Growing Success Report Card Comment Samples


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Here is a concise guide to creating report card comments using the Growing Success Document with accompanying report card comment samples.

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Growing  Success   Progress  Report  Cards  and   Comments  Using  the  New   Guidelines                           Adapted  from  the  Growing  Success  Guide  from  Kenora  Catholic  District  School   Board    


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Anecdotal  Comments   Both  the  progress  report  card  and  the  provincial  report  cards  include  space  for  teachers  to  make   anecdotal  comments.  When  composing  personalized  comments,  teachers:     & & & & & & & & Focus  on  what  students  have  learned   Describe  significant  strengths   Identify  next  steps  for  improvement   Strive  to  use  language  that  parents  will  understand   Avoid  language  that  simply  repeats  the  wordings  of   the  curriculum  expectations  or  the  achievement  chart   Describe  in  overall  terms  what  students  know  and  can   do   Provide  parents  with  personalized,  clear,  precise  and   meaningful  feedback   Strive  to  help  parents  understand  how  they  can   support  their  children  at  home   Communication Parents  have  an  important  role  to  play  in  supporting  student   learning.  They  should  be  aware  of  the  expectations  for  their   child  in  the  various  grades  and  be  kept  fully  informed  about   progress.  Communication  includes  ongoing  dialogue  about   student  progress  and  achievement  in  relation  to  learning   expectations  as  well  as  the  student’s  social,  emotional  and   physical  well-­‐being.     Teachers  provide  opportunities  for:   • Parent-­‐teacher  conferences   • Parent-­‐student-­‐teacher   conferences   • Portfolios  of  student  work   • Student-­‐led  conferences   • Interviews   • Phone  calls   • Checklists   • Informal  reports   «««««««««« “Communication about student achievement should be designed to provide detailed information that will encourage students to set goals for learning, help teachers to establish plans for teaching, and assist parents in supporting learning at home.” Growing Success, p. 54 ««««««««««   Adapted  from  the  Kenora  Catholic  District  School  Board  for  Teacher  Use    


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    Responsibility Skills SAMPLE  BEHAVIOURS   Responsibility   The  student:   OrganizaTon   •  fulfills  responsibilities  and  commitments  within  the   learning  environment;   Independent   •  completes  and  submits  class  work,  homework,  and   Work   assignments  according  to  agreed-­‐upon  timelines;   •  takes  responsibility  for  and  manages  own   CollaboraTon   behaviour.     IniTaTve   Strengths   • ________  strives  to  carefully  complete  all   assignments  and  homework  on  time.   Self  RegulaTon   • ________  begins  to  work  promptly  without   disturbing  others.   • ________  takes  responsibility  when  working  with  a  small  group  to  ensure  she  completes  her   part  of  the  assigned  task.   • ________  completes  class  work  in  the  time  given  and  uses  an  agenda  to  record  what  needs  to   be  done  next.     Concrete  Samples   • ________  showed  great  attention  to  detail  when  he  completed  the  (name  of  task,  project  or   presentation).   • ________  speaks  and  listens  in  turn  during  group  discussions.   • ________  takes  responsibility  for  reviewing  her  work  using  charts/checklists  posted  in  the   classroom.     Next  Steps   • ________  is  working  to  become  a  self-­‐directed  learner  who  accepts  responsibility  for  her   behaviour.   • ________  is  encouraged  to  ask  questions  to  clarify  meaning/ensure  understanding  before   beginning  an  assignment  or  project.   • _________  is  encouraged  to  make  use  of  the  agenda  to  ensure  assignments  are  completed  on   time.NG SKILLS AND WORK HABITS     Adapted  from  the  Kenora  Catholic  District  School  Board  for  Teacher  Use    


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  Organization Skills SAMPLE  BEHAVIOURS   Responsibility     The  student:   OrganizaTon   •  devises  and  follows  a  plan  and  process  for  completing  work  and   tasks;   •  establishes  priorities  and  manages  time  to  complete  tasks  and   Independent   achieve  goals;   Work   •  identifies,  gathers,  evaluates,  and  uses  information,  technology,   and  resources  to  complete  tasks.   CollaboraTon     Strengths   • ________  carefully  reads  all  instructions  before  starting   IniTaTve   to  work.   •  ________  observes,  questions  and  explores  options   before  making  choices   Self  RegulaTon   •  ________  takes  the  time  to  revisit  and  revise  an   assignment  before  it  is  handed  in.   • ________  has  well  developed  organizational  skills.     Concrete  Samples   • While  working  on  (name  of  task,  project  or  presentation),  ________  gathered  information  from   classmates,  library  books  and  online.   • When  completing  (name  of  task,  project  or  presentation),  ________  regularly  reviewed  well   maintained  notes.   • ________  uses  his  visual  schedule  to  prepare  for  learning.     Next  Steps   • Consistent  use  of  the  agenda  will  help  ________  be  better  organized.   • ________  is  encouraged  to  use  a  timeline  or  a  checklist  when  organizing  a  long  term  project.   • Before  beginning  an  assignment,  ________  is  encouraged  to  have  all  materials  and  needed   resources  at  hand.       Adapted  from  the  Kenora  Catholic  District  School  Board  for  Teacher  Use    


