Parent Information for Progress Reports


The Saskatchewan Ministry of Education curricula is expressed in "outcome"  form.  Teachers use outcomes to determine assessment and decide on the resources that the class will use.  Mastery of outcomes requires assessment that goes beyond tests and includes a variety of evidence that goes beyond numbers.  Ongoing communication between teachers, students and parents informs and supports learing. 

Assessment is the process of gathering, from a variety of sources, information that accurately reflects how well a student is achieving the curriculum expectation in a subject or course. In the classroom, there are three types of assessment:

  • Assessment as learning - students are actively engaged in this assessment process—that is, they monitor their own learning, use assessment feedback from teacher, self and peers to determine next steps, and set individual learning goals.
  • Assessment for learning - the ongoing process of gathering and interpreting evidence about student learning for the purpose of determining where students are in their learning, where they need to go, and how best to get there. The information gathered is used by teachers to provide feedback and to differentiate instruction appropriately.
  • Assessment of learning - the process of collecting and interpreting evidence for the purpose of summarizing learning at a given point in time, to make judgments about the quality of student learning on the basis of established criteria, and to assign a value to represent that quality. The information gathered may be used to communicate the student’s achievement to parents, other teachers, students themselves, and others. Learning is summarized in the form of a level, grade and/or percentage mark to be communicated to parents in a formal way on the report card.


Reporting Progress

Elementary (Grades 1 - 8) Regina Public Schools students receive a Progress Report twice per year that gives an overall course Level of Acheivement.  In addition, Levels of Achievement are given for specific outcomes for literacy and mathematics in an Outcome Report.  A parent portal is available to all parents in RPS for students in grades one to eight.  The following screencasts are available to help with the use of parent portal.

Personal & Social Growth

Regina Public Schools shared values allow students to know how to learn more effectively, develop their potential as independent learners and take ownership over their own learning. Shared values help students to prepare for learning and working in the 21st Century. These learning skills and work habits do contribute to a student’s ability to be successful at school.  They are evaluated separately from student achievement of course expectations.

Student Evaluation

Daily ongoing assessment and Progress Reports are not separate.  They inform each other and both are based on outcomes from curriclum.  During a study block, students have multiple and varied opportunities to develop, demonstrate, check and refine their understanding.  This process is called formative assessment and allows for checking on learning to decide what to do next.  

Evaluation is a judgement made about students learning, based on established and shared success criteria.  Teachers gather evidence of student learning from observations, conversations and student products (such as reports, projects, tests, assignments) over time and use this evidence to determine students' grades.   These evaluations form the basis of Progress Reports levels of achievement to communicate progress to students and parents.  

Levels of Achievement

The levels of achievement scale describes the student’s progression toward meeting provincial outcomes.  The levels are not used to compare students with other students. 

Grades K-8 Meaning
BE The student is having difficulty meeting the outcome and requires assistance. 
PR Students who are progressing as expected will be in this range.  Some assistance is required.
ME The student is fully meeting the outcome.  They show what they know independently.
ET The child has full mastery of the outcome and can apply the knowledge.  Students with these grades have extensive and deep understanding of the outcome and require no guidance or assistance.
IN The student has not yet demonstrated enough evidence for reporting purposes.
AG The student demonstrates understanding of outcomes that are adjusted in number and complexity.  This level of achievement would be discussed with parents prior to the formal Progress Report.
EL The student is focused on English language proficiency.  Adjustments have been made to curriculum expectations to address language learning. 


Progress Report Timeline

Reporting to parents occurs regularly throughout the school year through the use of Parent Portal.  This continuous communication provides students and parents with feedback that is clear, specific, meaningful and timely to support improved learning and achievement.

Progress Reports are issued twice a year to parents/caregivers of Kindergarten through Grade 8 students in January and June.  Parents/caregivers also participate in a three way conference in November and March.


What can be expected in a Three Way Conference?

• Interviews continuing to focus on your child’s learning

• Learning based upon curricular outcomes

• A celebration of what is going well and looking for opportunities for improvement and/or to extend learning to deeper levels. 


Parent may find the following links useful in preparation for Three Way Conferences. 

Tips for a Successful Conference

Supporting Homework Completion