Most students will achieve their grade-level competencies with inclusive supports. Teachers will communicate these supports when reporting. A small portion of students may require individualized curricular goals, referred to as modifications. In consultation with the classroom teacher, the case manager from the school-based team will support the design and communication of modifications.

​More information on how to access, track and support students can be found in the MyEdBC How-to page.

Required Reporting 

Reporting at the classroom level is done for ALL students, including those supported with an IEP (Individualized Education Plan) or an AIP (Annual Instructional Plan)

• ​If a student is on an IEP with a goal in literacy or numeracy, the proficiency level provided to the student and caregivers for formal reporting purposes is in relation to their IEP goal and not grade-level learning standards
• In the strength-based comment, the teacher is expected to communicate that the proficiency level is in relation to the student's IEP goal and not grade-level learning standards
• Teachers are expected to consult with their SBRT in helping determine the growth and progress of their students on an IEP in relation to their goals
• If proficiency on an IEP goal is reached, the goal needs to be revisited and a new goal set to continue supporting the student’s growth and progress

​Roles and Responsibilities

Classroom Teacher 

• Collaborate with the case manager to complete/update IEP for students with a Ministry designation and who are receiving 25 hours or more of additional supported instruction or intervention annually
• Collaborate with the case manager to complete/update AIP for students who are learning English as an additional language and have an annual assessment of English language proficiency
• Communicate Student Learning at established timelines using the same requirements for all students
  • Refer to student proficiency in relation to IEP goals
  • Consult with case manager to complete reporting requirements
• Participate in regular IEP/AIP review with Case Manager

Case Manager

• Design IEP through student voice, teacher input, caregiver input and be guided by the expectations of the Ministry of Education
• Use strength-based curricular and core competency language to set goals
• Collaborate with classroom teacher on inclusive classroom supports, differentiation, and modifications as required
• Schedule regular IEP/AIP reviews with classroom teachers, caregivers and additional learning support providers
  • Review IEP shortly after the start of each school year (no later than October 15th
  • Evaluate IEP between January and March
  • Evaluate IEP at the end of the school year by June 15th​

Types of Student Supports

In addition to the established Learning Update requirements, students receiving support services have the following additional requirements based on the type of support the learner receives.

english language support Requirements

The reporting requirements for English language learners who are following the provincial curriculum for a course, subject or grade are the same as for other students.  

When communicating student learning, a student’s English language proficiency must be considered before determining progress for a particular learning standard.  

There are five levels of English language proficiency: beginning (1), developing (2), expanding (3), consolidating (4), and bridging (5). Your student’s level of proficiency is indicated on the Annual Instructional Plan (AIP). Please refer to the AIP, the ELL Progress Report and/or the ELL teacher to understand your student’s current level of ELL proficiency.  

Please note, each area of learning needs to be considered separately. For example, it may be possible for a level 1 or level 2 student to demonstrate proficiency in areas where language proficiency isn’t the main focus (e.g. art, physical and health education, music, mathematics). 

For Mid‐Year/Course Learning Updates and Summary of Learning reports, please include the ELL teacher’s comment or make reference to the ELL Progress Report in MyEdBC.​

SD22 English Language Learners Flowchart​

learner support ​REQUIREMENTS

If a student is receiving a support block such as Learning Support in secondary or modified programming in elementary, then:

• The School-Based Resource teacher will complete a Learning Support comment within a point of progress
• School teams decide how to communicate

speech language support ​REQUIREMENTS

• Strength-based comment with evidence
• Speech and language assessments in the fall and Summary of Learning
• Results from speech and language assessments will be explained to the parents in a meeting, by phone, and/or in written form
• A copy of these reports will be placed in the student’s file for school team members to view ​

elementary counselling support ​REQUIREMENTS

• ​Written communication from the counsellor within 30 days of intake
• Written communication will also be provided at the Summary of Learning or when released from the Counsellors caseload​

occupational/physiotherapy support ​REQUIREMENTS

• Provide written summary after initial classroom observation/consultation to caregivers, EA support, teachers, SBRT, and student file
• Occupational and Physiotherapy goals integrated into IEP and a year-end summary of services will be provided​

standardized assessments ​REQUIREMENTS

• The Individual completing the assessment or the case manager will share findings of the assessment with parents and staff in a meeting, over the phone, or in written form​​

Dogwood Graduation Certificate and Evergreen School Completion Certificate

• Students are to complete the regular program with the appropriate credits to obtain a Dogwood Graduation Certificate
  
• Some students may receive substantial adaptations/inclusive supports to complete their regular coursework and these students receive the same credit as their peers
  
• Adaptations/inclusive supports used for students to be successful are not to minimize a student’s attainment of a course credit
  
• It is understood that all students with learning disabilities have the cognitive ability to graduate with a Dogwood Graduation Certificate
  
• Some students may be unable to meet graduation requirements due to their individualized special needs. In these cases, an Evergreen School Completion Certificate may be required