LCPS ELEMENTARY REPORT CARD

MANUAL

KINDERGARTEN

Revised June 2018

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TABLE OF CONTENTS

INTRODUCTION AND PHILOSOPHY 2

THE STANDARDS-ALIGNED SYSTEM 3

ASSUMPTIONS AND BELIEFS ABOUT LEARNING AND REPORTING

PROGRESS 4

REPORT CARD GUIDELINES KINDERGARTEN 5

Student Information and Attendance

Parent-Teacher Conferences

Completing the Kindergarten Report Card

End of Year Procedures

Transfer Students

PROMOTION AND RETENTION GUIDELINES 11

REPORT CARD SAMPLE 15

TEACHER GUIDE 16

PARENT GUIDE 25

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Loudoun County Elementary Report Card

INTRODUCTION AND PHILOSOPHY When it comes to progress reports, communication is the key. The chief purpose of report cards is to clearly communicate student progress to parents and students. Our standards-aligned report card is designed to provide parents with a clearer understanding of what students are expected to know and be able to do. The Commonwealth of Virginia, and every state in the nation, has clearly defined standards for learning. In Loudoun County, we have incorporated the Virginia Standards of Learning (SOL) into the LCPS curriculum and pacing guides for each subject area. These guides provide the foundation upon which classroom instruction is planned, assessments are designed, and report card language is built. The report card is designed to be an easy-to-understand student progress reporting tool that merges a traditional format with standards-aligned measures. Standards are statements about learning expectations for students and a standards-aligned report card should send an unmistakable message about what children know, what they are able to do, and what they need to learn in relation to the Virginia SOLs and the LCPS curriculum. Students are evaluated on standards listed in each content area and progress is reported quarterly. Additionally, students are evaluated on success-related behaviors we call “Characteristics that Affect Learning.” Feedback in these areas is an important component of the communication between school and home. Curriculum, instruction, and assessment that are aligned with adopted standards should not be a “secret” that parents and students struggle to discern for themselves. Our reporting system should communicate expectations so as to empower students and allow them to take more ownership of their learning. It should also enable parents to see where their child is doing well and where improvement is needed. The report cards more clearly define state learning goals and standards for students. Just as Loudoun County’s curriculum is designed to guide students toward meeting the state and local standards, the report cards meaningfully convey student progress towards those goals. Students in grades K-2 are given marks based on their performance in relation to specific state standards. In grades 3-5, students receive more traditional letter grades in addition to marks based on performance tied to each standard. The report card improves alignment across the district, as the expectations and goals are the same with every teacher at every grade level at every school. In addition, this reporting system encourages teachers to collect evidence as to how their students are doing in relation to the standards and adjust their teaching accordingly. This will help teachers make even more thoughtful educational decisions for their students. One of the most informative and appealing aspects of previous elementary report cards was the use of personalized teacher comments designed to provide parents with specific explanations of student progress. We have retained that expectation in this format and trust that parents will find this narrative portion of the report card invaluable. W. Michael Martin, Ed.D. Director of Elementary Education

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The Standards-Aligned System

There are four essential components of a standards-aligned system:

1. The standards (Virginia SOLs) describe what a student should know and be able to do at a given grade level, 2. The standards-aligned curriculum provides a roadmap for teachers to ensure that their instruction addresses appropriate standards, 3. Assessments are administered by teachers to measure the extent to which a student has met the essential skills, knowledge, and understanding of a standard, and finally, 4. The reporting tool allows a teacher to communicate accurately a student’s progress towards meeting standards at critical junctures throughout the school year.

