ Number of students with Special Ed funding anticipated:

Yes No Yes No

If the School receives the French Grant, Total French Grant received: $

Yes No Yes No

Has the School completed an annual financial audit?Date: (Day/Month/Year) ( / / )Name of Auditing Company/Firm:

Yes No Yes No

If the School has participated in the 'Ready, Set, Learn' Program, Total Amount of Grant: $

Yes No Yes No


http://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/internationaleducation/home_stay_guidelines.pdf



The School has provided evidence of its charitable or not-for-profit status as per Section 4(1)(a) of the Independent School Act by filing with Canada Revenue Agency within six months of the most recent fiscal year-end in one of the following ways:

Evidence of filing annual information return (Form T3010) or

Evidence of Filing Not-for- Profit tax return (Form T1044) or Form T2(if incorporated)

Yes No Yes No


Yes No


http://www.bclaws.ca/civix/document/id/complete/statreg/96216_01

Section 4: Ministry Reporting RequirementsSchool 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.

Data reports required for submission include:


o 1701: “Learner Data Collection Form” (due end of September, mid-February, and May)

Yes No Yes No

o 1602: “Independent School Authority Information Data Collection Form” (due mid-October)

Yes No Yes No

o 1601: “School Data Collection Form” (due mid-October)

Yes No Yes No

o Graduation “TRAX” information, if offering grades 10-12 (due mid-October and mid-July, )

Yes No Yes No

o Student Achievement Data Exchange (SADE) (due October, January, April, July)

Yes No Yes No

o Statement of Per Learner Operating Cost (SOPSOC) (due mid-October)

Yes No Yes No

o TRB “Employers List” report (due on or before October 15)

Yes No Yes No

For Ministry Use OnlySection 4: The School is in compliance with this Section of the Report.Comments:

Yes No


Section 5: Policies, Procedures and Student Safety

5.01 Policies and implementation strategies supporting the educational program

The Authority has appropriate written policies and implementation strategies for DL program, including but not limited to:

Requirements School declaration Ministry verification Ministry CommentsStudent Discipline Yes No Yes No Click here to enter text.Anaphylaxis Yes No Yes No Click here to enter text.Child Abuse Reporting Yes No Yes No Click here to enter text.Emergency Response Plan Yes No Yes No Click here to enter text.Student Records Yes No Yes No Click here to enter text.

- PSR and inclusions stored safely Yes No Yes No Click here to enter text.Protection of Privacy Yes No Yes No Click here to enter text.Emergency Drills

- Fire drills (recommend 6/year) Yes No Yes No Click here to enter text.- Earthquake drills

(recommend 3/year) Yes No Yes No Click here to enter text.- Lockdown drills

(recommend 2/year) Yes No Yes No Click here to enter text.Appeals Yes No Yes No Click here to enter text.Student Supervision Yes No Yes No Click here to enter text.Anti-smoking Policies (including vapour products) Yes No Yes No Click here to enter text.Field Trip (Student Safety)

- Provisions for medical issues (anaphylaxis, etc., on field trips) Yes No Yes No Click here to enter text.

- Communications management of emergencies on field trips Yes No Yes No Click here to enter text.

Harassment and Bullying Prevention Yes No Yes No Click here to enter text.- Policy aligns with 2016 Harassment

and Bullying Prevention Order Yes No Yes No Click here to enter text.- Integrated into parts of the DL

educational program Yes No Yes No Click here to enter text.- Includes cyberbullying prevention

strategies Yes No Yes No Click here to enter text.Principal / Teacher Evaluation Yes No Yes No Click here to enter text.Staff Professional Development Yes No Yes No Click here to enter text.Grad Program-specific Policies (if applicable)

- School completion Yes No N/A Yes No N/A Click here to enter text.- External credits Yes No N/A Yes No N/A Click here to enter text.- Challenge/equivalency Yes No N/A Yes No N/A Click here to enter text.

Educational Resource Policy and appeal process dealing with resource selection / removal

Yes No Yes No Click here to enter text.

Using Student transportation (if applicable): Click here to enter text.- Safety Procedures & Drills Yes No N/A Yes No N/A Click here to enter text.

Water testing- If School operates no offices or

instructional sites, indicate N/A N/A Yes No N/A Click here to enter text.- Initial testing completed Yes No Yes No Click here to enter text.- Mitigations (if any) addressed Yes No N/A Yes No N/A Click here to enter text.- Retesting policy in place Yes No Yes No Click here to enter text.


Assignment Grading and Resubmission Policy Yes No Yes No Click here to enter text.Grade Promotion Policy in relation to the checkpoint grades 3, 6, and 9 Yes No Yes No Click here to enter text.Parent and Teacher Role Policy Yes No Yes No Click here to enter text.

5.02 Communication

All relevant and required policies and procedures are available to the School community (parents, students, staff) through handbooks or web-based resources. Yes No


Yes No

Is the Independent Schools E-Board checked weekly? Yes No Yes No


Yes No

5.03 Student SafetyThe School’s Learner Safety Policy addresses the use of third party locations. Yes No Yes No

The School has Supervision Policies and Procedures for students while away on field trips, including provisions for students with medical/legal alerts.

Yes No Yes No

The School has emergency management plans and communication protocols for all field trips.

