School District 59
Inclusive Education Guide

Section Six

Graduation, Assessment and Reporting

01.

Pathways to Graduation

In British Columbia, there are several distinct pathways for earning a graduation credential, depending on your age, needs, and educational goals:

Dogwood Diploma (BC Certificate of Graduation)

  • Standard high school pathway (Grades 10–12), requiring at least 80 credits:
  • 48 credits from required courses (e.g., English, Math, Sciences, Social Studies, PHE, Fine Arts/Applied Skills, Indigenous-focused, Career-Life Education/Connections)
  • 28 elective credits
  • 16 credits at Grade 12 level, including English 12 and Career-Life Connections wikipedia.org+15mss.mpsd.ca+15studyinsurrey.ca+15
  • Must complete three provincial Graduation Assessments: Grade 10 Literacy, Grade 10 Numeracy, Grade 12 Literacy ca+5mss.mpsd.ca+5readkong.com+5
  • French Immersion or Francophone: eligible for a Dual Dogwood (bilingual diplomas), with added French course and assessment requirements gov.bc.ca+6mss.mpsd.ca+6cityvanacademy.ca+6

Adult Dogwood Diploma

Evergreen Certificate (School Completion Certificate)

  • Designed for students with intellectual disabilities and complex diverse learning needs
  • Awarded upon completing their Individual Competency Based Individual Education Plan (ICBIEP), rather than the full Dogwood

 

02.

Evergreen Certificate

Evergreen Certificate – (British Columbia School Completion Certificate)

What is it?

The Evergreen Certificate is not a graduation diploma, but rather a school completion certificate designed for students with diverse and significant learning needs who follow an Inclusive and Competency-Based Individual Education Plan (IEP) and are not working toward a Dogwood Diploma.

It recognizes individualized learning achievements and successful completion of a school-based educational program, often focusing on life skills, functional academics, and transition planning for adulthood.

Who is it for?

  • Students with moderate to profound intellectual disabilities, or complex learning and/or medical needs.
  • Students for whom a standard Dogwood graduation path is not appropriate, even with accommodations or adaptations.
  • Learners whose progress and success are measured through their IEP goals rather than provincial curriculum outcomes.

Key Features:

  • Based on ICBIEP: The student’s educational program is designed to be highly personalized and is centered around realistic, meaningful goals in areas such as:
    • Communication and social skills
    • Functional academics (e.g., basic numeracy and literacy)
    • Daily living and independence
    • Work experience and employability skills
    • Community involvement
  • No minimum credit requirement. Instead of accumulating credits toward graduation, students complete a personalized program tailored to their learning profile and transition needs.
  • No provincial assessments (e.g., Literacy 10 or Numeracy 10) are required.

What does it lead to?

  • While it does not grant a high school diploma, the Evergreen Certificate marks the successful completion of a K–12 school experience.
  • It often includes a transition plan outlining post-school goals, such as:
    • Supported employment or training
    • Volunteer work
    • Participation in adult community programs
    • Independent or supported living

Transition Planning:

A key part of the Evergreen pathway is transition planning. By Grades 10–12, the team (student, family, educators, and community supports) work together to:

  • Identify post-school goals
  • Connect students with external agencies (e.g., Community Living BC, employment programs)
  • Provide work experience and life skills instruction
  • Document the student’s strengths, needs, and support strategies in a Summary of Progress

Supports and Team Involvement:

  • Students are typically supported by a Learning Services team, which may include:
    • Classroom teacher
    • Resource teacher
    • Educational assistants
    • Occupational therapists, speech-language pathologists, etc.
  • Family involvement is a crucial part of planning and decision-making throughout the student’s program.

School District 59 Evergreen Criteria

  • The Evergreen Certificate is not a graduation credential; students who receive an Evergreen have not graduated. It is important that students and their parents clearly understand that Evergreen represents the completion of personal learning goals but does not represent graduation.
  • Students will receive a transcript of grades on completion of the Evergreen Certificate.
  • The decision to put a student on an Evergreen pathway should not be made prior to Grade 10 and must include the informed consent of the student’s parent(s)/guardian(s).
  • There must be evidence to determine the presence, nature, severity, and educational implications of a very complex medical profile or cognitive disability.
  • The principal must submit the list of the students who have been recommended to receive the Evergreen Certificate to the Director of Learning Services in June of each year.
  • Students who are continuing in the district for an extra/transition year to complete their IEP goals must not be issued their Evergreen Certificate until the end of their final year.

School District 59 Additional/Transition Years – Evergreen

As we assist students with IEP’s (Evergreen/School Leaving Certificate) toward a transition to adult life, there may need to be an additional year (maximum 2 years or up to the year in which they turn 19*) to facilitate the transition to community supports.   The following guidelines or procedures will provide best practice.

If a decision is made to remain in the K-12 system for additional years (maximum 2 years), the following criteria must be met:

  • An application for a transition year will be made by the school before the end of April preceding the additional year
  • The student must be on a path toward an Evergreen Certificate;
  • A PATH (Planning Alternative Tomorrows with Hope) or Transition Planning process has been initiated to determine the needs of the student and the capacity of the district before the beginning of the additional year;
  • There must be coordination and collaboration with the adult agency (i.e., CLBC, PSI or other);
  • The length and structure (i.e., full days, part days, part time) of the program will be dictated by the needs of the students and the ability of the district to provide the necessary supports;
  • The student must participate in a program that has goals set for transition to adult life;
  • The program will focus on community-based life skills and work experience and may be on the school site or in the community.
  • Documentation including application forms and transition planning will be placed in the student’s cumulative file.
03.

Assessment and Reporting

In British Columbia, assessment and reporting for students with diverse learning needs is guided by the principles of inclusivity, equity, and individualization. The goal is to provide meaningful, strength-based feedback that reflects each student’s unique learning profile and progress toward personalized goals.

