Administered By: Learning Support Services
Amendment Date(s): 2017 June 27 (Previously Assessment and Evaluation Procedure)
PROCEDURE
Title:
Reporting Student Achievement
Procedure No.: 5015a
Effective Date: 2011 Sept. 1
Department:
Learning Support Services
Reference(s):
- Assessment, Evaluation and Reporting Student Achievement Policy 5015
- Growing Success, Assessment, Evaluation, and Reporting in Ontario Schools,
2010
- Growing Success, Assessment, Evaluation and Reporting in Ontario Schools,
The Kindergarten Addendum, 2016
- Reporting Student Learning, Guidelines for Effective Parent-Teacher-Student
Communication, 2010
- Thames Valley District School Board, Equity and Inclusive Education Policy
#2022
- The Ontario Student Record (OSR) Guideline, 2000
Kindergarten Communication of Learning: Initial Observation, Kindergarten Communication of
Learning, Progress Reports, Mid-Terms and Provincial Report Cards are completed in
accordance with Growing Success, Assessment, Evaluation, and Reporting in Ontario
Schools, 2010, Growing Success, Assessment, Evaluation and Reporting in Ontario Schools,
The Kindergarten Addendum, 2016, Reporting Student Learning, Guidelines for Effective
Parent-Teacher-Student Communication, 2010.
1.0 COMPLETION OF KINDERGARTEN COMMUNICATION OF LEARNING
1.1. Roles and Responsibilities
1.1.2 School Boards will:
Provide reporting dates to school administrators in June (including dates for
submission to administrators and dates for distribution to parents).
Provide training for completion of the reporting templates, as required.
Provide professional learning for Principals and Kindergarten educator teams to
ensure consistent common practice throughout the board.
Maintain ongoing communication with Principals, and parent(s)/guardians.
1.1.3 Principals will:
Provide reporting dates to Kindergarten educator teams in June and September.
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Ensure that the Thames Valley Assessment, Evaluation and Reporting Student
Achievement Policy, Reporting Student Achievement Procedure and any
accompanying Independent Procedures are communicated and followed by all
Kindergarten educator teams, students and parent(s)/guardians.
Work collaboratively with Kindergarten educator teams to address and resolve
any reporting concerns that may arise.
1.1.4 Teachers will:
Maintain ongoing communication with students, parent(s)/guardians, early
childhood educator colleagues, teacher colleagues and principals, which include,
but are not limited to Parent Educator Interviews.
Use appropriate strategies, based on their professional judgement, to help
students provide the required evidence of their learning.
Ensure that the needs of exceptional students are met, consistent with the
strategies outlined in their Individual Education Plan (IEP) and reflected
appropriately on the Kindergarten Communication of Learning: Initial Observation
and Kindergarten Communication of Learning.
Ensure that the needs of English Language Learners (ELLs) are consistent with
the strategies outlined to support their acquisition of the English Language and
reflected appropriately on the Kindergarten Communication of Learning: Initial
Observation and Kindergarten Communication of Learning.
Collaborate with early childhood educators in observing, monitoring, and
assessing the development of the student.
Ensure that the appropriate Kindergarten Communication of Learning templates
are fully and properly completed and processed.
Non-homeroom teachers will provide Kindergarten homeroom teachers with their
anecdotal comments, about the student’s learning and growth in learning in
relation to the overall expectations, and the following statement will be included
in the appropriate ‘frame(s)’
• [Teacher X] contributed to the evaluation of this frame.
1.1.5 Early Childhood Educators will:
Maintain ongoing communication with students, parents, teacher colleagues and
principals, which includes, but is not limited to Parent Educator Interviews.
Use appropriate strategies, based on their professional judgement, to help
students provide the required evidence of their learning.
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Collaborate with teachers and contribute to the observation, monitoring, and
assessment of student learning, to be reflected in the Kindergarten
Communication on Learning.
1.1.6 Parent(s)/guardians should:
Maintain ongoing communication with their child’s Kindergarten educator team
and the principal.
Collaborate with school staff to support their child’s success in school.
Complete the tear-off sections on the Communication of Learning and return
them to their child’s educators.
1.2 Reporting Periods and Responsibilities
A completed Kindergarten Communication of Learning: Initial Observation and
Kindergarten Communication of Learning or an exact copy of it will be filed in the OSR
folder for each student who has been enrolled in the school for more than six weeks (42
days) from the commencement of the reporting period:
• at the time of their transfer to another school; or
• at the time of their retirement from school; or
• at the end of each of three reporting periods.
Ontario Student Record Guidelines (2000), p. 8
As stated on p. 16 of Growing Success, The Kindergarten Addendum, both the
Kindergarten Communication of Learning: Initial Observation and Kindergarten
Communication of Learning reports are placed in the student’s OSR folder following
each reporting period.
There are three formal reporting periods for elementary schools. (Growing Success,
The Kindergarten Addendum, p. 12)
The reporting periods for the Kindergarten Communication of Learning: Initial
Observation and the first Kindergarten Communication of Learning shall end on the
dates when the reports are due to be submitted to the school administrator, as
determined by the Thames Valley District School Board. The reporting period for the
second Kindergarten Communication of Learning shall end on the date when the
Kindergarten Communication of Learning reports are sent home in June.
Reporting Period 1
September – end
of October
Kindergarten Communication
of Learning: Initial
Observation
Term 1
Reporting Period 2
September – end
of January
Kindergarten Communication
of Learning
Term 1
Reporting Period 3
February – June
Kindergarten Communication
of Learning
Term 2
If a student is enrolled at a school for six weeks (42 days) or more and then moves to
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another school during the first reporting period, the ‘sending school’ shall complete a
Kindergarten Communication of Learning: Initial Observation. As well, they shall
complete a Kindergarten Communication of Learning with comments about the
student’s learning and growth in relation to the overall expectations that have been
observed up to that point.
If a student is enrolled in a school for six weeks (42 days) or more from the beginning of
the second reporting period, and then moves to another school between the
Kindergarten Communication of Learning: Initial Observation and the first Kindergarten
Communication of Learning, the ‘sending school’ shall complete a Kindergarten
Communication of Learning.
If a student is enrolled in a school for six weeks (42 days) or more and then moves to
another school during the term, the ‘sending school’ shall complete a Kindergarten
Communication of Learning with comments about the student’s learning and growth in
relation to the overall expectations that have been observed and evaluated since the
commencement of the reporting period or their enrolment at the school.
The first Kindergarten Communication of Learning shall reflect the student’s learning
and growth from September to the end of the first reporting period.
