A PARENT’S GUIDE TO
STANDARDS-BASED REPORT CARDS K – Grade 4
Department of Leadership and Learning
Brenda Steele Associate Superintendent
David Moore, Ed.D.
Executive Director of Elementary Instruction
Revised August 2012
2
THANK YOU Many thanks for using this report card to keep an open line of communication and as a tool to become a partner with your child’s teachers and school. Your interest and support is greatly appreciated. By working as a team, we will help your child to achieve his/her greatest potential.
To request an accommodation, please contact your building principal or department head. (Interpreters for the deaf or hard of hearing must be requested forty-eight [48] hours prior to the event.) Questions or concerns may be referred to the Metropolitan Nashville Public Schools Customer Service Center, 615/259-4636. Si usted necesita información adicional o si usted tiene alguna pregunta, por favor llame o contacte al director de su escuela. Metropolitan Nashville-Davidson County Public Schools does not discriminate on the basis of age, race, sex, color, national origin, or disability in its hiring or employment practices or in admission to, access to, or operation of its programs, services or activities.
3
TABLE OF CONTENTS
OVERVIEW --------------------------------------------------------------------- 4 SUBJECT AND RELATED ARTS CODE (GRADES K-1) ----------------------- 4 RELATED ARTS (GRADES K – 4) ---------------------------------------------------- 6
SUBJECT AND RELATED ARTS GRADING CODE (GRADE 2-4) ---------- 6 STANDARDS CODE (GRADES K – 4) ----------------------------------------------- 7
STANDARDS SKILL CODE (GRADE K) --------------------------------------------7 EMBEDDED INQUIRY STANDARDS CODING K-4 SCIENCE --------------- 8 PROCESS STANDARDS CODING K-4 SOCIAL STUDIES --------------------- 9 READING PROGRESS LEVELS ------------------------------------------------------- 9 TEACHER COMMENTS AND REQUEST FOR CONFERENCE ------------- 10 PROMOTION/RETENTION ------------------------------------------------------------ 10 ATTENDANCE ----------------------------------------------------------------------------- 10 STUDENT RESPONSIBILITIES/SUGGESTIONS --------------------------------- 11 ENGLISH LEARNERS -------------------------------------------------------------------- 12 GRADING FOR STUDENTS WITH IEP’S ------------------------------------------- 13
4
OVERVIEW The Metropolitan Nashville Public School System uses a standards-based report card in grades K-4 to report student progress to parents. For a complete list of the standards that will be addressed with your child, you may look on the Metro Schools’ website www.mnps.org. Once there go to the tab “Schools”. Scroll down to “Academic Standards”. The report card provides detailed information on how well students are progressing toward mastery of the academic standards. Report cards are sent home four times a year on a nine week basis. Standards-based report cards:
• communicate detailed student progress and achievement to parents and students • inform parents of Common Core State Standards and expectations for K-4 • provide consistency across the district with regards to grading
Report cards usually withstand the “test of time.” Out of the many school documents that parents keep for their children, the report card can typically be found within that group. Teachers work diligently to mark the report cards each nine weeks with accuracy and efficiency. This Guideline Booklet is designed to “walk” parents through each area of the report card with a written explanation. If questions arise, please check with your child’s teacher. Please keep this booklet as a reference throughout the school year. SUBJECT AND RELATED ARTS CODE (GRADES K-1)
5
The Metropolitan Nashville Public School System uses a standards-based curriculum. The letter grades below are directly linked to the Common Core State Standards (CCSS) and based on student products. The Common Core State Standards listed on the report card represent the critical areas of instruction but not all the CCSS are addressed on the report card. 100-90 E = Excellent 89-80 S = Satisfactory 79-70 P = Progressing 69-60 N = Needs Improvement Below 60 U = Unsatisfactory In grades K-1 a “10/10/10” procedure will be used as follows:
• A minimum of 10 grades for each nine-week reporting period • A minimum of 10 items per graded assignment • A 10-point grading scale
