This section provides information to assist scheduling reporting periods that support PBLA implementation. It then goes on to discuss preparations that need to be undertaken at the program level to prepare for using the Learner Progress Report and Learner Conference Summary.
Scheduling Reporting Periods
Instructors should issue progress reports to learners according to program specified schedules. In addition, short one-on-one learner progress conferences should be scheduled as part of the feedback process.
Programs should set progress report and conference schedules that are consistent with the following criteria:
Be based on sufficient instructional hours so that there is reasonable expectation that learners will make progress to the next benchmark level in one or more skill areas. (According to the Watt study (2004, Executive Summary) “Students with 8 to 12 years of education register moderate rates of progress over any 250 hours of instruction, changing approximately .6 of a benchmark level in Listening and Speaking, .9 of a benchmark level in Reading, and .5 of a benchmark in Writing.”
Be based on sufficient evidence to document progress (aiming for 8 – 10 entries per skill area).
Instructors should use the above information to apply to their own program situation. The schedules that follow are only sample schedules:
Sample Progress Report and Conference schedules
Hours of Delivery
Number and frequency of progress conferences
Number and frequency of progress reports
10 hours per week
Program runs from September to end of May
Conference 1 –January
Conference 2 – May
1 progress report
End of May
15 hours per week
Program runs from September to June.
Conference 1 – January
Conference 2 – June
2 progress reports
Report 1 – January
Report 2 – June
25 hours per week
Year round program with 4 terms of 12 weeks
Conferences held in conjunction with progress reports
4 progress reports /year
Report 1 –end of 12-week term
Report 2 –end of 12-week term
Report 3 – end of 12-week term
Report 4 – end of 12-week term
If learners have a complete portfolio before the benchmark reporting period (sufficient artefacts accumulated over an appropriate number of instructional hours since the last reporting period), you may:
wait until the scheduled reporting period to review the portfolio and issue a progress report, or
schedule a separate progress conference and progress report.
The decision is at the discretion of the program.
Remember, if learners have insufficient evidence in their portfolio to conduct a portfolio review at the scheduled benchmark reporting period you schedule a progress conference to discuss progress and provide feedback. Instead of completing a progress report, teachers/instructors are required to complete a Learner Conference Summary.
Questions around the scheduling of and reporting on iCARE, HARTS and the LINC certificate should be directed to the funder.
Preparing for Progress Reports
There are two required learner reporting forms: The Learner Progress Report and the Learner Conference Summary.
The Learner Progress Report is used when assigning/reporting benchmarks. The Progress Report is a tool to give specific feedback to learners on their language progress over a reporting period based on sufficient evidence in their portfolio to assign a benchmark level. A separate Progress Report is issued for each course the learner attends.
The Learner Conference Summary is used when learners have insufficient evidence to assign benchmark levels at the time of the Learner Conference. Their portfolios may have insufficient evidence for a number of reasons: they started late, they have sporadic attendance, they leave early, or they are in classes that only meet a few hours/ week. Instructors can use the form to record feedback on progress. A separate Learner Conference Summary is issued for each course the learner attends.
Learner Progress Report
The progress report documents the language-learning outcomes determined through PBLA. The Learner Progress Report is used for both ESL and ESL literacy learners. Two electronic versions of the progress report are available: one with dropdown menus; one without dropdown menus
Note: For information for teachers related to portfolio evaluation, assigning benchmarks and learner conferences, please refer to PART B5: Preparing For Progress Reports and Conferences.
The progress report is a tool to give specific feedback to learners so they can monitor their progress and set goals. Programs are responsible for establishing protocols to ensure that the progress report is completed and stored in a secure manner. Programs should make a decision about the following points before using the Learner Progress Reports:
Determine which version of the electronic Progress Report to use in your program. Check to make sure you have the appropriate Adobe program and capacity to download and save the forms.
Determine how the program and/or classes are named so that consistency and clarity is ensured when instructors fill in “PROGRAM”. The Service Provider or Organization name and address need to be included. Administrators can decide if they want to add additional information if there is space (e.g., satellite locations may want to include the location, etc.).
Determine the dates required on the form: date issued and course start and end dates.
Determine how to supply teachers/instructors with learners’ intake CLB levels (from an assessment centre if a new learner, or from a previous class).
Determine how to ensure consistency when reporting learner’s benchmarks if a skill is being taught to a learner by more than one teacher/instructor at the same time. Remember:Learners can only be assigned one benchmark per skill.
Determine how to supply teachers/instructors with necessary attendance information.
Determine the protocol for the required administrator’s signature. Administrators may choose to sign each report or insert their electronic signature. If using an electronic signature, administrators should establish progress report review procedures.
Determine what file name to use when saving the progress report electronically to ensure consistency when filing the reports (e.g., filed by the learner’s surname, by class and learner name, etc.)
Determine protocols to ensure that progress reports are completed and stored in a secure and consistent manner, including the length of time the progress report is stored. No copy is filed with the funder.
Disputes about Assessed CLB Levels
Challenges to the CLB level determined by the instructor tend to be fewer with PBLA. Learners are engaged in understanding and monitoring their progress aligned to the CLB throughout the course or term, so there are no surprises. Programs should decide on a process to resolve challenges related to assigned CLB levels.
Signing and Distributing the Progress Report
The learner’s copy requires three signatures. The administrator’s signature can be an original signature or set up as a computer generated signature. Teachers/instructors and learners should sign the Progress Report at the time of the Conference. The learner can then file the Progress Report in his/her Portfolio.
Learner Conference Summary
The Learner Conference Summary is used for both ESL and ESL literacy learners when the learners has insufficient evidence in their portfolio. Two electronic versions of the Conference Summary are available: one with a dropdown menu and one without.
Preparing to use the Learner Conference Summary
As with the Progress Report, programs are responsible for establishing protocols for the completion of the Learner Conference Summary. Refer to numbers 1-7 in the section above Preparing to use the Learner Progress Report.
The Learner Conference Summary is signed by the administrator, teachers/instructor and the learner. However, programs are not required to file/store a copy of the Learner Conference Summary.