5.27.05Maury County Public Schools Maury County Public Schools Standards-Based K-1 Report Card...

5.27.05 Maury County Public Schools

Maury County Public Maury County Public SchoolsSchools

Standards-Based K-1Standards-Based K-1 Report Card Report Card

Maury County Public Maury County Public SchoolsSchools

Standards-Based K-1Standards-Based K-1 Report Card Report Card

Understanding Your Child’sUnderstanding Your Child’s

Report CardReport Card


Beginning with the 2005-2006 school year, Maury County Public Schools will use a K-1 standards-based report card system. The purposes of adopting a standards-based reporting system for MCPS include:

•Communicating detailed student progress and achievement to parents and students

•Informing parents of standards and expectations

•Providing consistency across the district with regards to grading

Grade Level

Indicator

20 to 20

Student:

School:

Principal:

Teacher

LANGUAGE ARTS 1 2 3 4

appreciates being read to; memorizes text; makes up stories by looking at

pictures

beginning to see self as a reader; developing a sight-word vocabulary base;

beginning to use reading strategies

beginning to self-correct mistakes; increased use of reading strategies;

continues sight words, understands material

chooses to read independently; basic understanding of simple literacy

elements; increasing sight word development

large sight word vocabulary; able to read silently; reads orally with

expression; reads for enjoyment and information

1 2 3 4

uses strings of letters and/or pictures to express meaning; directional movement

left to right

combines letters to show meaning; leaves space between words; demonstrates or

applies letter-sound relationships

uses simple descriptive sentences; simple sentences with complete thought; begin

to use editing skills (i.e. capitals, punctuation)

writes to share personal experience; explain information, tell stories; proofreads

revises and shows increased knowledge of writing skills

1 2 3 4 Total

ACADEMIC AWARENESS REPORT CARD

Upper Emergent: 3

Days Enrolled

and development of each child as he/she becomes an independent reader and writer.

Not all students will reach these stages at these exact times.

Reading StageReading Development

Days Absent

Writing Stage

Early Fluency: 4

Maury County Public Schools

K

signed by the parent or guardian is required each time a student is absent.Regular attendance and promptness is essential for success in school. A note dated and

Early Fluency: 3

Fluency: 4

Reading and Writing developmental stages provide a useful tool to monitor the growth

Days Present

Writing Development

Early Emergent: 1

Emergent: 2

Stages

Early Emergent: 1

Emergent: 2

ATTENDANCE

Grading Period

Fluency: 5

Stages

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Approximately 75 people including teachers, principals, central office administrators, and parents worked for several months to create a new K-1 standards-based report card. This report card should enable home and school to effectively work together to help every student be successful.


1. Standards Grading Scale2. Developmental Stages3. Related Arts Section4. Student Responsibilities for Learning5. Student Responsibilities for Behavior6. Your Child Can Be Helped By7. Attendance Record8. Teacher Comment Section9. Parent Comment Section10. Student Information


1. STANDARDS GRADING SCALE K-1

Standards scores 1, 2, or 3 are written in the appropriate box to the right of the written standard. An empty box indicates the standard was not assessed at this time. These scores are used to indicate a student’s grade-level proficiency, based on the end of the year academic content standards.

Reading Section Pictured

1 2 3 4 Final

Identifies beginning, middle, and ending sounds

Identifies long and short vowel sounds

Identifies and produces rhyming words

Blends multiple sounds into words

Uses a variety of strategies to solve unfamiliar words

Knows sight words

Understands synonyms, antonyms

Retells a story by recalling details and sequence

of events

States main idea, makes predictions, and draws

conclusions about text

Reads appropriate text with fluency, accuracy and

expression

Uses a variety of strategies to construct meaning

(e.g. picture clues, prior knowledge)

Identifies setting, plot, characters, and theme in

a variety of texts

Uses a variety of text to collect information

READING STANDARDSPhonemic Awareness

Decodes and Recognizes Words

Reporting Period

Reading Comprehension


Code Explanation• (1) Consistently meets or exceeds standards/expectations:The student consistently meets or exceeds the standards as

required for the grade level. The student, with relative ease, grasps, applies, and extends the key concepts, processes and skills for the grade level.

• (2) Progressing toward standards/expectationsThe student is progressing towards the standards required

for the grade level. The student demonstrates progress in the majority of grade level skills. The student, with limited errors, begins to grasp and apply the key concepts, processes and skills for the grade level.

• (3) Experiencing difficulty in meeting standards/expectationsThe student is not meeting the majority of the standards

required for this grade level. The student is experiencing difficulty grasping and applying the key concepts, processes and skills for the grade level.

• No Mark No mark indicates that the standard was an

area/skill that was not assessed during the grading period.


