Assessment, Evaluation and

Reporting Procedures
Revised September 2012
STEERING COMMITTEE MEMBERS
Joe Bezzina
Michelle Boughner
Monica Campbell
Stephanie Circelli
Dympna Cybulski
Tammy Denomme
Rachelle Frederick
Patricia Friedrich
Heather Getliffe
Sharon Gillies
Terry Grand
Ronan Heffernan
Mary Holmes
Gerry LaRocque
Joan Lewis
Julie Lewis
Vince MacDonald
Jan Mallender
Mari-Lee McGuire
John Mombourquette
Tamara Nugent
Gary O'Donnell
Angela Paolo
Evelyn Paparella
Chris Quinn
Stacy Shepley
Lisa Weston Tourigny
Linda VanDaele
Paula Vanderhyden
Linda Vandeven
Sharon Wright Evans
 TABLE OF CONTENTS
PROCEDURE 3

SCOPE 3

1.0 LEARNING SKILLS AND WORK HABITS 3

1.1 REPORTING ON STUDENTS DEVELOPMENT OF LEARNING SKILLS AND WORK HABITS 5

2.0 PERFORMANCE STANDARDS THE ACHIEVEMENT CHART 6

3.0 ASSESSMENT 8
3.1 ASSESSMENT FOR AND AS LEARNING 10
3.2 ASSESSMENT FOR LEARNING AND AS LEARNING: PRACTICES 10
3.2.1 DEVELOPING LEARNING GOALS 10
3.2.2 IDENTIFYING SUCCESS CRITERIA 11
3.2.3 ELICITING INFORMATION ABOUT STUDENT LEARNING 11
3.2.4 PROVIDING DESCRIPTIVE FEEDBACK 11
3.2.5 DEVELOPING STUDENT SELF-ASSESSMENT AND PEER-ASSESSMENT SKILLS 12
3.2.6 DEVELOPING INDIVIDUAL GOAL SETTING 12

4.0 EVALUATION ASSESSMENT OF LEARNING 13

4.1 SECONDARY 70/30 14
4.2 SECONDARY ADMINISTRATION OF FINAL EVALUATIONS 14
4.2.1 CULMINATING ACTIVITIES /FINAL PERFORMANCE TASKS 14
4.2.2 FINAL EXAMS 14
4.2.3 SCHOOL CONSIDERATIONS 15

5.0 PROCEDURE FOR DEALING WITH LATE AND/OR MISSING ASSIGNMENTS AND ACADEMIC
MISCONDUCT 16
5.1 LATE AND/OR MISSING ASSIGNMENTS 16
5.2 EVALUATIONS MISSED DUE TO LEGITIMATE ABSENCE 18
5.3 ACADEMIC MISCONDUCT 18

6.0 REPORTING 19
6.1 PROGRESS REPORT CARDS 19
6.1.1 COMPLETING THE ELEMENTARY PROGRESS REPORT CARD 19
6.1.2 COMPLETING THE SECONDARY PROGRESS REPORT CARD 21
6.2 ELEMENTARY AND SECONDARY PROVINCIAL REPORT CARDS 23
6.2.1 DETERMINING AN OVERALL LEVEL OF ACHIEVEMENT 23
6.2.2 MEANING AND USE OF R AND I 24
6.2.3 ELEMENTARY - CONVERTING THE OVERALL LEVEL TO A LETTER OR PERCENTAGE GRADE
FOR REPORT CARDS 25
6.2.4 SECONDARY - CONVERTING THE OVERALL LEVEL TO A PERCENTAGE GRADE FOR REPORT CARDS 26
6.2.5 MID-SEMESTER GRADES BELOW LEVEL 1 27
 6.2.6 FINAL GRADES BELOW LEVEL 1 28
6.2.7 COMPLETING ELEMENTARY PROVINCIAL REPORT CARDS 29
6.2.8 COMPLETING SECONDARY PROVINCIAL REPORT CARDS 32

7.0 STUDENTS WITH SPECIAL EDUCATION NEEDS: MODIFICATIONS, ACCOMMODATIONS,

AND ALTERNATIVE PROGRAMS 36
7.1 REPORTING FOR STUDENTS WITH SPECIAL NEEDS IN GRADES 1 8 37
7.1.1 THE USE OF R FOR IDENTIFIED STUDENTS 37
7.1.2 THE USE OF I FOR IDENTIFIED STUDENTS 38
7.2 INDIVIDUAL EDUCATION PLANS FOR NON-IDENTIFIED STUDENTS JK-GRADE 8 38
7.3 REPORTING FOR STUDENTS WITH SPECIAL NEEDS IN GRADES 9 12 41

8.0 ENGLISH LANGUAGE LEARNERS: MODIFICATIONS AND ACCOMMODATIONS 42

8.1 REPORTING FOR ENGLISH LANGUAGE LEARNERS IN GRADES 1 8 42
8.2 REPORTING FOR ENGLISH LANGUAGE LEARNERS IN GRADES 9 12 43

REFERENCES 44

SUPPORTING MATERIALS
All supporting materials can be found in the Assessment and Evaluation area of the Teacher Portal.

To access, please go to:

https://portal.ldcsb.on.ca/Departments/program/Curriculum/AandE/Pages/default.aspx
 PROCEDURE : Inclusive Curriculum and Assessment Practices

CONTACT: Program Department

ISSUED BY: Superintendent of Education, Program Department

EFFECTIVE: September 2011

REFERENCE: Policy Code: Section D

SCOPE:
Growing Success: The Assessment, Evaluation & Reporting Policy for Ontario Schools, Grades 1-12, and
the London District Catholic School Board Policies for Inclusive Curriculum and Assessment Practices
(Section D), eLearning, and Credit Recovery will be fully implemented beginning in September 2011. The
Growing Success document was designed to update, clarify, coordinate, consolidate, and align the many
policies related to assessment, evaluation, and reporting in both elementary and secondary panels
across the province. The policies in Growing Success are based on the proposition that the primary
purpose of assessment and evaluation is to improve student learning. It also acknowledges that new
approaches to assessment for, as and of learning will provide educators with new challenges and new
opportunities to benefit students.

Growing Success attempts to strike a balance between the need for provincial consistency and
coherence and the recognition that the needs and circumstances of individual boards vary. The policy
outlined in Growing Success provides flexibility for boards to develop local guidelines but within clear
ministry parameters. As such, the London District Catholic School Board has developed its own policies
and procedures that align with Growing Success and include specific strategies for consistent teacher
action across the board, especially in the areas of late and missed assignments, cheating and plagiarism.
The following procedures, in conjunction with the policy for Inclusive Curriculum and Assessment
Practices (Section D), will govern the actions and strategies used by teachers within the London District
Catholic School Board. Together, these replace the 2007 guidelines: Assessment and Evaluation for
Catholic Elementary Schools and Assessment and Evaluation for Catholic Secondary Schools.

1.0 LEARNING SKILLS AND WORK HABITS

The development of learning skills and work habits is an integral part of a students learning. The
evaluation of learning skills and work habits, apart from any that may be included as part of a
curriculum expectation in a subject or course, should not be considered in the determination of
a students grades. It is expected that teachers will work with students to help them develop
the learning skills and work habits. For each of the skills and habits, the table below provides
examples of associated behaviours, which are designed to guide teachers in the instruction,
assessment, and evaluation of the learning skills and work habits. The sample behaviours are
intended to assist but not restrict teachers in their efforts to help students become effective
learners, and will look different at the various grade levels. (Growing Success, 10)

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Responsibility
Monitors own behavior so it is appropriate to the learning activity; i.e. student is engaged in listening or
sharing when appropriate
Completes and submits class work, homework, and assignments according to agreed-upon timelines
Comes to class with the required learning materials and/or resources
Follows through on commitments (when students agree to do something, they do it)
Fulfills classroom obligations (students follow agreed-upon classroom rules / routines, students are
attentive when a lesson is being presented)
Takes ownership for own actions (not making excuses or blaming others)
Organization
Can find things quickly and easily in their book bag, locker or desk
Is ready to start class when the bell rings in the morning and after each recess
Is ready to be dismissed for each recess and at the end of the day (student is not milling around,
socializing, etc. in the classroom, washrooms, or halls)
Uses student agenda effectively (student records homework and reminders)
Keeps track of assignments and submits them on time
Comes to class with the required learning materials and/or resources
Independent Work
Works well without supervision
Demonstrates self-direction in learning, selects learning materials, resources, and/or activities
independently
Follows routines and instructions independently
Completes tasks on time and/or with care with little or no supervision
Uses class time effectively to complete tasks
Collaboration
Works willingly and cooperatively with others
Listens to, acknowledges and considers differing opinions
Responds to and/or is sensitive to the needs of others
Listens carefully to others to ensure they understand what is being said
Respects the rights and property of others
Shares resources, materials, equipment and expertise with others
Accepts various roles and an equitable share of work in a group
Shows appreciation to people for what they contribute
Negotiates to solve problems and resolve conflict using a variety of strategies
Mediates / assists others to resolve conflict
Initiative
Looks for and acts on new ideas and opportunities for learning
Seeks challenges and takes risks by observing, questioning, exploring, and investigating
Demonstrates curiosity and interest in learning
Approaches new tasks with a positive attitude
Seeks assistance when required
Self-regulation
Asks questions for clarification or to deepen understanding
Identifies and uses criteria to assess own work
Reflects critically on own strengths, needs, and interests
Perseveres and makes an effort when responding to challenges
Demonstrates self-direction to set individual goals and monitor progress towards achieving them

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1.1 REPORTING ON STUDENTS DEVELOPMENT OF LEARNING SKILLS AND WORK HABITS
Learning skills and work habits apply to students across all subjects and courses. Schools,
divisions, or departments may elect to focus on one or more of the learning skills and work
habits for a particular term, strand, or unit. However all six learning skills and work habits must
be purposefully taught by the end of the grade or course. Teachers must provide multiple and
varied opportunities for students to demonstrate learning skills and work habits and provide
explicit feedback. Appropriate rubrics and tracking tools must be developed and criteria therein
shared with students and parents. All learning skills and work habits must be evaluated for each
reporting period, including Progress Reports. Teachers will use the following letter symbols to
report on students development of all six learning skills and work habits:

E - Excellent
G - Good
S - Satisfactory
N - Needs Improvement

Sample rubrics and tracking sheets have been designed to assist teachers in assessing and
evaluating the learning skills and work habits. (Please see the Assessment and Evaluation area
of the Teacher Portal)

Sample classroom posters for each of the learning skills and work habits can be found in the
Assessment and Evaluation area of the Teacher Portal.

