Parent Guide: Elementary Report Cards

New Elementary Reporting

The Ministry of Education published a new policy document entitled “Growing Success” in the Spring of 2010. This policy directs the assessment, evaluation, and reporting of student achievement in Ontario schools, from Kindergarten to Grade 12. The policies outlined in the Growing Success document reflect the current state of knowledge about assessment, evaluation and reporting. The purpose of the provincial report cards (February and June) is to communicate student achievement to parents and students. The new reporting system will provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement.

Elementary Progress Report

In early November, schools will send home the Elementary Progress Report Card, which will provide students and parents with an an opportunity to reflect upon the student’s general progress to date and discuss plans to ensure future success with the teacher.

The Elementary Progress Report Card will not contain grades or numerical marks. The focus of this progress report will be on the six learning skills (see Learning Skills section) and will also include general subject-related comments. The learning skills are essential for success in school and in the world of work. The comments related to subject areas will describe a student’s general progress in working towards the achievement of the curriculum expectations. The Elementary Progress Report Card will be followed by a parent/guardian and teacher conference.

Elementary Report Cards

The Elementary Provincial Report Card, which will be distributed in February and June, will contain letter grades/percentage marks. For students in Grades 1 to 6, student achievement will be reported as a letter grade (A, B, C, etc.) with a plus or minus sign as required. For all students in Grades 7 and 8, student achievement will be reported as a percentage mark. All reports for grades 1-8 will include descriptive comments, and will also contain feedback related to the learning skills.

How Is My Child Graded?

Your child is assessed on demonstrated achievement in relation to Ontario Curriculum Expectations. Teachers use assessment and evaluation strategies that address both what students learn and how well they learn.

English Language Learners

When a student’s achievement is based on expectations modified from the grade level curriculum expectations to support English language learning needs, teachers will indicate this by checking the “ESL/ELD” boxes on the progress report cards and the provincial report cards for the appropriate subject(s)/strand(s).

Students With Special Needs

Reporting depends on the contents of the Individual Education Plan (e.g. alternative, modified or accommodations only), of the student. Additional information detailing the reporting requirements is available from the school.

Achievement Charts

Students are assessed on four categories of achievement. The curriculum expectations are assessed using these categories:

  • Knowledge and Understanding
  • Thinking (Inquiry/Problem Solving)
  • Communication (Written/Oral)
  • Application

Student work is evaluated using the following Levels of Achievement:

  • Level 4 ~ A ~ 80%-100% Student work exceeds the provincial standard, while still at grade level. Student has demonstrated a thorough and complete understanding of the required knowledge and skills.
  • Level 3 ~ B ~ 70%-79% Student work has met the provincial standard. Student has demonstrated an understanding of most of the required knowledge and skills.
  • Level 2 ~ C ~ 60%-69% Student work is approaching the provincial standard. Student has demonstrated an understanding of some of the required knowledge and skills.
  • Level 1 ~ D ~ 50%-59% Student work falls below the provincial standard. Students has demonstrated an understanding of few of the required skills and knowledge.
  • Level R ~ R ~ Below 50% Student has not demonstrated an understanding of the required skills and knowledge. Student will require remediation to improve.

Learning Skills and Work Habits

Learning Skills and Work Habits are extremely important for success in and out of school. They continue to be evaluated on the report card, but are not used in determining the subject grade. The new six skills/habits are common for students in grade 1 -12 and are briefly summarized below.

Responsibility is shown when students fulfill commitments, complete and submit assignments and manage their own behaviour.

Organization involves devising and following a coherent plan for completing work, prioritizing tasks, managing time, and effectively choosing and using resources.

Independent Work involves completing a task with minimal teacher direction and/or peer support, following instructions, and revising work as necessary.

Collaboration involves skills such as active listening, helping others to build and consolidate learning, giving and receiving quality feedback, and managing disagreements.

Initiative is acting on new ideas and opportunities for learning with a sense of curiosity and the willingness to take risks.

Self-Regulation involves students monitoring their behaviour and learning, such as attention skills, working memory, and thinking strategies.


Regular communication between the home and school is necessary to improve student achievement. The Elementary Progress Report Cards and Elementary Provincial Report Cards are aspects of ongoing communication. As always, we encourage parents and guardians to discuss concerns and questions with their child’s teacher at any time.

Maintaining a dialogue between students, parents/guardians, and teachers plays a significant role in ensuring a child’s learning success. Guidance and support at home helps children make wise choices that impact positively on their learning.

Your child must accept the responsibility for learning and look for strengths and opportunities to improve in the ongoing feedback provided by his/her teacher(s). Please support your child in understanding his/her role in learning and how this behaviour impacts his/her success.