SiMON FRASER UNIVERSITY

5

3 16

MEMORANDUM

........ENATE

..............

Sub.d...

P.QUCY. .QN.

.FR1V&T.. .'lrnH.

KUPW..

From.. . .

LAN....cMILLA.

Dat.

.....171H.

C.a. .

1.2.......................

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Action undertaken by the Senate Undergraduate Admissions

Board at its meeting of November 25th, 1982, gives rise

to the following motion:--

MOTION: " That Senate approve and recommend approval

to the Board of Governors, as set forth

in

S.83-16

That for admission from a Private High

School, Simon Fraser University consider

for admission only those qualified appli-

cants from Private High Schools granted

Group II status under the Ministry of

Education guidelines. That this policy

become effective for applicants in 1984

and subsequently.

U

RATIONALE:

The Senate Undergraduate Admissions Board was concerned

that private secondary schools could operate on the Ministry

of Education program without having to be accountable to an

inspection process and that recognition of non-inspected

schools by SFU could be seen as counter productive to our

efforts to maintain high standards. It was for these reasons

that the SUAB opted for the above motion which will ensure

that applicants enter only from private high schools which

have undergone an external evaluation as, outlined in Appendix A.

Attach.

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SiMON FRASER

UNIVERSITY

MEMORANDUM

o.............SENAT.D.A1J4T

.................

From

......

U.5510N.

J.Q1W

.....................

SECRETARY.,.5'LL.....................

Subjed .........

P.RJ.VAT.E

MIGH .SDJOOLS. .. UM . 92..

Date ......

21S1.DCT.OBER,.1982......................

Historically, the University has accepted for admission,

applicants graduating on the Ministry of Education

Secondary School Curriculum, whether from a public or

private school. The one exception has been Columbia

College where the Grade XII program has not been accept-

ed for admission even though we have recognized the

majority of their college transfer courses.

Columbia College has requested that we recognize their

Secondary School program for admission purposes. Their

request is attached.

The current enrolment (82-3) at Columbia is 460 students.

Approximately 40% are studying on a university-transfer

program, while 40% are in their secondary school program,

with the remaining 202 studying as ESL students only.

S

Given our current policy and the fact that Columbia

teaches the Provincial curriculum, it seems we have no

justification for not accepting a Secondary School

graduate from Columbia.

However, we do need to review the entire private school

situation in the Province and our policy regarding these

schools. At present, there are approximately 200 private

schools

in B.C.,

ranging in size from a dozen students to

those enrolling several hundred students. Approximately,

70 of these schools offer a Grade XII program.

The Ministry of Education (Independent Schools Division)

categorizes independent schools into three categories.

They include:--

a)

GROUP II SCHOOLS

These schools receive 30% funding based on an FTE

count for Canadians and Landed Immigrants enrolled.

They must teach the

B.C.

approved school curriculum

and they are fully inspected by the Ministry.

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b)

GROUP I SCHOOLS

These schools receive 9% funding (as above).

They are not required to teach the B.C. curriculum

and apparently most of them do not. These schools

are inspected only for facilities, safety, health

and space and to qualify for funding, they must

ensure that they are not fostering political, reli-

gious, or social intolerance. The Ministry does

not monitor these schools and approval for funding

is given provided there is no evidence that they

contravene the above.

c)

NON-FUNDED SCHOOLS

All schools in this category are eligible for

registration and allocation of textbooks from the

Ministry. Some of these schools do operate on the

Ministry's curriculum.

The list of schools in each category has been requested

from the Ministry. They have agreed to provide such

lists.

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The major concern in the Admissions Office is the ease

with which a new private school can be established, and

be allowed to teach the Provincial Curriculum without

any inspection. Four such schools have been set up in

the last twelve months and there have been several

enquiries from individuals considering such a project.

The following suggestions are presented for discussion:--

1)

Continue the existing policy of recognizing all

schools teaching the B.C. 'Curriculum and closely

monitor the progress of all students entering from

private schools. Those schools that prove to be

providing inadequate preparation for success in first

year will be advised that their program will no longer

be accepted by SFU.

2)

Accept graduates from Group II schools only.

3)

Accept Group II schools without condition and

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Group I and non-funded schools conditionally and

establish an internal review based on academic

success of entering students.

4)

Reserve making a decision until we have an oppor-

tunity to review the private school lists being

provided by the Ministry.

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82-10-25

EXTERNAL EVALUATION OF INDEPENDENT SCHOOLS

IN

BRITISH COLUMBIA

Preamble:

.

In 1977 the Legislature of British Columbia

enacted the

School Support

( Independent) Act which for the first time in over 105

years provided

for public

funding support to independent denominational and non-denominational schools in

the province. Schools are classified by the Inspector of Independent Schools as

Group 1 or Group 2 schools for support grant purposes.