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2.0 PERFORMANCE STANDARDS THE ACHIEVEMENT CHART
The achievement chart is a standard province-wide guide to be used by all teachers as a
framework within which to assess and evaluate student achievement of the expectations in the
particular subject or discipline. It enables teachers to make consistent judgements about the
quality of student learning. (Growing Success, 16)

The purpose of the Achievement Charts, found in each curriculum document, is to:
provide a framework that encompasses all curriculum expectations for all courses in all
grades and subjects;
guide the development of assessment tasks and tools (including rubrics);
help teachers to plan instruction for learning;
assist teachers in providing meaningful feedback to students;
provide various categories and criteria with which to assess and evaluate student
learning.

Each chart is organized into four broad categories of knowledge and skills: Knowledge and
Understanding, Thinking, Communication, and Application. These categories are described as
follows:

Knowledge and Understanding: Subject-specific content acquired in each grade (knowledge),

and the comprehension of its meaning and significance (understanding).

Thinking: The use of critical and creative thinking skills and/or processes.

Communication: The conveying of meaning through various forms.

Application: The use of knowledge and skills to make connections within and between various
contexts.

For grades 1 through 8, the four categories are to be weighted equally in all subject areas.
Secondary subject councils will review, on an annual basis, the weightings of each category to
ensure that they reflect the emphasis accorded to them in the curriculum expectations for the
subject or course, and in instructional practice. All secondary teachers will use the subject
council approved weightings. These weightings will be included on Day 1 Course Sheets to
ensure communication to students and parents. The same weighting of categories is to be used
for the 70% portion of the grade based on evaluations conducted throughout the course (i.e.,
term work) and for the 30% portion based on final evaluations.

The achievement chart also describes the levels of achievement of the curriculum expectations
within each category. The descriptions associated with each level serve as a guide for gathering
assessment information and enable teachers to make consistent judgements about the quality
of student work and to provide clear and specific feedback to students and parents.

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 LEVELS OF ACHIEVEMENT

Level 4 identifies achievement that surpasses the provincial standard.

Level 4 The student demonstrates the specified knowledge and skills with a
high degree of effectiveness. However, achievement at level 4 does
not mean that the student has achieved expectations beyond those
specified for the grade/course.

Level 3 represents the provincial standard for achievement. The

Level 3 student demonstrates the specified knowledge and skills with
considerable effectiveness. Parents of students achieving at level 3
can be confident that their children will be prepared for work in
subsequent grades/courses.

Level 2 represents achievement that approaches the provincial

standard. The student demonstrates the specified knowledge and
Level 2
skills with some effectiveness. Students performing at this level need
to work on identified learning gaps to ensure success in subsequent
grades/courses.

Level 1 represents achievement that falls much below the

provincial standard. The student demonstrates the specified
Level 1 knowledge and skills with limited effectiveness. Students
must work at significantly improving learning in specific areas,
as necessary, if they are to be successful in the next
grade/course.

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3.0 ASSESSMENT
Assessment is the process of gathering information that accurately reflects how well a student is
achieving the curriculum expectations in a subject or course. The primary purpose of
assessment is to improve student learning.

Teachers will obtain assessment information through a variety of means, which may include
formal and informal observations, discussions, learning conversations, questioning, conferences,
homework, tasks done in groups, demonstrations, projects, portfolios, developmental continua,
performances, peer and self-assessments, self-reflections, essays, and tests. For Grades 1 to 12,
assessment is based on evidence of student achievement of the provincial curriculum
expectations. All specific expectations, individually or as a cluster must be accounted for in
instruction and assessment. (Note: Evaluation focuses on students achievement of the overall
expectations.)

Terms such as diagnostic, formative, and summative, which are used to identify the nature of
assessment, have recently been supplemented with the phrases assessment for learning,
assessment as learning, and assessment of learning. As Harlen (2006) explains: Using the
terms formative assessment and summative assessment can give the impression that these
are different kinds of assessment or are linked to different methods of gathering evidence. This
is not the case; what matters is how the information is used. It is for this reason that the
terms assessment for learning and assessment of learning are sometimes preferred. The
essential distinction is that assessment for learning is used in making decisions that affect
teaching and learning in the short term, whereas assessment of learning is used to record and
report what has been learned. In short, the nature of the assessment is determined by what the
information is to be used for.

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The following table summarizes the purposes of assessment, the nature of assessment, and the different
uses of assessment information:
Purpose of Classroom Assessment
Assessment for Learning
Assessment for learning is the
process of seeking and interpreting
evidence for use by learners and
their teachers to decide where the
learners are in their learning,
where they need to go, and how
best to get there.
(Assessment Reform Group, 2002,
p. 2)
Assessment as Learning
Assessment as learning focuses on
the explicit fostering of students
capacity over time to be their own
best assessors, but teachers need
to start by presenting and
modelling external, structured
opportunities for students to
assess themselves.
(Western and Northern Canadian
Protocol, p. 42)
Assessment of Learning
Assessment of learning is the
assessment that becomes public
and results in statements or
symbols about how well students
are learning. It often contributes to
pivotal decisions that will affect
students futures.
(Western and Northern Canadian
Protocol, p. 55)
Nature of Assessment
Diagnostic assessment:
occurs before instruction
begins so teachers can
determine students
readiness to learn new
knowledge and skills, as well
as obtain information about
their interests and learning
preferences.
Formative assessment:
occurs frequently and in an
ongoing manner during
instruction, while students
are still gaining knowledge
and practising skills.
Formative assessment:
occurs frequently and in an
ongoing manner during
instruction, with support,
modelling, and guidance
from the teacher.
Summative assessment:
occurs at or near the end of
a period of learning, and
may be used to inform
further instruction.
Use of Information
The information gathered:
is used by teachers and students to
determine what students already
know and can do with respect to the
knowledge and skills identified in the
overall and specific expectations, so
teachers can plan instruction and
assessment that are differentiated
and personalized and work with
students to set appropriate learning
goals.
The information gathered:
is used by teachers to monitor
students progress towards achieving
the overall and specific expectations,
so that teachers can provide timely
and specific descriptive feedback to
students, scaffold next steps, and
differentiate instruction and
assessment in response to student
needs.
The information gathered:
is used by students to provide
feedback to other students (peer
assessment), monitor their own
progress towards achieving their
learning goals (self-assessment),
make adjustments in their learning
approaches, reflect on their learning,
and set individual goals for learning.
The information gathered:
is used by the teacher to summarize
learning at a given point in time. This
summary is used to make
judgements about the quality of
student learning on the basis of
established criteria, to assign a value
to represent that quality, and to
support the communication of
information about achievement to
students themselves, parents,
teachers, and others.
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(Growing Success, 28-31)

3.1 ASSESSMENT FOR AND AS LEARNING

Assessment for the purpose of improving student learning is seen as both assessment for
learning and assessment as learning. As part of assessment for learning, teachers provide
students with descriptive feedback and coaching for improvement. Teachers engage in
assessment as learning by helping all students develop their capacity to be independent,
autonomous learners who are able to set individual goals, monitor their own progress,
determine next steps, and reflect on their thinking and learning.

As essential steps in assessment for learning and as learning, teachers need to:
plan assessment concurrently and integrate it seamlessly with instruction;
share learning goals and success criteria with students at the outset of learning to
ensure that students and teachers have a common and shared understanding of these
goals and criteria as learning progresses;
gather information about student learning before, during, and at or near the end of a
period of instruction, using a variety of assessment strategies and tools;
use assessment to inform instruction, guide next steps, and help students monitor their
progress towards achieving their learning goals;
analyse and interpret evidence of learning;
give and receive specific and timely descriptive feedback about student learning;
help students to develop skills of peer and self-assessment.

Teachers will also ensure that they assess students development of learning skills and work
habits in Grades 1 to 12, using the assessment approaches described above to gather
information and provide feedback to students.

The use of assessment for the purpose of improving learning and helping students become
independent learners requires a culture in which student and teacher learn together in a
collaborative relationship, each playing an active role in setting learning goals, developing
success criteria, giving and receiving feedback, monitoring progress, and adjusting learning
strategies. The teacher acts as a lead learner, providing support while gradually releasing
more and more responsibility to the student, as the student develops the knowledge and skills
needed to become an independent learner.

3.2 ASSESSMENT FOR LEARNING AND AS LEARNING: PRACTICES

3.2.1 DEVELOPING LEARNING GOALS

Assessment for learning and as learning requires that students and teachers share a common
understanding of what is being learned. Learning goals clearly identify what students are
expected to know and be able to do, in language that students can readily understand. Teachers
develop learning goals based on the curriculum expectations and share them with students at or
near the beginning of a cycle of learning. Teachers and students come to a common
understanding of the learning goals through discussion and clarification during instruction.

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3.2.2 IDENTIFYING SUCCESS CRITERIA
Assessment for learning and assessment as learning also require that students and teachers
share a common understanding of what constitutes success in learning. Success criteria describe
in specific terms what successful attainment of the learning goals looks like. When planning
assessment and instruction, teachers, guided by the achievement chart for the particular subject
or discipline, identify the criteria they will use to assess students learning, as well as what
evidence of learning students will provide to demonstrate their knowledge and skills. The
success criteria are used to develop an assessment tool, such as a checklist, a rubric, or an exit
card (i.e., a students self-assessment of learning).

Teachers can ensure that students understand the success criteria by using clear language that is
meaningful to the students and by directly involving them in identifying, clarifying, and applying
those criteria in their learning. Examining samples of student work with their teachers helps
students understand what constitutes success and provides a basis for informed co-construction
of the success criteria. The success criteria should be open to review and revision, guided by the
teachers professional judgement, as students progress towards achievement of the learning
goals. Teachers can enhance their understanding of success criteria and build common
knowledge about levels of achievement through teacher moderation that is, through
assessment of student work done collaboratively with fellow teachers.

3.2.3 ELICITING INFORMATION ABOUT STUDENT LEARNING

Teachers use a variety of assessment strategies to elicit information about student learning.
These strategies should be triangulated to include observation, student-teacher conversations,
and student products. Teachers can gather information about learning by:
designing tasks that provide students with a variety of ways to demonstrate their learning;
observing students as they perform tasks;
posing questions to help students make their thinking explicit;
engineering classroom and small-group conversations that encourage students to articulate
what they are thinking and further develop their thinking.

