Parent/Guardian Educational Series

At GWSS, we are committed to supporting every student’s academic, social, and emotional growth. Regular attendance, along with strong engagement in learning and participation in school activities—such as field trips, clubs and councils, sports, and other extracurricular opportunities—is one of the most important factors that helps students succeed now and in the future. We also recognize that students sometimes miss class because of their involvement in these enriching school-related activities, and we strongly support and encourage participation in them as part of a well-rounded educational experience.

Why Does Attendance Matters?

Research consistently shows a strong link between attending school and achieving academically. Students who are persistently absent  are significantly less likely to reach their full potential in school or graduate on time. Studies also highlight that some students face greater barriers to consistent attendance, including Black and Indigenous students, students with disabilities, and students living in poverty. These patterns have been shown across several major research studies (Spradlin et al., 2012; Castro, 2020; Gottfried et al., 2017).

While attendance is only one part of a student’s journey, it is a critical one.

What We See at GWSS

After midterms, our staff reviews student achievement and attendance data carefully. This helps us identify:

• where we can improve as educators,

• how to better guide and support students,

• and how we can collaborate with families to strengthen both academic and emotional well-being.

This year’s data shows a clear and consistent pattern: as absences increase, achievement tends to decrease. While we understand that some absences are unavoidable due to illness, family commitments, or other circumstances, regular attendance remains one of the strongest factors supporting student success. Students who miss school for legitimate reasons can always make up missed work or assessments with the support of their teachers, so there is no need to attend school when unwell. Our goal is to help every student stay engaged and learning, while also keeping their health and well-being a top priority.

For students achieving between 0–49%, the average number of absences is 11.87 days. This pattern tells us that the more students are in class, the more opportunities they have to learn, practice skills, connect with teachers and peers, and build confidence. 

What to do when your child is absent

When your child misses school due to illness or other unavoidable reasons, these steps can help them stay on track:

For families:

• Report the absence using the school’s absence reporting app.

• Encourage your child to check BrightSpace for content or assignments delivered that day.

• Help your child connect with a class buddy to find out what was missed in class.

For students:

• Review all missed materials and assignments from BrightSpace or notes from a class buddy.

• Check in with the teacher to clarify any questions or get additional help.

• If you missed an evaluation, test, or quiz, email the teacher promptly to arrange a make-up or discuss next steps.

• Use these strategies to stay caught up and maintain learning continuity.

How Families Can Support Better Attendance at Home

Families play a powerful role in building positive attendance habits. Here are some strategies that can make a real difference:

1. Build strong routines

• Establish consistent bedtime and wake-up routines.

• Prepare backpacks, lunches, and clothing the night before.

• Keep a family calendar with school start times, deadlines, and activities.

2. Prioritize school when possible

• Schedule appointments outside of school hours whenever feasible.

• Take vacations during school breaks rather than during instructional days - also avoiding the J months (January & June).

3. Talk about the importance of attendance

• Reinforce that showing up matters for learning, relationships, and confidence.

• Celebrate small successes: “You made it to school every day this week, great work!”

4. Communicate early and often

• If your child is struggling—academically, socially, or emotionally—let us know right away.

• Reach out to the teacher or school staff when your child needs extra time to study. Leaving class early to prepare for one test can result in missed learning in another class, and staff can help find strategies to support them.

• Together, we can problem-solve, provide supports, and remove barriers.

5. Monitor attendance through school platforms

• Use our school’s digital tool - Aspen Family Portal - to keep track of attendance and reach out with questions or concerns.

6. Reach out if challenges arise

We understand that some absences are unavoidable and that many families face real-world challenges, from health issues to transportation difficulties to mental-health stressors. You are not alone. Please contact us if you need support; we are here to help.

• Admin Team and Guidance/Student Services

Working Together

Attendance is a shared effort between students, families, and the school. When we work as a team, we create the best conditions for students to thrive—academically, socially, and emotionally. Thank you for your continued partnership and commitment to your child’s success.

