Progress Reports
These reports have been used in Ontario since 2010 and were created because it has long been thought that providing traditional report cards only six weeks into the school year was not a useful way to help students achieve their learning goals.
The Progress Report is different from a report card because there are no grades or marks for subjects. Instead, teachers concentrate on learning skills and work habits.
They are to be used as a tool to help in the discussion during parent/teacher interviews and as a way to help students and teachers set goals for the rest of the year.
The fall progress report card indicates for parents how well their children are progressing in all the subjects and provides an early indication of those subjects where the student may need additional help. For each subject, teachers will check whether the students are: (1) Progressing With Difficulty, (2) Progressing Well, or (3) Progressing Very Well.
Teachers will write comments for Learning Skills, Math, English and French only.
Why are there no grades or marks for the subjects on the progress report card?
Early in the fall, students have just begun their learning in the subjects and teachers do not have substantial evidence to accurately assign a grade or mark. However, in the fall, teachers do have enough information to report to parents whether or not they are making progress.
These reports have been used in Ontario since 2010 and were created because it has long been thought that providing traditional report cards only six weeks into the school year was not a useful way to help students achieve their learning goals.
The Progress Report is different from a report card because there are no grades or marks for subjects. Instead, teachers concentrate on learning skills and work habits.
They are to be used as a tool to help in the discussion during parent/teacher interviews and as a way to help students and teachers set goals for the rest of the year.
The fall progress report card indicates for parents how well their children are progressing in all the subjects and provides an early indication of those subjects where the student may need additional help. For each subject, teachers will check whether the students are: (1) Progressing With Difficulty, (2) Progressing Well, or (3) Progressing Very Well.
Teachers will write comments for Learning Skills, Math, English and French only.
Why are there no grades or marks for the subjects on the progress report card?
Early in the fall, students have just begun their learning in the subjects and teachers do not have substantial evidence to accurately assign a grade or mark. However, in the fall, teachers do have enough information to report to parents whether or not they are making progress.
What are the 6 Learning Skills and how are they measured?
Self-Regulation
Asks the teacher for help when needed. Keeps working at things, even when they are hard. Tries not to distract others Asks to move spots if they are being distracted Knows what they are good at and what they need help with. Likes to challenge themselves to try new things at school Sets goals for themselves to meet at school Responsibility Comes to class regularly and on time Always brings the things they need to bring to school Writes things in their own words, and doesn`t copy friend’s answers or the internet. Hands in assignments, homework and test duo-tang on time Is responsible for their behaviour at school Takes care and returns things they borrow from the teacher and from friends. Writes in agenda every day without prompting Organization Always knows where their books and other school stuff are. Keeps their desk, tidy and organized so they can always find what they need. Does their work neatly, and keeps duo-tangs and binders neat. Uses their agenda to keep themselves organized. Makes a plan before beginning work, and follows the plan so they can finish on time. |
Initiative
Is curious and interested in learning. Looks for and acts on new opportunities for learning. Stands up for their rights. Notices when others need help, and speaks up for them. Is willing to try new things, even when they are not sure if they will be good at them. Independent Work Starts their work right away. Keeps working the whole time, without being reminded. Reads questions carefully and double checks their work before handing it in. Follows instructions the first time they are given. Tries to figure things out by themselves before asking the teacher. Takes the time to put work in duo-tangs and put them away Uses class time to work, not to talk with friends. Collaboration Tries different roles in a group: leader, note taker, reader …. Does their fair share of the work when working in groups Listens attentively and tries to understand other people’s ideas and opinions Is positive, supportive and encouraging to group members Tries to find a fair solution if there is a problem or argument in a group Shares their things, knowledge and time when people ask Asks questions and actively participates in group activities |