Parent Portfolio - Teacher Bleacher
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|Parent Portfolio |
|Communication Forms |
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|Jami Crumley |
|9/12/2007 |
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Contents
Pre-Conference Worksheet 4
This is something you would fill out before a conference. 4
Parent Teacher Communication Form 5
This can be used throughout the week to update the parent on the student’s progress. 5
Conference Notice and Questionnaire 6
This form can be used to answer any questions or address any concerns a parent might have regarding their child. 6
Conference Checklist 8
This is a checklist for parents to fill out any questions or concerns they may want to ask the teacher. The teacher responds to the questions on the same form. 8
Learning Disabilities Checklist 10
This is a checklist that can help a parent identify possible signs of a learning disability. It’s only a baseline possibility of a learning disability further investigation by a doctor is required. 10
Getting to Know Your Child 13
This form is for the parents to fill out about the family, contact information, questions, concerns and information about the child that the teacher should know. 13
Getting to Know Your Student 19
This form will help you get to know both the student and parents and should be sent home on the first day of school or school orientation. - Colleen Gallagher 19
Parent Letter – Concerns about your child’s behavior 21
This is a letter to notify parents about concerns and issues you are seeing in the classroom with their child. - Shelli Temple 21
Your Student is performing poorly 22
This form is to notify parents of classroom performance. - Shelli Temple 22
One on One 23
This form is to help teachers and parents keep track of a student’s academic progress by showing preparedness, time on task, and homework. - Lori-Ann Willey 23
The Individuals with Disabilities Education Act (IDEA): Procedural Safeguards and Due Process 26
This is a question and answer information sheet about IDEA, Due Process, and Procedures and Safeguards for parents. 26
Weekly Progress Report……………………………………………………………………………………………..29
This form is to be used weekly to show the parents the students’ progress in class. The teacher can make comments throughout. The parents have to sign it and can also make comments.
Name:
Pre-Conference Worksheet
This is something you would fill out before a conference.
Before our conference, answer the following questions. Answer these questions as fully and specifically as possible. Bring this sheet with you to the conference so that we can discuss goals for the future.
I'm pretty confident about
I'm not too sure about
I'm totally confused about
I think my strengths are
I think my challenges are
My goals for the next assignment or paper are
My plans for achieving these goals are
The most important thing I want to talk about in this conference is (do not say “my grade”)
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Parent Teacher Communication Form
This can be used throughout the week to update the parent on the student’s progress.
Student Name: ____________________________________ Date: _________________
Academic: ______________________________________________________________
Behavior: _______________________________________________________________
Monday_______Tuesday________Wednesday________Thursday_______Friday______
Parent Signature: ________________________________________________________
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|Tuesday | | |
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|Wednesday | | |
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|Thursday | | |
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|Friday | | |
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Conference Notice and Questionnaire
This form can be used to answer any questions or address any concerns a parent might have regarding their child.
To the Parent or Guardian of ____________________________________________________________,
A conference with your child's teacher is scheduled for ___________ at __________ in room _____. This planning sheet will help you identify topics you might want to discuss during the conference. Please complete any sections that are appropriate and bring it to the conference with you. Use the back of this page to note any additional comments, questions, or concerns.
What are your goals for your child this year?
What specific concerns do you have about your child's academic progress or behavior?
What general questions do you have about classroom curriculum, standards, evaluation techniques, or procedures?
What questions or concerns does your child have about school? (Complete this section with your child.)
Does your child have any health problems that might affect his or her behavior or academic progress?
Is your child dealing with any personal or family issues that might affect his or her behavior or academic progress?
What do you want the teacher to know about your child?
© 2003 by Education World®. Education World grants users permission to reproduce this page for educational purposes.
Conference Record
This is to be completed before, during and after a conference. The progress of the student is recorded, parental questions and concerns, and goals and plans.
Student Name: ________________________________________________________________________________
Date and Time: ________________________________________________________________________________
In Attendance: _________________________________________________________________________________
____________________________________________________________________________________________
Student Effort and Academic Progress (Complete before the conference.)
Student Behavior and Social Skills (Complete before the conference.)
