DEFINITION OF TERMS
|grade||- level of achievement|
|achievement||- demonstration of knowledge, skills, and attitudes students are expected to learn at a specified grade level|
|performance||- how well a student demonstrates grade level expectations, and is represented by letters, percentages or descriptors|
|effort||- demonstration of feelings and motivation for learning|
|growth||- evidence of positive change in student achievement over time|
|curriculum||- the expected student learnings for each course of study as defined by Alberta Learning|
The district shall provide measures to assist in determining individual student achievement and performance. Measures used to assess and evaluate student achievement and performance shall be based on the expectations defined in the curriculum.
Teachers shall use a variety of methods to assess individual student achievement and growth. These methods are to be aligned to curriculum and may include teacher observation, oral and written tests, performance assessments, teacher developed tests, district highest level of achievement tests, provincial achievement tests, and externally developed standardized tests.
Each school shall provide to students and parents a written description of the school procedures to assess, evaluate and communicate student achievement and performance.
A copy of each school's reporting schedule and copies of progress reports and individual program plans shall be made available on request by the Superintendent, as part of the procedures for monitoring the implementation of the administrative regulation HK.AR.
Each school shall make known to students and parents the process for making an appeal about information in the written progress report. The appeal shall be made to the principal who will render a decision and report the findings to the individual making the appeal. If the individual is not satisfied with the decision, the principal shall advise the individual that a further appeal may be made to the Superintendent.
Each school shall establish at least three regular reporting periods per school year. A written progress report shall be provided for each reporting period.
The final evaluation awarded for a course shall take into account what the student has demonstrated in relation to the range of curriculum outcomes for that course.
Information about effort and behaviour shall be reported, but shall not be included as part of the evaluation of the student's performance on curriculum.
Information about individual student growth, strengths, and challenges shall be reported, and supported by student work.
A copy of each written progress report shall be included in the Student Record.
The written progress report shall include the following:
- School identification, and name of principal and teacher(s)
- District logo
- Statement of district mission
- Interpretation section which includes the purpose of progress reports and defines all symbols used
- Term and/or date of progress report
- Student identification including legal name and Provincial ID
- Indication if the student has an Individual Program Plan (IPP)
- Courses in which the student is enrolled and the grade level of curriculum of each course that the student is studying. For those students not on the graded curriculum, teachers shall communicate to parents the components of the student's school program.
- Identification of the level of achievement demonstrated by the student at the completion of a course or at the end of school year as follows:
- For students on graded curriculum, including those with special needs
||grade level of achievement for each course
|10 - 12
||credits earned for each course
||grade or proficiency level for languages other than English courses
- Students not on graded curriculum
- description of progress towards achieving goals in each component of the student's program.
- Information about quality of performance compared to graded curriculum standards and reported by either letters, percentages, or descriptors as follows:
||80 - 100
||Work meets standard of excellence
||65 - 79
||Work exceeds acceptable standard
||50 - 64
||Work meets acceptable standard
||0 - 49
||Work does not meet acceptable standard
- Record of student attendance and punctuality
- End of term or end of year recommendation about student programming
- Opportunity for parent and student input
- Opportunity for school or parent to request conference
- Name or signature of teacher and principal
- INDIVIDUAL PROGRAM PLANS (IPPs)
For a student with an Individual Program Plan, a copy of the IPP shall be included in the Student Record annually, and the IPP shall include the following:
- School identification and name of principal
- School Year
- Student identification
- Name of IPP contact person
- Strengths and areas of need
- Medical and other conditions that impact schooling
- Classroom context and related services provided
- Instructional accommodations and strategies, including accommodations for assessment
- Individual long term goals and short term objectives relevant to the student's needs
- Level of performance for each goal at the beginning of the year and at each reporting period
- Transition plan at the end of the school year, or when the student changes schools or programs
- Signature of IPP contact person and parent
AE.BP - District Mission
HK.BP - Student Assessment, Achievement and Growth
IO.AR - Student Records
JBA.AR - Visual Identity Program
HA.BP - Student Programs
School Act Sections 12(a-f), 18(e), 20(g)
Alberta Learning Policy 2.1.2 - Student Evaluation
See Student Achievement ECS to Grade 9 and Student Achievement in Senior High School Subjects sections in Alberta' Learning's Guide to Education: ECS to Grade 12