(In determining grades, integration of subject areas is encouraged.) English Language Arts/Literacy, Math, Science, and Social Studies have three areas to mark each reporting period. The three areas to mark include the Overall Grade, Effort Grade, and Standards Scores. The “OVERALL GRADE,” E, S, P, N, or U, is based on student work products that address grade level standards. Letter grades are written in the OVERALL GRADE box. The overall grade represents the student’s achievement in each subject for that nine weeks. The “EFFORT CODE,” E, S, or N, is written directly below the overall grade. These marks are used to indicate a student’s effort: E = Exceptional Effort S = Satisfactory Effort N = Needs Improvement in Effort The Effort Grade does not reflect or factor in behavior. The Effort Grade is based on a student’s attempt to complete the task. The “STANDARDS SCORE” is a numerical score of 3, 2, or 1 written beside the standard. The standards scores will provide teachers, students, and parents additional information regarding specific skill mastery and understanding. A student does not achieve proficiency level (3) until all parts of the standard have been met with proficiency. A (3) Meets with Proficiency indicates that the student demonstrates acceptable achievement of the targeted benchmarks/standards. Since these standards are “year-long” expectations, students should not receive a “3” until the student meets the standard with proficiency. A (2) Developing Proficiency indicates the student is approaching acceptable achievement of the targeted benchmarks/standards. A (1) Not Yet indicates that the student requires more time and experiences; shows limited achievement of the targeted benchmarks/standards. A “/” (slash) indicates that a standard was not assessed during the reporting period. Teachers need to leave
6
this area blank since Gradespeed will automatically generate a“/ ”(slash) for any standard not marked. The “FINAL GRADE” is a letter grade based upon mastery of the standards. The FINAL GRADE will also be the grade that is recorded on the student’s cumulative record at the end of the year. NOTE: A “FINAL GRADE” is not recorded for Effort or scores for Standards. RELATED ARTS (GRADES K – 4) Related Arts classes include Art, Music, and Physical Education. Some schools may have additional related arts courses (e.g., Chinese, Spanish, Computer). Related Arts teachers shall use a minimum of 7 grades for each nine-week reporting period. Related Arts teachers should also record a “Final Grade” at the end of the year based upon the mastery of state objectives within their respective discipline. SUBJECT AND RELATED ARTS GRADING CODE (GRADE 2-4) The Metropolitan Nashville Public School System uses a standards-based curriculum. The letter grades below are directly linked to the Common Core State Standards in English Language Arts/Literacy and Mathematics. They are linked to the Tennessee State Standards in the other content areas. These are based on student work products. A = 100-90 Excellent B = 89-80 Above average C = 79-70 Average D = 69-60 Low but passing F = Below 60 Not Passing In grades 2-4 a “10/10/10” procedure for English Language Arts/Literacy, Social Studies, Science, and Math will be used as follows:
• A minimum of 10 grades for each nine-week reporting period • A minimum of 10 items per graded assignment • A 10-point grading scale
(In determining grades, integration of subject areas is encouraged.) English Language Arts/Literacy, Math, Science, and Social Studies has three areas to mark each reporting period. The three areas to mark include the Overall Grade, Effort Grade, and Standards Scores. The “OVERALL GRADE,” A, B, C, D, or F, is based on student work products that address grade level standards. Letter grades are written in the OVERALL GRADE box. The overall grade represents the student’s achievement in each subject for that nine weeks.
7
The “EFFORT CODE,” E, S, or N, is written directly below the overall grade. These marks are used to indicate a student’s effort: E = Exceptional Effort S = Satisfactory Effort N = Needs Improvement in Effort The Effort Grade does not reflect or factor in behavior. The Effort Grade is based on a student’s attempt to complete the task. The “STANDARDS SCORE” is a numerical score of 3, 2, or 1 written beside the standard. The standards scores will provide teachers, students, and parents additional information regarding specific skill mastery and understanding. A student does not achieve proficiency level (3) until all parts of the standard have been met with proficiency. A (3) Meets with Proficiency indicates that the student demonstrates acceptable achievement of the targeted benchmarks/standards. Since these standards are “year-long” expectations, students should not receive a “3” until the student meets the standard with proficiency. A (2) Developing Proficiency indicates the student is approaching acceptable achievement of the targeted benchmarks/standards. A (1) Not Yet indicates that the student requires more time and experiences; shows limited achievement of the targeted benchmarks/standards. A “/” (slash) indicates that a standard was not assessed during the reporting period. Teachers need to leave this area blank since Gradespeed will automatically generate a“/”(slash) for any standard not marked. The “FINAL GRADE” is a letter grade based upon mastery of the standards. The FINAL GRADE will also be the grade that is recorded on the student’s cumulative record at the end of the year. NOTE: A “FINAL GRADE” is not recorded for Effort or scores for Standards.