Parent Questions and Concerns (Complete during the conference.)
Student Goals and Plans for Implementation (Complete with the parents.)
Additional Topics of Discussion (Complete during the conference.)
Parent/Guardian Signature ________________________________ Date _____________
Teacher Signature _______________________________________ Date _____________
© 2003 by Education World®. Education World grants users permission to reproduce this page for educational purposes.
Conference Checklist
This is a checklist for parents to fill out any questions or concerns they may want to ask the teacher. The teacher responds to the questions on the same form.
Dear Parent or Guardian:
The questions below reflect some of the most common areas of parental concern. Check any questions you want to ask your child's teacher. Note additional thoughts or teacher responses beneath each question.
1. How is my child doing in your class? What are my child's grades?
2. Is my child in any special classes, groups, or programs? Why?
3. How does my child's work compare to the work of other students?
4. Is my child working up to his or her ability?
5. What goals have you set for my child this year? Do you anticipate that my child will meet those goals?
Why or why not?
6. What programs are available if my child needs extra help?
7. Has my child missed any classes or failed to complete any assignments?
8. Does my child participate in class discussions and activities?
9. How well does my child get along with others? Have any incidents at school involved my child?
10. What concerns do you have about my child's behavior or academic progress?
11. What can I do to help?
12. How can I get in touch with you?
© 2003 by Education World®. Education World grants users permission to reproduce this page for educational purposes.
Learning Disabilities Checklist
This is a checklist that can help a parent identify possible signs of a learning disability. It’s only a baseline possibility of a learning disability further investigation by a doctor is required.
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Getting to Know Your Child
This form is for the parents to fill out about the family, contact information, questions, concerns and information about the child that the teacher should know.
Parents/Guardians: Please complete this form about your child and return it to school as soon as possible.
Student’s Name ____________________________ Date of Birth __________________
Address ________________________________________________________________
Phone ____________________________________ E-mail ________________________
Mother’s Name __________________________________________________________
Address ________________________________________________________________
Home/Cell Phone ___________________________Work Phone ___________________
Home E-mail ______________________________ Work E-mail ___________________
Best time to be reached: ___________________________________________________
Father’s Name __________________________________________________________
Address ________________________________________________________________
Home/Cell Phone ___________________________Work Phone ___________________
Home E-mail ______________________________ Work E-mail ___________________
Best time to be reached: ___________________________________________________
Guardian’s Name ________________________________________________________
Address ________________________________________________________________
Home/Cell Phone ___________________________Work Phone ___________________
Home E-mail ______________________________ Work E-mail ___________________
Best time to be reached: ___________________________________________________
Emergency Contact Name _________________________________________________
Address ________________________________________________________________
Home Phone ______________________________ Work Phone ___________________
Home E-mail ______________________________ Work E-mail ___________________
Medical Concerns/Allergies/etc. (Please explain.):
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Academic Concerns:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Social Concerns:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Other Concerns:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Copyright © 2002 by Education World [pic]
CONSEJOS para padres de niños en el primer año de primaria
This is a newsletter for Spanish speaking families of first graders. This consists of tips on what to do with your first grader at home to help the student succeed in school.
Déle a sus hijos oportunidades para leer en voz alta. ¡Inspire a sus hijos a que
lean todos los días! Los siguientes consejos le ofrecen maneras divertidas para
ayudar a que sus hijos se conviertan lectores seguros y contentos. Intente
diferentes consejos cada semana y vea cuales funcionan mejor.
¡Ayudando a los niños a leer … y a triunfar!
Colorín colorado! ¡
■ No salga de su casa sin algo para leer
Traiga consigo un libro o revista para cada vez
que su hijo o hija tenga que esperar, como en
una visita al doctor. Siempre trate de encontrar
tiempo para la lectura.
■ Una vez no es suficiente
Motive a que su hijo vuelva a leer sus libros
y poemas favoritos. El volver a leer las cosas
ayuda a los niños a leer mejor y más rápido.
■ Profundice sobre el argumento
Pregúntele a su hijo cosas sobre el cuento que
acaban de leer. Diga algo como: “¿Por qué crees
que Clifford hizo eso?”
