Report Cards

2017-2018 Reporting Timelines


  • Notification of Performance Appraisal - October 2
  • Progress Reports: Earliest Due Date - October 30
  • Progress Reports: Sent Home - November 13
  • Term 1 Reports: Earliest Due Date - February 2
  • Term 1 Reports: Sent Home - February 16
  • Term 2 Reports: Earliest Due Date - June 8
  • Term 2 Reports: Sent Home - June 25



The Elementary Provincial Report Card is designed to show a student’s achievement at two points in the school year. The first provincial report card reflects the student’s achievement from September to January/February of the school year. The second provincial report card reflects the student’s achievement from January/February to June of the school year.

Professional judgement is an important concept for educators. For the first time it is now defined in our new central agreement. Section C. 2.5 of the Teacher/Occasional Teacher Central Agreement reads as follows:

“Professional Judgement” shall be defined as judgement that is informed by professional knowledge of curriculum expectations, context, evidence of learning, methods of instruction and assessment, and the criteria and standards that indicate success in student learning. In professional practice, judgement involves a purposeful and systematic thinking process that evolves in terms of accuracy and insight with ongoing reflection and self-correction.

Teachers should use their professional judgement when completing the reporting comments. The term “teachers’ professional judgment” is used consistently throughout the Growing Success document and is enshrined for the first time in our new central agreement. This PRS Matters will support members in advocating for their professional judgement, protect against increased workload and ensure consistency from school to school across the province as the provincial report cards are completed.

The following guidelines for completing the Elementary Provincial Report Card are aligned with the Growing Success policy:



It is in the writing of comments that teachers can most exercise their professional judgment. The term “personalized comments” does not mean that every student must have a different comment. A well-written and meaningful comment may apply to several students in the class.

Teachers are not required to completely fill the comment boxes; the comments should be based on quality, not quantity. Comments should follow the format of Strengths/Next Steps for Improvement. Teachers may use their professional judgment to make reference to particular strands in their comments. Comments should describe in overall terms what students know and can do.

Space is provided on the provincial report card for teachers to make anecdotal comments about students’ achievement of curriculum expectations in each of the subject areas taught. Teachers should focus on what students have learned, describe significant strengths and identify next steps for improvement. Teachers may make reference to the particular strands they are reporting on. Comments should describe in overall terms what students know and can do.

Comments may be written in full sentences or in point form. Individual boards and schools may make decisions about this format.


Learning Skills and Work Habits

In most cases, the homeroom teacher will complete the Learning Skills and Work Habits section. In the space provided for anecdotal comments, the teacher will use her professional judgement to elaborate on the student’s demonstration of the skills and comment on “strengths” and “next steps for improvement.” Other teachers wishing to highlight some aspect of a student’s development of learning skills and work habits may comment in this space as well.

Ontario Ministry Guidelines (Growing Success, First Edition, 2010)

The following table highlights the key expectations that all teachers must follow when completing the provincial report card.



Four strands are reported on in January/February and four strands in June


Teachers should fill in the letter grade/percentage mark for each strand that is part of the student’s instructional program in the column headed Report 1 or Report 2, as appropriate. If a particular strand is not part of the student’s program during that reporting period, indicate this in the comments and leave the grade/mark column blank.

Teachers do not have to report on all four strands in both terms.

For Core, Grades 1-3: Boards will make decisions about which strands to cover, if the program is offered in the Board. If certain strands are not taught in Grades 1-3, the teacher should leave the grade/mark column blank. An explanatory comment should be provided.

For Core and Extended, Grades 4 to 8 and Immersion, Grades 1 to 8: Teachers are expected to report on all four strands within the school year.


At least four strands are reported on in January/February and at least four strands in June.

Each strand must be reported on at least once.

Science and Technology

ust be reported on in January/February and in June.

May indicate in the comments box which strands are being reported on within the subject.

All of the strands must be accounted for in instruction, assessment, and evaluation by the end of the year.