Group 1 classified schools satisfy minimum requirements as set out

in

Section 5, School Support (Independent) Act. They obtain as a grant for each

"qualifying" pupil

of the operating cost per pupil of the public school district

in which the independent school is locatea. Group

2

classified schools not only

Satisfy the minimum requirements, but also the additional provisions of Section 6,

School Support (Independent) Act. These relate to curriculum, time allotments,

school operation and administration, and teacher certification. The level of funding

for these schools for each "qualifying" pupil is increased to 30 of the operatinq

cost per pupil of the public school district in which the school is located.

The Inspector of Independent Schools appoints External Evaluation Committees

to assist in the classification of independent schools. He names the members and

is

prescribes their duties.

11 Function of External Evaluation Committees:

The work of the E.E.C. provides confirmation that the criteria for fur.iing

set forth in the SS(I) Act are being met by the schools

receiving government support.

It confirms that these schools are serving their pupils

and the public

interest in

a manner which merits public support.

III Structure of External Evaluation Committees:

The assignment of the E.E.C. determines Its size and composition. Committee

sizes vary from one-member committees evaluating kindergartens and special education

proqrams to six members required to evaluate large elementary-secondary schools.

The formulation of E.E.C. 's Is outlined in the following table:

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TABLE I

Composition of External Evaluation Committees According to Size and Assignment

Convittee No. of Members Structure

Assignment

Cl

1

Education Consultant

Special Assignment

=2

3

Chairman

Elementary or Small

Primary Specialist

Elementary-Junior Sec.

Intermediate Specialist

Schools K-IX

= 3

4

Chairman

Junior-Secondary Scnools

Secondary Consultant

Senior-Secondary Schools

Sec.

Subject Specialists(2)

Junior-Senior-Sec. Schools

=4

6

Chairman

Elementary -

Secondary Consultant

Secondary Schools

Primary Specialist

K-XII

Intermediate Specialist

Sec. Subject Specialists(2)

The Chairmen of E.E.C.'s have so far been chosen from a select list of

recently-retired Superintendents, Assistant Superintendents, and Directors of

Instruction. Secondary Consultants have so far been either former Assistant Super-

intendents of Schools, or former. Directors of Instruction with acknowledged ex-

pertise and experience in secondary education.

Elementary Primary and Intermediate Specialists, and Secondary School

Subject Specialists are seconded from the various independent schools in the

province under a co-operative arrangement through the Federation of Independent

School Associations (FISA).

The size of the school and the circumstance determines the time devoted

to the external evaluation of a school. An E.E.C. currently spends one to two

days for the evaluation and reporting on an elementary school, and three days for

most other types of schools.

TV

Process and Procedure:

Prior to an external evaluation of a school, the Inspector or his staff

examines the annual data submitted by the school to determine whether the reported

information satisfies the criteria for funding at the Group 2 classification level.

The E.E.C. reviews the data and the conclusions of the Office of the Inspector of

.

Independent Schools before visiting the school. The committee uses the data to qain

an understanding of the school and confirms through its visit that the reported

school information accurately reflects the current school situation.

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In the

evaluation process of

•

a large elementary-secondary

or secondary

school, the

Secondary Consultant

visits the school several days prior to the visit

of the

E.E.C. On this visit the Consultant tours the school, obtains additional

information from the principal, and

reviews the "Catalogue of School Data" with him_

The "Catalogue of School Data", which

Is completed by the principal, contains greate

detail on school organization and operation to supplement

material already available

to the E.E.C. The Consultant, with his most

recent and direct knowledge of the

school, is a resource person to the E.E.C.

The E.E.C. plans, where possible, to meet briefly with the staff before

visiting classrooms. This practice affords an opportunity for the school staff to

meet committee members, to "break the ice", and to resolve any difficulties or con-

cerns about the external evaluation.

During the evaluation period at the school it is helpful for.the committee

to have a small room or private area

available to them where members may meet to

consult.

The School Support (Independent) Act requires the "authority"

to agree to

assist the E.E.C. to examine and assess programs, operations and administration in

the school. This assistance involves making. available information

and records to

and

the

to

Chairman

other

of

areas

the

of

E.E.C.,

the school.

and providing

The committee

access

members,

to classrooms

therefore,

during

examine

instruction.

records,

0

visit classrooms and discuss items with personnel within the school.

In general the committee examination determines

whether the established

curriculum complies with the minimum instructional

time requirements inthe course

subject areas under evaluation. . Independent School Circular #12 outlines these

time requirements. For Elementary Schools the requirement is 80% of the "target

time" stated in the Administrative Handbook for Elementary and Secondary Schools.

In the Secondary Schools the requirement is 100 hours per year for each course.

There are special circumstances, however, in some schools and the Inspector exercises

discretionary authority on the merits of the situation within reasonable limits.

The committee determines whether pupil progress is demonstrated in the varioti

course subject areas by an adequate testing program. Through classroom visitations,

cor

q

nittee members gain a feel for the school and a broad understanding of how the

school's programs are implemented.

