Elementary Progress Report Cards

Elementary students will be receiving a progress report card, and while they do not show a grade value for each subject, there is a plethora of information that their teachers put in for each subject.

The most important sections for parents to read are the sections with the heading “Strengths/Next Steps for Improvement”. Each subject area should have comments and a clear outline of what each student must work on to improve their success in that subject.

Parents should look for phrases that begin with the student “is encouraged to”, “needs to”, or “demonstrates difficulty”. This does not mean that your child does not meet the required criteria, rather, these are the next steps that your child is expected to take to better succeed in their understanding of that subject.

The strengths that are written should allow you to identify the foundations of your child’s knowledge and understanding. It will help to understand that each child learns differently and their strengths may show a pattern of the type of teaching that they respond well to.

High School Midterm Report Cards

During this month high school students will be taking home midterm report cards with them. These reports are important for parents and students to better understand the direction that the student must take to reach their goals in each course. Although many students may know what they don’t understand in the course or what they have difficulty in, they may not know of a way to improve. Teachers will be writing in remarks on what they have noticed about the student into the report sections labelled, “Strengths/Next Steps for Improvement”.

These sections describe the skills that the student has shown an understanding in as well as the type of learning area that they struggle in. It is important to also check the section called, “Learning Skills and Work Habits”. Although teachers do not give a mark in these sections, the student and parents are informed about what needs ‘improvement’, what areas are ‘satisfactory’, ‘good’, or ‘excellent’.

This section may also indicate whether a student can achieve a higher mark by simply organizing their notes, handing in assignments on time, or taking initiative to ask their teacher questions. Although it is not always necessary to use these skills in the course, it may reflect the struggles they will have in their future academic career and workplace.

For students in grade 12 this report card may seem quite stressful to receive as university and college application deadlines fast approach. It should be emphasized to students and parents that these midterm marks represent only 30% of the course work, and is more indicative of what needs to be improved for a better mark. This means that there is a lot of room for improvement, or a lot of work to do to keep your mark up. These marks will NOT get you early acceptance into a university or college (early acceptance is in fact based on grade 11 marks).

All in all, it is a time for change or a time to remind yourself and your child to keep on working hard towards their goal. If you have any questions related to this topic, feel free to submit a question below:

What do parents and students need to know about this process?

1) Students that are currently in an Ontario secondary school should be using the OUAC 101 application process. All other applications should use the OUAC 105 application process.

2) Completed grade 11 marks and grade 12 final first semester marks will be sent to OUAC by February 15^th 2012 (for semestered schools) and March 8^th 2012 (for non-semestered schools.)

3) Offers of acceptance will be based on your top 6 grade 12 marks; final first semester marks and midterm second semester marks.  Offers may be conditional upon final second semester marks and maintaining a certain average.

4) When students receive their report cards they should log into OUAC and check that their marks are correct.

5) Students may be required to fill out supplementary applications from the Universities.

6) Offers of admissions will be sent out by May 29^th 2012.

For more information on applying to OUAC please visit http://www.ouac.on.ca/ouac-101/101-info/.
If you have any questions regarding this topic you can also ask us in the form below. We will be collecting questions and answering them in future posts:

Children sometimes conveniently lose that report card or forget to give you that school newsletter.  Just today, one of my students admitted to purposely not telling her parents about parent/teacher interview night last year because of a less than stellar mark in one of her courses.

To help improve the communication triangle between parent, teacher, and student,  it would be wise to update parents on what communication to expect from their teacher and school. Here are some of the forms of communication that exist today:

1.  Interim Reports –   It is a new simple report after one month of school that provides a snapshot of your child’s progress.

2.  Formal Parent Teacher Interviews – a formal interview time between a parent/guardian, teacher, and optionally your child.  During this night, teachers are stressed to give efficient 5 minute interviews to fit in all the appointments.  Parents can prepare questions ahead of time to make the most of their given time.

3.  Telephone –  especially when your child is in high school, the “no news is good news” rule is often a rule of thumb used by parents.  But is the definition of “good” different for the student, teacher, and parent?

