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K-12 Student Reporting Policy

Last updated on July 2, 2024

Date came into force or revised

July 1, 2023

Status

Current

Policy statement

Meaningful and flexible communication of student learning across British Columbia’s K-12 school system ensures parents/guardians and students are informed about student learning.

The K-12 Student Reporting Policy (the “Policy”) outlines the requirements for communicating student learning: it requires concise Descriptive Feedback in clear and accessible language to ensure students and families understand where the student is at in their learning, and areas for further growth. The Policy also requires Student Self-Assessment of Core Competencies and Student Goal Setting as part of the reporting process. For Grades K-9 the Policy requires use of the Provincial Proficiency Scale while for Grades 10-12 the Policy requires use of letter grades and percentages. For Grades 10-12 a graduation status update is required on the Summary of Learning at the end of the year. 

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 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. All learners benefit from individualized descriptive feedback and personal involvement in the assessment process.

Communication of student learning is ongoing throughout the year. This Policy is designed to ensure school districts have the freedom and flexibility to communicate about student learning in a way that best meets the needs of students; this includes communication with students and parents/guardians that is inclusive, accessible, and culturally responsive. 

Teachers provide timely feedback to parents/guardians and/or students that is responsive to student needs. The communication between home and school can take many forms. However, during the school year students and parents/guardians will receive at least 5 communications of student learning. At least three of these communications will be written in the form of a Written Learning Update or Summary of Learning. At least two of these communications will be in the form of an Informal Learning Update. This ensures all parents/guardians and students in the province receive regular, informative updates on where the child is at in their learning, and areas of further development.

Rationale

Meaningful and flexible communication of student learning in clear and accessible language enables parents/guardians, students, teachers, and administrators to proactively work together to enhance student learning. This Policy ensures the student and parents/guardians are partners in the dialogue about the student’s learning and the best ways to support and further learning. Students benefit when they and their parents/guardians are made aware of their strengths and areas of needed growth and are provided support early.

Descriptive Feedback, along with the Provincial Proficiency Scale in grades K-9 and letter grades and percentages in grades 10-12, provides students and parents/guardians with a clear understanding of both what students can already do and areas for future growth. Self-reflection is an important part of learning and developing. Student Self-reflection of Core Competencies and student goal setting engages students in the assessment process while encouraging personal responsibility for learning. The graduation status update in Grades 10-12 ensures parents/guardians, and students have the information they need to ensure graduation requirements are being met.

Authority

See the following Ministerial Orders and Regulation:

Definitions

Area of Learning – means a required area of learning set out in Ministerial Order 295/95, the Required Areas of Learning in an Educational Program Order.

Board – includes a francophone education authority.

Course – has the same meaning as in section 1 of Ministerial Order 192/94, the Provincial Letter Grades Order.

Core Competencies – Sets of intellectual, personal, social and emotional proficiencies all students need in order to engage in deep, lifelong learning. The Core Competencies are Communication, Thinking, and Personal and Social.

Descriptive Feedback – Descriptive feedback is concise written comments about a student that:

  • describe the student’s learning in relation to the applicable standard of assessment,
  • focus on the student’s strengths,
  • support specific goals for the student’s further development; and
  • use language that is clear and accessible to the student and the student’s parent.

Educational program – means an organized set of learning activities that, in the opinion of

  • the board, in the case of learning activities provided by the board,
  • the francophone education authority, in the case of learning activities provided by the francophone education authority,
  • the minister, in the case of learning activities in a Provincial school, or
  • the parent, in the case of learning activities provided to a child registered under section 13,

is designed to enable learners to become literate, to develop their individual potential and to acquire the knowledge, skills and attitudes needed to contribute to a healthy, democratic and pluralistic society and a prosperous and sustainable economy.

ELL student – a student who is receiving services to assist the student in becoming proficient in English, or a student of a francophone school who is receiving services to assist the student in becoming proficient in French.

Graduation program – means an educational program, after the successful completion of which a student is entitled to one of the following diplomas as set out by Ministerial Order 164/96, the Student Credentials Order:

  • British Columbia Certificate of Graduation (Dogwood Diploma);
  • British Columbia Adult Graduation Diploma (Adult Dogwood Diploma);
  • Diplôme de fin d’études secondaires en Colombie-Britannique (French immersion version); and
  • Diplôme de fin d’études secondaires en Colombie-Britannique (francophone version).

Graduation requirements –  means the requirements set out in

  • Ministerial Order 302/04, the Graduation Program Order, and
  • Ministerial Order 320/04, the British Columbia Adult Graduation Requirements Order.