Yes No Yes No


Section 5.03: The School is in compliance with this Section of the Report.Comments:

Yes No

5.04 Abuse Reporting Policy and ProceduresFor Ministry

Use OnlyThe School’s policy reflects the procedures described in The B.C. Handbook for Action on Child Abuse and Neglect (most current version).

Yes No Yes No


http://www2.gov.bc.ca/assets/gov/public-safety-and-emergency-services/public-safety/protecting-children/childabusepreventionhandbook_serviceprovider.pdf

http://www2.gov.bc.ca/assets/gov/public-safety-and-emergency-services/public-safety/protecting-children/childabusepreventionhandbook_serviceprovider.pdf

http://www2.gov.bc.ca/gov/content/education-training/administration/kindergarten-to-grade-12/independent-schools

http://www2.gov.bc.ca/gov/content/education-training/administration/kindergarten-to-grade-12/independent-schools

There is a designated Appointed School Official and an additional Alternate Appointed School Official, as per Supporting Our Students: A Guide for Independent School Personnel Responding to Child Abuse.

Yes No Yes No

The School staff receives annual professional development in relation to the School’s child abuse reporting policy and legal requirements.

Yes No Yes No

5.05 Anti-Bullying and Harassment Prevention Policy and ProgramsThe School has implemented an authority-established Harassment and Bullying Prevention Policy that is in alignment with the requirements of the Harassment and Bullying Prevention Order.

Yes No Yes No

The School participates in ERASE and has a minimum of two staff members trained at Level II Erase Bullying in the past two years.

Yes No Yes No

ERASE STRATEGY TRAINING Erase Bullying ProgramsPlease complete the table below

The School intentionally incorporates into its educational program anti-bullying strategies or additional programs to actively teach bullying prevention skills (e.g., Include: Second Step, Virtues Program, Friends, etc.)

Yes No


Yes No

Level 1 – Preventing Bullying & Ensuring Safe & Caring School Communities OR equivalent – Describe:

# of Staff with current (last two years) training and date completed Yes No Yes No

Level 2 – Basic Threat Risk Assessment OR equivalent – Describe:

# of Staff with current (last two years) training and date completed

Yes No Yes No

Level 3 – Advanced Violent Threat Risk Assessment (or equivalent) OR equivalent – Describe:

# of Staff with current training and date completed

Yes No Yes No

Other Describe:

# of Staff with current training and date completed

Yes No Yes No

If the School is not participating in ERASE Strategy and/or training:


http://www.erasebullying.ca/index.php

https://www2.gov.bc.ca/assets/gov/education/administration/legislation-policy/legislation/schoollaw/k/i1_16.pdf

https://www2.gov.bc.ca/assets/gov/education/administration/legislation-policy/legislation/schoollaw/k/i1_16.pdf

http://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/independent-schools/sos_guide_independent_schools.pdf

http://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/independent-schools/sos_guide_independent_schools.pdf

Describe why the School has chosen an alternative bullying prevention program.

Yes No

Describe this alternative program and its implementation.

Yes No

Will the School ensure that the primary Safe School Coordinator has the requisite training by the end of the school year?

Yes No Yes No


Yes No

5.06 Emergency Drills and Emergency Response Policies and ProceduresFor Ministry

Use Only

Emergency Drills The School has appointed the Principal as the Primary Safe School Coordinator

Name

Yes No Yes No

Describe how the DL program provides training for the three types of emergency drills (fire, earthquake, lockdown) for their DL students:

Yes No

Emergency Response PlanThe School has a written Emergency Response Policy that aligns with the provincial Emergency Management Guide.

Yes No Yes No


Yes No


http://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/safe-caring-orderly/emergency-management-guide.pdf

http://www2.gov.bc.ca/gov/content/education-training/administration/legislation-policy/public-schools/safe-and-caring-school-communities

http://www2.gov.bc.ca/gov/content/education-training/administration/legislation-policy/public-schools/safe-and-caring-school-communities

Section 6: Teacher Certification, Evaluation and Professional Development

6.01 Certification of TeachersAll teachers (including Principal/Head of School) at Group 1, 2 and 4 schools must hold a valid British Columbia teaching credential issued by the British Columbia Teacher Regulation Branch (TRB). The School will be required to have on hand a valid “TRB Certificate Verification Response File” generated from the Employers area of the TRB website dated within two weeks of the Monitoring Inspection.

Please fill out Appendix 6.

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.


Yes No

Types of Certification Full-time Part-time

Certificate of Qualification (COQ) Certification Number

Number Yes No

Independent School: Professional Certificate Number

Number Yes No

Independent School: Subject Restricted (SR) Number

Number Yes No

Independent School: System Restricted (SYR) (Montessori or Waldorf)

Number

Number Yes No

Independent School: School and Subject Restricted (SSR) Number

Number Yes No

Number of teachers for whom the authority has a current Letter of Permission (LOP)

Number

Number Yes No

Number of teachers without BC Certification (TRB application in progress but not yet received; expired or lapsed TRB certification; non-compliance: not yet applied for TRB certification)

Number

Number Yes No

Total:

Total: Yes No

Number of new teachers this year Number

Number Yes No

ELL programs/courses taken for credit are taught by BC certified teachers. Yes No Yes No

Describe why the School is necessitated to employ LOPs, if it does.