4.  Email –  emailing home marks to the parents after each test solves the telephone issue.  If approved, email vastly improves communication between parent and teacher .

5.  Informal Parent/Teacher Meetings – sometimes a telephone discussion or email is not enough.  With the aid of previous discussions, a focused meeting without the constraints of the formal “parent/teacher interview day”

6.  Mid-Term Report Cards – a report at the halfway point of the semester.  Everyone should be optimistic, with exams/final summatives + half the year still to go.  That means your child can often turn things around as over 65% of the course’s marks are still yet to be determined.

7.  Final Report Cards – final marks that include the final exam/summative.

Although some of these can vary depending on school and teacher, these are the general methods of communication you can expect.

Question:  Are you satisfied with the communication level between you and your school?  How often would you like to be updated on your child’s progress?  You can leave a comment below.

To say the least – I was prepared.

As for the parents, some came prepared with their own set of expectations, and some just wanted to know how their child is doing in the class.

Expectations for this five minute interview vary from teacher to teacher and from parent to parent.

However, for the majority of interviews, I noticed a pattern of information that parents wanted that I now prepare ahead of time:

1. Offer initial impressions of your child – anecdotal evidence of their general behaviour in class

2. Make suggestions on areas to improve- either from learning skills or draw evidence from a recent a quiz/test

3. Offer various forms of extra help or enrichment – peer tutoring, online tutoring, private tutoring, or extra help sessions with the teacher. Enrichment for both math and science can be found at contests.

4. Exchange contacts for future communication – email communication is becoming more common now between parents and teachers
   

Be aware, however, that the number of students taught in high school can vary from as little as 30 to over 150 students for each teacher.  This will affect the amount of detail you can receive at the interview.

I approach the night as a way of meeting parents and to give a  snapshot of how the student is in class.  Parent teacher interview night often sets the stage for more communication.  In some cases for me, it led to another meeting (informal parent teacher meeting) that isn’t  constrained by time and is often more productive.

Question:  What sorts of details would you want from a parent teacher interview?  You may leave a comment below.

The 1980s Karate Kid movie series is best known for the relationship that develops between Daniel and Mr. Miyagi. Trademarking the franchise are the ending sequences: the first movie concluded with the crane kick,  the second a lame drum, but the third, clearly overshadowed and less know, is exceptional. That said, the movie prior to the final 2 minutes of the film is brutal, so I will save you the pain in a clip attached below.

Featured there for those brilliant 30sec of acting is Mr. Miyagi proclaiming his wisdom with some heavy, morale-boosting words, a set of cliche phrases maybe, but one, oddly enough, that hits home harder even when you see it coming.  With Daniel-san on the verge of mental elimination and completely overwhelmed by a far superior alpha male antagonist, Mr. Miyagi serves up one of his best and dramatic scenes. My favourite sequence begins @ 0:19:

Fear is an incredibly dominating feeling. It can overwhelm even the best of us and even though we know deep down the best of people are brought out by those that conquer or embrace it, we sometimes just can’t bring ourselves up to it. In the clip above we see Terry Silver, who we’ll call, the opponent, lambasting Daniel-san with a flurry of hate and intimidation, likely a small taste of the abuse we wrestle within ourselves when faced with a terrorizing situation.

Therein lies some of the key groundwork for fear to breed – and it’s exactly what we see with some students when faced with math. Fear wields a strong influence,  grows stronger over time and with it,  quite swiftly, is the inverse relationship of declining confidence. The deeper fear festers, the lower confidence plummets, and from there the road to math success is like pushing an elephant uphill on ice.

Based on our experience it’s without question that confidence plays a key part in math success. Students lacking confidence  tread tenderly through problems asking questions along the way knowing they’re likely 90% right.  Eyes waver, unsure, taut with trepidation, checking and re-checking their answers repeatedly. With increased difficulty level, all of a sudden you don’t have time to do those re-checks; you ask questions but realize you should have known the answer; you falter and you can’t follow the next building block that’s needed for another, and then another.