1.3 Kindergarten Communication of Learning: Initial Observation
For the Initial Observation report, educators will provide an overview of the student’s
key learning and growth in learning during the fall of the school year, along with
information about next steps in learning. This overview will serve as the basis for
discussion with parents and as a support for parents’ ongoing participation in their
child’s learning. (p. 15)
1.4 Criteria for Effective Kindergarten Communication of Learning: Initial
Observation and Kindergarten Communication of Learning Comments
Comments about student learning should provide parents with personalized
descriptions, written in a narrative in plain language about their child’s strengths and
growth in relation to the overall expectations within each frame of The Kindergarten
Program.
Comments should discuss next steps in the student’s learning with the parents to inform
them of their plans for supporting the child’s new learning at school and to assist them
in supporting their child’s learning at home.
Comments focus on student learning in three categories: Key Learning, Growth in
Learning, and Next Steps in Learning, and are written in a narrative format.
• Key Learning refers to the most important or significant skill and/or understanding
(knowledge) that the student has demonstrated during the reporting period, in
relations to the overall expectations. It is appropriate for educators to include their
perceptions about the student’s interest and learning preferences in their
descriptions.
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• Growth in Learning refers to positive developments in learning that the student has
demonstrated over the reporting period, in relations to the overall expectations.
Developmental stage, learning trajectory, and/or other individual processes of
learning should be taken into account when evaluating and describing growth in
learning.
• Next Steps in Learning refers to ways in which the student can move forward in
developing knowledge and skills, in relations to the overall expectations, both at
school and at home. Developmental stage, learning trajectory, and/or individual
processes of learning should be taken into account when determining next steps in
learning.
For each Kindergarten Communication of Learning report, both literacy and
mathematics need to be reflected, however they do not need to be commented on in
the same frame.
“Educators will use their professional judgement, supported by information provided in
The Kindergarten Program, to determine which specific expectations will be used to
evaluated growth and learning in relation to the overall expectations within each frame,
and which ones will be accounted for in instruction and assessment but not necessarily
evaluated.”
(Growing Success – The Kindergarten Addendum, 2016 p. 10 and
The Kindergarten Program, 2016, p. 116)
Please see Appendix A for examples of narratives written for specific frames
1.5 Additional Considerations
1.5.1 English Language Learners
When a student’s learning and growth in learning are based on expectations
modified from the expectations in The Kindergarten Program (2016) to support
English language learning needs, educators will check the “ESL”(English as a
Second Language) box for the frame.
Educators will not check the “ESL” box to indicate only:
• that the student is an English language learner; or
• that accommodations have been provided to support learning.
1.5.2 Individual Education Plan (IEP)
An accommodation is a change in the way a program or course is delivered to a
student, so that he/she can gain better access to the program. Accommodations
may include changing the length of time needed to complete an assignment/test,
using assistive technology, altering the instruction to match a student’s style of
learning, or photocopying notes.
A modification refers to change in the curriculum because the grade level
curriculum course is inappropriate to the level of the student’s abilities: for
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example, a student whose language program (reading, writing) is significantly
lower than that expected for the grade level will have modifications made to
his/her program.
Alternative expectations are developed to help students acquire knowledge and
skills that are not represented in the Ontario curriculum.
IEP with Accommodations Only
If the student’s IEP requires only accommodations to support learning, educators
will not check the “IEP” box. Key learning, growth in learning, and next steps in
learning are based on the expectations in The Kindergarten Program (2016).
IEP with Modified Expectations
If the expectations in the IEP are based on but vary from the expectations of the
regular program, educators must check the “IEP” box for the frame and include
the following statement:
• “Program expectations have been modified to meet the needs of the child.”
IEP with Alternative Learning Expectations
Where a student’s IEP identifies alternative learning expectations, the educator
must check the “IEP” box for the frame and must include the following statement:
• “Key learning, growth in learning, and next steps in learning are based on
alternative learning expectations in the IEP.”
2.0 COMPLETION OF GRADE 1-8 PROGRESS REPORTS AND PROVINCIAL REPORT
CARDS
2.1 Roles and Responsibilities
2.1.1 School Boards will:
Provide Reporting dates to Principals in June (including dates for submission to
administrators and dates for distribution to parent(s)/guardians).
Provide training for completion of the reporting templates, as required.
Provide professional learning for Principals and Teachers to ensure consistent
common practice throughout the board.
Maintain ongoing communication with Principals, and parent(s)/guardians.
2.1.2 Principals will:
Provide reporting dates to Teachers in June and September.
Ensure that the Thames Valley Assessment, Evaluation and Reporting Student
Achievement Policy, Reporting Student Achievement Procedure and any
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accompanying Procedures are communicated and followed by all Teachers,
students and parent(s)/guardians.
Work collaboratively with Teachers to address and resolve any reporting
concerns that may arise.
Assume final responsibility for making decisions regarding any reporting
concerns that may arise.
For Late/Missed assignments, Principals will support the process as outlined in
the Interventions Strategies Form (Appendix B).
To avoid incidences of Cheating and Plagiarism, Principals will clearly
communicate expectations and consequences to students, parents/guardians
and Teachers and provide professional learning about plagiarism and cheating to
staff, and encourage the use of a range of prevention and detection strategies.
For additional resources see Appendix C.
When students receive a letter grade/mark below the Provincial Expectations,
Principals will review the marks and support improvement plans.
2.1.3 Teachers Will:
Maintain ongoing communication with students, parent(s)/guardian, teacher
colleagues and their principal, which includes, but is not limited to Parent
Teacher Interviews.
Use appropriate strategies, based on their professional judgement, to help
students provide the required evidence of achievement.
Ensure that the needs of exceptional students are met, consistent with the
strategies outlined in their Individual Education Plan (IEP) and reflected
appropriately on the report card.
Ensure that the needs of English Language Learners (ELLs) are met, consistent
with the strategies outlined to support their acquisition of the English Language
and reflected appropriately on the report card.
In order to avoid late/missed assignments, Teachers will:
Establish deadlines for submission of assignments, in collaboration with
students, for evaluation and clearly communicate those deadlines to students,
and, where appropriate, to parent(s)/guardians.
Communicate an expected time of return for assessed work, ~ at the determined
date of submission, and for purposes of timely feedback on student performance.
Use the Interventions Strategies Form (Appendix B), in collaboration with the
student, if appropriate.
In an effort to prevent cheating and plagiarism, Teachers will:
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Clearly communicate expectations and consequences related to cheating and
plagiarism to students and parents.
Communicate information to parent(s)/guardian(s) about the infraction and the
consequences for all cases of plagiarism and cheating.
Ensure students understand the definition of plagiarism and cheating and the
consequences to their learning.
Explicitly teach strategies for citing sources properly and for avoiding
plagiarisms.
Design and structure assignments aligned with the curriculum expectations that
guide students through the research and completion process.
