Q&A regarding elementary reporting
Changes to reporting
Why did you change the report cards?
In April 2010, the Ministry of Education published a new policy document entitled Growing
Success, Assessment, Evaluation and Reporting in Ontario Schools, First Edition, 2010. This
policy directs the assessment, evaluation, and reporting of student achievement in Ontario
schools, from grades 1 to 12. This new policy resulted in changes to reporting.
What is the new reporting system?
Previously students would receive a report card at the end of each term—November, March and
June. Starting in Sept. 2010, all grade 1 to 8 students in Ontario will bring home elementary
progress report cards in November followed by elementary provincial report cards in February
and June.
The new reporting system is one part of continuous communication that provides students and
parents with ongoing descriptive feedback that is clear, specific, meaningful, and timely to
support improved learning and achievement.
By sending an elementary progress report card home earlier in the school year we are providing
students, teachers and parents with an opportunity to reflect upon progress to date and discuss
plans to ensure future success.
The progress report also functions as an early warning system which indicates that students are or
are not on track to meeting curriculum learning goals and developing learning skills and work
habits.
Last year, we received a report card similar to this one. How is this report card different?
The report cards will look different as their format has changed.
November progress report card
The elementary progress report card you receive in November will not contain grades or
percentage marks. They will be sent home between November 15-18, 2010.
The progress report card is used as a starting point for discussion between parents and teachers
for the November parent-teacher conferences.
The focus of this progress report will be on six learning skills that are essential for success in
school and the world of work:
 responsibility
 collaboration
 organization
 initiative
 independent work
 self-regulation
The comments related to subject areas describe a student’s general progress in working towards
the achievement of the curriculum expectations.
February & June provincial report cards
The elementary provincial report cards in February and June will contain grades or percentage
marks along with descriptive comments. They will also contain feedback related to the same
learning skills. The term one report card will be sent home between Feb. 7-10, 2011. The final
report card will be sent home in June.
My child is in kindergarten. Will she get a report card?
The kindergarten assessment, evaluation and reporting policy is under review due to the
province’s introduction of the full-day kindergarten program.
What is the purpose of the report cards?
The purpose of report cards is to communicate student achievement to parents and students.
Reporting
What do teachers take into consideration in their formal reporting to parents?
Teachers will take various considerations into account before making a decision about a mark or
grade. They consider information collected over time through observations, conversations and
student products such as reports, projects, tests, exams and assignments that students have
submitted. Teachers will also consider that some evidence carries greater weight than others. The
report card grade represents a students’ achievement of overall curriculum expectations, as
demonstrated to that point.
Determining a report card grade will involve teachers’ professional judgement and interpretation
of evidence and should reflect the student’s most consistent level of achievement, with special
consideration given to more recent evidence.
[If the student has an IEP indicating a modified curriculum:]
The report card grade for a student with an IEP indicating modified expectations represents the
student’s achievement of the expectations stated in the IEP and as demonstrated during that
reporting period.
What goes into writing the comments?
In writing comments, teachers:
 focus on what students have learned, and what they know, can do and articulate
 describe strengths and next steps for improvement
 reference strands, where appropriate
 provide parents and students with personalized and meaningful feedback
 use clear language parents will understand
 help parents understand how they can support learning at home
Why bother with reporting on learning skills and work habits?
Learning skills and work habits encourage students to learn more effectively, develop their
potential as independent learners and take ownership over their own learning. Although a formal
part of the reporting process, these skills should be integrated into daily teaching and assessment
of the curriculum.
It says my child is progressing with difficulty. Does this mean he or she may fail the grade?
No. “Progressing with difficulty” indicates that the student is not meeting curriculum
expectations at this time—not necessarily that he or she may fail the grade. Teachers consider
many factors when deciding how a student is progressing.
The purpose of the progress report is to determine where students are in their learning, where they
need to go and how best to get there. The parent-teacher conference will focus on how the home
and school can work together to help the student meet curriculum expectations in the future.
Why is “NA” checked off?
The NA box is checked off if the student did not receive instruction in a subject/strand.
Can a teacher give a student zero on an assignment?