The committee assesses the programs, operations and administration

to deter-

mine their appropriateness and effectiveness and to confirm that they correspond

with

examination

the paper

of the

information

timetable,

available

pupil records,

to the Inspector.

school regulations

This assessment

and practices,

involves

and

the 0

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teacher assignments and qualifications. The committee

also reviews teacher certi-

fication information to ensure compliance with

Section 6(e),

SS(I) Act.

Although external evaluations may be scheduled at

any time, there are two

main external evaluation periods. The first period

is In

November.

At that time

scr.00ls are well into their programs and have their operational practices

in

place.

Tr.e routine series of regular external evaluations are usually scheduled during this

period. There is a second evaluation period in March. The number of sc'ools

evaluated in this period depends on available funds at the time. Current practice

affords external evaluation preference to new schools, and the interim re-evaluatiom

of schools whose continued Group 2 classification is subject to certain changes

being made within a stated time span.

Present schedules provide for the external evaluation of Group

2 classified

schools at least once in a four-year period. In the

interim the

Inspector or his

appointee visits the school periodically

in

a monitoring process to review the annual

data submitted, discuss concerns with the principal and/or staff, and answer questic

on any matters pertaining to the SS(I) Act.

V

External Evaluation Committee Report:

At the conclusion of the external evaluation period

the E.E.C. prepares a

repOrt to the Inspector of Independent Schools. This report outlines the observa-

tions of the committee on the items in Sections 5 and

6, SS(I) Act. These observa-

tions must be first-hand observations and must not include

indirect observations

made on the, basis of hearsay remarks. The report carefully

avoids making reference

to individual teachers. Teacher evaluation is not the purpose of

the exLei'nal

evaluation process. The chief purpose is to assist the

Inspector in determining the

classification level.

Although the report is to the Inspector (and the committee

Is not at liberty

to devuiqe the substance of the report before submission to the Inspector), staffs

are often anxious to obtain some of the committee's impressions about the school

before it leaves. The Inspector encourages committees to meet with staffs when it

is feasible, to answer questions, and to discuss items of the staff's concern before

the committee departs from the school.

VI

Action Following the Report:

.

The Inspector reviews the report of the E.E.C., and arranqes

to share the

contents with the interested parties. The report is a confidential document but the

Inspector normally provides a copy to the authority. The authority

in

turn may then

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arrange for the school principal to review it.

The Inspector usually meets, a month or two after the evaluation, with

school trustees or authorities, the principal, and sometimes teachers

to review thee

report, answer questions, offer educational advice, and

receive feedback on the

evaluation process. If the authority, on behalf of the principal and staff, requests

a professional, meeting to discuss aspects of the report, the Inspector invites the

Chairman of the E.E.C., and any available committee members to meet with him and

the professional staff of the school. At such a meeting free discussion on a pro-

fessional level is encouraged, but no written records are kept of the discussion.

VU

Outcomes of Independent School Evaluations:

The fundamental purpose of external evaluations is to assure the Minister

of Education and the public that schools in receipt of public funding satisfy the

provisions of the School Support (Independent) Act. The evaluations will also, in

many cases, provide an external view which should assist school authorities in their

efforts to achieve educational excellence.

V!II

Postscript:

Other Evaluations

S

Because of the restricted nature of their task, External Evaluation

Committees sometimes do not fully meet the expectations or fulfil the hopes of

school 'authorities and staffs. Part of the reason for writing a description of

the evaluation process has been to assist authorities, principals, and teachers

to have realistic expectations about the

,

outcome.

From a professional point of view, 'it would be highly desirable periodically

for every school to contract for an external evaluation on its own terms, to choose

its own evaluators, and to specify the kind of evaluation desired. Such evaluations

could be' in-depth "formative" investigations

'

of certain subject areas, or of

organizational aspects of the schools, or of the total school program. Evaluations

of this kind, while expensive, need not be joltingly so.

Consideration may also be given, to

'

intensive self-evaluation by schools,

using some formal method such as that outlined in the elementary school self-

assessment booklets and secondary schOo,l,accreditation booklets available from the

Ministry of Education.

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While voluntarily undertaken evaluations of a "formative' design are

by

far the most useful in attaining excellence in schools, all those connected with

external evaluations conducted through the Office of the Inspector of Independent

Schools nevertheless hope that their efforts will be of some limited educational

value in addition to fulfilling the more mundane purposes of classifying schools for

grant purposes. The purpose of the School Support (Independent) Act is, after all,

to assist in developing and maintaining-high quality education in a wide variety of

good schools throughout beautiful British Columbia. External evaluations of inde-

pendent schools by government-appointed comittees are not intended, nor should they

ever be intended in the future, to inhibit the schools' legitimate work, but only tc

meet leqal requirements and to assist responsible, independent teachers to contributø

freely and competently. to the common good in ways which their compassion and con-

sciences lead them.

. .

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