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Communicating Student Learning

Official Working Copy January 30, 2017

Table of Contents


Moving with Purpose – Communicating Student Learning in NLPS .......................................................... 1

Local Student Reporting Policy and Procedures ......................................................................................... 5

Interim Reporting Guidelines 2016‐17 ....................................................................................................... 5

Ongoing Communications of Student Learning ......................................................................................... 8

Example – Written Progress Report (January) ......................................................................................... 10

Example – Written Summative Report (June) .......................................................................................... 13

Addendum to Guidelines .......................................................................................................................... 16

Communicating Student Learning .................................................................................................... 17

Roles & Responsibilities .................................................................................................................... 18

Students with Adaptations & Modifications .................................................................................... 18

English Language Learners & International Students ...................................................................... 20

Insufficient Information to Report on Student Progress .................................................................. 20

French Immersion, FSL and Other Language Areas .......................................................................... 21

Reporting on Arts Education ............................................................................................................. 22

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Setting the Context The BC Education Plan is moving toward educational choice and flexibility, with less focus on facts and more on concepts and competencies. We are changing our approach to help our learners connect with and acquire the skills they need to succeed. Within the new vision for education, teachers will involve empowering and guiding learners, who will engage in discovery, creativity and problem solving.

The Ministry of Education is redesigning curriculum and assessment to fit with the modern education system needed for today’s world. Redesigned curriculum for Grades K-9 is being implemented in the 2016-17 school year. In addition, parental engagement about student progress reporting is taking place during the 2016-17 school year.

As teachers continue to reshape their instructional practices, they are identifying better and more effective ways of assessment and evaluation. We are moving with purpose from a model of Reporting to Parents, to Communicating with Parents on an ongoing basis. This involves more fluid processes and changes in how we assess, as well as how we communicate student learning to parents and to the students.

Principles of Quality Student Assessment

The following principles provide a foundation for the development of classroom assessment, evaluation and communication of student learning. These principles are intended to provide teachers with guidance for classroom assessment that aligns with the redesigned curricula.

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Quality assessment is fair, transparent, meaningful and responsive to all learners

focuses on all three components of the curriculum model – knowing, doing, understanding

provides ongoing descriptive feedback to students

is ongoing, timely, specific, and embedded in day-to-day instruction

provides varied and multiple opportunities for learners to demonstrate their learning

involves students in their learning

promotes development of student self-assessment and goal setting for next steps in learning

allows for a collection of student work to be gathered over time to provide a full profile of the learner and learning

communicates clearly to the learner and parents where the student is, what they are working towards and the ways that learning can be supported

Throughout the learning process, teachers and students intentionally gather evidence to inform teaching and learning. The teacher creates rich tasks, engages with the students in setting criteria, establishes exemplars, and leverages the power of questioning to allow for ongoing, timely, descriptive feedback to the student. This process assists students in moving forward toward their learning targets and goals. Students are encouraged to reflect and self-assess to build important meta-cognitive skills. Personalization lends itself to assessment as learning, where students participate in the setting of criteria and the design of inquiries, and self- and peer-assessment.

Teachers will document student learning over time using collections of student work and demonstrations to create a profile of his or her strengths, areas of growth, and areas for further development. Students, teachers, and parents, use criteria and rubrics to determine the standards met and the level of competency attained. Through multiple means and varied strategies, the student’s learning is made visible, and their successes celebrated. In this process, new learning goals and targets are established and ways to support the student’s learning described.

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Student Reporting for 2016-17 School Year

BC Ministry of Education (effective July 1, 2016) For the 2016-17 school year, the Ministry of Education has put in place Interim Student Reporting Guidelines for Grades K-9, contained in the Student Reporting Policy (Revised) effective July 1, 2016. For Grades 10-12, Boards will follow the Student Reporting Policy. During the 2016-17 school year, the Ministry will consult with parents, educators, and school boards to inform further policy.

http://www2.gov.bc.ca/gov/content/education-training/administration/legislation- policy/public-schools/student-reporting

Boards of Education must provide parents with a minimum of five reports describing students' school progress. Reporting to parents should be timely and responsive throughout the school year.

