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Revised (Nov 20 2008)
Key features of the provincial accountability framework:
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Questions to consider:
- What kinds of classroom assessment techniques are commonly used by our teachers?
- What are the policies for supporting the achievement of students with special needs? How do we know if these policies are effective? How do we report information about the achievement of students with special needs?
- How satisfied are parents with current reporting procedures?
- What are our participation rates in provincial exams?
- Are there differences in participation rates and exam results among various groups (e.g., Aboriginal students, girls/boys)?
- Do we have any evidence showing a link between secondary school exam results and success in the employment or post-secondary environment?
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- focuses attention on all forms of achievement for all students
- decisions related to improving achievement are based on classroom, school, district and provincial data
- acknowledges that schools and school districts are unique and, although provincial guidelines are provided, the specific directions, expected results and processes to get there are developed and implemented in individual schools and in school districts
- focuses on identifying areas of greatest need, monitors progress and critically analyzes strategies for effectiveness
- encourages ongoing dialogue with all parents, partner groups, the community and the Ministry of Education, and
- is revised and refined annually to strengthen the work of improving student achievement.
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District achievement contract