The Standards-Aligned Report Card (SARC) completes our standards-aligned system. (San Diego Unified School District, Standards-Based Report Card, Kindergarten Teacher Guide, p.6)

Standards

Curriculum & Instruction

Assessment

Reporting

Common Vocabulary - Assessment Assessment – planned (formal) or serendipitous (informal) activities that provide information about students’ understanding [of] and skill in a specific measurement topic Formative Assessment – assessments occurring while knowledge is being learned Summative Assessment – assessments occurring at the end of a learning episode Test – a type of assessment that takes place at a specific time and most commonly uses a pencil-and-paper format Evaluation – the process of making judgments about the levels of students’ understanding or skill based on an assessment Measurement – assigning scores to an assessment based on an explicit set of rules Score/Mark/Grade - the number or letter assigned to an assessment via the process of measurement Topic Statements – knowledge or skill areas listed under content headings on the report card Progress Indicators – the number or letter assigned to a topic statement to communicate a student’s achievement relative to a standard or a set of standards Rubric - A systematic scoring guideline to evaluate students’ performance through the use of a detailed description of performance standards.

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Assumptions and Beliefs about Learning and Reporting Progress Each child is a unique individual with varied background experiences and with varying rates of development. Each child is growing, changing, and learning at his or her own rate. Children’s self-concept and academic success go hand-in-hand. Therefore, every effort is made to encourage children to feel good about what they can do. Learning occurs in a variety of settings and through cooperative interaction with teachers, peers, and other individuals in the child’s environment. Assessment and evaluation of the child’s progress combine both formal and informal measures, which are conducted over time and in different settings. The K-5 report cards should reflect the sum of these measures. Multiple assessment measures may include, but are not limited to:

● oral questioning/interviewing ● teacher-made tests ● student self-assessment ● observing the student’s performance (i.e., shared reading activities, mathematics problem-

solving scientific investigations, etc.) ● student work samples (i.e., journals, writing samples, projects)

The grade should reflect the student’s pattern of performance. Grades should reflect the learning that has occurred after the student has had sufficient opportunity to practice. It is not necessary to grade the performance of the student on every task. Look for trends in the student’s performance instead of averaging numerical scores to determine a grade. Reporting systems for children should establish a two-way communication link between home and school. Research indicates that a direct correlation exists between academic success and home/school involvement. Reporting systems should be designed to benefit children. An effective reporting system provides information to move instruction forward.

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REPORT CARD GUIDELINES KINDERGARTEN

The Kindergarten Report Card is a record of a child's growth and progress in school measured against consistent expectations about what a kindergarten child should know and be able to do. Assessment of student progress is based on the premise that students have diverse capabilities and individual patterns of growth and learning. Teachers are responsible for developing instructional plans based on frequent and varied assessments of the students' needs, abilities and progress. This is a report card that provides information on the child’s growth toward end of year mastery. The Kindergarten Report Card was revised for the 2018-2019 school year to reflect the most recent Language Arts and Mathematics standards. There are several noticeable differences. These changes have been made to simplify the grading process and unify practices across the county. It is important to thoroughly read and use the Elementary Report Card Manual and the embedded Teacher Guide. The Teacher Guide has been created by teachers to connect skills and topic statements. The Characteristics That Affect Learning have been prominently placed to reflect the importance of these readiness skills. The grading scale has been changed to Consistently and Inconsistently. This portion of the report card will be assessed each quarter beginning the first marking period. It will be the primary focus of the information shared at the first quarter conference. The Topic Statements are standards aligned and are no longer linked in the report card tool to specific Standards of Learning. This means that you will select a Topic Statement rather than a specific SOL when entering assignments. Assignments will be linked directly to the topic statements that appear on the report card. For your information, the Kindergarten Teacher Guide shows which standards are aligned with each topic statement. There is no longer a county-wide rubric. Don’t panic! This is intentional and meant to allow for personalized learning, assessing and reporting. Utilize the Teacher Report Card Guide for further descriptions of Below, Progressing, and Meets performance. This allows you to work with your team to design rubrics that directly align with your instruction and assessments. Remember that you are looking for End of Year Mastery. If the student has mastered the skill at any point in the year, he/she earns a Meets. If the student is progressing, he/she earns a Progressing. The Teacher Guide provides additional guidance on the assessment of each standard. With year-end mastery being the kindergarten goal, it would not be uncommon for typically developing students to receive progressing marks until the fourth quarter. This is critical information to convey to parents at Back to School Night, during the first quarter conference, and with each report card.

