Hi friends!

It’s that time of year again..at least in Ontario- for REPORT cards. For many in my school board we have a P.A. Day this Friday to write our sometimes ‘dreaded’ report cards! I’ve been getting a few questions lately around how I organize myself and write out each report card. My learning skills portion are very detailed- I ALWAYS max out my space. At the end of this post, I have an example of a Learning Skills comment I wrote for Term 1! I hope you find this helpful in some way!

This is a copy of the “LEARNING SKILLS” portion of the Ontario Report Card

My Report Writing Plan:

I always ‘backwards’ plan my report writing from when they are due. The deadlines will depend on your individual school but for example purposes I said they are due Feb 1

Reports are due – February 1

Start writing: January 1st

• Each day I do ONE learning skill (it also gives me a buffer time in case I miss a few days of writing)
• I write 1/4 of each subject reports everyday which means that I will have done all my reports by January 26
• January 26 I edit all my reports, and ensure that they are all inputted correctly!

LEARNING SKILLS EXAMPLE

NAME has had a great first Term in our class. He/She is working on staying on top of his tasks and responsibilities in class. NAME needs to manage time and workload to meet agreed upon timelines. He/She is encouraged to use his/her agenda to ensure that classwork is regularly being completed. NAME displays organization skills by bringing his/her materials in from his/her locker on a regular basis. He/She is encouraged to seek extra help from teachers whenever needed, and reflect on his/her organizational skills daily by checking that he/she has put all materials away in the proper duotangs at the end of each day. He/She has begun to date and title his/her work for easier access during study periods. NAME  would benefit from using an organizational tool (i.e. an agenda) to complete tasks according to suggested timelines. NAME is beginning to use class time well, and has begun to get started on his work as soon as he/she gets it. He/She is encouraged to stay focused on his/her tasks throughout the entire assignment, and limit distractions around him/her (i.e. peers). NAME is encouraged to persist when he/she encounters challenges. NAME is able to collaborate with his/her friends during social studies or science assignments. At times, he struggles to collaborate on tasks that he/she is not as familiar with. He/she is encouraged to try and divide up various tasks from a group project, and complete his/her specific tasks to contribute to the completion of the overall group assignment. NAME has made some gains with his/her initiative development this term. He/She demonstrates a curiosity in his/her learning. He/She is interested in science and often seeks out different activities that he can complete in science. At times, Umair will sit and wait for a teacher to tell him/her his/her next step with assignments. He/She is encouraged to remember where work for feedback should be handed in to, as well as check success criteria and checklists to reflect on tasks, and ensure that his tasks are fully completed. NAME works best with an adult standing or sitting beside him/her. He/She is encouraged to continue to develop independence with his tasks. With some prompting, NAME has volunteered for our Frozen Yogurt selling initiative outside of class. He/She is encouraged to take risks in volunteering and class discussions. He/She can do this by volunteering for extra curricular initiatives outside of the classroom. NAME has made gains with his/her self regulation skills this term. He/She is beginning to use self-assessment to analyse and improve work. At times, NAME needs reminders to stay on task, and not distract his/her peers during work periods. He/She is encouraged to find an appropriate or quiet space to complete tasks. I wish NAME all the best for Term 2!