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Glossary of Terms
Term Description
Aboriginal (First nation)

"First Nation" is the term used in the Indian Act and is restricted to members of recognized bands. “Aboriginal” is a broader term given to anyone of mixed heritage or who self-identifies with an Aboriginal culture even if they are not members of a First Nation. The School Act provides funding for Aboriginal students regardless of whether they are recognized as First Nations under the Indian Act. BCSTA uses the term “Aboriginal” to reflect the broader definition.
Aboriginal enhancement agreement

Aboriginal education enhancement agreements commit boards, local Aboriginal communities and the Ministry of Education to collaborate to improve the academic achievement of Aboriginal students. The agreements provide:



  • a framework for involving aboriginal communities in a variety of decision-making areas to ensure that education is relevant to the aboriginal student population

  • an ongoing, consistent opportunity for school district representatives and Aboriginal communities to come together as a formal body to improve Aboriginal student achievement

  • a plan for helping schools effect a shift in focus towards performance-oriented Aboriginal education based on educational outcomes

  • a means for integrating culturally relevant learning opportunities into the instructional programs to help ensure continuous long-term improvement in Aboriginal students' educational achievements

  • flexibility and choice in determining how to improve Aboriginal student achievement, and

  • mechanisms to support dialogue with the schools, the school district and a variety of community agencies.
Adapted program

An adapted program is used for students with learning, intellectual, physical, sensory, emotional or behavioural disabilities. These students continue to work towards the expected learning outcomes. However, adaptations are provided so that students can participate in regular programs. Students are assessed using the same course and program standards as other students and are eligible to receive credit towards graduation. Report cards and transcripts do not include any special designation. Adaptations may include:



  • organizers that help students follow classroom lecturestest and assignment extensions

  • use of a computer for written assignments

  • alternatives to written assignments to demonstrate understanding

  • separate setting for tests and exams, and

  • supervised breaks for tests and exams. See also Individual education plan, Modified program and Special education.
Adult education Adult education includes programs offered to students 19 years of age and older, leading to secondary school completion or the upgrading of a current graduation certificate. Adult education programs offered by school districts are integrated into existing secondary school facilities or offered at a separate district site.
Alternative program Alternative programs may be offered on a school site or in another location in the community. Students, who need a small school setting, often use self-paced education programs. See also Mini-school, Self-paced program and Specialty academy.
Appreciative inquiry Appreciative inquiry is a process of asking questions and envisioning the future based on what is already going well. Rather than trying to identify problems to be fixed, change is brought about by focusing and building on the basic goodness of a person, situation or organization.
Assessment formative The gathering of information about student learning during the progression of a course or program to improve the learning of those students.
Assessment summative Assessment carried out at the end of a time period and intended to document a learner’s progress or a program’s accomplishments: often used to assign grades.
BC Performance Standards BC Performance Standards describe standards and expectations for students in relation to reading, writing, numeracy, social responsibility and information technology. They were developed by BC educators and are used by classroom teachers on a voluntary basis to compare student performance to provincial standards. See also Criterion-referenced standards.
Board authority/authorized courses Board authorized courses are offered by boards to meet local needs and student interests. They are Grade 10, 11 or 12 courses that meet the requirements set by the Ministry of Education and are authorized by boards of education or a board authority. There is no limit to the number of these courses a student may use as a part of the 28 elective credits required for graduation. See also Foundation skills, Provincially prescribed curriculum, Integrated resource packages and Prescribed learning outcomes.
Capital plan/operating budget Boards of education are required to establish five-year capital plans reflecting how they will use and rejuvenate school district facilities for current and projected enrollment demands. Funding for projects is allocated by the Ministry of Education based on ranking criteria. School district capital plans form part of the deliberations for setting the provincial government capital plan and budget.

