Administrative​ ​Procedure​ ​332

ANECDOTAL​ ​RECORD​ ​GUIDELINES Background An​ ​anecdote​ ​is​ ​an​ ​account​ ​of​ ​an​ ​event.​ ​The​ ​record​ ​of​ ​this​ ​event​ ​can​ ​be​ ​detailed​ ​or​ ​brief.​ ​There​ ​are various​ ​ways​ ​to​ ​collect​ ​anecdotal​ ​records​ ​which​ ​include,​ ​but​ ​are​ ​not​ ​limited​ ​to:​ ​freehand​ ​accounts, checklists,​ ​charts,​ ​etc.​ ​Samples​ ​of​ ​checklists​ ​and​ ​charts​ ​can​ ​be​ ​found​ ​on​ ​the​ ​Diverse​ ​Learning​ ​ePD​ ​site under​ ​-​ ​Behavior-​ ​Classroom​ ​Strategies.​ ​Different​ ​methods​ ​of​ ​anecdotal​ ​reporting​ ​allow​ ​for​ ​the measurements​ ​of​ ​academic​ ​performance,​ ​as​ ​well​ ​as,​ ​antecedent,​ ​frequency​ ​and​ ​severity​ ​of​ ​concerning behaviours. Ideally, an anecdotal record should be recorded as it unfolds or immediately after for accuracy. However, anecdotal records usually have to be written later or at the end of the day. Jotting brief notes or words during​ ​the​ ​event,​ ​or​ ​immediately​ ​after,​ ​to​ ​help​ ​you​ ​remember​ ​comments​ ​or​ ​events​ ​is​ ​recommended. Anecdotal records should be as objective as possible. Personal bias is always a concern. Therefore, when making observations that are more subjective, it is important to detail the evidence on which those subjective​ ​observations​ ​were​ ​based​ ​upon.​ ​For​ ​example:​ ​“ ​arrived upset as evidenced by loud​ ​voice,​ ​use​ ​of​ ​profanity​ ​(provide​ ​quotes),​ ​slammed​ ​door,​ ​banging​ ​fist​ ​on​ ​front​ ​counter”. Characteristics​ ​of​ ​Anecdotal​ ​Records ● Simple​ ​and​ ​professional​ ​reports​ ​of​ ​behavior. ● Recorded​ ​chronologically. ● Result​ ​of​ ​direct​ ​observation. ● Accurate,​ ​specific​ ​and​ ​professional. ● Gives​ ​context​ ​of​ ​behavior​ ​and​ ​when​ ​possible​ ​should​ ​include​ ​preceding​ ​event​ ​or​ ​trigger. ● As​ ​objective​ ​as​ ​possible​ ​or​ ​subjective​ ​with​ ​qualifying​ ​evidence.​ ​“As​ ​evidenced​ ​by…” ● Does​ ​not​ ​identify​ ​people​ ​by​ ​name​ ​(use​ ​initials​ ​or​ ​a​ ​common​ ​term) ● Observers​ ​should​ ​not​ ​make​ ​assumptions​ ​or​ ​use​ ​ambiguous/vague​ ​words. ● Included​ ​is​ ​what​ ​happened​ ​before​ ​(antecedent)​ ​the​ ​details​ ​of​ ​the​ ​incident​ ​(behaviour)​ ​and​ ​the events​ ​that​ ​occurred​ ​after​ ​(consequences) Purpose​ ​of​ ​Anecdotal​ ​Records Academic ​Anecdotal Records​: These records of a student’s learning, accumulated over time, enhance understanding of the individual student, as patterns or a learning profile begins to emerge. Performance can be tracked and documented, resulting in suggestions for learning goals, curriculum differentiation, assessment​ ​planning​ ​and​ ​student/parent​ ​conferences. Behavioral ​Anecdotal Records ​can capture the richness and complexity of the moment. These records of a student’s behavior accumulated over time, enhance understanding of the individual student as behavioral patterns begin to emerge. Behaviors can be tracked and documented, increasing the opportunities for prevention and behavior modification, making the environment safer for the student and greater​ ​school​ ​community. Freehand Anecdotal Records ​are short reports which describe, in a factual, objective way, the incident, its​ ​context​ ​and​ ​what​ ​was​ ​said​ ​or​ ​done​ ​by​ ​the​ ​participant(s). Procedures

