The Elementary Provincial Report Card Continued Implementation Update – Grades 1 to 8
(Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, 2010)This PRS Matters bulletin is now located in the Professional Judgement section of the ETFO website.
Special EducationGrowing Success states that there are three formal reporting periods. Therefore, the number of IEP reviews continues to be three. If the student’s expectations in the IEP are modified and vary from the expectations of the regular program for the grade, teachers must check the “IEP” box for that subject/strand on the report card. Teachers must include the following statement in the section “Strengths/Next Steps for Improvement:” “This (letter grade/percentage mark) 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.” 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.Student achievement in alternative program areas may be reported to parents by means of anecdotal comments noted in the provincial report cards or in an alternative format (e.g., in the evaluation section of the IEP). If a teacher is using an alternative format, it should accompany the provincial report card at the regular reporting times.ESL/ELD
Teachers will check the ESL/ELD box on the provincial report cards to indicate that modifications have been made to curriculum expectations to address the language learning needs of English language learners. The ESL/ELD boxes should be checked at the strand level. Kindergarten ReportingFor Kindergarten reports, there is a wide range of reporting processes currently being used across the province. Teachers should follow their district school board reporting guidelines for Kindergarten reporting. There is no province-wide Ministry policy or process for Kindergarten at this time. Teacher professional judgement should be exercised when completing comments if applicable. ICT/Financial Literacy
ICT and financial literacy are to be integrated into other mandated curricula at the elementary level. They are not meant to be positioned as a “Subject.” Rotary TeachersFor rotary teachers, the completion of the report card should not be the sole responsibility of the homeroom teacher. A collaborative process should be in place for all teachers (rotary teachers) who instruct a classroom to have the opportunity to include their marks and comments on the report card for the subjects they teach without the expectation being placed on the homeroom teacher. Six-Week RuleThe six-week rule regarding report card completion applies to all three formal reporting periods. In the case where neither teacher has had the student for six weeks, support from administration and collaboration on behalf of the teachers is suggested. The policy regarding the six-week rule is set out in the Ontario Student Record (OSR) Guideline, 2000. As stated in Section 3.2: “A completed Provincial Report Card, (grades 1–8), (all three pages) 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 from the commencement of the reporting period.” Additional ReportingTeachers should not be asked to do any additional written reporting to parents (formal or informal) other than the progress report card and the two provincial report cards.Please discuss any concerns with your ETFO school steward or your ETFO local president. The link to the EduGAINS Frequently Asked Questions is: http://www.edugains.ca/newsite/aer/faqced.html. This site provides helpful answers relating to the reporting process.
Staff in Professional Relations (PRS) can be reached at 416-962-3836 or 1-888-838-3836. See also ETFO's website - Advice for Members.
JM:NT:KHRevised January 2016