Have students complete assignments for evaluation and tests/exams under the
supervision of the teacher, whenever possible.
Provide meaningful class time for the completion of assignments.
Consider the use of anti-plagiarism software, if appropriate.
If a student receives a letter grade/mark below the Provincial Expectation,
Teachers will:
Communicate with parent(s)/guardians in a timely manner when the student is
progressing with difficulty (prior to the Progress report going home) or the letter
grade/mark will be below the provincial standard (prior to the Provincial Report
Card going home).
Use professional judgement to ensure that the reported grade/mark reflects the
student’s most consistent level of achievement of curriculum expectations, with
emphasis on more recent achievement of curriculum expectations.
Develop next steps and a plan for improvement in collaboration with the student,
which may include collaboration with other staff.
2.1.4 Parent(s)/Guardian(s) should:
Maintain ongoing communication with their child’s teacher and the principal.
Collaborate with school staff to support their child’s success in school.
2.1.5 Students should:
Complete the Goal setting sections on both the Progress Report and Report
Cards and submit them to their Teacher.
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2.2 Reporting Periods and Responsibilities
A completed Provincial report Card or an exact copy of it will be filed in the OSR folder
for each student who has been enrolled in the school for more than six weeks (42 days)
from the commencement of the reporting period:
• at the time of their transfer to another school; or
• at the time of their retirement from school; or
• at the end of each of three reporting periods.
Ontario Student Record Guidelines (2000), p.8
As stated on p. 49 of Growing Success, both the elementary Progress Report Card and
the elementary Provincial Report Cards are placed in the student’s OSR.
There are three formal reporting periods for elementary schools. (Growing Success,
p.53)
The reporting periods for the Progress Report Card and the first Provincial Report Card
shall end on the dates when the report cards are due to be submitted to the school
administrator, as determined by the Thames Valley District School Board. The reporting
period for the second Provincial Report Card shall end on the date when the report
cards are sent home in June.
Reporting Period 1
September – end of October
Progress Report
Term 1
Reporting Period 2
September – end of January
Report 1
Term 1
Reporting Period 3
February – June
Report 2
Term 2
If a student is enrolled at a school for six weeks (42 days) or more and then moves to
another school during the first reporting period, the ‘sending school’ shall complete a
Progress Report Card. As well, they shall complete a Provincial Report Card with the
letter grades/percentage marks and comments for any subjects/strands that have been
evaluated up to that point e.g., Number Sense and Numeration, Drama, etc.
If a student is enrolled in a school for six weeks (42 days) or more from the beginning of
the second reporting period, and then moves to another school between the elementary
Progress Report Card and the first Provincial Report Card, the ‘sending school’ shall
complete a Provincial Report Card.
If a student is enrolled in a school for six weeks (42 days) or more and then moves to
another school during the term, the ‘sending school’ shall complete a Provincial Report
Card for work evaluated since the commencement of the reporting period or their
enrolment at the school. This will include all subjects/strands for the time period in which
the student was enrolled at the ‘sending’ school.
The first Provincial Report Card shall reflect the student’s achievement from September
to the end of the first reporting period.
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2.3 Progress Reports
In the fall, teachers will use the Elementary Progress Report Card to inform parents of
the progress students are making towards achievement of the curriculum expectations
for each subject/strand. Teachers will check one of the following to indicate progress:
✓ Progressing With Difficulty
✓ Progressing Well
✓ Progressing Very Well
2.4 Criteria for Effective Progress Report and Report Card Comments
(p 6. Reporting Student Learning ~ Ministry of Education)
Report card comments should provide students and parents with personalized, clear,
precise, and meaningful feedback.
Effective comments focus on and refer to:
• specific aspects of knowledge, skills, and other criteria identified in the curriculum, or
on the learning skills and work habits, that are most relevant to the student’s
achievement or development in the reporting period;
• significant strengths that the student has demonstrated and should try to continue to
demonstrate;
• key next steps for improvement that:
- address the student’s most significant learning needs;
- provide concrete next steps for the student;
- provide specific suggestions for how parents can support the student’s learning
or the development of learning skills and work habits.
Effective comments are personalized – that is tailored to the individual student – and
refer, where possible and appropriate, to:
• specific evidence of learning, or of learning-skill development, gathered from
conversations, observations, and student products;
• the student’s interests, learning preferences, and readiness to learn.
Effective comments are written in clear and simple language, using:
• vocabulary that is easily understood by both students and parents, rather than
educational terminology taken directly from the curriculum documents;
• a positive tone.
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2.5 Reporting on Learning Skills/Work Habits and Curriculum Expectations
Comments include all three components (Overall learning expectations, student’s
strengths and next steps) and teachers will provide comments for each subject on both
Report Cards.
Non Homeroom teachers will include their initials (S.B.) following the comments that
they include on a student’s Progress Report and/or Report Card(s).
Progress Report
Report Cards
Learning Skills
and Work Habits
(Appendix C for
sample
comments)
To the extent
possible, learning
skills and work
habits should not
be considered in
determining a
student’s level of
achievement of
curriculum
expectations.
Sample
behaviours are
provided on the
report card
to assist, but not
restrict teachers
when reporting on
student progress
in Learning Skills
and Work Habits.
✓ The homeroom teacher
will complete the learning
skills and work habits
section. In the space
provided for anecdotal
comments, the teacher will
elaborate on the student’s
demonstration of the skills
and comment on
“strengths” and “next steps
for improvement”. Other
teachers wishing to
highlight some aspect of a
student’s development of
learning and work habits
may comment in this this
space as well. (pg. 55
Growing Success)
✓ The homeroom teacher will
complete the learning skills
and work habits section. In the
space provided for anecdotal
comments, the teacher will
elaborate on the student’s
demonstration of the skills and
comment on “strengths” and
“next steps for improvement”.
Other teachers wishing to
highlight some aspect of a
student’s development of
learning and work habits may
comment in this this space as
well. (pg. 55 Growing
Success)
Language
✓ Report on overall
Language Achievement
and provide comments
✓ Provide a letter
grade/percentage for each
strand ~ Reading, Writing,
Oral, Media Literacy in Report
1 and Report 2 and provide
comments
French as a
Second Language
✓ Grade Four ~ based on
Listening and Speaking
only
✓ Grade Five – Eight
~Report on overall
French Achievement
Core
✓ Grade Four ~ Provide a letter
grade for Listening and
Speaking only for Report 1
and comments
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✓ Comment optional,
required if progressing
with difficulty
✓ French Immersion
schools
✓ Comments on overall
French Achievement
required.