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  Independent Work Skills SAMPLE  BEHAVIOURS     The  student:   •  independently  monitors,  assesses,  and  revises  plans  to  complete   tasks  and  meet  goals;   •  uses  class  time  appropriately  to  complete  tasks;   •  follows  instructions  with  minimal  supervision   10 Responsibility   OrganizaTon   Independent   Work   Strengths   •  ________  begins  to  work  promptly  and  makes  good  use  of  class   CollaboraTon   time.   •  ________  follows  daily  routines  and  instructions  with  little  or  no   supervision.   IniTaTve   •  ________  completes  all  tasks  and  assignments  on  time  and  with   care.     Self  RegulaTon   Concrete  Samples   •  During  the  completion  of  (name  of  task,  project  or  presentation),   ________  revised  the  plan  to  finish  the  assignment  on  time.   •  ________  selected  appropriate  resources  and  materials,  when  completing  (name  of  task,  project  or   presentation).   •  ________  set  goals  and  persevered  when  working  on  (name  of  task,  project  or  presentation).     Next  Steps   •  ________  is  encouraged  to  follow  project  timelines  more  closely  so  that  the  workload  is  better   distributed.   •  ________  is  encouraged  to  refer  to  charts/checklists  posted  in  the  classroom  when  completing  tasks   and  projects  independently.   •  When  work  is  completed,  ________  is  encouraged  to  move  on  to  the  next  task  independently.   Adapted  from  the  Kenora  Catholic  District  School  Board  for  Teacher  Use    


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  Collaboration Skills SAMPLE  BEHAVIOURS   The  student:   •  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.   Strengths Responsibility   OrganizaTon   Independent   Work   CollaboraTon   IniTaTve   Self  RegulaTon   •  During  group  discussions,  ________  listens  to  and  acknowledges  the   opinions  of  others.   •  ________  cooperates  with  others  when  working  in  a  group.   •  ________  listens  to  others  without  interrupting.   •  ________  shares  ideas,  information  and  resources  when  working  in  a   group.   Concrete Samples •  ________  contributed  information  and  ideas  when  working  on  (name  of  task,  project  or  presentation).   •  While  working  on  (name  of  task,  project  or  assignment),  ________  helped  the  group  make  decisions.   •  While  working  on  (name  of  task,  project  or  assignment),  ________  was  respectful  of  the  ideas  and   opinions  of  others.     Next Steps •  ________  is  encouraged  to  use  a  variety  of  strategies  to  resolve  conflicts  appropriately.   •  ________  needs  to  listen  when  others  speak  in  order  to  help  establish  a  positive  relationship  within   the  group.   •  ________  is  encouraged  to  take  on  a  leadership  role  when  working  in  a  group.   •  When  work  is  completed,  ________  is  encouraged  to  move  on  to  the  next  task  independently.   Adapted  from  the  Kenora  Catholic  District  School  Board  for  Teacher  Use    


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  Initiative Skills SAMPLE  BEHAVIOURS     The  student:   •  looks  for  and  acts  on  new  ideas  and  opportunities  for  learning;   •  demonstrates  the  capacity  for  innovation  and  a  willingness  to  take  risks;   •  demonstrate  curiosity  and  interest  in  learning;   •  approaches  new  tasks  with  a  positive  attitude;   •  recognizes  and  advocates  appropriately  for  the  rights  of  self  and  others.   12 Strengths Responsibility   OrganizaTon   Independent   Work   CollaboraTon   IniTaTve   •  ________  often  asks  questions  to  clarify  meaning  and  instructions.   •  ________  responds  to  challenges  with  a  positive  attitude.   •  ________  tries  to  solve  problems  independently.   •  In  a  small  group  setting,  ________  observes,  questions,  and  explores   different  possibilities  and  strategies  to  come  up  with  solutions.   Concrete Samples •  ________  applied  creative  ideas  to  solve  problems  when  working  on   Self  RegulaTon   (name  of  task  project,  or  presentation).   •  ________  demonstrated  many  leadership  qualities  while  working  on   (name  of  task  project,  or  presentation).   •  ________persevered  when  (name  of  task,  project  or  presentation)  became  challenging.     Next  Steps   •  ________  is  encouraged  to  accept  leadership  roles  in  the  class  or  in  small  groups.   •  When  ________  has  finished  her  seatwork,  she  is  encouraged  to  find  other  activities  to  enhance  and   enrich  learning.   •  ________  is  encouraged  to  solve  problems  independently  as  they  arise  before  asking  for  help.       Adapted  from  the  Kenora  Catholic  District  School  Board  for  Teacher  Use    