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Student Information and Attendance K-5 report cards are issued quarterly based on the schedule published by the Office of Elementary Education. The following information will automatically populate to the appropriate spaces on the report card pages indicated: Page 1: Student name, teacher, school, school year (actual grade level is printed on page 1 of respective report cards) Page 2: Student name, teacher Page 3: (Comments): Student name, teacher, school, grade level Attendance and tardy information will be entered automatically by the student information system. Teachers have the option of indicating to parents that their child’s learning may have been affected by either absences or tardies or both. Marking this area is optional; however, if it is used on the report card, the problem should have been communicated to parents earlier that quarter and it should be included on the comment sheet.

Parent-Teacher Conferences Kindergarten teachers will hold a conference with the parent/guardian of every student during the first grading period. This conference may be held after five and one-half weeks and continue through the report card distribution date. The purpose of the First Quarter Conference is for teachers and parents to discuss the Characteristics That Affect Learning and to review the other areas of the report card that will be marked in the second, third, and fourth quarters. Use the Kindergarten Parent Guide and the Report Card to help plan for this conference. A summary of points discussed at this conference can be written in place of comments for this marking period only. Teachers may request a conference with parents at any time during the school year. During the conference, provide parents with a Kindergarten Report Card Parent Guide and explain that the guide describes what a child must know or be able to do in order to “meet” the end-of-year grade level expectation. In addition, show parents the Kindergarten Report Card and let them know it will be marked when it comes home with their child on the distribution date. Avoid spending a disproportionate amount of conference time discussing the Kindergarten Report Card. Instead spend the majority of time discussing the Characteristics that Affect Learning and beginning of the year readiness assessments.

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In the "1st Quarter" block of the Comment Sheet, if a conference has been held, the teacher may write a bulleted or general comment summarizing the topics that were discussed. Example of bulleted comment: The following topics were discussed during the parent-teacher conference:

● Kindergarten Report Card ● Kindergarten Report Card Parent Guide ● Your child’s academic progress, behavior and overall adjustment to kindergarten

Example of generic post-conference comment: A parent-teacher conference was held for the first nine weeks on xx/xx/xx. At the conference we discussed your child’s social and emotional skills as listed under the Characteristics That Affect Learning. We also discussed academic progress and overall adjustment to kindergarten. We discussed those skills requiring practice at home. We briefly reviewed the report card and skills to be covered during the next nine weeks. Please continue to read with your child on a daily basis. If a conference has not been held, a more detailed comment is expected. Example of detailed comment starter: I am sorry that you were not able to meet for a conference to discuss xxx’s progress in kindergarten. (Follow this by a narrative describing progress. Include verbiage indicating an expectation of a conference in person or by phone in the near future.) Completing the First Quarter Kindergarten Report Card The attributes listed under “Characteristics That Affect Learning” are considered critical work skills or life skills that will have a direct impact on future success. As the title suggests, learning is affected by the characteristics listed; however, under no circumstances should the marks given in this section contribute to any academic grade calculation. This will be the only section of the report card completed for the first quarter to provide parents with information regarding how their child is transitioning to the school environment.

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Completing the Kindergarten Report Card for the Second, Third, and Fourth Quarters These progress indicators are used to mark student progress in all academic areas.

● = Denotes knowledge or skill not assessed at this time A set of “Topic Statements” is listed beneath each content area heading on the report card. Teachers should ensure that they keep documentation to support all report card marks, grades, and comments. Before a topic statement is formally assessed, leave it blank and a “●” will automatically populate the cell for that quarter. It is left to the school’s discretion when a topic statement will be assessed and reported. If the school feels that the skill has not yet been addressed, it does not need to be assessed. Utilize the individual Kindergarten Curriculum Guides found under Curriculum Resources when making decisions as to when to assess each skill. By the end of the year, all topic statements should receive a mark. Once a topic statement has been met, it is not necessary to re-assess during subsequent quarters unless the teacher notices that there has been a decline in student performance. If it is not assessed, the corresponding box will be populated with a “●”. All report cards (including comments section) are to be carefully reviewed by the teacher before distribution. All comments should be checked for grammar and spelling errors. Educational jargon should be avoided; comments should be "parent friendly."

