Québec Education Program – Preschool Education
The Preschool
Report Card:
Companion Guide
2
THE REPORT CARD MUST BE USED FOR ALL STUDENTS
ATTENDING PRESCHOOL.
The results on the report card, provided in the form of observations, are a summary
of the dierent evidence or proof of learning gathered by the teaching sta.
For the dierent areas of development, these observations indicate the state
of the children’s development of the competencies for which various pieces of proof
of learning or evidence have been collected during the school year. If a report
card is the last one to be issued for the school year, it will report the state
of development achieved by the students for each competency in each area.
Observing children’s progress requires paying attention to what is happening and what
the children’s words and actions reveal.
1
1. Québec, Ministère de l’Éducation, Preschool Cycle Program (Québec:Gouvernement du Québec,2021), 9.
3
THE REPORT CARD: A TOOL TO COMMUNICATE
WITH PARENTS
Parents should be given information that showcases their children’s eorts
and that draws attention to the process and content.
2
Things to keep in mind
2. Ibid., 10.
› The information provided on the report card
shows the state of development of the student’s
competencies at specific times during the school
year by using statements that serve as
observations of the student’s progress.
– The student is making very good progress
on the competency.
– The student is making satisfactory progress
on the competency.
– The student is making progress on the
competency but shows some diculties.
– The student is making progress on the
competency but shows significant diculties.
› Teachers are asked to add personalized
comments if they deem that parents could benefit
from additional information that better illustrates
their child’s educational progress. This information
can be found directly below the observation
establishing the level of development of the
competencies, in the section reserved for Progress
or the section reserved for Challenge(s).
› The report card must not be used as a narrative
assessment tool. Instead, it is a document that
summarizes the judgments made on competency
development based on evidence collected by the
teachers regarding the content in the preschool
education program. If they are interested, parents
may be provided with access to the evidence
stored in various recording tools in order to have
a more concrete understanding of the teachers’
judgments (e.g. logbook, portfolio, achievement
wall, box of student successes).
› In order to establish positive communication with
parents, a balanced approach is recommended
when producing the report card. Therefore,
teachers must provide a similar amount of
information when using the Progress and
Challenge(s) boxes. It is important to make
judicious choices about the essential information
to communicate using the report card. Other
information can be provided elsewhere, in various
manners or at other times, such as when meeting
with parents or when developing an individualized
education plan.
4
MAKING AN OVERALL JUDGMENT ON THE DEVELOPMENT
OF A COMPETENCY BY USING A STATEMENT
Teachers interpret their observations using their knowledge of global child
development, the program and their professional judgment.
A framework for the evaluation of learning is available to the education network to support teachers in
evaluating the competencies targeted by the preschool education program. It can be accessed here:
Framework for the Evaluation of Competencies
Things to keep in mind
3. Based on Québec, Ministère de l’Éducation, Preschool Cycle Program (Québec: Gouvernement du Québec, 2021), 4 and 8.
› The evidence or proof of learning used to make
a judgment is collected during the daily activities
with the students throughout the term. It is
important to ensure that students are provided
with the best possible conditions to allow
teachers to observe their competency
development. Additionally, the evidence must
have been collected during activities adapted
to the students’ level of development. As such,
these activities must respect the students’ ability
to understand, their needs, their interests and
their culture. More specifically, these activities
are within their zone of proximal development,
i.e. between their current level of development
(what they are able to accomplish alone)
and their potential level of development (what
they can accomplish with help from more skilled
classmates or from an adult).
3
› Four statements are used to describe the state
of competency development in the form of a
judgment based on a summary of the evidence
or proof of learning collected throughout
the term. The statement selected reflects the
students’ progress between the start and end
of the term.
– The student is making very good progress
on the competency.
– The student is making satisfactory progress
on the competency.
– The student is making progress on the
competency but shows some diculties.
– The student is making progress on the
competency but shows significant diculties.
› After having analyzed and interpreted all
of the proof of learning, that is, the dierent
observations, conversations and productions
gathered, the teacher is the only person
responsible for making the judgment and,
as a result, for choosing the observations to
indicate on the report card. To provide more
support in making this choice, additional
explanations on the meaning of each observation
are presented.
