Havergal College Course Calendar, 2017-18 Academic Year

When students anticipate difficulties in meeting an assessment deadline, they must: • discuss this difficulty with the teacher in a timely fashion before the due date in a face-to-face meeting. This meeting is not by email or the day or night before, except under special circumstances. • ask to negotiate a new due date when legitimate, extenuating circumstances prevail with the agreement of the teacher. This new deadline will be no more than 10 school days from the original deadline. • ask for assistance from the subject teacher if unable to complete an assessment. • accept that if she misses a test, she will be required to write a comparable test at the time and place determined by the teacher and may require a parent or guardian note. Teacher’s Responsibilities In advance of the due date of an assignment, the teacher will: • set clear deadlines that are reasonable and allow for some student input if possible. • post all assessment dates at least two weeks in advance on the class page in Veracross and provide those dates orally in class. • be clear about the consequences of missing an assignment deadline, but also consider extenuating circumstances. • show students how to plan to complete their work (e.g. create a timeline to model the appropriate preparation for an assessment). • scaffold the assessments to provide feedback so you know in advance if a student is struggling. • give students some time to work in class and an opportunity to get assistance from the teacher as a way to check on progress. • use progressive deadlines for parts of tasks if an assessment is lengthy. Once the assignments are handed in, the teacher should: • check to make sure all the assignments have been handed in and follow up directly with students who have not handed in their work. • record any behaviour events in Veracross for students who have not handed in work to both inform parents and to keep a running record of such difficulties. • meet with students who have not handed in their work to set a new deadline (no more than • 10 school days from the date of the original deadline). • inform parents of a missed deadline through the behaviour event email or a phone call.

If a student cannot meet a deadline or has missed a deadline, the teacher should: • (if possible or appropriate) allow some negotiation before the deadline if there are extenuating circumstances for a student or some conflict that the student identifies that cannot be worked out. This negotiation is generally in a face-to-face conversation in advance of the due date, not the day or night before except under special circumstances. • ensure the new deadline is within 10 school days of the original date unless there are circumstances that would prevent that. • encourage students to look ahead to see what else is coming in order to set a realistic deadline. • if a new deadline has been negotiated, require the student to write an email to the teacher, which is copied to the Guidance Counsellor and the parent stating that a new deadline has been set, what the date is and the consequences of missing that new deadline. • accept that it is possible that some students may need to negotiate a second deadline under exceptional circumstances. This new deadline would be negotiated in advance and face-to-face. The consequence of missing this deadline is an automatic zero with an email to parents and to the Guidance Counsellor telling them that the second deadline was not met and that the assignment has been recorded as 0. 9. Key Assessment Terms Assessment is the process of gathering information from a variety of sources that accurately reflects how well a student is achieving identified curriculum expectations. Assessment for Learning is the gathering of evidence during the learning process and is used to provide direction for improvement and adjustment. It can be used to determine the report card grade when there is not sufficient evidence from summative assessments. Assessment of Learning (Evaluation) is the evaluation of evidence throughout the learning process to provide a record of student achievement relative to the expectations of a course. It is used in determining the report card grade. Assessment as Learning is the process of developing and supporting student metacognition. Students are actively engaged in this assessment process as they monitor their own learning, use assessment feedback from teacher, self and peers to determine next steps and set individual learning goals.

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