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Elementary FAQs

Option 4 Reporting and Reporting Comments

While teachers choose what activities and assignments are provided to their students, teachers are encouraged to emphasize the posting of literacy and numeracy assignments through TEAMS to support students’ learning in those core areas and to enable students to make a smoother transition back to their regular full range of subjects.

Here is the standard language for January written reports  for teachers to include for their Option 4 students. 

As per parent/guardian choice, this student has been following the District’s Learning from Home Transition option. This was offered in response to the global COVID-19 pandemic. The Learning from Home Transition option provides families with school connection and some support for learning the curriculum. This report reflects progress based on the available evidence of learning.  It also reflects student participation and engagement during their time in this option. As such, teachers may not report on all subject areas.

What comment can I put if I take off the competency scale bar and use "see comment"?

 Where you do not have enough information to select a competency level bar please state: To date there is insufficient evidence of learning to provide a proficiency scale indication.

Teachers can also comment anecdotally on the student’s participation in the check-ins as well.

2020 October and November Conference Information

Conferences do “count” as one of the minimum 5 points of contact and can be used along with other communication forms: TEAMS/phone calls, virtual meetings, etc. 

The CSL approach is meant to provide on-going, timely communications to parents of their child’s learning, do not have to pertain to all subject areas within the same communication, and should take place throughout the year. Details regarding CSL communications as well as minimum reporting requirements are available on the CSL website (

We have directed schools via their administrators for conferences to occur.

- for all students including option 4 students,  that they be conducted virtually to the greatest extent possible via TEAMS, phone, etc,

-that they can be parent-teacher or student-led, and

- that teachers be on site while doing the conferences as they would normally do.

All teachers are expected to use the on-line tool for both this year’s written reports (January and June). It was enhanced over the summer and, given its flexibility responds well to the above. Supports and tutorials for using the tool are on this website.

The team of Curriculum and Assessment District Support Teachers (CAM) is available to support teachers and a one-pager describing the supports they can offer has been sent to every school.

 We have asked for a CSL teacher contact from every school to whom they can send their updates.

This CSL website is regularly updated. 

FAQ's Regarding Year End Reporting June 2020

FAQs are organized into the following broad categories:

  • Core Competencies
  • June Reports and CSL Requirements
  • Resource, ELL, IEPs
  • Remote Instruction

Reference documents are located at the bottom of this page.

Core Competencies

Q: How many Core Competency self- assessments do I need to collect from every student? 

A: Students need to complete a year-end summary self-assessment that reflects all three core competencies.  This can reflect one sub-competency or facet from each of the three competencies or can address all three in a broader sense.  It is up to teachers to decide whether to complete this as one larger assessment (of all 3) or break it down into smaller self-assessments (perhaps one at a time).  You may also choose to have students engage in self-assessments over the course of the year leading up to the summary self-assessment. Please see the templates and samples page on the CSL website under the Core Competency tab for lesson ideas and more information. You may be collecting these assessments in a variety of ways such as videos, documents, audio files, pictures, and other formats.

Q: Do self-assessments of Core Competencies need to be inserted and filed with report cards?

A: Share and file students core competencies self-assessment as usual where possible.  If submitted in paper form, copy and include with report and in student file.  If shared electronically or directly to parents, indicate this in report card.

Q: How will we collect student self-assessments if not using online platforms? 

A: Teachers can let parents know that they have assigned a self-assessment and that their children should share the self-assessment with them directly.  The report can indicate this with a comment such as “Completion of core competency self-assessments was supported by teachers, and students were asked to share them directly with their parents/guardians.” 

Q: If a self-assessment of Core Competencies has been done in a non-paper format, what might the report card comment look like?

A: Here are some sample statements that could be included on report cards:

  • “Students completed a self-assessment on the core competencies.”
  • “Students submitted a … .as a self-assessment on the core competencies. (It can be viewed on … )”
  • “Students were asked to complete a self-assessment the core competencies and share it with their parents/guardians.”
  • “The self-assessment of core competencies was completed on myBlueprint.  Please refer to your child’s portfolio to view the self-assessment.” 

Q: Where can a comment about a non-paper self-assessment of the Core Competencies or a self-assessment that cannot be attached to the report be included?

A: Here is a suggestion about where to place this comment for the CSL tool:

  • You can include the comment as part of the written comments in your class template so it appears on all students’ report cards.

Q: What if a student does not complete the self-assessment of the Core Competencies?

A: During these times, we know that not all children will necessarily be able to complete it and teachers are limited in their ability to “enforce” its completion.  Within reason, follow up with families about this task. If you remain unsure about the completion of the self-assessment, the report card can simply state that the self-assessment of the core competencies was assigned.

Here are some example statements to include on your report in this case:

  • “Students were asked to complete a self-assessment of the core competencies and share it with their parents/guardians.”
  • “Students were assigned a self-assessment of the core competencies during remote learning.”
  • “Students were assigned a self-assessment of the core competencies as an at-home learning task.”

