In 1998, the Ministry of Education released The Kindergarten Program, a policy document that serves as a basis for Kindergarten programming across Ontario. It outlines the knowledge and skills that children should have by the end of Kindergarten. The arrival of this document has necessitated a review of current policies and practices in Kindergarten especially in the assessment, evaluation and reporting of student progress.
The new Kindergarten Progress Report meets the reporting requirements outlined in The Kindergarten Program, and was adapted from the one developed by the Toronto Catholic DSB. It will replace all Kindergarten report cards currently in use thereby providing a consistent progress report for all Kindergarten children in the Nipissing-Parry Sound Catholic District School Board.
The Kindergarten Progress Report and the Junior Kindergarten Conference Form are also part of the Board's newly revised process for early and on-going identification. Since 1982, all school boards have been required to establish a policy on early and on-going identification of learning abilities (PPM#11). This early identification of children's strengths and needs is intended to assist teachers to recognize what children already know and to plan developmentally appropriate programs so they will develop to their full potential.
Children's early learning experiences have a profound effect on their development. In Kindergarten, children's receptivity to new influences and capacity to learn are at their peak. During this period, they acquire a variety of important skills, knowledge, and attitudes that will affect their ability to learn, their personal development, their relationship with others, and their future participation in society.- The Kindergarten Program, 1998, pg. 3
The Provincial Report Card
Students in Grades 1-8 receive a formal report of their achievement in the form of the Provincial Report Card three times during the school year: December, March and June. Opportunities for parents/guardians and students to meet to discuss the Report Card with teachers will be available.
Achievement is reported on the Report Card using letter grades (Gr. 1-6) or percentage marks (Gr. 7-8). These grades or percentages correspond to the four levels of achievement outlined in the Ontario Curriculum documents.
The Ministry of Education has set Level 3 as representing the standard for the grade, which means that Level 3 identifies the level of achievement at which parents/guardians and teachers can be confident students are well prepared for work at the next grade. On the Report Card, Level 3 achievement is represented by a B-, B or B+ for students in Grades 1-6 and 70-79% for Grades 7-8.
Students may achieve at Level 4 (A-, A, A+ or 80-100%) indicating that they have exceeded the provincial standard. Level 4 does not mean working above grade level expectations, but, rather, indicates a grasp of knowledge and skills specified for the grade that is above the standard for the grade.
"R" or "Below 50%" is used for reporting purposes to flag the need for remediation and early parent/guardian involvement. "R" signals that additional learning is required before the student will begin to achieve success with this grade's expectations. "R" indicates the need for the development of a plan to address the student's specific learning needs and to ensure success for learning.
|Level||Definition||Letter Grade (Grades 1 to 6)||Percentage Mark (Grades 7 and 8)|
|Level 4||The student has demonstrated the required knowledge and skills. Achievement surpasses the provincial standard.||
|Level 3||The student has demonstrated most of the required knowledge and skills. Achievement meets provincial standard.||
|Level 2||The student has demonstrated some of the required knowledge and skills. Achievement approaches the provincial standard.||
|Level 1||The student has demonstrated some of the required knowledge and skills in limited ways. Achievement falls much below the provincial standard.||
|R or below 50||The student has not demonstrated the required knowledge and skills. Extensive remediation is required.||