Page 68 - Growing Success: Assessment, Evaluation and Reporting in Ontario Schools. First Edition, Covering Grades 1 to 12. 2010

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GROWING SUCCESS | assessment, evaluation, and reporting in Ontario schools
REPORTING STUDENT ACHIEVEMENT
IEP With Alternative Learning Expectations
In most cases where the expectations in a student’s IEP are alternative learning expectations, it is neither required nor advisable to assign letter grades or percentage marks to represent the student’s achievement of the expectations. However, in some cases, when evaluation is based on a clearly articulated assessment tool (e.g., a rubric), a letter grade or percentage mark may be assigned in a subject and/or strand and recorded on the elementary provincial report card. In those cases, teachers must check the “IEP” box for the subject and/or strand and must include the following statement in the section “Strengths/Next Steps for Improvement”:
“This (letter grade/percentage mark) is based on achievement of alternative learning expectations in the IEP, which are not based on the Ontario curriculum.”
In a very few instances, where the student’s program is not based on expectations from the Ontario curriculum for Grades 1 to 8, an alternative format may be used to report the student’s progress/ achievement (e.g., the evaluation section of the IEP). When using an alternative format, teachers should indicate the student’s progress/achievement relative to the expectations identified in the IEP, and should comment on the student’s strengths and next steps for improvement. When an alternative format is used, it should accompany the Elementary Progress Report Card and the Elementary Provincial Report Card at the regular reporting times.
IEP With Accommodations Only
If the student’s 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 mark is based on the regular grade expectations.
Secondary
IEP With Modified Curriculum Expectations
For students in Grades 9 to 12, if the student has an IEP that identifies modified expectations, teachers must check the “IEP” box for every course to which the plan applies. If some of the student’s 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 simply to check the “IEP” box. If, however, the student’s learning expectations are modified to such an extent that the principal deems that a credit will not be granted for the course (see section 7.12 of Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999 [currently under revision]), teachers must include the following statement in the “Comments” section (along with comments about the student’s achievement):
“This percentage mark is based on achievement of the learning expectations specified in the IEP, which differ significantly from the curriculum expectations for the course.”