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In order to “Meet” the grade level expectation for Social Science, Science, and Health, students should actively and consistently participate in discussions, ask questions and share ideas about content presented. Often times, these areas are embedded in Language Arts and Math instruction and activities.

In order to “Meet” the grade level expectation for Art, Music, and Physical Education students must be able to demonstrate the skills that are taught during each marking period.

Second-Fourth Quarter Comments When preparing the second-fourth quarter comments, be specific and make your remarks constructive using simple, understandable language. The Report Card Comment Sheet shall be used to discuss areas of particular strength or weakness. For all possible retentions, a comment must be made on the Report Card Comment Sheet at the end of the second grading period and restated at the end of the third grading period. It is mandatory to hold a parent-teacher conference to inform parents about the likelihood of retention and proposed interventions prior to the written communication (See LCPS Promotion-Retention Guidelines). If a decision is made to retain a child in kindergarten, it must be noted on the fourth quarter Report Card Comment Sheet.

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End Of Year Procedures The “Grade Next Year:” indicator will only be visible on the fourth quarter report card and will default to the subsequent year. Only if a student is retained, will this field need to be modified to reflect the current grade level. The registrar/attendance secretary must change the child’s grade level in the student information system to allow this to change on the report card. Kindergarten teachers will enter in their Phoenix gradebook a “Year Grade” under “Required Assessment” for each content area: Language Arts, Mathematics, Social Science, Science, and Health. Art, Music, and Physical Education teachers should enter in their Phoenix gradebook a “Year Grade” under “Required Assessment” for their specific content areas. A copy of the final report card must be placed in the student’s Scholastic Record folder. Transfer Students Within-County: When a student transfers within Loudoun County, the sending teacher will run the report card for the partial quarter and forward it to the receiving school. The receiving teacher will incorporate those marks in determining report card grades for the nine-week period in which the student transferred. This procedure seems to work best when the student transfers within the first five weeks of the quarter. However, the later a student transfers during the quarter, the more difficult it becomes for the receiving teacher to feel comfortable "signing off" on quarterly grades. When this situation occurs, it is recommended that the receiving teacher add a comment on the report card to inform parents that the grades predominantly reflect the sending school's appraisal of their child's progress. Out-of-County: When a student transfers outside of Loudoun County, the sending teacher will run the report card for the partial quarter and place it in the Scholastic Record folder. When the records are requested from the receiving school district, the contents of the Scholastic Record will be copied and sent.

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Promotion and Retention Guidelines For Kindergarten Students

April 2018 The following pages provide elementary school administrators and staff members with guidance when making student placement decisions. When considering factors for promoting a student, the readers of this document are reminded that a lack of progress on one or more factors should not automatically result in a decision to retain a child. These guidelines are presented to help the local school staff assess students’ readiness for the next grade. Although not intended to be rigid grade level competency requirements, the guidelines can provide a continuum for discussing each student’s progress with grade level skills and concepts. Several Cautions:

1. Students can be successful at the next grade level without all factors being present or without being highly proficient in each skill listed.

2. Special consideration should be given to students with disabilities and EL students. 3. Students who demonstrate difficulty in achieving expected milestones during the first semester

of the school year shall receive remedial instruction commencing no later than the beginning of the second semester.

Promotion Guidelines The student considered for promotion to first grade demonstrates:

Literacy Development ● Knowledge of most letter names and many of their corresponding sounds ● Ability to use their knowledge of sounds and letters to write some words phonetically

and can read some words on their own ● An understanding of phonemic awareness (ability to hear and say the separate sounds

in words) ● An understanding of the concepts of print (e.g., how to hold a book, how print is read

from left to right and top to bottom of a page) ● Consistency with a majority of the ENGLISH Standards of Learning for this grade level

Math

● Ability to count, recognize, and write numbers (as noted on Kindergarten Report to Parents)

● Demonstrates understanding of number concepts using concrete objects ● Consistency with a majority of the MATHEMATICS Standards of Learning for this grade

level

Social, Emotional, and Physical Maturity commensurate with age and grade, including ● Ability to communicate with others ● Ability to follow one or two step directions