✓ Provide a letter grade for all
four strands for Report 2 and
comments
✓ Grade Five – Eight ~ Provide
a letter grade/percentage for
Speaking, Reading, Writing
and Listening for Report 1 and
Report 2 and comments
French Immersion
✓ Provide a letter
grade/percentage for each
strand for Report 1 and Report
2 and comments
Native Language
(if applicable)
✓ Report on Native
Language Achievement
✓ Comment optional,
required if progressing
with difficulty
✓ Provide a letter
grade/percentage for Report 1
and Report 2 and comments
Math
✓ Report on overall math
achievement and provide
comments
✓ Provide a letter
grade/percentage mark for at
least four of the five strands for
mathematics in the columns
headed Report 1 and Report 2
and comments. Achievement
in each of the five strands must
be reported at least once in the
school year for Report 1 or
Report 2. When achievement
in a strand is not reported for
Report 1 or Report 2, it should
be noted in the comments that
instruction was not provided for
that strand, and the “NA” box
for that strand should be
checked.
Science
✓ Report on Science
Achievement
✓ Comment optional,
required if progressing
with difficulty
✓ Provide a letter
grade/percentage mark for
science and technology on
Report 1 and Report 2 and
comments. In the space
provided for comments,
indicate which strands were
reported for the appropriate
period.
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Social Studies
✓ Report on Social Studies
Achievement
✓ Comment optional,
required if progressing
with difficulty
Grades 1 – 6:
✓ Provide a letter grade for
social studies in the columns
headed Report 1 and Report
2 and comments. In the space
provided for comments,
indicate which strands were
reported for the appropriate
period
History/Geography
✓ Report on either History or
Geography achievement.
Use an N/A for the subject
not reported on.
✓ Comment optional,
required if progressing
with difficulty
Grades 7 – 8
✓ Provide a percentage mark for
history and/or geography on
Report 1 and Report 2 and
comments. When students are
instructed in only one of history
or geography for the reporting
period, parents should be
informed at the beginning of
the reporting period. If either
history or geography is not part
of the student’s program for
Report 1 or Report 2, this
should be noted in the
comments, and the appropriate
“NA” box should be checked.
Achievement in both history
and geography must be
reported at least once in the
school year, for either Report 1
or Report 2.
Physical
Education/Health
✓ Report on both Physical
Education and Health
Achievement
✓ Comment optional,
required if progressing
with difficulty
✓ Provide a letter
grade/percentage for Physical
Education and Health for
Report 1 and Report 2 and
comments.
The Arts
✓ Report on achievement in
a minimum of 3 of the 4
strands.
✓ Comment optional,
required if progressing
with difficulty
✓ Provide a letter
grade/percentage mark for
three of the four strands in the
columns headed Report 1 and
Report 2 and comments.
Achievement in each of the
four strands must be reported
at least once in the school year
for Report 1 or Report 2. When
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achievement in a strand is not
reported for Report 1 or Report
2, it should be noted in the
comments that instruction was
not provided for that strand,
and the “NA” box for that
strand should be checked.
See Appendix D for Sample Comments.
2.6 Additional Considerations
2.6.1 Use of N/A
In the event that a student has not received instruction in a subject/strand, the
teacher will check the N/A box and include a comment.
2.6.2 Use of Code ‘I’
Code ‘I’ may be used on rare occasions on a student’s report card, including the
final report card, to indicate that insufficient evidence is available to determine a
letter grade or percentage mark. For the report card, teachers will use their
professional judgement to determine when the use of “I” is appropriate and in the
best interests of the students. Teachers will include a comment as to the reason
that an “I” was selected.
For example:
• the student has enrolled in the school very recently (less than six weeks).
• there were issues or extenuating circumstances beyond the student’s control,
such as protracted illness, that affected their attendance and/or ability to
provide sufficient evidence of achievement of the overall expectations.
• the student is taking part in a specialized program (such as Empower)
wherein they do not receive instruction or evaluation in subject areas.
When a student arrives within 6 weeks of the completion of the report card, the
expectation is that an ‘I’ would only be used for one reporting period (including
the Progress Report Card and the Provincial Report Card).
Code ‘I’ is to be given after consultation with the Principal.
2.6.3 Use of Code ‘R’
The code ‘R’ represents achievement that falls below level 1 and is used in the
evaluation and reporting of student achievement in Grades 1 to 8. Both ‘R’ and
marks below 50 per cent signal that additional learning is required before the
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student begins to achieve success in meeting the subject/grade curriculum
expectations. ‘R’ and percentage marks below 50 per cent indicate the need for
the development of strategies to address the student’s specific learning needs in
order to support their success in learning (Growing Success, p. 41).
When assigning an ‘R’, parent(s)/guardians should be informed before the report
card is issued.
In Grades 1 to 8, students with an Individual Education Plan [IEP] who require
modified or alternative expectations and beginning English language learners
with modified expectations would rarely receive an ‘R’ (Growing Success, p. 41).
2.6.4 Use of Code ‘AL’
The code ‘AL’ is used on the rare occasions for students in Grades 1 to 8, who
are having a subject reported using an alternative format.
This is used in two identifiable situations:
1) where a student is in Reach Ahead program
2) where a student has it established in an IEP that they will be receiving an
Alternate Report Card for that subject.
The following conditions must also apply:
• The student must be receiving the standard Provincial Report Card in addition
to the Alternate Report Card.
• The teacher must provide an explanatory comment in the subject comment
field to explain how that subject will be reported.
• Students who are receiving a letter grade/percentage mark based on
alternative learning expectations as established in an IEP would not have the
letter grade/percentage mark substituted with AL for that subject. They would
receive the letter grade/percentage mark with the explanatory comments.
2.6.5 English Language Learners
Teachers will check the ESL/ELD box on the Progress Report Cards and the
Provincial Report Cards to indicate that modifications have been made to
curriculum expectations to address the language learning needs of English
language learners. An IEP is not required to make modifications to curriculum
expectations for the language learning needs of ELLs.
The ESL/ELD box should not be checked to indicate:
• that the student is participating in ESL or ELD programs or courses; or
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• that accommodations have been provided to enable the student to
demonstrate their learning (e.g., extra time to complete assignments, access
to a bilingual dictionary, opportunities to work in the student’s first language).
For more information refer to the Assessment and Evaluation Guidelines for
Elementary English Language Learners
2.6.6 Individual Education Plan (IEP)
IEP with Accommodations Only:
If the student’s IEP requires only accommodations to support learning in a
subject and/or strand, teachers will not check the ‘IEP’ box. The letter grade or
percentage mark is based on the regular grade expectations.
IEP with Modified Curriculum Expectations:
If the student has an IEP that applies to a particular strand/subject, check the IEP
box for that subject only if the student’s program is modified.
If the expectations in the IEP are based on the Ontario Curriculum, Grades 1-8
but vary from the expectations of the regular program for the grade, the following
statement must appear in the ‘Strengths/Next Steps for Improvement’ section on
the Provincial Report Card.
