Ministry of Education Elementary Progress Report Card [Board logo]

Date: December 2, 2020

Student: Sahu, Anika OEN: 977340157 Days Absent: 0 Total Days Absent: 0

Grade: 3 Teacher: Lowy, C Times Late: 0 Total Times Late: 0

Board: Toronto District School Board School: TDSB Virtual Elementary School LC4
Address: Address:
5050 Yonge St, Toronto, ON Canada M2N 5N8 5050 Yonge Street, North York, M2N 5N8

Principal: Gaymes San Vicente, A. Telephone: (416) 397-2468

[Space for Board Information]

This reporting period reflects learning that has occurred in a modified learning environment as required by the provincial public health
guidelines.

As a result, the rate of progress described on this report card may differ from previous years due to the ongoing impact of COVID-19 on student
learning.

Ongoing communication with your child’s teacher will provide additional information pertaining to student progress throughout the term.

For some students who have made a transition to Virtual School, to a new class or a new teacher in recent weeks, the level of progress is
based on evidence from synchronous and asynchronous learning relative to the time the student has been with the current teacher.

The Virtual School Principal’s name on the Progress Report indicates acknowledgement that the Progress Report was created and
implemented by the Virtual School teacher to show a student’s general progress towards achievement. A hardcopy of the Progress Report
Card will be filed in the student’s home school.

Learning Skills and Work Habits E – Excellent G – Good S – Satisfactory N – Needs Improvement

Responsibility E Strengths/Next Steps for Improvement

▪ Fulfils responsibilities and commitments within the learning environment. Anika:
▪ Completes and submits class work, homework, and assignments according to agreed-upon RESPONSIBILITY: In the Virtual School, they demonstrate a
timelines.
▪ Takes responsibility for and manages own behaviour. sense of responsibility with classwork, beginning tasks and
E following through to complete work in a careful and timely
Organization
manner.
▪ Devises and follows a plan and process for completing work and tasks. ORGANIZATION: They demonstrate organizational skills to
▪ Establishes priorities and manages time to complete tasks and achieve goals.
▪ Identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks. complete work on time, and also come to class prepared,
ready to work with all of the necessary learning materials.
Independent Work E INDEPENDENT WORK: In the digital environment they focus
▪ Independently monitors, assesses, and revises plans to complete tasks and meet goals. on completing work in a timely manner.
▪ Uses class time appropriately to complete tasks. COLLABORATION: They are well liked by peers and often
▪ Follows instructions with minimal supervision.
seen as a leader within their class.
Collaboration E INITIATIVE: They accept new challenges with ease and is
▪ Accepts various roles and an equitable share of work in a group. always supportive to other students.
▪ Responds positively to the ideas, opinions, values, and traditions of others. SELF-REGULATION: During synchronous learning, they
▪ Builds healthy peer-to-peer relationships in person and through personal and media-assisted continue to work on balancing all interests along with
interactions.
▪ Works with others to resolve conflicts and build consensus to achieve group goals. academics.
▪ Shares information, resources, and expertise, and promotes critical thinking to solve problems
and make decisions.
NEXT STEPS: Continue seeking opportunities to grow your
Initiative G leadership potential with the whole class. I look forward to
▪ Looks for and acts on new ideas and opportunities for learning. continued growth and success as the term progresses.
▪ Demonstrates the capacity for innovation and a willingness to take risks.
▪ Demonstrates curiosity and interest in learning.
▪ Approaches new tasks with a positive attitude.
▪ Recognizes and advocates appropriately for the rights of self and others.
Self-Regulation G
▪ Sets own individual goals and monitors progress towards achieving them.
▪ Seeks clarification or assistance when needed.
▪ Assesses and reflects critically on own strengths, needs, and interests.
▪ Identifies learning opportunities, choices, and strategies to meet personal needs and achieve
goals.
▪ Perseveres and makes an effort when responding to challenges.

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 Student: Sahu, Anika OEN: 977340157 Grade: 3

ESL/ELD – Achievement is based on expectations modified from the curriculum expectations IEP – Individual Education Plan
for the grade to support English language learning needs. NA – No instruction for subject/strand

With Difficulty
Progressing

Progressing

Progressing
Very Well
Well
Subjects Strengths/Next Steps for Improvement

Language Anika:
x
Reading, Writing, Oral Communication, Media Literacy In Language, they confidently and independently read and demonstrate an
ESL/ELD IEP NA understanding of a variety of literary, graphic, and informational texts, using a
French range of strategies to construct meaning.
ESL/ELD IEP x NA
In Math, they often make connections among mathematical concepts,
Core Immersion Extended
procedures, and representations, and independently relate mathematical ideas
Native Language
to other contexts (e.g., other curriculum areas, daily life, sports).
In Science, through a variety of science activities, they ask questions that arise
ESL/ELD IEP x NA from practical problems and issues, and formulate a specific question to
Mathematics investigate.
ESL/ELD IEP French x In Social Studies, with a high degree of effectiveness, they use planning skills,
Science and Technology when demonstrating a thorough knowledge and understanding of content
ESL/ELD IEP French
x presented in Social Studies.
Social Studies
x Instruction was not provided in Dance to date.
ESL/ELD IEP French
Instruction was not provided in Drama to date.
Health Education
Health and

Education

x Instruction was not provided in Music to date.

Physical

ESL/ELD IEP French

In Visual Arts, they effectively, use critical and creative thinking skills and
Physical Education
processes when exploring Visual Arts.
ESL/ELD IEP French
Dance
ESL/ELD IEP French x NA
Drama
The Arts

ESL/ELD IEP French x NA

Music
ESL/ELD IEP French x NA
Visual Arts
x
ESL/ELD IEP French NA

ESL/ELD
ESL/ELD IEP
IEP French
French x NA
NA

To Parents/Guardians and Students: This copy of the progress report card should be retained for reference. The original or an exact copy
has been placed in the student’s Ontario Student Record (OSR) folder and will be retained for five years after the student leaves school.
Teacher’s Signature X Principal’s Signature X
[Space Designated for Board]

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