1. November 2014

2. The purpose of a report card is to provide parents with a summary of their child’s learning in relation to the expected curriculum outcomes. DEECD, November 2014

3. Feedback from Parents:  Parents want clear, straightforward information that tells them how well their child is learning with emphasis on:  what their child does well  areas for improvement  how they can help their child's learning DEECD, November 2014

4. Feedback from Teachers:  Teacher want guidelines for writing comments that are consistent across the province.  Teachers want samples of what a comment could look /sound like. DEECD, November 2014

5. Feedback from Students:  Students felt that comments did not match the feedback they received in class. DEECD, November 2014

6. The report card components of Learner Profile, Grade, Anecdotal comment, and Attendance provide a well rounded summary of student learning and achievement. Note: The report card is not the only tool we use to communicate about student learning and achievement. Reporting periods are not the only time we communicate with parents about student learning and achievement. DEECD, November 2014

8. The purpose of a report card comment is to further elaborate on what the “Grade” has communicated. The comment should:  focus on the learner and their learning in relation to the expected curriculum outcomes,  provide a summary of the learning highlighting a strength, an area for improvement, and offer a suggestion(s) of how parents can help with their child’s learning. DEECD, November 2014

9. Report card grades and anecdotal comments should complement each other and provide a consistent picture of each student’s strengths and needs (Cooper, 2007). DEECD, November 2014

10. Do…Do not…  provide clear, straightforward information to parents about how well their child is achieving and progressing in relation to expected learning outcomes  highlight the individual student’s learning strength(s), a learning need to address for improvement and, a suggestion to help address that need  communicate in a language that is easily understood by parents (i.e. jargon-free)  maintain a focus on the individual student (on the learner and the learning)  provide concrete examples supporting strengths, challenges and suggestions   restate outcomes or list what was taught  talk about the program(s)  describe behavior, effort, participation (this information is reported in the Learner Profile)  use educational/outcome jargon  include program adaptations  state what will be the focus for the whole class instruction during the next term  DEECD, November 2014

11. Ask yourself:  Will a parent reading your comments:  understand clearly how well his/her child is achieving in your class/subject?  understand that his/her child has an area(s) of strength?  understand the area(s) for improvement?  understand how they can help? (This might also include ways the child can take some responsibility for his/her improvement and/or ways the parent(s) can support). DEECD, November 2014

13. Ania listens attentively during class instruction and is very confident in expressing her opinions. She enjoys writing stories and represents all the sounds of the words she uses in what she writes. When Ania is reading she checks to make sure that words make sense and look right. She is able to use meaning and the beginning and ending letters of words to check that she is right. Ania is aware that her reading should sound like talking but her reading sounds slow and word by word. She would benefit from continued re- readings of familiar, easy books to encourage smooth and phrased reading (joining words together in a meaningful way). (character count 646) Strengths Suggestion Area for improvement DEECD, November 2014

14. Jackson has demonstrated a thorough understanding of the science outcomes. He can question and record relevant observations and measurements while investigating various growing conditions for plants. Jackson can successfully identify and describe parts of plants and their general function. He is able to observe and describe changes that occur through the life cycle of a plant, which he demonstrated in his class presentation. To deepen his understanding of plant growth, Jackson is encouraged to apply his knowledge of plants to his involvement with the community garden. (character count 574) Will this be clearly understood by the parents? Could there be too much jargon or complex vocabulary? DEECD, November 2014

15. Original comment: Madac demonstrates achievement with good understanding of the math outcomes addressed this term. He independently reads and represents whole numbers and clearly demonstrates an understanding of place value to millions. Madac continues to develop the ability to order large numbers from least to greatest. To improve this skill, he is encouraged to ensure he is looking at each specific digit in a number (i.e. 5 in 653 862) and thinking about its place and value as he writes them. Madac has a good understanding of multiplication and division and is able to solve problems with these operations. He sometimes makes minor errors in his computations and is encouraged to regularly check his answers to ensure they are reasonable. (character count 729) Revised comment: Madac demonstrates achievement with good understanding of the math outcomes taught this term. He understands how to read and use whole numbers. Madac understands place value up to the millions. He continues to develop the ability to order large numbers from least to greatest. To improve this skill, he is encouraged to ensure he is looking at each digit in a number and think about its place and value as he writes them. For example, the 5 in the number 653 862 is in the 10 thousands place and means 50 thousand. Madac has a good understanding of multiplication and division and is able to solve problems with these operations. He sometimes makes minor errors in his computations and is encouraged to check his answers to ensure they are reasonable. (character count 748) DEECD, November 2014

16. Dawn has demonstrated good understanding of the outcomes for this course. She has demonstrated understanding of conversion of units, solving volume and surface area problems, solving problems using the trigonometric ratios, factoring, finding and interpreting the point where two lines cross, and solving unit pricing problems to determine which option has the best price. Calculating slope and determining the equation of a line, and multiplying algebraic expressions are concepts that Dawn still finds challenging. She could benefit from extra help when working with these concepts in the future. (character count 600) Dawn has a good overall understanding of the concepts taught in this course. She is successful with measurement, basic algebra skills (manipulation of numbers and variables) and financial math. Dawn finds it challenging to apply her knowledge to real life problem solving situations. Additional practice applying basic algebra skills in such situations will help her build confidence in applying what she knows to new problem solving situations. (character count 446) Will this be clearly understood by the parents? Could there be too much jargon or complex vocabulary? DEECD, November 2014

17. Original comment: Ryan demonstrates a thorough understanding of the outcomes in French Language Arts this term. He appreciates and understands the cultural influences of the French Language. Ryan confidently converses in French within the classroom setting. He uses a variety of strategies for generating ideas in writing, including cartooning and sketching. Ryan is using a variety of sentence patterns and word choices to make his writing appealing to the reader. He has an intuitive understanding when reading and viewing the French language and is able to apply the same strategies used in English Language Arts to his French material. Ryan is encouraged to seek out more complex text and materials to read in the French language as a way of challenging himself and further extending his reading repertoire. (character count 796) Points to consider when reading this comment:  Is there too much curriculum jargon or reference to specific outcomes?  Is it necessary to comment on every strand?  Are there areas where concrete examples would provide clarification (i.e. cultural influences)?  Is the language too complex for the parent(s)? DEECD, November 2014

19. Feedback from parents, teachers and administrators indicated:  a desire for a comment space for P-6 physical education and music teachers,  a desire for a comment space for Grades 7-12,  parents want a comment to explain components of the Learner Profile where their child:  needs additional focus,  is doing well. DEECD, November 2014

20. The purpose of a learner profile comment is to provide further elaboration to help the student and parents understand what has been reported on an aspect of the learner profile. Jay continues to have difficulty completing his work on time. DEECD, November 2014

21. When further elaboration on an aspect of the learner profile is required the comment should:  be short and specific to an aspect of the learner profile,  not come as a surprise to the student or parents. DEECD, November 2014

22.  Kayla is very respectful of her fellow classmates and is always offering to help others.  Seamus needs to improve the quality of his work.  Jay continues to have difficulty completing his work on time.  Lucina continues to arrive late for class which is impacting her progress. DEECD, November 2014

23. 1. Ask yourself – Will the parent(s):  understand clearly how well his/her child is achieving?  understand that his/her child has an area(s) of strength?  understand areas his/her child can improve?  understand ways they can help their child? 2. Ask the parent(s) for feedback on the comments. DEECD, November 2014