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Students Considered for Retention When a student is considered for retention, the classroom teacher, in consultation with appropriate school personnel, should determine specific remediation strategies or interventions to increase that student’s academic performance. These activities and/or interventions should be in place by the beginning of the second semester of that school year. Remediation strategies for English and Mathematics should be noted on the student’s K-3 SOL Achievement Cards. Remediation strategies used at the kindergarten level may include, but are not limited to:

● Strategic intervention programs ● Tutorial sessions provided by the reading specialist, Title I teacher or PALS tutor ● Mentor program participation

Retention should be considered only after all other reasonable interventions have been exhausted. Many prominent educational groups have questioned the wisdom of retention practices and have called for practical alternatives. At the school level, principals and their staffs have also considered the effects of retention, and have found that retention carries risks for long-term student achievement. Further, retention can negatively impact a student’s aspirations for success. Gains in student achievement through retaining a child appear to be non-existent in many cases and short-lived in some instances. Retaining a student for all subjects for an entire year is a decision that impacts a student for the rest of his/her academic career. Often, a child merely needs additional assistance through specific remediation or intervention strategies to attain success. Retention decisions should never be made based on a single indicator, such as the child’s reading level or a score that the child received on the Standards of Learning Test. Consequently, an ad hoc Child Study Team or Student Assistance Committee will be formed at the school to review all data related to the teacher’s recommendation for retaining a student. This committee may be comprised of the following members: Principal

Classroom Teacher(s) Parent(s) and/or Guardian(s) Guidance Counselor Special Education Teacher Social Worker Psychologist

The committee will review these factors when considering the placement of a child: Social maturity Emotional maturity Attendance Transiency Chronological Age Primary language Parent support Gender Learning styles and modalities Motivation to learn

Physical size and development Academic strengths and weaknesses from a variety of assessments

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Should a decision be made to retain the student, one option for this student’s placement for the next school year is with the current classroom teacher. If this option is not utilized, the current classroom teacher will meet with the teacher who will next receive the child, specifying areas of the curriculum with which the child displays proficiency. The current classroom teacher will list specific skills or concepts for which the child displays weaknesses. Both teachers, in consultation with the school’s administration, will develop a written plan to address the student’s academic strengths and weaknesses during the next school year. This plan should ensure that the student continues to be engaged with challenging work for areas displaying strength and is receiving specific, ongoing assistance. Copies of the Plan will be given to the child’s parent(s) or guardian(s).

Schools are encouraged to develop alternative approaches for instructional delivery methods rather than simply retaining the child. As an example, a retained first grader’s individual plan could specify that the student receives mathematics and science instruction in the second grade because he/she exhibits proficiency in those areas. The progress of the retained student should be carefully monitored during each nine weeks period, making adaptations to the Plan based on the student’s academic improvement. A result could include a full advancement to the next grade during the year or advancing to the next grade for one or more subject areas.

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TEACHER GUIDE TO KINDERGARTEN REPORT CARD

Characteristics That Affect Learning

The Characteristics that Affect Learning that align with Language Arts standards are noted below.

Follows multi-step oral directions English K.1 Uses available resources to solve problems English K.12

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Language Arts

Below: The student demonstrates minimal or no progress towards the standard and requires maximal teacher support.

Progressing: The student demonstrates inconsistent mastery towards the standard and may require teacher support.

Meets: The student demonstrates mastery* of the standard independently when given multiple opportunities over time.

NOTE: A student who has achieved “mastery” is able to repeatedly demonstrate an understanding of ALL components of the standard completely, in multiple trials, with no teacher support or prompting.

Please use the chart below in conjunction with the LCPS Curriculum Framework LCPS Curriculum Framework (Page numbers correlate with specific SOL #)

Language Arts SOL

CF 2017 PG#

Descriptor Engages as a listener and speaker in discussions and conversations in a variety of settings

K.1 K.2, K.7

pg. 7,8, 15

B-Students who are below the standard rarely participate, do not follow rules of conversation and/or need a frequent model for responses. P-Students who are progressing in the standard require teacher prompting to participate appropriately or stay on topic. M-Students who are meeting the standard listen actively and speak using rules for conversation to include staying on topic, using new vocabulary, and using an appropriate voice level in a variety of settings.

