ELEMENTARY SCHOOL REPORT CARD A GUIDE FOR TEACHERS. Progress during the cycle

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1 The report card covers a two-year cycle. There are four formal reporting periods per year for a total of 8 reporting periods per cycle. Report cards can be supplemented by other communication tools to report on student learning such as: ELEMENTARY SCHOOL REPORT CARD A GUIDE FOR TEACHERS The Sir Wilfrid Laurier School Board computerized Report Card has been revised and is used in all cycles at the elementary level. This Report Card meets the standards of the Quebec Education Program (QEP). The QEP is child-centred, based on competencies children are expected to acquire over two-year cycles. The curriculum has been designed to allow children to develop, progress and consolidate the learning necessary to achieve the required competencies by the end of each cycle. This program recognizes that learning is an active process and requires some different methods of evaluation throughout the cycle as well as at the end. After consultation with teachers, parents and administrators, changes have been made to the legends used to describe learning and attainment as well as to the format of the actual report card. This guide is provided to assist you, as teachers, in understanding how to process and enter the evaluation information that you have gathered on student learning and development of the competencies. Portfolios IEP S Student agendas and logbooks Samples of student work Checklists Interview records, etc. These allow for improved communication among teachers, students and parents and support learning in an on-going and concerted manner. Progress during the cycle On the first seven (7) reports of the cycle, you will be reporting to parents on your evaluation of the students development and progress in acquiring both crosscurricular and subject competencies. Using the level rubrics provided by the MEQ document, Competency Levels by Cycle, teachers can determine how students are progressing in their learning and share information that can support the progress of students within a given cycle or from one cycle to another. The competency levels assist communication between teachers within a cycle, a school, and the school board by providing a common language of evaluation. The use of the competency levels by all teachers will help establish consistency in the evaluation and reporting of individual student progress. To evaluate student learning, teachers must gather and interpret a sufficient amount of useful information to make a judgment, both during and at the end of an elementary school cycle. Teachers should base their evaluation on tasks that allow the students to demonstrate their competency in meaningful and complex situations that require the use of the essential knowledges in a variety of contexts. The evaluation criteria listed under each competency in the QEP can be used as a point of reference by teachers to interpret the data that they have gathered.

2 The following legend is used for reporting progress to parents: Special Note: A B C D NR very satisfactorily satisfactorily with a few difficulties with great difficulty not reported NR is used exceptionally when reporting is not appropriate in the child s learning cycle e.g. if a child has just entered the program, if a child has had a lengthy absence, if a teacher has previously indicated to parents that evaluation of this competency will be carried out at different intervals Not reported (NR) does not mean that this competency has not been developed or evaluated during the reporting period but rather that the teacher is not ready to report at this time. Effort: At each reporting period effort is evaluated in each subject area. The legend used is: H S I highly satisfactory satisfactory improvement needed The following legend is used: 1. Exceeds the end of cycle outcomes The student demonstrates the competency easily and in many situations exceeds the age appropriate expectations. 2. Has attained the end of cycle outcomes The student demonstrates the competency at an age appropriate level. 3. Has partially attained the end of cycle outcomes The student demonstrates some, but not all, of the competency expectations. Help will be needed to attain the required level of competency. 4. Has not attained the end of cycle outcomes The student is still in the early stages of developing this competency. A great deal of help will be needed to attain the required level of competency. Finding your way around the report card As you will notice, the report card has changed considerably this year in terms of content and format. Cross-Curricular competencies now replace the section formerly known as General Development. Previously, general development was behaviourally oriented. Cross-curricular competencies, on the other hand, focus on the processes of learning. This section is correlated to the QEP and the evaluation criteria listed under each competency. End of Cycle Evaluation The final report of the cycle (Number 8) uses a different evaluation legend to communicate how well and at what level the student is able to demonstrate each competency. The end of cycle evaluation is based on age appropriate criteria and end of cycle outcomes established in the QEP. Cross Curricular Competencies The evaluation reported under Cross-Curricular competencies requires the cycle team of teachers to share information on how the student is developing in each of these competencies which are common to all subject areas. These cross curricular competencies are divided into four main areas as follows: Intellectual Methodological Personal and social Communication-related