STANDARDS SKILL CODE (GRADE K) Kindergarten uses an additional skill code. Individual skills should be marked with an “X” for mastery or an “O” for non-mastery. If a student does not master a skill during a nine-week reporting period and then masters the skill during the next nine weeks, an “X” should be placed over the “O” that was previously marked on the report card.
Kindergarten example: Areas in which individual skills are listed include: English Language Arts/Literacy, and Math.
e.g., (first nine weeks) Write numbers from 0 to 20. X 0-5, O 6-10,
O 11-15, O 11-15, _O 16-20
e.g., (second nine weeks) Write numbers from 0 to 20. X 0-5, O _ 6-10,
O 11-15, O 11-15, _O 16-20
8
EMBEDDED INQUIRY STANDARDS CODING FOR SCIENCE (GRADES K-4) Students are assessed on the Grade Level Expectations (GLEs) for Embedded Inquiry at each grade level. These inquiry expectations should be embedded within all Science content instruction. (i.e., Life Science, Earth and Space Science, Physical Science). Teachers can assess these inquiry standards through the Checks for Understanding identified in the Embedded Inquiry section of the Tennessee Science Standards. Teachers may develop additional Checks for Understanding based on instructional needs. They may also choose to address multiple inquiry expectations via project-based learning. These project-based learning activities may be used as a vehicle to integrate reading, language arts, writing, social studies, and mathematics. Teachers may develop rubrics to support the assessment of student work in order to assign standards codes of 3, 2, or 1. Grades K-2 Embedded Inquiry GLEs:
• Uses senses and simple tools to make observations. • Asks questions, make logical predictions, plan investigations, and represent data. • Uses age appropriate vocabulary to communicate understanding of simple data
and content. Grades 3-4 Embedded Inquiry GLEs:
• Demonstrates understanding of scientific phenomena by asking questions, making predictions, planning investigations, recording data, and using correct vocabulary.
• Selects and uses appropriate tools and simple equipment correctly to conduct an investigation.
• Identifies and interprets simple patterns of evidence to communicate the findings of multiple investigations.
Hands On Science Instructional Units: Hands On Science Instructional Units are the Board adopted curriculum to be used to teach the embedded inquiry standards and grade level content standards in science. Kindergarten: Myself and Others, Animals 2x2, Living Things, Wood 1st Grade: Comparing and Measuring, Organisms, Solids and Liquids, Weather 2nd Grade: Sky Watchers, Changes, Soils, Life Cycle of Butterflies 3rd Grade: Chemical Tests, Plant Growth and Development, Rocks and Minerals 4th Grade: Animal Studies, Electric Circuits, Land and Water PROCESS STANDARDS CODING FOR SOCIAL STUDIES GRADES K-4
9
Students are assessed on the Grade Level Expectations (GLEs) for Process Standards at each grade level. These process standard expectations should be embedded within all Social Studies content instruction. (i.e., Culture, Economics, Geography, Governance and Civics, History, and Individuals, Groups, and Interactions). Process Standard GLEs:
o Acquiring information o Analyzes data and problem solving o Communication o Historical awareness The process standards in their entirety can be accessed through the following link: http://www.state.tn.us/education/ci/ss/doc/SS_Process_Standards.pdf.
In Kindergarten, the focus of study of is on the self, home, family, and classroom. Integrate the six Social Studies standards of essential content knowledge and four process skills for instructional purposes.
In First Grade, the focus of study is on the classroom, school, and community. Integrate the six Social Studies standards of essential content knowledge and four process skills for instructional purposes.
In Second Grade, the focus of study is on the school, community, and state. Integrate the six Social Studies standards of essential content knowledge and four process skills for instructional purposes.
In Third Grade, the focus is on the regions of the United States and the world. Integrate the six Social Studies standards of essential content knowledge and four process skills for instructional purposes.
In Fourth Grade, students learn about the history of the United States from its early beginnings to the Civil War with a focus on regions. Integrate the six Social Studies standards of essential content knowledge and four process skills for instructional purposes.
READING PROGRESS LEVELS Teachers will mark reading progress levels five times (entry and end of each nine weeks) using formal running record assessments (Text-Leveled Assessments). The space to the right of the nine-week period box is where the student’s reading level is recorded. Running record scores are not designed to be used for grades or as the basis for retention. During the beginning of year reading assessment window, teachers will administer a running record and record the score on the “Entry Level” box on the inside cover of the report card. The entry level assessment is taken for the purpose of identifying possible summer reading loss and providing teachers with a starting point for instruction. Toward the end of the first nine-week grading period, teachers should administer a second formal running record and record the score on the first nine weeks box.