For Grades K-9 beginning in the 2016-17 school year, Boards of Education will either:

A. Develop and follow local student reporting policy and procedures set by the

Board for Grades K-9, which must meet the Interim Student Reporting Guidelines for Grades K-9, or

B. Follow the revised Student Reporting Policy

For Grades 10-12, Boards will follow the Student Reporting Policy.

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LOCAL STUDENT REPORTING POLICY AND PROCEDURES

Nanaimo Ladysmith Public Schools (effective September 1, 2016)

In Nanaimo Ladysmith Public Schools, we will be moving from a model of ‘reporting to parents’ to ‘communicating student learning with parents’ on an ongoing basis. We recognize that we are on a learning journey as we move through this process. We will be supporting educators to advance their understanding and approaches to reflect the principles of quality student assessment. We will work towards providing parents with timely and responsive communication of student learning throughout the year, following district policies and procedures.

To ensure quality and consistency, the following local guidelines and procedures have been developed for Grades K-9, in the 2016-17 school year. These Interim Student Reporting Guidelines do not apply to Grades 10-12. Ongoing feedback throughout the year as well as a Revised Reporting Order from the Ministry of Education will inform changes for NLPS for the 2017-18 school year.

NLPS Interim Reporting Guidelines for Grades K-9

K-7 8-9

Communication will occur a minimum of five times during a school year

Ongoing Communications of Student

Learning o Minimum of three times throughout the

school year. o One of the three can be the parent-

teacher conference o The other two meet the criteria outlined

and the minimum requirements for curricular areas

Two Written Reports: o Progress Report - end of January

reporting no longer requires letter grades

o Summative Report – end of June includes student self-reporting of

core competencies reporting no longer requires letter

grades

Ongoing Communications of Student

Learning o Minimum of three times throughout the

school year. o One of the three can be the parent-

teacher conference o The other two meet the criteria outlined

and the minimum requirements for curricular areas

Two Written Reports: o Progress Report - end of January

reporting no longer requires letter grades

o Summative Report – end of June includes student self-reporting of

core competencies reporting no longer requires letter

grades

AND / OR Specifics to be determined by each school

context in consultation with Department of Learning Services

(Meets the MOE Interim Student Reporting Guidelines for Grades K-9, 2016-2017)

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NLPS: Interim Reporting Guidelines 2016-17 (K-7), (8-9)

A. Ongoing Communications of Student Learning

is a communication from a teacher to a parent/guardian about a child’s learning, adheres to the criteria outlined below, meets the minimum requirements for each curricular area (page 8), is responsive throughout the year, at any stage of the learning process.

For the 2016-17 school year, NLPS requires Ongoing Communications of Student Learning, a minimum of three times throughout the school year. One of these three can be the parent-teacher conference and the other two must meet the criteria outlined and the minimum requirements for curricular areas. We strive to have the parent-teacher conference meet the criteria outlined for each communication (see below). However, we recognize that we are on a learning journey and that not all parent-teacher conferences will meet all four criteria, yet.

1. Criteria for each Communication: Explicitly references the Learning Standards

Learning standards include the Curricular Competencies and Content as identified in the new BC Curriculum documents. They describe what the students are expected to know, understand, and be able to do.

Includes Authentic Evidence of Learning Student created evidence. Examples may be: student work samples, photographs, audio, and video offer visible, authentic evidence of learning. These may be observed at any time during the learning process.

Provides Descriptive Feedback Descriptive feedback is ongoing, specific and timely. The primary purpose of descriptive feedback is to help the student understand:

what they are doing well, what needs improvement, what are the next steps for learning

Includes Student Voice Ownership of learning becomes more authentic when students use their own voice to communicate about their learning. Student voice is when the student can self-reflect and articulate what they are learning, why they are learning it and identify where they are in the learning process.

