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- The provincial report cards are designed for teachers to provide feedback in the form of comments on students’ “Strengths” and “Next Steps for Improvement” with respect to both their achievement of curriculum expectations and their development of learning skills and work habits.
wel.wrdsb.ca/files/2019/02/ReportingStudentLearning_Engfinal.pdf
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All report cards include space for teachers to add comments about what your child knows and can do. Teachers can describe strengths and next steps for improvement as well as add their own observations and personalized comments.
According to Growing Success, page 53, there are three formal reporting periods for elementary schools. Schools will use the Elementary Progress Report Card between October 20 and November 20 of the school year. Schools will use the Elementary Provincial Report Card twice a year.
This document provides guidelines and policies primarily for educators, but also for others, with respect to the use of the report card. The report card is intended and designed to provide clear, consistent information for parents based on a coherent framework for assessment, grading, and reporting.
The provincial report cards are designed for teachers to provide feedback in the form of comments on students’ “Strengths” and “Next Steps for Improvement” with respect to both their achievement of curriculum expectations and their development of learning skills and work habits.
Boards may develop and use their own report cards for students in junior kindergarten and kindergarten. They will use their own report cards for students in Grades 10, 11, and 12 until required to use the provincial report card, Grades 9–12, as indicated in section 3.2.2.1.
Provincial Report Card: Grades 9 to 12 Achievement of the curriculum expectations for each course is reported on the provincial report card as a percentage mark.
They include clear, meaningful comments from your child's teacher and highlight strengths and areas for improvement. Elementary Provincial Report Cards tell you how well your child has reached the expected level of achievement at two times during the year (February and June).