Graduation Status Update – On the Summary of Learning in grades 10-12, the graduation status update provides parents/guardians, and students the information they need to ensure a student is progressing towards meeting all graduation requirements.

IEP – has the same meaning as in section 1 of Ministerial Order 638/95, the Individual Education Plan Order.

Informal Learning Update – Meaningful and flexible communications to students and parents/guardians about student growth in relation to the Learning Standards of the Provincial Curriculum. At least 2 Informal Learning Updates are required and may include: telephone calls, conferences, e-mails, and other means.

Letter grade – means a letter grade set out in section 2 of Ministerial Order 192/94, the Provincial Letter Grades Order.

Learning Standards – is a learning outcome or learning standard applicable to a course as set out in the applicable educational program guide set out in Ministerial Order 231/19, the Educational Program Guide Order, the local program developed and offered by a board under section 85 (2) (i) of the School Act, or a francophone education authority under section 166.4 of the School Act, or a Board Authorized Course authorized under Ministerial Order 285/04, the Board Authorized Course Order;

The include both the Curricular Competencies (the skills, strategies, and processes that students develop over time) and the Content Learning Standards (the essential topics and knowledge at each grade level), as set out in the Provincial Curriculum.

Learning Update – means a report required under sections 4 (1) (j) and 5 (8) of the School Regulation.

Percentage – means a percentage set out in section 4 of Ministerial Order 192/94, the Provincial Letter Grades Order.

Provincial Proficiency Scale – is a scale used to communicate a student’s progress in relation to the learning outcomes, with the following 4 indicators:

  • Emerging;
  • Developing;
  • Proficient;
  • Extending.

Student Goal Setting – Student goals for their learning and development for the given school year. Goal setting should begin as early in the year as possible and is usually a year long process. Goals can be informed by Student Self-Assessment of the Core Competencies and may connect learning to broader career, community, and life aspirations.

Students with Disabilities and Diverse Abilities – Students with disabilities or diverse abilities, as defined in Ministerial Order 150/89, the Students with Disabilities or Diverse Abilities Order, who have a disability of an intellectual, physical, sensory, emotional or behavioural nature, have a learning disability, or have exceptional gifts or talents.

Student Self-Reflection of Core Competencies – Student reflection on their personal progress in developing the Core Competencies and student reflection on their learning engagement and responsibility.

Summary of Learning – means a written learning update that describes a student’s learning in relation to the learning outcomes at the end of a school year or semester.

Written Learning Updates – means a report required to be prepared in accordance with sections 4 (2) (a) and 5 (9) (a) of the School Regulation.

Policy

As specified by the Learning Update Order, Boards of Education must provide all students and parents/guardians with at least 5 reports during the school year - 4 Learning Updates (2 Informal Learning Updates and 2 Written Learning Updates) and 1 Summary of Learning that describe student learning in relation to the Learning Standards of the curriculum. 

The Required Areas of Study Order (grades K-9) or Graduation Program Order (grades 10-12), outlines which Areas of Learning must be instructed on, and thus reported on throughout the school year for given grade. Boards of Education can devise reporting practices that best reflect their local communities, outlines the frequency of reporting for each learning area, aligns with the Policy, and ensures every student receives a comprehensive educational program. 

Learning Updates

Learning Updates provide meaningful and timely information to students and parents/guardians about student learning in relation to the Learning Standards of the Provincial Curriculum. They are intended to be formative in nature.

During the school year, parents/guardians must be provided with at least 4 Learning Updates (2 Informal Learning Updates and 2 Written Learning Updates). Districts, schools, and teachers determine how they will informally communicate with students and parents/guardians. Informal Learning Updates may include, but are not limited to telephone calls, conferences, e-mails, and other means.

The 2 Written Learning Updates must meet the content requirements below.

Grades K-9

For grades K-9, the Written Learning Updates provided during the school year must include:

  • communication of learning in each Area of Learning currently being studied in relation to the Learning Standards, using the Provincial Proficiency Scale;
  • Descriptive Feedback on areas of significant growth and opportunities for further development; 
  • information about student attendance; and
  • student-generated content including Student Self-Reflection of the Core Competencies and Student Goal Setting.

Grades 10-12

For grades 10-12, the Written Learning Updates provided during the school year must include:

  • communication of learning in each learning area currently being studied in relation to the Learning Standards, using letter grades and percentages;
  • Descriptive Feedback on areas of significant growth and opportunities for further development; 
  • information about student attendance; and
  • student-generated content including Student Self-reflection of the Core Competencies and Student Goal Setting.

