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.
This is most likely the district’s last year with the CSL K-9 Assessment and Reporting Pilot as the Ministry of Education intends to implement a new reporting order for September 2022. We appreciate your feedback on Communicating Student Learning. Please click on CSL Feedback Form to give us your thoughts and perspectives.
NEW – Draft K-12 Student Reporting Policy
The Ministry is providing an opportunity for stakeholders to provide feedback on the Draft K-12 Student Reporting Policy to be implemented Sept. 2022. Please click on the link below, review the draft policy and then click on ‘Get Involved Now’ at the bottom of the page to provide your 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 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.
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.
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.
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 Sept. 2022.
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.
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