Teachers then use the information gathered to adjust instruction and provide feedback.

Homework tasks designed to help students practice and consolidate new learning can also
provide assessment for and as learning information that both teachers and students can use to
adjust instruction and focus learning.

3.2.4 PROVIDING DESCRIPTIVE FEEDBACK

Feedback provides students with a description of their learning. The purpose of providing
feedback is to reduce the gap between a students current level of knowledge and skills and the
learning goals. Descriptive feedback helps students learn by providing them with precise
information about what they are doing well, what needs improvement, and what specific steps
they can take to improve. According to Davies (2007, p. 2), descriptive feedback enables the
learner to adjust what he or she is doing in order to improve.

Ongoing descriptive feedback linked specifically to the learning goals and success criteria is a
powerful tool for improving student learning and is fundamental to building a culture of learning
within the classroom. As the teacher provides feedback, and as the student responds to it, the
assessment information gathered is used to improve learning as well as instruction. Multiple

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opportunities for feedback and follow-up are planned during instruction to allow for
improvement in learning prior to assessment of learning (evaluation). The focus of the feedback
is to encourage students to produce their best work by improving upon their previous work and,
at the same time, to teach them the language and skills of assessment, so they are able to assess
their own learning and that of their peers.

3.2.5 DEVELOPING STUDENT SELF-ASSESSMENT AND PEER-ASSESSMENT SKILLS

The emphasis on student self-assessment represents a fundamental shift in the teacher-student
relationship, placing the primary responsibility for learning with the student. Once students,
with the ongoing support of the teacher, have learned to recognize, describe, and apply success
criteria related to particular learning goals, they can use this information to assess their own and
others learning. Teachers help students develop their self-assessment skills by modelling the
application of success criteria and the provision of descriptive feedback, by planning multiple
opportunities for peer assessment and self-assessment, and by providing descriptive feedback
to students about the quality of their feedback to peers.

Group work provides students with opportunities to develop and practice skills in peer and
self-assessment and gives teachers opportunities to model and provide instruction related to
applying success criteria, providing descriptive feedback, and developing collaborative learning
skills. Teachers and students can use assessment information obtained in group situations to
monitor progress towards learning goals and to adjust the focus of instruction and learning.

3.2.6 DEVELOPING INDIVIDUAL GOAL SETTING

As a result of developing self-assessment skills, students learn to identify specific actions they
need to take to improve, and to plan next steps that is, to define their long- and short-term
individual goals with increasing clarity and realism. Teachers begin by modelling the setting of
individual learning goals for students. They also provide follow-up support, give specific
feedback on learning goals, and help students identify and record focused actions they can take
to achieve their goals and procedures they can use to monitor their own progress.

In order to improve student learning and help students become independent learners, teachers
need to make a committed effort to teach these skills and provide all students in all grades with
opportunities to practice them. Teachers need to scaffold this learning for students, using a
model of gradual release of responsibility for learning, as follows:
demonstrate the skills during instruction;
move to guided instruction and support;
have students share in the responsibility for assessing their own work;
gradually provide opportunities for students to assess their own learning
independently.

The ultimate goal of the process is to move each student from guided practice to independent
practice, based on the students readiness.

(Growing Success, 34-35)

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4.0 EVALUATION ASSESSMENT OF LEARNING
Assessment done at the end of the learning process is called assessment of learning (or simply
evaluation). It is done after sufficient assessment for learning opportunities have been provided.
It is used to assign a value to represent the quality of a students work. For the purposes of
assessments of learning, these values are to be communicated as levels of achievement with
reference to the achievement chart categories.

It enables teachers to:

evaluate student achievement by applying the performance indicators for all four categories
of the achievement charts;
make formal judgements about a students progress and achievement of expectations;
provide students with the opportunity to synthesize knowledge and skills and demonstrate
their achievement;
provide feedback to students that will help them improve their achievement in the future.

Evaluation focuses on students achievement of the overall expectations.

Evidence of student achievement for evaluation is collected over time from three different
sources observations, conversations, and student products. (Growing Success, 39) It is
expected that all teachers, from Grade 1 to 12 in all subjects/courses, will include evidence from
all three of these sources in their evaluation of student learning in order to ensure there is a
balance between paper-and-pencil assessments, personal communication and performance
tasks. Secondary subject councils will develop guidelines for these sources for their
subject/discipline and review them on an annual basis. Guidelines will be shared via
department heads and secondary administrators. All secondary teachers will abide by these
guidelines for each subject area and/or course.

To ensure equity for all students, assignments for evaluation and tests or exams are to be
completed, whenever possible, under the supervision of a teacher. (Growing Success, 39)

All evaluation tasks in grades 1 to 9 are to be completed in front of the teacher.

Grade 10 is viewed as a key transition year along the Gradual Release of Responsibility
continuum and as such, some evaluation tasks may be completed in part, or in whole, outside of
class. Within the 70% semester / term work for any grade 10 courses, no more than one-third of
all evaluation tasks are to be completed outside of class. The remaining evaluation tasks are to
be completed in front of the teacher. Teachers will scaffold the increase of student
responsibility over the course of a semester, in order that teachers gradually release the
dependency of completing evaluations in class and that students gradually take on an increasing
level of independence.

For grade 11 and 12 courses, evaluation tasks are to be completed in front of the teacher
whenever possible. At this stage of the Gradual Release of Responsibility continuum, students
must take on the responsibility and accountability for completing all evaluation tasks within
specified timelines. The expectation is that work completed outside of class is their own.

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. Assignments for

13
 evaluation may involve group projects as long as each students work within the group project is
evaluated independently and assigned an individual mark, as opposed to a common group mark.

The evaluation of student learning is the responsibility of the teacher and must not include the
judgement of the student or of the students peers.

Achievement below level 1 in any achievement chart category on an assignment for evaluation
should be clearly communicated to students and parents as achievement is below level 1 for
that category.

4.1 SECONDARY 70/30

In secondary courses, assignments for evaluation throughout the semester will count towards
70% of the final report card grade. These assignments for evaluation must be balanced:

i) across the strands making up the course,

ii) across the four achievement chart categories, and
iii) between observations, conversations, and student products.

In secondary courses, 30% of the final report card grade is based on final evaluations. All courses
will have an in-class culminating activity/final performance task and/or a final examination.
Exceptions to this will be established by secondary subject councils on a course by course basis
and approved by Program Council. The in-class course culminating activity/ final performance
task and final examination together constitute the final evaluation for a course. Subject councils
will determine the weighting of these two components within the 30% for each course. All
teachers will follow weightings of the two components for their courses. Final evaluations
should reflect the weightings of categories used throughout the course. All students must
participate in final course evaluation activities. Should a student miss all or part of the scheduled
final evaluation activities, the student will forfeit the portion of the 30% that was not
completed. In extenuating circumstances (e.g., personal illness, death or illness in the family,
etc.) the principal shall determine an alternative resolution for a missed final evaluation.

4.2 SECONDARY ADMINISTRATION OF FINAL EVALUATIONS

4.2.1 CULMINATING ACTIVITIES/FINAL PERFORMANCE TASKS

In-class course culminating activities/ final performance tasks are to be administered toward the
end of the course. They are also to be completed during class time and the appropriate subject
council will determine any variation to this practice. Work leading up to this final task however,
may be planned and prepared throughout the course. The weighting of all culminating activities
/ final performance tasks must be aligned with the course day 1 sheets approved by individual
subject councils. The following information should be included on culminating activities / final
performance task: school identification, course information, breakdown of the course final 30%
weightings.

4.2.2. FINAL EXAMS

Final examinations are to be administered during the exam period established by the LDCSB
with no exceptions. If the day one sheet for a course indicates an exam is part of the final 30%
then it must be administered within the exam period. An individual teacher does not determine

14
whether a final exam is to be part of the final 30%; this is established by a program coordinator,
in consultation with subject council and approved by Program Council.

The achievement chart will guide the development of the final exam and the language used in
these categories must be reflected in the exam. A common exam will be used for a course with
multiple classes writing on the same day.

Final exams are to abide by procedures set out by the school including:

common information on the first page including school identification, course information,
breakdown of the course final 30% weightings (please see sample in the appendices);
a date established by the school for the teacher to submit exams and the course culminating
activity to department heads for review;
a date for department heads to submit exams to the main office for copying (teachers will
not copy their own exam).

4.2.3 SCHOOL CONSIDERATIONS

It is expected that students view the final evaluation (30%) as a significant demonstration of
learning and their approach should reflect likewise. It is equally important that students are
provided with a reasonable opportunity to demonstrate this learning. In order to help students
prepare more effectively for exams, for the four (4) school days leading up to exams, LDCSB
students will not be required to do any work outside of class other than exam preparation.
Therefore, schools/teachers will respect the following during this time with the intent that there
is a balance between review and refined program activities:
No work is expected of the student outside of class time during these four days other than
preparation for final exams. In-class work may take many forms based on the needs of the
class and at the discretion of the teacher. It may include completing course material,
working through exam-type questions, modeling level 3 and 4 responses, preparing crib
sheets for courses where this is permitted, completing culminating activities, etc. The
essential aspect of these four days is that student at-home time is preserved for exam
preparation and not completing homework related to in-class work.
No due dates for assignments, projects, or other work where students are expected to
complete work outside of class time are to be set during these four days.
No tests will be conducted during these four days.
All term evaluation tasks should be returned to students prior to these four days to enable
students to determine focus areas for study.
All teachers will provide an exam review for their students. The form and style of this are at
the discretion of the teacher.
In-class assignments pertaining to preparation for the final exam are acceptable during
these four days provided there is no expectation of the student to prepare outside of class
time.
Classes will be conducted as per usual during these four days and there are to be NO
interruptions to classes or activities whereby students are expected to miss classes.

There should be an intentional effort in all secondary schools to limit the number of class
disruptions, trips, etc. within the months of January and June.

15
5.0 PROCEDURES FOR DEALING WITH LATE AND/OR MISSING ASSIGNMENTS AND ACADEMIC
MISCONDUCT (POLICY DOCUMENT SECTION D8)

Students are expected to become self-directed, responsible, lifelong learners who develop and
demonstrate his/her God-given potential. Regular attendance is key to achievement of these
expectations. Students demonstrate achievement of the learning skills and work habits by
accepting responsibility for providing evidence of their achievement of the overall expectations
within the time frame specified by the teacher, and in a form approved by the teacher which will
include consequences for not completing assignments for evaluation or for submitting these
assignments late.

