Student Learning & Curriculum

Student learning is our highest priority. We strive in SD22 to create inclusive environments for all students to feel safe and supported in order for each child to grow and find success.  Our school district is committed to providing engaging personalized learning opportunities for all of our students.

Click on the BC Curriculum to learn more about the approach to teaching and learning in SD22 and throughout BC.


Communicating Student Learning for K-Grade 9 Assessment and Reporting

The Ministry of Education will not be introducing a new reporting order in Sept. 2022 as previously communicated.  SD22 will continue to participate in the K-9 Communicating Student Learning (CSL) Pilot and explore ways to communicate student learning and growth in timely and authentic ways using strength-based feedback.  For more information on CSL and to provide your thoughts and feedback please contact your school or click on the feedback form below.

CSL Feedback Form

NEW – Draft K-12 Student Reporting Policy
The Ministry provided an opportunity for stakeholders to give feedback on the Draft K-12 Student Reporting Policy in the fall of 2021 to be implemented Sept. 2022. From this feedback it was determined not to proceed with a new reporting order at this time.   Please click on the link below to review the draft policy and the feedback from stakeholders.

Ministry Draft K-12 Student Reporting Policy Feedback

Communicating Student Learning
As the curriculum has changed, so too must the assessment and reporting of student progress. The goal of Communicating Student Learning (CSL) is to ensure that caregivers are well informed about their children’s progress, while being aligned with the direction of the revised BC curriculum.

The development of core and curricular competencies is driving classroom instruction and
assessment practices.

Assessment of all forms supports a more flexible, personalized approach to learning to
measure deeper complex thinking. Increasingly, formative criterion-referenced assessment
is creating the basis for responsive communication between students, caregivers, and
teachers on where students are in their learning and what students need to do to improve

Strong communication requires ongoing interactions and dialogue about student progress throughout the school year, involving the teacher, the student, and the caregiver. The goal of this communication is to provide the most up-to-date information about the student’s learning. This communication can happen in a variety of formal and informal ways and is
central to student success.

Communicating Student Learning Year Overview 
caregiverguide K-7
caregiverguide 8-9

Points of Progress
Points of progress are the meaningful, varied, and responsive ways in which teachers provide caregivers with information about how their child is progressing in relation to the learning standards and what the child can do to extend their understanding. Teachers are encouraged to communicate with families frequently in both formal and informal ways.

The Mid-Year (elementary) and Mid-Course (secondary) Communication of Progress reports on MyEdBC are considered a formal point of progress.

Fall and Spring Conferences 
The fall and spring conferences serve as two points of progress during the school year that provide an opportunity for students, caregiver(s), and teachers to collaboratively engage in strength-based conversations around a student growth plan that focuses on student strengths, student goal(s), and growth and progress.

Elementary Fall Conferences 2021 Caregiver Information
Caregiver How to Book a Virtual Conference
Caregiver Attending a Virtual Student Parent Teacher Conference via Microsoft Teams

Additional Resources
B.C.’s K-12 Assessment System – Ministry Website
K-9 Student Progress Reporting Policy – Ministry of Education Newsletter
The Land Who Went Gradeless – video

Communicating Student Learning K-9 Pilot SD22 (Vernon) Committee 
The Communicating Student Learning process for School District 22 was a collaborative effort between SD22 staff, parents and students. The CSL Committee included six teachers, three school-based administrative staff, three district office staff, three parents and two students.
Over the course of the 2018-2019 school year, the committee explored how communicating student learning could provide more descriptive feedback to students and parents about their growth and progress.
In 2019-2020 the CSL committee regularly reviewed feedback from parents and teachers throughout the implementation process and provided recommendations for revisions and improvements for the following year.  The key findings included:

1. The need for consistency – There were too many variables for teachers, admin, parents, students and the district departments that created confusion in understanding the change in reporting procedures. More consistency on formatting and formalities were needed. This was particularly communicated with the open structure for reporting points of progress.

2. Understanding philosophy – More time, information and lived experiences were needed to explore and understand the ‘Why’ in this new shift in assessment and reporting. It is important to continue to engage all stakeholders in these conversations.

3. Embracing Proficiency – Adopting and developing a deep understanding in using proficiency language to describe growth and progress vs. measuring students with grades is a paradigm shift and will require more time and experience assessing and reporting using this language.

Last year the 2020-21 CSL Committee implemented changes based on these findings and through feedback surveys from parents and teachers provided these recommendations for the 2021-22 school year.

  • Revise and condense the teacher CSL handbook for Sept. 2021
  • Provide more flexibility for the elementary Mid-Year Communication of Progress
  • Determine a format for conferences at the secondary level
  • Provide more flexibility for both spring and fall elementary conferences
    Continue to encourage and support digital portfolio use to capture and communicate student learning
  • Provide opportunities for Gr. 10-12 teachers to implement aspects of CSL into their practice
  • Provide opportunities for teachers to engage in professional learning opportunities with other colleagues to discuss philosophy, pedagogy and share experiences
  • Provide further information and learning opportunities on CSL to parents

Moving forward this will most likely be the last year of our K-9 CSL pilot, the CSL Committee will continue to review and be responsive to feedback as well as ensure our assessment and reporting procedures align with the new Ministry of Education reporting order to be implemented in the future.

If you have more questions or would like to further discuss Communicating Student Learning, please contact the office at your child’s school to set up a meeting with the teacher or school-based admin.  We appreciate any feedback and encourage you to provide your thoughts and experiences by clicking on the CSL Feedback Form at the top of this section.

Curriculum Learning Directions Team

The district Learning Direction Team is a team of educators focused on supporting student success by providing program support and professional learning opportunities to teachers and school-based administrators throughout the district.  Our team is diverse and ready to support and learn alongside teachers and administration to explore promising practices, current research, and trends in education.

Director of Instruction for Student Learning
Vice-Principal of Early Learning
K-12 Numeracy Coordinator
6-12 Curriculum Coordinator
Technology Innovation Coordinators
Literacy Intervention Teachers