10-12 REPORTING

WRITTEN LEARNING UPDATES

Written Learning Updates (formally called report cards) are Ministry-required learning updates that are provided to families throughout the school year as another way that teachers inform families around student learning progress.

In Central Okanagan Public Schools, there are several guiding principles that were co-constructed with teachers, principals, and vice-principals across all schools that we use to guide our approach to Written Learning Updates.

We believe that Written Learning Updates should:

Be clear and concise.
Empower students in taking ownership of their learning.
Be written in family-friendly language.
Be strength-based and focus on each unique student as a whole learner.
Provide an overview of areas of growth and next steps in learning.
Be consistent and aligned across classrooms, grades, and schools.

WRITTEN LEARNING UPDATES

Consistent, concise, and meaningful Written Learning Updates that are in clear and accessible language enable parents/caregivers, students, and teachers to work together to support each student in their ongoing learning journey.

Each Written Learning Update must include:

Communication of progress of student learning in all subject/curricular areas currently being studied using Letter Grades and Percentages.
Descriptive Feedback on areas of growth and next steps in learning.
Information on Student Self-Reflection of the Core Competencies and Student Goal setting (including where families can learn more about their child’s learning in this area).
An update on student attendance.
An update on the student’s progress on their Graduation Plan (included automatically as part of printing/posting Written Learning Updates in MyEdBC).

Learning Updates

1. LETTER GRADES & PERCENTAGES

Letter Grades & %

Grades 10-12 are required to use letter grades and percentages on all Written Learning Updates. Below is an overview description of each letter grade and percentage range:

Guidance on Assigning Letter Grades and Percentages

Throughout the term, teachers document both informal and formal evidence of learning, collecting student assessment and evaluation data. Prior to reporting on student learning, the teacher reviews the evidence of learning. The teacher uses professional judgement to honor recent evidence and determine progress of the overall learner in relation to the learning standards. The teacher then determines the student’s overall learning in relation to the learning standards for the unit or term and assigns a Ministry-approved letter grade and percentage that correspond to the learning demonstrated by the student.

At the end of the school year or at the completion of a course, teachers assign a letter grade and percentage to indicate each student’s overall learning in each curricular learning area being studied. Due to the ongoing nature of learning, more recent evidence of learning may be honored over initial evidence, as it indicates a more accurate demonstration of a student’s learning in relation to the Learning Standards.

Additional Considerations:

learning is ongoing, students may not demonstrate the same level of learning at the beginning of a course or unit as they do near the end.

using a standards based approach to assessment supports student learning and reflects the competency-driven provincial curriculum.

averaging marks does not provide a true evaluation of a student’s learning.

student behavior and engagement should not contribute to a student’s overall mark (e.g., 10% of the grade for attendance, 5% of the grade for handing in assignments on time, etc.) but instead should be highlighted in descriptive feedback.

a numerical value or letter mark, such as a G, S, or N, should not be placed on student behaviour, work ethic, and/or engagement, but instead should be highlighted within the written descriptive feedback.

2. DESCRIPTIVE FEEDBACK

Descriptive feedback is the most important part of all assessments (formative and summative).

Descriptive feedback empowers students to adjust what they are doing to continue developing their knowledge, skills, and understandings. Knowing a student’s letter grade or percentage provides minimal information to families to help students move forward in their learning (e.g., if a student has a 80% in a course such as Social Studies 11, descriptive feedback is needed to help us understand what the student can do and what their next steps are within that specific course).

Descriptive feedback helps families understand where their children are in their learning, what their next steps are, and how we can work together to best support their children in their continued growth.

QUALITY DESCRIPTIVE FEEDBACK CRITERIA

highlights areas of growth and next steps in relation to Learning Standards.
shares any helpful strategies and ways to support the student (including any additional supports the student may be receiving).
describes student’s behaviour, including attitudes, work habits, effort, and/or social responsibility as it relates to their learning.
is concise (does not communicate progress on every learning standard, rather provides a few notable strengths and next steps within the various curricular areas).
does not simply note what was taught (note: Written Learning Updates are about the child and not an overview of the curriculum).
uses family-friendly, strength-based language (as families may vary widely in their familiarity with educational terms and levels of English language proficiency).
uses pronouns and names as determined by the student (see below for more details).

*Note: paragraphs and/or point form can be used for descriptive feedback

Examples of descriptive feedback within a Written Learning Update that embodies the criteria for quality descriptive feedback:

Example A:

Horace has successfully communicated an in-depth understanding of polynomial factoring, systems of linear equations, and functions and relations: connecting data, graphs and situations. I encourage continued practice with prime factorization and continuing to self advocate when confused with practice work. Horace has demonstrated strong work ethic and perseverance over the term.

