Page 70 - 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
Secondary
For Grades 9 to 12, when a student’s 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. Where a modification is made to course curriculum expectations, the principal will work collaboratively with the classroom teacher to determine the integrity of the credit.
Note: For an English language learner, when modifications to curriculum expectations have been made to address both language learning needs and special education needs, the teacher will check both the “ESL/ELD” box and the “IEP” box. Ministry policy for English language learners states that students can be eligible for both ESL/ELD and special education services.
TEACHER, STUDENT, AND PARENT COMMENTS Teacher Comments
Space is provided on all progress report cards and provincial report cards from Grade 1 to Grade 12 for teachers to make anecdotal comments about students’ achievement of curriculum expectations or, in the case of the Elementary Progress Report Cards, progress towards achievement of the expectations.
In writing anecdotal comments, teachers should focus on what students have learned, describe significant strengths, and identify next steps for improvement. Teachers should strive to use language that parents will understand and should avoid language that simply repeats the wordings of the curriculum expectations or the achievement chart. When appropriate, teachers may make reference to particular strands. The comments should describe in overall terms what students know and can do and should provide parents with personalized, clear, precise, and meaningful feedback. Teachers should also strive to help parents understand how they can support their children at home.
It is important that teachers have the opportunity to compose and use personalized comments on report cards as an alternative to selecting from a prepared set of standard comments. School boards should not enact policies that prevent teachers from providing personalized comments on report cards. It is expected that principals will support best practice and encourage teachers to generate their own comments.
In the case of the Elementary Progress Report Cards, it is not necessary for teachers to comment on all subjects/strands in the one space provided for comments.