■ Controle la televisión
Es difícil que la lectura compita contra la televisión
y los juegos de video. Por ello es necesario
que motive la lectura como una actividad para
“los ratos libres.”
■ Sea paciente
Cuando sus hijos estén tratando de leer una
palabra, déles tiempo para que lo hagan.
Recuérdele mirar con atención la primera o
primeras letras de la palabra.
■ Seleccione libros del nivel correcto
Ayude a que su hijo no seleccione libros que sean
demasiado difíciles. El objetivo es darle muchas
experiencias exitosas en la lectura.
■ Juegue juegos de palabras
Haga que sus hijos repitan los diferentes sonidos
de palabras similares como bote y lote; ratón y
botón; o poco y loco.
■ Yo lo leo y luego tú lo lees
Tome turnos leyendo en voz alta a la hora
de dormir. Los niños disfrutan de momentos
especiales con sus papás.
■ Corrija gentilmente al joven lector
Cuando su hijo cometa algún error, gentilmente
señale la letra o letras que omitió o que leyó
incorrectamente. Muchos lectores principiantes
tratarán de adivinar la palabra basados en la
primera letra.
■ ¡Hable, hable, hable!
Hable con su hijo todos los días sobre la escuela
y cosas de la casa. Use algunas palabras
interesantes durante la conversación y recuérdele
palabras que ya utilizaron en el pasado para
que las aprenda y recuerde mejor.
■ ¡Escriba, escriba, escriba!
Pídale a su hijo que le ayude a escribir la lista del
supermercado, una nota para Abuelita o un
diario de las cosas especiales que suceden en
casa. Cuando esté escribiendo, trate que su hijo
escriba las letras y sonidos que está aprendiendo
en la escuela.
Información práctica, actividades, y asesoría sobre la lectura ¡en español!
TIPS for parents of First Graders
This is a newsletter for parents of first graders. This consists of tips of what to do with your first grader at home to help the student succeed in school. This is the English version of the above form.
Give your child lots of opportunities to read aloud. Inspire your young reader
to practice every day! The tips below offer some fun ways you can help
your child become a happy and confident reader. Try a new tip each week.
See what works best for your child.
Colorín colorado! ¡
■ Don’t leave home without it.
Bring along a book or magazine any time your
child has to wait, such as at a doctor's office.
Always try to fit in reading!
■ Once is not enough.
Encourage your child to re-read favorite books
and poems. Re-reading helps kids read more
quickly and accurately.
■ Dig deeper into the story.
Ask your child questions about the story you've
just read. Say something like, “Why do you think
Clifford did that?”
■ Take control of the television.
It's difficult for reading to compete with TV
and video games. Encourage reading as a free-time
activity.
■ Be patient.
When your child is trying to sound out an
unfamiliar word, give him or her time to do so.
Remind to child to look closely at the first
letter or letters of the word.
■ Pick books that are at the right level.
Help your child pick books that are not too
difficult. The aim is to give your child lots of
successful reading experiences.
■ Play word games.
Have your child sound out the word as you
change it from mat to fat to sat; from sat to sag to
sap; and from sap to sip.
■ I read to you, you read to me.
Take turns reading aloud at bedtime. Kids enjoy
this special time with their parents
■ Gently correct your young reader.
When your child makes a mistake, gently point
out the letters he or she overlooked or read
incorrectly. Many beginning readers will guess
wildly at a word based on its first letter.
■ Talk, talk, talk!
Talk with your child every day about school and
things going on around the house. Sprinkle some
interesting words into the conversation, and
build on words you’ve talked about in the past.
■ Write, write, write!
Ask your child to help you write out the grocery
list, a thank you note to Grandma, or to keep
a journal of special things that happen at home.
When writing, encourage your child to use the
letter and sound patterns he is learning at school.
Practical, research-based information on how to help
English language learners read …and succeed!
Getting to Know Your Student
This form will help you get to know both the student and parents and should be sent home on the first day of school or school orientation. - Colleen Gallagher
Please complete this form about your child and send it back to school. This will help me get to know your child. Thank you!