– The student is making very good progress
on the competency.
The student is developing at a quicker
and more sustained pace than was anticipated
for the competency.
– The student is making satisfactory progress
on the competency.
The student is developing well with regard
to the competency, and the student’s progress
is constant.
– The student is making progress on the
competency but shows some diculties.
The student demonstrates irregular progress
on the competency, with highs and lows.
– The student is making progress on the
competency but shows significant diculties
The student needs continuous and sustained
help to participate in the activities that allow
them to develop the competency.
5
Things to keep in mind when writing the report card comments
> When a teacher decides to write personalized
comments on the report card, whether general
in nature or associated with a specific element
of the student’s progress or the student’s next
challenge, the comment must support or
enhance the report card, or provide additional
information on the chosen statement about
the development of the competency.
> The purpose of adding comments is to make
student progress more concrete for parents
while encouraging them to collaborate in
supporting their child’s overall development.
As such, teachers should avoid using common
phrases like “Good work!” “Keep at it!” or
“Bravo!” rather than more specific statements
about the development of the competency.
Comments are written in such a way as to refer
to observable facts, using action words. They are
written constructively, using a respectful tone.
When writing comments, teachers must be
careful to avoid using labels or stereotypes,
and to be objective rather than subjective.
Finally, teachers must ensure that comments
are written in error-free English.
6
SAMPLE EXCERPTS FROM SECTION 2 OF THE REPORT CARD
AREAS AND COMPETENCIES TERM COMPETENCY DEVELOPMENT
EMOTIONAL
DEVELOPMENT
Builds self-awareness
1
The student is making progress on the competency but shows
some diculties.
Sometimes Noah is able to express his emotions easily, without
necessarily recognizing them. Often, he does not want the help
of an adult to adapt his emotions and his behaviour to the requirements
of a situation.
PROGRESS:
Noah shows autonomy when
participating in the activities
and tasks in class.
CHALLENGE(S):
Using the suggested strategies
to calm down when games don’t go
his way or to solve a disagreement.
SOCIAL
DEVELOPMENT
Maintains harmonious
relationships
with others
1
The student is making satisfactory progress on the competency.
Livia participates in group activities and is starting to build connections
with others. She particularly enjoys spending time with two other girls
in her class. Sometimes she will agree to let other children in the class
play with her, if I insist.
PROGRESS:
› Livia allows other children
or an adult to approach her.
› She knows and generally
follows the class rules
of conduct.
CHALLENGE(S):
Approaching children other than
her two friends to play with them.
LANGUAGE
DEVELOPMENT
Communicates
using oral
and written
language
1
The student is making very good progress on the competency.
Hans sometimes uses his first language to express himself or uses
gestures to make himself understood. To know what he needs to do,
he looks carefully at his peers when I am giving instructions. He is very
motivated to learn English.
PROGRESS:
Hans uses gestures to
demonstrate that he has
understood verbal messages.
CHALLENGE(S):
Spontaneously repeating new words
or expressions even if he does not
understand their full meaning.
COGNITIVE
DEVELOPMENT
Discovers
the world
around them
1
The student is making progress on the competency but shows
significant diculties.
With sustained and constant help from an adult, Charlie participates
in class activities.
PROGRESS:
With sustained and constant
help from an adult, Charlie
shows some interest in making
choices or participating
in some familiar games.
CHALLENGE(S):
Trying new activities with support
from an adult or another child.
7
DIFFERENCES IN THE REPORT CARD ISSUED
AT THE END OF THE SCHOOL YEAR
The results shown as observations in Section 2 of the report card must indicate
the status of the development of the competencies in the areas specific
to the preschool education program, if the competencies have been evaluated or,
in the case of the last report card of the school year, a report on the level of
development achieved by the student for each competency in the areas specific
to the preschool education program.
The status of the development of the competencies in the areas specific
to the preschool education program and the report on the level of development
of the competencies are based on the framework for the evaluation of learning
for the preschool education program as established by the Minister.
