REPORTING TO PARENTS

In Elementary at ISPP, we believe that parents are partners in their children’s learning. Hence, our teachers partner with you to share information about your child’s progress in learning, and development of required concepts, skills and knowledge.

There are many ways that our teachers report to parents about their child’s achievements at school, and they vary according to the age of your child.

 Achievement 

The IB learner profile identifies attributes we hope to see all students develop. Students and staff reflect on and celebrate the development of these in the school community and in their reports to parents. 

From Early Years to Grade 5, many of the following are examples of how of we celebrate progress.

• Student portfolios ( Toddle)

• Displays around the school 

• Showcasing units of work within grade levels

• Assemblies celebrate achievement in social and intellectual development

• PYP Exhibition (G5)

* Please refer to the tab: Portfolios for more details.

 Conferences 

We have three conference times each year:

• Settling In Conferences ~ at the very beginning of the school year (August) 

• Three-way Conferences ~ at the end of semester one (December) 

• Student-led Conferences ~ in the middle of semester two (April) 

We expect all parents to attend all three of these conferences, which can be found on the school calendar. 

 Report cards 

Traditional report cards are shared to parents on Toddle in December and June.

Teachers report on a child's level of engagement. We believe that an engaged learner is a student who participates fully, collaborates willingly, inquires actively, acts responsibility and seeks challenges. Engagement considers the student's approaches to learning, and their characteristics as a learner in relation to the attributes of the IB learner profile and the PYP Approaches to Learning (ATLs). 

We do not award traditional grades in our reports. The reports incorporate written comments as well as these achievement indicators:

With support: The student is starting to use and apply the knowledge, skills and concepts. Considerable support is required.

Approaching: The student has a basic understanding of the knowledge, skills and concepts, and is learning to apply them. The student may require additional support.

Meeting: The student understands and uses knowledge, skills and concepts most of the time, and is able to correctly apply them independently.

Greater depth: The student understands and uses knowledge, skills and concepts competently and independently. The student is making connections in a broader context.