Teachers will implement proactive measures such as the following to enable students to meet
established timeline for the completion and submission of work.
Provide an outline of evaluations related to a course of study in a timely manner at the
beginning of a unit, subject, term and/or semester.
Use assessment as and for learning, exemplars, and guided practice to ensure students
understand and have an opportunity to practice skills.
Review policy for late/missing evaluations and academic honesty.
Help students develop time-management skills from day one using agenda, class calendar,
etc.
Complete major assignments in stages, preferably in front of the teacher in the classroom.
Contact parents if a problem is occurring with completion of assignment stages.
Refer students for additional supports, such as SPST and/or Student Success team, when
poor work habits or difficulty completing work is evident.
Consider the need for extra support for English language learners, special education needs,
and for cultural sensitivities based on IEPs, Student Success plans.
Provide opportunities for differentiated instruction, assessment and evaluation.

Teachers should keep a record of proactive and intervention strategies implemented.

(Appendix 7-8)

16
 5.1 LATE AND/OR MISSING ASSIGNMENTS
Students are responsible for providing evidence of their learning within established timelines.
There are consequences for not completing work and submitting work late.

The following table summarizes the actions teachers will take when assignments are submitted past the due date.

Grades 7, 8, 9 Grade 10 Grades 11, 12

All evaluation Is this the first time the student is late in submitting an Is this the first time the student is late in submitting an
(Assessment of evaluation task? evaluation task?
Learning) tasks are to YES NO YES NO
be completed in class Student contract Student contract Student contract Student contract
time and in front of (sample in the (sample in the (sample in the (sample in the
the teacher. If a appendix) appendix) appendix) appendix)
student is Teachers will use Teachers will use Teachers will use Teachers will use
their professional their professional their professional their professional
legitimately absent
judgement to judgement to judgement to judgement to
during this class time, determine a new due determine a new determine a new due determine a new due
teachers will follow date; decision will be due date; decision date; decision will be date; decision will be
the procedure based on scope of will be based on based on scope of based on scope of
outlined in the next the assignment and scope of the the assignment and the assignment and
section. time already assignment and time already time already
allocated time already allocated allocated
Teachers will contact Contact parents allocated Contact parents Contact parents /
parents/guardians, /guardians if student Contact parents /guardians if student guardians
contract not /guardians contract not As applicable,
Student Success
returned or unsigned As applicable, returned or unsigned contact Student
Teacher, Guidance, As applicable, contact Student As applicable, Success Teacher,
SPST, and VP as contact Student Success Teacher, contact Student Guidance, SPST, and
applicable when Success Teacher, Guidance, SPST, and Success Teacher, Principal/Vice-
absence during these Guidance, SPST, and Principal/Vice- Guidance, SPST, and Principal
classes becomes Principal/Vice- Principal Principal/Vice- One level mark
habitual. Principal No mark deduction Principal deduction
No mark deduction One level mark
Missing assignments deduction
Is the evaluation task submitted by the deadline as Is the evaluation task submitted by the deadline as
will be noted on the
outlined in the contract? outlined in the contract?
Report Card within
YES NO YES NO
the Learning Skills
and Work Habits No further action required Contact parents No further action Contact parent
section. /guardians required As applicable, contact
As applicable, Student Success
contact Student Teacher, Guidance,
Success Teacher, SPST and Principal/Vice-
Guidance, SPST, and Principal
Principal/Vice- Mark of zero
Principal
Mark of zero
N.B. For students who are 18 years of age or
older, teachers will discuss issues directly
with the student.

17
5.2 EVALUATIONS MISSED DUE TO LEGITIMATE ABSENCE
(i.e., personal illness; death or illness in family)

The teacher will determine whether or not the missed assignment must be completed based on the
question, Will the expectations be addressed through other assignments for evaluation?

YES
No mark is submitted, and the
assignment has no impact at all on the
calculation of a final grade.
NO
Establish another date for student to complete evaluation;
or
Have student complete an alternative evaluation and its
mark is recorded without penalty.
If the student does not complete an evaluation, the late /
missed assignment general procedure will apply (for grades
10-12).

5.3 ACADEMIC MISCONDUCT

Academic misconduct encompasses student actions such as skipping, cheating, and plagiarism
and will be dealt with as follows for all grade levels:

SKIPPING CHEATING PLAGIARISM

Skipping is defined as missing class
without a valid reason. This means
that the student was not signed out
during the time of the assessment or
evaluation or the student was
absent without permission of the
school, parents or guardians.
Considerations:
Grade level of the student
Number and frequency of incidents
Individual circumstances of the
student
Recommended actions (one or more
in consultation with the principal)
Mark of zero
Referral to Student Success Teacher,
Guidance, SPST, or Principal/Vice-
Principal
An alternate assignment addressing
the same expectations
Cheating is defined to be 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 receiving assistance
without acknowledgement.
(www.dictionary.com)
Considerations:
Grade level of the student
Number and frequency of incidents
Individual circumstances of the
student
Recommended actions (one or more
in consultation with the principal):
Mark of zero
Referral to Student Success Teacher,
Guidance, SPST, or Principal/Vice-
Principal
An alternate assignment addressing
the same expectations
Plagiarism is defined as an act of theft known by
many names: cheating, borrowing, stealing or
copying. Plagiarism is intentionally or
unintentionally using another persons words or
ideas and presenting these as ones own.
(On Your Own, p.41)
Plagiarism usually takes on one of four forms:
1. Using a quotation or sentence word for word
without citing the source;
2. Paraphrasing anothers ideas, style or language or
restating those ideas in your own words, style and
language without acknowledging the original
source;
3. Submitting work by another student and claiming
it as your own;
4. Using diagrams, charts, internet graphics,
questionnaires, etc. without acknowledging the
original source. (On Your Own, p.41)
Considerations:
Grade level of the student
Number and frequency of incidents
Individual circumstances of the student
Degree of plagiarism
Inadvertent versus deliberate action
Recommended actions (one or more in consultation
with the principal):
Mark of zero
An alternate assignment addressing the same
expectations
Referral to Student Success Teacher, Guidance, SPST,
or Principal/Vice-Principal

18
6.0 REPORTING
Reporting dates will be communicated to school principals by the Program Department in May
of each year for the following school year. These dates will follow ministry expectations and
timelines.

6.1 PROGRESS REPORT CARDS

Progress Report Cards are to be completed and viewed within the context of Assessment for
Learning. These reports are just one of the many opportunities in which teachers communicate
with parents about student learning and achievement. They are generated early in the year and
provide an opportune time to further the partnership between the classroom and home to
support all children in their learning. Parents/guardians should be made aware of teacher
concerns, both relating to Learning Skills and Work Habits and academic subjects, that may
affect their sons/daughters success in order that appropriate action can be taken as early as
possible.

6.1.1 COMPLETING THE ELEMENTARY PROGRESS REPORT CARD

Compilation of student report cards is a collaborative process between teachers, system
personnel and the schools administrative team. Teachers, in conjunction with the school
principal and/or vice-principal will create detailed reports that provide students and parents
with meaningful information.

Religion and Family Life Box:

Teachers are to start with a statement regarding how students are progressing towards
achievement of the Religion and Family Life curriculum expectations, i.e. progressing with
difficulty, progressing well, progressing very well. This should be followed by a personalized
comment indicating next steps for school and at home.

Learning Skills and Work Habits Area:

The homeroom teacher will complete this section, with opportunity for input from, and
collaboration with, itinerant/rotary teachers where appropriate. All six learning skills and work
habits are to be reported on using the letter symbols: E, G, S, or N. Comments should focus on
the learning skills most relevant to the child, i.e. those that stand out as obvious strengths or
those most needing improvement. Comments are to be structured according to the following
format:
start with a strength comment based on one or more of the learning skills and work
habits;
identify one or more of the learning skills and work habits as an area for improvement;
based on the identified area for improvement, comment on next steps both for the
classroom and at home.

Comments are to be personalized as much as possible. The comment area must include a
comment.

19
Subject-Specific Area:
Teachers for each individual subject will check one of the following to indicate progress students
are making towards achievement of the curriculum expectations for each subject/strand:
Progressing With Difficulty
Progressing Well
Progressing Very Well

If there was no instruction in a subject/strand, the teacher will check the NA box. Music and at
least one other of Visual Arts, Drama, or Dance are to be reported for The Arts. Physical
Education must be included on the report.

Based on day-to-day observations and conversations with students, the following are guidelines
for determining which progress box to check:

Progressing with difficulty - the student will require improvement and/or assistance to meet
the provincial standard at the end of the term/year - the student struggles on a day-to-day
basis - may include students with high absenteeism, for both excused and uninformed
reasons - the student demonstrates significant needs in one or more categories

Progressing well - the student demonstrates ongoing, consistent improvement towards

meeting the provincial standard by the end of the term/year - the student grasps most
concepts within appropriate timelines -some re-teaching may be needed - some
independence is emerging - generally successful across all four categories but will still have
some areas for improvement

Progressing very well - the student demonstrates ongoing, consistent improvement towards
meeting or exceeding the provincial standard by the end of the term/year - the student
grasps concepts quickly, with little or no need for re-teaching - consolidates new learning
well and independence is high - consistently successful across all four categories of the
achievement chart

As these reports are completed early in the year, it is important to note that levels of student
achievement are not the basis for determining which progress box to check.

There are ESL/ELD and IEP rider statements at the top of the subject-specific area so these
can be referenced when the ESL/ELD and/or IEP boxes are checked for specific subjects.

Writing Comments:
Homeroom teachers will complete the comment section, with opportunity for input from,
and collaboration with, itinerant/rotary teachers where appropriate. Literacy and numeracy
are to be the areas of focus for comments. Comments for both literacy and numeracy are to
be structured according to the following format:
begin with an opening general statement about the students start to the year
followed by a strength comment;

20
 identify an area for improvement where the student is progressing with difficulty;
based on the identified area for improvement, comment on next steps both for the
classroom and at home.

Other subject areas may be commented on at the discretion of the teacher.

Sample comments have been designed to assist teachers in this format.

If the NA box has been checked for a subject, a comment stating that this subject will be
reported on in the next reporting period must be included. Comments are to be personalized
as much as possible.