10
The benchmarks for the reading levels are noted at the top of the chart: End of Kindergarten = Level 4 End of First Grade = Level 18 End of Second Grade = Level 24 End of Third Grade = Level 32 End of Fourth Grade = Level 40 These benchmarks indicate a minimum mastery level for each grade level. TEACHER COMMENTS AND REQUEST FOR CONFERENCE This section is divided into four sections for each nine weeks of the school year. The teacher has the option of checking the box requesting a conference with the parent(s). A “Notice of Concern” box is printed under the first and third reporting periods. Teachers should check this option only if a Notice of Concern is being sent home. Parents should sign their child’s report card each reporting period. There is a place for parents to request a conference in the 1st, 2nd, and 3rd reporting period box and provide current contact information. When cards are signed and returned to school, teachers need to review this panel to see if further information has been provided by the parent. PROMOTION/RETENTION At the end of the year, teachers have three levels to consider for promotion/retention in grades K-4:
• Promoted • Promoted / Extenuating Circumstances • Retained
A check mark should be placed in ONE BOX at the end of the year. Teachers are to “type in” the NEXT ASSIGNMENT (grade level) based upon promotion/retention. ATTENDANCE The attendance section allows additional space for teachers to provide specific information regarding days enrolled, present, and absent. In this section, parents will be able to identify the number of excused absences, unexcused absences, days tardy, and early dismissals. Attendance patterns will be documented on the report card that will enable teachers to assist parents in understanding that attendance affects achievement. End of the year attendance totals are recorded on the front of the cumulative record. STUDENT RESPONSIBILITIES FOR LEARNING
11
Teachers have the option of placing a check mark (√ ) in any of the areas in which a student needs to improve with regards to student responsibilities for learning. STUDENT RESPONSIBILITIES FOR BEHAVIOR Teachers have the option of placing a check mark (√ ) in any of the areas in which a student needs to improve with regards to student responsibilities for behavior. SUGGESTIONS FOR HELPING YOUR CHILD Teachers have the option of placing a check mark (√ ) in any of the areas in this section. Some checked items indicate a need for specific improvement. However, other check marks may represent good, on-going practice for all students.
ENGLISH LANGUAGE DEVELOPMENT REPORT
12
English Learners will receive the general education grade level report card, along with an English Language Development Report. The ELD Report includes MNPS ELD Standards by proficiency level. The purpose of this report is to give parents information on the language learning of their child. Teachers should mark the beginning of the year proficiency level of the student, and mark scores for students based on their current proficiency level each marking period. The beginning of the year proficiency levels are determined by the most recent TELPA or ELDA score. GradeSpeed will create a grade book for the ELD course because students are scheduled in the course. The teacher should not enter assignments or grades for this class. Teachers will use the Report Card Entries page (once it has been updated) to enter the proficiency scores for the English Language Development Student Report. Notes regarding English Learners:
• Parents must always be notified if their child is working below grade level. Make sure parents understand that the instruction and assessment is being modified and that, even if their child is making A’s and B’s he/she may be working below grade level.
• The teacher must make sure he/she has proof of the modifications, accommodations and parent contacts made for each student taught.
• In all classes where EL students are taught using a modified instruction and assessment, a check must be placed in the space indicated for modification for each subject area.
• No student may be retained or failed because of lack of English language proficiency and without providing the parents with sufficient and accurate documentation that supports that recommendation.
