Using a strength-based approach, all written descriptive feedback should clearly describe students’ strengths (what they know, do, and understand), as well as areas for improvement/development, and specific steps they can take to improve in relation to the learning standards.
Requirements
- Describe the strengths and growth areas of the child as an individual learner in relation to the learning standards (curricular competencies and content)
- Identify the next steps to encourage growth and progress
- Make reference to performance in relation to the proficiency scale
Provincial Proficiency Scale
The provincial proficiency scale will be used to communicate student progress in Kindergarten to Grade 9. This scale is used to provide consistent communication of student proficiency. It is expected that the communication will reflect student progress in all areas of learning in relation to grade-level curricular standards or IEP/AIP Goals as indicated. It is not appropriate to average previous with current performance levels, or penalize a student for lower achievement, while the student is learning and developing a skill if the student has attained a higher level since. In K - 9 grades and percentages should not be used to assess or communicate growth and progress or measure learning.
requirements
The proficiency scale is required in the Mid-Course/Mid-Year Written Learning Update, the Summary of Learning, and within one Written Learning Update in each area of learning. For more information about the proficiency scale, follow the link to the Understanding Proficiency page.
Please see the Inclusive Reporting page for communication criteria for IEPs, ELLs, etc.
Please see the Inclusive Reporting page for communication criteria for IEPs, ELLs, etc.
Proficiency Scale Sentence Starters
Emerging Starters
- Shows minimal understanding of...
- Is beginning to...
- Starting to...
- Demonstrates a limited understanding of...
- With significant support...still has not shown evidence of...
Developing Starters
- Demonstrates...at a basic level/in familiar situations...
- With support, shows an understanding of...
- Is working on...
- Needs consistent reminders to...
- Is approaching...
- Has a basic understanding of...
Proficient Starters
- Shows...
- Independently...
- Consistently demonstrates the ability to...
- Self-corrects by...
- Identifies strategies when...
- Is skilled at...
- Has fully demonstrated...
- Confidently...
Extending Starters
- Creatively/insightfully applies...
- Is innovative when...
- Can independently...in complex situations.
- Is strategic...
- Skillfully uses...
- Comprehensive understanding...
- Deep understanding...
- Uniquely...
- Is working beyond expectations...
- Their abilities exceed...
Curricular Strength-Based Examples
Emerging Examples
English (Grade 8)
Michelle is beginning to show a basic understanding of how to apply appropriate strategies to comprehend written, oral, and visual texts. Over the course of our literacy exercises, she makes connections and uses her background knowledge to help her understanding. She is beginning to show an understanding of literary elements and devices. I recommend she uses note cards to help her study and to improve her visualization skills as she increases comprehension.
Numeracy (Grade 3)
Frankie is starting to show an understanding of estimating by comparing to something familiar to him. If we are comparing to his personal height or something visual in the classroom, his estimates improve. Explanations of his mathematical ideas and decisions are limited. He often requires significant support to show his work or verbally discuss why he arrived at a particular answer. Practice thinking aloud when working through a problem will help develop these curricular competencies.
Physical and Health Education (Grade 6)
James is beginning to understand the impact of personal choices in what we eat and how often we exercise, as well as how a student’s participation in physical activities can influence their health and fitness. In our unit on the Canada Food Guide, James identified healthy foods he enjoyed eating and was able to create a personalized meal plan for the week that included these foods. James participates well in games and is working on understanding how to develop and demonstrate safety, fair play, and leadership in physical activities. A goal for James would be to participate in an intramural of his choice at lunchtime.
Michelle is beginning to show a basic understanding of how to apply appropriate strategies to comprehend written, oral, and visual texts. Over the course of our literacy exercises, she makes connections and uses her background knowledge to help her understanding. She is beginning to show an understanding of literary elements and devices. I recommend she uses note cards to help her study and to improve her visualization skills as she increases comprehension.
Numeracy (Grade 3)
Frankie is starting to show an understanding of estimating by comparing to something familiar to him. If we are comparing to his personal height or something visual in the classroom, his estimates improve. Explanations of his mathematical ideas and decisions are limited. He often requires significant support to show his work or verbally discuss why he arrived at a particular answer. Practice thinking aloud when working through a problem will help develop these curricular competencies.
Physical and Health Education (Grade 6)
James is beginning to understand the impact of personal choices in what we eat and how often we exercise, as well as how a student’s participation in physical activities can influence their health and fitness. In our unit on the Canada Food Guide, James identified healthy foods he enjoyed eating and was able to create a personalized meal plan for the week that included these foods. James participates well in games and is working on understanding how to develop and demonstrate safety, fair play, and leadership in physical activities. A goal for James would be to participate in an intramural of his choice at lunchtime.