Standards for all students, including students with disabilities or diverse abilities, are developed with high but appropriate expectations for student achievement. Students with disabilities or diverse abilities are expected to achieve some, most, or all provincial curriculum standards and/or outcomes with support.

Unless a student with disabilities or diverse abilities is able to demonstrate their learning in relation to expected learning standards and/or outcomes set out in the curriculum for the course or subject and grade, the student’s progress report(s) must contain written comments describing:

  • what the student is able to do;
  • the areas in which the student requires further attention or development; and
  • the ways of supporting the student in their learning.

The written comments must contain a statement about the progress of the student in relation to the goals in their IEP. Where appropriate, written comments should describe ways to enable the student to demonstrate their learning in relation to expected learning outcomes set out in the curriculum for the course or subject and grade, and should describe the time period required to enable the student to demonstrate such learning.

A letter grade (the typical manner for reporting student progress in grades 4 through 12) may only be assigned for a student with disabilities or diverse abilities where that student is able to demonstrate their learning in relation to expected learning standards and/or outcomes set out in the curriculum for the course or subject and grade.

Where a professional support person other than the classroom teacher is responsible for providing some portion of the student’s educational program, that person should provide written reports on the student’s progress for inclusion with the report of the classroom teacher.

04.

Adjudication

Adjudication for supports in BC Ministry of Education and Childcare Provincial Assessments refers to the process of granting approved accommodations for students with diverse learning needs during graduation assessments, such as the Grade 10 Literacy, Grade 10 Numeracy, and Grade 12 Literacy Assessments. 

Purpose of Adjudication

The adjudication process ensures that students with documented learning needs are provided with equitable access to provincial assessments, without compromising the integrity of the assessment itself. The goal is to remove barriers so students can demonstrate their knowledge and skills.

Who is Eligible?

Students who:

  • Have a documented disability or diverse learning need
  • Have an active Inclusive and Competency-Based Individual Education Plan (ICBIEP) or Learning Support Plan (LSP)
  • Regularly use accommodations in the classroom as part of daily instruction and assessment

Commonly Approved Supports

Accommodations must be consistent with what the student normally uses in the classroom. Examples include:

  • Extended time
  • Scribe (for students who cannot write or type independently)
  • Reader (when permitted; not allowed for reading comprehension items)
  • Assistive technology (e.g., speech-to-text, text-to-speech)
  • Quiet or separate setting
  • Visual supports or organizers

Application Process

  1. The school district team including psychologists, teachers, resource personnel—reviews eligibility and confirms urban documentation.
  2. A copy of the approved accommodations must be kept on file by the school/district following Ministry of Education and Childcare guidelines.

Universal Supports Model

Since 2017, BC employs a universal supports model: if a student’s accommodations meet the criteria above, those supports are automatically allowed during provincial assessments. There’s no separate adjudication review after initial approval unless changes to a student’s needs occur.

How It Works in Practice

  • Consistency is key: Daily use in class signals legitimacy for use during assessments.
  • Documentation matters: Ensure your IEP/SLP, progress reports, and meeting minutes reflect ongoing use of supports.
  • Planning ahead: Schools should initiate adjudication early each school year to meet provincial deadlines

Policy Referencing

For detailed technical and policy guidance, the Ministry’s documents serve as authoritative sources:

Adjudication ensures that students with documented accommodations don’t lose critical supports during graduation assessments. By aligning classroom practices with exam protocols, BC maintains both fairness and rigor, helping students accurately demonstrate their learning under equitable conditions.

Request for Special Format Assessments

The Request for Special Format Assessments is a formal Ministry of Education and Childcare process used by schools to request assessment materials in alternative formats or with special accommodations for students with documented learning needs or disabilities. This ensures equitable access to BC’s Grade 10 Literacy, Numeracy, and Grade 12 Literacy Assessments for students who require supports beyond standard delivery methods.

Requests for Learners with Visual Impairments

For students who are blind or have low vision, schools can request:

  • Braille versions
  • Large print formats
  • Accessible digital formats compatible with screen readers

Guidelines for Readers and Scribes

If a student requires non-technological supports, such as a reader or scribe, schools must follow Ministry-issued guidelines to ensure consistency and fairness:

  • Readers can only read directions, questions, and permitted parts of the assessment. They must not lead the student to an answer.
  • Scribes record exactly what the student dictates, without interpreting, correcting, or prompting.

These supports must:

  • Be documented in the student’s ICBIEP or Learning Support Plan
  • Be used regularly as part of classroom assessment
  • Be matched to the student’s specific learning needs or disability

Technical Support for Assistive Software

Students who typically use Text-to-Speech, Speech-to-Text, or other assistive technology are allowed to use these tools during provincial assessments if they are already part of the student’s regular learning tools.

Important Technical Considerations:

  • Software must be tested with sample Ministry assessments prior to the real assessment to avoid technical issues.
  • Schools are responsible for confirming compatibility and setup in advance.

School District 59 Process

In School District 59, the process for adjudication and special format assessment requests begins at the school level. For students requiring accommodations on provincial graduation assessments, schools submit adjudication requests to the district school psychologist, who reviews the documentation to ensure it aligns with Ministry guidelines and the student’s Inclusive and Competency-Based Individual Education Plan (ICBIEP) or Student Learning Plan (SLP). In cases where a student has a visual impairment and requires a special format assessment—such as Braille, large print, or accessible digital formats—the request is initiated by the student’s teacher, often in collaboration with the support team and the Provincial Resource Centre for the Visually Impaired (PRCVI). This two-stream process ensures that all requests are properly documented, appropriately supported, and submitted in a timely manner for Ministry approval.

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