A. Ongoing Communications of Student Learning

1. Criteria for each communication 2. Minimal requirements for curricular areas

B. Written Reports 1. Written Progress Report (end of January) and Written Summative Report (end of June) 2. Record of Ongoing Communications of Student Learning 3. Student Self-Reporting of Core Competencies

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2. Minimum Requirements for Curricular Areas

For the 2016-17 school year, NLPS requires Ongoing Communications of Student Learning, a minimum of three times throughout the school year. One of these three can be the parent-teacher conference. The other two, must adhere to the minimum requirements for curricular areas outlined below.

Ongoing Communications of Student Learning will likely make reference to more than one curricular area, and may include the remaining curricular areas. The remaining curricular areas are not included in the minimum requirements; however, concerns should be communicated to parents as necessary, in a timely manner, prior to a written report. Ongoing Communications of Student Learning must be recorded on the Record of Ongoing Communications of Student Learning and included with Written Reports (January and June).

Elementary

Curricular Areas (English Program) K-7

English Language Arts 2+ Mathematics 2+

Science 2+

Social Studies 2+

Physical and Health Education Include remaining curricular areas as

necessary

Arts Education Applied Design, Skills and Technologies Career Education Core French – (Grades 5-7 only)

Matières (Immersion française) M-3 4-7

Français langue seconde – immersion 2+ 2+ English Language Arts n/a 2+

Mathématiques 2+ 2+ Sciences 2+ 2+ Sciences humaines 2+ 2+ Éducation physique et santé

Inclure les autres matières au besoin

Éducation artistique Conception, compétences pratiques et technologies Éducation à la carrière

Secondary

8-9

Same as elementary K-7, AND/OR specifics to be determined by each school context in consultation with Department of Learning Services.

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Ongoing Communications of Student Learning

In Nanaimo-Ladysmith Public Schools, we will be moving from a model of reporting to parents to communicating student learning with parents on an ongoing basis. Ongoing Communications of

Student Learning are timely and responsive throughout the year.

Minimum Requirements for Curricular Areas

CURRICULAR AREA Language Arts Mathematics Sciences Social Studies

MINIMUM # OF COMMUNICATIONS (2016-17) 2+ 2+ 2+ 2+

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B. Written Reports (K-7), (8-9)

Written reports are required twice a year (Progress Report for end of January and a Summative Report for the end of June) for students in Grades K-7. Letter grades are not required on reports; however, if requested by parent/guardian, letter grades must be provided at the end of the school year/semester (Grades 4-9).

1. Written Progress Report (mid year) and Written Summative Report

The Written Reports (end of January & end of June) must use the templates provided, which include:

descriptive written comments that address the student’s strengths,

areas for improvement, and ways to support learning in relation to the learning standards.

a summary of student’s progress to date using a draft Competency Scale, according to widely held grade level expectations, in relation to the Learning Standards (curricular competencies and content) as defined in the BC Curriculum.

The Written Summative Report (end of June) must also include student self-reporting of Core Competencies (sample templates/tools to come).

2. Record of Ongoing Communications of Student Learning

Ongoing Communications of Student Learning are timely and responsive throughout the year, conveying significant context for parents about student learning. It is important that each Ongoing Communication of Student Learning be recorded on the Record of Ongoing Communications of Student Learning, as it is a record of “How” and “When” a

Student Competency Scale Beginning

to acquire knowledge, skills, strategies and

processes.

Developing the ability to apply knowledge, skills,

strategies and processes.

Applying knowledge, skills,

strategies and processes

consistently.

Extending knowledge, skills,

strategies and processes creatively

and strategically.

Student is beginning to understand at grade-level expectations

Shows evidence that learner can demonstrate some progress towards the learning standards

Student is developing understanding at grade-level expectations

Shows evidence that learner can understand the learning standards in basic or familiar situations

Student is applying understanding at grade-level expectations

Shows evidence that learner can transfer understanding of the learning standards to both predictable and new situations

Student is extending understanding at grade level expectations

Shows evidence that learner can insightfully and creatively apply an in-depth understanding of the learning standards in complex situations

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communication of student progress was seen by the parent. A copy of each student’s Record of Ongoing Communications of Student Learning must be included with both written reports. This Record of Ongoing Communications of Student Learning shows an up-to-date record of ongoing communication with parents in the curricular areas. By the end of the year, this Record of Ongoing Communications of Student Learning should reflect the entire year’s communications and that the minimum requirements are met (see section A2).