Calgary​ ​Roman​ ​Catholic​ ​Separate​ ​School​ ​District​ ​No.​ ​1 Administrative​ ​Procedures​ ​Manual

November​ ​2016 Page​ ​1​ ​of​ ​3

1. Everyone​ ​who​ ​works​ ​with​ ​the​ ​student​ ​should​ ​collect​ ​data. 2. Data​ ​is​ ​collected​ ​to: 2.1

To​ ​help​ ​recognize​ ​patterns​ ​of​ ​behaviour​ ​or​ ​student​ ​learning.

2.2

To​ ​understand​ ​the​ ​underlying​ ​reason/motivation​ ​of​ ​behaviour​ ​or​ ​to​ ​contribute​ ​to​ ​the​ ​learner profile.

2.3

To​ ​create​ ​an​ ​effective​ ​behaviour​ ​support​ ​plan,​ ​to​ ​document​ ​performance​ ​goals​ ​or​ ​to develop​ ​a​ ​differentiation​ ​plan.

3. Data​ ​should​ ​be​ ​collected: 3.1

Whenever​ ​an​ ​incident​ ​takes​ ​place​ ​that​ ​makes​ ​you​ ​take​ ​notice.

3.2

When​ ​behaviour​ ​or​ ​incidents​ ​cause​ ​concern.

3.3

When​ ​curricular​ ​outcomes​ ​are​ ​not​ ​being​ ​achieved.

3.4

When​ ​students​ ​are​ ​working​ ​in​ ​groups​ ​in​ ​order​ ​to​ ​document​ ​individual​ ​efforts​ ​and​ ​group interactions.

4. Data​ ​collection​ ​timelines: 4.1

When​ ​an​ ​incident​ ​is​ ​a​ ​“one​ ​time​ ​incident”​ ​and​ ​not​ ​generally​ ​indicative​ ​of​ ​the​ ​student’s learning​ ​or​ ​behavioral​ ​profile,​ ​it​ ​should​ ​be​ ​removed/deleted​ ​after​ ​a​ ​year.

4.2

When​ ​a​ ​student​ ​has​ ​a​ ​severe​ ​code​ ​(behavioral/emotional)​ ​or​ ​concerning​ ​behaviors/mental health​ ​needs,​ ​an​ ​ongoing​ ​record​ ​of​ ​the​ ​data​ ​(PowerSchool​ ​and​ ​hard​ ​copy)​ ​from​ ​the previous​ ​division​ ​and​​ t​ he​ ​current​ ​division​ ​is​ ​required.​ ​This​ ​allows​ ​for​ ​patterns​ ​to​ ​be observed,​ ​profiles​ ​to​ ​be​ ​considered​ ​and​ ​consistency​ ​of​ ​supports​ ​and​ ​services.

4.3

Academic​ ​records​ ​are​ ​kept​ ​for​ ​two​ ​years;​ ​the​ ​year​ ​the​ ​student​ ​is​ ​in​ ​the​ ​grade​ ​and​ ​the following​ ​year.

5. Data​ ​Entry​ ​Examples: 5.1​ ​ ​ ​Example​ ​of​ ​PowerSchool​ ​Attendance​ ​Anecdotal​ ​Records:

5.2

5.1.1

​Tuesday,​ ​March​ ​12,​ ​2016:​ ​VP​ ​Smith​ ​called​ ​home​ ​-​ ​no​ ​answer.​ ​Two​ ​messages​ ​left for​ ​parents​ ​last​ ​week​ ​(March​ ​4th​ ​and​ ​7th)​ ​to​ ​re-book​ ​AIP​ ​(Attendance​ ​Improvement Plan)​ ​meeting.​ ​No​ ​returned​ ​call​ ​to​ ​date.​ ​Attendance​ ​as​ ​of​ ​today:​ ​26​ ​excused,​ ​12 non-excused​ ​-​ ​38​ ​in​ ​total.

