Points of progress are the meaningful, varied, and responsive ways in which teachers provide caregivers with information about how their child is progressing in relation to the learning standards and what the child can do to extend their understanding. Teachers are encouraged to communicate with families frequently in both formal and informal ways.
K to 7 One FORMAL Point of Progress in Each Area of Learning/Course
One FORMAL point of progress for each area of learning/course throughout the school year must be completed. The formal point of progress must meet the following requirements:
Requirements
- Includes a sample of or reference to student work (may be a single area of learning or an integrated unit of study)
- Includes a straightforward, strength-based comment that describes the learning
- Indicates the level of proficiency as per the provincial proficiency scale
- Shared through a scheduled required MyED BC report or throughout the year in a variety of other formats such as digital portfolios
For more information about strength-based comments, follow the link to the Strength-Based Comments page.
For more information about the proficiency scale, follow the link to the Understanding Proficiency page.
For more information about the proficiency scale, follow the link to the Understanding Proficiency page.
8 and 9 Digital Portfolios Option
Grade 8 and 9 teachers have the opportunity to explore digital portfolios with their students to provide ongoing Points of Progress. Digital portfolios are collections of student-created artifacts gathered over a period of time, and are a fantastic way to build student ownership of learning, strengthen the relationship between home and school, and demonstrate student growth and progress when communicating student learning.
Requirements
- Ongoing communication using a digital platform (myBlueprint Education Planner, Spaces, and Freshgrade Connect, etc.)
- Strength-based feedback
- Evidence of learning or reference to evidence of learning
- A proficiency level
*a proficiency is not required for every entry into the digital portfolio - Understanding Proficiency
** if you are interested in using Digital Portfolio follow the link.
** if you are interested in using Digital Portfolio follow the link.
Point of Progress Template
Formal point of progress template
Formal Point of Progress Template Files
Point of Progress Samples
SAMPLE 1: Grade 1 Literacy (Hard Copy)
Point of Progress Sample 1: Grade 1 Literacy - Hard Copy of Writing with Cover Letter Sent Home to Parents
Teacher: Mrs. Smith
Student: Sam Jones
Date: January 23, 2019
Areas of Learning: Language Arts
Sam is progressing in his literacy development. He can orally tell a story, ask good questions and make connections between stories he has read and his experiences. With guidance, Sam can identify syllables, rhyming words, and can hear beginning/ending sounds in words. Sam recognizes that print has meaning, and he is beginning to sound out letters in words when reading and writing. In the sample below (written completely independently), Sam told me that he wrote “I went for a playdate”. He is starting to write the beginning sounds in words. With more familiar words, he can even write some of the middle and ending sounds (padadt = playdate). Next steps for Sam:
At this time, Sam’s English Language Arts skills are at a developing level.
Teacher: Mrs. Smith
Student: Sam Jones
Date: January 23, 2019
Areas of Learning: Language Arts
Sam is progressing in his literacy development. He can orally tell a story, ask good questions and make connections between stories he has read and his experiences. With guidance, Sam can identify syllables, rhyming words, and can hear beginning/ending sounds in words. Sam recognizes that print has meaning, and he is beginning to sound out letters in words when reading and writing. In the sample below (written completely independently), Sam told me that he wrote “I went for a playdate”. He is starting to write the beginning sounds in words. With more familiar words, he can even write some of the middle and ending sounds (padadt = playdate). Next steps for Sam:
- Continue to learn the letters of the alphabet and their sounds. Sam is still working on some letter/sound matches (ex. he mixed up the y/w sound in the sample below).
- Practice blending and segmenting sounds orally. Play guess my word: (h a t = hat).
- Practice writing the beginning and ending sounds in words until skill is consistent. For example: the word “went” would be written “wt”. Eventually he will sound out words phonetically.
At this time, Sam’s English Language Arts skills are at a developing level.