3. Student Self-Reporting of Core Competencies

Student Self-Assessment of Core Competencies must be included with the Written Summative Report (end of June). There is no expectation for teachers to report on Core Competencies because teachers are in fact assessing core competencies as they report on the curricular competencies in each curricular area. However, it is important that students be able to identify their strengths and areas for improvement through self-reflection and self-assessment (student voice). In taking ownership of their learning, students should be able to describe how they are developing their Core Competencies, with the help of their teacher where necessary. (sample templates and tools will be provided).

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YOUR ELEMENTARY SCHOOL ADRESS, CITY, POSTAL PHONE NUMBER Principal: Joe Principal Teacher(s): Susie Que

Student Name: JOHN SMITH Student Demographic Information

Student Attendance

This report is a summary of student’s progress, according to widely held grade level expectations, in relation to the learning standards of the BC Curriculum. The student’s level of learning has been assessed through a variety of learning opportunities to determine what the student knows, understands, and is able to do.

WRITTEN PROGRESS REPORT

January (Mid‐Year)

January xx, 2016

Descriptive Written Comments

STUDENT’S STRENGTHS: (Comments may also include student attitudes, work habits, effort & social responsibility that are impacting student learning)

AREAS for IMPROVEMENT:

(Comments may also include student attitudes, work habits, effort & social responsibility that are impacting student learning)

This text is viewable by the teacher prior to

entry of text… it is not printable.

WAYS to SUPPORT LEARNING:


For further information, please refer to previous Ongoing Communications of Student Learning.

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Student Competency Scale

LEVELS OF COMPETENCY (in relation to grade level standards)

Beginning to acquire

knowledge, skills, strategies and processes.

Developing the ability to apply knowledge, skills, strategies and processes.

Applying knowledge, skills, strategies and processes

consistently.

Extending knowledge, skills, strategies and processes

creatively and strategically.

ENGLISH LANGUAGE

ARTS

Comprehend and connect READING, LISTENING, and VIEWING

Create and communicate WRITING, SPEAKING, and REPRESENTING

MATHEMATICS

SCIENCE

SOCIAL STUDIES

ARTS EDUCATION

PHYSICAL AND HEALTH EDUCATION

CAREER EDUCATION

APPLIED DESIGN, SKILLS & TECHNOLOGY

CORE FRENCH (Grades 5‐8)

SUPPORT

Significant adaptations have been provided. See IEP/SSP progress report attached. Please see additional report attached. (e.g. ELL, SLP, etc..)

Teacher Signature: Principal Signature:

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Student Name: Record of Ongoing

Communications of Student Learning Grade:

Teacher:

Date

Description

Method LA

Math

Science

SS

Other

Notes

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YOUR ELEMENTARY SCHOOL ADRESS, CITY, POSTAL PHONE NUMBER Principal: Joe Principal Teacher(s): Susie Que

Student Name: JOHN SMITH Student Demographic Information

Student Attendance

This report is a summary of student’s progress, according to widely held grade level expectations, in relation to the learning standards of the BC Curriculum. The student’s level of learning has been assessed through a variety of learning opportunities to determine what the student knows, understands, and is able to do.

WRITTEN SUMMATIVE REPORT

June (End of Year)

June xx, 2016

Descriptive Written Comments

STUDENT’S STRENGTHS: (Comments may also include student attitudes, work habits, effort & social responsibility that are impacting student learning)

AREAS for IMPROVEMENT:


This text is viewable by the teacher prior to

entry of text… it is not printable.

WAYS to SUPPORT LEARNING:


For further information, please refer to previous Ongoing Communications of Student Learning and Student Self‐ Assessment of the Core Competencies.

