IHB-P1 Progress Reports to Students, Parents/Guardians

There are many ways to communicate about student learning; reports cards are currently one of the most significant methods of reporting effectively, especially to parents. Note that report cards are just one element of the communication system, and must be used together with the assessment processes outlined in this policy document.  

Early Years 

Assessment, evaluation and reporting to parents in the Early Years is a continual process. Students are engaged as participants in their own learning by being aware of what is expected, gradual fostering of independence in tasks, and setting learning goals.  Assessment of student learning is based on observation of growth over time and on students’ performance/ achievement in daily work, theme-related activities, projects and learning centers. An appropriate balanced sample of student work should include oral, performance, and written tasks.

Student growth/achievement should be reported to students, parents/guardians through:

• 1. Student work – progress portfolios, dated work samples, observations

  2. Report Cards – three or more per year (see guidelines)

  3. Parent-Teacher interviews and/or student-led conferences – two or more per year

  4. Conferences with teacher – continuums

Middle Years 

Assessment practices in the Middle Years (grades 5 - 8) include nurturing student-teacher relationships, ‘hands on’ curriculum connections to experiential learning, opportunities for student leadership/voice, exploratory programs, and recognition of diverse intellectual, social/emotional and physical needs of adolescents.

Assessment of student learning in Middle Years is vital in guiding the teaching-learning process. Summarizing performance information informs the student and Teacher, and supports ongoing communication with parents.

When schools develop their communication systems, they should consider the following:

1. How is progress communicated?  Student growth/achievement should be communicated to  students, parents/guardians through a variety of formal and informal methods that should include but would not be limited to the following: 

   • Informal communication

     • Conversations

     • Short written messages such as notes and post cards

     • Phone calls

     • Email 

   • Formal

     • Report Cards – three or more per year

     • Parent-Teacher interviews and/or student led conferences – two or more per year

Senior Years

The assessment procedures for students in Senior Years should be supportive, ongoing, and based upon clearly communicated curricular outcomes with identified criteria and assessment procedures. Behavioral and attitudinal expectations will be reported separately.

When schools develop their communication systems, they should consider the following:

1. How it progress communicated?  Student growth/achievement should be communicated to  students, parents/guardians through a variety of formal and informal methods that may include but would not be limited to the following: 

   • Informal communication

     • Conversations

     • Short written messages such as notes and post cards

     • Phone calls

     • Email 

   • Formal

     • Parent-Teacher interviews  and/or student-led conferences – two or more per year   

     • Midterm and Final Report standings stated as percentage scores for all subject areas from Grade 9 to Grade 12.  (see Guidelines for Report Cards) 

     • Student transcripts will be issued in June of the student’s graduating year. (See also JS – Student Records (Pupil Files)

     • See File IFI Distance Education Guidelines

2. For students under the age of 18, parents/guardians may request access to current records on file.  A student over the age of 18 may request access to their current records on file.

3. Student records will be transferred upon written request from a receiving institution.

Common Reporting Practices for Middle and Senior Years

1. How is evidence gathered?  Evidence of student progress and achievement based on curricular outcomes might be gathered in a variety of ways including but not limited to the following:  

   • Ongoing observation

   • Self-assessments

   • Portfolio systems in which students and teachers collect, inspect, reflect (students) and select (teacher) evidence (Page 16)

   • Student-Teacher discussions

   • Grading student work (written, oral, performance based etc) based on pre-set criteria    

2. From what type of student work is the evidence gathered?  Student work that could supply the evidence of progress and achievement might include, but would not be limited to, any of the following 

   • Written assignments

   • Oral presentations

   • Performance based assignments

   • Design Process 

   • Multi-media on presentations 

   • Inquiry projects

   • Investigations

   • Posters

   • Lab reports

   • Hands-on lab tests and demonstrations 

   • Tests 

3. Other comments and/or performance indicators may be included to:

   • Describe students’ social-emotional development, work habits, engagement in learning process, attendance profile, and attitudes. These are distinguished from academic learning achievement.

Appeal Procedure

Situations may arise where a student and his/her parents/guardian believe the summary comments or grades inaccurately reflect the level of performance of the student.  An appeal may first be made to the Teacher concerned.  If necessary, further appeal may be made to the Principal.