K-5 CSL

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: All About Me 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 All About Me portfolio.

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:

K-3

• English Language Arts
• Mathematics 
• Science 
• Social Studies 
• Physical and Health Education
• Arts Education
• Teacher Overall Comment
• Core Competencies and Goal Setting
• Student attendance data

4-5

• English Language Arts
• Mathematics 
• Science 
• Social Studies 
• Physical and Health Education
• Arts Education
• Grade 5, FSL
• Teacher Overall Comment 
• Core Competencies and Goal Setting
• Student attendance data

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

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