Kindergarten - Grade 9 Reporting & Achievement Scale

Reporting & Achievement Scale

Kindergarten - Grade 9

In the 2025-2026 school year, K-9 students will receive two report cards, one in early February and one at the end of the year. Report cards will be accessible in Edsby and supplemented by ongoing communication throughout the school year, both through Edsby and other communication tools.

NWSD Achievement Scale for K-9

In Grades K-9, report cards will have an achievement level for each focus area of the Saskatchewan Curriculum. The mark your child receives will be the level that, in your child’s teacher’s judgement, best describes their achievement.

Understanding Report Card Achievement Levels

On your child’s report card, you may notice a + or – symbol beside their achievement level (Exemplary, Meeting, Approaching, Beginning). These symbols give you more detail about how consistently your child is showing their learning within that level.

+ (Plus) → At the higher end of the level. Your child is close to the next level.
Blank (no symbol) → Solidly within the level.
– (Minus) → At the lower end of the level. Your child is beginning to show skills at this level but still needs more practice.

Achievement Level	Descriptor	Rubric-Based Option
Exemplary	“Evidence indicates in-depth understanding, demonstration, or application of the outcome.” The student provides evidence that fully meets curricular outcomes to their full depth and complexity.	EX+ EX EX-
Meeting	“Evidence indicates understanding, demonstration, or application of the outcome.” This level means that the student has demonstrated all key skills and is progressing as expected.	ME+ ME ME-
Approaching	“Evidence indicates progression towards understanding, demonstration or application of the outcome.” This level means that the student can remember and demonstrate most of what they’ve been taught, but some key skills were not demonstrated.	AP+ AP AP-
Beginning	“Evidence indicates initial understanding, demonstration, or application of the outcome.” This level means that the student can remember and demonstrate some of what they’ve been taught, but many key skills were not demonstrated.	BE+ BE
Insufficient Evidence	“The student has not yet demonstrated enough evidence for reporting purpose.” This level means that the student did not demonstrate understanding or application of key skills consistently or clearly enough for the teacher to assign a level.	IE
Individual Goals	“Outcomes that are adjusted in number and complexity as discussed with parents/guardian prior to this report.” When students’ achievement is significantly above or below the expected level of achievement for their grade, the school may set—in collaboration with the family—individualized goals that better suit the student’s needs. When this code is used on a report card, a supplemental report, reflecting the student’s individualized goals, is also provided.	IG

Achievement Level

Descriptor

Rubric-Based Option

Exemplary

“Evidence indicates in-depth understanding, demonstration, or application of the outcome.”

The student provides evidence that fully meets curricular outcomes to their full depth and complexity.

EX+

EX-

Meeting

“Evidence indicates understanding, demonstration, or application of the outcome.”

This level means that the student has demonstrated all key skills and is progressing as expected.

ME+

ME-

Approaching

“Evidence indicates progression towards understanding, demonstration or application of the outcome.”

This level means that the student can remember and demonstrate most of what they’ve been taught, but some key skills were not demonstrated.

AP+

AP-

Beginning

“Evidence indicates initial understanding, demonstration, or application of the outcome.”

This level means that the student can remember and demonstrate some of what they’ve been taught, but many key skills were not demonstrated.

BE+

Insufficient Evidence

“The student has not yet demonstrated enough evidence for reporting purpose.”

This level means that the student did not demonstrate understanding or application of key skills consistently or clearly enough for the teacher to assign a level.

Individual Goals

“Outcomes that are adjusted in number and complexity as discussed with parents/guardian prior to this report.”

When students’ achievement is significantly above or below the expected level of achievement for their grade, the school may set—in collaboration with the family—individualized goals that better suit the student’s needs. When this code is used on a report card, a supplemental report, reflecting the student’s individualized goals, is also provided.

The outcomes describe what your child is expected to know and be able to do according to Saskatchewan curriculum.

Students with an achievement level of Meeting (ME) have achieved the curricular expectation for that focus area.

Reporting Timeline K 9

Communicating Student Learning

Effective, open communication between home and school is vital for student success. Integral to our commitment to improved student learning is a commitment to communication with parents/caregivers that:

is frequent and timely
helps parents/guardians understand the curriculum their child is learning, how their child is doing with that curriculum, how their child is being assessed, and how their child is being supported
shares assessment findings and next steps from both within and beyond the classroom
invites collaboration to support students in successfully achieving learning outcomes

In addition to formal report cards, communication can include:

Through Edsby

postings to Edsby Learning Story
explanations of curriculum being learned
information about how students will be assessed
high-quality examples for students to aspire to
ideas for how parents/caregivers can support their child at home
personalized feedback (text, video, audio, or marks)
interim achievement results

Beyond Edsby

phone calls
emails
newsletters
conferences

What is Edsby Learning Story?

Edsby Learning Story is a tool within the Edsby platform which some teachers may use to collect and share evidence about student learning in the form of a “feed.”

Learn more about Edsby.

Assessment: A Shared Responsibility

Assessment is most effective when it is an active collaboration between school, student and home.

Parent/Caregiver Role	Student Role	Teacher Role
As valued partners in learning, parents/caregivers can support their children’s learning by: Learning about their child’s school and class learning programs Helping their child develop strong learning skills and a positive attitude towards learning Helping their child understand and meet the success criteria of their learning program Working with their child’s teachers to identify their child’s areas of strength, interests, and learning needs	With teacher support, students understand and work towards curriculum outcomes and success criteria by: Developing their learning skills and work habits Understanding what they are expected to do and what success looks like (success criteria) Demonstrating their learning to the best of their ability and in a variety of ways Reflecting on their learning, celebrating successes and setting goals Asking for help or support when they need it	Teachers ensure that assessment of student work is valid and reliable, and that it will lead to the improvement of learning for all students by: Realizing and assessing students’ progress towards the outcomes of the Saskatchewan Curriculum Assessing student learning in a transparent and equitable way Supporting all students, and recognizing their diverse needs Providing multiple opportunities for students to show their learning Providing a variety of relevant and meaningful learning tasks Providing descriptive feedback to guide student learning Helping students become successful learners who reach their potential Clearly communicating learning and achievement to students and families

Parent/Caregiver Role

Student Role

Teacher Role

As valued partners in learning, parents/caregivers can support their children’s learning by:

Learning about their child’s school and class learning programs
Helping their child develop strong learning skills and a positive attitude towards learning
Helping their child understand and meet the success criteria of their learning program
Working with their child’s teachers to identify their child’s areas of strength, interests, and learning needs

With teacher support, students understand and work towards curriculum outcomes and success criteria by:

Developing their learning skills and work habits
Understanding what they are expected to do and what success looks like (success criteria)
Demonstrating their learning to the best of their ability and in a variety of ways
Reflecting on their learning, celebrating successes and setting goals
Asking for help or support when they need it

Teachers ensure that assessment of student work is valid and reliable, and that it will lead to the improvement of learning for all students by:

Realizing and assessing students’ progress towards the outcomes of the Saskatchewan Curriculum
Assessing student learning in a transparent and equitable way
Supporting all students, and recognizing their diverse needs
Providing multiple opportunities for students to show their learning
Providing a variety of relevant and meaningful learning tasks
Providing descriptive feedback to guide student learning
Helping students become successful learners who reach their potential
Clearly communicating learning and achievement to students and families

Parents/caregivers, talk to your children about their learning.

Ask them questions like “What did you learn today?”