Reporting the Progress of Students Learning English as a Second Language
According to Administrative Regulation 3086, an ESL student’s progress is monitored using
the CBE’s English Language Proficiency Benchmarks. (These students are coded ESL 301,
302 or 303).
Using the CBE ESL Benchmarks:
Using the CBE ESL Benchmarks Tracking Document Gr. 3-9
The Tracking Document synthesizes the competencies, outcomes, and profile information for each
language proficiency level. It is a rubric of language proficiency indicators in Listening, Speaking,
Reading and Writing across Benchmarks 1 to 5. It is a record of the ESL student’s progress. It
should be initiated at student intake and kept as an ongoing record of the student’s language
proficiency growth. Teachers are encouraged to be flexible in their use of the Tracking Document. It
should be passed on at transitions by placing it in the Cumulative File.
It can help teachers observe language growth, as well as plan for instruction.
The Tracking Document is not sent home with the report card but it can be used as a
reference during parent teacher conferences, etc.
The Tracking Document can be used for student self-assessment.
The Tracking Document should not be used in isolation, i.e. the full CBE English Language
Proficiency Benchmarks document provides the necessary context, definitions and
examples to understand the language proficiency indicators.
Reporting Using the Tracking Document: In order to complete the ESL Report Card teachers must
use the Tracking Document for Gr. 3-9. The Tracking Document is to be updated on an ongoing
regular basis with each ESL student. The teacher is to refer to the Tracking Document to complete
the ESL Report Card at each reporting period.
Recommendations for use:
Record a DATE (e.g. 10/07) beside the indicator the student has achieved. Teachers
should not re-date indicators achieved previously. The original date of achievement shows
the students’ progress over time.
The same Tracking Document should move with the student from grade to grade. Use a
new Tracking Document when necessary and when there is regression or the document
is not legible. Staple a new one to the old one and transfer applicable dates to show the
language progress history of the student.
For questions regarding the use of the ESL Tracking Document, contact the Area ESL
Considerations and General Guidelines for Grades 4-9
Any student coded ESL 301, 302, or 303 will receive a SIRS ESL Report Card. It is
comprised of 3 sections; language proficiency levels in Listening, Speaking, Reading and
Writing, ESL comments, and a language proficiency continuum.
Language Proficiency Levels in Listening, Speaking, Reading and Writing
These report cards include entering a Language Proficiency Level in the ESL subject in four
areas: Listening, Speaking, Reading and Writing. Each of these proficiency areas are
marked as follows:
• LP1=Language Proficiency Level 1
• LP2=Language Proficiency Level 2
• LP3=Language Proficiency Level 3
• LP4=Language Proficiency Level 4
• LP5=Language Proficiency Level 5
To assign a language proficiency level, refer to the CBE ESL Benchmarks Tracking
Document for grades 3-9. At each reporting period, the student’s current language
proficiency level must be entered for each of the strands listening, speaking, reading and
writing. The language proficiency level assigned is representative of the indicators achieved
on the tracking document. This shows the language proficiency level in which the student is
currently working. See picture #1 below.
Section 2: ESL Comments
Anecdotal comments with respect to the student’s language proficiency and language goals
can be noted in at least one of the following areas:
1. ESL subject comment
2. Any other subject comment i.e. Math, Science, Language Arts
3. Report Period Comments.
Include comments about what the student is able to do linguistically, what specific language
goals the student is working on, and how the student is being supported to achieve the
language goals. See picture #2 below.
Click to the left of the selected
subject to activate the subject
comments section below. e.g.
ESL, Language Arts, Math etc.
Click here to activate the Report
Picture #2 Period Comments section.
Examples of Comments:
• LP 2
Soyoung is able to understand the concepts of the lesson with visual support and direct
vocabulary instruction. She is able to communicate her ideas with simple phrases and
basic vocabulary in speaking and writing. Soyoung’s goal is to speak and write in
complete sentences with a basic subject, verb and object structure. She will be shown
sentence frames and provided with practice in building sentences with picture cards,
sequence cards and will practice with sentence substitution activities. She will receive
oral and written prompts to encourage her to speak and write in complete sentences.
• LP 4
Hasham is able to use the general curriculum vocabulary from science, social studies and
math to communicate the main idea of lessons in speaking and writing. Hasham’s goal is
to select the best vocabulary words to be more precise in speaking and writing. We will
be building word webs in class and Hasham will be using his word book to record ideas
and will be provided with strategies (e.g. how to use a thesaurus) to incorporate more
specific words in his writing and speaking.
