New K-12 Student Reporting Order
Please use this link to see examples of what your child's learning update might look like:
RMS Learning Update Parent Information.pdf
The BC Ministry of Education recently released a new K-12 Student Reporting Order. The order calls for a more consistent and aligned approach to report cards across schools. For DRE, the new reporting order means a slightly different looking learning update for the upcoming school year. Families can expect the following:
- Three learning updates: one in December, March, and June.
- The language of emerging, developing, proficient, and extending will continue.
- The description of student progress will be clear and concise.
- Over time, the look of the Rutland Middle learning update will align with the report cards of neighbouring schools.
Improving learning by giving helpful feedback
New ways of providing feedback are necessary to support learning for all students. Stronger forms of feedback also will help students better learn BC’s curriculum. Students will know:
- where they are in their learning;
- what they are working toward;
- how to become active participants in the process - students will collect, reflect on, and share their learning.
On upcoming learning updates, all BC K-9 student’s progress in relation to curriculum will be shared using the language of the Learning Progress Continuum: EMERGING, DEVELOPING, PROFICIENT and EXTENDING.
The language means what your child can understand, know, and do. At Rutland Middle School, we have used support posters to help students understand each step of the continuum.
Frequently Asked Questions
Is Rutland Middle the only school rethinking its report card in this way?
BC’s Ministry of Education have given all schools and districts until September 2023 to align the way they communicate student learning with the new K-9 Reporting Order. Over the next year, families will see alignment from all Central Okanagan elementary and middle schools in the way they assess and report learning. With our redesign, the Rutland Middle staff seek to provide your child with the high quality assessment practices supported by research and widely used throughout our district and the province.
How can I find out more about BC’s redesigned curriculum?
In 2016, British Columbia's curriculum was redesigned around an “Understand-Know-Do" model to support a competency-driven, concept-based approach to learning. Information about BC's curriculum can be downloaded here.
Why won’t students have letter grades on their Learning Updates?
The BC Ministry of Education’s move to language of the learning continuum is supported by key findings in research which show that letter grades:
- diminish students’ interest in whatever they are learning;
- create a preference for the easiest possible task; and
- reduce the quality of students’ thinking.
Also, letter grades are not compatible with the competency-based, concept-driven approach to learning found in “Understand-Know-Do” model of BC’s redesign curriculum. For these reasons, the language of the learning continuum will appear on learning update for all students instead of letter grades. Additional information about the importance of our shift in assessment can be downloaded here:
If you have questions about your child’s learning update, please have a conversation with the classroom teacher to help bring clarity to the assessment and reporting process.
When will I see my child’s first Learning Update?
Rutland Middle School has three formal reporting periods. The first Learning Update goes home on the penultimate day of the term.
Is the new learning continuum language all about a different report card?
Not at all. Significant gains in student learning can be achieved through quality assessment practices. Our staff are working to meet the criteria for quality communication of student learning.:
- Clear learning intentions - “I know what I am learning and why it is important.”
- Meaningful learning experiences - “I am developing a deep understanding of my learning.”
- Authentic evidence of learning - “I can select and provide evidence that best represents where I am in my learning.”
- Student ownership of learning - “I know how I learn best and actively seek opportunities to grow.”
- Thoughtful, descriptive feedback - “I can give and receive feedback to understand how to take the next steps in my learning.”