Identifies and produces rhyming words

K.3 pg. 10

B-Students who are below the standard cannot identify or produce rhyming words. P-Students who are progressing are able to inconsistently identify and produce words that rhyme. M-Students who are meeting the standard consistently identify and produce words that rhyme.

Names capital and lowercase letters

K.6 B- Students who are below the standard are not making progress in naming the letters at a rate that indicates they will meet the standard by year’s end or show no consistency in the letters they are able to name. P-Students who are progressing are showing steady progress towards naming all the letters. M-Students who are meeting the standard name 26 capital and 26 lowercase letters.

Produces letter sounds K.6 pg. 14

B-Students who are below the standard are not making significant progress towards producing the sounds. P-Students who are progressing are showing steady progress towards producing all the sounds. M-Students who are meeting the standard are able to produce 21 consonant sounds, 5 short vowel sounds, and 3 digraphs (sh, ch, th).

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Language Arts SOL

CF 2017 PG#

Descriptor Applies letter-sound knowledge (beginning/ending sounds; blending/segmenting words)

K.3 pg. 10

B-Students who are below demonstrate little to no sound knowledge and are not progressing in their skills even with teacher support. P-Students who are progressing can apply some letter-sound knowledge within their own writing or drawings. M-Students who are meeting the standard are able to discriminate between syllables, words, and sentences; blend sounds and segment one-syllable words; and sort by beginning and ending sounds.

Demonstrates how print is organized and read (front to back, left to right, text features) Not tracking, see next topic statement

K.4 pg. 12

B-Students who are below do not demonstrate knowledge of how print is organized and read (front to back, left to right, text features) even with teacher support. When handed a book, they do not orient it correctly, turn to the first page, or start at the top of the page to track while reading. P-Students who are progressing can demonstrate how print is organized and read with some teacher support. M-Students who are meeting the standard hold printed materials in the correct position; distinguish between print and pictures; and follow words from left to right and top to bottom on a printed page.

Demonstrates a speech-to-print match while reading Tracking

K.4 pg. 12

B-Students who are below the standard are not able to demonstrate speech-to-print match as they read, even with teacher support. P-Students who are progressing are not consistently reading familiar texts or tracking each word as they read. M-Students who are meeting the standard are able to accurately read familiar texts aloud, tracking each word as they read.

Reads own name and commonly used high-frequency words (in list form and in text)

K.5 pg. 13

B-Students who are below are not able to consistently read their own names or high-frequency words. P-Students who are progressing may be able to read their own names and/or some of the high-frequency words. M-Students who are meeting the standard are able to read their own names and the high-frequency words (in list form and in text) associated with grade level reading expectations. (End of year DRA 3)

Demonstrates comprehension of text (story elements, predictions, retelling, connections)

K.8 K.9

pg. 17, 18

B-Students who are below are unable to provide answers, or they provide answers that are not related to the text. P- Students who are progressing may require some prompting from the teacher but are able to answer basic questions related to the text. M-Students who are meeting the standard are able to demonstrate comprehension of text including all elements described in the standard.

Prints capital and lowercase letters of the alphabet independently

K.10 pg. 20

B-Students who are below are unable to form recognizable letters. P-Students who are progressing may be able to write some to most of the capital and lowercase letters using a model and/or teacher support. M-Students who are meeting the standard are able to consistently write all letters in both capital and lower cases in isolation and in written work without a model.

Prints first and last name

K.10 pg. 20

B-Students who are below are unable to write their first and last names without a model or without teacher support. P-Students who are progressing may be able to write their name independently, but may still require a model. M-Students who are meeting the standard are able to independently write their first and last names using appropriate capitalization and spacing.

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Language Arts SOL

CF 2017 PG#

Descriptor Phonetically spells words to describe pictures or experiences (This is the application of K.6)

K.6 K.11

pg. 14, 21

B-Students who are below are not labeling their drawings or their labels are not related to letter sound relationships. P-Students who are progressing are able to write words phonetically to describe a picture or experience with teacher support. M-Students who are meeting the standard are able to write words phonetically with beginning, middle and ending sounds to describe a picture or experience.

