Report Cards FAQ

Especially with the release of the new Mathematics Curriculum 2020, teachers and administrators are asking similar questions. The following answers are my interpretation of Growing Success, and the direction of administration/board protocol supersede all the suggestions that are listed on this page. Please refer to your administrator for any clarifications.

The FAQ responses are taken from interpretations of the following resources:

The report card templates for Public and Catholic boards for all grades can be found here

Response taken from The Mathematics Addendum:

For French, and Arts, there is one mark per strand.
For Health and Physical Education, there are two marks separated into "Health Education" and "Physical Education"
For Native Language, Language, Mathematics, Science/Technology, and Social Studies (or Geography and History), there is one mark per subject (regardless of the number of strands taught).
- The following is an excerpt from the Mathematics Addendum that clarifies that the one mark should include integrated learning across the strands.
- For Mathematics, there is no minimum number of strands to cover.

Response taken from Growing Success (p.38)

Response taken from Growing Success (p.39)

Response taken from Growing Success (p.40)

The achievement charts are rubrics that identify the four categories of knowledge and skills (KTCA) and the four levels of achievement in mathematics. Level 3 (B or 70-79%) is considered meeting provincial expectations.

For the use of the grades R or I, please refer to Growing Success.

Response taken from Growing Success (p.39)

Response taken from Growing Success (p.64)

With the TCDSB Report Card template, the size of the comment box has been reduced to 11 lines (from 13 lines). There is no prescribed minimum number of comments; however, with the approximate size of a comment, a teacher can fit around 3 or 4 comments in the space provided.

Using Knowledgehook Student Profiles

Knowledgehook provides a summary of strengths and next steps that might be helpful in personalizing each student's comment.

Click on "Students" then "Profiles" to view the summary for each student. Thanks to N. Pastore for sharing this idea!

In completing the Kindergarten Communication of Learning, educators will continue to rely on “their professional judgement, supported by information provided in The Kindergarten Program (2016), to determine which specific expectations will be used to evaluate growth and learning in relation to the overall expectations within each frame, and which ones will be accounted for in instruction and assessment but not necessarily evaluated” (Growing Success – The Kindergarten Addendum, p. 10).

In some cases where children have not consistently engaged in learning during the pandemic, educators can describe the learning opportunities that have been provided and evaluate growth and learning in relation to those Kindergarten Program expectations that have been observed.

In acknowledgement of the modified learning environments in which learning has occurred, the ministry has provided the following statement that school boards may wish to include on the Kindergarten Communication of Learning for the 2020-21 school year:

This reporting period reflects learning that has occurred in a modified learning environment as required by the provincial public health guidelines. The pandemic may have resulted in the need for possible adaptations to teaching and assessment practices. Ongoing communication with your child’s educators will provide additional information pertaining to their progress.

In acknowledgement of the modified learning environments in which learning has occurred, the ministry has provided the following statement that school boards may wish to include on the Elementary Provincial Report Card or the Provincial Report Card, Grades 9-12 for the 2020-21 school year:

This reporting period reflects learning that has occurred in a modified learning environment as required by the provincial public health guidelines. The pandemic may have resulted in the need for possible adaptations to curriculum and assessment practices. Ongoing communication with your child’s teacher will provide additional information pertaining to student progress.

Sample Comments

Similar templates:

Through (learning activity), Name can (concept or expectation). Name is (verb) to (next step) to support the (concept).
From a variety of (ongoing or repeated activities), Name is able to (concept or expectation). Name is (verb) to (next step) to continue developing their learning in (concept).
Name is capable of (concept or expectation), as shown in their (example of work). As a next step in (concept), Name is (verb) to (next step).
Through observations in (learning activity), Name is (growth verb) at (concept or expectation). To follow up, Name can (verb) to (next step).

Other samples:

Grade 4 - Number and Data integrated:

Through a variety of addition and subtraction exercises related to population, Name can use a number line and standard algorithms to represent data. Name can use this data to create a multiple-bar graph and a broken line graph. He is encouraged to review the components of a proper graph including citing proper sources and appropriate scales. He would benefit from practicing more mental math strategies that include doubling and halving.

Grade 1 - Patterning and Geometry integrated:

Through the use of concrete objects and drawn images in her "Halloween Pattern Art", Name can create and extend patterns using 2D and 3D shapes. She is also able to describe and sort shapes according to size, colour, and number of sides. Name is encouraged to find patterns of shapes at home, patterns of numbers at a store, and patterns of movements in various dances.

These examples are for teachers who have been integrating the strands together throughout the Term, and so the comments are reflective of that integration.

For teachers that have still been teaching the strands in isolation, the Growing Success Addendum allows teachers to make reference to the particular strands in their comments.

For families where English is not their first language, this simplified comment contains the progress (activities), strengths, and next steps. There is no need to identify strands unless necessary. Specific activities and next steps are listed without the use of run-on sentences.

Reading, writing, oral, and media in four separate comments.

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