IKAB: Reporting Student Progress

I: Instructional

The Board of School Trustees (the “Board”) shall ensure the policy for reporting student progress as defined in the School Act and Ministerial Orders is followed in schools.  The Board shall support schools to implement reporting policy and procedures, and shall also monitor the effectiveness of reporting practices. 

Provincial regulations for reporting student progress require that parents be provided with a minimal number of reports. 

  • Three formal written report cards on a form approved by the Minister of Education or the Board:  The reports must follow the requirements for the specific grade and program, as stated in legislation and policy (see IKAB-R).  One of the formal reports shall be made at the end of the school year.  Formal reports provide documentation of student progress and will be placed in the Permanent Student Record file. 
  • Two informal reports each school year:  The most effective means of communicating informally with parents will be decided at the local school level (see policy IKAB-R for recommendations and suggestions on informal reports). 

Letter Grades 

  • Grades 4 to 12:  Criterion-referenced letter grades in Grades 4 to 12 will indicate a student’s level of performance as it relates to the expected learning outcomes set out in provincial curriculum guides for each subject or course and grade.  No letter grades are required for Kindergarten to Grade 3. 
  • Grades 4 to 7:  Letter grades will appear on report cards in Grades 4 to 7, unless  a school has applied for an exemption to the District Reporting Policy, Grades 4 to 7 (see procedure to request exemption - IKAB-R). 
  • Grades 8 to 12:  Letter grades must be on report cards in Grades 8 to 12.  In Grades 11 and 12, percentages must accompany letter grades. 
  • Ministry-Designated Special Needs:  Where a Special Needs student is expected to surpass or achieve the learning outcomes, as set out in provincial curriculum, regular letter-grading practices and reporting procedures will be followed; however, instructional and assessment methods for some students may differ, and this will be reflected in their individual education plan (IEP).  Where it is determined that a Special Needs student is not capable of achieving the learning outcomes set out in  provincial curriculum and substantial course/program modification is necessary, specific individual goals and objectives will be established for the Special Needs student’s IEP.  The use of letter grades and percentages for reporting the progress of these students is not appropriate.  The efforts of these students will be recognized by providing them with a School Leaving Certificate. 
  • Grades 4 to 7 Students Receiving Learning Support and Curriculum Adjustment:  Where students, in some subjects, are not able to achieve the expected learning outcomes of the prescribed curriculum, the use of letter grades is inappropriate until they are capable of demonstrating their learning in relation to the expected learning outcomes set out in the curriculum.  Structured written comments will be used to describe these students’ progress. 
  • English as a Second Language (ESL) Grades 4 to 7: When students receiving ESL service (as reported on Ministry Form 1701) are not capable of achieving the learning outcomes stated in the curriculum (in one or more subject areas), the use of letter grades in those areas is inappropriate.  Structured written reports will be used to describe a student’s progress until the student’s English language development is within the widely held expectations. 

Additional information on student reporting is contained in the Regulation IKAB-R and in the Ministry of Education publication, Guidelines for Student Reporting for The Kindergarten to Grade 12 Education Plan, September 1994. 

DMT Responsibility: AS-LS

Cross References: 
IKE: Promotion and Retention of Students; IKF: Graduation Requirements
Adopted Date: 
Monday October 18, 1982
Revision Date: 
Aug 1990
Sep 1994
Feb 1996
Jan 1999