Report 3 is available mid-April and includes a re-assessment of student learning skills . For grades 8-12 , an update on progress will be reported by learning standard on a proficiency scale . For grades 10-12 , an overall percent will also be reported in addition to reporting of proficiency in each standard for each course . The six learning habits will also be reported as either Satisfactory ( S ) or Needs Improvement ( NI ). Advisors provide a comment ; however , no other comments will be reported . Attendance to date is also reported . At this time , students provide a reflection in response to a prompt on either the core competencies or their personal goal ( s ). These reflections are written during advisory . This report reflects full year and semester 2 courses .
Report 4 is available at the end of June . This report is similar to Report 1 and 2 . It includes a final assessment of student learning skills and academic proficiency demonstrated at the end of the school year . The purpose of this report is to provide a final update on student learning in relation to the Learning Standards of the Provincial Curriculum . For grades 8-12 , student progress will be reported by learning standard on the proficiency scale . For grades 10-12 , a final percent will also be reported in addition to reporting of proficiency in each standard for each course . The marks on Report 4 are the only marks that appear on a student transcript .
This report also includes descriptive feedback where student attendance is finalized and all teachers , including the advisor , provide feedback on areas of significant growth and opportunities for further development . In addition , these reports include a final student-generated self reflection of core competencies . Report 4 reflects full year and semester 2 courses .
Assessment of Learning Habits
The School provides an assessment of a student ’ s learning habits in all of the four reporting periods .
Six Habits
Organization - Consistently having necessary supplies and resources required for learning .
Time management - Consistently arriving on time to class , effectively using class time and demonstrating an ability to meet all deadlines for assessments .
Self-Regulation - Consistently being able to begin learning tasks and maintain attention / focus with minimal supervision ( including appropriate use of technology ); asking for help when appropriate .
Collaboration - Consistently being able to work effectively with others , cooperate , accept various roles , support and value the contributions of others and demonstrate engagement in developing active speaking and listening skills .
Independence - Consistently being able to set goals , monitor progress , maintain focus and persevere when faced with challenges .
Self-Reflection - Consistently reflecting upon actions / learning and constructing meaning from these ; making connections across curricular areas and to personal learning .
Learning Habit Assessment Scale
Student learning habits are assessed according to whether they :
1 . Need Improvement ( NI ) - Learning is measurably impacted through absences of one or more learning habits .
2 . Satisfactory Habits ( S ) - Learning habits are sufficient for the current demands of the course .
Assessment of Proficiency
This measure is an overall assessment of what a student ‘ knows ’, ‘ can do ’ and / or ‘ understands ’, as related to the content and competencies of a course curriculum . The level of proficiency is determined based upon what the student provides
Parent-Student Handbook 2023-2024 85