Yes No


https://www.bcteacherregulation.ca/Employers/login.aspx

https://www.bcteacherregulation.ca/Employers/login.aspx

https://www.bcteacherregulation.ca/CertificateServices/CertificateServicesOverview.aspx

6.02 Declaration by Representative for the School Authority

All teachers at the School are properly certified with current TRB certification and, if teaching under an SR or SSR certificate, are teaching in the appropriate domains.

In the event the school employs teachers who are awaiting TRB certification or Letter of Permission, the school has ensured the employee has submitted CRC application to the Ministry of Justice and Attorney General.

Yes No

Yes No

Please fill out Appendix 7.

All non-teaching support staff members employed by the School working with children or students during their employment have current (no more than five years old) and valid criminal record checks on file under the Criminal Record Review Act completed through the Ministry of Justice and Attorney General.

Yes No

The School Authority confirms compliance with the above declaration. Yes No Yes No

Name:

Position:


Yes No

6.03 Professional Development

Number of professional development days per year: For Ministry

Use Only

Describe how student performance data informs professional development opportunities at the School:

Yes No

6.04 Teacher and Principal EvaluationThe School has a teacher evaluation policy. Yes No Yes No


The School has a principal evaluation policy. Yes No Yes No

For Ministry Use OnlySection 6.03-6.04: The School is in compliance with this Section of the Report.

Comments:

Yes No


Section 7 – Educational Program: Curriculum and Instruction

7.01 Role of the TeacherFor Ministry

Use OnlyTeachers develop the Student Learning Plan in conjunction with the Learner and/or family of the Learner.

Yes No Yes No

Teachers evaluate and assess learner progress based on their professional assessment and where appropriate input from parents and the learner is received.

Yes No Yes No

The School provides remediation to students who have been identified as needing additional learning supports through teachers or through the Learning Assistance department.

Yes No Yes No

Performance reporting clearly shows progress towards completion of Ministry prescribed curricular requirements and the degree of relative mastery by which these have been completed.

Yes No Yes No

Frequent assessments of progress toward learning outcomes are performed and recorded by a Certified Teacher.

Yes No Yes No

Policies for consequences for lack of academic integrity are clearly published and applied. Describe, including information from the School’s policy:

Yes No Yes No

Standardized testing exemptions and absences are recorded and documented.

Yes No Yes No

Performance Results of learner assessments undertaken by employees or contractors of the Authority are consistent with and confirmed by provincial-level standardized assessments.

Yes No Yes No

For Ministry Use OnlySection 7.01: The School is in compliance with this Section of the Report.

Comments:

Yes No

7.02 Teacher-Learner/Family Contact


The teacher has weekly and educationally meaningful contact with the learner and parent (as needed.)

Yes No Yes No

The School administration monitors frequency and nature of contact, ensuring student safety.

Yes No Yes No

7.03 Role of Parent/GuardianThe School has communicated the Parent role is to support the educational program under the direction of the teacher.

Yes No Yes No

There are clear guidelines for parental reporting of learner progress to the teacher.

Yes No Yes No

7.04 Roles of T.A. and TutorDoes the School offer Teacher Assistant supports to teachers and/or learners?If Yes, please respond to the following questions, otherwise indicate N/A:

Yes No Yes No

Confirm that TAs do not replace the responsibilities of a teacher to plan, direct, assess and report on learner learning.

Yes No N/A Yes No

Guidelines are established to distinguish the roles of the teacher, teacher assistant and parent.

Yes No N/A Yes No

T.A.’s are employed/contracted by the School and NOT by teachers (Schedule A - Section 2.5.1).

Yes No N/A Yes No

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 calling for such academic supports.

Yes No N/A Yes No


Comments:

Yes No


7.05 Learner Engagement in CourseThere is supporting documentation that provides evidence the learner has been Activated (according to the Ministry Active Policy criteria) prior to being enrolled in the program or course on Form 1701.

Yes No Yes No

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.

Yes No Yes No

Teachers provide logs or portfolios that reflect learner activities linked to the student learning plan.

Yes No Yes No

7.06 Program DeliveryEvidence of communication includes a combination of email, telephone, face-to-face, computer-mediated conferencing, discussion boards, and learner work submissions.

Yes No Yes No

Available computer technology allows learners to participate in the electronic version of both Foundation Skills Assessments (FSA) and any Ministry graduation exams or assessments.

Yes No Yes No


Comments:

Yes No

7.07 Special Education ProgramsThe School offers special education services and/or learning support services. Yes No Yes No

The School has developed a Special Education Policy to describe the admission, programs and delivery of special education services.

Yes No Yes No

Describe how students with learning needs are identified and supported:

Yes No

The School has procedures (assessment instruments and resources) in place to identify learning challenges.

Yes No Yes No


http://www2.gov.bc.ca/gov/content/education-training/administration/legislation-policy/public-schools/special-education

The School’s special education programs and services align with the Ministry’s Special Education Services, Manual of Policies, and Procedures and Guidelines.

Yes No Yes No

The School has learner referral (for additional services) processes in place. Yes No Yes No

The School maintains control over and approval for all supplemental services provided by third parties in support of the learner’s IEP.

