Progress Report Philosophy
Horizon Academy believes that each student progresses academically as a result of individual growth in combination with the learning environment and the nature of the activities in which the student is engaged. An effective progress reporting system focuses on identifying and documenting each student’s growth. Progress reporting must support and promote learning by addressing what the students can learn and are attempting to learn.
The purpose of a progress report is to communicate in a clear and concise manner to students, parents, administrators, and teachers. Communication includes student achievement, learner characteristics, and curriculum objectives, which are aligned with the Ministry of Education and Horizon Academy’s standards.
Students will not be measured on a yearly continuum but will be assessed according to the objectives taught during each trimester. Only for reading in grade levels from Kindergarten through to Infant 2 will students be measured on a continuum. Evaluations are intended to reflect student growth relative to grade level objectives and not in comparison to others in the class.
Students in Std. 1 through to Std. 6 receive number grades in core academic subjects.
Goals of our Reporting System
A comprehensive progress reporting system does the following:
- provides communication between school and home in a clearly understandable manner
- identifies learner characteristics which enhance academic, social, and behavioural growth
- identifies student growth in both content and process knowledge within the curriculum
- allows for the identification of individual differences
- is designed to motivate students and enable them to feel positive about learning.
Reporting Schedule, September 2015– June 2016
Pre-Kindergarten to Std.6
|Mid Trimester Reports||Report Card Days||Scheduled Conference Times|
|October 23, 2015||December 11, 2015||8:00 - 11:30am|
|February 17, 2016||March 17, 2016||8:00 - 11:30am|
|May 25, 2016||June 30, 2016|
Academic Performance Scale
The learner characteristics which are evaluated are consistent from Pre-Kindergarten through to Std. 6. The level of achievement of these characteristics is indicated by the following scale.
|4 = Consistently|
|3 = Frequently|
|2 = Occasionally|
|1 = Rarely Exhibits|
Differentiated Curriculum/ Instruction Guidelines
When a specific area of the curriculum has been adjusted to meet the needs of a student, this will be indicated with an asterisk next to the subject area. These guidelines apply to students who need these adjustments for fifty percent or more of instruction time.
The reasons for differentiation are listed below.
- *D1: Curriculum is being differentiated because work consistently exceeds expectations. This occurs when the student has exceeded the grade level objectives prior to instruction or is working at an accelerated pace.
- *D2: Curriculum is being differentiated because this student is working below grade level on this skill. This occurs when the student is working below grade level and needs skills remediated before working on grade level objectives.
- *D3: Instruction is being differentiated because alternate strategies are necessary. This occurs when the student is working at grade level but needs individual instructional strategies and/or activities.
- *D4 : Curriculum/ instruction is being differentiated because English is not the primary language. This occurs when the first language that the child learned was not English. The student may have already participated in an ESL Program. The teacher may need alternate strategies when presenting materials.
Glossary of Terms Used in Progress Reports
Algebraic Concepts: includes the skills of or ability to identify, describe, and extend simple geometric and numeric patterns; solve simple number sentences (e.g. 2+x=5); construct and solve number sentences using a variable to represent an unknown quantity; solve problems using pattern identification and completion of patterns; analyze a geometric pattern and express the results numerically; describe the basic arithmetic operations (addition, subtraction, multiplication, division) orally, in writing, and using concrete materials
and drawings; find the unknown numbers in whole number addition, subtraction, multiplication, and division problems
Comprehension: ability to retell, summarize, infer, and sequence text
Composition/ Writing: well organized and coherent writing for specific purposes and audiences
Content Knowledge: the subject matter that is learned
Data Analysis, Statistics, and Probability: includes the skills of or the ability to organize, describe, and make predications from existing data using pictures, tallies, tables, charts, bar graphs, line graphs, line plots, and stem-and-leaf graphs; formulate questions of interest and design surveys or experiments to gather data; analyze data, draw conclusions, and communicate the results; describe the concept of probability in relationship to likelihood and chance
Differentiated Curriculum: adjustments made to the curriculum or grade level objectives
Differentiated Instruction: adjustments made to the method of instruction, whether in the setting and/or the delivery of the instruction
Geometry: includes the skills of or the ability to identify related two and three dimensional shapes, including circle-sphere, square-cube, triangle-pyramid, rectangle-rectangular prism, and their basic properties; identify and describe characteristics, similarities, and differences of geometric shapes; formulate logical arguments about geometric figures and patterns and communicate reasoning
Learner Characteristics: traits which enhance academic, social, and behavioural growth
Measurement: includes the skills of or the ability to measure and compare quantities using appropriate units (time, money, standard, and metric), instruments, and methods; estimate measurements and determine acceptable levels of accuracy; select and use appropriate technology, instruments, and formulas to solve problems, interpret results, and communicate findings
Number Sense: includes the skills of or the ability to investigate, represent, and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties, algorithms, and relationships; compute and estimate using mental mathematics, paper-and-pencil methods, calculators, and computers; solve problems using comparison of quantities, ratios, proportions, and percents
Organizational Skills: include the ability to locate personal supplies; fill out daily assignments in the planner; keep track of classroom papers, books, and school notes; put things away
Vocabulary: word knowledge in context
Word Analysis: the ability to decode words by utilizing a variety of strategies such as phonemic awareness, phonics, and context clues.