Comments are to:

use language that parents/guardians will understand;
provide parents/guardians with personalized, clear, and meaningful feedback;
help parents/guardians understand how they can support their children at home.

What does personalized mean?

Comments should
Reflect the achievement chart category or subject
strand in which the student has strengths and/or
areas for improvement
Refer to specific actions for the student based on
their learning style, needs, etc. when commenting
on next steps
Comments should not
Use educational jargon that is not understood by
parents
Simply restate the achievement chart qualifiers
and descriptors (i.e., limited effectiveness,
considerable effectiveness, etc.)
Be generic for all students
Focus on teacher actions
Simply identify what topic or unit is to be taught
next

6.1.2 COMPLETING THE SECONDARY PROGRESS REPORT CARD

Compilation of student report cards is a collaborative process between teachers, system
personnel and the schools administrative team. Teachers, in conjunction with the school
principal and/or vice-principal will create detailed reports that provide students and parents
with meaningful information.

All secondary schools will use a common Progress Report Card template and distribute them
based on the timelines communicated by the Program Department. All students will receive a
Progress Report Card for all subjects.

Learning Skills and Work Habits Area:

All six learning skills and work habits are to be reported on using the letter symbols: E, G, S, or N.

21
 Subject-Specific Area:
Based on day-to-day observations and conversations with students and whatever Assessment of
Learning has been completed during the first month of the semester, the following are
guidelines for determining which progress box:

Progressing with difficulty - the student will require improvement and/or assistance to meet
the provincial standard at the end of the term/year - the student struggles on a day-to-day
basis - may include students with high absenteeism, for both excused and uninformed
reasons - the student demonstrates significant needs in one or more categories

Progressing well - the student demonstrates ongoing, consistent improvement towards

meeting the provincial standard by the end of the term/year - the student grasps most
concepts within appropriate timelines - some re-teaching may be needed - some
independence is emerging - generally successful across all four categories but will still have
some areas for improvement

Progressing very well - the student demonstrates ongoing, consistent improvement towards
meeting or exceeding the provincial standard by the end of the term/year - the student
grasps concepts quickly, with little or no need for re-teaching - consolidates new learning
well and independence is high - consistently successful across all four categories of the
achievement chart

As these reports are completed early in the semester, it is important to note that levels of
student achievement are not the basis for determining which progress box to check.

Writing Comments:
All students will have a comment on their Progress Report Card. Comments may be based on
the Learning Skills and Work Habits and/or the subject area. Comments are to be structured
according to the following format:
begin with a strength comment;
identify an area for improvement and based on the identified area for improvement,
comment on next steps for the student.

Comments are to:

use language that parents/guardians will understand;
provide parents/guardians with personalized, clear, and meaningful feedback;
help parents/guardians understand how they can support their children at home.

What does personalized mean?

Comments should
Reflect the achievement chart category or subject
strand in which the student has strengths and/or
areas for improvement
Comments should not
Use educational jargon that is not understood by
parents
Simply restate the achievement chart qualifiers
and descriptors (i.e., limited effectiveness,
considerable effectiveness, etc.)

22
Refer to specific actions for the student based on Be generic for all students
their learning style, needs, etc. when commenting Focus on teacher actions
on next steps
Simply identify what topic or unit is to be taught
next

6.2 ELEMENTARY AND SECONDARY PROVINCIAL REPORT CARDS

Grading is the process of assigning a number or letter to be placed on the report card as a
summary of student achievement in a reporting period. In Ontario elementary schools, this will
be in the form of a letter for Grades 1-6 and a percentage for Grades 7-12. Report cards are the
only required instances when student achievement is not communicated as a level.

6.2.1 DETERMINING AN OVERALL LEVEL OF ACHIEVEMENT

Determining a report card grade will involve both mathematical calculations and professional
judgement. When determining a students overall level of achievement for a term, the teacher
will give consideration to sufficient evidence gathered over the course of the term in each of the
four achievement chart categories with emphasis on the more recent and most consistent level
of achievement as outlined below:

SUFFICIENT EVIDENCE: The body of evidence will vary depending on the students age,
grade, and curriculum. This evidence must be gathered using varied and multiple assessment
strategies so that students can most effectively demonstrate their learning. Evidence must
include each of the four categories of the achievement chart. There must be enough
evidence to determine justifiable grades, i.e., demonstrates to parents, and to the student
the level of achievement of the curriculum expectations at the time of reporting.

RELATIVE RICHNESS OF EVIDENCE: Some evidence carries greater weight than other
evidence and as such, has a greater impact on a students overall level of achievement. These
are often based on tasks linked to multiple overall expectations and/or achievement chart
categories. For example, some performance tasks are richer and reveal more about a
students skills and knowledge than other assessment items.

MORE RECENT EVIDENCE: More recent evidence should be used where you are looking for
growth over time, either within a subject, strand or achievement chart category. It may not
be applicable to subjects like science, social studies/history and geography, etc. where the
strands/units are discrete bundle of knowledge and skills. In this case, teachers may use the
most recent assessment of learning evidence from each strand and determine an overall level
of achievement.

MOST CONSISTENT LEVEL: Review a students learning as observed and tracked over time.
The grade should reflect, more often than not, the trend of the students learning at that
point in time. Anomalies should be reviewed carefully to determine the reason for the
occurrence and whether they should impact on the students achievement. The evaluation
that results reflects the teachers professional judgement about the students most
consistent achievement. The students grade normally should not be impacted negatively by
23
a single poor result.
Once the teacher has used their tracked student achievement data to determine an overall level of
achievement for each category, the achievement chart must be consulted as a final lens. The overall
level of achievement must match the corresponding qualifier in the achievement chart. (i.e. level 1
limited, level 2 some, level 3 considerable, level 4 thorough, high degree)

THE ACHIEVEMENT CHART DESCRIBES THE CHARACTERISTICS OF PERFORMANCE THAT

CAN BE USED TO VALIDATE THE GRADE GIVEN AT REPORTING TIME.

Frequency and level of assistance are not to be used to determine a students level of
achievement.

6.2.2 MEANING AND USE OF R AND I

In all cases when an R or I is assigned to a student on the provincial report card, the
anecdotal comments must provide supporting reasons.

The Meaning and Use of R and of Percentage Marks Below 50 Percent

The code R represents achievement that falls below level 1 and is used when reporting
student achievement on the Provincial Report Cards in Grades 1 to 8. This signals that
additional learning is required before the student begins to achieve success in meeting the
subject/grade or course expectations. It also indicates the need for the development of
strategies to address the students specific learning needs in order to support his or her
success in learning.
For achievement below level 1 in Grades 9 to 12, percentage marks below 50 per cent are
assigned on report cards.
Achievement below level 1 in any achievement chart category on an evaluation item should
be clearly communicated to students and parents as achievement is below level 1 for that
category.
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 very rarely receive an R.
Parents will be informed well before the reporting period if an R is planned to be used.

The Meaning and Use of I

For Grades 1 to 10, the code I may be used when tracking and/or on a students report
card, including the final report card, to indicate that insufficient evidence is available to
determine a letter grade or percentage mark. The code I may not be used for Grades 11
and 12.
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 student. For example, teachers may
find it appropriate to use I when evidence of a students achievement is insufficient
because the student has enrolled in the school very recently or because there were issues or
extenuating circumstances beyond the students control, such as protracted illness, that
affected his or her attendance and/or ability to provide sufficient evidence of achievement

24
 of the overall expectations. It may also be appropriate, when despite all proactive measures
and best efforts, students have incomplete assignments for evaluation.
In Grades 9 and 10, a student who receives an I on the final report card to indicate
insufficient evidence will not receive a credit for the course.
There may be instances where students in Grades 9 and 10 who receive an I on their final
report card may be considered for credit rescue, credit recovery, or summer school. The
teachers professional judgement should play a key role in this consideration.

6.2.3 ELEMENTARY - CONVERTING THE OVERALL LEVEL TO A LETTER OR PERCENTAGE

GRADE FOR REPORT CARDS

For reporting purposes only, the teacher will assign a letter or percentage grade that
corresponds to the students position within the level of achievement as follows:

Level Range Letter Grade Percentage

(Grades 1-6) (Grades 7 & 8)

4+ A+ 95-100
4 4 A 90
4- A- 84
3+ B+ 78
3 3 B 75
3- B- 72
2+ C+ 68
2 2 C 65
2- C- 62
1+ D+ 58
1 1 D 55
1- D- 52
Below Level 1 R R

25
 6.2.4 SECONDARY - CONVERTING THE OVERALL LEVEL TO A PERCENTAGE GRADE FOR
REPORT CARDS

After the overall level of performance has been determined for each category, a percentage
grade will be assigned for each category based on the teachers professional judgement of
student learning over the course of the reporting period.

Level Range Percentage Mark Range

4+ 95 - 100
4 4 87 94
4- 80 - 86
3+ 77 - 79
3 3 73 - 76
3- 70 - 72
2+ 67 - 69
2 2 63 - 66
2- 60 - 62
1+ 57 - 59
1 1 53 - 56
1- 50 - 52
Below Level 1 Less than 50

Applying the weighting factor assigned to each category by subject council for the particular
course, will yield a weighted grade for that category. The sum of the weighted grades for the
four categories will give the overall grade for the report card. It is important to note the roles of
both mathematical calculations and professional judgement in this final report card grade. The
grade cannot be determined without both.

Example Calculation A: (each category is weighted equally)

Categories Overall Level Corresponding Weight for Weighted

Of Grade based on Teacher Category Grade
Achievement Professional Judgement

Knowledge/Understanding 4 94 25% 23.5

Thinking/Inquiry 2 63 25% 15.75

Communication 2- 61 25% 15.25

Application 3- 72 25% 18

Overall Grade 72.5 (73)

26
 Example Calculation B: (categories are weighted differently)

Categories Overall Level Corresponding Weight for Weighted

of Achievement Grade Based on Teacher Category Grade
Professional Judgement

Knowledge/Understanding 3+ 77 30% 23.1

Thinking/Inquiry 2 66 20% 13.2

Communication 2- 62 20% 12.4

Application 3- 70 30% 21.0

Overall Grade 69.7 (70)

For mid-semester reports, this procedure would be used for any assignments for evaluation
completed up to that point in the semester.

