6-8 CSL

FALL & SPRING STUDENT-LED CONFERENCES

A strength-based approach and student voice are at the heart of these conferences – students are strongly encouraged to attend and play a leading role. Note: meetings to discuss concerns should be scheduled at an alternative time.

Takes place in person in the school/classroom or virtually via Microsoft Teams if requested by the family.

Includes an opportunity to discuss/share student goal(s) for the year: My Blueprint may be used to communicate reflections and goals.

Administrators, in consultation with teachers, will determine how to reach out to families of vulnerable, Indigenous, or students whose proficiency is concerning, to ensure they are prioritized for conference times that work for them. If families are unable, or choose not to attend, teachers must connect with these families in alternate ways. Administrators will work with teachers to ensure the families of all students that meet these criteria are communicated with. All other families who do not attend conferences will be formally communicated with through an e-mail/phone call encouraging parents to review their child's My Blueprint portfolio.

DECEMBER AND MARCH WRITTEN LEARNING UPDATES AND SUMMARY OF LEARNING

Completed in MyEd BC

Provincial Proficiency Scale

The provincial proficiency scale is used to assess and communicate student progress in relation to grade-level curricular standards or IEP Goals.

Averaging proficiency scores over a term or year does not provide an accurate picture of student learning. Learning demonstrated close to the communication of student learning will be most reflective of student proficiency and should be used as the strongest evidence of learning.

Separating Behaviour from Learning

While student behaviour and attendance may need to be communicated home, these needs are separate from reporting a student’s growth in relation to the Learning Standards of the provincial curriculum.
Student behaviour or attendance should not contribute to a student’s overall mark in each learning area (e.g., 10% of the grade for attendance, 5% of the grade for handing in assignments on time, 20% for participation).
Behaviour is still important but there are other mechanisms, outside of reporting, to address these needs.

Must include:
• English Language Arts or
• For French immersion students, English Language Arts and French Language Arts (Français langue seconde)
• Social Studies
• Mathematics
• Science
• Physical and Health Education
• Arts Education
• Applied Design, Skills and Technologies
• Career Education
• For Grades 6, 7 and 8, a second language, except for students enrolled in a French immersion program.
• Advisory Comment (Core Competencies and Goal Setting)
• Student attendance data

PRINTING REPORT CARDS - READ THOROUGHLY!

Report Card Printing K-9

TEACHER COMMENTS

Subject Area Comments

Descriptive feedback includes strength-based written comments or documented conversations that describe student learning, as well as identifying specific goals and next steps for future growth.

Suggested elements for subject-specific comments:

Areas for strengths and stretches…

Consider blending the skills demonstrated by the student (‘curricular competencies’) using what has been learned (‘content’). By blending we can highlight the relationship between skills and content and make reports more meaningful and effective.

What can the student do for continued growth (‘next steps’)?

Identify/suggest ‘next steps’ that are specific to supporting the student’s needs/stretches.
Keep it manageable for the reader by limiting this to one or two ‘next steps’.

Advisory

The purpose is to communicate the teacher’s perspective, and may include student social responsibility, collaboration, attendance, and an overall snapshot. These elements are separate from reporting a student’s growth in relation to the Learning Standards of the provincial curriculum.

Suggested elements for the Advisory Comment

Areas for strengths and stretches…

How the student is interacting with, and contributing to, the learning community.
How the student interacts with peers/adults in positive language.
The student’s specific (or general) approach to learning/habits/effort.

What can the student do for continued growth?

Identify/suggest ‘next steps’ that are specific to supporting the student’s needs/stretches.

Finish with hope and optimism…

A positive statement to conclude the comment.

Student self-reflection of the Core Competencies: If captured in myBlueprint, the MyEd BC report may state:

Please visit your child's portfolio to review their Core Competencies and Goal Setting: https://bit.ly/eportfolioparents

SD67 Middle School Teacher Subject-Specific Comment Resource

SELF ASSESSMENT OF THE CORE COMPETENCIES AND GOAL SETTING

The K-12 Student Reporting Policy requires that student self-reflection on Core Competencies and goal setting be included in the written Learning Updates and the Summary of Learning. In the interest of flexibility for students and their learning, the format and process for supporting student self-reflection on Core Competencies and goal setting are to be outlined and determined by each district or school. In School District 67, it is expected that students will self-report on one or more of the following Core Competencies: Thinking, Communicating, Personal & Social. This is an opportunity for students to reflect on some element of their learning in a meaningful and personal way.

Learning is ongoing. It is expected students will document their learning throughout the year. One suggestion might be to, twice a month, give students reminders and opportunities to highlight how their learning reflects one or more of the core competencies.

Goal setting can be related to the Core Competencies, but it does not have to be in relation to them. Student goal setting can relate to learning goals, future aspirations, overcoming challenges, school-based programs or community-oriented elements. This broad range of flexibility ensures that teachers and students are able to engage in these processes in ways that are most meaningful to them.

