“In the case of the Elementary Progress Report Cards, it is not necessary for teachers to comment on
all subjects/strands in the one space provided for comments.”
Growing Success, page 64. (See Pages
98-99 of Growing Success, for Progress Report Templates.)
2. Completion of the progress report card should not be the sole responsibility of the homeroom
teacher. A process should be in place for all teachers who instruct a classroom to have the
opportunity to include comments on any report card if he/she requests to. A school based strategy
should be developed and in place. Ministry policy does not require teachers to enter comments for
all subjects/strands on the progress report card.
“The comment area on the progress report card is not subject specific. Teachers are to share this space
and, if possible, the electronic versions should facilitate the sharing. The position of the ministry is that
students benefit when teachers collaborate in the assessment of their work. In addition, it is alright
for one teacher to enter more comments than another. The comments do not need to line up with the
subjects and teachers do not need to enter comments for all subjects/ strands.”
Growing Success,
Elementary and Secondary Report Cards: Q’s and A’s: Version # 4 – August 11, 2010.
3. Comments should be general rather than specific as it is the beginning of the year. “The comments
should describe in overall terms what students know and can do …”
Growing Success, page 64.
4. The phrases “Progressing Very Well, Progressing Well, and Progressing with Difficulty” are
terms used on the Progress Report card and they are not meant to be directly aligned with the
achievement chart, letter grades, or percentage marks. The Progress Report Card uses these terms
to indicate early on in the school year areas of strength and possible areas for improvement in
student learning.
5. The inclusion of appropriate comments should be considered when “Progressing with Difficulty” is
checked off for a student.
6. Space for Board Information and Space Designated for Board on the progress report card is to be
completed by the school board, not the classroom teacher.
7. IEPs need to be created and in place within 30 school days of the start of the student’s program,
typically the first day of school. The IEP is to be reviewed and updated if changes are needed, for
the fall progress report card. It is unlikely that within a few weeks of completion of the initial IEP
there would be many changes to it. If upon review of the IEP there are no changes to it, then the
initial IEP is what will stand for the fall Elementary Progress Report Card.
Elementary Provincial Report Card Guiding Principles:
1. A letter grade or percentage mark does not have to be assigned along with the code “I”.
2. Teachers are expected to enter a grade for Social Studies and for Science and Technology on both
the January/February and June report cards. Teachers may indicate in the comments box which
strands are being reported on within each subject. It is mandatory that a grade be entered for
each subject at least once over both reporting periods. All of the strands in both Social Studies and
Science and Technology must be accounted for in instruction, assessment, and evaluation by the
end of the year.
3. Teachers are expected to enter a grade for both Health and Physical Education on both the
January/February and June report cards. It is mandatory that a grade be entered for each strand at
least once over both reporting periods.
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