Some are gifted in math. They see it once, they get it. They don’t need instruction and they can apply it as easily as they breathe. Some just don’t get it and it’s perfectly fine to be unable, after all, we all have our strengths and weaknesses.  That said, for a good chunk of us, we do have some ability. But at some point, we stumbled and the obstacles that ensue compromise our ability to problem solve going forward… and as this persists, it frustrates. It panics. Then panics again. Then the poor marks. Then the questions as to why you can’t do it. Your confidence wavers. Rinse and repeat. I’m not sure if any of you experienced this, but for me, after experiencing the vicious circle even once can cause your brain to shut down prematurely.

There was a time when I thought I would never succeed at math. I struggled when the (then) Grade 9 unit of problem solving came along, and surprisingly, despite the amount of time I spent working at it, it took me 3X longer to gain the confidence to approach it with the belief that I could actually do it. It’s so important to ensure that you measure the state of your confidence as you move forward through the years. It’s critical to sustain it. If you don’t get it from yourself, get it from parents. Friends. Teachers. Supporters. Online supporters. Get extra help from school and if not there, seek a tutor, somewhere. He or she may provide a perspective you never thought of  and then you realize, it’s not that hard after all. If they can’t give you the help you need, find someone else. From there, work on more questions. Practice, talk yourself through a problem, and explain to yourself WHY you’re doing it. Understanding what the question is given, what they are asking, and why you are doing what you’re doing. Understanding the ‘why’ can boost your confidence especially during pressure situations where memory can shut down as the panic breaker flips.

It’s important to recognize that if it’s really not for you, and it’s taking away from things that you are good at, probably a good time to focus on those other things. The goal isn’t to beat a dead horse but to avoid giving up prematurely.  If you get into this habit too often, you may find it’s a precursor to avoiding challenges. I can’t tell you how common it is for people to wade within their comfort zone, fearing the ‘thought’ of not being well-versed in a new skill and therefore, avoid doing it entirely, cutting themselves short – well short – of where they could be. The most successful people I’ve come to known are not afraid to look like a rookie and foolish as they stumble through basic concepts. They tuck their pride away and learn.

Mr. Miyagi’s (RIP Pat Morita) message weighs heavily whenever I sense my confidence linger, math or no math: Stay focused, and never let your FEAR dominate you. Ever.

It came as a surprise when parents had very little to ask. I would simply get a thank you or I would be filling the silence with some relevant information. After a while I realised that perhaps parents were not sure of what to ask – after all, the education system has changed over the years. With high school parent-teacher conferences fast approaching, I thought I would provide some guidance to help parents communicate with high school teachers:

1) How many assessments or evaluations have the students had to date? What has been included in the current mark?
This will give you an indication of what their current mark is comprised of and whether they have had some assessments that were formative that were not counted in their marks. You can also consider asking how many units and assignments they have left.

2) How often are they assessed? How much work should they be doing every night? Are there any major assignments that you should be aware of?

3) What strand are they having the most difficulty with? Is it Knowledge and Understanding, Application, Thinking and Inquiry or Communication? Does the teacher have any suggestions for improving in that strand?

4) When are extra help sessions available? If there isn’t a time when the student can come in, maybe there is peer tutoring or another teacher that can help?

5) How does your child behave and function in class?
You might want to also know where your child sits and whether the teacher changes the seating plan once in a while to manage classroom disruptions.

6) If your child is not doing well in the course, ask the teacher what options they have for next year.
Use this time to get some guidance as to what the student can do for post-secondary pathway planning. Remember the teacher sees them everyday. The guidance counsellor on the other hand, may not know who your child is at all.

Things you probably DON’T want to do at a teacher meeting:

1) Yell at your child in front of the teacher.
I once had a student in my grade 12 College Math class that was getting 80%. His dad started to yell at him and said that if he could be achieving 80% in this college level course, why could he not do it for a University level course. Let’s just say the student no longer tried in my class after that.

2) Interrogating and yelling at the teacher in front of your child.
Although this did not happen to me, some of my colleagues experienced this. Needless to say they were unhappy and defensive. If you are unhappy with the teacher, perhaps making a private meeting between you and an administrator would be better. By yelling at the teacher in front of your son or daughter will only cause more difficulty in the end for your child.

