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2009 10 Distributed Learning Enrolment Audit Program

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2009/10 Distributed Learning (DL) Enrolment (September 2009 and February 2010 Claims) Audit Program Date of Visit: School Visited: School District: Lead Auditor: Audit Team Members: Auditors’ Criteria We are looking for: What the analysis Audit Program Initials will allow us to say: BC College of Teachers (BCCoT) To be eligible for provincial funding, Verification that all Whether teaching Key Documents: Boards of Education must ensure that staff teaching DL staff are members in  School Act Section 17 to 20 - Student‟s students are: students hold a the BCCoT. educational program must be supervised by certificate of  Under the supervision of, assessed qualified teacher. and evaluated by a member of the qualification as a  K-12 Funding General Policy teacher, or a letter of BC College of Teachers  BCCoT Website: permission to teach (Ref: K-12 Funding General Policy) www.bcct.ca/MemberServices/FindATeacher.aspx issued under Section 25(2) of the Teaching Audit Steps Profession Act. 1. Prior to the audit, verify the teaching and administrative staff‟s‟ membership in BCCoT by checking BCCoT web site. 2. Document any discrepancies on an Observation Sheet and attach supporting documentation. STUDENT MUST BE ACTIVE The Ministry will only fund enrolled Evidence that the Whether the students Key Documents: As above, and students that meet the active policy. students claimed on claimed for funding  DL Active Policy, January 2009 Active ...
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2009/10 Distributed Learning (DL) Enrolment (September 2009 and February 2010 Claims)
Audit Program

Date of Visit: School Visited: School District:

Lead Auditor: Audit Team Members:

Auditors’ Criteria We are looking for: What the analysis Audit Program
Initials will allow us to say:
BC College of Teachers (BCCoT)
To be eligible for provincial funding, Verification that all Whether teaching Key Documents:
Boards of Education must ensure that staff teaching DL staff are members in  School Act Section 17 to 20 - Student‟s
students are: students hold a the BCCoT. educational program must be supervised by
certificate of  Under the supervision of, assessed qualified teacher.
and evaluated by a member of the qualification as a  K-12 Funding General Policy
teacher, or a letter of BC College of Teachers  BCCoT Website:
permission to teach (Ref: K-12 Funding General Policy) www.bcct.ca/MemberServices/FindATeacher.aspx
issued under Section
25(2) of the Teaching Audit Steps
Profession Act. 1. Prior to the audit, verify the teaching and
administrative staff‟s‟ membership in BCCoT
by checking BCCoT web site.
2. Document any discrepancies on an
Observation Sheet and attach supporting
documentation.
STUDENT MUST BE ACTIVE
The Ministry will only fund enrolled Evidence that the Whether the students Key Documents: As above, and
students that meet the active policy. students claimed on claimed for funding  DL Active Policy, January 2009
Active participation in distributed Form 1701 have met meet the  DL Standards - June 2007, Version 2.0 DL
learning is equivalent to attendance in a the DL Active policy requirements of the  Adult Funding Policy
school and is a requirement under the requirements. DL Active policy.  Form 1701 Instructions (Fall and February
School Act. Boards or authorities must Data Collection periods)
have evidence of active participation to  Required Areas of Study in an Education
be funded by the Ministry for a Program Order M295/95 (Students‟ Learning
distributed learning student’s course or Plan)
program. (Ref: DL-Active Policy)  Graduation Program Order M302/04 –

(Students‟ Graduation Program Plan) Definitions:
 BC Adult Graduation Requirements Order Active Date – for a student in a course
M320/04 or program is defined as the earliest
Audit Steps: date, supportable with evidence, which
Select students enrolled in the program. The satisfies the Active policy criteria for
Page 1 of 13 September 2009
Auditors’ Criteria We are looking for: What the analysis Audit Program
Initials will allow us to say:
funding. The Active Date is typically selection must include students from both the
later than the date when the school September and February count documents. If
assigns a student to a course through applicable: In order to ensure that none of the
registration, enrolment, or class students on the sample list are identified on the
configuration mechanisms. current INAC nominal roll, request the District‟s
Snapshot Submission Dates list of nominal roll students.
(Per September/February Form 1701
Grades K – 9 Instructions, P.1 and January 2009 DL
Active Policy) Is there evidence that the school has met the
September Claims: September 30, Active policy requirements in accordance with
2009 the appropriate snapshot submission date?