June 2020 Reports and CSL Requirements

Q: What statement should be added to report cards regarding the suspension of in-class instruction and what learning and assessment is reflected in reports? How should this be added to the different report card formats?

A: All reports need to contain the following District-standard message (do not substitute with any other message): 

  • Due to the Covid-19 Pandemic and the suspension of all in-class instruction on March 13, 2020, final reports will be based on student progress up to that date as well as on available evidence of learning of curriculum that could be delivered following March break.
  • For the CSL Tool,  please add the above comment manually within the opening comments as part of setting up your class template so it appears on all student reports.

Q: How will attendance be listed on these reports?

A: Student attendance recorded on the report card will only reflect myEd data collected up to March 13, 2020.  The attendance will be loaded on June 17th, 2020.  Please do not print your reports or send them home until then to ensure that the attendance and lates have been included on all of your student reports.

Q: Do reports need to be filed this June? 

 A: Reports along with inserts and core competency self-assessments (where possible) shall be filed in student files in the usual manner. (please see above for questions regarding self-assessments)

Q: How will final reports be distributed?

A: With some return to in-class instruction, reports shall be prepared for distribution and filing in the usual manner, unless we instruct otherwise.  For reports not given directly to students, families shall be invited to pick them up at the school or will be held for September.  Grade 7 reports can be mailed home. 

Q: For many students – proficiency levels may have dropped due to reduced time spent reading and writing.  Also, many students will not have received as much direct teacher support when completing assignments. How should I determine their proficiency level? 

A: Indications of progress/achievement (either by proficiency scale indicators or by letter grades) will not be lower than what would have been indicated on March 13, 2020 if the school year ended on that date and a progress report were issued at that time.  

Indications of student progress may improve but will not decrease from their progress and achievement pre-spring break.  

All students who were on track to advance to the following grade will advance to the following grade level. 

Q: Are prep teachers responsible for giving comments/input - per usual?  

A: The focus of Continuity of Learning is on Numeracy and Literacy and other essential learning standards necessary for the student to be successful moving forward. That being said, prep teachers may contribute to report cards by indicating student progress based on evidence of learning up to spring break, as well as evidence after spring break, as appropriate. 

Q: Regarding Minimum Reporting Requirements – what if a teacher had planned on a communication for students learning for a subject other than language arts or math during the spring to meet minimum reporting requirements?   

A: At this time, fully respecting the per subject area requirements for communications of learning may not be possible.  Teachers should continue to focus on Literacy and Numeracy. You may want to find some cross curricular activities that focus on multiple subject areas and you may want to allow for student voice, choice and flexibility. 

Q: What steps should we take if we have not been able to meet the minimum of 5 points of contact with parents – due to various extenuating circumstances – sickness/travel? 

A: Please continue to reach out and document your communications in a log or file. Teachers are still responsible for ensuring parents have received a minimum of 5 communications of learning cumulatively over the course of the entire school year. 

Q: Is the record of ongoing communication required? 

A: This record is no longer required. Please ensure that your word document template does not contain any reference to this document. Please download the newest template from the templates and samples section in the K-7 tab of this website.

Resource, ELL, IEPs

Q: What should I know about ELL, LAC, IEP reports?

 A: Where additional support was provided, reports and inserts are still required and are to be prepared in the usual manner and indications of supports provided must still be included in the final report.  However, 

Reports and inserts may look different or be less detailed than in previous years.  Teachers should report on what they can:

  • Reports should indicate student progress relative to program support actually provided (if any) and based on the available evidence of learning (if any) 
  •  They should indicate the level/frequency of support provided up to March 13, 2020 as well as the level of support provided following spring break (if any)
  • Teachers may wish to use the district standard comment regarding the suspension of in-class instructions at the top of their report/insert (see above)

IEPs:  specific information was already distributed to Resource teachers and case managers through Learning Services 

Q:  What comment should I put on the June report if a student is working on a modified program and has an IEP?

A:  You may include on your report the following statement. "NAME is on a modified program and reporting reflects the expectations in relations to their individual program.  Please refer to their CB-IEP for more information regarding goals and progress."  Please attach the CB-IEP to the student's report to go home.

IEP's should be completed and information was forwarded to all case managers. Reports should indicate student progress relative to any program supports. The reports should be based on the available evidence of learning. Also, they should indicate the level/frequency of support provided up to March 13 as well as the level of support provided following spring break (if any).

Please refer to the CB IEP SharePoint site for more information.

Q:  What comment should I put on the June report for a student who was or has been receiving ELL support this year? 

A: Please complete the usual ELL paperwork. Reports should indicate student progress relative to any program supports. The reports should be based on the available evidence of learning. Also, they should indicate the level/frequency of support provided up to March 13 as well as the level of support provided following spring break (if any). Please attach your ELL reports/ELAR reports to the report card.