Child’s Name: _____________________________________________
Name of parents or guardians: ________________________________
Birthday: _____________ Age ____________ Phone # : _______
My child is good at __________________________________________
__________________________________________________________
My child needs help with ______________________________________
__________________________________________________________
My child enjoys__________________________________My child likes to
____________________________________________________________
Academically, this year I would like to see my child work _____________
__________________________________________________________
Socially, I would like to see my child work _________________________
___________________________________________________________
Anything else I should know about your child to help make the school year most successful? ________________________________________
(Feel free to use the back of this paper)
Please return this form as quickly as possible. Thank you for your participation in your child’s education!
You may copy or change this form to suit your needs. You may not sell this or post on another website besides Teacher Tools or Teaching is a Work of Heart. Copyright C. Gallagher smilecdg@. Graphics are from
Parent Letter – Concerns about your child’s behavior
This is a letter to notify parents about concerns and issues you are seeing in the classroom with their child. - Shelli Temple
Date:
Dear Parent or Guardian of _______________________:
The purpose of this communication is to inform you that I am presently experiencing some problems with your child. I would greatly appreciate your cooperation in working with me in trying to take corrective measures to eliminate these problems.
The attitudes and habits listed below are important elements that are definitely essential in order to maintain stability within the classroom. Furthermore, they must be corrected in order for your child to develop his/her maximum potential.
Please observe the items below which represent the areas in which we’re experiencing difficulties:
Areas of Concern
_____ Excessive talking _____ Disturbs others
_____ Lack of effort _____ Inattentive
_____ Disrespectful to others _____ Bad attitude
_____ Excessive tardies _____ Excessive absences
_____ Not prepared for class _____ Does not complete work on time
_____ Incomplete assignments _____ Missing assignments
_____ Poor test scores _____ Request parent conference
_____ Excessive detentions _____ Inappropriate materials (toys, etc)
_____ Is failing at this time _____ D grade at this time
If you have any questions, you may contact us at 555-5555. If you would like a personal conference, please contact Mrs. XXXX.
Sincerely,
Your Student is performing poorly
This form is to notify parents of classroom performance. - Shelli Temple
Dear Parent/Guardian of ______________________:
We regret to inform you that your student is performing poorly in the following subject areas:
_____ Science
_____ Geography
_____ Reading
_____ Language Arts
_____ Math
_____ Health / Physical Education
_____ __________________
_____ __________________
We would appreciate any help you could provide in this matter. If you have any questions, please call us at the school at 555-5555.
Sincerely,
One on One
This form is to help teachers and parents keep track of a student’s academic progress by showing preparedness, time on task, and homework. - Lori-Ann Willey
DATE:
STUDENT NAME:
|SUBJECT |PREPARED |ON TASK |PREVIOUS DAYS |ASSIGNED HOME WORK |
| |FOR CLASS | |HOMEWORK | |
| | | |COMPLETED | |
|MATH | | | | |
|SOCIAL STUDIES | | | | |
|PHYSICAL | | | | |
|EDUCATION | | | | |
|COMPUTER | | | | |
|LANGUAGE | | | | |
|ARTS | | | | |
|SCIENCE | | | | |
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|NOTES: |
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Lori-Ann Willey MSWord BehaviorPlan for One-on-One Ed.Tech.
The Individuals with Disabilities Education Act (IDEA): Procedural Safeguards and Due Process
This is a question and answer information sheet about IDEA, Due Process, and Procedures and Safeguards for parents.
What is the IDEA?
The Individuals with Disabilities Education Act (IDEA) is a federal law mandating that all children with disabilities have available to them a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living (P.L. 108-446). It also ensures that the rights of children with disabilities and their parents are protected.
What is meant by procedural safeguards?
Procedural safeguards are those provisions in IDEA which protect parents’ and students’ rights with respect to the provision of a free appropriate public education (FAPE). The law provides very specific guidelines for student evaluation, parental consent and involvement, access to records, individualized education program development and implementation, student placement, mediation and due process procedures. These procedural safeguards provide standards for accountability, consistency across classrooms, districts and states, and detail a process for settling disputes in a fair and equitable manner.
