Current School Bus Route Information and School Closures

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STUDENT INITIATED PROJECT CONTRACT

 

SCHOOL: _______________________, 20 ________

 

Three copies required:

	one for the Board Office;
	one for the school;
	one for the student.

Other advisors and/or resource people:

Name ________________________________________________________________________

Address ______________________________________________________________________

Phone Number _________________________________________________________________

Special Qualifications ____________________________________________________________

Name ________________________________________________________________________

Address ______________________________________________________________________

Phone Number _________________________________________________________________

Special Qualifications ____________________________________________________________

 

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DESIGN OF STUDENT INITIATED PROJECTS

Preamble: SIPs are to be based on identified outcomes to knowledge and skills students are expected to have acquired with respect to the particular area of study.

SIPs are developed by a student with staff guidance as appropriate. Professional staff should provide information on the development of the project and guide the student in its design, implementation, and evaluation. Submissions for registrations of SIPs must include the following components.

Course/Project Overview

The overview will contain an introduction to the course/project which will include the following:

1. Aim – concise statement that sets forth the basic intent of the course/project.

______________________________________________________________________________________

______________________________________________________________________________________

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2. Rationale – explanation of the underlying reasons for the particular area of study. The rationale will make clear how the course/project contributes to the overall education of the students. The rationale may also identify major components of the course/project and indicate their significance.

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

3. Philosophy – statement of subject-specific principles and beliefs that guide instructions or supervised learning. (Optional)

______________________________________________________________________________________

______________________________________________________________________________________

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Student Learning Outcomes

 

Student Learning outcomes are concise descriptions of what students are expected to learn in terms of knowledge and skills in the course/project. Student outcomes are expressed as general outcomes and specific outcomes.

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

4. General Student Learning Outcomes – statements that identify what students are expected to know and be able to do on completion of the course/project.

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

 

5. Specific Student Learning Outcomes – statements that identify the component knowledge and skills that contribute to general student learning outcomes. Specific outcomes identify a range of contexts and the variety of dimensions of learning within the general outcomes.

Note: Each learning outcome stated in a SIP should be:

	appropriate to the grade or series of grades for which it is intended or to the abilities of student(s)
	appropriate to the course/project for which it is intended
	understandable by students, parents, educators, and community members
	observable, measurable, and reportable to enable the appropriate connections to be made between and among teaching, learning, and assessing. It should be stated in such a way that it will be apparent when a student has met the student learning outcomes *
	capable of capturing the knowledge and skills expected of students
	supportive of the use of a range of teaching, learning, and assessment strategies and approaches as well as the use of a variety of learning resources.

 

Demonstrations of student learning can include a variety of tasks such as projects, performance assessments, case studies, paper-and-pencil tests, etc.

"Dedicated to the Pursuit of Excellence"