Composes a simple sentence with a capital letter, proper spacing, and ending punctuation.

K.11 pg. 21

B-Students who are below have made little or no progress towards writing a complete sentence even with teacher support. They are probably not yet associating letters and sounds.(See K.11 above) P-Students who are progressing are writing words to form thoughts but are not yet including all of the elements of a complete sentence. M-Students who are meeting the standard are able to write a complete sentence which contains all of the elements described in the standard.

Reads and explains own writing and drawings.

K.5 pg. 13

B-Students who are below do not remember what they drew or wrote about or describe a topic that does not match their drawing or writing. P-Students who are progressing are able to describe their own drawings but cannot read what they wrote. M-Students who are meeting the standard are able to read and explain their own writings and drawings.

K.7 not attached to a topic statement

All areas should be assessed by the end of the year. It is a grade level and school decision to determine at what point each topic will be assessed and reported.

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Math

Below: The student demonstrates minimal or no progress towards the standard and requires maximal teacher support.

Progressing: The student demonstrates inconsistent mastery towards the standard and may require teacher support.

Meets: The student demonstrates mastery* of the standard independently when given multiple opportunities over time.

NOTE: A student who has achieved “mastery” is able to repeatedly demonstrate an understanding of ALL components of the standard completely, in multiple trials, with no teacher support or prompting.

Please use the chart below in conjunction with the LCPS Curriculum Framework (Page numbers correlate with specific SOL #)

Math SOL CF

2016 PG#

Descriptor

Counts orally (to 100 by 1s and 10s and backwards from 10)

K.3a, b,&d

pg. 47

B-Students who are below have no discernible pattern in their counting or are showing a lack of progress. P-Students who are progressing are able to count with some consistent pattern and have some predictability in their errors. M-Students who are meeting the standard are able to:

● orally count to 100 by 1s and 10s ● orally count backwards when given any number between 1 and

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Reads and writes numbers (0 to 20)

K.1 pg. 44

B-Students who are below are not demonstrating any consistency in the numbers they are able to read and/or write, or they are not increasing over time at a rate likely to get them to mastery by Q4. P-Students who are progressing are able to consistently read and write some numbers OR they have mastered only part of the standard. M-Students who are meeting the standard are able to:

● consistently read and write numbers 0-20 ● identify written numerals in random order 0-20

Counts and represents numbers (up to 20)

K.1 pg. 44

B-Students who are below are not demonstrating an understanding that numerals represent quantities. They may not demonstrate one to one correspondence. P-Students who are progressing are able to consistently count and represent some numbers in groups less than 20 and may be growing in their ability to do so to 20 OR they have mastered only part of the standard. M-Students who are meeting the standard are able to:

● construct a set of objects that corresponds to a given numeral ● identify the numeral that corresponds to the total number of

objects in a given set of 20 or fewer concrete objects ● writes a numeral that corresponds to a set of 20 or fewer concrete

objects

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Math SOL CF

2016 PG#

Descriptor

Demonstrates understanding of number relationships (one more for any number between 0 and 100; one less for 10 and below)

K.3c pg. 47

B-Students who are below are not demonstrating an understanding of the concept of one more/one less. P-Students who are progressing show partial understanding of these concepts. They may be able to give one more than a number, but not one less. They may require counting as a strategy to complete this skill. M-Students who are meeting the standard are able to:

● identify the number after, without counting, when given any number between 0 and 100

● Identify the number before, without counting, when given any number between 1 and 10

Compares sets: compares and describes one set as having more, fewer, or the same number of objects; compares and orders the sets from least to greatest and greatest to least, constructs a second set which has more, fewer, or the same number of objects as a given set.

K.2 pg. 46

B-Students who are below are not demonstrating an understanding of more/fewer/equal. P-Students who are progressing have some concept of more/fewer/equal. They may not be able to do all components of the standard. M-Students who are meeting the standard are able to:

● compare and describe one set as having more, fewer, or the same number of objects

● compare and order the sets from least to greatest and greatest to least

● construct a second set which has more, fewer, or the same number of objects of a given set

Identifies, describes, extends, and creates patterns (The student will identify, describe, extend, create, and transfer repeating patterns.)