Developing Examples
ADST (Grade 5)
With support, Paul identifies potential ideas and chooses an idea to pursue. He needs constant reminders to identify design issues, note limiting factors and make changes to his product. Once reminded, Paul incorporates these changes and describes the process. An opportunity for further development for Paul would be to brainstorm on paper before beginning his builds, so he can analyze the potential pitfalls for the testing phase of the design process.
Physical and Health Education (Grade 1)
Tammie balances, bends, jumps and runs without support and notices an increase in breathing and thirst while participating in these activities. With support, she bounces and throws and has a basic understanding of the parts of the body (arms and legs) used in these skills. Helping Tammie practice catching and kicking will help further develop her skills. Reducing the distance between the two receivers will also help to improve these skills.
Art Education (Grade 6)
Eddie demonstrates a basic understanding in Art Education. With prompting, he shows an understanding of visual elements of design such as colour and shape. At times, he can be motivated by collaboration. Eddie will take creative risks to express his ideas and experiences when he is interested. I would like to see him continue to develop his reflective practices to further understand creative processes and artists’ intentions and share his ideas with his peers while taking in advice for implementation for his art.
With support, Paul identifies potential ideas and chooses an idea to pursue. He needs constant reminders to identify design issues, note limiting factors and make changes to his product. Once reminded, Paul incorporates these changes and describes the process. An opportunity for further development for Paul would be to brainstorm on paper before beginning his builds, so he can analyze the potential pitfalls for the testing phase of the design process.
Physical and Health Education (Grade 1)
Tammie balances, bends, jumps and runs without support and notices an increase in breathing and thirst while participating in these activities. With support, she bounces and throws and has a basic understanding of the parts of the body (arms and legs) used in these skills. Helping Tammie practice catching and kicking will help further develop her skills. Reducing the distance between the two receivers will also help to improve these skills.
Art Education (Grade 6)
Eddie demonstrates a basic understanding in Art Education. With prompting, he shows an understanding of visual elements of design such as colour and shape. At times, he can be motivated by collaboration. Eddie will take creative risks to express his ideas and experiences when he is interested. I would like to see him continue to develop his reflective practices to further understand creative processes and artists’ intentions and share his ideas with his peers while taking in advice for implementation for his art.
Proficient Examples
Social Studies (Grade 8/9)
Peter demonstrates analyzing and determining significance at a proficient level. He confidently states his opinion and consistently justifies himself to defend his position. Peter is working on citing his sources and developing social responsibility to build community. He would benefit from utilizing a referencing program like EasyBib or RefWorks. Peter could practice consciously waiting for his peers to finish their thoughts before rebutting in group conversations.
Science (Grade 2)
In science, Courtney consistently demonstrates her understanding of scientific concepts and is skilled at asking quality questions. A goal for Courtney is to work at taking risks and making predictions during observations. An exercise she could use would be to practice predicting outcomes in familiar situations at home, such as what would happen if someone left ice cream on the counter.
Peter demonstrates analyzing and determining significance at a proficient level. He confidently states his opinion and consistently justifies himself to defend his position. Peter is working on citing his sources and developing social responsibility to build community. He would benefit from utilizing a referencing program like EasyBib or RefWorks. Peter could practice consciously waiting for his peers to finish their thoughts before rebutting in group conversations.
Science (Grade 2)
In science, Courtney consistently demonstrates her understanding of scientific concepts and is skilled at asking quality questions. A goal for Courtney is to work at taking risks and making predictions during observations. An exercise she could use would be to practice predicting outcomes in familiar situations at home, such as what would happen if someone left ice cream on the counter.
Extending Examples
Ellah Numeracy (Grade 7)
Ellah uses sophisticated strategies to solve problems in both abstract and contextual situations. She skillfully used her knowledge of circles and circumference to construct a piece of art that displayed both her in-depth mathematical understanding alongside her artistic creativity. Ellah needs to focus now on communicating her thinking in clear and concise ways for others to learn from her perspective. Look for ways she can communicate her perspective in different environments outside of school.
Nate (Grade 1) Literacy
Nate is reading well beyond his grade level and demonstrates a high level of comprehension with insightful responses. He writes with both fluency and voice and skillfully uses his acquired vocabulary to convey meaning through his written words. Nate can continue to grow through extending his vocabulary and using these words more frequently within his writing.
Jenn Textiles 10
Jenn has independently gone above and beyond the expectations in textiles. Her combination of techniques and creative application of various elements of design, like durability, fit and usability. While using these skills and by altering her designs, she changed the original use of the materials to make something new. Jenn continues to work on extending her thinking to overcome constraints within her designs.
Ellah uses sophisticated strategies to solve problems in both abstract and contextual situations. She skillfully used her knowledge of circles and circumference to construct a piece of art that displayed both her in-depth mathematical understanding alongside her artistic creativity. Ellah needs to focus now on communicating her thinking in clear and concise ways for others to learn from her perspective. Look for ways she can communicate her perspective in different environments outside of school.