• LP 5
Neru understands fiction and non-fiction texts and is able to respond to inference
questions as well as synthesize information. Neru can share her knowledge with essays
and prescriptive reports. Her goal is to be able to present information in a greater variety
of ways to suit specific purposes i.e. news report for science, power point presentation for
social studies, and free verse poems in L.A. She will be provided with opportunities to look
at a variety of texts (written and oral presentation forms) to understand the text
components. She will practice using templates to support the creation of written reports
Section 3: Student Achievement of Language Proficiency Levels Continuum
The ESL Report Card template includes a chart to assist parents, students and teachers in
their understanding of the progress along the CBE Benchmarks Language continuum. See
Picture #3 below.
Once the ESL Report Card is printed, teachers need to manually place an “X” or dot (●) on
the line for each strand (Listening, Speaking, Reading and Writing). To determine the
placement of the “X” or dot (●) refer to the CBE ESL Benchmarks Tracking document Gr.
3-9. Look at all of the indicators achieved within the current period in a particular strand ie.
Listening. Determine the best placement of the dot (●) which represents the indicators
achieved. After the manual entry has been completed, a copy of the report card should be
placed into the Cum File for the student.
Please Note: The SIRS software cannot insert the dot or X electronically for you. This is
beyond the capability of SIRS.
Picture #3 4
Considerations for ESL Student Core Subject (Course) marks on the regular
Report Card for Elementary
LP 1 and LP2
ESL students at LP1 or LP2 are not required to be assessed on outcomes of the
programs of studies due to their limited English language proficiency. See Picture #4
• Leave the Mark field blank.
• Enter an Effort Mark for appropriate descriptors
• Write a comment in the Comment field for the subject to explain the absence of a
mark and a description of programming.
Picture # 4 –Middle school student working at LP2
There can be exceptions where LP2 students may have demonstrated competency in
some outcomes of the programs of studies and therefore must be assessed on those
outcomes. See Picture #5 below
Picture #5 Middle school student working at LP2 yet able to achieve some outcomes
Please note: In some cases ESL students may be LP3 in some strands and LP2 in
other strands of Listening, Speaking, Reading and Writing. In this instance, teachers
use professional judgement to determine when to assess students against the outcomes
of the Program of Studies.
LP3, LP4 and LP5
ESL students LP3, LP4 or LP5 are required to be assessed in relation to the
outcomes of Programs of Studies. Teachers use percentages or alpha marks 1 to
describe their achievement in relation to the Program of Studies outcomes. It is expected
that with appropriate differentiated instruction LP3, LP4 and LP5 ESL students will
achieve outcomes of the Program of Studies of the grade in which they are currently
enrolled. See Picture #6 below.
Picture #6 ESL Student at LP4 working at grade level
Considerations for LP3 students achieving below grade level
A few LP3 ESL students may not be meeting an acceptable level of achievement for their
enrolled grade level. In these cases:
• Provide report card performance indicators based on their achievement on outcomes of
the Programs of studies. Comments on how language proficiency relates to their
achievement of outcomes are required. It is anticipated that with continued
differentiated instruction for outcomes of the programs of studies of the grade in which
they are enrolled, these students will progress to acceptable levels of achievement. See
Picture #7 below. Reference: guidelines for assessing GLA.
Picture #7 ESL Student at LP3 working below grade level in Language Arts
Additional Sample Comment for LP3 ESL Student achieving below grade level
Shujin is working at Language Proficiency 3 which requires that she be assessed on
the outcomes of the Grade 6 Language Arts Program of Studies. Because she is not
achieving at Grade Level and therefore requires modifications to her program she will
be working on the outcomes from the Gr. 5 Language Arts Program of Studies. She
will be receiving language support through vocabulary development and structured
Printing ESL Report Cards in SIRS
ESL students will receive the Middle ESL Report Card template for each reporting period. To
choose this template, go to Marks Student Mark Report Report Card -
Elementary/Middle. On the Sort/Group tab, choose the appropriate template. See Picture
ESL Team Support
Support is available from the ESL Team to further understandings on how to assess ESL
students for GLA.
Area I Carol Berndt 777-8970 ext. 2234 firstname.lastname@example.org
Area II Barb Mostowich 777-8970 ext. 2230 email@example.com
Area III Paddy Michael 777-8970 ext. 2238 firstname.lastname@example.org
Area III Earl Castiglione 777-8970 ext. 2236 email@example.com
Area IV Karen Shaw 777-8970 ext. 2231 firstname.lastname@example.org
Area V Dora Foscolos 777-8970 ext. 2237 email@example.com
Area V Kelly Bobke 777-8970 ext. 2235 firstname.lastname@example.org
See the Calgary Board of Education ESL Benchmarks document for more detailed information regarding
English proficiency levels. Further information on ESL assessment (and pedagogy in general) can be found on
the C.B.E. website at the following link”