4
Things to keep in mind
4. Basic school regulation for preschool, elementary and secondary education, section 30.
› During the school year, the teacher writes
an observation of the student’s development
in a variety of competencies for which evidence
or proof of learning has been collected.
› At the end of the school year, the teacher writes
an observation on the student’s development
in each of the competencies.
› At the end of the school year, Section 4
of the report card regarding the student’s
educational path must be completed by the
school administrators, who will sign the decision.
SECTION OF THE REPORT CARD RESERVED
FOR OTHER COMMENTS (SECTION 3)
Things to keep in mind
› This section is optional throughout the school
year: it does not need to be completed unless
necessary, when the school team decides it
isrelevant.
› Comments on specific learning related to class
projects or school projects, such as a musical
project, an international education project
or a swimming project, for example, can be
written here.
8
SECTION ON THE STUDENT’S EDUCATIONAL PATH
(SECTION 4)
Things to keep in mind
› This section should be completed at the end
of the school year only, on the last report card,
for all students attending preschool (kindergarten
for 4- and 5-year-olds).
› The information written in this section is the
responsibility of the principal, who must endorse it.
› The statements provided are used to describe
the student’s educational path, and at least one
statement must be checked. If necessary, a fourth
statement may be added to better describe
some specific educational paths.
› For further information to help with choosing one
or more statements, please see the following
additional explanations on the meaning of each
observation:
– The student will continue in preschool
education because the student will not be
6years old before October1.
This statement must be selected for students
attending kindergarten for 4-year-olds. Note
that there is no possibility of repeating a year
in kindergarten for 4-year-olds; students
continue their learning in kindergarten for
5-year-olds based on their needs and abilities.
– The student will continue in preschool
education in accordance with the conditions
set out in the student’s individualized
education plan (IEP).
This statement must be selected for all
students with an active individualized
education plan who will be attending
kindergarten the following year.
– The student will move on to elementary
school.
This statement must be selected for all
students who will be attending Elementary1
the following year.
– Other: ________________________________
This optional statement should be checked
only if the previous statements provide a poor
or incomplete description of the student’s
school situation for the following school year.
In addition, a description of the specifics
of the student’s educational path must be
provided when this statement is selected.
› Some students who are subject to an exemption
may have an atypical educational path.
Exceptional admission conditions may apply, such
as allowing a student to enter elementary school
before the age of 6 by October 1 or allowing a
student an extended preschool education. For
information about the relevant terms and
conditions for these admissions, see the
Regulation respecting exceptional cases for
admission to preschool and elementary school
education.
For more information on the evaluation of learning in preschool education, please see
the following document: Observation of the Child’s Progress
9
SAMPLES OF SPECIFIC EDUCATIONAL PATHS FROM SECTION 4
OF THE REPORT CARD
❏
The student will continue in preschool education because the student will not be 6 years old before October 1.
❏
The student will continue in preschool education in accordance with the conditions set out in the student’s
individualized education plan (IEP).
❏
The student will move on to elementary school.
❏
Other: The student will be absent for an extended and undetermined period of time at the start of the school year.
❏
The student will continue in preschool education because the student will not be 6 years old before October 1.
❏
The student will continue in preschool education in accordance with the conditions set out in the student’s
individualized education plan (IEP).
❏
The student will move on to elementary school.
❏
Other: The student will continue learning in the CASP Education Program (A Competency-Based Approach
to Social Participation).
❏
The student will continue in preschool education because the student will not be 6 years old before October 1.
❏
The student will continue in preschool education in accordance with the conditions set out in the student’s
individualized education plan (IEP).
❏
The student will move on to elementary school.
❏
Other: The student will continue learning in accordance with the conditions set out in the student’s
individualized education plan (IEP).
❏
The student will continue in preschool education because the student will not be 6 years old before October 1.
❏
The student will continue in preschool education in accordance with the conditions set out in the student’s
individualized education plan (IEP).
❏
The student will move on to elementary school.
❏
Other: The student will attend Elementary 1 in spite of being 5 years old on October 1.
