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At Glendale Public School it is our intent, in our setting of instructional objectives, to reflect the general and philosophical aims of the Ministry of Education and the Peel District Board of Education and to adapt the specific outcomes of the Common Curriculum to meet the individual needs of our students in Kindergarten to Grade five. Therefore, we must look at each child' ability to make continuous progress through the continuum of curriculum skills, concepts and attitudes while being aware of the principles of child development and readiness for learning. If a student's expected rate of progress is not being demonstrated, remedial or enrichment programming, retention or consideration of more intensive special education programming may, following consultation with parents, be instituted.
IMPORTANCE OF ATTENDANCE AND PREPAREDNESS
From the beginning, it is important for children and parents to develop a positive awareness of the relationship between punctual and regular school attendance and students' abilities to succeed ih school. Irregular attendance and lateness breaks the continuity of skill and concept mastery, while long periods of absence leave gaps in the learning taking place throughout the school year. Therefore, attendance can have a major impact on the overall assessment of the degree of success a student realizes in making continuous progress.
Student preparedness has considerable impact of student success. A well-rested student, up to date with his/her assignments, and bringing to class the required materials and equipment for each lesson, is better able to sustain the productive concentration required to achieve potential.
EVALUATION
Evaluation means making informed judgments and decisions about student progress or growth using many different sources of information. These methods of evaluation must reflect the dynamic nature of the learning process, yet be related to program objectives. Observation, student profiles, anecdotal records, collection of work samples, a variety of conferences, interviews, teacher tests, standardized tests, journals, exemplars and scales, oral and /or written self-evaluation and peer evaluation all provide the necessary information to support the child as learner. The assessment of the learner through the process as well as the final outcomes provides valuable insights into the student's progress and achievements. These understandings gleaned from this wide range of pertinent assessment data formulate a basis of communication to parents.
STUDENT EVALUATION: MEETINGS AND REPORTS
Communication of the progress a child is achieving is an ongoing process at Glendale. Parents are encouraged to take an active role in their child's education. To this end, all of our more formal reporting sessions include the opportunity for personal interview. Our reporting and conferencing process takes place as follows:
by early DECEMBER
First Formal Student Achievement Report followed by a personal parent/student interview and goal setting conference.
Interviews about Early Identification Program.
By the end of MARCH
Second Formal Report/Interview (if Necessary)
Interview for all Kindergarten students.
END OF JUNE
Final Formal Student Achievement Report/Parent Interview (if necessary)
Although interviews are scheduled throughout the school year at various times, it does not preclude the fact that a personal/telephone interview can occur at any point. This can be initiated by the parent, the teacher or the Principal. Should problems appear to be developing, contact should be made so that suitable remediation may be put in place as soon as possible.
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