Nate (Grade 1) Literacy
Nate is reading well beyond his grade level and demonstrates a high level of comprehension with insightful responses. He writes with both fluency and voice and skillfully uses his acquired vocabulary to convey meaning through his written words. Nate can continue to grow through extending his vocabulary and using these words more frequently within his writing.
Jenn Textiles 10
Jenn has independently gone above and beyond the expectations in textiles. Her combination of techniques and creative application of various elements of design, like durability, fit and usability. While using these skills and by altering her designs, she changed the original use of the materials to make something new. Jenn continues to work on extending her thinking to overcome constraints within her designs.
Multi-Disciplinary / Integrated Studies Examples
GRADE 4 INTERDISCIPLINARY UNIT (SOCIAL STUDIES, SCIENCE, ART, NUMERACY)
Social Studies (Grade 8/9)
Peter demonstrates analyzing and determining significance at a proficient level. He confidently states his opinion and consistently justifies himself to defend his position. Peter is working on citing his sources and developing social responsibility to build community. He would benefit from utilizing a referencing program like EasyBib or RefWorks. Peter could practice consciously waiting for his peers to finish their thoughts before rebutting in group conversations.
Science (Grade 2)
In science, Courtney consistently demonstrates her understanding of scientific concepts and is skilled at asking quality questions. A goal for Courtney is to work at taking risks and making predictions during observations. An exercise she could use would be to practice predicting outcomes in familiar situations at home, such as what would happen if someone left ice cream on the counter.
Peter demonstrates analyzing and determining significance at a proficient level. He confidently states his opinion and consistently justifies himself to defend his position. Peter is working on citing his sources and developing social responsibility to build community. He would benefit from utilizing a referencing program like EasyBib or RefWorks. Peter could practice consciously waiting for his peers to finish their thoughts before rebutting in group conversations.
Science (Grade 2)
In science, Courtney consistently demonstrates her understanding of scientific concepts and is skilled at asking quality questions. A goal for Courtney is to work at taking risks and making predictions during observations. An exercise she could use would be to practice predicting outcomes in familiar situations at home, such as what would happen if someone left ice cream on the counter.
GRADE 5 INTEGRATED UNIT OF INQUIRY
While exploring concepts related to multiculturalism in Canada and identity:
- Susan required significant support when making comparisons of various cultural values using a Venn Diagram. Further opportunities where she can explore cultural values will help her in understanding how her own values are similar and different to others (Social Studies)
- Susan was very engaged and displayed empathy during our discussions around the readings and stories we read on immigration. Although some of the vocabulary was challenging for her and at times she needed help with comprehension, she was eager to share her opinions and became quite involved in class discussions (Literacy)
- Susan required ongoing support when creating her All About Me artistic representation. Some of the artistic elements required concentration. She became frustrated easily and became unwilling to make a second attempt. I would encourage Susan to persevere and not give up as easily when something becomes difficult. (Arts Ed)
GRADE 7 INTERDISCIPLINARY UNIT (SOCIAL STUDIES, SCIENCE, NUMERACY, LITERACY)
While exploring the Big Idea on how economic specialization and trade networks can lead to conflict and cooperation between societies, Rose used circle and bar graphs effectively to communicate her knowledge and thinking when comparing the economics of indigenous culture with that of the European explorers. Her first-person narrative was creatively written as it explored the perspective of how an indigenous person might feel about the explorers use of natural resources. I would encourage Rose to spend more time revising her writing by using more descriptive words and literary devices.
Inclusive Examples
Grade 4 Numeracy
On Johanna’s IEP, her goal in Numeracy is to become proficient in representing and understanding skip-counting patterns both verbally and in written form. Understand this grade 2 competency will help her develop the grade 4 concept of multiplication. She has demonstrated a proficient level at counting by 2s, 5s, and 10s. When presented by an incorrect counting pattern, she can identify errors and can represent these counting sequences forward and backward. She continues to develop her fluency in counting by 3s and 4s (at a grade 3 level) and uses tools such as a number line and a hundreds chart for support. As Johanna continues to make progress toward grade 4 competencies, her IEP goals will be revisited.
Grade 8 Literacy
On Edward’s IEP, his goal for reading is to become proficient in applying a variety of reading strategies, more specifically, developing explanations and making connections. This grade 5 competency supports the development of more complex reading strategies like contextualizing, predicting and summarizing. At a grade 4 level, Edward has become proficient at identifying text features and is now working to develop making the connections between the features, context and importance of the text. He is working toward developing the skills of writing for diverse purposes as he concentrates on exploring writing from a position or opinion and to inquire. Continue to support Edward by providing reading and writing practice at the grade 5 level at home. At a grade 5 level, he has proficiently met his writing goal of expressing himself with purpose by sticking to one topic.
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Learning together on the ancestral, unceded territory of the Syilx Nation.
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