SAMPLE 2: Kindergarten integrated units (Hard copy)
Point of Progress Sample 2: Kindergarten Integrated Units of Study - Word Document Printed and Sent Home to Parents
Teacher: Ms. White
Student: Amy Brown
Date: April 16, 2019
Areas of Study: Science, ADST, Art Education
At the beginning of our “Weather” unit, Amy asked the question, “Why are there clouds?” After many experiments, Amy was proficiently able to explain the water cycle and answer her own question about why there are clouds. Amy built an effective sunshade structure out of plastic cups, lego, paper and blocks (see picture and attached paper). Amy created “Storm Art” using pastels and watercolours. Amy has strong fine motor skills and she is able to express herself creatively through art. She is always willing to explore art materials. Amy demonstrates a complete understanding of the learning standards relevant to the expected learning in Science, Art and ADST. Next steps for Amy are to continue to ask good questions about the world and things that interest her and to explore the answers. She would also benefit from additional building and art experiences to further develop visual-spatial skills.
Science: Proficient
ADST: Proficient
Arts Education: Proficient
Teacher: Ms. White
Student: Amy Brown
Date: April 16, 2019
Areas of Study: Science, ADST, Art Education
At the beginning of our “Weather” unit, Amy asked the question, “Why are there clouds?” After many experiments, Amy was proficiently able to explain the water cycle and answer her own question about why there are clouds. Amy built an effective sunshade structure out of plastic cups, lego, paper and blocks (see picture and attached paper). Amy created “Storm Art” using pastels and watercolours. Amy has strong fine motor skills and she is able to express herself creatively through art. She is always willing to explore art materials. Amy demonstrates a complete understanding of the learning standards relevant to the expected learning in Science, Art and ADST. Next steps for Amy are to continue to ask good questions about the world and things that interest her and to explore the answers. She would also benefit from additional building and art experiences to further develop visual-spatial skills.
Science: Proficient
ADST: Proficient
Arts Education: Proficient
SAMPLE 3: Grade 3 Art (Digital Tool)
Point of Progress Sample 3: Grade 3 Arts Educations using digital tool
With support, Tracey has shown improvement in her ability to play the recorder. She is able to apply learned skills to follow a given piece of music and can create a strong beat that follows given rhythm patterns. She should continue to work on creating her own unique rhythm patterns. Tracey is encouraged to continue to recognize and try to play along to rhythm and beats found in popular music.
Please ask Tracey to play Hot Cross Buns and the Star Wars Theme for you to demonstrate her learning in music.
With support, Tracey has shown improvement in her ability to play the recorder. She is able to apply learned skills to follow a given piece of music and can create a strong beat that follows given rhythm patterns. She should continue to work on creating her own unique rhythm patterns. Tracey is encouraged to continue to recognize and try to play along to rhythm and beats found in popular music.
Please ask Tracey to play Hot Cross Buns and the Star Wars Theme for you to demonstrate her learning in music.
Sample 4: GRADE 6 MATH (FreshGrade)
Point of Progress Sample 4: Grade 6 Math Using FreshGrade
Teacher: Mr. Stevens
Student: Kal Bay
Date: April 23, 2019
Strength Based Comment Included in Post:
Kal demonstrates proficiency when dividing with decimals. He is able to estimate reasonably and clearly show his mathematical thinking. He accurately solves division questions and can follow the reasoning of others. He can also recognize and use patterns in division. I would like Kal to continue to work towards demonstrating the use of multiple strategies to divide. When we are working with money, he could try to remember to think about how many decimal places should be in the answer. A next step for Kal is to explore Order of Operations and connect these mathematical concepts to other areas.
Teacher: Mr. Stevens
Student: Kal Bay
Date: April 23, 2019
Strength Based Comment Included in Post:
Kal demonstrates proficiency when dividing with decimals. He is able to estimate reasonably and clearly show his mathematical thinking. He accurately solves division questions and can follow the reasoning of others. He can also recognize and use patterns in division. I would like Kal to continue to work towards demonstrating the use of multiple strategies to divide. When we are working with money, he could try to remember to think about how many decimal places should be in the answer. A next step for Kal is to explore Order of Operations and connect these mathematical concepts to other areas.
SAMPLE 5: GRADE 6 INTEGRATED UNITS (Freshgrade)
Point of Progress Sample 5: Grade 6 Integrated Units of Study using FreshGrade
Teacher: Mr. Stevens
Student: Kal Bay
Date: April 23, 2019
Social Studies: Proficient
Language Arts: Extending
ADST: Proficient
Arts: Proficient
Strength Based Comment Included in Post:
Fantastic work Kal! I am so impressed with your writing and can truly see excellent growth in your writing from your rough draft to your final copy. I was pleased with your commitment to the editing process and willingness to revise your work and to incorporate feedback given to you during our writing conferences. Your introduction is very effective, and you have many relevant and interesting details in your writing that make it engaging. You have also done a good job creating smooth and effective transitions between your paragraphs and I can hear your voice in your writing. There are a few small errors in your paragraphing conventions, but the writing still reads well. Continue to work on ways to make your writing more complex by varying your sentence lengths and using richer vocabulary.
