Special Education Services: A Manual of Policies, Procedures and GuidelinesC. Developing an Individual Education Plan C.6 Reporting Student Progress Student progress reports for students with special needs should be provided on the same schedule as used for all students in the school. When necessary, additional informal reporting may include other procedures such as daily logs. Where a student with special needs is expected to surpass or achieve the expected learning outcomes set out in the provincial curriculum, regular letter-grading practices and reporting procedures will be followed; however, instructional and assessment methods for some students with special needs may differ, and this will be reflected in their Individual Education Plan (IEP). Where a professional support person other than the classroom teacher is responsible for providing some portion of the student's educational program (e.g., speech pathologist, orientation and mobility instructors), those persons should provide written reports on the student's progress for inclusion with the report of the classroom teacher. Grades on reports to parents should identify whether courses have been modified, although adaptations (e.g., oral exam) need not be identified. With written consent, such information should be communicated to post-secondary institutions or community agencies providing adult services in a manner consistent with legislation affecting freedom of information and protection of privacy. Reference: Ministerial Order 191/94, the Student Progress Report Order |
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