background image
LDSB |
Secondary Evaluation and Reporting Procedures
13
Procedures for Individual Accommodation:
17.
In the design and implementation of assessment tasks, whether formative or summative, teachers
will accommodate the needs of students identified by an Individual Education Plan (IEP) and of
English Language Learners (ELLs).
Accommodations must be consistently provided throughout the course.
Accommodations must be considered when reporting to ensure the selection of appropriate
comments that account for information in Individual Education Plans (IEPs).
When differentiated instructional strategies are employed to address specific information on IEPs,
these strategies will also be used with summative assessment tasks.
What is a necessary accommodation for some can be good for all students.
Accommodations are designed to support students while guarding the integrity of the
performance task. For example, if an overall expectation requires a written demonstration such
as an essay, it is not appropriate to accept an oral response. However, it may be appropriate to
allow such a student to utilize assistive software, scaffolding techniques or a scribe to
demonstrate his or her ability.
Procedures for Non-Demonstration of Overall Expectations:
18.
Teachers will instruct students in issues related to academic honesty, including issues of plagiarism.
Breaches of academic honesty will be reported to the school administration and a plan of action
will be implemented according to board procedures (see Appendix 2). The school administration
and teacher will collaborate to determine how any critical missing evidence caused by the breach
of academic honesty will be collected.
Breaches of academic honesty on both formative and summative assessment tasks must be
reported to the school administration. When discovered on formative assessment tasks, it is
easier to be proactive in order to reduce the chances of repeat behaviour on summative
assessment tasks.
19.
Final grades can only be determined when all summative assessment tasks have been submitted;
the credit will not be granted until such evidence is submitted; the code "I" will be used in grades 9
and 10 and the code "25" will be used in grades 11 and 12.
The student success team should be notified as early as possible when students are having
difficulty completing or submitting assignments, so that appropriate interventions can be
employed.
Every effort must be made, using support from the school success team, to gather the necessary
evidence of achievement. Non-completion of summative assessment tasks should not be a choice
for students.
Where there is missing summative evidence, the code "I" will be used in teacher records until the
evidence is submitted.
Suitable comments and report card entries are available where the credit has not been granted.
Where a student`s most consistent level of achievement is below level one, or where there is
insufficient evidence of achievement of the overall expectations, the teacher will complete the
credit completion form.
If the principal determines that exceptional circumstances apply, the student success team may
recommend a different course of action for the student than the one recommended by the
teacher. In such cases, the principal may request an updated credit completion form from the
teacher.