How can teachers report on beginning ESL students or students with special needs who have IEPs using the performance scale?
Until an ESL student is able to demonstrate her or his learning in relation to the expected learning outcomes set out in the curriculum for the course or subject and grade, the student’s report card contains written reporting comments only. Unless a student with special needs who has an IEP is able to demonstrate her or his learning in relation to the expected learning outcomes set out in the curriculum for the course or subject and grade, the student’s report card will contain written reporting comments only. The written comments must address the student’s progress in relation to the expected outcomes set out in the student’s IEP. In both cases, written reporting comments must include what the student is able to do, the areas in which the student requires further attention or development, and ways of supporting her or his learning. Where appropriate, a report card for a student on an IEP may also include comments describing ways to enable the student to demonstrate her or his learning
Related Questions
- How can schools report on student performance in Years 9 and 10, using an A to E scale, when their students are following different pathways and so have different assessment programs?
- Do teachers have to develop rubrics for each subject area in order to determine where students are on each performance scale?
- Do finger position markers actually help the performance of beginning students?
