PBLA Reporting – Learner Progress Reports and Conferences
Reporting Progress – The Learner Progress Report (LPR)
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.
The LPR is used when a learner has sufficient evidence (aiming towards 8 to 10 artefacts) in one or 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.
Two electronic LPR versions in PDF format: one with drop down menu and one without.
Programs are responsible for establishing protocols to complete the Learner Progress Report. Before using it, programs should determine
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).
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.