The School has provided evidence of its charitable or not-for-profit status as per by filing with Canada Revenue Agency within six months of the most recent fiscal 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 For Ministry Use Only Section 3.06: The School is in compliance with this Section of the Report. Comments: Yes No Section 4: Ministry Reporting Requirements School must submit all data or information in accordance with the Inspector Reports, Records and Data Submission Order, the Distributed Learning Agreement and any other requirements of the Province. Data reports required for submission include: For Ministry Use Only 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 Only Section 5.03: The School is in compliance with this Section of the Report. Comments: Yes No 5.04 Reporting Policy and Procedures For Ministry Use Only The School’s policy reflects the procedures described in (most current version). Yes No Yes No is a designated Appointed School Official and an additional Alternate Appointed School Official, as per . 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 Programs The School has implemented an authority-established Harassment and Bullying Prevention Policy that is in alignment with the requirements of the . Yes No Yes No Briefly describe how the School implements the Anti-Bullying and Harassment Prevention Policy: Briefly describe how the School integrates anti-bullying into its educational program: The School participates in and has a minimum of two members trained at Level II Erase Bullying in the past two years. Yes No Yes No STRATEGY TRAINING Erase Bullying Programs Please complete the 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 For Ministry Use Only 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
The School has a principal evaluation policy. The teacher/principal evaluations lead to professional development goals and expectations in following years. Yes No Yes No Yes No Yes No When was the principal last evaluated? (Month/Date/Year) ( / / ) Yes No For Ministry Use Only Section 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 Teacher For Ministry Use Only Teachers develop the Student Learning Plan in conjunction with the Learner and/or family of the Learner. Yes No Yes No SLPs and submitted learning activities reflect a variety of learning and styles. (Teachers incorporate a mix of modalities in their instruction.) 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 Teachers work in conjunction with school administration to identify students who need additional learning supports in order to succeed. 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 progress towards completion of Ministry prescribed curricular requirements and the degree of relative mastery by which these have been completed. Yes No 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 For Ministry Use Only Section 7.02-7.04: The School is in compliance with this Section of the Report. Comments: Yes No 7.05 Learner Engagement in Course The School follows the Ministry Active Policy. Yes No Yes No There 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 Delivery Evidence 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
For Ministry Use Only Section 7.05-7.06: The School is in compliance with this Section of the Report. Comments: Yes No 7.07 Special Education Programs The School offers special education services and/or learning support services. Yes No Yes No The School has developed a to describe the admission, programs and delivery of special education services. Yes No Yes No The Special Education Policy is available to parents (e.g. School Handbook, online, etc.) 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 The School’s special education programs and services 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 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 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
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 taking, and its role in self-exploration); Connections to Community (cultural and social awareness). Yes No Yes No ASSESSMENT Formative-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 LEARNING Formal reports include letter grades, percentages and written reporting comments, 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 them improve their learning. Appendix 2: Grade 10 Curriculum (FIRST YEAR OF IMPLEMENTATION) LEARNING AREAS / SUBJECT CURRICULA – 10 For School Use
Woodwork 10 Tourism 10 Physical Health Education 10 BAA courses Career Education 10 – use INT for integrated Career Life Education Career Life Connections ACROSS THE CURRICULUM First 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. ASSESSMENT Formative-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 LEARNING Formal 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 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 11-12 if on GRAD 2004 Program in 2018-19
B. CURRICULAR COMPLIANCE GRID – 11 New Curriculum EXPLORATION in 2018-19 LEARNING AREAS / SUBJECT CURRICULA – 11 Indicate 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 Focused Literary Studies 11 New 11 Spoken Language 11 EFP – Lit. Studies & Writing 11 EFP – Lit. Studies & New 11 EFP – Lit. Studies & Spoken Language 11 Core French or Second Language Arts Education Dance 11 Drama 11 Music 11 Visual Arts 11
Cross- disciplinary Arts 12 Applied Design, Skills, Technologies Entrepreneurship and marketing 11 Culinary Arts 11 Home Economics Info & Communication Technology (ICT) 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 Career Education – leave blank if not offered at Grade 12 level Career Life Education Career Life Connections (Capstone Project) C. CURRICULAR COMPLIANCE GRID – GRADE 12 New Curriculum EXPLORATION in 2018-19 LEARNING / SUBJECT CURRICULA – 12 Indicate 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 (if not offered) For School Use