Operating budgets cover assets, liabilities, revenues and expenses for general operations, including salaries and benefits, classroom supplies, cleaning, heat, light, administration and student transportation for the day-to-day operations of the district.
Challenge an exam Students don’t actually challenge the exam; they challenge the course. Students demonstrate that they have achieved the course outcomes without actually taking the course. They can write a special exam or complete a set of tasks to demonstrate that they have mastered the course content. If they are successful, they are eligible for a school mark (worth 60 per cent of their final grade) and can then write the final examination (the other 40 per cent). See also Course equivalency.
Conseil scolaire francophone de la Colombie-Britannique (CSF)

The CSF is BC’s francophone education authority. It was established in 1995 to meet the province’s obligation under the Canadian Charter of Rights and Freedoms to enable francophones to manage their own education programs. Students enrolled in CSF schools are taught the same standard curriculum as other BC students. They receive their instruction in French, and have added linguistic and cultural components.
Continuing education Many school districts offer courses to the community, using school facilities when the regular school program is not in session. Continuing education offerings are as diverse as the community. Language, music, art, computers and physical education are all popular subject areas.
Course equivalency If a student has documentation showing that he or she has achieved the learning outcomes for an approved Grade 11 or Grade 12 course outside the BC school system, course equivalency credit may be granted. It is usually students who have moved from another province or country, or who have credentials from an out-of-school program that boards or the ministry have deemed equivalent, who apply for course equivalency credit. See also Challenge an exam.
Criterion-referenced evaluation A student’s performance is compared to established criteria rather than to the performance of other students. See also BC performance standards.
Curriculum See Board authorized courses, Integrated resource packages and Prescribed learning outcomes.
Distributed learning Many boards of education have agreements with the Ministry of Education to provide programs that meet provincial standards through online delivery or correspondence. Students may enroll in programs or courses offered by any district, as a full program or as courses to supplement their local school program.
District achievement contract This is an annual document prepared by boards of education and submitted to the Ministry of Education by July 15. These contracts are intended to build a coherent process of collecting information related to student achievement, analyzing this information, developing plans for improvement, implementing the plans, reviewing results and communicating with the public. Major revisions were made in 2007 when boards were given officially mandated responsibilities for early childhood education and adult literacy as well as students in Kindergarten to Grade 12.
District literacy plan Boards of education are required to submit to the minister of education annual district literacy plans. They commit school districts to collaborate with other groups in their communities to raise literacy levels of all citizens in their school districts. Goals are based on an assessment of the needs and priorities of residents. These multi-year plans are updated annually with reports submitted by July 15.
District review Ministry district reviews are conducted in each district about every three years. They are designed to focus on district results and share effective practices throughout the province. Reviews provide feedback and recommendations to the district, the ministry and the public regarding the school district’s work in improving student achievement.
Dogwood Diploma This certificate (also known as the British Columbia Certificate of Graduation) is granted to students who meet secondary school graduation requirements by successfully completing Grade 10, 11 and 12 required courses and elective courses.

The Dogwood Diploma rate indicates the proportion of students who graduate with a Dogwood Diploma within six years of starting Grade 8 in a BC public or independent school. It includes immigrants to BC who would have been in Grade 8 in the base year, and is adjusted for out-migration from BC. Most students graduate within the first five years of the six-year period. See also School completion rate.
English as a second language programs These are programs designed for students who require specialized services to boost their English language skills in order to be successful in the BC school system.
Federation of Independent School associations (FISa) FISA is a voluntary, non-profit advocacy organization that represents BC’s independent schools. Approximately 10 per cent of the Kindergarten to Grade 12 student population in BC attends independent school.
Foundation Skills assessment (FSa) The tests are administered annually to all students in Grades 4 and 7. They measure student achievement in reading comprehension, first draft writing and numeracy. Results are reported for school districts and individual schools and individual student results are available to parents by March 31.

Be cautious with comparisons between a school and the district, and between schools.

