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 be introducing a NEW K-12 Reporting Policy in Sept. 2023.  SD22 will continue to pilot K-9 Communicating Student Learning (CSL) to explore ways to communicate 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 – Coming Sept. 2023!
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 until the following year Sept. 2023. Please click on the link below  for more information.

NEW K-12 Reporting Policy Information

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

Learning Updates
Learning Updates are the meaningful, varied, and responsive ways in which teachers provide parents/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 Written Learning Update (elementary) and Mid-Course Written Learning Update (secondary) Communication of Progress may be reported in one of the following ways:

  • Digital Portfolio (Seesaw – elementary; Spaces – Secondary)
  • MyEdBC

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 2022 Parent/Caregiver Information

Elementary Spring Conferences 2023 Parent/Caregiver Information

Caregiver Attending a Virtual Student Parent Teacher Conference via Microsoft Teams

Additional Resources
B.C.’s K-12 Assessment System – Ministry Website

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.
From 2019-2022 the CSL committee has regularly reviewed feedback from parents and teachers throughout the implementation process and provided recommendations for revisions and improvements for the following year.  During the first year of the pilot 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.


In 2020-21 the CSL Committee provided the following 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 parent


In 2021-22 the following recommendations were made:

  • Update the current CSL handbook (Version 5.0) and website to highlight changes that are new for September 2022.
  • Adjust the language in the handbook and website to align with the June 2022 Draft K-12 Reporting Policy Framework; for example shift from “Point of Progress” to “Learning Update” and “Year End Summary of Progress” to “Summary of Learning.”
  • Standardize and provide support for digital portfolios to be used for assessment and reporting purposes. Elementary schools will use Seesaw. Teachers not using Seesaw will use a standard template that clearly identifies something as a learning update. Goal: For digital portfolios to be the primary communication and reporting tool for the 2023-2024 school year
    Secondary schools will use Spaces. Goal: Increase the intent and use of digital portfolios for communication and reporting for the 2023-2024 school year.
  • Adjust the Mid-Year/Course Written Learning Update so that if a teacher is using a Seesaw or Spaces portfolio, with consultation with their principal/vice principal they can enter a common statement under the Strength Based Comment and Core Competency, unless an IEP is in place. Teachers not using a digital portfolio will continue to use MyEd BC and provide the required strength-based comment.
  • Use the District Learning Team to provide a personalized approach to professional learning for teachers and principals/vice-principals.
  • Support schools in parent communication.


The 2022-23 school year will 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 and Child Care K-12 reporting order to be implemented next year.

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.

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