Report+Card+Levels

The provincial report card is designed to give you detailed information about your child's learning in relation to the expectations outlined in the provincial curriculum. The grade on the report card represents your child's achievement based on the curriculum expectations that have been taught or developed during the term. Two times per year, your child will receive a report card that is used in all elementary schools in Ontario. The provincial report card gives you information about your child in two different areas: achievement of curriculum expectations and development of learning skills. There is a separate link to Learning Skills information. Students in grades 7 and 8 receive number grades in lieu of letter grades.

The following four levels of achievement describe how well your child has learned the curriculum expectations. Level 3 is the provincial standard. A student who receives a grade at level 3 has demonstrated considerable knowledge and understanding of the concepts taught during the term, and is able to communicate and apply this learning. A parent/guardian of a child who receives a grade at level 3 can be confident that his/her child will be prepared for work in the next term and/or grade. A grade at level 4 means that a student has exceeded the provincial standard for the grade. Level 4 indicates that a student has demonstrated a thorough or high-degree of knowledge and understanding of the required learning and is able to communicate and apply this learning. A student does not need to work beyond his/her grade level to achieve level 4. A grade at level 2 means that a student has demonstrated an understanding of some of the required knowledge and skills. The student's performance is approaching the provincial standard. A grade at level 1 means that a student has demonstrated a limited or partial understanding of the required knowledge and skills. The student's performance falls considerably below the provincial standard.
 * The Provincial Standard (72, 75, or 78%)
 * Level 4 achievement (83, 90, or 95%)
 * Level 2 achievement (62, 65, or 68%)
 * Level 1 achievement (52, 55, or 58%)

The above is based on information prepared by the Communitcations Department for the Waterloo Region District School Board.

Some notes from GROWING SUCCESS | assessment, evaluation, and reporting in Ontario schools

 Reporting Schedules for elementary schools:  Schools will use the Elementary Progress Report Card between October 20 and November 20 of the school year. Schools will use the Elementary Provincial Report Card twice a year. The first provincial report card will be sent home between January 20 and February 20 of the school year, and the second will be sent home towards the end of June. Communication about student achievement should be designed to provide detailed information that will encourage students to set goals for learning, help teachers to establish plans for teaching, and assist parents in supporting learning at home.

 ELEMENTARY PROGRESS REPORT CARDS: GRADES 1 TO 8  For Grades 1 to 8, in the fall, teachers will use the Elementary Progress Report Card (Grades 1 to 6 or Grades 7 and 8) to inform parents of the progress students are making towards achievement of the curriculum expectations for each subject/strand. Teachers will check one of the following to indicate progress: Progressing With Difficulty  Progressing Well  Progressing Very Well <span style="font-family: Arial,Helvetica,sans-serif;">In the event that a student did not receive instruction in a subject/strand, the teacher will check the NA box.

USE OF DIAGNOSTIC ASSESSMENT TOOLS IN SUPPORT OF STUDENT LEARNING In Growing Success, the term diagnostic assessment is defined as “assessment that is used to identify a student’s needs and abilities and the student’s readiness to acquire the knowledge and skills outlined in the curriculum expectations. Diagnostic assessment usually takes place at the start of a school year, term, semester, or teaching unit. It is a key tool used by teachers in planning instruction and setting appropriate learning goals” (p. 146). Diagnostic assessment provides information that 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” (p. 31).