K-12 Student Reporting Policy Framework


Last updated: May 11, 2022

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What is a policy framework

A policy framework sets out the procedures or goals which will be used to formalize a policy prior to implementing it. The K-12 Student Reporting Framework highlights the key components that will be included in the final policy to support schools and districts with local planning for implementation.

Changes to K-12 Student Reporting Policy

From 1994 to 2016, Student Reporting Policy in B.C. remained largely unchanged. In 2016 the Ministry of Education and Child Care began implementing a redesigned provincial curriculum that is flexible, focuses on literacy, numeracy, and the First Peoples Principles of Learning, and supports deeper learning through concept-based and competency-driven education. 

This educational shift to how and what students learn in the classroom requires a corresponding change to student reporting policies and practices. The Student Reporting Policy Framework aligns with the redesigned curriculum, unifies existing policy options, and creates consistency across the province. Updated reporting practices also ensures alignment with B.C.’s provincial assessment system.

Learn more about the changes to student reporting in B.C., including how we got here and where we are going over the next year, as we prepare to implement student reporting changes in the 2023/24 school year.

K-12 Student Reporting Policy Framework

The K-12 Student Reporting Policy Framework (“the framework”) is the result of extensive consultation and engagement with the education sector, including rightsholders, partners, teachers, parents, caregivers, students, and the public. The framework provides an overview of the upcoming changes to the Student Reporting Policy, set to be implemented in the 2023/24 school year.

During the 2022/23 school year, a development team of teachers and administrators will support the Ministry in co-constructing supporting documents and resources for teachers, parents and caregivers, as well as students. 

The framework

 
Framework element Context

5 communication events:

  • 2 written Learning Updates
  • 2 flexible format Learning Updates
  • 1 written Summary of Learning

These 5 communications include: 4 Learning Updates (2 written and 2 of a flexible format) and 1 written Summary of Learning.

  • two of the four Learning Updates received throughout the year must be provided in writing, which can include either digital or printed documents
  • additional Learning Updates may be provided in a variety of formats, including conferences, in-person or virtual discussions, telephone calls, emails, and written summaries
  • Summary of Learning at the end of the school year must be provided in writing, which can include either digital or printed documents
Provincial Proficiency Scale at grades K-9

The four-point Provincial Proficiency Scale is used to communicate student learning in all areas of learning. It is a requirement for student reporting in Grades K-9. The four points on the scale are Emerging, Developing, Proficient, and Extending.

Letter grades and percentages at grades 10-12

Letter grades are used in Grades 10-12 to indicate a student’s learning in relation to the Learning Standards.

The new K-12 Student Reporting Policy introduces a new reporting symbol, "IE" for Insufficient Evidence of Learning. This is used to alert parents and caregivers when students, for a variety of reasons, have not provided sufficient evidence of learning in relation to the Learning Standards of the Provincial Curriculum. This means that teachers do not have enough information to adequately assess a student using the four-point Provincial Proficiency Scale or letter grades and percentages.

Graduation status at grades 10-12

The graduation status update summarizes a student’s progress towards obtaining the credits and graduation assessments needed for graduation. This is to give parents, caregivers and students the information they need to ensure graduation requirements are being met and to make parents and caregivers aware of any areas of need.

Written feedback to accompany scale or letter grade/percentage

Descriptive feedback is strength-based written comments or documented conversations that describe student learning, as well as identify specific goals for future growth.

These comments do not need to be full paragraphs. Comments should describe concisely where a student is at and what they are working toward. There also is no need to fully summarize lesson plans or the Learning Standards of the curriculum in written feedback.

Student self-assessment and goal-setting at all grades in written communications

Student self-assessment of the Core Competencies and goal setting will be included in at least 2 written Learning Updates and in the Summary of Learning.

In the interest of flexibility for students, and to support the needs and values of the local community, the Ministry does not specify how the Core Competencies should be self-assessed or how a student should set goals. The format and process of the self-assessment and goal setting are determined either at the district or school level.

The Ministry of Education and Child Care is establishing a development team of teachers and administrators to co-construct implementation supports and resources over the 2022/23 school year. The development team will support the Ministry in developing exemplars of potential age-appropriate formats for Core Competencies student self-assessment and goal setting.

Requirements based on year long calendar, to be scaled to fit varying schedules 

As there are a wide variety of school calendars and delivery models used in B.C., the Ministry is purposefully not prescriptive regarding the scheduling of reports. 

The Ministry of Education and Child Care is establishing a development team of teachers and administrators to co-construct implementation supports and resources over the 2022/23 school year. The development team will support the Ministry in developing exemplars for a variety of school calendars and program formats, including distance and hybrid learning.  

Reporting on student behavior

Reporting on student behavior will be achieved through a combination of student self assessment of the Core Competencies, goal setting, and descriptive feedback.

While student behaviour and attendance may need to be communicated home, these needs are separate from reporting a student’s growth in relation to the Learning Standards of the provincial curriculum. Student behaviour or attendance should not contribute to a student’s overall mark in each learning area (e.g., 10% of the grade for attendance, 5% of the grade for handing in assignments on time).

The policy pertains to all learners in the B.C. education system

The policy pertains to all learners in the B.C. education system. A student who is an English language learner, French language learner in a Francophone program, has a disability or diverse ability (with or without an IEP), adult learner, or learner in an online learning program should receive regular communications of student learning in the same way as their peers in any other program and should align with the school districts regular reporting periods. 

Student reporting information for educators

Over the next year, a development team of teachers and administrators will support the Ministry in co-constructing supporting documents and resources for teachers. Learn more about how we’re supporting educators with student reporting.

Student reporting information for families

Over the next year, a working group of teachers and administrators will develop supporting documents and resources to help parents understand the changes to student reporting. Learn more about how we’re supporting families with student reporting.