February Claims: February 5, 2010) 1. Evidence of activity appropriate to the amount
Attend – To be enrolled in an of time the student has been enrolled? Are
educational program that includes exceptions (e.g. sickness) documented and
distributed learning; and to participate in reasonable?
an educational activity by means of 2. A teacher-developed student learning plan
distributed learning. (SLP) and a signed commitment to the
Student Learning Plan (SLP) – A learning plan from the parent. Signed
document listing the courses or commitment can include such evidence as:
components of a student’s program of  a logged parent/teacher meeting discussing
studies meeting the Required Areas of the SLP
Study M295/95 or Graduation Program  email discussion between parent and
Order M302/04 requirements. teacher regarding the SLP
Course Plan – A document for each  documented information about parent
course that provides links to learning reviewing SLP
outcomes, performance standards,  other documented forms of communication
required resources, and assessment identifying parent was involved in SLP
strategies. Examples include course development
outlines, syllabi, and instructional 3. Evidence the SLP was in place by the
designs. (Ref: DL Active Policy) appropriate snapshot submission date.
 Has the plan been created by and is it being To be considered active in a DL
led by a BC Certified Teacher? course/program for funding purposes:
 Is there evidence that ensures that the roles Grades K –9 Each student file must
of teachers and parents are clearly defined contain:
and communicated before the student (Ref: DL Active Policy Rev. January 1,
enrols? 2009)
Note: Students in Grade 9 enrolled in a  Evidence that a student is active at
„standard‟ school taking additional non-the snapshot date, as listed in the
secondary DL course(s) will have their student 1701 Instructions to claim funding.
learning plan filed at the „standard‟ school. For
Page 2 of 13 September 2009
Auditors’ Criteria We are looking for: What the analysis Audit Program
Initials will allow us to say:
the DL course(s), if no learning plan is found, a  The minimum evidence is a
teacher-developed learning plan notification/request for the student learning plan
should be in the student‟s DL file. and a signed commitment from a
4. Document discrepancies on an Observation parent.
Sheet and attach supporting documentation.  Active participation in the
educational program must be
Grades 10 – 12 reflective of the amount of time the
Is there evidence that the school has met the student has been enrolled in the
Active policy requirements? program and in evidence three
1. Evidence that the student is active in their weeks after the snapshot date.
funded course(s) in accordance with the Note: Additional evidence of active
appropriate snapshot submission date. participation can be found throughout
2. A course plan created for each course in the DL Standards document.
which the student is enrolled.
Grades 10-12 student files must 3. The course plan is adequate in that there are
contain the following at the snapshot linkages between student activities, Ministry
submission date as listed in the 1701 learning outcomes and assessment strategies.
Instructions to be claimed for funding: 4. A current signed SLP consisting of eligible
 A clear course plan for each subject courses, linked to Ministry learning outcomes,
listed on the signed student learning that is signed by the student and parent (if
plan which links to learning applicable) – and for school age students
outcomes, performance standards, and non-graduated adults – the course(s)
required resources and assessment meet the graduation requirements?
strategies. Note: The SLP will demonstrate how the
 Following completion of the student required areas of study will be met. It should
learning plan, at least one example of include the teacher‟s plan for learning activities;
instruction-related communication demonstrate the student‟s commitment to
between the teacher and student. learning; and links to the student‟s interest and
needs.  At least one substantive assignment
submitted to the teacher by the Note: For non-graduated adults, the SLP may
be in evidence to document graduation student by the snapshot date. A
substantive assignment addresses requirements, however, in accordance with the
the learning outcomes of the course Adult Funding Policy the requirement for adults is
and noticeably impacts the final to document eligible courses on a course
percentage value of the student’s enrolment form by the Active date timeline (see
school mark. “Funding” Section below)
5. Evidence of at least one example of  A student learning plan (of eligible
instruction-related communication between the courses), reviewed annually and
teacher and student following the creation of signed by the student which meets
the plan. graduation requirements.
Page 3 of 13 September 2009
Auditors’ Criteria We are looking for: What the analysis Audit Program
Initials will allow us to say:
Note: Teachers communicate with students to  For Graduated Adults evidence that
the course is a provincial or support the learning outcomes of their program
and or course. Board/Authority Authorized course
Note: Assignments indicate communication and listed on LearnNow BC.
(Ref: DL Active Policy, January 2009) interaction between teacher and student.
6. Evidence that a substantive assignment,
linked to the SLP, was submitted to the
teacher by the student prior to claiming
funding. Does the substantive assignment
address the Ministry learning outcomes of the
course and noticeably impacts the final
percentage value of the student‟s school
mark?