Summary of Learning

As specified by the Learning Update Order, at the end of the school year Boards of Education must provide 1 written Summary of Learning to parents/guardians. The Summary of Learning will use clear and accessible language to provide information about student learning in relation to the Learning Standards of the Provincial Curriculum.

Grades K-9

For grades K-9, the Summary of Learning must include:

  • a summary of student learning in all learning areas studied during the school year using the Provincial Proficiency Scale;
  • summary Descriptive Feedback on areas of significant growth and opportunities for further development;
  • information about student attendance; and
  • student-generated content including Student Self-Assessment of the Core Competencies and Student Goal Setting.

Grades 10-12

For grades 10-12, the Summary of Learning must include:

  • a summary of student learning in all learning areas studied during the school year using letter grades and percentages;
  • summary Descriptive Feedback on areas of significant growth and opportunities for further development;
  • information about student attendance;
  • student-generated content including Student Self-Reflection of the Core Competencies and Student Goal Setting; and
  • a graduation status update indicating student progress in relation to graduation program requirements.

Graduation Status Update

The graduation status update provides parents/guardians, and students the information they need to ensure graduation requirements are met.

The graduation status update must include:

  • the graduation requirements as outlined in the Graduation Program Order;
  • indication of a student’s progress toward meeting those requirements;
  • a student’s completion of any Provincial assessments; and
  • what graduation program students are on.

For students who are working on a School Completion Certificate (Evergreen) their graduation status update needs to indicate that the student is working towards a British Columbia School Completion Certificate (Evergreen Certificate) and listing the courses and programs in which the student is participating.

Insufficient Evidence of Learning

As defined in the Provincial Letter Grades Order, the "IE" reporting symbol will be used to inform parents/guardians when students, for a variety of reasons, have provided insufficient evidence of learning in relation to the Learning Standards of the Provincial Curriculum. The “IE” symbol is temporary and indicates that further information is required before students can be evaluated. The “IE” symbol can be used in grades K-12.

When an "IE" reporting symbol has been assigned teachers must identify:

  • the problem or problems preventing the student from providing sufficient evidence of learning;
  • a plan of action to help the student provide sufficient evidence of learning; and
  • a timeline for converting the “IE” to another indicator or letter grade.

An “IE” (Insufficient Evidence of Learning) must be converted to another indicator or letter grade:

  • when letter grades or indicators are recorded in the permanent student record,
  • before submission to the ministry for inclusion on the student’s transcript of grades,
  • before a student’s records are transferred to another school unless there is agreement between the principals of the 2 schools to defer the conversion of the “IE” letter grade; and
  • in any event, within 12 months of being assigned.

Inclusive Education

This Policy applies to all students, including Students with Disabilities and Diverse Abilities, English Language Learners, and French Language Learners. All students, including those who may also have individual learning goals identified in a document such as an Individual Education Plan (IEP) or an Annual Instruction Plan (AIP), will receive communications of their learning in the same format, and on the same schedule as their peers. 

Where a student with a disability or diverse ability is following the Learning Standards the provincial curriculum or a local program, regular reporting procedures are used to communicate student learning. There will be rare occasions where students with significant cognitive disabilities and diverse abilities are assessed and evaluated only on individualized learning goals as outlined in their Individual Education Plan (IEP), and not the Learning Standards of the curriculum for the course or grade they are enrolled. In these instances, written Learning Updates and the Summary of Learning do not need to include a scale indicator or letter grade and percentage. Written feedback is required that clearly explains the student’s progress made towards their individualized learning goals and areas for further growth. If a scale indicator or a letter grade and percentage are used on Written Learning Updates and the Summary of Learning, it must be noted that the student is being evaluated in relation to their individualized learning goals as outlined in their IEP and not the Learning Standards of the curriculum for the course or grade for which they are enrolled. 

Where an English language learner, or a French language learner in a Francophone program, is following the Learning Standards of the provincial curriculum or a local program, regular reporting procedures are used to communicate student learning. Where the student’s language proficiency is impeding a student from demonstrating their learning in relation to the Learning Standards of the curriculum, the written Learning Update and Summary of Learning must contain descriptive feedback describing what the student can do, areas for further growth, and ways of supporting their learning. A scale indicator or letter grade and percentage are not required until such a time as the student’s language abilities allow them to demonstrate their learning in relation to the Learning Standards of the curriculum. If a scale indicator or a letter grade and percentage are used on Written Learning Updates and the Summary of Learning, it must be noted that the student is being assessed in relation to the student’s goals for language proficiency, and not the Learning Standards of the curriculum.

Procedures related to policy

For more information, consult the Permanent Student Record Instructions

Resources