Changes to Report Cards and the Reporting of Student Progress

An Introduction to the Revised 2010-2011 Elementary Report Cards for Parents/Guardians

GRADES 1-8

Changes to our reporting practices align with the Ministry of Education’s document “Growing Success: Assessment, Evaluation and Reporting in Ontario Schools Grades 1-12, 2010.”

Frequently Asked Questions
1. Why are there changes in report card practices in the Durham District School Board? Earlier this year, the Ministry of Education published a document which outlines very specific requirements for all school boards in the province to follow in the areas of assessment, evaluation and reporting. This document is called “Growing Success.” For more information, you can visit the Ministry link: http://www.edu.gov.on.ca/eng/policyfunding/success.html. 2. Will I continue to receive report cards from my child’s school? Yes. All elementary students in Grades 1 to 8 will receive an Elementary Progress Report and two Report Cards during the 2010/2011 school year. Please see “Important Dates” on the back panel of this brochure. 3. What does the Elementary Progress Report tell me? You received your child’s Progress Report in November. The Progress Report is new this year and unlike the report card does not contain letter or numerical grades. It is intended to give the parent/guardian an early indication of how their child is progressing. For each subject which has been taught, teachers will select either one of the following three status boxes: “Progressing With Difficulty”, “Progressing Well” or “Progressing Very Well.” The Progress Report will provide you with information regarding your child’s “Learning Skills and Work Habits.” The Progress Report contains a section for parent/guardian comments and it will be returned to the school. 4. What will the February and June Report Cards tell me? The Report Cards will provide information on your child’s progress toward meeting the overall curriculum expectations. The comments will be written in letter grades (Grades 1 to 6) and percentages will be indicated for Grades 7 and 8. These grades will be indicated in each subject area and strand of the curriculum where instruction has been provided. Teacher comments will reflect strengths and next steps for improvement for learning. Like the Progress Report, both Report Cards also contain a section called “Learning Skills and Work Habits.” Both Report Cards contain a section for parent/guardian comments. This section will be returned to the school. 5. What are the Learning Skills and Work Habits? You will be provided with a record of the learning skills and work habits demonstrated by your child in the following six areas: Responsibility, Organization, Independent Work, Collaboration, Initiative and Self-Regulation. These will be reported on as either Excellent, Good, Satisfactory or Needs Improvement. 6. My child has an Individual Education Plan (IEP). Can I expect any changes from the above? There are no changes to the IEP itself. The IEP will accompany the Progress Report and Term 1 and Term 2 Report Cards.

Questions?
Further information is available from the principal of your child’s school.

IMportAnt DAtES
Elementary Schools:
DATES REPORTS SENT HOME
PROGRESS REPORT REPORT CARD 1 REPORT CARD 2 WEEK OF NOVEMBER 15, 2010 WEEK OF FEBRuARY 14, 2011 WEEK OF JuNE 27, 2011

For more information, you can visit the Ministry link below:

http://www.edu.gov.on.ca/eng/policyfunding/success.html

An Introduction to the revised Elementary report Cards for parents/guardians
What is different for elementary students? Beginning this school year, elementary students in Grades 1 to 8 will bring home a new fall progress report card and two revised provincial report cards, one in winter and one at the end of the school year. This report card is one of two report cards which will be sent home this school year. You received the “Progress Report” in November. The improved elementary provincial report card: • emphasizes and gives examples of the learning skills and work habits required • has space for teachers to add meaningful, clear and more personalized comments so you can understand how your child is progressing • uses letter grades for Grades 1-6 and percentage marks for Grades 7-8 so you clearly understand how well your child is doing • provides suggestions on how you can support your child’s learning at home Communication We encourage open communication between home and school throughout the school year. Besides report cards, other types of communication include parent-teacher or parent-student-teacher conferences, interviews, phone calls, checklists and informal reports. Please contact your child’s teacher or principal whenever you require any further information regarding your child’s progress. How do teachers determine my child’s grades? Teachers look at assignments, tests, exams, demonstrations and projects for evidence that your child is learning the curriculum.
This learning means more than just knowing the facts. Students must also show an understanding of what they are studying by communicating and applying what they have learned. They must also demonstrate critical thinking and problem-solving skills. All work is reviewed with special attention given to the quality of work at the end of a unit of study or term. Teachers do not simply calculate averages. As well as looking at tests or assignments, they also talk to and observe your child in the classroom to gather as much information as possible before making a decision on the final grade.

Learning Skills and Work Habits at School
Students will be provided with learning opportunities in order to develop their learning skills and work habits. A “Learning Skills and Work Habits” section will appear on Progress Reports and Report Cards. The following are the six learning skills and work habits with examples to promote each:

rESponSIbILIty

Completing and submitting class work, homework and assignments according to agreed-upon timelines

InItIAtIvE

Approaching new tasks with a positive attitude

orgAnIzAtIon

SELF-rEguLAtIon

Prioritizing and managing time to achieve goals

understanding one’s strengths, needs and interests

InDEpEnDEnt Work CoLLAborAtIon

using class time appropriately to complete tasks Sharing information, resources and expertise and promoting critical thinking to solve problems and make decisions

400 Taunton Road East, Whitby, Ontario, L1R 2K6 Telephone: (905) 666-5500 or 1-800-265-3968 Website: http://durham.edu.on.ca
FEBRuARy 2011

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