I appreciated the many thoughtful discussions we had throughout this project - you showed good insight into Malcolm X and were able to easily draw reasoned conclusions about your activist based on your learning. In particular, you demonstrated an understanding of why Malcolm X advocated for violence and what the consequences of this were. You also showed that you can use inquiry processes and skills to ask good questions and read and synthesize information from a variety of sources to form meaning. Continue to ask more questions that help you better understand the context and consequences of actions from the perspective of the time period they occurred in. You've created a strong visual of Malcolm X using pencil with good shading and angles. Your chosen medium is effective at conveying the feeling you were trying to evoke. You've also selected words that are powerful and accurately describe the character traits of Malcolm X as interpreted by you.
Your digital art publishing layout has a visually appealing layout with appropriate use of text features to highlight key information to the reader. Continue to work on ways to break up the text on the publishing layout that maintain the readability.
Excellent work, Kal. I know you are very proud of your work and you should be.
Teacher: Mr. Stevens
Student: Kal Bay
Date: April 23, 2019
Social Studies: Proficient
Language Arts: Extending
ADST: Proficient
Arts: Proficient
Strength Based Comment Included in Post:
Fantastic work Kal! I am so impressed with your writing and can truly see excellent growth in your writing from your rough draft to your final copy. I was pleased with your commitment to the editing process and willingness to revise your work and to incorporate feedback given to you during our writing conferences. Your introduction is very effective, and you have many relevant and interesting details in your writing that make it engaging. You have also done a good job creating smooth and effective transitions between your paragraphs and I can hear your voice in your writing. There are a few small errors in your paragraphing conventions, but the writing still reads well. Continue to work on ways to make your writing more complex by varying your sentence lengths and using richer vocabulary.
I appreciated the many thoughtful discussions we had throughout this project - you showed good insight into Malcolm X and were able to easily draw reasoned conclusions about your activist based on your learning. In particular, you demonstrated an understanding of why Malcolm X advocated for violence and what the consequences of this were. You also showed that you can use inquiry processes and skills to ask good questions and read and synthesize information from a variety of sources to form meaning. Continue to ask more questions that help you better understand the context and consequences of actions from the perspective of the time period they occurred in. You've created a strong visual of Malcolm X using pencil with good shading and angles. Your chosen medium is effective at conveying the feeling you were trying to evoke. You've also selected words that are powerful and accurately describe the character traits of Malcolm X as interpreted by you.
Your digital art publishing layout has a visually appealing layout with appropriate use of text features to highlight key information to the reader. Continue to work on ways to break up the text on the publishing layout that maintain the readability.
Excellent work, Kal. I know you are very proud of your work and you should be.
SAMPLE 6: GRADE 9 SOCIAL STUDIES (digital portfolio)
Point of Progress Sample 6: Grade 9 Social Studies using Digital Portfolio
Each student created a digital portfolio using Google Site where they reflected on their curricular and core competencies where they make links to our assignments from class.
In this snapshot of her work and feedback, you can see that Jordan is proficient when she reflects on her learning. She indicates her connections to our curricular competencies (in this case she used significance and cause and effect) and is setting goals to improve her understanding and explanations. As she mentioned, I agree that she needs to provide consistent detail in her work as she supports her ideas and opinions.
Each student created a digital portfolio using Google Site where they reflected on their curricular and core competencies where they make links to our assignments from class.
In this snapshot of her work and feedback, you can see that Jordan is proficient when she reflects on her learning. She indicates her connections to our curricular competencies (in this case she used significance and cause and effect) and is setting goals to improve her understanding and explanations. As she mentioned, I agree that she needs to provide consistent detail in her work as she supports her ideas and opinions.
Sample 7: Grade 8 ADST (digital Portfolio)
Investigate a food-borne illness and create an informational brochure.
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Learning together on the ancestral, unceded territory of the Syilx Nation. |