Report Cards

Report cards assess, evaluate, and report on student progress. The purpose of assessment and evaluation is to improve student learning. There are two types of report cards: progress reports and provincial report cards in addition to a myriad of evaluation strategies that our classroom teachers use cumulatively to inform your child's final evaluation.

Progress Reports

• A progress report is issued in the fall (late October/November) to inform parents/guardians on how your child is progressing towards the achievement of curriculum expectations and their development of learning skills and work habits. The six learning skills and work habits emphasized throughout Grades 1 to 12 in all Ontario report cards include:

  • Responsibility;
  • Organization;
  • Independent work;
  • Collaboration;
  • Initiative; and
  • Self-regulation.
• No marks are assigned on progress reports.
• The progress report guides the discussion at parent-teacher interviews (in November) and helps to determine the next steps to support your child.

Provincial Report Cards

• Provincial report cards are issued twice a year (February and end of June).
• Students in Grade 1 to 6 can expect subject areas to be reported on using letter grades.
• Students in Grade 7 and 8 can expect subject areas to be reported on using pegged marks.
• Students in Grades 1 to 8, whose achievement is not meeting the minimum ministry standard, receive a mark of "R". This indicates that remediation is required to meet curriculum expectations.
• Students in Grades 1 to 8, who have not been able to demonstrate their competency in a specific subject area, due to such instances as prolonged absence or illness, receive a mark of "I". This indicates that there is insufficient evidence to provide a mark at that time.

For additional information, you can visit the Ontario Ministry of Education - Report Cards page and the assessment document Growing Success.

Kindergarten Reports

Three formal written reports will be provided through the school year. These reports are called "Communication of Learning" (COL). The timing of the COLs aligns with the 3 reporting periods for grades 1-8. They are designed to ensure that parents receive clear, detailed, and straightforward information
about the child's learning and growth in learning in relation to the overall expectations in The Kindergarten Program.  In each report educators will use three categories to communicate information
about the child's learning: Key Learning, Growth in Learning, and Next Steps in Learning.
Key Learning refers to the most important or significant skills and/or understandings (knowledge) that the child has demonstrated during the reporting period, in relation to the overall expectations. It is appropriate for educators to include their perceptions about the child's interests and learning preferences in their descriptions of key learning.  Next Steps in Learning refers to ways in which the child can move forward in
developing knowledge and skills, in relation to the overall expectations, both at school and at home. Developmental stage, learning trajectory, and/or other individual processes of learning should be taken into account when determining next steps in learning.  Growth in Learning refers to positive developments in learning that the child has demonstrated over the reporting period, in relation to the overall expectations. Developmental stage, learning trajectory, and/or other individual processes of learning should be taken into account when evaluating and describing growth in learning.