2. Developmental Stages of Reading and

WritingLANGUAGE ARTS 1 2 3 4

appreciates being read to; memorizes text; makes up stories by looking at

pictures

beginning to see self as a reader; developing a sight-word vocabulary base;

beginning to use reading strategies

beginning to self-correct mistakes; increased use of reading strategies;

continues sight words, understands material

chooses to read independently; basic understanding of simple literacy

elements; increasing sight word development

large sight word vocabulary; able to read silently; reads orally with

expression; reads for enjoyment and information

1 2 3 4

uses strings of letters and/or pictures to express meaning; directional movement

left to right

combines letters to show meaning; leaves space between words; demonstrates or

applies letter-sound relationships

uses simple descriptive sentences; simple sentences with complete thought; begin

to use editing skills (i.e. capitals, punctuation)

writes to share personal experience; explain information, tell stories; proofreads

revises and shows increased knowledge of writing skills

Writing Development

Fluency: 5

Early Fluency: 3

Fluency: 4

Emergent: 2

Upper Emergent: 3

Early Fluency: 4

Emergent: 2

Early Emergent: 1

Writing StageStages

Stages Reading Development

Early Emergent: 1

Reading Stage

KIN

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1st G

rade

2nd

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IND

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GA

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EN

1st G

rade

2nd

Gra

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The reading and writing continuum provides a useful tool to monitor the growth and development of each child as he/she becomes an independent reader and writer. The grade level designations represent optimal timing. Not all students will reach these stages at these exact times.


3. Related Arts SectionGrades K - 1

Related Arts classes include art, music, physical education, or other specialty classes. The grading codes for related arts are S (Satisfactory) and N (Needs improving.) These grades are assigned by the specialty area teacher.

1 2 3 4

MusicArtTechnology

S=Satisfactory N=Needs ImprovementPhysical Education

SEE SPECIALTY TEACHER REGARDING GRADE.

RELATED ARTS


4. Student Responsibilities for

Learning

A check mark indicates an area in which a student needs to improve with regards to grade level expectations.

1 2 3 4Listens and follows directionsWorks well independently

Works cooperatively in groups

Completes work/assignments on timeReturns completed homework and/or signed notes on timeOrganizes materials and work spaceUses time productively/stays on taskSeeks help when needed

Displays positive attitudeParticipates/interacts in learning activities

A check ( √) indicates your child needs to improve in the following grade level expectations.

STUDENT RESPONSIBILITIES FOR LEARNING


5. Student Responsibilities for

BehaviorA check mark indicates an area in which a

student needs to improve with regards to grade level expectations.

1 2 3 4Follows school rulesDemonstrates self-control

Accepts responsibility for actionsRespects the rights and property of othersRespects authority

Interacts well with peers

A check ( √) indicates your child needs to improve in the following grade level expectations.

STUDENT RESPONSIBILITY FOR BEHAVIOR


6. Your Child Can Be Helped By:

A check mark indicates an area in which a parent can further assist their child.

1 2 3 4Attending school regularlyArriving on time

Refraining from early dismissalsBeing prepared to learnCompleting homeworkPracticing sight words/vocabulary daily at homeReading daily at homePracticing math skills daily at home

Conferencing between parents and teachers

YOUR CHILD CAN BE HELPED BYA check ( √) indicates your child can be helped.


7. Attendance RecordIn this section, parents will be able to

identify the number of days enrolled, days present and days absent for each of the nine weeks reporting periods.

Grading Period 1 2 3 4 Total

ATTENDANCERegular attendance and promptness is essential for success in school. A note dated and

signed by the parent or guardian is required each time a student is absent.

Days Absent

Days Enrolled

Days Present


8. Teacher Comment Section

A check mark in the box indicates that the teacher desires a conference. The teacher may add comments that provide further insight into the progress your child is making.

Conference Requested

Parent Signature

TEACHER COMMENTS AND REQUEST FOR CONFERENCE

A check in the box at the right indicates that the teacher desires a conference.

Reporting Period 1COMMENTS


9. Parent/Guardian Comment Section

The parent or guardian may sign to indicate they have reviewed and read the report card. A conference with the teacher may also be requested.

Conference Requested

Parent Signature

PARENT/GUARDIAN COMMENTS AND REQUEST FOR CONFERENCE

Please sign below to show that you have read this report. If you wish to confer with the teacher, place check the box provided.

Reporting Period 1COMMENTS


Student Information

20 to 20

Student:

School:

Principal:

Teacher

ACADEMIC AWARENESS REPORT CARD


K


Communicating Your Child’s

ProgressPurposes of changing our methods of reporting

your child’s progress include the following: Communicating where students stand in

reference to specific expectations for their learning

Not… “How is my child doing compared

to other students in the class?” but…

“How is my child doing with regard to the learning expectations for this level?”


Providing examples based on student work

Teachers should have clear examples of student work at the various developmental levels of performance. This provides concrete examples to parents of teachers’ expectations. This will increase parents’ knowledge of what is expected and enable them to help their child in making progress.


Provide consistent communication A standards-based report card

uses clear and understandable labels that help to break down the barriers between home and school. It opens the way between home and school for effective collaboration in efforts to help every student succeed!

“The Communication Challenge of Standards-Based Reporting”

Thomas R. GuskeyPhi Delta KappanDecember 2004


THE MOST EFFECTIVE

METHOD FOR COMMUNICATING

YOUR CHILD’S PROGRESS…


Visiting your child’s school and talking with the teachers and administrators!

Together we can help all students achieve!


For more information:

Contact your child’s school, the Maury County Central Administrative Office, or email comments to Scott Gaines—[email protected]

5.27.05Maury County Public Schools Maury County Public Schools Standards-Based K-1 Report Card...

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