10
QUESTIONS AND ANSWERS
ON THE NEW PRESCHOOL REPORT CARD
5. These services are provided in educational childcare centres, subsidized and non-subsidized daycare centres or by home childcare providers.
Q Why does the word student still appear on the report card? As stated
in the program, preschool education is for children, not students: students
attend elementary and secondary school.
A
The report card form is prescribed in the Basic school regulation (BSR) and is therefore a legal document.
The BSR uses the term “student” to designate any person who attends an educational institution, whether it is
preschool, elementary school or secondary school.
Q Is the new report card also used for children attending kindergarten for 4-year-olds or
only for children attending kindergarten for 5-year-olds?
A
The report card is used for all students attending preschool.
Section 30 of the BSR applies to children in kindergarten for 5-year-olds and those in kindergarten
for 4-year-olds who attend school part-time. Teachers who work with these students are already
governed by the requirements set for the evaluation of learning and the provincial report card
(section 30 and appendix IV of the BSR).
The requirements related to the evaluation of learning and the report card for 4-year-olds who attend
full-time kindergarten are set by the Objectifs, limites, conditions et modalités (OLCM) document, which is
available in French only. This document is produced each year by the Minister and includes, among other
things, the rules applicable to the evaluation of learning and the report card. The following is the relevant
excerpt from the document for 2023-2024 (see point3 either on p.5 of the document itself or by typing
the number 8 in the pagination text box):
The provisions related to the evaluation of learning and the standardized report card set out in the
Regulation to amend the Basic school regulation for preschool, elementary and secondary education,
decreed on June14,2023, also apply to full-time kindergarten for 4-year-olds. [Translation]
Q The evaluation carried out at the end of kindergarten for 5-year-olds, which allows
the child’s progress on the end-of-program outcomes to be determined, is no
longer in the new report card. Why not?
A
The new preschool education program is intended for all children attending kindergarten (students aged 4
and5) and, regardless of age, a single report card may be required for all students, as is the case for the
elementary school report card. For example, in Elementary Cycle One, there is not a specific report card
for students in Elementary1 and a dierent report card exclusively for students in Elementary2, as they are
following the same program. Therefore, it will not be possible to have a report card for 4-year-olds that does
not reference the end-of-program outcomes and a second report card for 5-year-olds that does include
these outcomes.
Moreover, keep in mind that preschool attendance is not compulsory: parents may choose to keep their child
at home or in the educational childcare services network
5
until the child reaches the age of 6 by October1
of the school year in progress. School attendance becomes compulsory in that year, but not earlier.
Furthermore, access to educational services is not universal for 4-year-olds: some do not have access, some
have only part-time access and some have full-time access. Additionally, as attendance is optional, students
who attend kindergarten for 4-year-olds or 5-year-olds may do so for a full year, a longer period or a shorter
11
period, as it is ultimately the parents’ decision. Attempting to assess students based on the end-of-preschool
outcomes without being sure that the students have benefitted from all relevant pedagogical interventions
for a long enough period for these interventions to be eective may prove to be harmful or unfair to some
students.
Finally, the rubric indicating the end-of-program outcomes does not state the minimum requirements for
success in preschool education, as is the case in all other elementary and secondary programs. However,
it does provide targets that allow teachers to keep in mind an overall portrait of a student over the two years.
The outcomes are also useful for teachers in planning interventions.
Q What is the purpose of the section reserved for administrative use in the new
report card?
A
A section for administrative use has been requested in the past by some administrators of educational
institutions who wanted to be able to provide information specific to their schools, such as the application
of an alternative pedagogical practice or the mention of a special program oered by the school, for example,
an international education program, a Spanish-language learning program or a program dedicated to the arts.
Teachers are not required to complete this section, which, as the name indicates, is reserved for administrative
use. Additionally, this section is optional and does not need to be completed by the schools.
Q A number of questions have been raised about how to fill out the new report card,
such as the exact meaning of each statement in the legend for Section 2
and the statements regarding the educational path in Section 4. Who will
answer these questions?
