Report Cards
Student marks are reported on an on-going basis throughout each semester. Parents and students can access the students’ progress through MyCBE / PowerSchool. Additionally, two reports with teacher comments are provided each semester in the format of report cards The dates are included on the school calendar. Teachers will assign marks to the degree of accuracy which they think the evaluation warrants. Following the practice of Alberta Education and diploma exam assessment, please note a final course mark of 48% will be rounded to 50%. Since student report cards are now available on-line, we have noticed a significant decline in students picking up report cards. This year a phone/email message will go out to homes indicating when report cards will be available through MyCBE / PowerSchool. Parents and students can then access and print report cards from home.
Posted to MyCBE / PowerSchool
Check our calendar page for exact dates when report cards are issued.
Assessment Practices and Calculation of Course Marks
- Course outlines indicate the basis for how a final course mark is calculated. Course outlines set out the weighting for various outcomes from the Program of Studies for each course.
- Course outlines also indicate department and teacher expectations for the timely completion of course work and what is expected of students and their parents when deadlines for assignments have not been met and assessments have been missed.
- At Crescent Heights every effort is made to ensure that students are given an opportunity to demonstrate what they know and what they can do. Students should assume responsibility and initiate conversations with their teachers about what they can do when they need support with assignment completion.
Mark Appeal Procedures
- Students must discuss a disputed mark on a test, assignment or a final grade with the teacher prior to seeking an appeal and must inform the teacher of their intention to appeal.
- If the mark remains in dispute, the next level of appeal is to the Learning Leader (within 2 days) who will implement their curriculum area’s appeal procedure.
- If the situation is still unresolved, an appeal should be made to the principal. The principal will review the evaluation, wherever possible consulting with the teacher.
- Following the investigation, the principal shall report the findings to the student and advise the teacher of the actions taken.
- A student who disputes the final course grade should consult with the subject teacher no later than the designated Mark Appeals Day. (Final marks are to be posted prior to the Appeal Day).
Parent Access to Student Progress
The CBE has tools to help parents and students track and monitor their progress. At CHHS teachers are use the following tools:
- MyCBE / PowerSchool - students and parents can access course information on assessment(s) of the course outcomes.
- Brightspace by D2L - Teachers post content for their courses in Brightspace/D2L. Students can access learning resources, assignments and quizzes for each course.
Resources Provided for Student Learning and Assessment
- The Completion Center.
This resource provides multiple opportunities for students to complete tests and assignments and not miss additional instructional time. Students will be provided with three attempts, including the original opportunity, to access the Completion Center. Families will receive communication home if completion attempts are unsuccessful. If all three attempts for completion are unsuccessful, a referral to administration will follow.
- Course Completion/Credit Recovery.
In consultation with the parent/guardian, student, teacher and administration, students may have the opportunity to recover/complete courses considering the following factors; student attendance (both in class and tutorial), behaviour, and assessment information.
- Common Tutorial Time
All teachers provide 25 minutes of tutorial time on Tuesdays and Wednesdays from 8:30-8:55 AM. Students can receive one on one support or group instruction during this time.
Contributing Factors of Learning and Assessment
The Calgary Board of Education believes there is a strong correlation between attendance and student’s success in school. Regular attendance at school maximizes student learning, school attachment and the potential for high school completion.
Role of Teacher
To have ongoing, timely communication with families/guardians if a student has missed classes or assessments. A referral to the appropriate administrator and guidance counsellor is needed if there is no improvement. Crescent Heights Handbook Attendance Policy.
Role of the Student Learning Team (Administrators, Guidance and Resource)
To check student overall attendance weekly and contact families when a problematic attendance or assignment completion pattern becomes evident. If there are barriers for students that struggle to attend regularly, supports will be provided to attempt to improve attendance. Administrators will work with teachers, parents and students through the decision-making process.
Role of Student
To follow the attendance and work ethic requirements outlined in the CBE’s Student Code of Conduct. The Code of Conduct states, “Students must comply with the School Act including: a) being diligent in pursuing their studies; b) attending school regularly and punctually; c) cooperating fully with everyone authorized by the CBE to provide education and other services; d) complying with the rules of the school; and e) accounting to the student’s teachers for the student’s conduct.”
Role of Parents/Guardian
It is important that parents ensure we have the most current contact information. Parents are asked to follow the CBE’s Student Code of Conduct which states “as partners in their students learning are responsible for a) taking an active role in the student’s educational success; b) assisting the student in complying with the Student Code of Conduct c) assisting the school in addressing disciplinary issues involving their child.” At Crescent Heights, parents will regularly follow up attendance notifications with the school (teacher, student services, and administration).
For more information, please review the CHHS Assessment Policy.
Intellectual Dishonesty/Cheating
When it is determined a student has participated in academic misconduct, creating an unfair academic advantage for oneself or an unfair academic advantage or disadvantage for another learner, the behaviour will be considered separately from the assessment of learning. For diploma exams Alberta Education is the governing body and will determine next steps. Learn more about Academic Integrity.
