Page 67 - Growing Success: Assessment, Evaluation and Reporting in Ontario Schools. First Edition, Covering Grades 1 to 12. 2010

CHAPTER 6 | reporting student achievement
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REPORTING STUDENT ACHIEVEMENT
In addition:
• record the number of hours of community involvement activities the student has completed in this reporting period and to date;
• check the “Completed” box to indicate completion of the Ontario Secondary School Literacy Graduation Requirement;
• identify the Specialist High Skills Major a student is working towards, if any, and record the number of credits required for that SHSM under “Total Required”, the number of credits earned this reporting period under “Earned This Report”, and the cumulative number of credits earned under “Earned to Date”.
The section headed “For School Use” may be used to record local requirements, specialized programs completed, or certificates earned by the student.
Special Considerations and Comments in the Reports: Elementary and Secondary
STUDENTS WITH SPECIAL EDUCATION NEEDS
(See Chapter 7 for a detailed discussion of various aspects of assessment and evaluation for students with special education needs.)
Elementary
IEP With Modified Curriculum Expectations
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 must check the “IEP” box for that subject/strand on the Elementary Progress Report Card and the Elementary Provincial Report Card. On the provincial report card, teachers must also include the following statement in the section “Strengths/Next Steps for Improvement”:
“This (letter grade/percentage mark) is based on achievement of expectations in the IEP that vary from the Grade X expectations (and/or) are an (increase/decrease) in the (number and/or complexity) of curriculum expectations.”
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