English Language Learners (ELL)
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. These requirements are described in the Student Reporting Policy - www.bced.gov.bc.ca/policy/policies/student_reporting.htm – and in the Student Progress Report Order. Letter grades, and percentages where appropriate, must be used to indicate students’ levels of performance in relation to the prescribed learning outcomes.
Letter grades are appropriate for English language learners where they are capable of meeting
· the provincially prescribed learning outcomes for a particular subject, or
· the learning outcomes for a Board/Authority Authorized course.
Letter grades are not appropriate where English language learners are not yet able to follow the curriculum due to their level of language proficiency. In this case, the student progress report must contain information describing what the student can do, areas that require further attention or development, and ways of supporting their learning.
In addition, all schools are required to report to parents on the progress of students in the ESL program; this information must be included in each of the five reporting periods provided every year. Parents should be informed of their child’s progress in social and academic language competence as part of this process. The same fundamental principles of reporting students’ progress to their parents apply to parents of English language learners as well. In cases of language difference, wherever appropriate and possible, interpreters should be provided for parent/teacher conferences.
Teachers have the professional obligation to report progress only for students whom they have personally instructed and evaluated. Where an ESL specialist is responsible for providing some portion of the student’s educational program, the specialist should provide written information on the student’s progress for inclusion with the classroom teacher’s report.
ELL Policy and Guidelines https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/english-language-learners/guidelines.pdf
Letter grades are appropriate for English language learners where they are capable of meeting
· the provincially prescribed learning outcomes for a particular subject, or
· the learning outcomes for a Board/Authority Authorized course.
Letter grades are not appropriate where English language learners are not yet able to follow the curriculum due to their level of language proficiency. In this case, the student progress report must contain information describing what the student can do, areas that require further attention or development, and ways of supporting their learning.
In addition, all schools are required to report to parents on the progress of students in the ESL program; this information must be included in each of the five reporting periods provided every year. Parents should be informed of their child’s progress in social and academic language competence as part of this process. The same fundamental principles of reporting students’ progress to their parents apply to parents of English language learners as well. In cases of language difference, wherever appropriate and possible, interpreters should be provided for parent/teacher conferences.
Teachers have the professional obligation to report progress only for students whom they have personally instructed and evaluated. Where an ESL specialist is responsible for providing some portion of the student’s educational program, the specialist should provide written information on the student’s progress for inclusion with the classroom teacher’s report.
ELL Policy and Guidelines https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/english-language-learners/guidelines.pdf