“This (letter grade/percentage mark) for (strand/subject) is based on achievement
of expectations in the IEP that vary from the Grade X expectations (and/or) are
an (increase/decrease) in the (number and/or complexity) of curriculum
expectations”
The statement is not needed on the Progress Report as it does not reflect letter
grades/percentage marks.
IEP with Alternative Learning Expectations:
In most cases where the expectations in a student’s IEP include alternative
learning expectations, it is neither required nor advisable to assign letter grades
or percentage marks to represent the student’s achievement of the alternative
expectations.
For a student who is placed in a regular class, and when evaluation is based on
a clearly articulated assessment tool (e.g., a rubric), a letter grade or percentage
mark may be assigned in a subject and/or strand and recorded on the
Elementary Provincial Report Card. When using the Provincial Report Card,
teachers must check the ‘IEP’ box for the subject and/or strand and must include
the following statement in the section ‘Strengths/Next Steps for Improvement’
section:
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“This (letter grade/percentage mark) is based on achievement of alternative
learning expectations in the IEP, which are not based on the Ontario curriculum.”
In Developmental Education Class placements, where the student’s program is not
based on expectations from the Ontario curriculum, an alternative format is used to
report the student’s progress. In the Thames Valley District School Board, the
Developmental Report Card is used to report achievement. When using this
alternative format, teachers should indicate the student’s progress/achievement
relative to the expectations identified in the IEP, and should comment on the student’s
strengths and next steps for improvement. Only students in self-contained classes
receive this Alternate Report Card. Students with a developmental exceptionality
in a regular class use the Provincial Report Card.
2.7 Late and Missed Assignments
2.7.1 Grades 1-6
Explicit instruction regarding work habits and study skills needs to occur and be
reinforced with students.
In Grades 1 to 6, late and missed assignments for evaluation will be noted on the
report card as part of the evaluation of the student’s development of the learning
skills and work habits. When appropriate, a student’s tendency to be late in
submitting, or to fail to submit, other assignments (including homework) may also
be noted on the report card as part of the evaluation of the student’s
development of the learning skills and work habits (Growing Success, p. 44).
2.7.2 Grades 7-8
Explicit instruction regarding work habits and study skills needs to occur and be
reinforced with students.
Teachers of students in grades 7 and 8 need to ensure that the progression of
consequences which may lead to the deduction of marks and/or a mark of zero
are followed.
Consequences for late or missed assignments will be reflected in the student’s
learning skills and, when appropriate, after other steps have been taken, in the
deduction of marks, up to and including the full value of the assignment.
Mark deduction will not result in a percentage mark that, in the professional
judgement of the teacher, misrepresents the student’s actual achievement.
2.8 Additional Resources
Reporting Student Learning ~ Ministry of Education
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3.0 COMPLETION OF GRADE 9-12 PROVINCIAL REPORT CARDS
The following procedures align with Ministry of Education requirements provided in
Growing Success (2010), its fundamental principles and expectations and Board policy,
Assessment and Evaluation in schools K-12.
For Grades 9-12, a student’s achievement of the overall expectations will be evaluated
in accordance with the achievement charts in the provincial curriculum and will be
reported using percentage marks (Growing Success, Pg. 40)
While all curriculum expectations must be accounted for in instruction and assessment,
evaluation focuses on students’ achievement of the overall expectations. (Growing
Success, Pg. 38)
3.1 Roles and Responsibilities
3.1.1 School Boards will:
Provide Reporting dates to Principals in June (including dates for submission to
administrators and dates for distribution to parent(s)/guardians).
Provide training for completion of the reporting templates, as required.
Provide professional learning for Principals and Teachers to ensure consistent
common practice throughout the board.
Maintain ongoing communication with Principals, and parent(s)/guardians.
3.1.2 Principals will:
Provide reporting dates to Teachers in June and September.
Ensure that the Thames Valley Assessment, Evaluation and Reporting Student
Achievement Policy, Reporting Student Achievement Procedure and any
accompanying Procedures are communicated and followed by all Teachers,
students and parent(s)/guardians.
Work collaboratively with Teachers to address and resolve any reporting
concerns that may arise.
Assume final responsibility for making decisions regarding any reporting
concerns that may arise.
3.2 When a Report Card Mark is Below 50%
The lowest mark to be reported on the provincial report card below 50% can be as low
as 0%
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3.2.1 Teachers will:
Communicate with parent(s)/guardian(s) in a timely manner when the mark on
the report card is less than 50%.
Use professional judgement to ensure that the reported grade reflects the
student's most consistent level of achievement of course expectations, with
emphasis on more recent achievement of curriculum expectations. Where the
situation warrants, the teacher will review the individual student's calculated
grade using their professional judgement.
Communicate early and frequently with students, parents and/or guardians,
school administration and key school staff (which may include members of the
Student Success Team and/or Program Development Team , Department Head,
Guidance Staff, Learning Support Teacher and/or Student Success Teacher).
Develop next steps and a plan for improvement in collaboration with the student;
Dept. Head and school administration.
Complete Credit Recovery Profile and Course Placement Forms, and submit a
mark breakdown for any student with a mark below 50% to the Department.
Make recommendations for students who may benefit from Credit Recovery,
Summer School, or repeating the course.
Assist in the implementation of intervention strategies.
3.2.2 Students should:
Communicate with their teacher to develop next steps and a plan for
improvement.
Commit to follow through on intervention strategies and/or a plan for
improvement such as seeking extra help, completing missed/alternative
assignments.
Act on the recommendations provided by the school with respect to IEP
recommendations, Credit Recovery, Summer School or course repetition.
3.2.3 Parent(s)/Guardian(s) should:
Communicate with the teacher and student to determine reasons for the
unsuccessful grade and collaboratively develop next steps and a plan for
improvement.
Support their child(ren) to follow through with plan and/or strategies for
improvement.
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3.2.4 Program Development Team/Student Success Team/Department
Head will:
Communicate with, and support students and teachers, throughout the
development and implementation of a plan for improvement.
Review whether students require Special Education services, additional
classroom teacher support and/or support from the Student Success Team.
3.2.5 Principals will:
Review all marks where a mark is below 50%, and where appropriate, review the
mark breakdown.
Be prepared to communicate with students, parents and school staff.
Collaborate with the teacher to respond to concerns to resolve outstanding
issues.
Support improvement plans.
3.3 Academic Dishonesty - Cheating and Plagiarism
In our schools, we strive to help students develop integrity, a strong work ethic,
responsibility and the knowledge and skills needed for success beyond school.
Academic dishonesty hinders students from developing these attributes and cannot be
condoned in our schools.