Yes No Yes No

The School’s special education policy includes services for high incidence special needs students (Categories K, P, Q & R).

Yes No Yes No

The School has reported K/P/Q/R on the 1701 this year. Yes No Yes No

The School has sufficient expertise on staff to provide services and supports for students identified with special needs.Describe:

Yes No Yes No

For the students reported on the 1701 in a special needs category, the School has an Individual Educational Plan (IEP) or Case Management Plan (CMP).

Yes No Yes No

Students’ IEPs are reviewed and adjusted regularly during the school year. Yes No Yes No

The parents have been consulted on IEP development (including signed Special Education Funding: Parent/Guardian Confirmation Form).

Yes No Yes No

The School has developed a separate special education budget to reflect anticipated expenditures based on the needs identified in the IEPs.

Yes No Yes No

If the School offers the graduation program, there is a School Completion Evergreen Certificate policy/program in place to support students with special needs on modified educational programs.

Yes No Yes No

Grade 10-12 IEPs show evidence of transition planning. Yes No Yes No


Yes No

7.08: Additional School-Wide Programs


7.08a English Language LearnerDescribe the School’s ELL program, if applicable, including assessment, instruments, resources and procedures used to diagnose learning problems:

For Ministry Use Only Yes No

7.08b Library Resources and AccessDescribe library resources/facilities and student access to services:

Yes No

7.08c Computer InstructionDescribe how the School has incorporated coding skills in its educational programs:

Yes No

7.08d Student Counselling and Guidance ServicesPersonal, academic and/or vocational counselling is provided. If YesDescribe:

Yes No Yes No

7.08e Skills, Trades and CareersDescribe how the School is supporting student access to opportunities relating to skills, trades and career programs at the secondary level, if applicable (events / courses / programs / partnerships, etc.):

(e.g. Maker Days, Yes2It, WEX, Skills Exploration 10-12, ITA Programs etc.)

Yes No

7.08f OtherDescribe any additional/activities not listed in previous sections:

Yes No


For Ministry Use OnlySection 7.08a - 7.08f: The School is in compliance with this Section of the Report.

Comments:

Yes No

7.09 Curriculum ComplianceEach learner has an electronic or paper based student learning plan prepared by the teacher that includes content, learning activities, resources, assessment opportunities in alignment with BC’s curriculum.

Yes No Yes No

Where applicable, the School has developed documentation tools demonstrating curricular compliance.

Yes No Yes No

Please fill out and prepare Appendices 1, 2 and 3 for discussion with the inspector. Yes No

Describe Pro-D supporting the curriculum transformation:

Yes No

Progress Reports include both quantity and quality of student work in relation the BC Ministry Learning Standards, and relates student performance to other criteria such as Achievement Indicators and Performance Standards.

Yes No Yes No

For K-9 programs that are individualized, the School has instituted checkpoints at grade 3, 6 and 9 to ensure learners are demonstrating completion of all Learning Standards to those points. For example, a grade 3 checkpoint would include an inventory of K-3 curriculum Learning Standards 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.

Yes No Yes No

For Ministry Use OnlySection 7.09: The School is in compliance with this Section of the Report.

Comments:

Yes No


7.10 Primary Program (Grades K-3)

Does the School offer a Primary Program? Yes No


Yes No

PROGRAM DETAILS:

For discussion purposes, please fill out appropriate section of Appendix 1 (K-9 Curriculum Compliance Chart). Please provide further explanatory notes in the questions below.

Additional locally developed areas of learning (subjects) that are part of the instructional program and reported out on:

Yes No

Describe how First Peoples Principles of Learning are being incorporated/embedded into the Primary Program’s teaching strategies.

Yes No

Describe how Core Competencies are intentionally being incorporated into activities and teaching strategies throughout the Primary Program.

Yes No

Communicating Student Learning:

Describe the method and frequency of student reporting to parents/guardians:

Yes No

The School's student progress reporting framework incorporates student self-assessment in core competencies. Yes No Yes No

Describe the School's Student Progress reporting framework. Does it incorporate a form of proficiency levels (such as "not yet meeting, meeting, exceeding," etc.) to provide information on the child’s achievement and performance in relation to age/grade expectations?

Yes No

For Ministry Use OnlySection 7.10: The School’s Primary Program (K-3) overall planning and classroom practice provides evidence that the Ministry’s K-3 curriculum is being delivered according to the Educational Standards Order and Ministerial requirements.

Comments:

Yes No


http://www2.gov.bc.ca/assets/gov/education/administration/legislation-policy/legislation/schoollaw/j/m41_91.pdf

7.11 Intermediate Program (Grades 4-9)

Does the School offer an Intermediate Program? Yes No


Yes No

PROGRAM DETAILS:

For discussion purposes, please fill out appropriate section of Appendix 1 (K-9 Curriculum Compliance Chart). Please provide further explanatory notes in the questions below.