For end of semester reports, the same procedure is to be used to determine an overall grade for
the assignments for evaluation completed throughout the semester (i.e., 70% term) and an
overall grade for the final evaluations (i.e., 30%) . The 70/30 weighting is then applied to
determine the final report card grade.

6.2.5 MID-SEMESTER GRADES BELOW LEVEL 1 ACHIEVEMENT

When a students achievement at the mid-semester point is below level 1 (50%), the following
guidelines should be followed:

For grade 9 and 10 students where there is insufficient evidence to determine a grade,
code I should be entered as the mid-semester grade and the comment Achievement is
below level 1 as the student has not provided sufficient evidence of their learning to
date. should be entered in the comment section. The next step portion of the
comment should indicate where the student needs to improve before the end of the
course.

For grade 11 and 12 students where there is insufficient evidence to determine a grade,
the grade should be left blank and the comment Achievement is below level 1 as the
student has not provided sufficient evidence of their learning to date should be
entered in the comment section. The next step portion of the comment should
indicate where the student needs to improve; i.e. attention to assignment due dates,
attendance during evaluations, etc. in order to earn a credit at the end of the course.

For students achieving a mid-semester grade less than 50% and where there has been
sufficient evidence to determine a grade, the grade on the report card should reflect the
students achievement in the course. A written record of proactive and intervention

27
 strategies (a sample template can be found in the Assessment and Evaluation area of
the teacher portal) implemented must be readily available. It is expected that teachers
will have had regular communication with parents and/or guardians of students under
the age of 18 so that the grade is in no way unexpected. The comment section must
include specific next steps personalized for the student.

6.2.6 FINAL GRADES BELOW LEVEL 1 ACHIEVEMENT

Final grades below level 1 (50%) equate to no credit being earned. When a students
achievement at the end of a course is below level 1, the following guidelines should be followed:

Final grades of 47, 48, or 49 should not be reported. Teachers will use their professional
judgement to assign these grades as 46 or 50.

For grade 9 and 10 students where there is insufficient evidence to determine a final grade,
code I should be entered as the grade and the comment Achievement is below level 1 as
the student has not provided sufficient evidence of their learning to date should be
entered in the comment section. The next step portion of the comment should indicate
the teachers recommendation for subsequent course work (i.e. credit rescue, credit
recovery, change of course type, or repeating the course).

For grade 9 and 10 students achieving a final grade less than 50% and where there has been
sufficient evidence to determine a grade, a written record of proactive and intervention
strategies (a sample template can be found in the Assessment and Evaluation area of the
teacher portal) implemented must be readily available. It is expected that teachers will have
had regular communication with parents and/or guardians so that the grade is in no way
unexpected. The comment section must include specific next steps (i.e. credit rescue, credit
recovery, change of course type, or repeating the course) personalized for the student.

Consequences due to late and/or missing assignments and academic misconduct will be
included in the determination of final grades for grade 10, 11 and 12 students. The mark
placed on the report card will reflect the mark the student has achieved at the end of the
course. In cases where this causes a final grade to be below 50% then the student does not
earn the course credit. The comment Achievement is below level 1. No credit has been
earned. should be included on the final report card. The next step portion of the
comment should indicate the teachers recommendation for subsequent course work (i.e.
credit rescue, credit recovery, change of course type, or repeating the course).

28
 6.2.7 COMPLETING ELEMENTARY PROVINCIAL REPORT CARDS
Compilation of student report cards is a collaborative process between teachers, system
personnel and the schools administrative team. Teachers, in conjunction with the school
principal and/or vice-principal will create detailed reports that provide students and parents
with meaningful information.

Learning Skills and Work Habits Area:

The homeroom teacher will complete the Learning Skills and Work Habits section, with
opportunity for input from, and collaboration with, itinerant/rotary teachers where appropriate.
All six learning skills and work habits are to be reported on using the letter symbols: E, G, S, or N.

Comments should focus on the learning skills most relevant to the child, i.e. those that stand out
as obvious strengths or those most needing improvement, and/or those that have been a focus
of instruction during the term. At least three learning skills and work habits should be
referenced in the comments for both the Term 1 and Term 2 report cards. Comments are to be
structured according to the following format:
Identify a strength based on one or more of the learning skills and work habits;
use information gathered from observations, conversations, and student products to
share specific examples of what the student has done to demonstrate his/her strength;
identify one or more of the learning skills and work habits as an area for improvement
and based on this area, comment on next steps both for the classroom and at home.

Comments should:
use language that parents/guardians will understand;
provide parents/guardians with personalized, clear, precise, and meaningful feedback;
help parents/guardians understand how they can support their children at home.

What does personalized mean?

Comments should Comments should not
Reflect the learning skills and work habits in which Use educational jargon that is not understood by
the student has strengths and/or areas for parents.
improvement
Refer to specifics demonstrated by the student
when validating strengths
Refer to specific actions for the student based on Be generic for all students
their learning style, needs, etc. when commenting Focus on teacher actions
on next steps
Simply identify what is to be taught next

Personalized does not mean that comments need to be unique for each student. For example,
when a group of students share a common strength, the strength comment may be the same for
the group but the examples where this has been demonstrated by the student would be
different as would be the next steps for student learning. In the same way, the different
strengths identified for a group of students may be supported by a similar or common next step
if these students share a learning style or need in a particular area.

29
 Subject-Specific Area:
The following chart is a guide to reporting requirements for the various subjects/strands:

Subject Reporting Requirements

Religion and Report on both Religion AND Family Life in both Terms 1 and 2. The Grade/Mark
Family Life will be included as part of the comment section as directed by your principal.
Language Report on all 4 strands for both Term 1 and 2
French Grade 1 and 2 Teachers: Term 1 and 2 - Enter a letter grade for Oral
Communication only. The comment Reading and Writing are not evaluated in
grades 1 and 2. should be included in the comment section.
Grade 3 Teachers: Term 1 - Enter a letter grade only for Oral Communication. The
comment Reading and Writing are not evaluated in Term 1 of grade 3. should
be included in the comment section.
Term 2 - Enter a letter grade for all three strands.
Grades 4 to 8 Teachers: Report on all 3 strands in both Term 1 and 2.
Core/Immersion/Extended: If a check mark has not already been generated,
check the appropriate box to indicate the type of program.
Mathematics Report on at least four of the five strands in each term. Achievement in each of
the five strands must be reported at least once in the school year, in either Term
1 or 2.
Report on Number Sense and Numeration, Patterning and Algebra, and
Geometry and Spatial Sense in both Terms 1 and 2.
Report on Measurement and Data Management and Probability at least once
(either Term 1 or 2 or both).
When achievement in a strand is not reported for Term 1 or 2, the NA box for
that strand should be checked. It should be noted in the comments that
instruction was not provided for that strand. (Strand Name was reported on in
Term 1 or Strand Name will be reported on in Term 2.)
Social Studies History and/or Geography Grades 7-8:
History & Geography must be reported on at least once in either Term 1 or 2.
When students are instructed in only one of history or geography for the
reporting period, parents should be informed by the homeroom teacher at the
beginning of the reporting period. For the subject area that is not reported on,
check the NA box. It should be noted in the comments that instruction was not
provided for that strand.
Health and Report on both Health AND Physical Education in both Terms 1 and 2.
Physical Education Include an Active Living comment for both Term 1 and 2. Frequency qualifiers
are acceptable when creating comments for achievement in the Active Living
Strand in Health and Physical Education.
The Arts Achievement in three of the four strands for Term 1 and 2 (Music plus two
others).
Each of the four strands must be reported on at least once in the school year.
Music will be reported on in both Term 1 and 2.
When achievement in a strand is not reported for Term 1 or 2, the NA box for
that strand should be checked. It should be noted in the comments that
instruction was not provided for that strand. (Strand Name was reported on in
Term 1 or Strand Name will be reported on in Term 2.)

30
Qualifiers for Subjects and Strand Comments:

Achievement Achievement Other Qualifiers for Comments

Chart Level Chart Qualifier
Level 1 limited incomplete, unclear, imprecise, basic, with difficulty, with major
errors and/or misconceptions, simple, few (quantity), narrow,
inadequate, ineffectual, insufficient, little, minimal
Level 2 some partial, adequately, some (quantity), beginning to demonstrate,
developing, several minor omissions / sometimes major errors,
some misconceptions, makes an attempts, endeavours, a number
of, nearly
Level 3 considerable Most (quantity), good, very good, minor misconceptions, overall,
substantial, significant, extensive, sizeable, complete, full
(understanding), accomplished, accurately, detailed
Level 4 high degree / proficiently, very successfully, all or almost all, complex,
thorough sophisticated, comprehensive, high level of proficiency, extends and
expands (concepts)

Descriptors for Subjects and Strand Comments (replacing or clarifying effectiveness):

General terms to Other Related Terms

describe student
knowledge / skill /
work, etc.

appropriateness relevant, proper, suitable, applicable, apt

clarity clear, elaborate, express, detail, illustrate, define, concise, explicit,
unambiguous
accuracy verify, check, correct, true, valid, exact, lacking errors
specificity / precision clearly defined, corresponds, detail, degree, explicit, specific, exactness
relevance fits purpose, pertinent, related, connected, fit, conforms
depth complexity, sophisticated, layers, comprehensive, insight, level of
understanding, thorough, goes beyond appearances
breadth range, exhaustive, another / different perspective, comprehensive,
elaborate (ideas, perspectives), insight, another / different point of view.
logic makes sense, appropriate reasoning, reasonable, progression of ideas, tied
together, ordersequenceflow, organization, follow from, internal
consistency
significance impact, consequences of, importance, impact, implication
fluency ease of use, ease of generating ideas, effortless, quantity of ideas, offer
many alternatives, unconstrained
flexibility direction of thought, vary ideas, adaptable, versatile, not rigid, consider
other factors

31
 Frequency (rarely, sometimes, usually, often, etc.) and level of assistance (independently, with
some assistance, etc.) are not to be used to describe a students level of achievement.

Comments are to:

use language that parents/guardians will understand;
provide parents/guardians with personalized, clear, and meaningful feedback;
help parents/guardians understand how they can support their children at home.

What does personalized mean?

