Report Card Information

Report Cards:  Students will be bringing home their first term report cards on Friday, February 15, 2019. This summarizes from the beginning of the school year until right up until the week they are sent home. Please review the report card, complete the bottom, tear-off, section of the 3rd-4th page and return that in the report card envelope to the school within that week. Students will not have a chance to look at the report card at school, as I would like it to be discussed directly with you. Parent teacher interviews are Thursday February 21th. If you are unable to attend or feel you need more than the ten minutes allotted please let me know.  I feel that sometimes the report is just a brief summary and there is so much more to discuss, than what the box can fit. I look forward to touching base with you either during interviews or by phone.  In the meantime, there are some things I would like to share about the report card...

 

Learning Skills 

At this point in the year, learning skills expectations are looked at a little differently and are set a little higher from the progress report as students are settled in and students are learning how to learn. At the end of the year, again, the bar is raised as students mature, grow and start to understand themselves as learners. I truly value the learning skills portion of the program and cannot emphasize enough what these do for student success. Setting goals, based on these, are setting life skills. These are incredibly important for students to find their way to be independent learners, and starting in the primary grades is essential. Consistency between home and school will be essential to build these for students. For the purpose of this report, the learning skills are based on developing the below six areas to date based on Report Cards: the following indicators:

N-needs improvement, S-satisfactory progress, G-good progress, E-excellent progress

 

Responsibility:

~ manage own behaviour

~ complete learning tasks on time

~ completes and returns homework

~ consistently responsible within the

classroom

Organization:

~ gather and use information

provided to complete tasks

~ prepared for class

~ follows plan to complete work

Independent:

~ uses class time

appropriately/effectively

~ follows instructions with minimal

support

Collaboration:

~ does equal share of work in groups

~ takes on various roles in group work

~ builds healthy peer relationships

~ respects and responds positively to others’ ideas and opinions

Initiative:

~ looks for and acts on new ideas

~ advocates appropriately for

themselves and others

~ approaches new tasks with a positive attitude

~ participates and engages in learning activities

Self-Regulation:

~ perseveres and makes an effort consistently

~ seeks clarification or assistance when needed

~ uses teacher direction to improve work

 

 

 

 

 

Grades (associated to each subject):

The following chart helps to equate some of the terminology we use in the classroom revolving around student achievement:

Letter Grade D

Letter Grade C

Letter Grade B

Letter Grade A

Level 1

Level 2

Level 3

Level 4

‘A Start’

‘Getting There’

‘Just Right’

‘Wow’

Limited Understanding

Some Understanding

Considerable Understanding

Thorough Understanding

Below Provincial Standard

Needs A Little Help to Reach

Provincial Standard

Provincial Standard

Above Provincial Standard

Novice

Apprentice

Practitioner

Expert

 

In some cases, an ‘R or an ‘I’ may be in the marks section on the report card for a subject/strand. An ‘I’ represents that there was not enough information in order to establish one of the marks above. This may be due to absences, other programs offered, etc. An ‘R’ received on the report means that the student is working well below expectations and that additional learning is required before being able to achieve success in meeting the subject/grade expectations. Further steps are in place, for both school and home, in order to assist the student and will be discussed in detail in the comments section.

 

Subjects

Each subject of the curriculum covers different topics/units and builds on concepts from the previous year(s). Sometimes there are several units covered in one subject area that are reported on so a few marks are combined for an overall report card mark. The grade that is provided refers to where the child is meeting the provincial standards. A ‘B’ mark is where we hope that students are hitting the ‘provincial standard’. It can get confusing, and please ask if you are unsure of where a comment/mark is coming from. However, all students have strengths and weaknesses in different areas. So even if in one term, your child got a grade that differs from the next term for the same subject, it is a reflection on the concepts covered for that reporting term. It is very likely that your child will not always get a consistent grade in every subject or unit of study. We work very hard to ensure students employ the learning skills to help them be more consistent learners, but again, we all have strengths and weaknesses and that is ok, as that is what makes us unique. What is essential to understand is that we celebrate our successes in the areas we do well, and we work on the weaknesses as the next steps. That is also part of the goal setting we do with the students.

 

Celebrating Successes

We want to celebrate the successes of students! We often focus so much on what they need to be doing next, and of course that is important to work away, on those as well. However, please know there is merit in all accomplishments, as it is showing growth. In Grade 1, and each year following, the curriculum expectations become a little tougher but are at development level. Some may find some things more challenging than others, and that’s what makes us all unique. Please take the time to celebrate the areas of strengths.