STUDENT PROGRESS REPORTING POLICY
Phil & Jennie Gaglardi Academy
At Phil and Jennie Gaglardi Academy, a variety of methods are used to report to families on the academic, social, and work habits progress of their children.
Formal Reporting
Parents can expect and be provided with a minimum of three formal written report cards at the end of each Trimester for grades Kindergarten to grade 7 and the end of each quarter for classes 8 through 12. The final formal report card K-12 will be a summative report card used for the Student's PSR.
As part of the formal reporting process, children will be asked to set goals for achievement in any area of development and be asked to self-assess their progress in the area of goal setting, core competencies, social or work-habit behaviours. Teachers will support this process as appropriate for the age-and-stage of student development.
Informal Reporting
At least two informal report opportunities are provided to parents each school year. These opportunities include (but are not limited to) parent-teacher interviews – one planned, one unplanned, student-led conferences, parent emails, monthly classroom newsletters, and prearranged parent meetings.
Formal Performance Reporting
The formal reporting process communicates to parents and students the significant aspects of a students’ progress in the areas of academic, social, and work habits. Gaglardi Academy uses the following performance scale in all summative assessments.
Kindergarten Performance Scale
Kindergarten students receive anecdotal reports explaining the student’s learning, progress, attitude in their schoolwork, and relationships with their peers and teachers. A three-point scale is used to track progress concerning the learning standards of the BC curriculum. The three-point scale is Approaching Expectations, Meeting Expectations, or Exceeding Expectations. Included in each reporting period is a self-assessment of a student's work-habits and social responsibility.
Primary (Grades 1-3) Performance Scale
Students in grades 1 through 3 receive report cards by subject measured against the learning objectives for that particular grade. Their assessment language uses a four-point scale of Not Yet Meeting Expectations, Approaching Expectations, Meeting Expectations, and Exceeds Expectations concerning the learning standards of the BC Curriculum.
Included in each reporting period is a self-assessment of their work-habits and social responsibility.
Intermediate (Grades 4-7) Performance Scale
Students in grades 4 through 7 receive report cards by subject area. Letter grades are given in all learning standards of the BC Curriculum. The scale is as follows:
Provincial Letter Grades
A 86 - 100
B 73 - 85
C+ 67 - 72
C 60 - 66
C- 50 - 59
F < 50
For grades 6 and 7, the letter "I" is used to denote either incomplete work or no assessment data available to assign a letter grade. When "I" grades are given, a listing of missing work is provided so that the student has the opportunity to complete the assignments before the next assessment period. Unless corrected, all "I's" will translate to "F's" in the final trimester.
Cumulative Trimesters: applies only to grades 4 -7 and only on the final report in June. For example, Tri 1, Tri 2, Tri 3, are "stand-alone". There is a "Final" column and will be a weighted average of all "Trimesters" come June.
Included in each reporting period is a self-assessment of a student's work-habits
and social responsibility.
High School (grades 8-12) Performance Scale:
Students in grades 8-12 receive report cards four times a year and consist of percentage grades, teacher comments, and work habits. Consistent evaluation is necessary for a healthy
learning/teaching environment. Students are given a variety of ways to demonstrate their learning through observation, questioning, collaboration, discussion, creative work, teamwork, and quizzes and tests. These methods track the progress of each student.
Summative Reporting on core subjects and learning standards:
Students with Special Needs
Where students with special needs are expected to achieve or surpass the learning curriculum standards or outcomes of their learning program, regular reports procedures as outlined above will be used to indicate progress.
If the student is incapable of achieving the learning standards or outcomes of provincial or Board Authority Authorised curriculum, and substantial course or program modification is necessary, specific individual goals and objectives will be established for the student in their Individual Education Plan (IEP). Reporting to parents will be in accordance to the IEP goals of the individual student. Letter grades may not be appropriate in these circumstances.
Modified Curricula (all grades)
As per the Ministry of Education Student Reporting Policy, students with special needs who are not working toward the learning standards or learning outcomes of the curriculum but rather toward individualised goals or objectives in the IEP, the most appropriate form of reporting for the student should be determined by the student's School-Based Team.
If letter grades are used, it should be stated in the body of the student progress report that the grade is given based on the individualised goals and objectives and not in relation to provincial or Board Authority Authorised curriculum standards and core competencies.
Use of the Letter Grade “I”
The letter "I" will be used to alert parents when students, for a variety of reasons, are not demonstrating minimally acceptable performance to the learning standards or expected learning outcomes within the current reporting period.
The "I" may be used on formal or informal reporting reports. When the letter grade “I” is used, the report card comments must include the reasons for the deficiency and the remediation plan for that subject.
The letter “I” will be assigned when:
- there is insufficient assessment data to assess student learning.
- the student, in grades 6-12, has missed assignments or essential course material to demonstrate competency in a learning area.
- a student is below 50% or the minimally accepted benchmark to demonstrate competency in a learning area. In the final reporting period, the letter “I” will be converted to an “F”.
Best Practices before assigning the letter “I” is to notify parents via email with a copy to the Principal midpoint in the reporting period. The email should state clearly that the student is not passing or is missing significant assignments to demonstrate acceptable performance in a subject area. Teachers are required to list the missing assignments with a due date for completion.
Use of the Letter “F”
The letter “F” is used only at the end of a course when there is no demonstration of minimally acceptable performance in relation to learning outcomes.
Use of the Letters “SG”
References Standing Granted where a student has an acceptable level of performance although normal requirements are not completed.
Use of “RM”
Discontinue use effective April 1, 2020.
Assessment standing for the following subject Areas
Daily Physical Activity – use Primary grade scale of Approaching Expectations (AE), Meeting Expectations (ME), and Exceeding Expectations(EE) until further notice.
ADST – (Grades 4-7 only) - use the Primary grade scales of Approaching Expectations (AE), Meeting Expectations (ME), and Exceeding Expectations(EE) until further notice.
Work Habits
A student’s work habits for each area of learning (ie subjects) will be provided from grades 6 through 12. The 4-point scale of Excellent, Good, Satisfactory, and Needs Improvement is used for each reporting period and guided by the rubric in Appendix A.
Student Progress Reporting Policy,
Board Approved July 2011
Updated September 2016
Updated October 2019