Describe how each of the following areas of learning is delivered (as a subject or through an integrated/interdisciplinary manner) in the DL environment:

Career Education:

- For Grades 4-9: Describe how Personal Development and Connections to Community is addressed:

- For Grades 6-9: Describe how Life and Career Plan is addressed:

Yes No

Yes No

Applied Design, Skills, and Technologies:

Grades 4-5: Describe how the School’s program ensures that the Applied Design, Skills, and Technologies 4-5 curriculum is delivered (in combination with grade-level content):

Yes No

Grades 6-9: Describe how the School's Grade 6-9 Applied Design, Skills, and Technologies program meets the curricular requirements at each grade level; describe any locally developed modules that are part of the program; and describe if it is offered as a course or delivered in an Interdisciplinary or integrated manner.

Yes No

Additional language offering in Grades 4-9:(Note: If the School’s overall educational program is offered in English, then this may be French or

another language. If the School’s educational program is French Immersion, then the School is

required to offer English as a Second Language.)

Describe:

Yes No


Additional locally developed areas of learning (subjects) that are part of the instructional program and reported out on.

List and Describe:

Yes No

Describe how First Peoples Principles of Learning are being incorporated/embedded into teaching strategies in each Intermediate grade.

Yes No

Describe how Core Competencies are an intentional and ongoing part of activities and teaching strategies throughout the Intermediate Program.

Yes No

Foundation Skills Assessment (FSA):

At least 70% of learners participate in FSA. Percentage participation in FSA for most recent school year is:

Yes No Yes No

The School is planning for and working towards 100% of learners participating in provincial learning assessments (FSA).

Yes No Yes No

FSA is administered according to Ministry guidelines. Yes No Yes No

School policy is clear that FSA participation is mandatory with only limited exceptions permitted according to ministry policy (ESL, Special Need or prior illness.)

Yes No Yes No

COMMUNICATING STUDENT LEARNING:

Describe the method and frequency of student progress reporting to parents/guardians:

Yes No

Students engage in reflection and self-assessment in the area of core competencies and summary Student Progress Reports include student self-assessment.

Describe the School's Student Progress reporting framework in Grades 4-9. Does it incorporate a form of proficiency levels (such as "not yet meeting, meeting, exceeding," etc.) to provide information on the child’s achievement and performance in relation to age/grade expectations?

Yes No


If the School uses proficiency scales exclusively in Grades 4-9 student progress reporting, does it make letter grades available upon parental request?

Yes No Yes No

For Ministry Use OnlySection 7.11: The School’s Intermediate Program (4-9) overall planning and classroom practice provides evidence that the Ministry’s 4-9 curriculum is being delivered according to the Educational Standards Order and Ministerial requirements.

Comments:

Yes No


http://www2.gov.bc.ca/assets/gov/education/administration/legislation-policy/legislation/schoollaw/j/m41_91.pdf

7.12 Graduation Program (Grades 10-12)Does the School offer the Graduation Program? Yes No

If Yes, PROGRAM OVERVIEW:Does the School provide all students a sufficient selection of required and elective courses to enable

each student to meet the requirements for graduation set out in

Ministerial Order 302/04, the Graduation Program Order.


As the graduation program is implemented this year in Grade 10 and next school year in Grades 11-12, describe how the School is organizing delivery of the Career Education program and its two components: Career Life Education and Career Life Connections (and Capstone Project) through the Graduate Learning Years:

Yes No

Describe how the School is developing documentation/instruments to show curricular compliance in Grade 10:

Yes No

Describe how the core competencies are being addressed:

Yes No

Describe how the First Peoples Principles Of Learning are incorporated in teaching strategies:

Yes No

Describe how is the School working with course/subject delivery versus integrated/interdisciplinary programs:

Yes No

Describe how the School intends to schedule the Graduation Numeracy Assessment In the Graduate Learning Years. (Note: the Graduation Literacy Assessment is not implemented until January 2020.)

Yes No

Describe (if applicable) how the School program is exploring and offering parts of the new curriculum in 2018/19 in Grade 11-12 and developing curriculum compliance documentation.

Yes No

Describe (if applicable) how the School is exploring student self-assessment for Grades 11-12 in the area of core competencies.

Yes No


http://www2.gov.bc.ca/assets/gov/education/administration/legislation-policy/legislation/schoollaw/e/m302_04.pdf

Describe how the changing exam structure is being implemented in 2018-19 and how the School is ensuring reliability, validity, and accountability with school generated final marks in English courses.

Yes No

7.12a Program Details

For discussion purposes:

Complete Appendix 2 to describe the Grade 10 Program and curriculum implementation, and

Complete Appendix 3 to describe the Grade 11-12 Program (indicate where existing 2004 curriculum remains in effect and where new curriculum is being explored/implemented.)

Required Courses

Does the English Language Arts program meet the requirements of a minimum of two 2-credit courses in Grade 10, and a minimum of one course (4 credits) in Grades 11 and 12 (with English Studies 12 mandatory)?

Yes No Yes No

Elective Courses

Does the School provide all students a sufficient selection of courses to enable each student to meet the 28 elective credit requirements for graduation set out in Ministerial Order 302/04, the Graduation Program Order?

Yes No Yes No

Board/Authority Authorized (BAA) Courses

If the School offers BAA courses, complete Appendix 4 for review with the inspector.

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 the new BAA template (in Grade 10) and include sign off by the local Authority, local principal and sign off by Ministry inspector or designate.