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Student Competency Scale

Teacher Signature: Principal Signature:

The minimum number of Ongoing Communications of Student Learning for each Curricular Area has been met.

LEVELS OF COMPETENCY (in relation to grade level expectations)

Beginning to acquire

knowledge, skills,strategies and processes.

Developing the ability to applyknowledge, skills, strategies and processes.

Applying knowledge, skills,strategies and processes

consistently.

Extending knowledge, skills,strategies and processes

creatively and strategically.

ENGLISH

ARTS

Comprehend and connect READING, LISTENING, and VIEWING

Create and communicate WRITING, SPEAKING, and REPRESENTING

MATHEMATICS

SCIENCE

SOCIAL STUDIES

ARTS EDUCATION

PHYSICAL AND HEALTH EDUCATION

CAREER EDUCATION

APPLIED DESIGN, SKILLS & TECHNOLOGY

CORE FRENCH (Grades 5‐8)

SUPPORT

Significant adaptations have been provided. See IEP/SSP progress report attached.

Please see additional report attached. (e.g. ELL, SLP, etc..)

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Assigned to Grade for the 2017/18 school year.

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Record of Ongoing Communications of Student Learning

Student Name:

Grade:

Teacher:

Date

Description

Method LA

Math

Science

SS

Other

Notes


Addendum to Guidelines

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17 NLPS Communicating Student Learning – Addendum – Jan 12‐17


Today’s classrooms are diverse and inclusive by nature. Differentiation of instruction and

assessment and the principles of universal design are now recognized practices for

teachers. Both differentiation and universal design provide systematic approaches to setting

goals for ALL students and developing sound assessment practices.

Differentiated assessment requires that teachers develop a range of accommodations to

support student learning and progress over time. These accommodations may take the form of

adaptations and/or, in exceptional circumstances, modifications. While many students with

special needs and/or significant learning challenges should be able to achieve the learning

outcomes for subjects or courses with few adaptations, some students may require more. A

small proportion of students, however, will need individualized outcomes or goals different

than the curriculum; this is referred to as a modification.

Assessment and reporting practices support all students, including those with special needs and

those who are learning a second or additional language. For these students, adaptations to the

instruction or assessment methods may be necessary and should be reflected in their

individualized plans.

All students who are designated in a BC Ministry special needs category must have a

completed Individual Education Plan (IEP).

All students who are learning a second or additional language must have an Annual

Instructional Plan (AIP).

In Nanaimo Ladysmith Public Schools, Student Support Plans (SSPs) are used for

students without a BC Ministry identified special needs category, who require a written

plan to support their learning needs and maximize achievement levels.

The BC Ministry of Education and Nanaimo Ladysmith Public Schools requires reporting for ALL

students’ achievement, including those who are supported with an IEP, SSP or AIP. For

students with an IEP, SSP or AIP, it is also a requirement to report on progress in relation to the

goals of the IEP, SSP or AIP. The purpose of reviewing student progress according to the

individualized goals is to ensure that there is alignment between how the student learns and

the strategies used to differentiate instruction. A plan for intervention must be clearly

articulated in order to close the gap in achievement.


ROLES & RESPONSIBILITIES

The classroom teacher has the overall responsibility for reporting on ALL students in his/her

class, including those with an IEP, AIP, or SSP, regardless of other school supports they may

receive. While students may work with specialist teachers (referred to as case managers), it is

the classroom teacher who is responsible for a student’s individualized education program. The

classroom teacher works in collaboration with the case manager to report on the progress of

students with an IEP, SSP, or AIP. Where there are more complex cases and a separate IEP, SSP,

or AIP Progress report is required, it is the responsibility of the case manager to ensure this

progress report is complete in collaboration with the classroom teacher.

Students with Adaptations & Modifications

REPORTING FOR STUDENTS WITH ADAPTATIONS

In Nanaimo Ladysmith Public Schools, both the Written Progress Report (Mid‐Year) and the

Written Summative Report (Year‐End) include a competency scale. This competency scale

reflects student achievement in relation to widely held grade level standards for that point in

the school year. When a student is working on curricular learning standards below grade level

(adapted), the IEP, SSP or AIP and the st ud ent ’s pro gress rep o rt must clearly indicate the

learning standards and grade level at which the student is working.