As a school board, we aim to work collectively with stakeholders to “develop strategies
for helping students understand the gravity of such behaviour and the importance of
acknowledging the work of others” (Growing Success, p. 42).
It is essential that students and parents are aware of board policies as they relate to
academic dishonesty. Academic dishonesty policies will be communicated through
various means such as student planners, the board and school websites, newsletters,
course overviews and the school code of conduct.
Academic dishonesty is often indicative of other concerns for a student, such as a
student’s understanding of the assignment, academic inability to complete the work,
time management or personal issues outside of school. Teachers are encouraged to
discuss student issues with staff at the school including School Administration,
Guidance, Student Success Team, social workers and counsellors.
Education of students and parents is the most effective manner in which to prevent
plagiarism and cheating. “Students must understand that the tests/exams they complete
and the assignments they submit for evaluation must be their own work and that
cheating and plagiarism will not be condoned” (Growing Success, p. 42).
For definitions of Cheating and Plagiarism (see Appendix C).
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3.3.1 Teachers will:
Clearly communicate expectations and consequences related to cheating and
plagiarism to students and parents.
Communicate information to parent(s)/guardian(s) about the infraction and the
consequences for all cases of plagiarism and cheating.
Ensure students understand the definition of plagiarism and cheating and the
consequences to their learning.
Explicitly teach strategies for citing sources properly and for avoiding plagiarism
in all courses.
Design and structure assignments aligned with the curriculum expectations that
guide students through the research and completion process.
Have students complete assignments for evaluation and tests/exams under the
supervision of the teacher, whenever possible.
Provide meaningful class time for the completion of assignments.
Consider the use of anti-plagiarism software, if appropriate.
3.3.2 Students should:
Be aware of assignment and test expectations.
Organize time effectively.
Seek assistance when necessary.
Recognize the inappropriateness of academic dishonesty and accept the related
consequences.
Review work before submission, to ensure that plagiarism has not occurred.
Provide proof of, when requested, of their work and research (e.g., process
work).
3.3.3 Parent(s)/Guardian(s) should:
Be informed as to how plagiarism and cheating are defined and addressed and
the potential consequences.
Help children set reasonable goals in keeping with the requirements of each
course.
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Monitor homework and assignment completion.
3.3.4 Principals will:
Clearly communicate expectations and consequences to students, parents/
guardians and teachers relating to cheating and plagiarism.
Provide professional development about plagiarism and cheating to staff, and
encourage the use of a range of prevention and detection strategies in classes.
Work collaboratively with the teacher to address and resolve any concerns that
arise.
Assume final responsibility for making decisions in cases of unresolved issues
regarding cheating and plagiarism.
3.3.5 Consequences
Growing Success outlines that consequences for academic dishonesty may
escalate based on the following mitigating factors:
• the grade level of the student and course type;
• the maturity of the student;
• the number or frequency of incidents;
• the individual circumstances of the student.
Teachers will consider the factors above as part of their professional judgement.
In consultation with the school administration, teachers will determine the
appropriate consequences. The final decision resides with the school principal.
For all cases of plagiarism and cheating, teachers will communicate information
to the parents/guardians about the infraction and the consequences.
Specific actions which will be taken as follows:
• teachers will discuss the individual situation with the student;
• the principal will be informed;
• with repeated incidents, the teacher and principal will discuss the individual
situation with the student and parent(s)/guardian(s).
Consequences will be based on the factors outlined above and may include the
following:
• redoing part/all of the assignment;
• completing an alternate assignment;
• loss of marks;
• a mark of zero;
• suspension.
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3.4 Late and Missed Assignments
Consequences for late or missed assignments will be reflected in the student’s learning
skills and, when appropriate, after other steps have been taken, in the deduction of
marks, up to and including the full value of the assignment.
Mark deduction will not result in a percentage mark that, in the professional judgement
of the teacher, misrepresents the student’s actual achievement.
Following attempts to support the student (strategies outlined below), a zero may be
assigned when there is no evidence of learning.
Teachers must ensure that multiple strategies are used. To support their professional
judgement, careful consideration will be given to the following mitigating factors:
• the grade level of the student;
• the maturity level of the student;
• the number and frequency of incidents;
• the individual circumstances of the situation
See Appendix B for The Intervention Strategies Form.
3.5 Deduction of Marks
The deduction of marks and the assignment of zero on a major assignment will occur
rarely and only after other interventions have been used and documented (Appendix A:
Intervention Strategies Form).
Only for major assignments (assignments that address multiple learning expectations
over an extended period of instructional time) in a specific course, teachers may, after
considering mitigating factors, and implementing appropriate strategies from the list
above, impose mark deductions as outlined below. When, in the professional judgement
of the teacher, a student is at risk of not successfully meeting the deadlines of the major
assignment, the teacher will maintain a record of interventions, using the board form
(Appendix B: Intervention Strategies Form). This will be available to be presented to the
principal upon request.
The process for the deduction of marks will be as follows:
10% of the final mark earned by the student on the major assignment for the first school
day that the assignment was deemed as late.
A further 5% per school day on the final mark earned by the student, to a maximum of 4
subsequent school days following the due date of the major assignment.
The total number of days for which deduction of marks will apply is 5 days.
After providing multiple opportunities for the completion of the major assignment, a
deduction of a maximum of 30% of the final mark earned by the student may be
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imposed when a major assignment is late.
For example, if a student earns 80% on the major assignment, and if it is one day late,
the mark on that assignment is 72%.
If two days late, the mark becomes 68% (15% of 80% is a 12 mark reduction).
If three days late, the mark becomes 64% (20% of 80% is a 16 mark reduction).
If four days late, the mark becomes 60% (25% of 80% is a 20 mark reduction).
If five days late, the mark becomes 56% (30% of 80% is a 24 mark reduction).
Only after providing multiple opportunities for the completion of the major assignment,
the teacher may assign a mark of zero on the assignment after it is five days late.
Prior to each semester/term, departments/divisions shall determine which culminating
tasks and/or major assignments are going to be given, and which ones will be
considered under this policy.
Teachers will communicate to students the expectations and timelines of each major
assignment in each course/subject at the beginning of the semester/term.
3.5.1 Teachers will:
Maintain ongoing communication with students, parent(s)/guardians, teacher
colleagues and their principal.
Use the appropriate strategies, based on their professional judgement, to help
students provide the required evidence of their achievement.
Use formative assessments to determine grades, in the absence of summative
evaluative data, where appropriate.
Will establish deadlines for submission of assignments for evaluation, in
collaboration with students when appropriate, and clearly communicate those
deadlines to students, and, where appropriate, to parents.
Communicate an expected time of return for assessed work; at the determined
date of submission, and for purposes of timely feedback on student performance.