Midterm report cards will be emailed home with all students on Monday, November 17. These reports provide an important snapshot of your child’s progress at the midpoint of the semester and help guide next steps for learning.

What is a Midterm Report?

The midterm report card includes:

• Your child’s current mark in each course based on assessments completed so far.

• A teacher comment that highlights strengths, areas for improvement, and suggested next steps for success.

• An evaluation of Learning Skills and Work Habits, such as Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self-Regulation.

These reports reflect your child’s performance in the formative (ongoing) part of the course, which accounts for 70% of the final grade. The remaining 30% will be based on final evaluations or exams at the end of the semester.

Who Receives a Midterm Report?

All students, in all grade levels, will receive a midterm report card. Reports will be emailed directly to parents/guardians.

Understanding the Results

• Level 3 (70–79%) is the provincial standard. Students achieving Level 3 or 4 are well prepared for the next grade or course.

• Below 50% indicates that the student is at risk of not passing the course. Parents/guardians and students are encouraged to contact the teacher or guidance counsellor to discuss strategies and supports to help improve achievement before the end of the semester.

Learning Skills and Work Habits

Learning skills are reported separately and rated as Excellent, Good, Satisfactory, or Needs Improvement. Strong learning skills often contribute to higher achievement and help students develop habits for lifelong success.

Teacher Comments

Teacher comments are personalized and focus on what your child has learned, their significant strengths, and specific next steps for improvement. Comments may also include suggestions for how parents/guardians can support learning at home.

Additional Ideas for Parent/Guardians to Support Learning

• Review the midterm report with your child: Discuss strengths, challenges, and goals together.

• Encourage reflection and goal-setting: Ask your child what they can do differently to improve in areas of concern.

• Communicate with teachers: Reach out if you have questions or want clarification about the mark or comments.

• Utilize school resources: Encourage your child to access tutoring, extra help sessions, or guidance support if needed.

• Celebrate achievements: Recognize progress, effort, and growth as well as grades. Positive reinforcement motivates continued improvement.

We hope these reports serve as a useful tool for tracking progress and fostering collaboration between school and home. If you have questions or concerns about your child’s midterm report, parents/guardians are encouraged to contact their teacher, guidance counsellor, or school administration.

Resources:

https://www.dcp.edu.gov.on.ca/en/assessment-evaluation/reporting-student-achievement

GWSS SERT Team 

SERT ALPHA - Student Surname

Michael Crabtree A– F

Nemanja Pjanić Special Ed. Program Lead    G– P

Jeff Morrow Q – S

David Del Monte T - Z

SERT Role

• supports students with unique learning needs for success 

• assists students with academic programming

• updates/manages/reviews all IEPs

• supports students with goal setting, self-advocacy, learning skills

• meets with teachers to ensure students have required accommodations and resources

• completes special education testing, as required

• facilitates/assists transition of students with IEPs to secondary & post-secondary education

What is an Individual Education Plan (IEP) ?

An IEP is a written plan to help support student learning and achievement. It is a working document which describes the strengths and needs of a particular student, as well as the special education program and services the student is receiving within the resources available to the school board.

For more details - click HERE

Our Commitment 

• to using technology to enhance learning and prepare students for success in a digital world. From Chromebooks and iPads to 3D printers, virtual reality, and coding tools, our students have access to a wide range of innovative learning technologies.

• to ensuring equitable access to technology for all students. While students are welcome to bring their own learning devices, such as Chromebooks, laptops, or iPads, to support their work at school and at home, we recognize that not all students may have access to personal devices. In those cases, the school will provide the necessary technology to support student learning.

However, we are also asking students not to use personal mobile phones in the classrooms, unless explicitly permitted by the teacher. If mobile devices are brought to class, each teacher will have clear guidelines in place regarding their use for learning.

Mobile Devices – Guidelines & Expectations 

In line with the Ministry of Education’s updated direction (PPM 128), Garth Webb has developed clear expectations for the appropriate use of personal mobile devices, including cell phones, during the school day.