GRADING FOR STUDENTS WITH IEP’s (GRADES K-4)
Overall Grade ( E, S, P, N, U) Grades reflect modified___curriculum,___assessments, or ___instruction Effort Grade (E, S, N) Standards Score (3, 2, 1)
13
Every student who receives special education services regardless of the level of services must receive an MNPS standards-based report card. In addition, the IEP report of progress as it relates to the students’ IEP goals and objectives should accompany the report card each nine week grading period in which the report card is issued. In order to maintain confidentiality and not violate the Family Educational Rights and Privacy Act (FERPA), there should not be any identifying information on the report card that suggests that a student receives special education services and has an IEP. Therefore, it is imperative that teachers do not add statements or comments that allude to these identifying sources of information. Marking Grades (Grades K-4) The same grade coding should be used for a student with an IEP as outlined for all other students. The grades rendered to students should reflect implementation of the accommodations and modifications that are outlined in the students’ IEP. If grades or curriculum have been modified, the teacher must check the statement on the report card to reflect that this has occurred. Students, who are not performing at grade level but are being taught grade level Common Core Standards, should be graded according to their rate and mastery of the standard. For example, if the standard requires the student to read with sufficient accuracy and fluency to support comprehension and the student’s rate and mastery of the standard is that they are able to comprehend when read to, the student is making progress towards the standard. The IEP progress pages which accompany the report card will outline the actual goal and objective that is aligned to the common core content standard. Students who are taught with the alternate learning standards should receive a grade level standards-based report card that is marked in its entirety and is accompanied with the IEP progress of goals and objectives. The alternate standards are aligned and categorized by the grade level common core standards; therefore, teachers should find common threads in the standards and mark grades accordingly. Students should not receive a blank report card or a report card that only has attendance and behavior marked. Teachers who teach students with the alternate learning standards should utilize grading rubrics in order to grade students and mark students’ progress towards mastery of the standards.
Sample Rubric for Grading (Alternate Learning Standards)
14
Dimensions (1) Does not Meet Standards
(2) Progressing Toward Standards
(3) Meets Standards
Student’s Achievement of Benchmarks
Evidence that the student demonstrates little to no degree of breadth, depth, and difficulty of skills related to standards and benchmarks.
Evidence that the student demonstrates some degree of breadth, depth, and difficulty of skills related to standards and benchmarks.
Evidence that the student demonstrates a substantial degree of breadth, depth, and difficulty of skills related to standards and benchmarks.
Evidence Shows: Breadth-no achievement on primary benchmark Depth-level of achievement/accuracy (0-25%) Difficulty-neither age appropriate nor curriculum based activities
Evidence shows: Breadth- achievement on primary benchmark Depth-level of achievement/accuracy (26%-80%) Difficulty-age appropriate or curriculum based activities
Evidence shows: Breadth-achievement on primary benchmark and on one additional standard/benchmark Depth-level of achievement/accuracy (81-100%) Difficulty-both age appropriate and curriculum based activities
Student’s Independent Use of Adaptations
Evidence that the student does not use or uses to a limited degree of independence adaptations, modification, and/or assistive technology
Evidence that the student uses adaptations, modifications, and/or assistive technology; evidence that the student uses adaptations with some degree of independence
Evidence that student uses adaptations, modifications, and/or assistive technology as appropriate; evidence that student independently uses adaptations.
Evidence Shows: Student uses available adaptations/modifications/assistive Technology independently (0-25%)
Evidence Shows: Student uses available adaptations/modifications/assistive technology independently (26-80%)
Evidence Shows: Student uses available adaptations/ modifications/ assistive technology independently (81-100%)
Student’s Demonstration of Self-Determination
Evidence that the student does not make or makes limited choices; evidence that the student does not reflect on and/or evaluate performance
Evidence that the student makes choices and reflects on and/or evaluates his/her performance
Evidence that the student makes choices, reflects on and/or evaluates his/her performance, and uses these to adjust his/her performance
Evidence Shows: Choices-no choices or choices not related to content area activity (e.g., food, drink, clothing, colors, friends) Evaluation/reflection-no evaluation/reflection
Evidence Shows: Choices- student makes choices related to activity/standard (goal setting, format, adaptations, etc.) Evaluation/reflection- student evaluates/reflects on performance on the standard (comparison of performance to performance or performance to standard)
Evidence Shows: Choices-student makes choices related to activity/standard (goal setting, format, adaptations, etc.) Evaluation/reflection-student evaluates /reflects on performance on the content standard (comparison of
15
performance to performance or performance to standard) Use of Evaluation-evaluation/reflection used to adjust performance based on evaluation/reflection
Student’s Demonstration of Transfer and Generalization
Evidence that the student demonstrates skills related to the standard(s) which are practiced and/or learned in one setting
Evidence that the student demonstrates skills related to the standard(s) which are practiced and/or learned in a few settings
Evidence that the student demonstrates skills related to the standard(s) which are practiced and/or learned in a variety of settings
Evidence Shows: Student demonstrates skills and concepts practiced and/or learned in one setting
Evidence Shows: Student demonstrates skills and concepts practiced and/or learned in two or three settings
Evidence Shows: Student demonstrates skills and concepts practiced and/or learned in four or more settings
