STATEMENT OF INFORMATION

To All School Parents:

At the opening of a new school year, it always seems appropriate to restate the School’s approach to the evaluation of our students. Although this is quite familiar to out long established families, those of you who are new to the school may find it helpful.

It is the aim of the school to develop each child’s full potential intellectually through academic work, emotionally through the development of a positive self-concept, and socially through the development of strong interpersonal relationships. Teachers are aware of their students’ strengths and weaknesses in the above areas and plan individual programmes for each child.

The academic material taught at each grade level covers every Ontario Ministry of Education guideline.  In addition, reinforcement and enrichment are provided as needed for each student.  A child, who has reached a point where he/she is ready for the next grade, may move from our school to the next grade at any school in Ontario (or, indeed, Canada!)

The social and emotional material taught at each grade level is based on the Guidance curriculum suggested by the Ontario Ministry of Education.  In addition, our School stresses the need to treat each child individually.

At the beginning of each school year, parent-teacher evenings are held to inform parents of the curriculum for the year.  A curriculum outline is sent home each term from both the English and French teachers of each grade.  Parents may meet with the Principal (M. Poinot), the Coordinators (Mme Shuck - K to 8 French, Mrs. Asquith – K to 2 English, and Mrs. Strong – Grade 3 to 8 English), or the Teachers at any time to discuss these matters.

Teachers keep records so that they have current knowledge of a child’s progress.  This knowledge is for the use of the Principal, the Coordinators, and the teacher’s immediate grade-level partners, and is used as a resource for report cards and parent-teacher conferences. Information about a child’s progress is NEVER divulged to anyone other than those mentioned above. Strict attention is paid to the child’s right to privacy.

The development of the individual child is the cornerstone of the philosophy of our School.  Each child’s needs are assessed, and our programmes are developed with special needs in mind.

METHODS OF EVALUATION

In the philosophy of our School, Reading and Writing are closely tied. The nature of teaching a second language in an immersion setting makes reading a most important tool through which children acquire vocabulary and internalize sentence structure.  We encourage the student to use these acquired skills through oral language and then to apply them in their writing. At this point, Spelling, begun with the study of Phonics in early reading, becomes one of the major components of the writing programme. The measurement of the pupils’ progress is made using the following methods:

• In-class monitoring of progress and more formal classroom assessment. 
• Reading survey tests are administered twice a year in K – grade 2.
• Running records are kept in grade 1 in English, and in grades 1-5 in French.
• Canadian Test of Basic Skills is administered in the grade school. Vocabulary, Reading and Math are usually assessed at the end of both grades one and two. Vocabulary, Reading, Math and Science will be assessed in grades 3-8 twice a year.
• Provincial testing in both grades 3 and 6.

At the end of each term, the teachers complete a report card that evaluates each student’s academic progress in all subjects. The teacher’s own view of what the student is able to achieve, keeping in mind the level of achievement required by the Ministry of Education for that particular grade, establishes the criteria for progress. Formal mid-term reports are also given on grades 6, 7, and 8, to enable students to improve and to reinforce successful work. The report card reflects the progress of the child as a whole.

To assist the teacher with the assignment of letter grades for subject areas, the following will be used:

Effort:

All students are assumed to be producing a satisfactory (S) effort.  An (N) given for effort is warranted after persistent inattention in class, persistent non-completion of written work, and when work is persistently late. (I) is given when improvement has been noted from term to term.

General Comments:

Comments will reflect a student’s progress academically, emotionally and socially.  In addition, teachers will consider the following:  cheerfulness, helpfulness, politeness, willingness to participate, kindness to others, leadership qualities, sense of humour, and interaction with peers and staff.  Comments will stress the positive aspects of the child’s development.  In preparing the report card, there should be NO surprises for either the parents or the child.

Translations of the French report card may be requested by the parents and will be provided by the school office.  The report card is submitted to the school office on or before the announced due date each term.  It is read by the Principal or the coordinators or both, and is forwarded to the parents.  Parent-teacher conferences to discuss the report cards are scheduled for a non-teaching day during the week, approximately ten days later.