Ministry of Education Elementary Provincial Report Card

Date: February 11, 2021

Student: Megan Kulshrestha ( 817424 ) OEN: 596-961-672 Days Absent: 11.5 Total Days Absent: 11.5

Grade: 06 Teacher: Lagerquist, Kevin ( HF1: 6D ) Times Late: 2.0 Total Times Late: 2.0

Board: Peel District School Board School: Cheyne Middle School

Address: 5650 Hurontario Street Address: 236 Queen Mary Drive

Mississauga, ON Brampton, Ontario
L5R 1C6 L7A3L3

Principal: Shahbaz, Adnan Telephone: 905-840-0402

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

Responsibility E Organization E
Fulfills responsibilities and commitments within the learning Devises and follows a plan and process for completing work and
environment. tasks.
Completes and submits class work, homework, and assignments Establishes priorities and manages time to complete tasks and
according to agreed-upon timelines. achieve goals.
Takes responsibility for and manages own behaviour. Identifies, gathers, evaluates, and uses information, technology,
and resources to complete tasks.

Independent Work E Collaboration G

Independently monitors, assesses, and revises plans to Accepts various roles and an equitable share of work in a group.
complete tasks and meet goals. Responds positively to the ideas, opinions, values, and traditions of
Uses class time appropriately to complete tasks. others.
Follows instructions with minimal supervision. Builds healthy peer-to-peer relationships through personal and
media-assisted interactions.
Works with others to resolve conflicts and build consensus to
achieve group goals.
Shares information, resources, and expertise, and promotes critical
thinking to solve problems and make decisions.

Initiative G Self-Regulation G

Looks for and acts on new ideas and opportunities for learning. Sets own individual goals and monitors progress towards achieving
Demonstrates the capacity for innovation and a willingness to take them.
risks. Seeks clarification or assistance when needed.
Demonstrates curiosity and interest in learning. Assesses and reflects critically on own strengths, needs, and
Approaches new tasks with a positive attitude. interests.
Recognizes and advocates appropriately for the rights of self and Identifies learning opportunities, choices, and strategies to meet
others. personal needs and achieve goals.
Perseveres and makes an effort when responding to challenges.

Strengths/Next Steps for Improvement

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.

Megan has had a great start to her Grade 6 year at Cheyne. Megan is a kind student who is beginning to develop an egalitarian
mindset, consistently sharing her ideas about why equity and fairness are important. She has displayed this inspiring attitude
through many class discussions around current events and world issues. She is able to complete work and tasks according to
timelines with very few reminders, displaying strong work habits and organisation skills. Megan is encouraged to set personal goals
that help her to go above and beyond her strong work, and not to rush through tasks. She is encouraged to ask more questions
when looking to take her work to the next level. She is a social student, which benefits her when we have class discussions, but can
sometimes become a distraction. Megan is able to take risks and share her ideas in classroom discussions, especially when
involving things she is interested in.

It has been great getting to know Megan over the first term this year.

Next Steps: Megan is encouraged to seek out chances to explore a leadership role and develop her interests in clubs such as the
Cheyne Ally Club.

Grades 1-6 Page 1 of 4

Student: Megan Kulshrestha ( 817424 ) OEN: 596-961-672 Grade: 06

Report
Subject Strengths/Next Steps for Improvement
1 2
Language NA - Megan has shown, with success, the ability to understand and summarize ideas from various
Lagerquist, Kevin sources of text through her work in our Article of the Week tasks.
- Megan has displayed the ability to write ‘“Good” paragraphs using proper paragraph structure
Reading
A through her Logo Paragraph assignment and weekly journal writing.
ESL/ELD IEP
- Megan has demonstrated effective sharing and listening behaviours during class novel readings
Writing
and discussions, and has displayed presentation skills using visual aids such as during her World
ESL/ELD IEP A- Issues/Non-Governmental Organisation Project presentation.
Oral Communication - Megan has successfully interpreted and created various types of physical and digital media during
ESL/ELD IEP B her Image of the Week activities and “The Boy Who Harnessed the Wind” Chapter Tasks.
Media Literacy Next Steps: Megan is encouraged to express her excellent ideas from her writing into class
ESL/ELD IEP B+
discussions and presentations.
French NA L - usually listened attentively to short oral texts (ex. Je suis... / J'ai...)
Rubio, Doris S - asked simple questions usually using most basic forms relating to familiar and unfamiliar words
Listening R - used some reading strategies with Teacher Assistance to determine meaning of simple
ESL/ELD IEP B sentences using visuals, dictionaries, or other resources.
W - started to create French language text using some resources with assistance (ex. text relating to
Speaking
oneself such as, "Je suis une …et J'ai …")
ESL/ELD IEP B
Reading Next steps: Megan is a capable student who is progressing well. She’s reminded to review new
ESL/ELD IEP C+ material and to try to apply new material often and consistently. She shows great potential to improve
Writing more
ESL/ELD IEP C+
Core Immersion Extended
Native Language Oral Communication, Reading, Writing

ESL/ELD

IEP

X NA

Mathematics Number, Algebra, Data, Spatial Sense, Financial Literacy, and Social-Emotional Learning (SEL) Skills
in Mathematics and the Mathematical Processes
Gupta, Upma
- engages in a variety of mathematical activities (both in-person and online), and makes connections
among mathematical concepts, and to other curriculum areas and daily life. - through activities such
as, “Which One Doesn’t Belong”, Mashup puzzles, and Esti-Mysteries, she justifies her choice using
mathematical vocabulary to demonstrate an excellent understanding of whole numbers, different
ESL/ELD A
representations, prime, composite numbers, factors, decimals, data, angles and 2D shapes.
- effectively used GRASS problem solving model to demonstrate the ability to utilize different
IEP strategies when solving problems involving linear growing patterns, whole numbers to millions,
estimation, variables, graphs and algebra, as was evident during iPhone Disabled, Grandma
French Splendido’s Garden, and “Hotdog and Buns” problems.- used a variety of tools to investigate, sort
and classify polygons by geometric properties related to symmetry, angles, and sides (e.g.,
Illuminations shape sorter, charts, Venn diagram). Next Steps: - continue to review calculations to
check for accuracy and use mathematical vocabulary when justifying and solving a problem.
Science and Technology Life Systems, Structures and Mechanisms, Matter and Energy, Earth and Space Systems