3 Cross-curricular competencies are generally developed through learning and evaluation situations used to acquire subject-specific competencies. However, since cross-curricular competencies represent specific learning, observable behaviours related to their development need to be defined and recorded so that judgements can be made on their level of development. Teachers can use various methods to evaluate the development of cross-curricular competencies, including observation, questions, conferences, student selfevaluations, peer evaluations, etc. A judgment regarding the development of the cross-curricular competencies requires that teachers provide students with numerous opportunities, in a variety of contexts, to develop these competencies on a regular basis throughout the school year. Another feature of the new report card is that lateness may be recorded and reported to parents. The decision to record lateness will be taken at the school level. There is supplementary information that can also be included with the report card. These include: Additional Observations Student Work Individualized Educational Plan In the QEP, competencies have been identified for each subject. The teacher(s) will report on the student s learning in three ways: Comments Progress in the development of the competencies Effort Teacher s Comments These messages are used by the teachers to communicate to parents about the child s learning and address the following: Context Observations What the student is learning or descriptions of the thematic units/ projects that have been used this reporting period. What the teacher has observed about how the student learns as well as the effort and motivation demonstrated. Recommendations Suggestions provided for parents on the types of activities or supports they could provide to help the student learn. ATTENDANCE PRÉSENCES End of Cycle/Fin de cycle TOTAL Comments should provide a positive and instructive focus in communicating information about student learning, especially if there are areas where the student is experiencing difficulties. LATES / RETARDS DAYS ABSENT JOURS D ABSENCE SCHOOL DAYS JOURS D ÉCOLE Supplementary Information Information supplémentaire Additional observations Autres observations Student Work Travaux de l élève Your child has an Individualized Educational Plan (IEP) / Votre enfant a un plan individualisé End of Cycle/Fin de cycle Subject - Specific Competencies For each subject, there are specific competencies that have been identified and developed. The evaluation criteria in the QEP should be used as a point of reference in evaluating student progress in the development of these competencies. In reporting period number 8, the end of cycle outcomes, contained in the QEP, are to be used as a point of reference in evaluating students. Effort The student s overall effort is evaluated in each subject and is indicated on the last line of the subject section. If the effort of a student is inconsistent between the competencies in a subject area, the teacher should elaborate on this in the comment section.

4 Student Self-Evaluation Within the QEP, the child is at the centre of his/her own learning. Key features of this approach are: reflection, self-evaluation, and goal setting At each reporting period the report card is accompanied by a separate Student Self- Evaluation sheet. This is a new and important feature of the reporting process. The student reflects on his/her learning and sets goals for the next term. This sheet is to be completed at school and, depending on the student s ability to read and write; help may be required. Example taken from the Cycle II & III report card. STUDENT SELF-EVALUATION LEGEND / LÉGENDE DE L AUTOÉVALUATION DE L ÉLÈVE 1 Always/Toujours 2 Most of the time/la plupart du temps 3 Sometimes/Parfois 4 Rarely/Rarement I am proud of the quality of my work. Je suis fier de la qualité de mon travail. I like to learn new things. J aime apprendre de nouvelles choses. I try to solve problems. J essaie de résoudre des problèmes. I complete my work on time. Je termine mes travaux à temps. I participate in group activities. Je participe aux activités de groupe. I show self-control. Je maîtrise mes émotions. I help and respect others. J aide et je respecte les autres. I respect my school s environment. Je respecte mon environnement scolaire. MY GOALS FOR NEXT TERM / MES OBJECTIFS POUR LA PROCHAINE ÉTAPE AT SCHOOL / À L ÉCOLE I want to improve my work in / Je souhaite m améliorer en I would like to improve my participation in / J aimerais participer davantage à I would like to learn about / J aimerais apprendre au sujet de Other Remarks / Autres commentaires I am proud of my work. Je suis fier de mon travail. I participate in group activities. Je participe aux activités de groupe. I like to learn new things. J aime apprendre de nouvelles choses. I show self-control. Je maîtrise mes émotions. Signature of Student / Signature de l élève : I solve problems. Je résous des problèmes. I complete my work on time. Je termine mes travaux à temps. I help and respect others. J aide et je respecte les autres. I respect school property. Je respecte les biens et la propriété de l école. The extent to which these goals are completed is discretionary. It is not required that each statement be addressed at each self-reflection period. Rather, they serve more as a guide to direct student thinking. MY GOALS FOR NEXT TERM / MES OBJECTIFS POUR LA PROCHAINE ÉTAPE... Example taken from the Cycle I report card. Parent Comment Section Parents, as important partners in the learning and development of their children, are asked to provide comments and observations about their child s progress, special interests and activities. Communication is a key to a successful partnership between students, teachers and parents. Parents are asked to sign the student self-evaluation sheet acknowledging that they have received and reviewed their child s report card.

5 PARENT S / GUARDIAN S COMMENTS / COMMENTAIRES DU PARENT / TUTEUR Please provide your comments and observations about the progress of your child: Quelles sont vos observations sur le cheminement de votre enfant? Please comment on your child s special interests and activities both at school and at home: Quelles sont vos observations sur les intérêts particuliers et les activités de votre enfant à l école et à la maison? Other Observations / Autres observations : This is the only sheet that needs to be returned to the school. Entering Information into GPI- Some Basis Tips Please refer to the Basics for Using GPI Internet pamphlet issued by the Educational Services department of the Sir Wilfrid Laurier School Board. References: Signature of Parent(s) / Guardian(s) / Signature du parent / tuteur : QEP ISBN Competency Levels By Cycle ISBN Evaluation of Learning At the Preschool and Elementary Levels ISBN Educational Services Department, Sir Wilfrid Laurier School Board