February 16, 2025
Strengthening Can-Do Reporting in Elementary Education: A Balanced Hybrid Approach
Introduction
Can-Do Reporting transforms how we assess and communicate student progress by focusing on strengths, growth, and next steps rather than deficits. As highlighted in Can-Do Story: Emma’s Math Journey, this approach supports students in building confidence, engaging in self-reflection, and developing a deeper understanding of learning progressions.
To scale Can-Do Reporting effectively within British Columbia’s elementary education system, it is crucial to align its principles with the Ministry’s redesigned curriculum and Enhancing Student Learning Reporting Order, while maintaining the integrity of subject-specific learning. A balanced hybrid approach integrates Can-Do statements within existing curriculum frameworks to provide both curricular structure and individualized progress tracking.
A Classroom Moment – Discovering Numbers
Emma’s face lit up as she carefully arranged her counters into groups of five. “Look, Mr. Lee! I made ten in two different ways!” she exclaimed, holding up two small sets of beads.
Mr. Lee smiled. “That’s great, Emma! Can you explain how you grouped them?”
Emma pointed to one pile. “Five and five make ten.” She pointed to another. “And this one is six and four!”
This moment of discovery was not just about counting; it was about building confidence and conceptual understanding. By encouraging Emma to verbalize her reasoning, Mr. Lee integrated formative assessment strategies, aligning with British Columbia’s K-12 Student Reporting Policy, which emphasizes descriptive feedback to support student learning. This activity connects directly to the early numeracy curriculum, helping Emma progress towards key mathematical competencies.
Integrating a Balanced Hybrid Approach into Can-Do Reporting
A hybrid approach maintains the existing curriculum framework while embedding Can-Do indicators that provide clear markers of student progress. This approach strengthens assessment and communication by combining structured learning goals with individualized growth tracking.
1. Assessment Integration
- Maintain the curriculum framework as the primary organizing structure.
- Add specific Can-Do indicators within each subject area to clarify skill development.
- Establish clear progress markers that align with both curriculum expectations and competency growth.
- Ensure subject integrity while highlighting skill-based progress.
2. Enhancing Student Reporting
- Continue reporting curriculum-based grades but supplement with Can-Do capability statements.
- Show both achievement levels and growth over time.
- Provide parents with a clearer understanding of their child’s actual skills and progress.
3. Supporting Effective Teaching Practices
- The curriculum provides structured content, while Can-Do statements guide instructional focus.
- Improve identification of learning gaps for targeted interventions.
- Strengthen personalized instruction through competency-based tracking.
4. Tracking Progressive Development in Literacy and Numeracy
A balanced hybrid approach allows for tracking skill development over multiple years:
Example: Literacy Progression
- Curriculum Outcome: “Understands and creates texts.”
- Can-Do Markers:
- Decodes unfamiliar words using phonics.
- Reads grade-level texts fluently.
- Comprehends main ideas and supporting details.
- Writes coherent and structured paragraphs.
Example: Numeracy Progression
- Curriculum Outcome: “Uses number strategies.”
- Can-Do Markers:
- Recalls basic facts automatically.
- Applies efficient calculation strategies.
- Explains mathematical thinking and reasoning.
- Solves multi-step word problems independently.
Can-Do Literacy and Numeracy Progress Chart (Grade 3-4 Transition)
| Can-Do Statement | Emerging (Gr. 3 Start) | Developing (Gr. 3 Mid-Year) | Proficient (Gr. 3 End / Gr. 4 Start) | Extending (Gr. 4 Mid-Year & Beyond) |
| Literacy: Reading Fluency | Reads simple sentences with support | Reads short texts with emerging fluency | Reads grade-level texts fluently with some expression | Reads complex texts with confidence and expression |
| Literacy: Comprehension | Identifies basic story elements (who, what) | Retells stories with details and main ideas | Summarizes key themes and makes simple inferences | Analyzes and discusses deeper themes and character motivations |
| Numeracy: Multiplication & Division | Recognizes repeated addition as multiplication | Uses basic multiplication facts to solve simple problems | Applies multiplication and division within 100 fluently | Uses strategies to solve multi-step problems involving multiplication and division |
| Numeracy: Fractions & Decimals | Identifies simple fractions in visual models | Compares and orders fractions with like denominators | Represents fractions and decimals on a number line | Adds and subtracts fractions and decimals in real-world applications |
Practical Benefits of a Balanced Hybrid Approach
- Works within existing curriculum structures while enhancing competency tracking.
- Provides clearer learning progressions that integrate seamlessly with report cards.
- Supports differentiation, ensuring that each student’s strengths and needs are recognized.
- Maintains high academic standards while emphasizing growth-based learning.
- Helps identify intervention needs through clear skill progression markers.
Conclusion: Strengthening Can-Do Reporting with a Hybrid Approach
By integrating a balanced hybrid approach, British Columbia’s Can-Do Reporting model can maintain curriculum integrity while offering a clearer pathway for skill development. This approach ensures that both educators and families can track student progress in a way that supports personalized learning and competency growth.
Would you like to explore how this approach could be piloted in classrooms? Let’s collaborate to refine Can-Do Reporting for elementary education!
February 14 , 2024
Parents, want to understand what your child is learning in school? ✨
Curriculum Learning Outcomes (CLOs) define what students should know and be able to do at each grade level. We’ve gathered official curriculum links for BC, Ontario, and Alberta, plus real numeracy & literacy examples for elementary students.
Find your province’s learning expectations here:
British Columbia: BC Curriculum – https://lnkd.in/g9E5gSBr
Ontario: Ontario Curriculum and Resources https://lnkd.in/g5Fwifq7
Alberta: Alberta Programs of Study https://lnkd.in/gt9X-Siw
Knowing these learning outcomes can help parents:
Support their child’s learning at home
Track progress in literacy & numeracy
Engage in meaningful conversations with teachers
Example CLOs:
Grade 3 Numeracy (BC): Add & subtract numbers to 1,000 using place value
Grade 1 Literacy (Ontario): Identify story elements & retell events
Grade 2 Numeracy (Alberta): Recognize & describe repeating patterns
Stay informed & support your child’s education!