For more information about mobile device use at GWSS — including guidelines related to:

• During Class & Assessments/Evaluations

• Emergency Situations

• Respect for Others

• Progressive Discipline and Acceptable Use

We encourage parents/guardians to review our full Mobile Device Use Guidelines document.

Together, we can help ensure that technology continues to support, not distract from, student learning and well-being.

Thank you for your ongoing support.

Mobile Device Use Guidelines Document

We encourage parents/guardians to review our full Mobile Device Use Guidelines document.

Together, we can help ensure that technology continues to support, not distract from, student learning and well-being.

Thank you for your ongoing support.

At Garth Webb S.S., we are committed to assessment and evaluation practices that support student learning, reflect fairness and equity, and align with the Ontario Ministry of Education’s Growing Success policy (including the latest 2024 updates). Our goal is to provide meaningful, accurate information about your child’s progress while helping all students reach their full potential.

This week, we’d like to highlight a key element of assessment: Triangulation of Data.

What is Triangulation of Data?

To determine a student’s grade, teachers collect and interpret evidence of learning from three sources:

• Observations (e.g., watching students during group work or hands-on activities)

• Conversations (e.g., class discussions, check-ins, student-teacher conferences)

• Products (e.g., assignments, projects, tests, portfolios, presentations)

Using multiple sources ensures that all students have a variety of opportunities to demonstrate their learning in ways that work best for them. This approach also allows teachers to adjust instruction and provide feedback tailored to student needs.

Examples of this in action include:

• Small group discussions where students explain their thinking

• Projects or demonstrations that allow creativity and depth

• Portfolios or presentations that show learning over time

The Role of Professional Judgement

Teachers also use their professional judgement to make fair and informed decisions about student learning. This means they consider:

• Curriculum expectations

• The context of learning

• Quality and consistency of student work

• Which assessments carry more weight based on their depth and relevance

• Any incomplete or missing assessments

Professional judgement is not subjective guessing: it’s a thoughtful, reflective process based on expertise, training, and ongoing observation of each student’s progress.

By using triangulation of data and applying professional judgement, our teachers strive to ensure that every student is assessed in a way that is accurate, inclusive, and focused on growth.

If you have any questions about how assessment works at GWSS, we encourage you to reach out to your child’s teachers or our school team.

At our school, we are committed to assessment and evaluation practices that support student learning, align with provincial policy Growing Success, and reflect the values of fairness, equity, and transparency.

Assessment and evaluation are guided by the principles set out in the Ontario Ministry of Education’s Growing Success document, as well as the most recent updates (2024). These practices are designed to provide meaningful information about student learning, inform instructional decisions, and help all students achieve success.

A few key points we would like to share with you:

1. Curriculum Expectations vs. Learning Skills
Student achievement is evaluated based on overall curriculum expectations for each course or subject. This includes assessments collected through observations, conversations, and student work (assignments, presentations, projects, tests, etc.).

Learning skills and work habits: such as responsibility, organization, independent work, collaboration, initiative, and self-regulation - are important indicators of a student’s growth and success. However, they are evaluated and reported separately from a student's academic achievement. While they do not factor into the final course mark, they provide valuable insight into how a student approaches their learning.

2. Final Course Grades (Grades 9-12)
In secondary school, final course grades are determined as follows:

• 70% of the final grade is based on assessments completed throughout the course. This reflects the student’s most consistent level of achievement, with more recent evidence given greater weight.

• 30% of the grade comes from a final evaluation (e.g., exam, performance, essay, or project) administered near the end of the course. This allows students to demonstrate their comprehensive understanding of the course expectations.

3. Transparent and Ongoing Communication
Teachers clearly communicate learning goals, success criteria, and evaluation methods to students and families. Assessment is ongoing and varied, allowing students multiple opportunities to show their learning in different ways.

We are committed to ensuring that all students feel supported and confident in their learning journey. If you have any questions about how assessment and evaluation work, or how your child is progressing, please don’t hesitate to reach out to their teacher or the school office.

Thank you for your ongoing support.