Example B:

Lily provides insightful thoughts during our class discussions and has demonstrated proficient questioning and investigating throughout our lab experiments in potential and kinetic energy and energy change during chemical reactions. Reminders are sometimes needed to allow classmates to process work at their own speed during collaboration. Lily could benefit from some organizational skills as practice work is often rushed and incomplete.

Example C:

Monique works well in collaborative group activities.

Her writing skills show strong evidence of ideas, organization, and voice.
Her critical and reflective thought is apparent and she is encouraged to continue to take risks in her writing.

Congratulations with the success on your consistent, dedicated work.

PRONOUNS AND NAMES ON WRITTEN LEARNING UPDATES

When considering which names and pronouns will appear on Written Learning Updates, it is important that the decision is student-led and that we determine from the student their desired approach.

In alignment with the Human Rights Code of BC, students have the right to self-identification, and to decide the name(s) and pronoun(s) by which they are addressed. This includes students who have not made official changes to their name and gender identity in MyEdBC.

While graduation diplomas and transcripts from the Ministry of Education require legal name, Written Learning Updates use the “usual name” as listed in MyEdBC (note: changes to usual name in MyEdBC can be made by administrators, counsellors, and/or school office staff).

Using the same pronoun for all students (e.g., “they”) does not always reflect the pronouns a student may want on their Written Learning Updates, and in cases where there is uncertainty, teachers are encouraged to connect with administrators and/or counsellors for further guidance.

Note: Some students may not be “out” beyond the school community, and may choose to express their name and/or gender differently outside of school. When communicating with a parent/guardian, be sure to determine from the student which name and pronouns to use before writing and sending home a Written Learning Update (as well as other items such as progress updates, digital portfolios, yearbooks, etc.).

Board Policy - 452 - Discrimination as it Pertains to Sexual Orientation and Gender Identity

“The Board of Education is committed to a safe, positive and inclusive learning and working environment for all students and employees regardless of their sexual orientation or gender identity… [where] all members of the school community learn and work together in an atmosphere of respect and safety, free from discrimination, harassment and/or exclusion.”

Descriptive Feedback

Self-Reflection

3. SELF-REFLECTION OF THE CORE COMPETENCIES
& GOAL SETTING

In the new K-12 Student Reporting Policy, each Written Learning Update must include information on student self-reflection of the Core Competencies and student goal setting (including where families can learn more about their child’s learning in this area).

Process is significantly more important than product when it comes to this requirement. Through ongoing self-reflection and goal setting within the Core Competencies, students gain greater ownership and agency in their learning. In BC’s curriculum, Curricular Competencies are all built from Core Competencies. Therefore, by designing learning through Curricular Competencies, Big Ideas, and Content, teachers are already providing students opportunities to learn about and develop their Core Competencies. The key is to notice, name, and nurture the various Core Competencies throughout all the learning experiences that teachers design for their students.

Teachers can support goal setting and self-reflection of the Core Competencies by:

explicitly developing the language of Core Competencies through authentic experiences and learning opportunities within the various Curricular Competencies.

providing ongoing support and repeated opportunities for students to set goals and reflect on their learning and progress towards their goals.

designing reflection opportunities that are integrated across the whole curriculum (and not a separate reflection activity that is disconnected from the learning going on in classrooms.

Format and process of the self-reflection and goal setting are determined at the school level. Schools are encouraged to develop alignment on how they engage students in self-reflection of Core Competencies and goal setting, as it provides consistency and predictability for students, staff, and families.

Throughout the school year, teachers are to build the language and provide students the opportunity to explore all the Core Competencies (Communication, Collaboration, Creative Thinking, Critical Thinking, Positive Personal & Cultural Identity, Personal Awareness & Responsibility, and Social Responsibility).

When it comes to student self-reflection of the Core Competencies there are a variety of approaches teachers and/or schools might take:

they might support students in reflecting on the various Core Competencies each term or throughout the school year;
they might choose to support their class or whole school in focusing on self-reflection within one specific Core Competency in a given term or throughout the school year,
they might also provide students agency in allowing them to choose which Core Competency they complete ongoing self-reflections on throughout the term or school year.

Note: this requirement is intentionally noted as a self-reflection and not as a self-assessment. Students are engaging in reflection on the Core Competencies to identify growth and next steps, rather than assessing or evaluating where they are on a scale.

