{"id":1768,"date":"2013-11-30T15:54:25","date_gmt":"2013-11-30T23:54:25","guid":{"rendered":"http:\/\/blogs.vsb.bc.ca\/mggriffiths\/?page_id=1768"},"modified":"2013-11-30T15:54:25","modified_gmt":"2013-11-30T23:54:25","slug":"report-cards","status":"publish","type":"page","link":"https:\/\/blogs.vsb.bc.ca\/mggriffiths\/links-for-parents\/report-cards\/","title":{"rendered":"Report Cards"},"content":{"rendered":"<p style=\"text-align: center\">Please remember that report cards are only a <em>snapshot<\/em> of your child&#8217;s abilities. They capture their skills at a certain moment in time.<\/p>\n<p><strong>Social Responsibility<\/strong><\/p>\n<p>When evaluating a student&#8217;s level of Social Responsibility, teachers consider a variety of\u00a0<a href=\"http:\/\/www.bced.gov.bc.ca\/perf_stands\/sintro.pdf\" target=\"_blank\">factors<\/a>:<\/p>\n<p>&#8220;CONTRIBUTING TO THE CLASSROOM AND SCHOOL COMMUNITY<\/p>\n<ul>\n<li>sharing responsibility for their social and physical environment<\/li>\n<li>participating and contributing to the class and to small groups<\/li>\n<\/ul>\n<p>SOLVING PROBLEMS IN PEACEFUL WAYS<\/p>\n<ul>\n<li>managing conflict appropriately, including presenting views and\u00a0arguments respectfully, and considering others\u2019 views<\/li>\n<li>using effective problem-solving steps and strategies<\/li>\n<\/ul>\n<p>VALUING DIVERSITY AND DEFENDING HUMAN RIGHTS<\/p>\n<ul>\n<li>treating others fairly and respectfully; showing a sense of ethics<\/li>\n<li>recognizing and defending human rights<\/li>\n<\/ul>\n<p>EXERCISING DEMOCRATIC RIGHTS AND RESPONSIBILITIES<\/p>\n<ul>\n<li>knowing and acting on rights and responsibilities (local, national,\u00a0global)<\/li>\n<li>articulating and working toward a preferred future for the\u00a0community, nation, and planet\u2014a sense of idealism&#8221;<\/li>\n<\/ul>\n<p style=\"text-align: left\"><strong>Work Habits<\/strong><\/p>\n<p style=\"text-align: left\">&#8220;N: A Developing Student&#8230;<\/p>\n<ul>\n<li>Often arrives late; if absent, ignores reminders to get materials and make up missed work<\/li>\n<li>Is often not ready for class; forgets some or all materials; often does not complete homework<\/li>\n<li>Is often asked by the teacher or group members to speak &amp;\/or listen; may be inappropriate at times<\/li>\n<li>Often does not use class time for class activities; is easily distracted and needs to be asked by the teacher to return to tasks<\/li>\n<li>Is rude or disrespectful to others at times; may be difficult to work with; often teases or uses &#8220;put-downs&#8221;; may disregard requests to stop<\/li>\n<li>Sometimes doesn&#8217;t finish work or does it poorly; major assignments are handed in late or not at all<\/li>\n<\/ul>\n<p>S: A Capable Student&#8230;<\/p>\n<ul>\n<li>Is usually on time to class; if absent, may need a reminder to get materials and make up work<\/li>\n<li>Is usually ready for class with needed materials and completed or partly-completed homework<\/li>\n<li>Willingly participates in class and group activities by listening and speaking appropriately<\/li>\n<li>Generally uses class time well; may need prompting from the teacher to return to tasks when occasionally distracted<\/li>\n<li>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<\/li>\n<li>Completes work to a satisfactory level of quality; usually hands in major assignments on time<\/li>\n<\/ul>\n<p>G: A Powerful\/Highly Effective Student&#8230;<\/p>\n<ul>\n<li>Is almost always on time; if absent, gets materials and makes up missed work on own initiative<\/li>\n<li>Is