Elementary Progress Report Card

Ministry of Education
Date: 11/17/2022

Student: Bezreh, Malek OEN: 233-678-598 Days Absent: 1.5 Total Days Absent: 1.5

Grade: 08 Teacher: Frost, Tracey Times Late: 2.0 Total Times Late: 2.0

Board: Ottawa-Carleton District School Board School: Earl of March I.S.

Address: Address:
133 Greenbank Road, Nepean, ON K2H6L3 4 The Parkway,
Kanata, ON K2K1Y4
Principal: Collins, Steve Telephone: 613-592-3361
Educating for Success Inspiring Learning and Building Citizenship

The well-being and academic achievement of students are at the core of our shared work in the Ottawa-Carleton District School Board. We are committed to building and supporting
home, school and community partnerships by sharing current information about student learning on an ongoing basis.

The Elementary Progress Report provides a summary of progress towards the achievement of curriculum expectations, learning skills and work habits. It provides the opportunity for
students, together with parents/guardians and teachers, to reflect upon learning and set goals for improvement.

The OCDSB is committed to helping all students reach their potential. Staff, students and parents/guardians, working collaboratively to support student learning will ensure student
success. Please review the progress report with your child.

E - Excellent G - Good S - Satisfactory N - Needs Improvement

Learning Skills and Work Habits
Responsibility
• Fulfils responsibilities and commitments within the learning environment.
• Completes and submits class work, homework, and assignments according to agreed-upon
timelines.
• Takes responsibility for and manages own behaviour.
Organization
• Devises and follows a plan and process for completing work and tasks.
• Establishes priorities and manages time to complete tasks and achieve goals.
• Identifies, gathers, evaluates, and uses information, technology, and resources to
complete tasks.
Independent Work
• Independently monitors, assesses, and revises plans to complete tasks and meet goals.
• Uses class time appropriately to complete tasks.
• Follows instructions with minimal supervision.
S Strength/Next Steps for Improvement
Malek has made a good start to his grade 8 year. His
interactions and relationships with his peers and adults are
mostly positive and respectful, but at times he can be a
distraction to his peers. He started the school year well but
recently has been having difficulty completing assignments that
meet expectations and taking the time to make sure his work
S meets teacher expectations. Work on organizational skills,
increased initiative and using Google Classroom more
effectively to keep up with classwork will be a focus for this
term. Malek is encouraged to ask questions, put more time and
thought into his assignments as well as seek help when
necessary. It is a pleasure to have Malek in my class this year.
G

Collaboration S
• Accepts various roles and an equitable share of work in a group.
• Responds positively to the ideas, opinions, values, and traditions of others.
• Builds healthy peer-to-peer relationships through personal and media-assisted
interactions.
• Works with others to resolve conflicts and build consensus to achieve group goals.
• Shares information, resources, and expertise, and promotes critical thinking to solve
problems and make decisions.

Initiative S
• Looks for and acts on new ideas and opportunities for learning.
• Demonstrates the capacity for innovation and a willingness to take risks.
• Demonstrates curiosity and interest in learning.
• Approaches new tasks with a positive attitude.
• Recognizes and advocates appropriately for the rights of self and others.

Self-Regulation S
• Sets own individual goals and monitors progress towards achieving them.
• Seeks clarification or assistance when needed.
• Assesses and reflects critically on own strengths, needs, and interests.
• Identifies learning opportunities, choices, and strategies to meet personal needs and
achieve goals.
• Perseveres and makes an effort when responding to challenges.

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Student: Bezreh, Malek OEN: 233-678-598 Grade: 08
ESL/ELD - Achievement is based on expectations modified from the curriculum expectations IEP - Individual Education Plan
for the grade to support English language learning needs. NA - No instruction for subject/strand

With Difficulty

Progressing

Progressing
Progressing

Very Well
Well
Strength/Next Steps for Improvement
Subjects

Language
X
Reading, Writing, Oral Communication, Media Literacy
Language: The student reads a variety of texts using their comprehension
ESL/ELD IEP NA strategies to deepen understanding; this was particularly evident while reading their
class novel and responding to nonfiction text. The student continues to improve
French their vocabulary and writing skills. (T.Frost)
X
ESL/ELD IEP NA FRENCH: They express their ideas clearly, in both oral and written communication.
Core X Immersion Extended
Oral French can be improved significantly through increased participation and
speaking solely in French during classtime.(K. Ross)
Native Language Math: The student is exploring multiples and factors; they are also looking at ways
to represent and compare very large and very small numbers, including through the
use of scientific notation.The student is learning to analyze linear growing and
ESL/ELD IEP X NA shrinking patterns represented in various forms and compare the rates at which
Mathematics they grow. (T. Frost)
X SCIENCE: They explored the various parts and functioning of cells through labs
ESL/ELD IEP French and a hands on project. Continuing to review class materials will further
Science and Technology understanding. (KR)
ESL/ELD IEP French
X HISTORY: They have engaged in a variety of lessons and activities centered
around Truth and Reconciliation as well as immigration to Canada. Solid
History understanding was demonstrated through various projects. (KR)
X GEO: Geography was not assessed this term. (K.Ross)
ESL/ELD IEP French NA
HEALTH:They continue to explore the connections between physical and mental
Geography health through discussions and activities. (KR)
ESL/ELD IEP French X NA P.E.: Malek participates actively in most classes. (S. Bédard)
Health Education DANCE: Will be evaluated Term 2.
Health and

Education

DRAMA: They enthusiastically use feelings and gestures to engage in a variety of

Physical

X
ESL/ELD IEP French dramatic role playing in class. (KR)
Physical Education Music: Malek is applying the elements of music while playing their instrument with a
ESL/ELD IEP French
X sustained tone. Malek is encouraged to practice outside of class time. (K.
Hardiman)
Dance Visual Arts: Malek is exploring and applying lines, shapes, and colours to create
ESL/ELD IEP French X NA
different art projects. (K.Hardiman)
Drama
The Arts

X
ESL/ELD IEP French NA
Music
X
ESL/ELD IEP French NA
Visual Arts
X
ESL/ELD IEP French NA

ESL/ELD IEP French X NA

To Parents/Guardians and Students: This copy of the progress report card should be retained for reference. The original or an exact copy has been placed in
the student's Ontario Student Record (OSR) folder and will be retained for five (5) years after the student leaves school.

Teacher's Signature X Principal's Signature X

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Parents/Guardians: Please complete and return the section below to your child's teacher.

My Comments:

My child's comments:

Parent/Guardian Name: Signature: Date:

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