Goal setting is also intended to be flexible and personalized. Like student self-reflection of Core Competencies, there are a variety of approaches schools and teachers might take to goal setting with their students:

they might support students in developing and reflecting on goals across the various Core Competencies;
they might choose to support students in going deeper in developing and reflecting on one significant goal within one Core Competency,
they might provide students choice on which Core Competencies they set goals for;
they might have students set different goals throughout the school year or support students in gathering evidence and reflecting on the same goals all year long.

Example comment for this requirement on a Written Learning Update:

“We continue to explore Thinking, Communicating, and Personal/Social Core Competencies throughout all of the curriculum. Please see the attached reflection portfolio that your child completed on their Core Competency growth and the individual goals they set for themselves.”

Another example comment for this requirement on a Written Learning Update:

“This term, the students were introduced to the "Positive Personal and Cultural Identity Competency" which is the awareness and understanding of the facets that contribute to a healthy sense of oneself. Please see your child’s portfolio for details on your child’s goal setting and reflection on this Core Competency.”

Note: Schools that are taking a school-wide approach to student reflection of Core Competencies and goal setting are encouraged to use a sample comment like the ones above in the “School Message” at the top of all Written Learning Updates (to simplify the approach for teachers and provide consistent messaging to families).

Note: there is no requirement to put copies of any artifacts of student self-reflection of Core Competencies and goal setting in a student’s file.

SCHEDULE & CONSIDERATIONS

Considerations for Schedule of Written Learning Updates

Each school year, secondary schools (Gr. 10-12) provide families 4 Written Learning Updates (i.e., report cards) and at least 2 informal Learning Updates (e.g., student-led conferences, parent-teacher conferences, open house, celebrations of learning).

A consideration for schools is that their first Learning Update occurs early on in the school year, semester, or term in order to inform families of their child’s initial progress in their learning. Below is an example schedule that would meet this requirement:

Considerations Prior to Written Learning Updates Going Home

Teachers and students communicate student learning with families throughout the school year so that families are well-informed about their children’s learning progress prior to Written Learning Updates going home.

Written Learning Updates can be supported by:

sending families a separate learning overview (e.g., course outline or term overview) prior to Written Learning Updates being sent home.

communicating student learning with families throughout the year through a variety of formats such as: sending home learning evidence, providing progress reports, sharing digital or paper-based portfolios, etc.

informing families about the Learning Standards and experiences that their children are engaging in throughout the term (note: Written Learning Updates are about the child and not an overview of the curriculum).

having conversations with families prior to Written Learning Updates going home, particularly if there is insufficient evidence of learning for the teacher to accurately assess a student and/or there are significant concerns about a student’s learning progress.

Schedule & Considerations

IEPs / LPs / AIPs

Considerations for Students on Individualized Education Plans (IEPs)
An Individual Education Plan (IEP) is a documented plan developed for Ministry-designated students with special needs that describes individualized goals, adaptations, modifications, services to be provided, and measures for assessing achievement.

As with all other students, each Written Learning Update for a student on an IEP should describe the student's growth and next steps, as well as strategies/supports provided to the student to support their ongoing learning.

A copy of the IEP does not need to go home with the Written Learning Update, given that a copy of a student’s IEP is sent home at the beginning and at the end of the school year, and any time significant changes or updates are made to the goals/objectives in their IEP.

Written Learning Updates requirements for students on IEPs:

*Note: for students on IEPs working on different or below grade-level Learning Standards, we are required by the Ministry to assess them based on the Learning Standards they are working on (and not by the Learning Standards of the grade they are in).

Reminder: If a student is working with the supports on an IEP they should not be assessed with a lower letter grade because they receive direct support. If with the supports noted in their IEP, the student is able to demonstrate their learning they should be assessed the same as any other student who is not receiving that same direct support.

Considerations for Students on Learning Plans (LPs)

A Learning Plan (LP) is a documented plan developed by the school that describes individualized goals, strategies, supports, and services to be provided.

As with all other students, each Written Learning Update for a student on an LP should describe the student's growth and next steps, as well as strategies/supports provided to the student to support their ongoing learning.

A copy of the LP does not need to go home with the Written Learning Update, given that a copy of a student’s LP is sent home at the beginning and at the end of the school year, and any time significant changes or updates are made to the goals/objectives in their LP.

Written Learning Updates requirements for students on LPs

All students on LPs are to be assessed on grade-level Learning Standards.

For each subject area that applies in the student’s LP, the following comment should be provided:

“This assessment reflects progress with the supports as noted in the student's Learning Plan (LP). See LP for more details.”

Reminder: If a student is working with the supports on a Learning Plan (LP) they should not be assessed with a lower letter grade because they receive direct support. If with the supports noted in their Learning Plan (LP), the student is able to demonstrate their learning they should be assessed the same as any other student who is not receiving that same direct support.

