PBLA Reporting – Learner Progress Reports and Conferences
Reporting Progress – The Learner Progress Report (LPR)
The Learner Progress Report (LPR) is used when assigning/reporting benchmarks. It gives specific feedback to learners on their language progress over a reporting period, after a portfolio evaluation has been completed. A number of considerations are associated with the issuing of LPRs.
Current LPR Protocols for Amount of Evidence Required
The LPR is used when a learner has sufficient evidence (aiming towards 8 to 10 artefacts) in oneor more of the four skills (Listening, Speaking, Reading, Writing) – and will be issued whether the benchmark level changes or not. A separate LPR is issued for each course the learner attends.
If the learner does not have sufficient evidence (aiming towards 8 to 10 artefacts) in any of the four skills (Listening, Speaking, Reading, Writing), there is NO mandatory reporting form.
Learner portfolios may not have enough evidence for a number of reasons: learners may have started late or may have had sporadic attendance, for example. In these cases, programs may choose to issue a Learner Conference Summary (LCS), using the template previously developed by CCLB or their own template. However, it is not mandatory.
Options for LPR Forms
The electronic Learner Progress Report comes in two formats: one with a drop-down menu of the reporting designations and one without the drop-down menu. Depending on the needs of your program, determine which electronic version to (Note: Check to make sure you have the appropriate Adobe program and capacity to download and save the forms.)
Programs are responsible for determining if teachers need to use a reporting form for those learners who do NOT have enough artefacts in any of the four skills. If programs decide to use a reporting form in this situation, such as the no longer mandatory Learner Conference Summary (LCS), a template is available for download. This template could be modified to fit program needs, or a program could choose to develop their own LCS.
Programs are responsible for establishing protocols to complete the Learner Progress Report. Before using it, programs should determine
Schedules for learner progress conferences and learner progress reports.
Name format for the program and/or classes, to ensure consistency and clarity when teachers fill in “PROGRAM”. The Service Provider or Organization name and address also need to be Administrators can decide if they want to add additional information if there is space (e.g., satellite locations may want to include the location).
Systems for supplying teachers with learners’ intake CLB levels and identifying whether the CLB has been assigned by an assessment centre (i.e., a new learner) or by a previous teacher (i.e., a continuing learner).
Protocols to ensure consistency when reporting a learner’s benchmarks if a skill is being taught by more than one teacher at the same time. Remember: Learners can only be assigned one benchmark per skill.
Systems for supplying teachers with necessary attendance information.
The protocol for the required administrator’s Administrators may choose to sign each report or insert their electronic signature.
The file name format to use when saving the LPR electronically, to ensure consistency when filing reports (e.g., filed by the learner’s surname, or by class and learner name).
Protocols to ensure that LPRs are completed and stored in a secure and consistent manner, including the length of time the progress report is stored. No copies are filed with the funder.
Protocols for settling learner challenges to a teacher-determined CLB level.
Instructions for Completing the LPR
The Learner Progress Report is used for both ESL and ESL literacy learners.
Progress reports are intended to be a record of learners’ progress in learning English. They are completed after reviewing portfolios. When reporting CLB levels, teachers fill in the COMPLETED CLB level, IE or NA for each skill.
Remember, completion means “…the learner has achieved, and demonstrated, the level of communicative ability associated with most or all (traditionally, 70% – 100%) of the descriptors for the benchmarks assigned in each of the four skills” (CIC, 2013, p. 3).
For a variety of reasons, learners may make progress in a term without completing a CLB level. This information is incorporated in the Learner Strengths and Progress section. You may wish to indicate progress learners have made, along with a few strategic suggestions for improvement. For detailed instructions on completing a Learner Progress Report refer to the document, Instructions for Completing the Learner Progress Report (April 2018).
Current Reporting Designations
The reporting designations for PBLA have been revised (March 2018) in order to harmonize with IRCC reporting designations. The designations on the Learner Progress Report will now be the same as the designations entered in iCARE/HARTS. As a result, the designations appearing on the LINC Certificate and the LPR will be the same. For detailed information on the new designations and their use, see the supplement document, Reporting Progress in iCARE and PBLA.
We suggest reading the new PBLA 101 For Administrators
document if you have not already done so.
Download the complete PBLA Practice Guidelines 2019
We suggest viewing the Introduction to the PBLA Practice Guidelines 2019
presentation if you have not already done so.