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SELF-REGULATION   SAMPLE  BEHAVIOURS   Self-regulation Skills Responsibility   OrganizaTon   Independent   Work   CollaboraTon   IniTaTve     The  student:   •  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.   Strengths •  ________  is  learning  to  use  the  provided  rubric  to  assess  and  improve  her   work.   •  ________  asks  for  help  from  the  teacher  and  classmates  when  needed.   •  ________  perseveres  when  responding  to  a  challenge.   •  ________  asks  questions  to  clarify  understanding.   Self  RegulaTon   Concrete Samples •  When  ________  completed  (name  of  task,  project  or  presentation),  he   asked  questions  and  sought  feedback.   •  When  ________  completed  (name  of  task,  project  or  presentation),  she  identified  strengths  and  areas   that  needed  improvement.   •  While  working  on  (name  of  task,  project  or  presentation),  ________  checked  in  to  make  sure  that  he   was  on  track  to  meet  his  goals. Next Steps •  When  obstacles  present  themselves,  ________  is  encouraged  to  ask  for  assistance  in  order  to   overcome  challenges.   •  ________  is  encouraged  to  apply  established  routines  when  working  in  a  group.   •  As  a  next  step,  ________  is  encouraged  to  set  goals  for  herself  based  on  feedback  given  by  peers  and   the  teacher.   LEARNING SKILLS AND WORK HABITS Adapted  from  the  Kenora  Catholic  District  School  Board  for  Teacher  Use    


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  Writing Subject - Specific Comments   The  purpose  of  this  section  of  the  document  is  to  provide  support  for  writing  subject-­‐specific  comments   in  both  the  Progress  Report  Card  and  the  Provincial  Report  Card  Samples  of  comments  are  provided  and   are  meant  to  be  used  as  guidelines  only.     Anecdotal  Comments   When  writing  subject-­‐specific  anecdotal  comments,  the  teacher’s  goal  is  to  provide  parents  with   personalized,  clear,  precise,  and  meaningful  feedback.     Points  to  consider:   •  use  language  parents  will  understand   •  comments  should  be  personalized  to  the  individual  student  by  using  the  student’s  name  and   appropriate  pronouns   •  describe  student  achievement  as  it  relates  to  the  overall  expectation   •  reflect  all  four  categories  of  the  achievement  chart   •  avoid  repeating  the  language  of  the  curriculum  expectations  and/or  the  achievement  chart   •  describe  what  the  student  has  learned,  significant  strengths,  and  identify  next  steps  for  improvement   •  ensure  that  letter  grades/percentage  marks  align  with  the  comments     Steps  to  Writing   •  begin  with  a  positive  comment  of  what  the  student  has  learned   •  relate  this  to  a  concrete  example  as  observed  in  a  task,  project,  or  presentation   •  describe  the  next  step  for  learning  and/or  for  improvement     Additional  points  to  consider  when  writing  comments:   Instead  of  ...     Substitute/or  ...   using  exact  wording  of  the  curriculum   a  specific  example  of  what  the  student  has   expectation  with  a  qualifier   actually  demonstrated  and  learned,  and   address  any  concerns  through  the  next   steps   using  language  that  seems  to  be  jargon     be  clear  as  to  what  was  actually  used/done   using  brackets  to  explain  •     jargon-­‐free  language  in  the  main  text   using  passive  verb  forms   active  verb  forms   e.g.,  The  ball  was  thrown  by  Lauren  ...   e.g.,  Lauren  threw  the  ball  ...   trying  to  fit  everything  into  one   create  two  sentences  or  eliminate  any   sentence  with  or  without  conjunctions   unnecessary  information   or  punctuation   using  the  same  word  repeatedly     vary  the  words  to  describe  what  is  being     Adapted  from  the  Kenora  Catholic  District  School  Board  for  Teacher  Use    



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