Comments should
Reflect the achievement chart category or
subject strand in which the student has
strengths and/or areas for improvement
Refer to specifics demonstrated by the
student when validating strengths
Refer to specific actions for the student based
on their learning style, needs, etc. when
commenting on next steps
Comments should not
Use educational jargon that is not understood by
parents
Simply restate the achievement chart qualifiers and
descriptors (i.e., limited effectiveness, considerable
effectiveness, etc.)
Be generic for all students
Focus on teacher actions
Simply identify what topic or unit is to be taught next

Personalized does not mean that comments need to be individualized or unique for each
student. For example, when a group of students share a common strength, the strength
comment may be the same for the group but the examples where this has been demonstrated
by the student would be different as would be the next steps for student learning. In the same
way, the different strengths identified for a group of students may be supported by a similar or
common next step if these students share a learning style or need in a particular area.

6.2.8 COMPLETING SECONDARY PROVINCIAL REPORT CARDS

Compilation of student report cards is a collaborative process between teachers, system
personnel and the schools administrative team. Teachers, in conjunction with the school
principal and/or vice-principal will create detailed reports that provide students and parents
with meaningful information.

Learning Skills and Work Habits Area:

All six learning skills and work habits are to be reported on using the letter symbols: E, G, S, or N.

Subject-Specific Area:
The report card grade, as determined above, should be entered.

Writing Comments:
Comments may be based on the Learning Skills and Work Habits and/or the subject area.

32
 Growing Success emphasizes that report card comments should focus on what students have
learned, describe significant strengths, and identify next steps for improvement. With this
in mind, comments are to be structured according to the following format:

start with a strength statement that identifies what and how well the student has
demonstrated learning in an achievement chart category, subject strand, or a Learning
Skill and Work Habit;
share specific examples using information gathered from observations, conversations,
and student products to validate this strength;
identify an area for improvement based on an achievement chart category, subject
strand, or a Learning Skill and Work Habit and outline specific actions/next steps for the
student both in the classroom and at home.

It is important that the descriptive feedback provided in the comments aligns with the students
overall level of achievement and be clear and meaningful for parents/guardians. The following
qualifiers and descriptors may assist in this:

Qualifiers for Subjects and Strand Comments:

Achievement Achievement Other Qualifiers for Comments

Chart Level Chart Qualifier
Level 1 limited incomplete, unclear, imprecise, basic, with difficulty, with major
errors and/or misconceptions, simple, few (quantity), narrow,
inadequate, ineffectual, insufficient, little, minimal
Level 2 some partial, adequately, some (quantity), beginning to demonstrate,
developing, several minor omissions / sometimes major errors,
some misconceptions, makes an attempts, endeavours, a number
of, nearly
Level 3 considerable Most (quantity), good, very good, minor misconceptions, overall,
substantial, significant, extensive, sizeable, complete, full
(understanding), accomplished, accurately, detailed
Level 4 high degree / proficiently, very successfully, all or almost all, complex,
thorough sophisticated, comprehensive, high level of proficiency, extends and
expands (concepts)

33
Descriptors for Subjects and Strand Comments (replacing or clarifying effectiveness):
General terms to Other Related Terms
describe student
knowledge / skill /
work, etc.

appropriateness relevant, proper, suitable, applicable, apt

clarity clear, elaborate, express, detail, illustrate, define, concise, explicit,
unambiguous
accuracy verify, check, correct, true, valid, exact, lacking errors
specificity / precision clearly defined, corresponds, detail, degree, explicit, specific, exactness
relevance fits purpose, pertinent, related, connected, fit, conforms
depth complexity, sophisticated, layers, comprehensive, insight, level of
understanding, thorough, goes beyond appearances
breadth range, exhaustive, another / different perspective, comprehensive, elaborate
(ideas, perspectives), insight, another / different point of view,
logic makes sense, appropriate reasoning, reasonable, progression of ideas, tied
together, ordersequenceflow, organization, follow from, internal
consistency
significance impact, consequences of, importance, impact, implication
fluency ease of use, ease of generating ideas, effortless, quantity of ideas, offer many
alternatives, unconstrained
flexibility direction of thought, vary ideas, adaptable, versatile, not rigid, consider other
factors

Frequency (rarely, sometimes, usually, often, etc.) and level of assistance (independently, with
some assistance, etc.) are not to be used to describe a students level of achievement.

Comments are to:

use language that parents/guardians will understand;
provide parents/guardians with personalized, clear, and meaningful feedback;
help parents/guardians understand how they can support their children at home.

What does personalized mean?

Comments should Comments should not
Reflect the achievement chart category or
subject strand in which the student has strengths
and/or areas for improvement
Refer to specifics demonstrated by the student
when validating strengths
Refer to specific actions for the student based on
their learning style, needs, etc. when
commenting on next steps
Use educational jargon that is not understood by
parents
Simply restate the achievement chart qualifiers and
descriptors (i.e., limited effectiveness, considerable
effectiveness, etc.)
Be generic for all students
Focus on teacher actions
Simply identify what topic or unit is to be taught
next

34
Personalized does not mean that comments need to be individualized or unique for each
student. For example, when a group of students share a common strength, the strength
comment may be the same for the group but the examples where this has been demonstrated
by the student would be different as would be the next steps for student learning. In the same
way, the different strengths identified for a group of students may be supported by a similar or
common next step if these students share a learning style or need in a particular area.

End of semester comments are to include a clear communication regarding the teachers
recommendation for next steps in terms of subsequent courses (i.e., continue in same stream,
continue but change streams, credit recovery, credit rescue, or repeat course). These comments
should align with the final course grade. Grade 9 and 10 teachers who use the code I for
insufficient evidence and recommend credit rescue or credit recovery, should indicate what
further evidence is needed and in what strands/units. The same applies to grade 11 and 12
teachers recommending credit recovery for a student.

PLEASE NOTE THE CODE I CANNOT BE USED FOR GRADES 11 AND 12.

35
7.0 STUDENTS WITH SPECIAL EDUCATION NEEDS: MODIFICATIONS, ACCOMMODATIONS, AND
ALTERNATIVE PROGRAMS
For students with special education needs, assessment and evaluation are key components of
programming, as the Education Act makes clear: Special Education program means, in respect
of an exceptional pupil, an educational program that is based on and modified by the results of
continuous assessment and evaluation and that includes a plan containing specific objectives
and an outline of educational services that meet the needs of the exceptional pupil.
(Education Act, S.1 (1)).

The London District Catholic School Board believes that the primary purpose of assessment and
evaluation for students with special education needs, as for all students, is to improve student
learning. Teachers working with students who have special education needs use assessment and
evaluation strategies to:
Specify and verify the students needs;
Support informed decisions about the students program;
Support a range of other decisions, such as those relating to referrals, screening,
classification, instructional planning and determining next steps;
Help determine particular interventions that may be necessary to enable the student to
demonstrate achievement.

For students with special education needs, assessment and evaluation are key components of
programming that is based on and modified by the results of continuous assessment and
evaluation and that includes an Individual Education Plan (IEP) containing specific objectives and
an outline of educational services that meet the needs of the pupil. The IEP specifies whether
the student requires:
Accommodations only; or
Modified learning expectations, with the possibility of accommodations; or
An alternative program not derived from the curriculum expectations for a
subject/grade or a course.

Accommodations refer to teaching strategies, supports and/or services that are required for the
student to access the curriculum and demonstrate learning. There can be instructional,
environmental and/or assessment accommodations.

Modifications are changes made to the grade-level expectations for a subject or course in order
to meet a students learning needs. Modifications may include the use of expectations at a
different grade level and/or an increase or decrease in the number and/or complexity of
expectations relative to the curriculum expectations for the regular grade level (SMART Goals).

Alternative learning expectations are developed to help students acquire knowledge and skills
that are outside of the Ontario curriculum expectations. (Examples: communication, social skills,
behaviour, orientation/mobility training and personal care programs).
In most cases, it is neither required nor advisable to assign letter grades or percentage marks on
the report cards to represent the students achievement of alternative learning expectations.
Alternative learning expectations should be measurable and should specify the knowledge
and/or skills that the student should be able to demonstrate independently, given the provision
of appropriate accommodations (SMART Goals).

36
7.1 REPORTING FOR STUDENTS WITH SPECIAL NEEDS IN GRADES 1 8
If the expectations in the IEP are based on expectations outlined for a grade in a particular
subject and/or strand in an Ontario curriculum document, but vary from the expectations of the
regular program for the grade, teachers will check the IEP box for that subject/strand on the
Elementary Progress Report Card and the Elementary Provincial Report Card.

On the Provincial Report Cards (not the Progress Report Card), teachers will also include the
following statement in the comment area for Language and/or Mathematics if the IEP box is
checked for Language and/or Mathematics:
This (letter grade/percentage mark) is based on achievement of expectations in the IEP that
vary from the Grade expectations (and/or) are an (increase/decrease) in the (number and/or
complexity) of curriculum expectations.

The statement can be shortened to: This (letter grade/percentage mark) is based on
achievement of expectations in the IEP that vary from the Grade X expectations." For other
subject areas where the IEP box is checked due to less available space in those subjects'
comment areas.

Where the expectations in a students IEP are alternative learning expectations, letter grades or
percentage grades will generally not be assigned to represent the achievement of the
expectations.

If a students 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 grades based on the
regular grade expectations.

The following chart is a summary of the various requirements for reporting purposes:

Reporting Check IEP Box Report Card Addendum to Attached IEP to

Statement* Report Card Report Card
(on school
letterhead)
Accommodations No No No N/A
Modifications Yes Yes No Yes
Alternate N/A No Yes Yes

7.1.1 THE USE OF R FOR IDENTIFIED STUDENTS

In Grades 1 to 8, students with an Individual Education Plan [IEP] who require modified or
alternative expectations would very rarely receive an R. In any and all cases where an R is
assigned to a student on the Provincial Report Card, the anecdotal comments must provide
supporting reasons.

37
 7.1.2 THE USE OF I FOR IDENTIFIED STUDENTS
On rare occasions, should report card time arrive and the IEP has not been revised, the
following comment, Insufficient demonstration of the performance tasks of the IEP in order
to be able to report a mark/letter grade: this students program is presently under review
needs to appear on the report card as well as a written, anecdotal explanation on school
letterhead outlining the reasons for the absence of a letter grade: e.g., chronic absenteeism,
severe non-compliance due to a disorder, medical reasons, mental health reasons (only with
appropriate practitioner documentation e.g., medical doctor, psychiatrist, speech pathologist.)
This is to be done on school letterhead and attached to the Provincial Report Card.

