Assessment & Reporting

Report Cards

Written report cards for all students (K-2) will be issued:

  • January 27, 2021
  • June 28, 2022

Achievement and Assessment 

Teachers strive to provide holistic teaching and learning experiences that focus on the Spiritual (spirit), Emotional (heart),Physical (body) and Intellectual (mind), domains. Assessment at the Niitsitapi Learning Centre is a continuous process and is observed and collected from children and students by many methods; observation, anecdotal records, IRIS, portfolios, formative daily work and summative assessments. Students are also engaged in their own goal reporting and assessment.


Our Preschool children's progress in the following domains are monitored throughout the year: communication, cognitive (learning and play), social/emotional, fine motor skills and gross motor skills. This progress is documented in Individual Program Plans for learners who access special education programming and in a Learning Update Report for all others. 

Progress Reports

As regulated by Alberta Education, these are a written report on student progress. Academic progress is reported relative to learner expectations outlined in the Alberta Program of Studies and are sent home twice a year in January and June for our K-2 students.

Student-Parent-Teacher Conferences

Student-Parent-Teacher Conferences are scheduled in October, January and March. Attending this conference is an integral part of maintaining open communication between parents and the teacher. Please see visit our Parent-Teacher Conferences page for more details. 

Early Years Evaluation Tool (EYE-TA)

The Early Years Evaluation Tool (EYE – TA) is designed to assist educators in assessing the skills of children aged 3-6 years or in kindergarten. The main role of the EYE-TA is to help inform teaching decisions. The EYE – TA assesses a child’s development in 5 holistic domains:

  1. Awareness of Self and Environment
  2. Social Skills, Behaviour and Approaches to Learning
  3. Cognitive Skills
  4. Language and Communication
  5. Physical Development

Individual Program Plans

In accordance with section 47 of the School Act and Alberta Education’s Standards for Special Education, a student who is determined to be in need of a special education program is entitled to have access to special education programming.

Parents are asked to formally review and sign their child’s Individual Program Plans (IPPs) in October, January, March and June at student – parent – teacher conferences or we encourage parents to book an appointment to discuss their child’s IPP at any time throughout the school year.

The Niitsitapi Learning Centre uses Iris to support the personalization of learning. Iris provides a web based space for:

  • students to reflect upon and share who they are as learners
  • teachers to gather, document and act upon insights into each learner
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​​​​Assessment and Reporting at the CBE

​We know it is important for parents/guardians to understand how their children are doing in school. Research shows that students are more successful with active parent/guardian involvement.

The report card is one component in communicating student learning. In addition to the report card, schools communicate with parents/guardians about student progress on an ongoing basis in a variety of ways. 

Assessment happens every day, in every classroom, throughout the school year. Assessing a student’s progress is one of the most important ways we support the continued learning of our students.

We have developed some resources related to assessment and report cards, and to help you learn more about your child's learning. As more resources are developed, you will find them here.​ 

Digital report cards are available through MyCBE​. For help with accessing student assessment and reporting information, please refer to the information in the MyCBE Technical Support for Students & Parents Support website. 

Visit the CBE website for more information on Assessment & Reporting at the CBE. ​

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