Yes. This is one of many options for teachers when grading assignments. However, teachers
often take many other steps first to encourage the student to do the work expected. As always,
teachers will use their professional judgment along with considering the best interests of the
student.
[Background—This year, teachers are expected to follow Peel policy from previous years until
an agreed-upon process for dealing with zeros and late assignments is established by Peel
trustees through Policy 14. Many issues related to late and missed assignments can be avoided
and/or resolved through effective communication between teachers, students and parents, and
through supporting students with the development of their learning skills and work habits.]
What happens when students submit their assignments late or not at all?
Teachers have a variety of options to deal with late or missed assignments. Teachers will select
an approach that best fits the situation and builds the student’s confidence, responsibility and
time management skills. Again, teachers will use their professional judgement along with
considering the best interests of the student.
My child received an “I” on her report card. What does it mean?
“I” may be used to indicate that not enough evidence is available to determine a letter grade or
percentage mark. This may show up on a report card if a student has very recently enrolled in the
school or has been away for an extended period due to illness or extended vacations. As always,
teachers will use their professional judgment along with considering the best interests of the
student.
My child got an “R” on his report card. What does it mean?
“R” represents achievement that falls below level 1. An “R” indicates that additional learning is
required before the student begins to achieve success in meeting the curriculum expectations.
[Background—In grades 1 to 8, students with an IEP who require modified or alternative
expectation and beginning English language learners with modified expectations would rarely
receive an “R”.]
Can teachers fail students in a subject or grade-level?
Yes, but supports are in place to encourage every student to be successful. The primary purpose
of assessment is to improve student learning.
Communication
Will there be an opportunity to discuss my child’s progress with his/her teacher in November?
You will have the opportunity to discuss your child’s progress at a parent-teacher conference on
Nov. 25 or 26, 2010.
How else can I find out how my child is doing?
The elementary progress report card and elementary provincial report cards are one aspect of
ongoing communication between home and school. As always, we encourage you to discuss
concerns and questions with your child’s teacher at any time.
Assessment
What other assessment strategies do teachers use?
Teachers can gather information about learning by:
 inviting students to set, monitor and reset learning goals
 designing tasks that provide students with a variety of ways to demonstrate their learning
 designing engaging tasks that combine high levels of challenge and skill
 providing frequent checkpoints for understanding and adjusting instruction in responsive
ways
 observing students as they perform tasks
 clarifying and/or co-constructing success criteria
 posing questions to help students make their thinking explicit
 setting up classroom and small-group conversations that encourage students to express
what they’re thinking
 providing opportunities for both peer and self-assessment
Homework designed to help students practise and consolidate new learning can also provide
assessment information to help adjust instruction and focus learning. Assignments for evaluation
must not include ongoing homework that students do in order to consolidate their knowledge and
skills or to prepare for the next class. They may involve group projects as long as each student’s
work within the group project is evaluated independently and assigned an individual mark.
Special education
My child has an IEP. What changes will I see in my child’s report card?
Students with IEPs have the same formal reporting periods. The IEP is a working document. As
part of the IEP review process, in every reporting period, modified and alternative learning
expectations described in the IEP must be reviewed and updated as necessary. IEPs will continue
to accompany your child’s progress report or report card.
English language learners
My child is an English language learner. What changes will I see in my child’s report card?
The progress report and the report card for English language learners will be the same template
that is used for all students.
Why is the ESL/ELD box checked?
As with the previous reporting process, when the ESL/ELD box is checked, the student’s
achievement is based on expectations modified from the curriculum expectations for the grade to
support the student’s English language learning needs.
If the ESL/ELD box is not checked, the student may be receiving accommodations to support
developing English language learning needs.
Records
Will my child’s report card be kept in his student record?
All pages of the completed progress report cards and the provincial report cards will be placed in
each student’s Ontario Student Record (OSR) folder following each reporting period.
More information
Where can I get more information about report cards?
For more information regarding the Ministry of Education’s Growing Success document and
overview of the provincial assessment, evaluation and reporting of achievement policy visit
www.edu.gov.on.ca.
Please contact your child’s principal if you have any further questions or concerns.