7.2 INDIVIDUAL EDUCATION PLANS FOR NON-IDENTIFIED STUDENTS - JUNIOR KINDERGARTEN

TO GRADE 8

REFERENCE(S): Policy Code: A 1.1 - Provision of Special Education Services

Policy Code Section D: Inclusive Curriculum and Assessment Practices

SCOPE:
An IEP must be developed for every student who has been identified as exceptional by an
Identification, Placement and Review Committee (IPRC). In addition, an IEP may be developed
for a student who has not been formally identified as exceptional but who requires a Special
Education program and/or services. (The Individual Education Plan (IEP) - A Resource Guide,
2004)

The instances of an IEP for a non-identified student, given all of the prerequisite support
strategies, should occur only on rare occasions. The following prerequisites are necessary prior
to consideration of an IEP for a non-identified student.

Junior Kindergarten to Grade 8

An R needs to be a teachers evaluation if a student is struggling academically and is achieving
below level 1. The focus will be on the acquisition of Literacy and Numeracy skills. Reporting
must reflect actual student performance based upon the overall grade level expectations at all
times.

All efforts to attempt to meet student needs through the use of differentiated teaching
strategies in accordance with Learning for All, 2011 and consultation with Program
Department Support staff must be made. The teacher needs to ensure that sound remediation
strategies occur. Accommodations are in keeping with remediation practices in order for any
student to access the curriculum. They DO NOT ALTER the curriculum expectations for the
grade. (See page 28-29 of The Individual Education Plan A Resource Guide, 2004).

The school team should follow the Problem-Solving Framework for information and data
gathering and collaborative decision-making regarding student programming. On rare
occasions, should no improvements be made, an IEP for a non-identified student may be
developed in order to modify the curriculum expectations for a specified period of time.

38
Resources:

The Individual Education Plan (IEP) - A Resource Guide, Ministry of Education, 2004

Learning for All Ministry of Education, 2011

Assessment and Evaluation Reporting Procedures, LDCSB, September 2011

PROCEDURES:

The following protocol is to be followed:

1.0 By the end of September, the teacher will have received best practice strategies for
students of concern developed by the school team of the previous school year
principal/teacher/SPST. The teacher will be provided with the SE2 Referral to School
Based Team form at that time to be used when bringing a student of concern to the
school team at any time during the school year. The SE2 Referral to School Based Team
must be the framework for discussion with the school team. Conduct first round of
school based team meetings by the end of September.

2.0 Obtain signed SE4 Special Education Services and Supports from parent.

3.0 The school team follows the regular procedures of gathering data for an informed
decision regarding programming for the student.

4.0 Consultation at an Area Team Meeting, and with the Student Success System Teacher
for students in grade 7 and 8, is a requirement for a students program being developed
on an IEP for non- identified students.

5.0 With support from the Affiliate Liaison Teacher and expertise of relevant Program
Department staff, an IEP for a non-identified student is developed within 30 school days
of the Area Team Meeting.

6.0 Student Program Support Teacher provides parents with a copy of the London District
Catholic School Board Individual Education Plan (IEP) Resource Guide, 2011.

7.0 The IEP is reviewed by the school team with each reporting period.

8.0 The teacher refers to the IEP during the Parent/Teacher conferences. Teachers are
encouraged to include the SPST.

9.0 Students who have an IEP and are not formally identified must be reviewed annually at
an Area Team.
Meeting and consideration given to the following:
Is the student succeeding academically?
What needs to change?
Is the IEP still necessary?
Is further assessment necessary?
Does the student need to be formally identified?

39
10.0 An IEP for a non-identified student ends with the grade 8 year. The Elementary school
team ensures communication with the parents has highlighted the fact that the IEP for a
non-identified student is an interim tool and does not follow the student to secondary
school.

11.0 A Grade 8 student who is not identified and on an IEP automatically meets the criteria
for the completion of a Student Success Transition Planner. A Student Success Transition
Meeting is hosted for students with an IEP for non-identified and includes: the
Elementary School Based Team, parents, student, and the Secondary Student Success
Team comprised of Administration, Guidance, Learning Services, Social Work,
Chaplaincy Leader and Student Success Teacher.

Checklist for an IEP for a Non-identified Student:

School team determines that all efforts to assist the student to successfully access grade level
curriculum have been addressed by following the procedure.
Parents have been involved in the process.

Numerous and varied strategies and/or accommodations have been attempted in order
to assist the student to access grade level curriculum expectations (e.g. differentiated
assessments, time. See page 118 of Learning for All, 2011 or page 29 of The Individual
Education Plan (IEP) - Resource Guide, 2004).

Teacher has been provided with the SE2 Referral to School Based Team for team
discussion purposes.

Parents have signed SE4 Special Education Services and Supports.

Area Team Meeting consultation has occurred. A meeting with the parent and student
where appropriate, clearly outlines the protocols.

An IEP for a non-identified student is developed with the parent, and student as
appropriate, and is updated during parent/teacher/student conferences with support of
the SPST and Area Team.

Students progress and the need for an IEP for non-identified student are reviewed
annually at an Area Team Meeting and next steps determined.

Grade 8 to Grade 9 Student Success Transition

September: Elementary school ensures communication with the parents has

highlighted the fact that the IEP for a non-identified student is an interim tool and does
not follow the student into secondary school.

November/December: Grade 8 teacher/SPST begins discussions regarding appropriate

course selections/accommodations. Communication with the parent throughout the
process is essential. The IEP for a non-identified student ends with the grade 8 year.

40
 January/February: A grade 8 student who is not identified and on an IEP automatically
meets the criteria for the completion of a Student Success Transition Planner which is to
be discussed by the school team at the conclusion of the IPRC meetings.

Student Success Transition Meeting is hosted for students with an IEP for non-identified
and includes the Elementary School Based Team, parents, student, and the Secondary
Student Success Team comprised of Administration, Guidance, Learning Services, Social
Work, Chaplaincy Leader and Student Success Teacher.

May/June: Student Success Bridging activities occur as deemed necessary.

7.3 REPORTING FOR STUDENTS WITH SPECIAL NEEDS IN GRADES 9 12

If the expectations in the IEP are modified, teachers will check the IEP box for every course to
which the plan applies. If some of the students 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 to simply check the IEP box. If, however, the students learning expectations are
modified to such an extent that a credit will not be granted for the course, teachers will include
the following statement in the Comments section:
This percentage grade is based on achievement of the learning expectations specified in the IEP,
which differ significantly from the curriculum expectations for the course.

If the student is not working towards a credit for the course, a zero (0) will be entered in the
Credit Earned column.

Where the expectations in a students IEP are alternative learning expectations, percentage
grades will generally not be assigned to represent achievement of the expectations on the IEP.

41
8.0 ENGLISH LANGUAGE LEARNERS: MODIFICATIONS AND ACCOMMODATIONS
The first language of approximately 20 percent of the students in Ontarios English-language
schools is a language other than English. Research has shown that it takes five to seven years for
most English language learners to catch up to the English-speaking peers in the ability to use
English for academic purposes. (Growing Success, 77) It is important for all teachers to
understand the distinction between modification and accommodations, as well as the
importance of providing either or both, as needed, to English language learners in order to
ensure fairness and social justice.

Accommodations refer to instructional strategies, learning resources and assessment strategies

that allow the student to access the curriculum and demonstrate their learning. Examples of
accommodations related to instructional strategies include extensive use of visual cues, use of
graphic organizers, strategic use of students first language, allowance of extra time, pre-
teaching of key words, simplification/repetition of instructions as needed, and simultaneous use
of oral and written instructions. (Growing Success, 77) Examples of accommodations related to
learning resources include extensive use of visual materials, use of adapted texts and bilingual
dictionaries, use of dual-language materials, and use of technology. (Growing Success, 78)
Examples of accommodations related to assessment strategies include allowance of extra time,
use of alternative assessment strategies (e.g., oral interviews, learning logs, or portfolios), and
use of simplified language and instructions. (Growing Success, 78)

Modifications are changes made to the grade-level expectations for a subject or course in order
to meet a students learning needs. Modifications may include the use of expectations at a
different grade level and/or an increase or decrease in the number and/or complexity of
expectations relative to the curriculum expectations for the regular grade level.

8. 1 REPORTING FOR ENGLISH LANGUAGE LEARNERS IN GRADES 1 8

Teachers will check the ESL/ELD box on the Progress Report Card and 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 box should not be checked to indicate:

That the student is participating in ESL or ELD programs or courses; or
That accommodations have been provided to enable the student to demonstrate his or
her learning (e.g., extra time to complete assignments, access to a bilingual dictionary,
opportunities to work in the students first language).

42
8. 2 REPORTING FOR ENGLISH LANGUAGE LEARNERS IN GRADES 9 12
When a students achievement is based on expectations modified from the course
curriculum expectations to support English language learning needs, teachers will
indicate this by checking the ESL/ELD box on the provincial report card for the
appropriate course.

The ESL/ELD box should not be checked to indicate:

That the student is participating in ESL or ELD programs or courses; or
That accommodations have been provided to enable the student to
demonstrate his or her learning (e.g., extra time to complete assignments,
access to a bilingual dictionary, opportunities to work in the students first
language)

43
 SUPPORTING MATERIALS AND RESOURCES

All supporting materials and resources for teachers related to Growing Success and this
procedure document can be found in the Assessment and Evaluation area of the Spirit Staff
Portal. New materials and resources will be continuously uploaded as they are developed. The
direct link for this site is:
https://portal.ldcsb.on.ca/Departments/program/Curriculum/AandE/Pages/default.aspx

The MISA London Region Professional Network has developed a number of assessment and
evaluation resources to support Growing Success as well. They can be found on their website:
http://www.misalondon.ca/ae_01.html

REFERENCES

Assessment Report Group. (2002). Assessment for learning: 10 principles.

Available at www.assessment-reform-group.org

Davies, A. (2007). Making classroom assessment work. (2nd ed.). Courtneay, BC: Connections
Publishing

Harlen, W. (2006). On the relationship between assessment for formative and summative
purposes. In J. Gardner, ed., Assessment and learning. Los Angeles, CA: Sage Publications.

Growing Success: The Assessment, Evaluation & Reporting Policy for Ontario Schools,
Grades 1-12,

Western and Northern Canadian Protocol for Collaboration in Education. (2006). Rethinking
classroom assessment with purposes in mind. Winnipeg: Manitoba Education, Citizenship and
Youth. Available at www.wncp.ca

44