Monitoring Meeting

What is it?

The monitoring meeting is a meeting between you, your child and the DEM resource person (RP), to discuss the progress of your child’s educational project. You can also be accompanied by the person of your choice.

This meeting usually lasts between 30 and 90 minutes.

Your resource person will give you the date of the meeting at least 15 days before it takes place.

This meeting has 3 objectives:

  • To verify the implementation of the learning project.
  • Get feedback on your child’s progress.
  • To see evidence of learning (sometimes referred to as “traces of learning”) in each of the compulsory subjects.

The monitoring meeting is a good time to ask your RP questions and share your needs.

When does it take place?

The monitoring meeting can take place at any time of the year.

Some resource people start monitoring meetings as early as November, while other families have their meetings in winter or spring.

Where does it take place?

Your RP may suggest an in-person or virtual meeting. You must agree on the date, time and place.

Your child must participate in this meeting, but is not required to be present for the entire duration.

Possible locations:

  • By videoconference on Teams
  • At the library
  • At your SSC, SB or local school
  • At a community center
  • A DEM office in Montreal
  • At your home

Parents can suggest a location that suits them.

What will happen at the meeting?

In order to make sure that everything is going well with the implementation of the learning project, your RP will want you to share your observations on the progress of your educational project and your child’s progress, but they will also want to see learning traces (written, visual or described by the child) for each compulsory subject.

Note that it’s not necessary to show traces for every competency.

You have the option of using your status report as a learning trace for certain subjects. For example, if you’ve written a list of books your child has read, or described the activities of the book club your child attends, this represents a record of learning in English.



Under no circumstances is your RP supposed to ask your child about their knowledge. Instead, your RP should address your child with questions like:

  • Do you like doing math?
  • What do you do in science?
  • Who’s your favorite historical figure?
  • Is there a subject in which you have more difficulty?
  • Did you enjoy your last trip to the museum?

It’s normal for a child to get stuck when faced with a question; they can often feel put on the spot or embarrassed speaking to a stranger. If you want to have more control over the topic of discussion, you can tell your child to choose a project or game they like and hold it in their hands during the meeting. This way, your RP will be inclined to ask questions about the object, and your child will be less stressed about answering because he or she will have prepared in advance to talk about this topic.


If your meeting is virtual, RPs often ask you to send learning traces BEFORE the meeting. This is not obligatory. Digitizing multiple learning traces takes time. It’s up to you to choose how and which learning traces you share. You can show traces that can be read on screen, or you can do a screen share to show traces that are on your computer. You can mention this to your RP. However, sometimes your RP will still ask you to send them your traces after the meeting, because they were unable to properly view the traces during the meeting.

We encourage you to approach the meeting from a collaborative mindset. Although such meetings are often of little use to you, and add to your workload, they are a mandatory part of the monitoring process.Therefore, we urge you to be open and understanding toward your RP and other participants. Always keep your children’s well-being at the heart of your discussions with them.

If your child has special needs, please consult the Individualized Path page.

Examples of Learning Traces

  • A photo of a workbook page
  • An art project
  • A photo or video of a science experiment
  • A list of books read
  • A board game
  • A video game
  • A piece of writing
  • A record of an activity you have done 
  • An excerpt from an oral interaction
  • A photo or video of a play
  • A photo of an exhibition
  • etc.

Learning traces can take many forms, but they must show a clear link between the activity and the targeted competency.

Member Support

Don’t hesitate to ask AQED volunteers for advice when preparing for meetings. You are allowed to have a support person of your choice (including an AQED volunteer) accompany you in meetings with the DEM. 

Additional Meeting

There are three situations that may result in a request for an additional meeting.

Normally, DEM tries to resolve issues with a telephone call before initiating formal procedures. This can be useful, both for the parent and the resource person, when a quick phone response can resolve a question. However, some parents may feel rushed by receiving an unscheduled call from the DEM, having to answer questions they haven’t prepared for. If you prefer, you can ask your resource person to send you a formal meeting request so you can get their questions in writing.

  • Difficulties in Implementing Your Learning Project

    If your resource person feels that there is a problem with the implementation of your learning project, they may ask you to meet with them to remedy the situation. Your child will be required to attend this meeting. You will be contacted at least 15 days in advance to arrange a date and a means of communication.

    As with the monitoring meeting, your RP must agree on a time and means of communication that are convenient for you, and you can negotiate this.

    If a Report is Deemed Inadequate

    If your resource person believes that one of your reports does not adequately assess the child’s progress, they will send you a written notice. You can use their recommendations to edit the report or to find other solutions. You can also request a meeting with your resource person to evaluate your child in-person.

    You will have 30 days to send your resource person either a new report or to request a meeting with your child.

    If the Child's Progress is Judged to be Lacking

    Your resource person will contact you to arrange a meeting if, after reviewing your reports and any other documents you have sent, they feel that the child’s progress is lacking. The purpose of this meeting is to better understand what is causing the gaps in learning and how to close them. Your child will be required to attend this meeting. You will be contacted at least 15 days in advance to arrange a date and a means of communication.

    As with the monitoring meeting, your contact person must agree on a time and means of communication that are convenient for you, and you can negotiate.

    The word “gaps” is open to interpretation. According to the new regulations, “content aimed at achieving the objectives included in the program for each subject must be taught in such a way as to allow a progression of learning equivalent to that applicable to each cycle at school.”.


    And so, if the parent exposes their child to content and activities aimed at achieving the program’s objectives, the child should progress, albeit at their own pace of learning. The rules do not specify that progress must be made in all areas: overall progress should be accepted.


    If your child is not progressing at all, in any area, it is important to have a valid reason for this lack of progress, as well as solutions to help the child.

    If your child has made progress in some areas, but little in others, be ready to talk about it and suggest solutions for the coming months or years.