Trudeau Elementary Teachers' reporting practices align with the redesigned BC
curriculum. Since the 2017-2018 school year, teachers have been following this new practice which resulted in three significant
changes to reporting in your child’s class:
A shift from primarily focusing on summative assessment to primarily
focusing on formative assessment
These
changes in communicating with parents are part of the redesigned BC
Curriculum. Based on current assessment
research, ongoing personal feedback which is embedded in daily instruction,
along with examples of student work are more beneficial in supporting student
learning than simply reporting on student results. Thus, the shift in practice. The communication of student learning to
parents is based on clear standards and expectations and is intended to make
learning visible. Students are
encouraged to think of the questions:
2. Five required communications with
parents within a calendar year:
a minimum of three ongoing
communications of student learning throughout the school year
one written progress report at the
end of January
one written summative report at the
end of June
3. Ongoing Communication with
Parents
based on authentic evidence of
student learning from a variety of sources (examples of student work,
photographs, audio, video, portfolios)
based on clear standards and
expectations with the intention of making learning visible
can occur in different ways
(three-way conferences, electronic portfolio reviews, parent-teacher meetings,
reflections on student work, MyBlueprint, Teams, or other on-line platforms, telephone
conversations, interim written reports)
______________________________________________________________________
Written Progress Reports – end of
January and end of June
a written progress report will be
sent to parents by the end of January.
This report will indicate where the child is in relation to the
age/grade expectations at the mid-year point
a written summative report will be
sent to parents by the end of June. This
report will indicate where the child is in relation to the age/grade
expectations and a student self-assessment of the Core Competencies
(Communication, Thinking and Personal and Social)
where applicable, a summary of the progress
toward the goals in the child’s Individual Education Plan (IEP) will be
provided
letter grades will not be included
on the written reports
All 5 communications with parents can include:
the learning goals the child is
working towards
ways to further support the child’s
learning at school and at home
the child’s contributions to the
classroom, school and community
how the child interacts with others
____________________________________________________________________
Student Self-Assessment of the Core Competencies with the written
summative report in June
By participating in this process, students are provided with meaningful information about their learning so that they can monitor their progress towards the learning goals they have set. Parents are involved as partners in a dialogue about their child's progress and the best way to support and improve learning. We look forward to working with you as we continue to focus on your child's learning.