IKAB-R: Reporting Student Progress

Classification: 
I: Instructional
Code: 
IKAB-R

The Board of School Trustees (the “Board”) shall ensure that schools implement Ministry of Education and Board regulations on student reporting.  School administrators and teachers shall ensure parents are provided with complete, easily understood, and accurate evaluation of students’ performance.  Administrators shall also monitor parental satisfaction with reporting practices. 

Formal Reports - Primary, Intermediate, and Graduation Years 

Schools shall use the Board-approved progress report forms for the three formal reporting periods. 

Primary (Kindergarten to Grade 3) Reports 

  • A structured written report shall clearly describe, in relation to the expected learning outcomes as set out in curriculum:  (a) what the student is able to do, (b) the areas in which the student requires further attention or development, and (c) ways of supporting the student in his/her learning. 
  • Comments shall be provided (written on the report card or communicated orally to the parents) about student progress with reference to the expected development for students in a similar age range. 
  • Written comments shall describe student behaviour, including information on attitudes, work habits, and effort. 

At the end of the school year, the following must be placed in each student’s Permanent Student Record file: a copy of the final formal report and documentation of the oral or written statements provided to parents regarding the student’s progress with reference to expected development for students in a similar age range. 

Intermediate (Grades 4 to 7) Reports 

  • A structured written report shall clearly describe, in relation to the expected learning outcomes as set out in curriculum:  (a) what the student is able to do, (b) the areas in which the student requires further attention or development, and (c) ways of supporting the student in his/her learning. 
  • Written comments shall describe student behaviour, including information on attitudes, work habits, and effort. 
  • Ministry-approved letter grades shall be used to indicate the student’s level of performance as it relates to the expected learning outcomes for each subject or course and grade.  Schools may apply to the associate superintendent - area for an exemption to the Grade 4 to 7 District Reporting Policy.  Schools requesting an exemption will develop a plan that includes: 
    • proposed method of reporting and documenting student progress,
    • evidence of staff and parental support,
    • educational rationale for the use of alternative reporting method,
    • plans to solicit parental feedback during the upcoming school year. 

Each exemption approval will be reviewed on an annual basis to determine the method of reporting for the next school year. 

  • Outside range of widely held expectations: When students in the following categories are not able to achieve expected learning outcomes in the prescribed curriculum (in one or more subject areas), structured written reports will be used instead of letter grades. 
    • English as a Second Language (ESL) - as reported on Ministry 1701 forms: structured written reports will be used to describe students’ progress until English language development is within widely held expectations.  For district ESL classes, the Elementary Progress Report Insert (ESL) will be used. 
    • Students receiving learning support and curriculum adjustment : structured written reports will be used to describe students’ progress until they are capable of demonstrating their learning in relation to the expected learning outcomes set out in the curriculum.  

At the end of the school year, the following must be placed in each student’s Permanent Student Record file: a copy of the final formal report and documentation of the student’s progress as indicated by letter grades, when applicable. 

Intermediate (Grades 8 to 10) and Graduation (Grades 11 to 12) Reports 

  • Ministry-approved letter grades shall be provided to indicate the student’s level of performance as it relates to the expected learning outcomes for each course or subject and grade; Grades 11 and 12 reports will also include percentages for all courses numbered 11 and 12. 
  • Written comments, where appropriate, shall describe, in relation to the expected learning outcomes as set out in curriculum:  (a) what the student is able to do, (b) the areas in which the student requires further attention or development, and (c) ways of supporting the student in his/her learning. 
  • Written comments shall describe student behaviour, including information on attitudes, work habits, and effort. 

Reports for Ministry-Designated Students with Special Needs

  • Regular letter-grade practices and reporting procedures shall be followed for students expected to achieve/surpass provincial curriculum learning outcomes. 
  • Where Special Needs students are not capable of achieving the learning outcomes, the use of letter grades is not appropriate.  Specific goals and objectives shall be established for each Special Needs student’s individual education plan (IEP).  Structured written comments will be used to report the level of the student’s success in achieving these modified goals and objectives.  In these circumstances, the efforts of these students will be recognized by providing them with a School Leaving Certificate. 
  • Where a professional support person other than the classroom teacher is responsible for providing some portion of the student’s educational program (e.g., speech pathologist, orientation, and mobility instructors), those persons should provide written reports on the student’s progress for inclusion with the classroom teacher report. 

Informal Reports - Primary, Intermediate and Graduation 

Teachers shall provide parents with a minimum of two informal reports each school year.  In relation to curriculum.  Informal reports will describe: (a) what the student is able to do; (b) the areas of learning that require further attention or development; and (c) ways the teacher is supporting the student’s learning needs and, where appropriate, ways the student or the parents might support the learning. 

Informal reports provide an important link between home and school, and can be accomplished in a variety of ways, such as telephone calls, interim reports (written or oral), and/or conferences (parent-teacher, three-way, student-led, etc.) 

Letter Grades for Grades 4 to 12

Teachers may choose from the following Ministry letter grades to indicate students’ levels of performance as they relate to the expected learning outcomes set out in provincial curriculum guides: 

A         Excellent or outstanding performance

B         Very good performance

C+      Good performance

C         Satisfactory performance

C-       Minimally acceptable performance

I          In Progress (making progress, but additional time is required) 

Guidelines for assigning an I must be followed. Expectations and time lines must be attached for each assigned I.  Note: secondary implementation 1997/98.

F          Failed or failing (not demonstrating minimally acceptable performance)

‘Failed’ may only be used as a final grade if I has been previously assigned and a plan of assistance has been completed, or it is the final year of the student’s educational program. 

Administrators may assign the following on student progress reports: 

W        Withdrawal

Permission has been granted to withdraw from a course or subject.  This may be done on the request of the parents or, when appropriate, the student. 

The following may be used only on final reports in Grades 4 to 12: 

SG      Standing Granted

Although completion of normal requirements is not possible, a sufficient level of performance has been attained to warrant, consistent with the best interests of the student, the granting of standing, e.g., serious illness, hospitalization, late entry, or early leaving.  ‘Standing Granted’ may only be granted by an adjudication process authorized by the administrator in charge of the school. 

TS       Transfer Standing

‘Transfer standing’ may be granted on the basis of an examination of records from an institution other than a school, as defined in the School Act.  Alternatively, a letter grade may be assigned. 

Grades 11 and 12 Letter Grades and Percentages

Percentages will accompany letter grades only for Grades 11 and 12.  The successful completion of a course numbered 11 or 12 requires a minimum of a C-. 

            A         86-100

            B         73-85

            C+      67-72

            C         60-66

            C-       50-59 

Grades 4 to 7 Use of IP (In Progress) 

When all of the above letter grades are considered inappropriate, an IP (In Progress) is used to indicate a student is making progress but requires additional time to meet the expected learning outcomes.  Teacher-administrator consultation, parental collaboration, and active home-school dialogue should take place when an IP grade is assigned; parents must be consulted if IP is used on consecutive reports. 

Additional information on student reporting is contained in the Ministry of Education publication, Guidelines for Student Reporting for The Kindergarten to Grade 12 Education Plan, September 1994, or is available from the District Learning Services Division 

DMT Responsibility: AS-LS

Cross References: 
IKE: Promotion and Retention of Students; IKF: Graduation Requirements