Reporting Student Learning

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14 Reporting Student LearningThe chart that follows indicates how the use of accommodations, modified expectations, andalternative learning expectations for students with special education needs affects how teachersapproach the provincial report card, including information that must be included in the teacher’scomments.Category Grades 1–6 Grades 7–8 Grades 9–12Students withmodifiedcurriculumexpectationsCheck the IEP box.Include in yourcomments the phrase:“This letter grade isbased on achievementof expectations in theIEP that vary from theGrade X expectations(and/or) are an(increase/decrease)in the (numberand/or complexity)of curriculumexpectations.”Check the IEP box.Include in yourcomments the phrase:“This percentagemark is based onachievement ofexpectations in theIEP that vary from theGrade X expectations(and/or) are an(increase/decrease)in the (numberand/or complexity)of curriculumexpectations.”Check the IEP box. If someof the student’s learningexpectations for a course aremodified from the curriculumexpectations, but the studentis working towards a creditfor the course, it is sufficientsimply to check the IEP box.If, however, the student’slearning expectations aremodified to such an extentthat the principal deems thata credit will not be grantedfor the course, include in yourcomments the phrase: “Thispercentage mark is based onachievement of the learningexpectations specified in theIEP, which differ significantlyfrom the curriculum expectationsfor the course.”Students withalternativelearningexpectationsCheck the IEP box.When a grade isassigned (see GrowingSuccess, p. 62), includein your commentsthe phrase: “Thisletter grade is basedon achievement ofalternative learningexpectations in theIEP, which are notbased on the Ontariocurriculum.”Check the IEP box.When a grade isassigned (see GrowingSuccess, p. 62), includein your commentsthe phrase: “Thispercentage mark isbased on achievementof alternative learningexpectations in theIEP, which are notbased on the Ontariocurriculum.”Check the IEP box.When a grade is assigned(see Growing Success, p. 63),include in your commentsthe phrase: “This percentagemark is based on achievementof alternative learningexpectations specified in theIEP, which are not based onthe Ontario curriculum.”Students withaccommodationsonlyDo not check the IEP box when the student’s IEP requires only accommodations sincethe letter grade/percentage mark is based on regular grade/course expectations.
Part 2: Elementary and Secondary Provincial Report Cards15English Language LearnersWhen curriculum expectations are modified in order to meet the language-learning needs ofEnglish language learners, assessment and evaluation will be based on the documented modifiedexpectations. The teacher will check the “ESL/ELD” box for the appropriate subject(s), strand(s), orcourse(s), and the modifications will be explained to the parents. Because the parents of studentsin ESL/ELD programs may have difficulty understanding the information in the provincial reportcard, special measures may have to be taken. As noted in the Ministry of Education report ManyRoots, Many Voices, “To ensure that students and parents understand what the mark or gradereally means, it is a good idea to meet with them in person, using an interpreter if necessary”(Ontario Ministry of Education, 2005, p. 34).When an English language learner requires modifications to curriculum expectations to addressboth language-learning needs and special education needs, both the “ESL/ELD” box and the“IEP” box are checked.Students Whose Achievement Is Below Level 1Growing Success states, “For students in Grades 1 to 8 whose achievement is reported as ‘R’on the provincial report card, and for students in Grades 9 to 12 whose achievement is recordedat below 50 per cent, teachers should describe specific remedial measures that are planned orstrategies that have been developed to address the student‘s specific learning needs and promotesuccess in learning” (Ontario Ministry of Education, 2010a, p. 65). Teachers’ comments shouldalso specify the kind of parental support that will be required. When students are struggling,teachers should contact the parents as soon as possible in order to consult with them and involvethem in supporting the student.Cases of Insufficient EvidenceGrowing Success states:For Grades 1 to 10, the code “I” may be used in a mark book and/or on a student’s reportcard, including the final report card, to indicate that insufficient evidence is available todetermine a letter grade or percentage mark. For the report card, teachers will use theirprofessional judgement to determine when the use of “I” is appropriate and in the bestinterests of the student. For example, teachers may find it appropriate to use “I” whenevidence of a student’s achievement is insufficient because the student has enrolled in theschool very recently or because there were issues or extenuating circumstances beyond thestudent’s control, such as protracted illness, that affected his or her attendance and/or abilityto provide sufficient evidence of achievement of the overall expectations. (Ontario Ministry ofEducation, 2010a, p. 42)
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Reporting Student Learning

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