 Evidence includes examples of student
work, assessment data, and teacher
gradebooks reflecting student engagement
in a significant portion of the program and/or
course.
Note: Marked assignments are generally
returned to students, but marks must be
recorded for evaluation and reporting purposes
and filed in a gradebook, and a sample of the
substantive assignment must be kept on file as
evidence to meet the Active requirement.
Note: For school age non graduate students
Graduation Transition Courses (claimed once per
student and only in Grade 12) must have some
evidence of work that addresses the course‟s
learning outcomes.
7. Document discrepancies on an Observation
Sheet and attach supporting documentation.
FUNDING
Students in Grades K-9 may be Verification that Whether the sampled Key Documents: As above, and
enrolled and funded through only one sampled students students meet the  School Act Section 3 – Entry to educational
school. If a student enrols with a enrolled in DL requirements for program.
board/authority operating a DL school schools/programs enrolment and  DL Funding Policy
or program after September 30, the are enrolled and funding for the DL  LearnNow BC website
student will generate funding for the claimed for funding in courses claimed by www.learnnowbc.gov.bc.ca
portion of the year in the DL school or accordance with MEd the District. Audit Steps:
program. (Ref: DL Funding Policy) requirements. To provide assurance that the students claimed
Page 4 of 13 September 2009
Auditors’ Criteria We are looking for: What the analysis Audit Program
Initials will allow us to say:
on Form 1701 have met the DL Funding policy,
By agreement between schools examine the following information for each
students may take courses in schools student in the sample:
and DL schools concurrently,
exchanging appropriate fees for Grades K-12
services, however only one school may 1. For the sampled students who are claimed for
report the K-9 student for funding the first time in the February count, how many
purposes. of these students transferred from a bricks and
(Form 1701 Instructions, P.3) mortar school after September 30. Note on an
observation sheet and provide details.
Note:
K-7 students who become active in Grades K–9
their DL school or program by Note: No compliance audit step is required to
September 30 will be funded at 1.0 FTE identify duplicate enrolment for the K-9 students.
(0.5 FTE for Kindergarten – unless The BCeSIS and Form 1701 entries identify
eligible for full-time). duplication in enrolment and reconcile with the
Grade 8 and 9 students will be funded applicable districts for those students who took
at 0.5 FTE plus 0.125 FTE per course part of their educational program through DL and
to a maximum of 1.0 FTE per school part in-school, or between boards. Boards must
year. Each student must have a make their own arrangements for shared
learning plan that shows all courses the services as long as no tuition fees are charged to
student will take during the school year. the student.
Additional courses taken after the
September enrolment data submission Note: For students in K-9 re-enrolment is not
that are not included in the learning allowable in the same school year.
plan will not be included in the funding
calculation. Grades 10–12
Grade 10–12 students will be funded at 1. Determine if any of the sampled students re-
0.125 FTE for each course they enrolled in the same courses in two different
become active in. A student enrolling semesters without a valid reason for the
only in Grade 10-12 courses in a DL withdrawal.
school or program, who is also enrolled Definition: determination of re-enrolment (or re-
in a Grade K-9 school or program in registration) refers to DL courses only. In
another school, is counted as a Grade accordance with MEd DL Program unit this
10-12 student for funding purposes. determination does not apply to students
Adults: Adult students may enrol in a withdrawing from a course in a traditional school
DL school or program and are funded and then re-enrolling for the same course in a DL
according to the Adult Education school.
provisions in the Ministry of Education Note: The minimum timeline within which re-
Operating Grants Manual. enrolments upon withdrawal is allowed for
Page 5 of 13 September 2009
Auditors’ Criteria We are looking for: What the analysis Audit Program
Initials will allow us to say:
students in Grades 10-12 is two funding periods.  Non graduated adults: may take
eligible courses that lead to the Example: The student is active in a course as at
the September 2009 funding period. Student British Columbia Certificate of
then drops out of the course in November. Graduation (the Dogwood) or the
Adult Graduation Diploma (the Adult  If the student returns and is active in April – the
Dogwood). student should not be claimed in the May
 Graduated adults: Adults that have 2010 funding period - this is not a new
enrolment. completed the graduation
requirements from a secondary  If the student returns and is active in June they
school or high school in BC or in can be claimed for the September 2010
another jurisdiction must be enrolled funding - this is a new enrolment.
in provincial or Board/Authorized 2. Determine that Form 1701 reports only new
courses listed on LearnNow BC. course activity. The school should not report
www.learnnowbc.gov.bc.ca/. the same funded course for a student in the
(Ref. DL Funding Policy) September and February counts.
