What you need to know!

- difference between Option 1 & 2

- what option each teacher is doing
- what you need to do on your end
Common to both CSL Options (K-9):
⚫ no letter grades, instead a four point proficiency scale

⚫ provide letter grades upon parent request for grades 4-9;

⚫ MyEd BC as the platform for the points of progress and/or report cards;

⚫ student self-assessment of the core competencies and share them with

parents, and;

⚫ letter grades for core subjects such as English Language Arts, Math, Social
Studies and Science in grade 8-9.
Common to both CSL Options cont’d:
⚫ Teachers will use strength based language on all communications.

⚫ Teachers will engage in two face to face points of progress (conferences) with
parents. These may include student-led conferences, three way
conferencing with students and parents, parent-teacher conferences, formal
presentation of learning opportunities, telephone calls, etc. Schools and
teachers determine the form of these communications with parents. These
can be done virtually at this time.
Common to both CSL Options cont’d:
⚫ The summative proficiency scale/grades should be an indication of a child’s
progress in that specific area at the time and not an average across the year.

⚫ General anecdotal comments in the form of descriptive feedback regarding

student learning under the heading of Career Life Education are required.
These comments should address personal attributes, interests, behavior and
wellbeing, interactions with others, work habits, etc
Proficiency Scale:
● Emerging: The student demonstrates an initial understanding of the concepts
and competencies relevant to the expected learning.

● Developing: The student demonstrates a partial understanding of the concepts

and competencies relevant to the expected learning.

● Proficient: The student demonstrates a complete understanding of the

concepts and competencies relevant to the expected learning.

● Extending: The student demonstrates a sophisticated understanding of the

concepts and competencies relevant to the expected learning.
Option 1 Explained:
Timely Evidence of Student Learning

⚫ Over the course of the year, teachers in option 1 provide evidence of student
learning in alignment with projects, inquiries or other activities, rather than
waiting until report card time to communicate.

⚫ Teachers in the CSL Pilot have developed strategies to do this efficiently and
effectively (please reach out to previous pilot teachers in your school).
Option 1 Explained:
Timely Evidence includes:
● examples of student work, with descriptive feedback that is shared with
parents and guardians over the course of the school year;

● where possible the use of the four point scale;

● examples of formative assessment with descriptive feedback specific to the

the learning intentions/standards (rubrics, etc);
Option 1 Explained:
Timely Evidence includes:

● strength based descriptive feedback in relation to the curriculum (strengths

and stretches)

● the student’s digital portfolio and their “My Action Plan” (MAP); and,

● at least one sharing of student self assessment of the competencies during the
year, as well as on the summative point of progress in June.
Option 1 - Criteria for Evidence
⚫ Explanation of what the learning is and learning outcomes
⚫ State any concerns along the way/celebrate growth
⚫ Parent friendly language (ex. PM Benchmarks)
Evidence Must Include:
❑ Learning outcome(s) & explanation of learning
❑ Formative assessment with an explanation (rubrics, PM benchmark…)
❑ Next steps
*Please do not just send a picture or a work sample home without above criteria
attached
Option 1 Explained:
Written Points of Progress

⚫ Global comment
⚫ Proficiency scale for all required areas
⚫ descriptive feedback for learning that hasn’t already been shared prior
through evidence (ex. just finished up something)
⚫ English Language Arts/French Language Arts, Mathematics, Arts Education,
Physical Health Education, and Core French after grade five, for both points
of progress and summative;
⚫ Social Studies and Science on at least one written point of progress and
summative;
Option 1 Explained:
Written Points of Progress

⚫ ADST K-5 Summative Only, ADST 6-9 on one point of progress and
summative;
⚫ Career Education K-5 on Summative only, and 6-9 on one point of progress
and the summative;
⚫ elaborations on any curricular area that is assessed at an “emerging” level on
the Proficiency scale; and;
⚫ elaborations on any “emerging” or “developing” for Language Arts and
Mathematics.
Option 1 Explained:
Other
⚫ Timeline for written points of progress -

Term 1 Dec-Jan 15th

Term 2 Jan 16th - April 30th
Term 3 Summative in June

*You will want to connect with your teachers to make a plan for proofreading
Option 1 (doesn’t have as much details so won’t take as long but still need to
do this step)