In the end remember it’s all about communication and forming relationships. If you can foster a good relationship between you, the teacher and your child, it can only benefit everyone in the long run.

All of these examinations require completion of sections in Math, English, and some require Science as well.  For more information on these exams, credit courses, or tutoring please call us at (905)471-6273 or click here to book an appointment to discuss all your questions and concerns. This is an exciting time for us as we have helped students in the past with their admissions tests and realized that we can definitely give more time and advice to our students. Whether it is about the admissions process for university/college, scholarships, or going to school abroad we are here to help!

Back at high school, I always remember students telling me, “You’re paying for your mark and it is so much easier than normal high school.” I avoided what they were saying. None of them knew how hard I was working or what private schooling was really like. One of my favourite days of my Grade 12 year was eating lunch with my friends when one of them asked a difficult calculus question they didn’t understand. I was not only able to solve the question, but could explain to my friend how I did it. I was learning the same things they were, and I was at a private school.

As a previous Academic Vision student, I can explain to you all the reasons why I loved the school and how hard I worked to be where I am now. In a previous post I talk about why I loved taking Advanced Functions at Academic Vision. The small class sizes were beneficial and the extra help was valuable, but I never had time to slack off. There was always homework assigned at the end of each class and projects to show we understood the chapters. I never once went back to class without having to ask the teacher a question. I found both Advanced Functions and Calculus hard at times, but I took the steps I needed to take to succeed.

One part of the article states that students may be going to private institutions to get the higher grades since applying to University has become very competitive with higher standards.  I have already been through the process of applying and I can agree and say that the requirements are high but that does not mean I did nothing to be where I am.

The business program I am in at University requires me to take two math courses first year. I decided to take the Introduction to Calculus course with the pre-requisite MCV4U (grade 12 Calculus and Vectors). I brought my notes from my private school because I thought they might be beneficial. They are. Not only have I been able to help myself do my homework, I have been helping others.

I am a student who worked hard to be at University, and there are many others just like me. No one can ever tell me that I don’t deserve to be here just because I went to a small private school.

For those that don’t know me, please let me give you a little background about myself.

I graduated from the University of Toronto OISE program in 2001 and was immediately hired to work for the York Region District School Board as a math and English secondary school teacher.  After years tasked with developing junior and senior math courses for the new Ontario curriculum, I decided to open a tutoring centre in 2004 to help support the holes I saw in the public school system.  In 2006 I decided to apply and undergo the process for becoming a ministry-inspected private school.  I did not take this on lightly, in fact, coming from the public system I was initially against opening a private school.  However after hearing from several students and colleagues that students “were buying credits” I decided that I was going to open a private school that had integrity.

I have worked very, very hard in ensuring that we are providing quality education.  When students and parents come to register for credit courses, one of the first things I tell them is that they are not buying a credit and I can not guarantee a high mark.  What I can guarantee is that the student will work hard, have the teacher’s attention and receive a quality education.  We guarantee that we will work hard so that the student understands the material;  in return the student will work hard to show that they have understood the material.  Yes, I have had parents and students go elsewhere and yes I have had parents that I have turned away when they tried to bribe me.  I have had students that have come for one semester and left for another private school in the second saying, “this is ridiculous that I have to work so hard at a private school for my marks”.  Instead of lowering my standards and compromising my integrity I have continued to carry on so I can be proud of what I have built.

I’m hoping that the media melee will be kept to a minimum but my fear is that the fight will spill irrevocably to the students. These are the very reasons I strive so hard to offer options to our kids that so happen to be trying to make one of the biggest and most expensive decisions of their young lives. One-sided journalism can have lasting effects on the credibility of everyone implicated, and although I applaud the intent of the investigation, the damage to places like ours is irreparable. Despite the disappointment I feel, it’s insignificant compared to the sadness I feel for the students who will be robbed of choice if this plays out negatively.