Gupta, Upma (Space)- thoroughly investigated the different components of the solar system and described their
physical characteristics through class assignments, tasks and using technology (e.g., Google Slide
presentation on Pros and Cons of Space Exploration, Gizmos, NASA Website). - through Gizmos
simulations, thoughtfully reflected on investigation of the bodies in space that emit light and described
ESL/ELD A the effects of the relative positions and motions of the earth, moon, and sun in her descriptions, solar
and lunar eclipse diagrams. (Flight)- through hands on inquiry and using success criteria for the
IEP scientific method, explored the properties of air (air takes up space, has mass, can be compressed)
and Bernoulli’s Principle - successfully identified and described four forces of flight (lift, weight, drag,
French thrust) and applied these properties of air to design and test paper planes (Cargo Hold) - by creating
an exemplary and detailed mind map as the culminating task, she summarized all the learning and
made relevant connections among different concepts in this unit. Next Steps: - continue to explore
her research abilities to include details and extended thinking in her projects.

Grades 1-6 Page 2 of 4

Student: Megan Kulshrestha ( 817424 ) OEN: 596-961-672 Grade: 06

Report
Subject Strengths/Next Steps for Improvement
1 2
Social Studies Heritage and Identity, People and Environments

Lagerquist, Kevin
- Megan has successfully gathered and presented information relating to Global Issues and learned
about Canada’s involvement in those same issues through her Global Issues project.
B
ESL/ELD
- Megan has identified ways that Canada is involved with International communities, organizations,
IEP accords, and agreements, with success, through various activities such as her Fairtrade Chocolate
assignment.
French

Health and Physical Education - demonstrated an understanding of the societal and practical factors that influence eating habits
- created a personal poster that highlighted their positive healthy eating habits and active lifestyle
Health Education: Nogueira, Candace
Healthy Living, SEL Skills
choices
A - used a graphic organizer to demonstrate an understanding of the three strategies to avoid over
ESL/ELD IEP
eating
French
Physical Education:Nogueira, Candace - came prepared for class and participated actively in warm ups and dynamic stretching
Active Living, Movement - demonstrated the basic principles in sending and receiving a ball and applied the movement skills
Competence, SEL Skills necessary to participate in European Handball and modified Ultimate Frisbee
ESL/ELD IEP B
French

The Arts Dance will be reported on in Term 2.

Dance Lagerquist, Kevin
ESL
IEP X NA French
/ELD
- actively participated in drama class - used body language, facial expression and dialogue to
Drama Gupta, Upma express her ideas in creative ways as seen during her performance in Reader's Theater, writing and
ESL
/ELD IEP NA French A- presenting her monologue of an inanimate object (a leaf) and playing games such as charades
Music Lagerquist, Kevin Megan has expressed personal responses to music and described musical styles found in different
ESL IEP NA French A- societies, cultures, and media through her Music Genres project.

Visual ArtsGupta, Upma - effectively used elements of design like lines, shape, spaces, colours in her art works to
ESL IEP NA French A communicate ideas, messages, and understandings of the content (e.g., Mind Map of Air and Flight
Unit, Mission Patch for astronauts on Tynker website, Behind My Mask, Art Portfolio title page)

ESL/ELD IEP
French NA

Elementary Provincial Report Card (Please have your child complete the form below, and return it to your child's teacher.)
Student: Megan Kulshrestha ( 817424 ) Grade: 06 OEN:596-961-672 Teacher: Lagerquist, Kevin ( HF1: 6D )
Student's Comments

My best work is:

My goal for improvement is:

Student's Signature X

Grades 1-6 Page 3 of 4

Student: Megan Kulshrestha ( 817424 ) OEN: 596-961-672 Grade: 06

Letter Grade Achievement of the Provincial Curriculum Expectations

The student has demonstrated the required knowledge and skills with a high degree of effectiveness.
A- to A+
Achievement surpasses the provincial standard. (Level 4)

B- to B+ The student has demonstrated the required knowledge and skills with considerable effectiveness.
Achievement meets the provincial standard. (Level 3)
C- to C+ The student has demonstrated the required knowledge and skills with some effectiveness.
Achievement approaches the provincial standard. (Level 2)

D- to D+ The student has demonstrated the required knowledge and skills with limited effectiveness.
Achievement falls much below the provincial standard. (Level 1)

R The student has not demonstrated the required knowledge and skills. Extensive remediation is required.

I Insufficient evidence to assign a letter grade.

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

To Parents/Guardians and Students: This copy of the 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 Principal's
Signature X Signature X
Lagerquist, Kevin Shahbaz, Adnan

Elementary Provincial Report Card (Please complete, sign, and detach the form below, and return it to your child's teacher.)
Student: Megan Kulshrestha ( 817424 ) Grade: 06 OEN:596-961-672 Teacher: Lagerquist, Kevin ( HF1: 6D )
Parent's/Guardian's Comments

My child has improved most in:

I will help my child to:

Parent's/Guardian's name (please print) Signature Date

I have received this report card.
I would like to discuss this X
report card. Please contact me. Telephone (day): Telephone (evening):
Grades 1-6 Page 4 of 4