How must parents be informed about their rights under the IDEA?
School districts must give parents a copy of the procedural safeguards available to them once during the school year and whenever:
1. their child is referred for an initial evaluation for special education or the parents request an initial evaluation;
2. they register a complaint and request a due process hearing;
3. their child’s placement is changed because of a violation of student conduct; and
4. the parents request a copy.
The procedural safeguards notice must be written in the parents’ native language unless it is clearly not feasible to do so and must be easy to understand. If the parents’ mode of communication is not a written language, the notice should be given orally or by other means to ensure the parents’ understanding of their rights regarding their child’s education. A parent may elect to receive notices by electronic mail if available as an option.
What should be contained in a procedural safeguards notice?
The procedural safeguards notice must include a full explanation of all the IDEA’s procedural safeguards and the state complaint procedures relating to parents’ rights to:
1. Obtain an independent educational evaluation of their child if not satisfied with the school’s evaluation;
2. Receive prior written notice for actions proposed or refused by the school district;
3. Grant consent before letting a school conduct an initial evaluation or reevaluation of their child and consent to initial provision of special education and related services;
4. Have access to all educational records about their child;
5. Know when and how to present and resolve complaints through the due process complaint and State complaint procedures;
6. Have their child’s education placement maintained throughout the dispute;
7. Know procedures for students who are subject to placement in an interim alternative educational setting;
8. Know requirements for placing their child in a private school at public expense;
9. Use mediation to resolve disputes;
10. Take a complaint to an impartial hearing officer for a due process hearing;
11. Appeal the hearing officer’s decision;
12. File civil lawsuits against schools; and
13. Know conditions for recovering attorneys’ fees.
What actions by schools require written parental notification?
Parents must be notified in writing and must consent to the education agency’s initial evaluation or reevaluation of their child and to the initial provision of special education and related services. Schools must also provide written notice to parents a reasonable time before a meeting to consider changes in a student's identification, evaluation, educational placement and individualized education program. When schools propose or refuse to take certain actions, the written explanation to parents must describe options considered and rejected. It must also describe each evaluation procedure, test, record, report or other relevant factor used as a basis for the proposed or refused action.
The written notice must also include a statement that parents have protection under the procedural safeguards of the IDEA. If this notice is not an initial referral for evaluation, they must be informed of how to obtain a copy of the safeguards and sources they may contact to obtain assistance in understanding their rights.
The Arc of the United States, 1010 Wayne Ave., Suite 650, Silver Spring, MD – 301/565-3842
301/565-3843 (Fax) – e-mail: info@ –
What is meant by due process?
Due process is a set of specific procedures for resolving disagreements with any of the school’s processes or decisions regarding the child’s identification, evaluation, educational placement or provision of FAPE. A due process complaint must allege a violation that occurred no more than two years in the past.
What is the process for settling disputes?
When a due process complaint is filed, prior to proceeding with a formal due process hearing, IDEA specifies steps for a resolution process. The local education agency must convene a resolution meeting within 15 days of receiving the parents’ due process complaint. The purpose is for the parent to discuss the due process complaint, so that the education agency has the opportunity to resolve the dispute. If the education agency has not resolved the due process complaint to the satisfaction of the parent within 30 days, the due process hearing may occur. The meeting does not have to be held if the parent and education agency agree in writing to waive the meeting or both agree to use the mediation process.
If mediation does not resolve the dispute or if parents decline to participate in mediation, they are still entitled to an impartial due process hearing. If either party is dissatisfied with the hearing officer's decision, they can appeal the decision to the state education agency. This is referred to as an administrative appeal.
If the state education agency does not overturn the original decision, all parties still have the right to initiate civil action through state or federal courts.
What are the requirements regarding mediation?
Mediation should be available for resolving disputes whether or not a due process hearing is requested. Mediation is voluntary for both the parents and the schools. The state must bear the cost of the mediation process. Mediation sessions must be scheduled in a timely manner and be held in a convenient location for all parties involved. Each mediator must be qualified and impartial. An agreement reached during the mediation process must be recorded in a legally binding written agreement.
