D2L Minds Online
Assessment Component Main Page
1.1 Assessment Planning
1.2 Assessment for Learning
1.3 Learning Goals and Success Criteria
1.4 Descriptive Feedback
1.5 Assessment as Learning
1.6 Assessment of Learning
Leadership Component Main Page
2.1 Instructional Leadership
2.2 Professional Practice
2.3 Flexible Structures
2.4 Professional Inquiry
2.5 Student Well-being
Student Engagement Component Main Page
Student Engagement Criteria
3.1 Inclusive Environment
3.2 Partners in School Improvement
3.3 Student Voice
Curriculum Component Main Page
4.1 Culture of High Expectations
4.2 Literacy and Numeracy
4.3 Teaching and Learning in the 21st Century
4.4 Student Inquiry
4.5 Differentiated Instruction
4.6 Relevant Resources
4.7 Tiered Interventions
Pathways Component Main Page
5.1 Education and Career Planning
5.2 Experiential Learning
5.3 Varied Programs and Pathways
5.4 Extended Opportunities
Partnerships Component Main Page
6.1 School Councils
6.2 Valued Partners
6.3 Community Partnerships
6.4 Parental Support
Indicator 3.2: Students as Partners in School Improvement
Students’ stated priorities that reflect the diversity, needs and interests of the student population are embedded in School Improvement Plans (SIPs).
At the school:
Student voice that reflects the diversity of the student population is actively and regularly sought to inform school climate, instruction and program needs.
Opportunities are provided for students to give input and respond to school improvement goals and strategies.
School improvement plans focus on student learning and well-being.
Challenges and barriers to student participation are identified and resolutions sought.
In the classroom:
Educators and students collaborate to create a positive learning environment in the classroom and school that maximizes engagement, achievement and well-being.
Students’ cultures, perspectives, interests and achievements are reflected in their learning environment.
Classroom goals are built collaboratively and reflect the school improvement plan.
Provide input related to stated priorities, school programs and opportunities at the classroom and school.
Represent their own voice and the voice of others when advocating for conditions that support their learning.
© 2012 - Limestone District School Board