Describe (if applicable) any additional programs offered to students (i.e., AP, IB, or other such as Apprenticeship, Career Preparation, etc.):

Yes No

7.12b Graduation CreditsDoes the school have policy in place to allow credit earning through equivalency, challenge, Independent Directed Studies (IDS,) external credentials and dual credit? Yes No Yes No

7.12c Student Progress Reporting for Grades 10-12


http://www2.gov.bc.ca/assets/gov/education/administration/legislation-policy/legislation/schoollaw/e/m302_04.pdf

Describe the method and frequency of student reporting to parents/guardians:

Yes No

For Ministry Use OnlySection 7.12 – GRADE 10: The School’s overall curricular compliance documentation, planning, and classroom practice provides evidence that the BC Graduation Program in Grade 10 is being delivered according to the Educational Standards Order and Ministerial requirements.

Comments:

Yes No

Section 7.12 – GRADE 12: The School’s overall curricular compliance documentation, planning, and classroom practice provides evidence that the BC Graduation Program in Grades 11-12 is being delivered according to the Educational Standards Order and Ministerial requirements.

Comments:

Yes No


8.0 Report Summary:For Ministry Use OnlyCommendations:

Recommendations:

Statutory Follow-Up Requirements: No Yes

The School Authority is required to review the statutory issues listed above and confirm in writing to the Independent Schools Branch its compliance by Click here to enter a date no more than 4 weeks after visit.

Policy Issues Follow-Up Requirements: No Yes

The School Authority is required to review the policy issues listed above and confirm in writing to the Independent Schools Branch its compliance by Click here to enter a date no more than 6 weeks after visit.

Please note these dates are firm and the School will not be in good standing with the Ministry if compliance is not fully achieved and confirmed to the Ministry on or before these deadlines.


9.0 Summative Recommendation:For Ministry Use Only


Appendix 1: Kindergarten-Grade 9 Curriculum

LEARNING AREAS / SUBJECT CURRICULA - K-9

BIG IDEAS – Planning Documents include evidence that ALL Big Ideas in the following subject areas are addressed (either in stand-alone subject areas or in an integrated/interdisciplinary manner).

If delivery is integrated or cross-curricular, indicate which learning areas are integrated with each other.

Confirmed by Ministry

Representative

Applied Design, Skills, and Technology

Yes No Yes No

Arts Education Yes No Yes No

Career Education Yes No Yes No

English Language Arts Yes No Yes No

Second Language (Core French or other)

Yes No Yes No

Math Yes No Yes No

Physical and Health Education

Yes No Yes No

Science Yes No Yes No

Social Studies Yes No Yes No

Locally Developed Courses

Yes No (list subjects)

Yes No

ACROSS THE CURRICULUM

First Peoples Principles Of Learning – Evidence that First Peoples Principles of Learning are incorporated in teaching strategies.

Yes No Yes No

Core Competencies – Evidence that Core Competencies are an intentional and ongoing part of classroom activities and teaching strategies.

Yes No Yes No

Applied, Design, Skills and Technologies – Intentional cross-curricular delivery

Yes No Yes No

Career Education – Personal Development (goal-setting strategies, risk Yes No Yes No


taking, and its role in self-exploration); Connections to Community (cultural and social awareness).

ASSESSMENTFormative-Summative Assessment – There is evidence that teachers are using both formative and summative assessment strategies on ongoing basis

Core Competency Student Self-Assessment – There is evidence that students are provided opportunities for reflection and self-assessment in the area of Core Competencies.

COMMUNICATING STUDENT LEARNINGFormal reports include letter grades, percentages and written reporting comments, where deemed to be appropriate, to indicate students' level of performance in relation to the learning standards for each course or subject and grade.

Students are provided with information that is meaningful to them and helps them improve their learning.


Appendix 2: Grade 10 Curriculum (FIRST YEAR OF IMPLEMENTATION)

LEARNING AREAS / SUBJECT CURRICULA – 10 For School Use

BIG IDEAS – Planning Documents are in place or under development in the following subject areas – or integrated in an interdisciplinary manner. Indicate Y, N, or leave blank if course not offered.

Y/N, INT if integrated or blank if not offered

Mathematics Foundations & Pre-Calculus 10

Workplace 10

Social Studies 10

Science 10

English Language Arts – composite of two courses Composition 10

Creative Writing 10

Focused Literary Studies 10

New Media 10

Spoken Language 10

EFP – Writing 10

EFP – Literary Studies 10

EFP - New Media 10

EFP - Spoken Language 10

Core French or Second Language Click to enter language offered (French or …)

Arts Education Dance 10 Click to enter: Choreography, Company, Foundations, Techniques & Performance

Drama 10 Click to enter: Drama, Theatre Company, Theatre Production

Music 10 Click to enter: Choral Music, Contemporary Music, Instrumental Music

Visual Arts 10 Click to enter: Arts Studio, Sculpture, Drawing & Painting, Photography

Cross- disciplinary Arts 10

Click to enter: Media Arts, Musical Theatre


Applied Design, Skills, Technologies

Entrepreneurship and marketing 10

Culinary Arts 10

Home Economics Click to enter: Food Studies 10, Family Studies 10, Textiles 10

Info & Comm. Tech (ICT) Click to enter: Web Development 10, Computer Studies 10

Media Design 10

Technology Education Drafting 10 Electronics & Robotics 10 Metalwork 10 Power Technology 10 Woodwork 10

Tourism 10 Physical Health Education 10 BAA courses Click to enter Course Name:

Click to enter Course Name: Click to enter Course Name: Click to enter Course Name: Click to enter Course Name:

Career Education 10 – use INT for integrated

Career Life Education Career Life Connections

ACROSS THE CURRICULUMFirst Peoples Principles Of Learning – Evidence that First Peoples Principles of Learning are incorporated in teaching strategies.