The following table summarizes reporting criteria for student with adaptions:

When a student with special needs is able to demonstrate his or her learning in relation to grade‐level learning standards, the written progress/summative report must:

When a student with special needs is NOT able to demonstrate his or her learning in relation to grade‐level learning standards, the written progress/summative report must:

Show student progress using the competency scale

Indicate to the right of the competency scale using the drop down list, IEP, SSP, or AIP (select one)

Embed written descriptive comments within the written report that:

o Reference adaptations used to support the achievement of grade‐level learning standards

o Reference progress in relation to goals set out in

the student’s IEP, SSP, or AIP.

Not show student progress using the competency scale (a comment will appear, “please see comments”)

Not use the IEP, SSP, or AIP drop down list to the right of the competency scale

Select “yes” beside “SUPPORT – Adaptations have been provided. See attached IEP/AIP progress report” at the bottom of the report

Embed written descriptive comments within the written report that:

o Clearly reference the current grade‐level learning standards at which the student is working

o Reference adaptations used to support the student in his/her learning

o Reference progress in relation to goals set out in the student’s IEP, SSP, or AIP.

AND

Include an additional IEP, SSP, or AIP progress report that describes progress in relation to goals set out in the student’s individualized plan and the grade level of student achievement.


Examples of Embedded Written Comments:

With the use of a graphic organizers, is able to organize written paragraphs with a topic

sentence and supporting details

Showing moderate progress in (describe goal) as per IEP

Demonstrated significant progress in understanding number concepts to 100, as per IEP goal

(Grade Two Level)

REPORTING FOR STUDENTS WITH MODIFICATIONS

Modifications refer to instructional and assessment‐related decisions made to accommodate a

student’s educational needs. These consist of individualized learning goals and outcomes which

are different than learning standards of a course or subject. Modifications should be considered

for those students whose special needs are such that they are unable to access the curriculum

(i.e., students with limited awareness of their surroundings, students with fragile

mental/physical health, students medically and cognitively/multiply challenged).

Students with special needs who require modifications must have an IEP, as they are not

expected to achieve the learning standards outlined in the provincial curriculum. The

decision to remove a student from BC Learning Standards must be made by the student’s team

and documented on the Curriculum Consultation Record which records that the

parent/guardian has been consulted. Student’s progress must be reported in relation to the

established individual goals in the IEP rather than the Learning Standards of the curriculum.

The most appropriate form of reporting for a student on a fully modified program should be

determined by the school‐based team, in collaboration with the classroom teacher, and must

include a comprehensive IEP Progress Report. The Written Summative Report and a

comprehensive IEP Progress Report must be completed in June.

When a student with special needs requires modified curriculum (is unable to access BC Performance Standards) the written progress/summative report must:

Not show student progress using the Competency Scale only in the subject area(s) with modifications (acomment will appear, “please see comments”),

Select “yes” below the Competency Scale “SUPPORT ‐ See attached IEP, SSP, or AIP ProgressReport”

Embed written descriptive comments that are in relation to the student’s individualized expectations: Strengths of the learner

o Areas for improvemento Ways to support

Include an additional IEP Progress Report which describes progress in relation to each goal set out in thestudent’s individualized plan


English Language Learners (ELL) and International Students

For English Language Learners, the procedures above should be followed as well. Until an ELL

student is able to demonstrate his or her learning in relation to expected learning standards set

out in the curriculum for the course or subject and grade, the competency scale should not be

used and written descriptive comments or an additional progress report should indicate

progress in relation to the goals of the AIP. For international students, an additional progress

report is not required, teachers should embed comments within the Written

Progress/Summative Report that reflect progress in terms of the students’ acquisition of the

English Language.

Examples of Embedded Written Comments:

As an English Language Learner, continue to expand vocabulary by ….

