Instructional design challenges and engages the learner.

Outcome 3.1 Learning occurs any time, any place, any path, any pace.

  • (AE) Overall teacher, parent, and students satisfaction with the opportunities for students to receive a broad program of studies, including fine arts, career, technology, and health and physical education.
  • (RVS) Percentage of staff, parents, and students who agree student learning is extended beyond the regular school day through their teacher's use of digital resources.
  • (RVS) The number of Grade 4 - 12 students who have completed an online course.
  • (RVS) Percentage of staff, parents, and students who agree students have access to multiple learning pathways.
  • (RVS) Percentage of students in Grades 1 - 9 whose year-end assessment by teachers indicate they are above grade standards in Language Arts and Math. (To be collected in 2012-2013).

 

Outcome 3.2 Instructional design engages each learner.v_social stewardship

  • (RVS) Percentage of teachers that incorporate the tenets of RVS' Learning Model so that all learners are engaged through a variety of strategies, settings, and formats.
  • (RVS) Percentage of staff, parents, and students satisfied with their ability to access, understand and use assessment information to improve learning.
  • (RVS) Percentage of teachers, parents, and students who agree instruction meets the individual learning styles of students.

 

Outcome 3.3 Instructional design enriches the learning experience.

  • (RVS) Percentage of teachers who agree they use inter-disciplinary practices.
  • (RVS) Percentage of staff, parents, and students who agree they have access to authentic learning experiences.
  • (RVS) Percentage of School Annual Results Reports that provide evidence of authentic and trans-disciplinary learning experiences.
  • (RVS) Percentage of parents and students who agree that their child/their teachers classroom practices reflects critical, creative, and complex thinking.

 

     
    Outcome 3.4 Instructional practices empower learners.v_social stewardship
    • (AE) Percentage of Grade 12 students and self-identified First Nation Métis and Inuit students eligible for a Rutherford Scholarship.
    • (AE) High school to post-secondary transition rate of students and self-identified First Nation, Métis, and Inuit students within six years of entering Grade 10.
    • (RVS) Percentage of schools meeting or exceeding prior level of achievement expectations.
    • (RVS) Percentage of parents and students who believe teachers inspire students to learn.
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