3. Check all selected non-graduated adults and
verify that they are being claimed in
accordance with DL Active and Adult Funding
policy requirements.
4. Check all selected graduated adults to verify
that the course(s) are eligible as listed on
LearnNow BC and meets the DL Active and
Adult Funding policy requirements.
5. Document any discrepancies on an
Observation Sheet and attach supporting
documentation.
Post-Secondary Transition Programs (ONLY For School-Age Students Who Began Taking These Programs Funded as Courses During Grades 11 and 12)
Verification that post- Whether the post Key Documents: As above, and The Ministry recognizes post-
secondary courses secondary courses  Recognition of Post-Secondary Transition secondary courses for funding
reported for funding are part of a planned Programs for Funding Purposes Policy purposes if they are part of students’
are part of a planned program of studies  Earning Credit through Equivalency, planned programs of study leading to
program of studies that lead to Challenge, External Credentials, Post-graduation. (Ref: Recognition of Post-
leading to Grade 12 graduation. Secondary Credit and Independent Directed Secondary Transition Programs for
graduation and in Studies Policy Funding Purposes Policy and Form
accordance with the Whether there is a  Elective Work Experience Courses and 1701 Instructions, P.12)
requirements of the related agreement in Boards must have a post-secondary Workplace Safety Policy
Recognition of Post- place between the partner in order to report students in  Work Experience Order M226/07
Secondary Transition district/school and Career Technical Programs and must  Program Guide for Ministry-Authorized Work
Programs for post-secondary have students registered in a technical Experience Courses
Funding Purposes partner for each training program funded by the Industry  2009/10 Manual of Course Information for the
Page 6 of 13 September 2009
Auditors’ Criteria We are looking for: What the analysis Audit Program
Initials will allow us to say:
Training Authority in order to report Policy. student enrolled in Graduation Program
students in ACE-IT Programs. (Ref: post-secondary Audit Steps:
Form 1701 Instructions, P.12) programs through 1. Follow the audit steps in the K-12 Regular
post-secondary Enrolment audit program section specific to
institutions. the Post-Secondary Transition Programs.
2. Document any discrepancies on an
Observation Sheet and attach supporting
documentation.
Note: The student‟s required current planned
program of studies listing their secondary and
post-secondary transition program courses must
be in place by the corresponding active date (i.e.,
th thSeptember 30 or February 5 ).
TEACHERS SUPERVISE THE EDUCATIONAL PROGRAM
Teachers must supervise the Verification that all Whether, in Key Documents: As above.
educational program. teachers are accordance with the
undertaking their School Act, each Audit Steps: Teacher is Responsible for the
Note: (Ref. Procedures section of the responsibilities in teacher is Educational Program
DL Active Policy) Teachers lead accordance with the responsible for Interview appropriate staff and review the
educational programs using course School Act. designing the information provided on the school‟s website to
plans that show how curriculum educational obtain an understanding of how teachers
outcomes will be addressed through programs of their supervise the educational programs of their
educational activities, assessment students. students. Document this discussion.
strategies, and learning resources. 1. Determine if the teachers are responsible for
Whether in designing the educational programs of their
Students old enough to understand the accordance with the students by examining the programs of each
plan must also sign it. School Act, each student in the sample. Review documentation
teacher is such as:
responsible for  Course or student timetables.
supervising and  Teacher files that include course information,
assessing the student learning plans, master assignments,
educational records of contact and interaction
programs of their (attendance equivalent), assessment,
students. samples of student assignments, and other
anecdotal commentary on the student‟s
learning progress.
 The communications between teachers and
parents and teachers and students related to
the program.
 Log books of ongoing individual interactions
Page 7 of 13 September 2009
Auditors’ Criteria We are looking for: What the analysis Audit Program
Initials will allow us to say:
between teachers and students, and
teachers and parents,
 Samples of student work.
 Registration or course selection sheets.
 Newsletters to parents, both print and on-
line.
 Evidence of a variety of modes of interaction
with teachers such as web blogs, virtual
classrooms, online tutorials, face-to-face
meetings.
2. Determine that there is a teacher developed
student learning plan for each school age
student which is signed by the teacher and
parent and/or student. The signature of the
parent and/or student should demonstrate a
commitment to the learning plan.
