Please remember that report cards are only a snapshot of your child’s abilities. They capture their skills at a certain moment in time.

Social Responsibility

When evaluating a student’s level of Social Responsibility, teachers consider a variety of factors:

“CONTRIBUTING TO THE CLASSROOM AND SCHOOL COMMUNITY

• sharing responsibility for their social and physical environment
• participating and contributing to the class and to small groups

SOLVING PROBLEMS IN PEACEFUL WAYS

• managing conflict appropriately, including presenting views and arguments respectfully, and considering others’ views
• using effective problem-solving steps and strategies

VALUING DIVERSITY AND DEFENDING HUMAN RIGHTS

• treating others fairly and respectfully; showing a sense of ethics
• recognizing and defending human rights

EXERCISING DEMOCRATIC RIGHTS AND RESPONSIBILITIES

• knowing and acting on rights and responsibilities (local, national, global)
• articulating and working toward a preferred future for the community, nation, and planet—a sense of idealism”

Work Habits

“N: A Developing Student…

• Often arrives late; if absent, ignores reminders to get materials and make up missed work
• Is often not ready for class; forgets some or all materials; often does not complete homework
• Is often asked by the teacher or group members to speak &/or listen; may be inappropriate at times
• Often does not use class time for class activities; is easily distracted and needs to be asked by the teacher to return to tasks
• Is rude or disrespectful to others at times; may be difficult to work with; often teases or uses “put-downs”; may disregard requests to stop
• Sometimes doesn’t finish work or does it poorly; major assignments are handed in late or not at all

S: A Capable Student…

• Is usually on time to class; if absent, may need a reminder to get materials and make up work
• Is usually ready for class with needed materials and completed or partly-completed homework
• Willingly participates in class and group activities by listening and speaking appropriately
• Generally uses class time well; may need prompting from the teacher to return to tasks when occasionally distracted
• Shows respect for people; is able to work well with others; is occasionally negative or teasing but stops when asked by the student or teacher
• Completes work to a satisfactory level of quality; usually hands in major assignments on time

G: A Powerful/Highly Effective Student…

• Is almost always on time; if absent, gets materials and makes up missed work on own initiative
• Is almost always ready for class with all needed materials and completed homework
• Often contributes thoughtfully to class and group discussions; listens carefully to others
• Almost always uses class time well; if distracted, the student can quickly return to the tasks at hand on his or her own
• Shows genuine respect for people at all times; is supportive and polite when working with others; shows leadership qualities; does not tease or put-down
• Completes work and strives for good quality; hands in major assignments on time”

from McRoberts Secondary School, Richmond, BC

Performance Standards

To determine how your child is progressing on their learning journey, here are the standards outlined by the BC Ministry of Education.

“NOT YET WITHIN EXPECTATIONS

• the work does not meet grade-level expectations
• there is little evidence of progress toward the relevant prescribed learning outcomes
• the situation needs intervention

MINIMALLY MEETS EXPECTATIONS

• the work may be inconsistent, but meets grade-level expectations at a minimal level
• there is evidence of progress toward relevant prescribed learning outcomes
• the student needs support in some areas

FULLY MEETS EXPECTATIONS

• the work meets grade-level expectations
• there is evidence that relevant prescribed learning outcomes have been accomplished

EXCEEDS EXPECTATIONS

• the work exceeds grade-level expectations in significant ways
• the student may benefit from extra challenge”