The Winnipeg School Division’s Comprehensive Assessment Program (CAP) for students in nursery to grade six provides detailed information on each child’s skills in:
After classroom routines have been established, the teacher begins conducting assessment activities and interviews with each child. Some of the activities are done as a class or small group but all involve some individual interaction between the teacher and the child. The overall assessment process is completed by the end of November.
The information that your child’s teacher obtains from the assessments is used to develop appropriate programming for your child and for the whole class based on learning strengths and needs. The information is gathered is shared two ways. The November Report card includes a checklist and data is transferred to the Provincial Grade 3 Standards Review.
Report Cards and Comprehensive Assessment Program
The purpose of assessment is to inform students about their growth, assist them with goal setting (the next steps for learning), and to assist with the teacher’s planning. The purpose of the report card is to provide families with an evaluation of a child’s progress three times during the year. Assessment and evaluation is an ongoing process.
Evidence (data) of learning is gathered over the term from a variety of sources and activities using a variety of methods. The classroom teacher compares the data to the expected outcomes for curricular areas for that time of the school year. The teacher makes an evaluation which is represented by a number grade on the checklist and written comments provide further details about some aspects of the student’s growth including team work skills, personal growth, and academic achievement.
The Winnipeg School Division report card is comprised of a checklist and anecdotal comments section. Report cards are sent home three times during the school year in November, March, and June. The November report card also includes The Winnipeg School Division’s Comprehensive Assessment template which provides information about the child’s strengths and needs as the school year begins. The template also outlines the next steps in programming for the student. The March report card includes the checklist and detailed anecdotal information regarding academic progress. The June report card includes the checklist, brief anecdotal comments and placement information for the next school year. Report cards can include additional information about resource programming or adaptations made for individuals.
Families are invited to the school twice a year (November and April) to formally meet with the teachers and participate in student led conferences. Parents can speak with their children’s teacher anytime there is a concern or question about progress.
Student Special Services/Resources
Montrose school offers adapted programs to students who require modification to their regular program. The program is adapted by the classroom teacher and may involve other support staff such as the Special Education / Resource teacher, the Reading Recovery teacher and or Child Guidance Clinic specialists.
The Child Guidance Clinic offers students and their families support services in speech and language development, reading, psychology, and social work.
When requested, the Winnipeg School Division works co-operatively with Manitoba Health in providing vaccinations to school aged students.
The Arts / Music
We appreciate the value added to society by the Arts and as such the Arts are an integral part of every classroom. Manitoba Education has created a new Arts curriculum which is being introduced to teachers across the province. While dance and drama are new areas for the classroom teachers at Montrose, the visual arts are seamlessly integrated into the program of every classroom through thematic-based instruction. The students in nursery and kindergarten receive 40 minutes of music instruction per cycle from a music specialist while the grade one to six students receive 60 minutes of music instruction per cycle. The school is proud of the three grade group choirs, hand bells and African drumming group which are also part of the school’s program. The students participate in two theatrical performances each school year.
French Language Instruction
French language instruction is available for Montrose students. Kindergarten students receive 20 minutes of French Language per cycle. Qualified specialists offer grade one and two students 60 minutes of instruction per cycle from, grade three and four students receive 120 minutes of instruction per cycle and grade five and six students receive 150 minutes per cycle.
Technology is a part of the everyday reality for students at Montrose. The students are introduced to new software, assisted with research, and their presentation of learning by an information technology specialist working in the computer lab. Keyboarding is a necessary skill for all students and is included as a regular part of the technology program. Classrooms receive a minimum of 60 minutes in the computer lab each cycle with the information technology teacher and can book additional time in support of classroom based projects.
The aim of the physical education program at Montrose School is to provide students from nursery to grade six with activities designed to develop knowledge, skills and attitudes for physically active and healthy life styles. In addition to regular physical education classes students are encouraged to participate in intramural activities during the noon hour that focus on fun and fitness. Students in grades four, five and six can participate in inter-school activities such as soccer, volleyball, speed skating and running club.
Montrose’s library is in the heart of the building and has an open, inviting appeal with a great view of the school grounds. It boasts over 8,000 titles of general interest books and resources that support the curriculum. A library technician and a library clerk are available most days for assistance with research and circulation.
Classes visit the library once a cycle for book exchange, and avid readers visit the library on their own to return and choose new books. Small groups of students use the library for research, independent work, or to work with resource staff. As well, the nursery and kindergarten classes come for story time and book exchange each cycle.
It is rare that we assign homework to our students. We do ask everyone to read a few minutes each night, with the intention of inspiring a love for reading and developing a life-long habit. Each month in the classroom newsletters we try to provide a family connection to the learning that is taking place in the classroom by suggesting activities or games that families can do together (i.e. math games, trips to libraries). School work that is taken home is usually the result of missed school or work that has not been completed during class time because of inattentiveness.