Each term report contains information indicating:

·         student is receiving additional language support from an ELL support teacher

·         specific *prescriptive statements related to the progress in English language acquisition are evident (see below), within the body of the classroom report card OR in a supplementary report/insert for ELL (e.g. ELAR)

All reports should include prescriptive statements regarding:

  • what the student is able to do
  • areas for further development
  • ways of supporting learning

For example: "Name has received some in-class and consultative support this year for English Language acquisitions skills (reading and writing) during three thirty minute periods from Mrs. Baker the ELL teacher three times a week. Name is able to... and will continue to work on... and their learning can be supported by..."

Click here to download the ELL Policy Guidelines (Page 13 provides ELL reporting details)

Q: How will ELL and Resource teachers write ELAR’s, ELL reports and Resource reports, when not interacting/talking with students regularly? 

A: Non-enrolling teachers continue to support the students they previously worked with, albeit remotely, and, while reports may not be as detailed, their reports can reflect this.  Specific information about IEP’s, ELARs, and Resource reports have been communicated to case managers.

Q: What do I write as an official ELL comment? Will this year count as a year for ELL audit compliance – or will students receive an additional year of service? 

A: Where the ELL teacher provided support pre-spring break, the report can include a comment about the level of ELL service provided. Given service was provided up to spring break, and possibly post spring break through remote service, and this year will count for audit compliance. 

Q: What do I write as an official ELL comment? Will this year count as a year for ELL audit compliance – or will students receive an additional year of service? 

A: Where the ELL teacher provided support pre-spring break, the report can include a comment about the level of ELL service provided. Given service was provided up to spring break, and possibly post spring break through remote service, and this year will count for audit compliance.  

Q: How will final IEP meetings occur?  And if they don’t occur, then how is an IEP written? 

A: Specific information about how parents will receive final report cards, the completing of student attendance sheets, IEP’s, ELARs, and Resource reports have been communicated to all case mangers and administrators.

Remote Instruction

Q: How do I provide teaching materials and support to students during this time? 

A: Educators have considerable flexibility in the delivery of educational opportunities and supports in order to meet the unique needs and circumstances of their school communities and individual learners. In doing so, school districts and independent school authorities are provided with the following overarching commitments that have been identified by the Ministry of Education: Guiding Principles  

  1. Ensure a healthy and safe environment for all students, families and employees. 
  2. Provide the services needed to support children of our essential workers.  
  3. Support vulnerable students who may need special assistance.  
  4. Provide continuity of educational opportunities for all students.  

Q: What do I do if a student does not follow the learning plan and activities? How do I assess work/progress of a learner if I as a teacher do not have access to it? For Example –A student completed work but it was not submitted – or different types of assignments were submitted 

A: Reach out to your families and find out what additional supports they may require. Speak to your administrator and resource teachers to see if additional plans or learning tasks may be developed. Provide clear expectations in advance to students and families regarding requirements for assignments, timelines, and assessment processes.  Teacher clarity matters more in remote learning environments.  Continue to communicate concerns about learning and/or behaviour to parents and to your administrator. 

Q: What if a parent plans separate learning tasks for the student?  Are teachers expected to assess this work? 

A: Teachers only need to assess/evaluate work they assign. They do not assess or evaluate work that families are collecting from other organizations. It is the parents’ choice to pursue these addition sources of enrichment work for their children and is not the responsibility of the classroom teacher. 

Q: What are the expectations of students during this period?  

A: To the extent possible, students are expected to continue their learning. 

Complete assignments and requirements as reasonably set out by their teachers to finish the course. 

Participate in learning opportunities provided by teachers.  

Be responsive to communications from teachers.  

Families requesting to “opt out” of teacher-led COL, should contact the school administration.  

Students are expected to use appropriate online behaviour at all times, and uphold the terms of the Acceptable Use of Technology Policy.  

Students are subject to the expectations in the District Student Code of Conduct and their School’s Code of Conduct. 

Q: How do we assess students who have not participated in meetings/activities? Or only to a minimum level?  

A: Assess students based on available evidence of learning in relation to essential Learning Standards.  

  • Continue to provide formative assessment to all students. Timely and responsive feedback is especially important at this time so that students feel connected and supported with their learning.  
  • Wherever possible provide additional formative assessment to students who are struggling to succeed.  
  • Continue to provide opportunities for self-assessment.  
  • Consider increasing the use of simplified criteria for assessing and evaluating assignments.  
  • Provide multiple opportunities for success.  
  • As you develop distance learning relationships with students and families, embed opportunities for students to reflect on development of their core competencies.  

Q: If students have been away – e.g. out of the country – due to restrictions and have not completed work/assignments - what will this reporting look like? 

A: As above, teachers assess students based on available evidence of learning in relations to essential Learning Standards.  A brief but accurate comment describing the student’s absence can be included to provide context (ie “Due to [name]’s extended absence, this report will reflect his/her progress up to [last date at school].”) 

Reference Documents

Continuity of Learning Plan Ministry of Ed

Elementary Assessment Plan -Sharepoint Continuity of Learning Link

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