IHB-P0 - Progress Reports to Students Parents Guardians

Reporting is an integral part of the assessment process and represents the trend in a student’s achievement. Elements of reporting include clearly identified course and essential learning outcomes, along with reporting processes. Conferencing and reporting is collaborative and ongoing, designed to support learning. The process provides meaningful feedback to the student and parents to foster further learning and development.

1. Schools must provide opportunities for conferences and periodic written reports of each student’s progress.

2. Students are included as active participants in the reporting process presenting their evidence of learning (eg., work samples) and reflecting on their learning.

3. Report card achievement indicators (symbol systems/marks) are based on assessment of learning data – the performance indicators/marks are those that students receive for polished work and work that has been improved through practice and descriptive feedback.

4. It is incumbent upon Teachers to keep parents informed about all aspects of the student’s learning.

Individual Education Plans

In keeping with the policy of the School Division regarding student placement, Individual Education Plans are written for students when:

(a) The student has exceptional learning needs requiring student specific outcomes that are additions to, different from, or exceed the curricular outcomes;

(b) The student receives Special Needs Funding LII or III;

(c) The student is determined to be eligible for the English as an Additional Language (E) designation, the Modified (M) course designation, or the Individualized Programming (I) designation in Senior Years.

The need for an IEP is determined through a process of observation and informal and specialized assessment in consultation with parents and the School Division team.

IEPs are developed, revised, implemented, monitored and evaluated at least annually by a team including parents, students (when appropriate), Teachers, and other professionals.  The School Division will obtain parent or guardian signatures on IEPs to indicate involvement in the IEP process. In cases where the School Division is unable to obtain parent signatures, reasons for refusal and actions undertaken by the school to resolve concerns will be documented.

Students with IEPs who have a reduction or alteration in the school day must have it documented in the IEP.  Students will not be denied educational programming pending the development of an IEP.