As an English Language Learner, use word endings accurately in speech

As an English Language Learner, use sentence starters for prompting writing

Insufficient Information to Report on Student Progress In NLPS starting September 2016, no letter grades will be issued in Grades 4‐7 and in some

secondary schools (Grade 8/9 program). Therefore, an “I” (In progress, or Incomplete) letter

grade no longer exists. In exceptional circumstances, where there is insufficient information to

make a sound judgement on student’s progress to date, it is necessary to communicate this to

parents/guardians on the Written Progress/Summative Report. This may be due to a new

student entering a class mid‐year, an extended vacation, unexcused absences, etc... The

competency scale would be left blank (it will say, “please see comments”) and embedded

comments would be used. Examples of embedded comments are:

Due to inconsistent attendance, I am unable to report on “Julie’s” progress to date in

mathematics until she completes assignments outlined in the attached plan

Due to “John’s” new arrival to our classroom, I am unable to report on his academic

progress at this time

Due to “Mary’s” two‐month absence in Europe, I am unable to report on her current

progress at this time in Social Studies

Teachers are required to communicate a ‘plan of action’ to support achievement in the

affected area(s) of learning. This ‘plan of action’ must include clearly defined goals and

timelines needed to demonstrate achievement in the subject area(s). The expectation is that

there has already been significant communication with the parent/guardian and student prior

to this written report; ultimately this plan is already in place in order to complete the required

work necessary to report on progress. The timeline for communicating progress to

parents/guardians will be determined by the plan that is set out. If after considerable effort to

implement ‘plans of action’, and the student is still unable to demonstrate a minimal level of

achievement in the subject area(s), a final comment will be provided by the teacher in

collaboration with the school‐based administrator.


French Immersion, FSL and Other Language Areas

Written Progress and Summative Reports are formal communications to parents/guardians about student learning, and therefore will be communicated in the English language.

Ongoing Communications of Student Learning is a window for parents/guardians into the student’s learning. Therefore, for subjects that are taught in a language other than English, it is important that an Ongoing Communication of Student Learning is aligned with the language of instruction. This provides uniformity in the language used in daily assessment and feedback with students (rubrics, homework, classwork and projects). When “Descriptive Feedback” is communicated in the language of instruction, it encourages authentic and educational discussions at home between the learner and the parents/guardians.

For the majority of the French Immersion Program, communication of the learning standards, descriptive feedback and student voice, will be in French. For English Language Arts in the French Immersion program, ongoing communications of student learning will be in English, the language of instruction.

In the emergent years, such as K/1 (EFI), Grade 6 (LFI), and Grade 5 to 8 (FSL), Ongoing Communications of Student Learning should be communicated in a way students most clearly understand. Parents/guardians may also request teachers to provide translation of these ongoing communications; these individual cases can be dealt with on an as needed basis. Where it is necessary to directly communicate to the parent/guardian in order to reiterate or emphasize feedback regarding student progress, it is recommended that communications are in English.

LANGUAGE ARTS IN FRENCH IMMERSION

The following table outlines the written reporting requirements in Language Arts for Grades K‐3 Early French Immersion (EFI), Grades 4‐9 French Immersion (FI), and Grades 6‐7 Late French Immersion (LFI):

Reporting On Grades K‐3

(EFI) Grades 4‐9

(FI) Grades 6‐7

(LFI)

French Language Arts

✔ ✔ ✔


Reporting on Arts Education When reporting on Arts Education (K‐7), it should be noted that one competency scale

encompasses all four aspects of the ARTS: Drama, Dance, Music, Visual Arts.

All four aspects must be taught and reported on using the Competency Scale by June. When

and how these aspects are delivered may vary throughout the year. Descriptive written

comments should describe progress in the aspect(s) taught. Teachers may address the

Curricular Competencies in a variety of ways and it is expected that reporting will match the

delivery approach. At the K–7 level, the Arts Education curriculum should be reported on in an

integrated manner.

In Grades 8‐9, a more discipline‐specific approach is used (for example, Dance 8 or Band 9).

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