Social Studies(Grades 1-6)

Must be reported on in January/February and in June.

May indicate in the comments box which strands are being reported on within the subject.

All of the strands must be accounted for in instruction, assessment, and evaluation by the end of the year.

History and Geography (Grades 7 and 8)

Teachers should complete percentage marks for History and/or Geography in the column headed Report 1 or Report 2, as appropriate.

Achievement in both History and Geography must be reported at least once in the school year.

Health and Physical Education
Both Health and Physical Education must be reported on in January/February and in June.
The Arts

At least three of the subjects are reported on in January/February and at least three subjects in June.

Each subject must be reported on at least once.

The French box should be checked if a particular Art subject is taught in French.


When achievement in a strand for any subject area is not reported for January/February or June, it should be noted in the comments that instruction was not provided for that strand, and the “NA” box for that strand should be checked.

Special Education

Growing Success states that there are three formal reporting periods. Therefore, the number of IEP reviews continues to be three.

If the student’s expectations in the IEP are modified and vary from the expectations of the regular program for the grade, teachers must check the “IEP” box for that subject/strand on the report card. Teachers must include the following statement in the section “Strengths/Next Steps for Improvement:” “This (letter grade/percentage mark) is based on achievement of expectations in the IEP that vary from the Grade X expectations (and/or) are an (increase/decrease) in the (number and/or complexity) of curriculum expectations.”

If the student’s IEP requires only accommodations to support learning in a subject and/or strand, teachers will not check the “IEP” box. The letter grade or percentage mark is based on the regular grade expectations.

Student achievement in alternative program areas may be reported to parents by means of anecdotal comments noted in the provincial report cards or in an alternative format (e.g., in the evaluation section of the IEP). If a teacher is using an alternative format, it should accompany the provincial report card at the regular reporting times.



Teachers will check the ESL/ELD box on the provincial report cards to indicate that modifications have been made to curriculum expectations to address the language learning needs of English language learners. The ESL/ELD boxes should be checked at the strand level.


Kindergarten Reporting

For Kindergarten reports, there is a wide range of reporting processes currently being used across the province. Teachers should follow their District School Board reporting guidelines for Kindergarten reporting. Teacher professional judgement should be exercised when completing comments if applicable.

Communicating with Parents about Children's Learning - REVISED October 2017

ETFO Professional Judgement Guidelines for Completion of the Kindergarten Communication of Learning: Initial Observations Report Fall 2017

ICT/Financial Literacy

ICT and financial literacy are to be integrated into other mandated curricula at the elementary level. They are not meant to be positioned as a “Subject.”


Rotary Teachers

For rotary teachers, the completion of the report card should not be the sole responsibility of the homeroom teacher. A collaborative process should be in place for all teachers (rotary teachers) who instruct a classroom to have the opportunity to include their marks and comments on the report card for the subjects they teach without the expectation being placed on the homeroom teacher.


Six-Week Rule

The six-week rule regarding report card completion applies to all three formal reporting periods. In the case where neither teacher has had the student for six weeks, support from administration and collaboration on behalf of the teachers is suggested. The policy regarding the six-week rule is set out in the Ontario Student Record (OSR) Guideline, 2000. As stated in Section 3.2: “A completed Provincial Report Card, (Grades 1–8), (all three pages) or an exact copy of it, will be filed in the OSR folder for each student who has been enrolled in the school for more than six weeks from the commencement of the reporting period.”


Additional Reporting

Teachers should not be asked to do any additional written reporting to parents (formal or informal) other than the progress report card and the two provincial report cards.

Please discuss any concerns with your ETFO school steward or your ETFO Vice President Joanne Threndyle.

The link to the EduGAINS Frequently Asked Questions is: This site provides helpful answers relating to the reporting process.

Staff in Professional Relations (PRS) can be reached at 416-962-3836 or 1-888-838-3836. See also ETFO’s website – Advice for Members.


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