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Communicating Student Learning

Communicating student learning is a vital component of the learning process and fundamental to student success. This is an ongoing process throughout the school year that involves the teacher, the student and the parent/guardian.

The assessment information communicated to parents includes suggestions on how to improve student learning and how parents can support their child in the process. This communication can occur in a number of ways, from traditional report cards, to conferencing, to electronic communication.

Our reporting practices to parents are changing in the district in order to better align with BC’s redesigned curriculum. Our focus has shifted towards our students’ “doing”, rather than “knowing” and, as such, has become more learning-focused not achievement-based. The goal of the District is to create a reporting process that is timely and responsive with increased student ownership and parent involvement by asking students these questions about their learning: Where am I now? Where am I going? What do I need to get there?  

Moving forward, our teachers will be reporting to parents in more flexible ways while providing clear and understandable information about their child. This shift in reporting is being implemented this year. 

The 2020-21 school year is the implementation year for our new method of reporting student learning. This school year parents will receive formal written reports in January and at the end of the school year in June. Regular parent teacher conferences will continue.  

This strength-based reporting approach will emphasize a student’s capabilities and aptitudes. Comments regarding a student’s progress will be individualized, specific and may include the student’s own voice.  This approach will define what works for the student and will build upon that student’s individualized strengths.   

The basic principles of this new reporting style are as follows: 

• a shift in thinking about a student and the way in which we approach teaching and assessing the curricular and core competencies in our classrooms 

• looking at students with a focus on the future outcomes and how to best use their strengths and abilities to promote progress. Teachers can use the student’s strengths to make a plan for supporting the areas for growth and ways to support learning. 

• having a belief that all students have strengths and abilities and a use of consistent and regular feedback to both student and parent will make a difference for the learner. 

For additional information regarding the format of the new report cards please see the following link: Communicating Student Learning

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