These tests are quite controversial in some education circles because of the limitations in the information they provide and the way the test results have been used to compare schools around the province. However, they are mandatory.
Freedom of Information and Protection of Privacy (FOIPOP) Act

This provincial government act has had a dramatic effect on the way all public bodies conduct business. The purposes of the act are to make public organizations more accountable and to protect personal privacy by:



  • giving the public a right of access to records

  • giving individuals a right of access to, and a right to request correction of, personal information about themselves

  • specifying limited exceptions to the rights of access

  • preventing the unauthorized collection, use or disclosure of personal information by public bodies, and

  • providing for an independent review of decisions made under the act.
Funding allocation system This is the name given to the system used to allocate funds from the province to school districts for public education. The yearly amounts are derived from a formula based on a student base allocation plus supplementary grants.
Grade equivalents A grade equivalent score is awarded to a student who achieves the same score as a large group of students in the norming population. For example, a grade equivalent score of 3.5 means that a student’s score is the same as the average score of students in the norm group who were half-way through Grade 3 when they took the test.
Home schooling Students can be taught at home but they must be registered with a public, francophone, distance education or independent school.
Independent school An independent school is an organization or individual outside the public school system that provides an educational program to 10 or more school-age students.
Individual education plan (IEP) Individual education plans are developed for students with special needs. They outline a modified program or an adapted program that will be provided. All students with special needs or on modified programs, except those who require only minor program adaptations, must have an individual education plan. They are developed through collaborative planning among the school, parents or guardians, student (where appropriate) and any other personnel or agencies involved in the child’s life. Parents/guardians must be invited to participate in the planning process and should receive a copy of their child’s plan. See also Adapted programs, Modified program and Special education.
Integrated resource packages Integrated resource packages in subject areas such as language arts or science consist of prescribed learning outcomes (provincially required curriculum), suggested ideas for instruction, a list of recommended learning resources (books, videos, electronic resources) and possible methods for teachers to use in evaluating students’ progress. The IRPs are available on the ministry’s website. See also Board authority/authorized courses and Prescribed learning outcomes.
Local education agreement This is an agreement between a board and a First Nations band that sets out the terms for the First Nations band to pay the tuition for students with Indian status who live on reserve and attend public schools operated by the board.
Mini-school These are schools within schools providing a particular focus (e.g., emphasis on outdoor education, fine arts, individualized programs or enrichment programs for gifted students). See also Alternative Program, Self-paced program and Specialty academy.
Modified program Students on modified programs are not expected to meet the provincially required curriculum. Instead, programs are modified specifically to meet their unique needs and abilities and are outlined in their individual education plans (IEP). A student may have an IEP in some courses, and not in others. In courses for which a student does not have an IEP, the standard reporting guidelines apply.

