The Ministry of Education set out the following requirements for reporting on students with Special Needs, published in 1994 in Policy for Reporting on Student Progress in British Columbia:

"Where a student with special needs is expected to achieve or surpass the learning outcomes set out in the provincial curriculum, regular letter-grading 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 IEP's.

Where it is determined that a student with special needs is not capable of achieving the learning outcomes set out in the provincial curriculum and substantial course or program modification is necessary, specific individual goals and objectives will be established for the student in his or her IEP. The use of letter grades and percentages for reporting on the progress of these students is not appropriate. Structured written comments will be used to report the level of the student's success in achieving modified goals and objectives. In these circumstances the efforts of these student will be recognized by providing them with a Provincial School Completion Certificate. Where a professional support person other than the classroom teacher is responsible for providing some portion of the educational program, those persons should provide written reports for inclusion with the report of the classroom teacher."

The following suggestions are adapted from "Tips for Adapting Environment, Adapting Presentation, Adapting Materials, Adapting Assistance, Modifying Goals, Adapting Evaluation, Representing Knowledge in Different Ways," developed by, used with the permission of, School District 42 (Maple Ridge).

• Use the same report card cover for all students.
• Distribute report cards to all students at the same time.
• Use regular letter-grading practices if the student is expected to achieve or surpass the learning outcomes in the provincial curriculum.
• Write structured comments to report on the student's success in achieving goals when substantial curriculum modification is necessary.
• Schedule regular times for parent-teacher conferences to review the student's progress toward IEP goals.