Monthly Archives: November 2015

Student Services Reporting

All students receiving Student Services will receive a regular classroom report.

Early Childhood (EC) and Kindergarten (KG) reports

The EAL and Early Intervention teacher will work collaboratively with the classroom teachers to write the students’ reports. EC and KG reports look slightly different and do not have a separate Early Intervention or EAL section.

EAL (English as Additional Language) Students Grade 1-Grade 5

Progress will be marked on the report continuum and further explanation will be given in the EAL section of the report.  As the report continuum covers up to 2 years below grade level, we fully expect some New to English and EAL students to fall below that, and will therefore have little (if anything) highlighted on the report continuum.  This will be explained in the teacher narrative.

Learning Support Students Grade 1-Grade 5

Only students on the Learning Support Register receive accommodations on their report.

We provide accommodations in any of the following areas:

  • Reading Fluency and accuracy
  • Reading Comprehension
  • Writing content and ideas
  • Writing conventions and skills
  • Communication
  • Math Number
  • Math Measurement
  • Math Pattern and Function
  • Math Shape and Space
  • Math Data Handling
  • PSPE (Physical, Social, Personal, Emotional)

If your child receives accommodations for any of the above listed areas, this is clearly marked by the triangular symbol on the report continuums.  Further explanation is given in the teacher narrative.

As we have some students working more than 2 years below grade level in some academic areas, it is possible that these students will have certain areas unmarked/un-highlighted on their report continuum.

There will be a sentence on your child’s report mentioning that your child has received Learning Support this past semester and referring the reader to their Student Support Plan for more information.

The reporting section of the Student Support Plan will be sent home together with the classroom reports for all Level 2, 3 and 4 students.  Individual goal reporting will also be sent home with the classroom report for all Level 3 and Level 4 students on the Learning Support Register.

We kindly ask you to return one signed copy of your child’s Student Support Plan Report to your child’s Learning Support Teacher as soon as possible.

Should you have any questions, please feel free to contact your child’s Learning Support teacher.

Visible thinking routines

Various grade levels at the Elementary school including the Grade 2 team and the Learning Support Department have begun incorporating a number of ‘thinking routines’ into the classroom. This is a strategy used to foster positive thinking and learning attitudes in children. It allows us to be able to document student thinking and be able to develop this further together. This is a culture of thinking introduced by the course ‘Making Thinking Visible’ by Project zero, Harvard University.

Using strategies to make thinking visible can be an incredibly powerful tool used in school and at home. These routines allow us to peek into the minds of the students, push them further, become curious about their way of thinking and then attempt various strategies in order to ensure we have a thorough response from the students.

Examples of these routines are displayed in the classrooms and students have begun using some of this terminology in their daily language. I felt it would be a good opportunity to introduce you to a routine that can be used by anyone and at anytime called the ‘See-Think-Wonder’ routine. Teachers have used this routine when showing students a picture or an artifact and then asking the students to begin by first telling us what they ‘see’ in the picture and then what they think about what they have just seen and finally, what it makes them wonder.

It is amazing to see the thought processes that are reflected in all these areas and how students begin to make connections from what they see but also from the thinking of other students.

Examples of when this routine can be used outside of school are:

  • When reading a book with a child and you come across an interesting picture or even part of a picture,
  • When your child asks you a question about something they see – your answer could be lets do a ‘see-think-wonder’ and think about this together
  • When out and about and you see something out of the ordinary

During this process, teachers also get involved and we are able to participate in the thinking routines together with the students allowing for inquiry-based learning to naturally occur.

These routines help us show the children that we care about their thoughts and we are interested in their responses. This feeling of importance is necessary for all children and is conducive to learning both at school and outside.