Student self-reflection of the Core Competencies: If captured in my Blueprint, the MyEd BC report may state:

Please visit your child's my Blueprint portfolio to review their Core Competencies and Goal Setting: https://bit.ly/eportfolioparents

INSUFFICIENT EVIDENCE (IE)

In select instances, Insufficient Evidence, IE, may be used within a Written Learning Update or Summary of Learning when students, for a variety of reasons, have not provided sufficient evidence of learning in relation to the learning standards. This means that teachers do not have enough information (observations, conversations, and products) to assess a student adequately and accurately.

An IE is only appropriate when prior conversations have already occurred with administration, the student, and their family letting them know that not enough information to assess accurately exists, and if students and parents have an interest in demonstrating further evidence of learning and/or would like to have the student's IE eventually translated into a proficiency scale indicator or percentage.

INCLUSIVE EDUCATION GUIDELINES

All students are eligible to receive universal assessment supports and can be assessed according to their achievement of grade-level Curricular Competencies. (All students, refers to everyone (including those with an IEP, safety plan, or behaviour plan). All students can receive universal Tier 1 assessment supports.)

Some students will achieve their grade-level competencies with more targeted assessment supports. Universal and targeted assessment supports do not alter provincial learning standards. Students accessing supports for learning should be assessed in relation to grade-level curricular standards. Teachers are expected to communicate targeted assessment supports when reporting. (Some students refers to students who are experiencing difficulty meeting learning standards (students may or may not have an IEP, safety plan, or behaviour plan in place). These students need additional targeted Tier 2 assessment supports and are identified through screening and diagnostic tasks or progress monitoring in the classroom setting by the classroom teacher.)

Few students will require specific assessment supports and individualized curricular goals, referred to as replacement curricula. (Few students are those who are receiving Tier 3 supports in addition to Tier 1 and 2 supports. These are students who have complex needs or moderate to profound intellectual disabilities. These students are being assessed in relation to the Individualized learning goals as outlined in their IEP and have been identified by the SBT and Inclusive Education team.)

In K - 9, these are students who are identified through their IEP in consultation with the Inclusive Education team.
In Gr. 10 - 12, these are students who are working towards a School Completion Certificate rather than a Certificate of Graduation.

In consultation with the Inclusive Education team, the classroom teacher and the case manager from the School-Based Team, will support the design and communication of curricula. Students working with specific assessment supports may not necessarily be Emerging on the Provincial Proficiency Scale. If, with the supports noted in their IEP, they are showing grade-level proficiencies, they should be assessed as 'proficient'. Teachers are expected to communicate targeted and specific assessment supports when reporting. Reporting at the classroom level is done for ALL students, including those supported with an IEP.

Requirements

Reporting at the classroom level is done for ALL students, including those supported with

an IEP

Any instructional practices (targeted and specific) that have been supportive to a student's learning should be stated in the Written Learning Updates and the Summary of Learning within the specific area of learning using a strength-based comment
- Communication of student learning for all students will be at established timelines following district requirements
For students on an IEP with specific assessment supports, teachers are expected to:
- Collaborate with the Case Manager to complete/update the IEP for students with a ministry designation
- Consult with the Case Manager in helping determine the growth and progress of their students on an IEP in relation to their goals
- Consult with the Case Manager to complete CSL requirements
  - - The Written Learning Updates and Summary of Learning should contain strength-based comments that follow guidelines
    - Participate in regular IEP reviews with the Case Manager

Include as appropriate:

EA support (may use the phrase “has benefitted from peripheral EA support” if not directly assigned)
Learning Support Teacher (in-class, pull-out, small group, individual)
Indigenous Education support
SLP support
Counselling support
reference to IEP
reference to Student Learning Plan

ELL

The reporting requirements for English language learners who are following the provincial curriculum for a course, subject or grade are the same as for other students. When communicating student learning, a student’s English language proficiency must be considered before determining progress for a particular learning standard.

When completing Written Learning Updates and the Summary of Learning, teachers should:

Clearly indicate the student has been identified as an English Language Learner (ELL) and is receiving additional collaborative (small group or in-class) support from an ELL teacher
Include a comment that is specific to the student's English language progress - this comment can be placed in any area where it is applicable
Consider each area of learning separately – for example, it may be possible for a level 1 or level 2 student to demonstrate proficiency in areas where language proficiency isn’t the main focus (e.g. art, music, numeracy)
- Include strength-based feedback on the student's progress within all areas of learning
- An IE (Insufficient Evidence) for proficiency level may be used for a student whose English language proficiency is Level 1, 2, or 3 only if they have been unable to demonstrate proficiency of the learning standard
Follow the guidelines for Insufficient Evidence

RESOURCE LINKS