Middle Years Reporting

Reporting and Feedback

EBUS Academy reports on student progress for students in grades 7-9 in two ways.

Progress reports and parent access to student progress.  Parents/Guardians can access their student’s progress at any time by logging into the parent portal.  Students can access their progress from the student dashboard.  Teachers also send out bi-weekly progress reports through email.  For more information, please contact your OLT (online teacher).

Formal reporting occurs at 4 points of progress throughout the year using two different reporting formats. Reports will provide information about students’ progress in relation to the learning standards of the curriculum. The reporting model is as follows:

2 Teacher-Parent Conferences – November and April

• Teacher-parent conferences will be held within a window of two weeks and will focus on whether students are meeting expectations in curricular areas at the point of progress. The November conference will also entail discussion on student progress in literacy/numeracy based on assessed work within courses in these areas.
• April conferences will be held for students at risk of not successfully completing coursework.

3 Term Summative Reports – November, January and April

Teachers will prepare term reports in November, January and April. These report cards will:

• Inform parents/guardians of whether students are meeting or not meeting expectations at the point of progress in the curricular areas, based on work submitted by the deadline.
• Describe, in related to the learning outcomes, what a student can do, areas in which further attention or development is needed, and ways to support the student in their learning.

1 End of Year Summative Report – June

• A formal summative report will be sent home in June
• The final summative report will:
  • Indicate levels of performance in relation to the learning standards set out in each curricular area.
  • Clearly describe, in related to the learning outcomes, what a student can do, areas in which further attention or development is needed, and ways to support the student in their learning.
  • Include the core competencies that students have demonstrated and reflected upon as well as growth in literacy/numeracy.