almost always ready for class with all needed materials and completed homework<\/li>\n<li>Often contributes thoughtfully to class and group discussions; listens carefully to others<\/li>\n<li>Almost always uses class time well; if distracted, the student can quickly return to the tasks at hand on his or her own<\/li>\n<li>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<\/li>\n<li>Completes work and strives for good quality; hands in major assignments on time&#8221;<\/li>\n<\/ul>\n<p>from <a href=\"http:\/\/public.sd38.bc.ca\/~jpanas\/WH\" target=\"_blank\">McRoberts Secondary School, Richmond, BC<\/a><\/p>\n<p style=\"text-align: left\"><strong>Performance Standards<\/strong><\/p>\n<p>To determine how your child is progressing on their learning journey, here are the standards outlined by the <a href=\"http:\/\/www.bced.gov.bc.ca\/perf_stands\/using.htm\" target=\"_blank\">BC Ministry of Education<\/a>.<\/p>\n<p>&#8220;NOT YET WITHIN EXPECTATIONS<\/p>\n<ul>\n<li>the work does not meet grade-level expectations<\/li>\n<li>there is little evidence of progress toward the relevant prescribed learning outcomes<\/li>\n<li>the situation needs intervention<\/li>\n<\/ul>\n<p align=\"left\">MINIMALLY MEETS EXPECTATIONS<\/p>\n<ul>\n<li>the work may be inconsistent, but meets grade-level expectations at a minimal level<\/li>\n<li>there is evidence of progress toward relevant prescribed learning outcomes<\/li>\n<li>the student needs support in some areas<\/li>\n<\/ul>\n<p align=\"left\">FULLY MEETS EXPECTATIONS<\/p>\n<ul>\n<li>the work meets grade-level expectations<\/li>\n<li>there is evidence that relevant prescribed learning outcomes have been accomplished<\/li>\n<\/ul>\n<p align=\"left\">EXCEEDS EXPECTATIONS<\/p>\n<ul>\n<li>\n<div align=\"left\">the work exceeds grade-level expectations in significant ways<\/div>\n<\/li>\n<li>\n<div align=\"left\">the student may benefit from extra challenge&#8221;<\/div>\n<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Please remember that report cards are only a snapshot of your child&#8217;s abilities. They capture their skills at a certain moment in time. Social Responsibility When evaluating a student&#8217;s level of Social Responsibility, teachers consider a variety of\u00a0factors: &#8220;CONTRIBUTING TO &hellip; <a href=\"https:\/\/blogs.vsb.bc.ca\/mggriffiths\/links-for-parents\/report-cards\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":129,"featured_media":0,"parent":261,"menu_order":0,"comment_status":"open","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1768","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.vsb.bc.ca\/mggriffiths\/wp-json\/wp\/v2\/pages\/1768","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vsb.bc.ca\/mggriffiths\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.vsb.bc.ca\/mggriffiths\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vsb.bc.ca\/mggriffiths\/wp-json\/wp\/v2\/users\/129"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vsb.bc.ca\/mggriffiths\/wp-json\/wp\/v2\/comments?post=1768"}],"version-history":[{"count":3,"href":"https:\/\/blogs.vsb.bc.ca\/mggriffiths\/wp-json\/wp\/v2\/pages\/1768\/revisions"}],"predecessor-version":[{"id":1771,"href":"https:\/\/blogs.vsb.bc.ca\/mggriffiths\/wp-json\/wp\/v2\/pages\/1768\/revisions\/1771"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.vsb.bc.ca\/mggriffiths\/wp-json\/wp\/v2\/pages\/261"}],"wp:attachment":[{"href":"https:\/\/blogs.vsb.bc.ca\/mggriffiths\/wp-json\/wp\/v2\/media?parent=1768"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}