Core Competencies – Evidence that Core Competencies are an intentional and ongoing part of classroom activities and teaching strategies.

ASSESSMENTFormative-Summative Assessment – There is evidence that teachers are using both formative and summative assessment strategies on ongoing basis

Core Competency Student Self-Assessment – There is evidence that students are provided opportunities for reflection and self-assessment in the area of Core Competencies.

COMMUNICATING STUDENT LEARNINGFormal reports include letter grades, percentages and written reporting comments, where deemed to be appropriate, to indicate students' level of performance in relation to the learning standards for each course or subject and grade.

Students are provided with information that is meaningful to them and helps them improve their learning.


Appendix 3: Grades 11-12 Curriculum

Note: For 2018/19 school year, the 2004 curriculum is still largely in effect. However, where fitting, schools may explore the new curriculum directions. The section below allows you to indicate where existing curriculum remains in effect and where new curriculum is being explored/implemented.

A. CURRICULAR COMPLIANCE GRID – GRADES 11-12if on GRAD 2004 Program in 2018-19


Grade 11-12 Educational Program(based on 2004 Graduation Program)

Basic Course Overviews show curricular compliance with 2004

Graduation Program. Y/NFor School Use

REQUIRED COURSES

Language Arts 11

Language Arts 12

Social Studies 11 or BC First Nations Studies 12 or Civic Studies 11

Mathematics 11 or 12

Apprentice & Workplace Mathematics 11

Foundations of Mathematics & Pre-Calculus 11

A Science 11 or 12

Physical Education

Fine Arts and/or Applied Skills 11, or 12

Career Life Education

Graduation Transition


ELECTIVE COURSES

Ministry Authorized Courses (list):

Board/Authority Authorized Courses (list):

B. CURRICULAR COMPLIANCE GRID – GRADE 11New Curriculum EXPLORATION in 2018-19

LEARNING AREAS / SUBJECT CURRICULA – 11Indicate which courses are being explored (if any) and whether curricular compliance documentation is under development (Y/N or leave blank if course not being explored).

Y, N or blank (if not

offered)For

School Use

Mathematics 11 Foundations of Math 11

Pre-Calculus 11

Workplace 11

History of Math 11

Social Studies 11 Explorations in SS11

Francophone History 11

Science 11 Chemistry 11

Earth Science 11

Environmental Science 11

Life Science 11

Physics 11

English Language Arts Composition 11

Creative Writing 11


New Media 11

Spoken Language 11

EFP – Lit. Studies & Writing 11

EFP – Lit. Studies & New Media 11

EFP – Lit. Studies & Spoken Language 11


Arts Education

Dance 11 Click to enter courses offered: Choreography, Company, Foundations, Techniques & Performance, Conditioning, Foundations

Drama 11 Click to enter: Drama, Theatre Company, Theatre Production, Directing and Scriptwriting, Film& Television


Music 11 Click to enter: Choral Music, Contemporary Music, Instrumental Music, Composition & Production

Visual Arts 11 Click to enter: Arts Studio, Sculpture, Drawing & Painting, Photography, Graphic Arts




Entrepreneurship and marketing 11

Culinary Arts 11

Home Economics Click to enter: Food Studies 11, Interpersonal and Family Relations 11, Textiles 11

Info & Communication Technology (ICT)

Click to enter: Digital Communications 11, Computer Info Systems 11, Computer Programming 11

Media Design 11

Technology Education Drafting 11 Electronics 11 Robotics 11 Metalwork 11 Automotive Technology 11 Woodwork 11

Tourism 11 Physical Health Education 11 Active Living 11

Fitness & Conditioning 11

Outdoor Education 11

BAA 11 courses

Click to enter Course Name: Click to enter Course Name: Click to enter Course Name: Click to enter Course Name: Click to enter Course Name:

Career Education – leave blank if not offered at Grade 12 level


Career Life Connections (Capstone Project)


C. CURRICULAR COMPLIANCE GRID – GRADE 12New Curriculum EXPLORATION in 2018-19

LEARNING AREAS / SUBJECT CURRICULA – 12Indicate which courses are being explored (if any) and whether curricular compliance documentation is under development (Y/N or leave blank if course not being explored).