Mediation cannot be used to deny or delay a parent’s right to a due process hearing. Parents who decide not to enter mediation, however, may be required to learn about the usefulness of mediation in resolving disputes and encouraged to use it by a disinterested party. Discussions during mediation are confidential and may not be used as evidence in any subsequent due process hearings or civil proceedings.
How does due process work?
Parents have the right to request a due process hearing by the educational agency when they present complaints about their child’s special education identification, evaluation, educational placement or program of services. They must submit a written request for a hearing utilizing the agency’s guidelines for documenting relevant information about the child, the nature and facts of the problem and a proposed resolution. The public agency may also file a due process complaint. Each state education agency must develop model forms to assist parents and public agencies in filing due process and State complaints. Parties filing complaints may use the model form or another form or document that meets the content requirements for filing a complaint. Both sides must disclose all evaluations and recommendations intended for use during the hearing at least five days before each administrative hearing.
The due process hearing must be conducted by the public agency directly responsible for the education of the child by an impartial hearing officer. Any party to a hearing has the right to:
1. be accompanied and advised by counsel or an advocate;
2. present evidence, cross examine and call witnesses;
3. prohibit evidence not available to the party at least five days before the hearing; and
4. obtain written, or at the option of the parents, electronic, verbatim record of the hearing, and;
5. written or at the option of the parents, electronic findings of fact and decisions.
While hearing and appeal procedures are in process, the student should remain in his or her existing program. In the case of an initial placement the school must serve the student until a decision is reached. The decision must be mailed to each of the parties no later than 45 days after the receipt of a request for a hearing or an appeal.
Parties have the right to appeal decisions of due process hearings conducted by an agency other than the state education agency (e.g. the local education agency, the hearing officer). This appeal will go to the state education agency, which will review the hearing to determine that all procedures were consistent with due process requirements. The state must reach a final decision and mail a copy to all parties no later than 30 days after a request for a review.
When are parents entitled to have their attorneys’ fees reimbursed?
Federal law provides for the reimbursement of attorneys’ fees to families whose administrative and civil action is upheld, with certain limitations. Attorneys’ fees for IEP meetings are not reimbursable unless the meeting is the result of an “administrative or judicial action.” The law does not cover attorneys’ fees for resolution session meetings. Courts can reduce fees for due process hearings if the fees are excessive, the time spent and legal services are excessive and the parents or their attorney did not provide the school district with appropriate information as required by law. Attorney’s fees can also be reduced if the Court concludes that the parents unreasonably protracted a final resolution of the situation.
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Additional resources from :
The Arc. (2006). The Individuals with Disabilities Education Act (IDEA): Eligibility and IEPs.
Palmer, S. (2003). Early Intervention Services for Children Birth Through Age 2 Enacted by P.L. 105-17 (IDEA 97). Silver Spring, MD: The Arc.
For more information contact:
The National Dissemination Center for Children with Disabilities (NICHCY). Publications list available at P. O. Box 1492, Washington, D.C. 20013. Telephone: 1-800-695-0285 (voice/TTY). Web site:
The Parent Training and Information Center in your state. It can be located by contacting NICHCY (above) or on the Internet at .
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Revised 2006
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Completed all classroom assignments.
Completed all homework assignments.
Used class time wisely.
Understood the concepts covered.
Contributed to class discussions and activities.
Behaved appropriately.
Respected the rights of other students.
Respected authority.
Initials
Initials
Initials
Initials
Initials
Initials
Initials
Initials
Comments
Parent/Guardian Signature: ___________________________________________ Date:____________________
© 2003 by Education World®. Education World grants users permission to reproduce this page for educational purposes.
Weekly Progress Report
This form is to be used weekly to show the parents the students’ progress in class. The teacher can make comments throughout. The parents have to sign it and can also make comments.
__________________________________________________________________'s Weekly Report.
Please read, sign, and return this report to school with your child. If you would like to discuss any part of the report with me, you can contact me at ___________________, between the hours of ____________ and ____________.
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