Ensure that the needs of exceptional students are met, consistent with the
strategies outlined in their Individual Education Plans (IEP).
Work with the Learning Support Teacher to address any accommodations and/or
modifications as outlined in the IEP.
Provide Assessment for Learning opportunities (diagnostic and formative) before
the Assessment of Learning (summative), in order to demonstrate progress of
achievement of the curriculum expectations.
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3.5.2 Students should:
Discuss assignments with their teachers and parent(s)/guardian(s).
Be responsible for providing evidence of their achievement of the overall
expectations within the timeframe specified by the teacher, and in a form
approved by the teacher.
Understand that there will be consequences for not completing assignments for
evaluation and/or for submitting those assignments late.
Use class time productively.
Request an extension from the teacher before the due date, in extenuating
circumstances.
3.5.3 Parent(s)/Guardian(s) should:
Maintain ongoing communication with their child’s, teacher, and the principal, if
required.
Support their children to submit their completed assignments on time.
3.5.4 Principals will:
Ensure that assessment and evaluation policies and practices are communicated
and followed by all teachers, students, and parent(s)/guardian(s).
Provide support for staff, including professional development, to ensure a
consistent common process throughout the school (divisions and departments).
Assume final responsibility for making decisions in cases of unresolved issues
regarding late and/or incomplete assignments.
3.6 Use of Code ‘I’
Code “I” is to be given after consultation with the school administration.
Code “I” may be used on rare occasions in a mark book and/or on a student’s report
card, including the final report card, to indicate that insufficient evidence is available to
determine a letter grade or percentage mark. For the report card, teachers will use their
professional judgement to determine when the use of “I” is appropriate and in the best
interests of the students. For example:
• the student has enrolled in the school very recently (less than six weeks);
• there were issues or extenuating circumstances beyond the student’s control, such
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as protracted illness, that affected their attendance and/or ability to provide sufficient
evidence of achievement of the overall expectations.
Code “I” may not be used in Grade 11 and 12.
3.7 Individual Education Plan (IEP)
IEP with Accommodations Only:
If the student’s IEP requires only accommodations to support learning in a subject
and/or strand, teachers will not check the ‘IEP’ box. The letter grade or percentage mark
is based on the regular grade expectations.
IEP with Modified Learning Expectations:
For students in Grades 9 to 12, if the student has an IEP that identifies modified expectations,
teachers must check the “IEP” box for every course to which the plan applies. For secondary
school courses, it is important to monitor, and to reflect clearly in the IEP, the extent to which
expectations have been modified. The principal will determine whether achievement of the
modified expectations constitutes successful completion of the course, and will decide whether
the student is eligible to receive a credit for the course. This decision must be communicated to
the parents and the student.
If some of the student’s learning expectations for a course are modified from the curriculum
expectations, but the student is working towards a credit for the course, it is sufficient simply to
check the “IEP” box. If, however, the student’s learning expectations are modified to such an
extent that the principal deems that a credit will not be granted for the course (see section 7.12
of Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999
[currently under revision]), teachers must include the following statement in the “Comments”
section (along with comments about the student’s achievement):
“This percentage mark is based on achievement of the learning expectations specified in the IEP,
which differ significantly from the curriculum expectations for the course.”
IEP with Alternative Learning Expectations:
In most cases where the expectations in a student’s IEP include alternative learning
expectations, it is neither required nor advisable to assign letter grades or percentage
marks to represent the student’s achievement of the alternative expectations. For a
student who is placed in a regular class, and when evaluation is based on a clearly
articulated assessment tool (e.g., a rubric), a letter grade or percentage mark may be
assigned in a subject and/or strand and recorded on the Elementary Provincial Report
Card. When using the Provincial Report Card, teachers must check the ‘IEP’ box for the
subject and/or strand and must include the following statement in the section
‘Strengths/Next Steps for Improvement’ section:
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“This (letter grade/percentage mark) is based on achievement of alternative learning
expectations in the IEP, which are not based on the Ontario curriculum.”
In Developmental Education Class placements, where the student’s program is not based on
expectations from the Ontario curriculum, an alternative format is used to report the student’s
progress. In the Thames Valley District School Board, the Developmental Report Card is
used to report achievement. When using this alternative format, teachers should indicate
the student’s progress/achievement relative to the expectations identified in the IEP, and
should comment on the student’s strengths and next steps for improvement. Only students in
self-contained classes receive this Alternate Report Card. Students with a
developmental exceptionality in a regular class use the Provincial Report Card.
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Appendix A
Kindergarten Communication of Learning Examples
Belonging and Contributing
At the beginning of the year Moira would go to the creative area where she would
quietly draw and construct many works of art and watch the rest of the children.
She began to interact with friends who came to the creative area and they would
talk about the things they were making and share ideas. Moira interacts with
friends who struggle with a creative project by showing them innovative ways of
completing their project. Moira uses clearly organized and precise drawings to
show how she solves mathematical challenges. She also creates elaborately
illustrated books for the classroom library.
We will encourage her to share her great thinking and creations with more friends
and in more places.
Belonging and Contributing
James builds in the construction areas most days. Earlier in the year, he made
plans by gathering his materials, claiming his space on the carpet, and then
building by himself. He would become frustrated when other children tried to
involve themselves in his construction. James is learning to communicate when
he needs his personal space and when others are or are not welcome to join in
his project. James is now more open to the ideas of other children, and may
consult with them about his plans and about adaptations to his plans. We
encourage James to respond to the suggestions of others with phrases such as
“Thank you for your suggestion.” or “I like your idea.” or “I hadn’t thought of that.”
or “No thank you.”
Self-Regulation and Well-Being
We are celebrating Louis’ growth in his ability to manage his emotions and take
responsibility for himself. As the year progresses, Louis is able to transition (e.g.
to the outdoors and gym) by looking for support from other friends in the class.
We will continue to support his transitions by providing visual cues and verbal
reminders. He is able to plan where he wants to play, and is spending a longer
time in his chosen area. As Louis continues to try new things and expand his
circle of friends, we encourage Louis to name his emotions and to describe his
feelings (e.g. expanding vocabulary beyond “happy” or “sad”) in the new
situations.
Appendix B
Late and Missed Assignments. It must be made clear to students early in the school year that they are responsible not only for their behaviour in the classroom and the school
but also for providing evidence of their achievement of the overall expectations within the time frame specified by the teacher, and in a from approved by the teacher. Students
must understand that there are consequences for not completing assignments for evaluation or for submitting those assignments late.
School: ________________________________ Teacher’s Name: _____________________________ Student’s Name: __________________
Grade/Course: __________________________ Name of Assignment: ___________________________ IEP Yes___ No ____
Where in the teacher’s professional judgement it is appropriate to do so, a number of strategies may be
used to help prevent and/or address late and missed assignments.