Considerations for English Language Learning (ELL) Students

The following are student reporting guidelines for students who are accessing English Language Learning (ELL) supports.

At each reporting period:

ELL teachers: all students on an AIP (Annual Instruction Plan) who are receiving ELL supports will have an “ELL” course attached to them in MyEdBC for ELL teachers to provide a comment which should include descriptive feedback on:
- the language development services the student is receiving
- the student’s progress on their literacy goals
- ways that families can support the student in their learning
- note: a copy of the student’s AIP does not need to go home with the Written Learning Update

Classroom teachers: as with all other students, each Written Learning Update for an ELL student should include a comment to describe the student’s growth and next steps, as well as strategies/supports provided to the student to support their ongoing learning (note: no specific comment needs to be added on the student being an ELL learner as there is a specific "ELL" course on the Written Learning Update with comments from the ELL teacher).

Further Student Reporting Guidance for Classroom Teachers with ELL Students

All students receiving ELL supports are to be assessed on grade-level Learning Standards, even if they are working on below grade-level Learning Standards, as they do not have a Ministry-designated IEP.

Reminder: ELL students receiving direct support should not be assessed with a lower letter grade because they receive direct support. If with the ELL supports provided the student is able to demonstrate their learning they should be assessed the same as any other student who is not receiving that same direct support.

INSUFFICIENT EVIDENCE OF LEARNING (IE)

The “IE” symbol is used to alert parents/caretakers when students, for a variety of reasons, have not provided sufficient evidence of learning in relation to the Learning Standards. The "IE" symbol may be used on any Written Learning Update if a student has:

(a) “insufficient evidence” to provide a passing grade at the time of a Written Learning Update (i.e, below 50%);

(b) significant “insufficient evidence” that is currently greatly affecting their grade in the course (e.g., student’s current standing based on the learning evidence that has been collected is 90%, but they have missed an entire unit of learning that would drop them multiple letter grades if not accounted for).

In either scenario, an “IE” is provided along with a comment that identifies the Action Plan in place that the teacher has connected with students and their families on.

Example comment: “Your mark this term is an “IE” for “Insufficient Evidence”. As communicated on X date, student name is to complete their assigned “IE” Action Plan in order to demonstrate learning evidence in this curricular area that was not provided during this term."
The Action Plan must indicate what learning evidence must be provided and by what date in order for the “IE” to be changed to a letter grade and percentage.
Conversion of “IE” to a letter grade and percentage is done in MyEd by the teacher unless they no longer have access to make changes in the term in question. If that is the case, contact the office staff to make this update.
Should there still be “insufficient evidence” after the date provided in the “IE” Action Plan, the “IE” will remain in place for the given term in question.
If providing a final mark, and there is still “insufficient evidence” after the date provided in the “IE” Action Plan to provide a passing grade for the course, an “F” and corresponding percentage would then be assigned in the final term column (see example below).

Note: an “IE” must be given before an “F” is assigned at the end of a course.

Some examples of when an “IE” symbol might be required due to insufficient learning evidence:

when a student has recently moved to a new school or district (e.g., arriving a few weeks before the end of a term/semester).
when a student has been ill or away from school for a significant period of time (e.g., prolonged student illness, travelling for several weeks, absent for the majority of a given term/semester, etc.).
when a student has not demonstrated significant learning evidence (observations, conversations, and products) for the teacher to provide an accurate assessment.

Teachers and families work together when a potential assessment issue arises related to insufficient evidence of learning. When an "IE" reporting symbol has been assigned, teachers, students, and parents/caretakers work together to discuss the situation, including the subject areas where further evidence of learning is needed, the potential needs of the student, and possible solutions and supports. Where applicable, teachers should provide a clear timeline for resolution, student needs, and a specific plan of action to arrive at a possible solution.

At times, there may be insufficient evidence of learning at the end of the school year. In these cases, teacher(s), principal/vice-principal(s), and School-Based Teams work together to determine the best course of action such as a course withdrawal, course fail, standing granted, etc., with a comment explaining the circumstances for insufficient evidence.

Insufficient Evidence

MyEducation BC

MYEDUCATIONBC

As we adopt the new K-12 Student Reporting Policy Framework, and create alignment and consistency with student reporting across all our schools, we require a centralized location for student reporting, student attendance, and student tracking. MyEducationBC (MyEdBC) is the Student Information System used by the Ministry of Education and all districts in British Columbia, and is the centralized location for student reporting in Central Okanagan Public Schools.

While all schools in this new reporting framework will use MyEdBC, there are a variety of approaches and considerations for schools to consider. Below are templates and example approaches depending on your context: