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 Student Achievement



At the Halton Catholic District School Board we recognize that our school communities exist to foster and exemplify Catholic values. Educational programs, offered in the context of our faith, promote the intellectual, physical, social and spiritual development of our students.

We know that you, as a parent or guardian, are vital partners in your child’s education and that children do better at school when their parents are involved.

Putting Faith in our Future

The Ontario Catholic School Graduate Expectations outline what students are expected to know, to do and to value by the end of Secondary school. Teachers use these expectations when planning for their classrooms at all grade levels across the curriculum.

The Focus on Faith curriculum for each grade is guided by a Catholic Theme that is drawn from the Social Teachings of the Catholic Church. These Themes find their source in the Kindergarten to Grade 8 Religious Education and Family Life Education Programs. The themes are: Stewardship of Creation, Human Dignity, Promotion of Peace, Community and the Common Good, Option for the Poor and Vulnerable, Rights and Responsibilities, and Solidarity. Each grade level Catholic Theme is accompanied by an Essential Question that provides a Catholic focus for the curriculum content in all subject areas. These guiding questions provide opportunities for teachers, students and parents to consider how the entire curriculum for a grade level could reflect our Catholic worldview.

The Elementary Report Card

The Elementary Report Card is a tool that:

  • encourages ongoing communication between you and your child’s teacher regarding achievement of curriculum expectations;
  • emphasizes and gives examples of the learning skills and work habits required;
  • has ample space for teachers to add meaningful, clear and 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; and
  • provides suggestions on how you can support your child’s learning at home;
  • provides an opportunity for parents/guardians and students to comment on achievement, learning skills and work habits, and next steps for success.

The development of learning skills and work habits needed to succeed in school and life begins early in a child's education. "As students move through the grades, they develop and then consolidate their learning skills and work habits for postsecondary education and the world of work" (Growing Success, p. 12).

Learning Skills & Work Habits Student Sample Behaviours What a Student Might Say or Do

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
  • I participate in classroom and group discussions by speaking and listening in turn.
  • I say “please” and “thank you” and use other language that is appropriate in my Catholic school.

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
  • I have my tools and materials ready to start my work.
  • I read all of the instructions before beginning my task.

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
  • I stay on task until I am finished my work.
  • I know what to do when I am finished my work in class.

Collaboration

  • 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
  • I show respect to others through my actions and words.
  • I include others in my groups and activities both inside and outside the classroom

Initiative

  • 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
  • I try new activities.
  • I'm not afraid to be wrong. I learn from my mistakes.

Self-Regulation

  • 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
  • I know what I do well and what I need to learn to do better.
  • I check in to make sure that I am on track to meet my goals.

Reporting Student Learning

Criteria for Report Card Comments:

  • key learning  and curriculum expectations
  • significant strengths
  • next steps for improvement
  • specific evidence of learning gathered from conversations, observations and completed work

Sample Primary Comment:

Mary Anne independently uses concrete materials to represent money amounts to $10. She is encouraged to continue to describe the relationships between coins and bills (e.g. five, two-dollar coins have the same value as $10). While working in a small group, Mary Anne demonstrates her understanding of money concepts when she uses grocery store flyers to create a shopping list within a ten-dollal budget.

Sample Junior Comment:

Michael accurately followed the writing process to create a biography on Alexander Graham Bell. While his writing contains important details and is logically organized, Michael could improve the flow of his writing by using transition words (initially, also, in summary) more consistently. Encourage Michael to read his writing assignments aloud at home to listen for flow from one idea to another.

Sample Intermediate Comment:

Alex uses proper technique and shows creativity and feeling when he plays the trumpet. In our presentation on Remembrance Day, he played his solo with thoughtful expression. Alex is encouraged to continue to explore many forms of music from the past and the present. At home, ask Alex to tell you about the music he hears in movies, on television, or on the radio and how it affects him as a listener.

Grading Charts


Grades 1 - 6
The following conversion chart shows how the four levels of achievement are aligned to letter grades.

  Achievement Level   Letter Grade
4+
4
4-
3+
3
3-
2+
2
2-
1+
1
1-
A+
A
A-
B+
B
B-
C+
C
C-
D+
D
D-


Grades 7 and 8
The following conversion chart shows how the four levels of achievement are aligned to percentage marks.

  Achievement Level    Percentage Mark Change
4+
4
4-
3+
3
3-
2+
2
2-
1+
1
1-
95-100
87-94
80-86
77-79
73-76
70-72
67-69
63-66
60-62
57-59
53-56
50-52

What does an "R" mean on my child’s provincial report card in Grades 1 to 8?

An "R" means extensive remediation is needed since the required skills and knowledge of the subject have not been met. It is important to work with your child's teacher to develop strategies to support your child in gaining the required knowledge and skills.

What does an "I" mean on my child's Grades 1 to 8 provincial report card?

An "I" means the teacher did not have enough information to assign a grade or mark. This may happen, for example, if your child recently moved schools or has had an extended illness.

Are there consequences for cheating or plagiarizing?

Yes. The updated assessment policy makes it clear that students are responsible for their own work. There will be consequences, which could include receiving a mark of zero, for cheating, plagiarism and not completing work.

See Academic Dishonesty and Plagiarism- Administrative Procedure No. VI-55 http://www.hcdsb.org/Board/Policies/Policies Procedures/VI-55 Academic Dishonesty and Plagiarism.pdf

Are there consequences for not completing work or submitting work late?

Your child is responsible for showing what he or she has learned or accomplished in the time frame allowed by their teacher.

Ontario's policy lists many strategies teachers can use to both prevent and address late and missed assignments. In all grades, if your child consistently misses assignments or hands in work late, this may be reflected in the Learning Skills and Work Habits section of the report card.

See Late and Missed Assignments- Administrative Procedure - No. VI-56. http://www.hcdsb.org/Board/Policies/Policies Procedures/ VI-56 Lates and Missed Assignments.pdf

Home-School Communication

Halton Catholic District School Board strives to promote ongoing communication between parents/guardians and teachers. One way to support this communication is the use of the response forms found on the bottom of pages 3 and 4 of the Elementary Report Card. This form provides parents/guardians and students with an opportunity
to comment on: student achievement; demonstration of learning skills/work habits; learning goals; and home support. There is also a place for parents to request a meeting to discuss the report card.

Spaces and comment stems are provided by the Ministry of Education for you and your child to shape your comments:

Student Comments

  • My best work is:
  • My goal for improvement is:

Parent's/Guardian's Comments

  • My child has improved most in:
  • I will help my child to:

Even if parents or students do not wish to comment on the report card, parents must sign the form and return it to the school to indicate that they have seen the report card. Parents who wish to keep a copy of their child's and/or their own comments should be provided with a copy of this section by the school.

If you have any questions or comments, please contact your child’s teacher or Principal.


HCDSB