They include:
Strategies
The following strategies have
been implemented
Dates
• asking the student to clarify the reason for not completing the assignment;
• helping students develop better time-management strategies;
• collaborating with other staff to prepare a part-or full year calendar of major assignment dates for every class;
• planning for major assignments to be completed in stages, so that students are less likely to be faced with an all-
or-nothing situation at the last minute;
• maintaining ongoing communication with students and/or parents about due dates and late assignments, and
scheduling conferences with parents if the problem persists;
• referring to the Student Success team or teacher;
• taking into consideration legitimate reasons for missed deadlines;
• setting up a contract;
• using counselling or peer tutoring to try to deal positively with problems;
• holding teacher-student conferences;
• reviewing the need for extra support for English Language Learners;
• reviewing whether students require special education services;
• requiring the student to work with a school team to complete the assignment;
• for First Nations, Metis and Inuit students, involving Aboriginal counsellors and members of extended families;
• understanding and taking into account the cultures, histories and contexts of FMNI students and English
Language Learners and their parents and their previous experiences with the school system;
• providing alternative assignments or tests/exams where, in the teacher’s professional judgement, it is reasonable
and appropriate to do so;
• deducting marks for late assignments, up to and including the full value of the assignment.
Administered By: Learning Support Services
Amendment Date(s): 2017 June 27 (Previously Assessment and Evaluation Procedure)
Appendix C
Cheating and Plagiarism
Cheating is defined as “any effort to defraud, deceive, or elude someone else”. Examples
may include: taking a test or an examination in a dishonest way through improper access to
answers, or giving or obtaining assistance without acknowledgement (www.dictionary.com).
Plagiarism is defined as “an act of theft known by many names: cheating, borrowing, stealing
or copying. Plagiarism is intentionally or unintentionally using another person’s works or
ideas and presenting these as [one’s] own. It is a serious offence that may result in serious
academic consequences”
Plagiarism usually takes one of four forms:
1. Using a quotation or sentence verbatim (word for word) without citing the source;
2. Paraphrasing another’s ideas, style or language or restating those ideas in your own
words, style and language without acknowledging the original source;
3. Submitting any work by another student and claiming it as your own (where both
students are contributing to the act of plagiarism)
4. Using without acknowledging the original source: diagrams, charts, internet graphics,
questionnaires, etc.
Education of students and parents is the most effective manner in which to prevent
plagiarism and cheating. “Students must understand that the tests/exams they complete and
the assignments they submit for evaluation must be their own work and that cheating and
plagiarism will not be condoned” (Growing Success, p. 42)
Growing Success outlines that consequences for academic dishonesty may escalate,
based on the following mitigating factors:
• the grade level of the student and course type;
• the maturity of the student;
• the number or frequency of incidents;
• the individual circumstances of the student.
Teachers will consider the factors above as part of their professional judgement. In
consultation with the school Principal, teachers will determine the appropriate consequences.
The final decision resides with the school Principal
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Appendix D
(See pages 8-12 in Reporting Student Learning for more examples)
Learning Skill/Work Habit Sample Comment
Strengths in collaboration and responsibility (Grade 7student)
Warren responsibly manages his behaviour in class and participates well in groups and in
class discussions. He listens to his peers and contributes appropriately. In group work, he
takes on different roles and completes his share of the work.
Strengths in initiative and organization (Grade 5 student)
Jelena shows initiative. She always has curiosity and interest in learning. She is starting to
develop plans for her work to make sure she has enough time to complete assigned activities
Independent work (Grade 7student)
In independent work, Warren is learning to develop plans so he is not frustrated by the
demands of research and investigations. We are breaking up the learning goals into small
steps, so he can complete some activities each day. At home, Warren could be encouraged to
review the steps and talk about what he will complete in class the next day.
Organization (Grade 5 student)
We are working with Jelena by using agendas in class to record goals and plans. At home, you
could encourage Jelena to review the agenda for the next day and remind her to complete any
unfinished assignments she brings home.
Key Learning ~ Specific aspects of knowledge, skills, and other criteria identified in the
curriculum, or on the learning skills and work habits, that are most relevant to the student’s
achievement or development during the reporting period.
Strengths ~ Specific examples that demonstrate learning. Refer to significant strengths that the
student has demonstrated and should try to continue to demonstrate
Next Steps ~ Address the student’s most significant learning needs. Provide concrete next
steps for the student. Provide specific suggestions for how parents can support the student’s
learning or the development of learning skills and work habits.
Grade 8 music
Samnang has shown that he can apply the steps needed to learn to play and to appreciate
music. He uses proper technique and shows creativity and feeling when he plays the trumpet.
In our presentation on Remembrance Day, he played his solo with thoughtful expression.
Samnang will continue to explore a variety of forms of music from the past and the present. At
home, to help him connect what he is learning to his own playing, you could ask Samnang to
tell you about the music he hears in movies, on television, or on the radio and how it affects
him as a listener.
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Grade 3 science
Todd understands that forces (ie. pushing and pulling) cause movement as well as changes in
speed or direction. He explained how forces act on objects in the investigations he conducted
and through diagrams, in discovery groups, and in conversations. He always shows a lot of
interest in questioning and developing a hypothesis. Todd understands how plants are
important to humans, but needs to be able to identify similarities and differences among
various plants. At home, you could ask him to describe and compare the plants he sees in the
neighbourhood or in books.
Grade 5 mathematics
Roberta is starting to think about how to solve problems, and is trying different strategies,
using models and classroom materials. She is starting to use a model she developed when we
worked with fractions to solve problems in measurement, geometry, and patterning. To further
improve her problem-solving skills, Roberta needs to clearly identify what the problem is, what
information she has, what she needs to find out, and what strategy she will try first. Roberta
can practise these steps in class and with the homework club before and after school. At
home, you could ask Roberta to show you how she does these steps when she is solving math
problems for homework.
Grade 7 History
Liam compares and contrasts a few viewpoints from French settlers, First Nations peoples and
fur traders as they relate to the fur trading industry. He designed a webpage based on his
inquiry that showed some attitudes that First Nations peoples and fur traders had regarding
trapping, by embedding a Venn diagram to compare and contrast. During future inquiry
projects, he should formulate more precise questions to gather more information.
Grade 2 Language
When reading stories with unfamiliar words, John is currently unable to retell the main ideas
from the story due to challenges with reading fluency. He is able to orally retell ideas from
stories (e.g., My Favourite Pet) that use familiar words from the classroom word wall (e.g., dog,
cat, fish, home). John should look at the whole sentence and read it out loud to help him
understand the meaning of unfamiliar words.