The accusations made by the star article is callously smeared and severe. Our response to each of those accusations are as follows:

• Grades are never arbitrarily increased. Students need to work for their mark. It’s that simple. Methods we use here to grant or penalize students are similarly used in public day schools. I can say that because I’ve worked in the system, continue to speak to leaders in the system,  and know how things operate in the public system.
• Students experience the same rigor of requirements as they would in day school. We not only cover the same material but often times MORE than a day school course would. This is one of the many benefits of having a small class size. We can cover material faster and more efficiently. That is a fact.
• As a former teacher, I can assure you that we have full lesson plan schedules, course outlines, and detailed student assessment records.
• We never compromise on methods of evaluation.
• Students are required to provide evidence of prerequisites before taking a course. This is a standard policy we have that has not changed since we began this service.

Just this weekend I was speaking to a parent and he expressed his immediate sympathies after reading the article. His sons have been coming to AcademicVISION in both the tutoring and private school capacities and he was remarking on his eldest, who, at one time, was addressed by a high school teacher that he was not ‘university material’, citing laziness and a lack of drive to succeed. After spending many hard years with him, we helped him get to university by emphasizing hard work and building good habits. His father has now  reported that he is midway through his CA designation remarking, “You have changed the lives of my children.” It’s stories like these that our team is most proud of. We know we make a difference.

For now, we will continue ‘as usual’. If you have any questions related to this or related topics, I am more than willing to discuss further.

Thank you for taking the time to read my response and we will see each other soon as we work hard to prepare our students for the coming year.

Sincerely,

Jennifer Hou, BA, B.Ed, OCT

Academic Vision Principal and Director

Here are the top 5 reasons why I loved taking Advanced Functions at Academic Vision:

1. My teacher, Jennifer Hou, was able to cater the course for me. At the beginning of the semester, she asked all of us what we wanted to pursue in post-secondary. There was a big mixture in the class from sciences to business. When a chapter came around that was specific for business, she would make sure all of the business students thoroughly understood the section. Same goes for students going in sciences.
2. Jenn assured me that this course, with all my courses at school was manageable. With a full load at my high school and a course at Academic Vision, I was overwhelmed. Some days, I thought to myself “Why am I putting myself through this? Maybe I should just pursue something that has nothing to do with numbers”. Luckily, Jenn was there. If I ever was in need of extra help, Jen was able to spend individual time with me and asking questions in class never felt intimidating. Jen also offered Saturday classes for extra help if needed. This extra time was beneficial before tests and especially the exam. In mid November, I started to apply to Universities, just another thing to add to my long list of to-do’s. Jen offered to proof read our classes’ university applications before they were sent in. This really proved to me she was there not just to teach us, but to help us succeed.
3. The classroom environment was so easy to work in. I loved having only 5 other people in my class. I have never been able to work so diligently and get so much done in a short period of time. Some of you may argue, “It could be because the content was easier. Or you don’t have as much to do”. All I can say to that is blah blah blah. I was in an environment that allowed me to work quicker and easier. I was also able to have more one on one time with the teacher. All in all, being in a class with 5 other students helped me receive the mark I deserved.
4. Jenn was not only my teacher; she was also my guidance counselor. I remember one day walking into class, and I was super upset about something that happened that day. I was not very talkative (which is unlike me) and not in the mood to do math. Jenn noticed I wasn’t being myself. She asked me after class if everything was alright, and took the time to chat with me about what was going on. She was also there to calm students down when the mark on there test was low or “not what they expected”.  Jenn wants to see her students succeed. Could you ask for a better teacher?
5. The best part about the course was the relationship between the teacher and the student. Jen got to know me on a personal level before the course even started. I mean, she did not know I liked my eggs over easy and my bacon super crisp, but she understood me as a person, and knew how to work with me so I was able to understand the content.  This relationship is hard to build at a high school. With the vast amount of students, the teachers do not always have time to get to know everyone which, I think, changes the feeling in the classroom. I never felt uncomfortable at Academic Vision.

When second semester came around, I decided to take the Calculus and Vectors course at Academic Vision. Already having the relationship with Jen, it was easy to jump right into the course.

My experience at Academic Vision has been phenomenal. It was easy to understand the material and I never felt intimidated to ask questions. Jen was very accommodating to my needs and took the time to build a relationship with me which made learning easy and enjoyable. Next year, I am heading off to the University of Western Ontario to study Management and Organizational Studies.