3. Determine that the student learning plan refers
to:
 Learning outcomes in the IRP for the
program and/or course(s);
www.bced.gov.bc.ca/irp/lo.htm
 Required areas of study for the program
and/or course(s);
 The teacher‟s plan for providing learning
activities;
 Learning resources required to complete the
program and/or course(s);
 Standards of performance expected of the
student.
 Is the learning plan adequate in that there
are linkages between student activities,
Ministry learning outcomes and assessment?
 Is there evidence that the plan is current and
linked to the educational program delivered?
4. Clarify any ambiguities with the student‟s
enrolling teacher.
5. Document any discrepancies on an
Observation Sheet and attach supporting
documentation.
Page 8 of 13 September 2009
Auditors’ Criteria We are looking for: What the analysis Audit Program
Initials will allow us to say:
Audit Steps: Teacher is Responsible for
Instruction
Interview appropriate staff to gain an
understanding of the role of teacher‟s planning,
implementing and monitoring of each student‟s
instruction. Document these discussions.
1. Determine if the teachers are responsible for
the instruction of their students. Review
documentation such as:
 Samples of student work,
 Student portfolios
 Evidence of substantive work submissions
initiated by the teacher. Some student
assignments should include collaboration
with other students and in the case where
students are isolated, could be with others in
the community.
 Intervention and instructional planning done
by the teacher.
 Log books of ongoing individual interactions
between teachers and students, and
teachers and parents,
 The communications between teachers and
parents and teachers and students related to
the day to day work of the student.
 Newsletters to parents, both print and on-line
 Comments made on Progress Reports
2. Clarify any ambiguities with the student‟s
enrolling teacher.
3. Document any discrepancies on an
Observation Sheet and attach supporting
documentation.
SECULAR AND NON-SECTARIAN
School Act Section 76 (1) All schools Confirmation that the Whether religious Key Documents:
and Provincial schools must be DL school is dogma or creed is  School Act Section 76
conducted on strictly secular and non- conducted on a being taught in the
sectarian principles. strictly secular and DL school or is part Audit Steps:
(2) The highest morality must be non-sectarian basis of the sampled To provide assurance that the DL School is
inculcated, but no religious dogma or and that no religious students‟ courses operated on strictly secular and non-sectarian
creed is to be taught in a school or dogma or creed is and if there are non-
Page 9 of 13 September 2009
Auditors’ Criteria We are looking for: What the analysis Audit Program
Initials will allow us to say:
Provincial school. being taught in the secular resources in principles interview appropriate staff to determine
school. use. board policy, guidelines and directives on this
Schools must be conducted on strictly issue.
secular and non-sectarian principles. 1. Determine if the educational program is
secular and non-sectarian by:
 Interviewing appropriate school staff to gain
an understanding of the school philosophy,
goals and Mission Statement. Obtain copies.
 Reviewing course outlines and overviews;
and
 Examining (for each student in the sample):
 student learning plans,
 educational resources,
 student work,
 course outlines and overviews;
 resources; and
 communication between the school,
students and parents
2. Document any discrepancies on an
observation Sheet and attach supporting
documentation.
B.C. RESIDENCY AND OUT-OF-PROVINCE STUDENTS
Key Documents: As above, and (Ref: K-12 Funding General Policy) Evidence that those Whether sampled
To be eligible for provincial funding, DL students who are students claimed for  Distributed Learning – BC Residency policy
Boards of Education must ensure that living in and outside funding meet the  International Student policy, including
students are: of British Columbia „ordinarily resident‟ „Decision Aid‟.
meet the ordinarily requirement for  Ordinarily resident in BC (and where  School Act, Section 168 (3)
resident in British British Columbia. applicable) with their parent/legal  School, Act, Section 82 (1,2)
Columbia guardian
requirement. Whether there is Audit Steps-Ordinarily Resident:
(Ref: DL BC Residency Policy) written information To provide assurance that students in the school
for the sampled Boards or authorities are responsible to meet the “ordinarily resident” requirement of the
students who are not determine their own residency policy in School Act, determine what the Board‟s policies
living in BC indicating compliance with the School Act and and practices are in this area.
they intend to return Regulations and the Ministry of 1. Interview appropriate staff, to determine board
to British Columbia Education policy. policy, guidelines and directives that ensure
within a reasonable that the students and parents/guardians
amount of time. Boards or authorities may enrol (where applicable) are ordinarily resident in
students who are ordinarily residents of BC. Obtain a copy of the Board‟s policy.
British Columbia, but temporarily out of Whether the Board of 2. Interview appropriate staff to determine board
Page 10 of 13 September 2009