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  • Home
    • Communicating Student Learning >
      • Understanding CSL
      • District Requirements
      • Core Competencies (CSL)
      • Learning Updates
      • MyEdBC Reports
      • Fall/Spring Conferences
      • Strength-Based Comments
      • Student Engagement
      • Inclusive Reporting
    • Digital Transformation >
      • Digital Citizenship & Safety
      • Tutorials >
        • SingleSignOn
        • Windows 10
        • Apple
        • Chrome
        • How to print
        • MyEdBC
        • EdPlan Insight
        • Bookings
        • Office 365
        • Google Workspace
        • Screencastify
        • Flipgrid
        • Padlet
        • Read&Write
        • myBlueprint Education Planner
      • Software and Digital Tools
      • Digital Portfolios >
        • Seesaw
        • Spaces
      • Support
      • School Tech Plan
      • Remote Teaching Toolkit
    • Everything Curriculum >
      • Assessment
      • Core Competencies
      • Inquiry-Based Learning
      • Design Thinking
      • Backward Design
      • Library Learning Commons
    • Primary
    • Middle Years
    • Graduation Years >
      • Assessment (Grad Years)
    • Anti-Racism and Diversity
  • Our Team
  • Learning Opportunities
    • Learning Options
    • Communities of Practice
    • Residencies
  • District Resource Center
  • Parent Resources
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YOUR CART

Student Engagement

Teachers are required to provide a description of a child’s engagement, well-being and behaviour. This descriptive strength-based feedback provides parents with information about their child’s engagement, contributions, relationships with others, behaviour in school and identifies ways to support their growth (may include suggestions for ways caregivers can support their child).

Requirements

  • Descriptive strength-based feedback 
  • Teachers may reference Personal and Social Competencies for guidance as needed
K to 7 
Communicated a minimum of three times a year. 
  • Once during the Mid-Year Written Learning Update
  • Once at any other time during the school year
  • Once in the Summary of Learning
8 and 9 
  • Communicated to parents in each learning area in the Mid-Course Written Learning Update and in the Summary of Learning
  • This can be completed as a separate comment or an extension of the area of learning comment
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Continuum of Engagement Sentence Starters

*A proficiency scale should not be used for student engagement
What are the attitudes and attributes of an engaged student?
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  • Is beginning to…
  • Shows an initial understanding of…
  • Can sometimes…
  • Struggles with…
  • Is working on improving his/her effort
  • Generally…
  • Can…
  • Is learning to…
  • Usually…
  • Is progressing
  • Is able to… at a basic level/in familiar situations… 
  • Takes responsibility for his/her choices and own actions
  • Makes choices that support his/her well-being (physical, social/emotional)
  • Celebrates efforts and accomplishments
  • Advocates for self
  • Manages emotions, self-regulates
  • Encourages others… to take responsibility; to be involved; to collaborate effectively; to take action…
  • Supports others to be successful
  • Advocates for others
  • Leads, coaches and supports others to persevere through challenges
  • Applies a growth-mindset approach
Further Sentence Starters

Student Engagement Comment Examples

Sample 1 - Sean
​Sean has contributed to the classroom community. He sets goals that will help him improve his learning and the environment around him. Sean shows that he can solve problems on his own and recognizes when to seek help. He contributes to making our classroom a positive learning environment where everyone can feel safe and cared for. A focus that we have had this term is communicating our ideas and feelings in a respectful manner. I encourage Sean to stay more focused in class. At times, Sean is influenced by others rather than making his own choices. He has demonstrated strong leadership qualities which continue to develop.
Sample 2 - JOsephine
​When working with peers during an activity that she enjoys, Josephine can exhibit respectful behaviour, but a more motivated and engaged approach is needed in classroom activities.  Maintaining focus and making positive choices that will help her be more successful are goal for her.  Please continue to positively reinforce Josephine for choices that show she is following her plan.
Sample 3 - Emma
​Congratulations to Emma on her success in Grade 5! She is kind, thoughtful, friendly, and funny classmate. Emma puts pride into her work and approaches things with enthusiasm. She has worked hard to demonstrate her independence this year, checking criteria, and advocating more for herself. It will be important in Grade 6 for Emma to develop strong relationships with her classroom teacher and support staff so that she can feel comfortable speaking up when needed.  Continue to encourage her to work toward her IEP goals around advocating for herself consistently. She has had a wonderful year of growth and I am so excited for the many new adventures awaiting her! 
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​Learning together on the ancestral, unceded territory of the Syilx Nation.