Y, N or blank (if not

offered)For

School Use

Mathematics 12 Foundations of Math 12

Pre-Calculus 12

Calculus 12

Apprenticeship 12

Geometry 12

Statistics 12

Computer Science 12

Social Studies 12 20th Century World History 12

Asian Studies 12

BC First Peoples 12

Comparative Cultures 12

Comparative World Religions 12

Contemporary Indigenous Studies 12

Economics 12

Genocide Studies 12

Human Geography 12

Law Studies 12

Philosophy 12

Political Studies 12

Physical Geography 12

Social Justice 12

Urban Studies 12

Science 12 Chemistry 12

Geology 12

Environmental Science 12


Anatomy & Physiology 12

Physics 12

English Language Arts English Studies 12 (required)

English First Peoples 12

Composition 12

Creative Writing 12


New Media 12

Spoken Language 12


Arts Education

Dance 12 Click to enter courses offered: Choreography, Company, Foundations, Techniques & Performance, Conditioning, Foundations

Drama 12 Click to enter: Drama, Theatre Company, Theatre Production, Directing and Scriptwriting, Film& Television

Music 12 Click to enter: Choral Music, Contemporary Music, Instrumental Music, Composition & Production

Visual Arts 12 Click to enter: Arts Studio, Sculpture, Drawing & Painting, Photography, Graphic Arts




E-Commerce 12

Accounting 12

Financial Accounting 12

Culinary Arts 12

Home Economics Click to enter: Food Studies 12, Child Development & Caregiving 12, Housing 7 Living Environment 12

Info & Communication Technology (ICT)

Click to enter: Digital Communications 12, Computer Info Systems 12, Computer Programming 12

Media Design 12

Technology Education Drafting 12 Electronics 12 Robotics 12


Coding for Manufacturing 12 Mechatronics 12 Machining & Welding 12 Metalwork 12 Art Metal 7 Jewelry 12 Automotive Technology 11 Engine & Drivetrain 12 Woodwork 12 Furniture & Cabinetry 12

Tourism 12 Physical Health Education 12 Active Living 12

Fitness & Conditioning 12

Outdoor Education 12

BAA 12 courses

Click to enter Course Name: Click to enter Course Name: Click to enter Course Name: Click to enter Course Name: Click to enter Course Name:

Career Education – leave blank if not offered at Grade 12 level


Career Life Connections (Capstone Project)


Appendix 4: Board Authorized Courses in Grades 10-12

Board/Authority Authorized (BAA) Courses

All Grade 10 BAA courses developed according to the new BAA Course Guidebook instructions ( https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/support/baa_requirements.pdf ) Yes No

All Grade 10 BAA Courses will require that the BAA Framework Template.and BAA Course Form be prepared for review. The Course Form requires advance signoff by the School principal (Part A) and the School Authority (Part B) before it is reviewed and signed off by inspection team (Part C).

Please prepare a list of this year's new and/or updated Grade 10 Board/Authority Authorized Courses that are being offered, the Ministry course code assigned to each, and the authority approval dates.

Verify that BAA courses which are sequential have specific curricular components that do NOT repeat educational content.

Course title Ministry Code Authority approval date

Please forward the BAA Course Form, once signed by all three parties, to the Ministry. Send completed form to the Student Certification Branch. Email [email protected] and confirm this has been done at the time of the inspection.


mailto:[email protected]

https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/support/baa_form.pdf

http://www2.gov.bc.ca/gov/content/education-training/k-12/support/graduation/getting-credit-to-graduate/board-authority-authorized-courses

https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/support/baa_requirements.pdf

Appendix 5: $600 Capped Third Party Services at the School

1. Attach the School’s Third Party reimbursement policy or describe how the School is managing per family ISP reimbursements not exceeding $350 annually and describe exceptions.N.B. In order to align independent and public DL programs, Ministry will remove ISP fee reimbursements starting next school year. Only first-time internet connection (hook up) will be eligible for financial support.

2. Describe how the School is managing the third party service/resource allocations for students designated with levels 1-3 and K-P-Q-R special needs and IEPs.

3. Provide an anticipated number of students in career technical program courses, post-secondary transition courses for whom the $600 cap does not apply.

4. Describe the resources-on-loan available to students from the School’s resource bank.


Appendix 6: Certified Teaching StaffNOTE: Please list all TRB-certified instructional staff alphabetically (principals, vice-principals, teachers, certified specialists and certified teacher assistants). If more than 16 staff, attach additional pages.

The School also needs to present to the Ministry Representative an updated Teacher Regulation Branch Certificate Verification Response file, dated within two weeks of the scheduled EEC visit.

Name% ofTime

Employed*

Certificate Type Teaching Assignment*for secondary teachers,use Ministry abbreviation

(ex: EN10)


RepresentativeCOQ1 IS2 LOP3 Restriction(s)

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

* F = Full-time; P(%) = part-timeCOQ1 Teacher Regulation Branch Certificate of QualificationIS2 Independent Schools Certificate: Mark “SR” if Subject Restricted; “SSR” if School and Subject RestrictedLOP3 Letter of Permission


Appendix 7: Non-Teaching StaffNOTE: Please list all non-TRB-certified staff alphabetically. If more than 18 staff, attach additional pages.

Name Position within the School Criminal Record Check


Representative

Yes No Yes No

Yes No Yes No

Yes No Yes No

Yes No Yes No

Yes No Yes No

Yes No Yes No

Yes No Yes No

Yes No Yes No

Yes No Yes No

Yes No Yes No

Yes No Yes No

Yes No Yes No

Yes No Yes No

Yes No Yes No

Yes No Yes No

Yes No Yes No

Yes No Yes No

Yes No Yes No
