Reporting Student Achievement at the Junior High Level:
Information for Junior High School Parents/Guardians

Reporting on Achievement

Student Achievement is reported formally to parents three times a year. Student achievement in subject areas is reported using a percentage grade. Added to the report card are key learner outcomes in each subject area from the Alberta programs of study. These outcomes identify the key ideas that students have been learning about over the term.

Comments on Student Learning

The junior high report card also includes a detailed comment about a student's achievement for each subject area. These comments highlight academic strengths and areas for improvement.

Special Programming

If one of the following codes appears beside the course title in a subject area on the report card, for example: English Language Arts 8 (Adapted Program), it indicates that there has been a programming adjustment made to your child's instruction. The codes are explained as follows:

Adapted Program
The student is working at the enrolled grade-appropriate learning outcomes with some adjustments to the instructional program. The student is not on an Individualized Program Plan (IPP).

Adapted Program with IPP
The student is working at the enrolled grade-appropriate learning outcomes with some adjustments to the instructional program. The student is on an Individualized Program Plan (IPP).

Modified Program with IPP
The student is working with learning outcomes significantly different than the grade-appropriate curriculum. The student is on an Individualized Program Plan (IPP).

Reporting on Effort

Also in this report card, there is a comment reflecting a student's effort. Effort comments indicate a student's progress based primarily on two criteria: participation and work completion. Participation means the extent to which a student is engaged in the class, whereas work completion refers to the extent to which students meet expectations about the tasks presented as part of the curriculum. In other words, work completion reflects evidence of the completion of classroom tasks in a timely and appropriate manner, all the while adhering to the conventions that have been set for those assignments. Effort is reported using the following descriptions:

Applies Extra Effort
This range describes student engagement in class activities and discussion that is exemplified by a high degree of positive and meaningful participation initiated voluntarily by the student. These students are punctual in turning in assignments and consistently go beyond the stated requirements relative to neatness and adherence to conventions.

Displays Effort Consistently
This range describes student engagement in class activities and discussion that is voluntarily initiated by the student but more often initiated upon request by the teacher. These students are punctual in turning in assignments and meet the stated requirements relative to neatness and adherence to conventions.

Effort is Inconsistent
This range describes student engagement in class activities and discussion only when requested to do so or when the request involves some sort of gentle persuasion. These students are inconsistent in turning in assignments or do not meet the stated requirements relative to neatness and adherence to conventions. Use of this code suggests that the teacher will likely want to discuss the student's effort in the progress report conference.

Requires More Effort
This range describes student engagement in class activities and discussion that is minimal or non-existent. These students are not punctual in turning in assignments and frequently do not meet the stated requirements relative to neatness and adherence to conventions. Use of this code suggests that the teacher will likely want to discuss the student's effort in the progress report conference.

Student Goal-Setting

During the first two reporting periods, students write a reflection on the front page of their report card. The comment should reflect the ideas or conclusions that are a result of them thinking about their work, and should be connected to their strengths and weaknesses. This will help them determine future goals and actions.