A
The Direction de l’évaluation des apprentissages has produced the companion guide to the preschool report
card, which allows teachers to fully understand the content of the report card. A short informative video
on the report card has also been produced and will be made available to the school system.
Q Since grades have been removed from the new report card, how can
we determine which students should continue in preschool education?
A
A request to admit a student to preschool for the school year in which they would be eligible for elementary
school has never been made based solely upon the student’s results on the report card. As stated in section 5
of the Regulation respecting exceptional cases for admission to preschool and elementary school education,
this application for admission must be accompanied by a report consisting of the opinions of the preschool
teacher, the school administration and a school service centre specialist as well as the parents’ consent if
the application is not submitted by them.
As stated in section 96.14 of the Education Act, it should be noted that an extension is an exceptional measure
that is deemed necessary to foster the student’s academic progress after analysis of the student’s needs and
abilities by the school team and the school service centre’s specialist, and can be given only with the parents’
consent.
Various measures other than an extension of preschool education can be implemented to support a student
with special needs. Additionally, decisions other than being admitted to a regular Elementary1 class may be
made for some students, such as those who will follow a program other than the Québec Education Program,
without requiring an extension of preschool education beforehand.
12
APPENDIX I:
NEW FORMAT FOR THE PRESCHOOL REPORT CARD
u
GENERAL INFORMATION
Write the student’s name here.
Permanent code:
Date of birth:
Age on September 30:
YYYY/MM/DD
RECIPIENT(S) OF REPORT CARD
* Father * Mother * Legal Guardian * Other
Name:
Address:
Telephone (home): Telephone (work):
Other telephone:
Insert the school’s logo
(if any).
Insert the school service centre’s
name and logo.
Write the school’s name here.
Address:
Telephone: Institution code:
Email address:
Principal:
Principal’s signature:
Teacher:
Reporting term:
Start:
End:
ATTENDANCE
Term 1 2 3
Days absent
School days
Reserved for administrative use
RESULTS
Areas and
competencies
Term Competency development
Write the name of the
area of development
specific to the
Preschool
Education Program here.
Write the competency
specific to this area of
development here.
1
Choose one of the following results to be assigned to the student:
A›
The student is making very good progress on the competency.
B›
The student is making satisfactory progress on the competency.
C›
The student is making progress on the competency but shows some difficulties.
D›
The student is experiencing difficulties and needs ongoing help with the competency.
If necessary, add any personalized comments.
PROGRESS:
› Write comments here if necessary.
CHALLENGE(S):
› Write comments here if necessary.
2
Follow the same steps as for term 1.
3
Overview
Follow the same steps as for term 1.
Repeat the preceding box as many times as necessary.
PRESCHOOL EDUCATION REPORT CARD
20 –20 SCHOOL YEAR
13
20 -20 School year
|
PPRREESSCCHHOOOOLL EEDDUUCCAATTIIOONN
w
OTHER COMMENTS (Complete if applicable.)
Various comments, such as those regarding other learning in class or during school projects
x STUDENT’S ACADEMIC PROGRESS (Complete only for the last report card of the year.)
Promotion to elementary school
*
The student will continue in preschool education because the student will not be 6 years old before October 1.
*
The student will continue in preschool education in accordance with the conditions set out in the student’s individualized
education plan (IEP).
*
The student will move on to elementary school.
*
Other:
Principal’s signature
Date
Coordination and content
Direction de l’évaluation des apprentissages
Direction générale de la formation générale des jeunes
Direction générale principale de la pédagogie et des services à l’enseignement
Secteur de la réussite éducative et de la main-d’œuvre
Title of original document
Le bulletin à l’éducation préscolaire : un guide d'accompagnement
English version
Services linguistiques en anglais
Direction du soutien au réseau éducatif anglophone
Ministère de l’Éducation
For further information
General information
Ministère de l’Éducation
1035, rue De La Chevrotière, 27
e
étage
Québec (Québec) G1R 5A5
Telephone: 418-643-7095
Toll-free: 1-866-747-6626
© Gouvernement du Québec
Ministère de l’Éducation
23-120-08A-2