5.1.2

​Thursday,​ ​March​ ​14,​ ​2016:​ ​Student​ ​arrived​ ​at​ ​10:40​ ​am,​ ​stating​ ​that​ ​he​ ​was​ ​at mom's​ ​doctor’s​ ​appointment.​ ​Mom​ ​phoned​ ​school​ ​back​ ​today​ ​confirming​ ​her attendance​ ​at​ ​meeting:​ ​1:00​ ​pm​ ​on​ ​Monday,​ ​March​ ​18​ ​with​ ​teacher​ ​-​ ​principal​ ​and counsellor​ ​will​ ​attend.

​ ​Example​ ​of​ ​a​ ​PowerSchool​ ​Behavioral​ ​Anecdotal​ ​Record: 5.2.1

Thursday,​ ​March​ ​14,​ ​2016:​ ​Principal​ ​(P)​ ​called​ ​to​ ​gym​ ​to​ ​observe​ ​(student​ ​name)​ ​in Phys.​ ​Ed​ ​class​ ​(period​ ​6​ ​-​ ​1:05​ ​pm).​ ​Student​ ​appeared​ ​to​ ​be​ ​upset​ ​as​ ​evidenced​ ​by clenched​ ​fists,​ ​red​ ​face​ ​and​ ​facial​ ​expression.​ ​P​ ​approached​ ​student​ ​who​ ​stared​ ​at P​ ​and​ ​would​ ​not​ ​respond​ ​to​ ​P’s​ ​inquiry.​ ​P​ ​squatted​ ​beside​ ​(student​ ​name)​ ​and

Calgary​ ​Roman​ ​Catholic​ ​Separate​ ​School​ ​District​ ​No.​ ​1 Administrative​ ​Procedures​ ​Manual

November​ ​2016 Page​ ​2​ ​of​ ​3

talked​ ​quietly​ ​until​ ​(student​ ​name)​ ​fists​ ​unclenched.​ ​P​ ​and​ ​(student​ ​name)​ ​left​ ​the gym​ ​and​ ​class​ ​continued. 6.​ ​ ​ ​ ​ ​ ​School​ ​Counsellors 6.1

​School​ ​Counsellors’​ ​notes​ ​are​ ​not​ ​considered​ ​anecdotal​ ​nor​ ​do​ ​they​ ​submit​ ​PowerSchool Log​ ​entries​ ​for​ ​a​ ​student​ ​unless​ ​the​ ​content​ ​of​ ​the​ ​entry​ ​is​ ​related​ ​to​ ​educational programming. 6.1.1

6.2

​“Counselling​ ​notes​ ​and​ ​records​ ​created​ ​with​ ​academic​ ​and​ ​vocational​ ​objectives​ ​in mind​ ​should​ ​be​ ​placed​ ​on​ ​a​ ​student​ ​record​ ​as​ ​per​ ​Section​ ​2​ ​(1)​ ​of​ ​the​ ​Student Record​ ​Regulation​ ​which​ ​requires​ ​a​ ​student​ ​record​ ​to​ ​contain​ ​all​ ​information affecting​ ​decisions​ ​made​ ​about​ ​the​ ​student’s​ ​education...”​ ​(Alberta​ ​Education​ ​Fact Sheet)​.​ H ​ owever​ ​counselling​ ​records​ ​of​ ​a​ ​personal,​ ​sensitive​ ​or​ ​embarrassing nature​ ​are​ ​excluded.

For​ ​additional​ ​information​ ​on​ ​Counselling​ ​Protocol​ ​regarding​ ​anecdotal​ ​notes,​ ​please​ ​refer to​ ​Counselling​ ​ePD.

7.​ ​Behavioural​ ​anecdotal​ ​notes​ ​are​ ​not​ ​placed​ ​in​ ​student​ ​CUM​ ​files.​ ​They​ ​are​ ​in​ ​PowerSchool​ ​or​ ​in​ ​a separate​ ​teacher​ ​file. Approval​ ​Date:​ ​November​ ​29,​ ​2016 Reference:

Student​ ​Record​ ​Regulation​ ​225/2006 Alberta​ ​FOIP​ ​Act School​ ​Act Guide​ ​to​ ​Education

Calgary​ ​Roman​ ​Catholic​ ​Separate​ ​School​ ​District​ ​No.​ ​1 Administrative​ ​Procedures​ ​Manual

November​ ​2016 Page​ ​3​ ​of​ ​3