Students on modified programs do not write provincial exams and are often evaluated using written comments rather than with letter grades or percentage marks. They are not eligible to receive a Dogwood Diploma. They do, however, receive a District School Completion Certificate indicating they have achieved the goals set out in their IEPs. See also Adapted program, Individual education plan and Special education.
Norm-referenced evaluation Students’ performances on exams are compared to the performance of students in other jurisdictions (schools, provinces, countries).
Parent Advisory Council Under the School Act, parents may establish an advisory council at the school attended by their child(ren). The councils, through elected officers, advise their district parent advisory councils, boards of education and school principals on matters relating to their school.
Performance indicators Performance indicators are measures used to indicate progress toward meeting goals and objectives. Indicators include sources of information drawn from classroom, school, district and provincial data. Different measures and assessments focus on different aspects of learning. Tests and other measures that are derived from the curriculum demonstrate the small steps in which students progress. Some assessments are outside the day-to-day activities of the classroom, such as standardized tests like provincial exams and the Foundation Skills Assessment.
Prescribed learning outcomes Prescribed learning outcomes are curriculum statements outlining what students are expected to know and do at every grade level and in each subject area. The outcomes provide the basis for the development of learning activities and assessment and evaluation strategies. Learning outcomes are included in integrated resource packages. See also board authority/authorized courses and integrated resource packages.
Provincial examinations These exams measure student performance in selected Grade 10, 11 and 12 academic courses that are required for graduation and receipt of a Dogwood Diploma. Provincial examinations are currently held in November, January, April, June and August. Some are required and others optional.
Provincial Learning Network (PLN) A province-wide telecommunications network that connects public schools with colleges, universities, institutes, Open Learning Agency sites, libraries, museums and science and cultural sites.
Provincially prescribed curriculum This is the required curriculum contained in the prescribed learning outcomes. Learning outcomes are included in integrated resource packages. See also board authority/authorized courses, integrated resource packages and prescribed learning outcomes.
School completion rate An estimate of the proportion of students who start Grade 8 in a BC school and graduate within six years with a Dogwood Diploma. See also Dogwood Diploma.
School district A geographic area constituted as a school district under the School Act.
School Leaving Certificate A certificate that may be provided to a student on a modified program, reflecting achievement of the goals in the Individual Education Plan (IEP).
School plan School planning councils develop annual school plans based on classroom, school and district data related to student achievement in their schools. Progress is assessed and compared to the plan from the previous year. Schools are expected to adapt their strategies to better meet the needs of students. Boards of education then consult with their schools about the allocation of resources, staffing levels and other matters contained in the contract. See also District achievement contract and School planning council.
School planning council School planning councils consist of a school principal, one teacher elected by the teaching staff, three parents elected by the parent advisory council, including one PAC elected officer and a school student in Grade 10 to 12 if applicable. Currently, school planning councils are not supported by the BC Teachers’ Federation. School planning councils are required to prepare annual school plans for improving student achievement at their schools. See also District achievement contract and School plan.
Self-paced program A method for delivering the curriculum, used at the middle and secondary school level, where students work through the material at their own pace. This program model is often used in alternate programs with students who have not been successful in the regular school environment. See also Alternative Program, Mini-school and Specialty academy.
Self-referenced assessment A student’s results are compared against standards set in his or her earlier work.
Special education Refers to a range of student support services provided by school districts to respond to the educational needs of its students, particularly those who are gifted or who have a disability. See also Adapted programs, Individual education plan and Modified program.
Specialty academy Specialty academies are educational programs offered by boards that emphasize a particular sport, activity or subject area. The ministry has established criteria for particular academies. Fees may be charged to parents to compensate for the direct costs of providing the program over the regular program. See also Alternative Program, Mini-school and Self-paced program.
StrongStartBC StrongStartBC is a program available in many BC elementary schools. It was introduced shortly after the expanded mandate of boards of education to provide support for early childhood education came into effect. The Ministry of Education provides initial funding for free, drop-in early learning programs, taught by qualified early childhood educators. Parents or their caregivers must attend with their preschool‑aged children.
Superintendents of achievement

The Superintendents of Achievement support improving student achievement in a number of ways:



  • consulting with superintendents about the development of district accountability contracts

  • inquiring collaboratively into performance and achievement data to help the ministry with its planning

  • connecting schools and districts with the appropriate resources and agencies to further develop their capacity to improve achievement

  • identifying resources, strategies and structures that show promise of improving student learning results

  • communicating standards for achievement and assisting districts in developing standards for each unique learning environment

  • facilitating educator networks to share promising practices and learn together

  • analyzing education data to help districts use it in their plans to improve student achievement

  • acting as critical friends to improve the quality of dialogue and decision making aimed at improved student achievement Further, the BC government passed legislation in 2007 creating a Student Appeals Branch and provincial superintendents of achievement to hear appeals of decisions made by boards of education. These superintendents have the authority to refer matters to mediation or adjudication. In extenuating circumstances, they can stay a board of education decision until the matter is heard. They also have the authority to dismiss all or part of an appeal.
Teacher on call (TOC) Teachers on call were formerly called substitute teachers.

 

 
 
   
   
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