K.13 pg. 65

B-Students who are below are not demonstrating an understanding of repeating patterns. P-Students who are progressing have success with some components of the standard. M-Students who are meeting the standard are able to:

● identify and describe the core (the part of the sequence that repeats) found in repeating patterns

● extend a repeating pattern by adding at least two complete repetitions of the core

● create a repeating pattern ● compare similarities and differences between patterns ● transfer a repeating pattern from one representation to another

Reads and interprets a calendar. Name the days of the week, months of the year, determine the day before or after the given day.

K.8 pg. 56

B-Students who are below are unable to demonstrate any of the components of the standard. P-Students who are progressing are able to demonstrate an understanding of some components of the standard. M-Students who are meeting the standard are able to:

● name the days of the week ● name the months of the year ● determine the day before or after any given day

Gathers and displays data (Demonstrates the following: collects, organizes, and represents data; and reads and interprets data in object graphs, picture graphs, and tables)

K.11 pg. 61

B-Students who are below are not demonstrating an understanding of how to gather, display, or interpret data. P- Students who are progressing may be able to represent or interpret data but cannot demonstrate all components of the standard. M-Students who are meeting the standard are able to:

● gather and organize information ● represent and interpret data

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Math SOL

CF 2016 PG#

Descriptor

Recognizes coins and determines values (Demonstrates the following: recognizes the attributes of a penny, nickel, dime, and quarter and identifies the number of pennies equivalent to a nickel, a dime, and a quarter.)

K.7 pg. 55

B-Students who are below are not demonstrating an understanding of coins and their values. P-Students who are progressing are able to demonstrate an understanding of some components of the standard. M-Students who are meeting the standard are able to identify:

● coins ● number of pennies equivalent to a nickel, dime, and quarter

Compares measurable attributes Demonstrates the following: compares two objects or events, using direct comparisons, according to one or more of the following attributes: length (longer, shorter), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder), volume (more, less), and time (longer, shorter), describes the location of one object relative to another regardless of their positions and orientations in space, and can sort objects into groups.

K.9 K.10 K.12

pg. 57

B-Students who are below are not demonstrating an understanding of comparing objects. P-Students who are progressing are able to demonstrate an understanding of some components of the standard. M-Students who are meeting the standard are able to use direct comparison to compare and describe:

● length of two objects (longer or shorter) ● heights of two objects (taller or shorter) ● weights of two objects (heavier or lighter) ● temperatures of two objects or environment (hotter or colder) ● volumes of two containers (more or less) ● amount of time spent on two events (longer or shorter) ● the attributes of an object (e.g., color, shape, thickness) ● AND CAN: ● Name plane figures ● Sort objects into appropriate groups (categories) based on one

attribute (e.g., size – large bears and small bears). ● Classify sets of objects into groups (categories) of one attribute. ● Label attributes of a set of objects that has been sorted. ● Name multiple ways to sort a set of objects.

Represents and solves practical problems involving fractions (Demonstrates the following: recognizes fractions as representing parts of equal size of a whole; represents and solves practical problems involving equal sharing with two sharers)

K.5 pg. 50

B-Students who are below are unable to demonstrate any of the components of the standard. P-Students who are progressing are able to demonstrate an understanding of some components of the standard. (e.g. They may be able to demonstrate parts of a whole but not parts of a set. They may see parts but not equal parts.) M-Students who are meeting the standard will be able to:

● share a whole equally with two sharers ● represent fair shares concretely or pictorially ● describe shares as equal pieces or parts of the whole (e.g.,

halves) *ALL WHEN GIVEN A PRACTICAL SITUATIONS

Models and solves basic addition and subtraction problems (Given a set of 10 or fewer objects, demonstrates the following: models and solves single-step story and picture problems with sums and differences to 10 using

K.4* K.6

pg. 48 52

*The intent of this standard is to measure students’ understanding of number relationships rather than isolated addition and subtraction facts. *Unless you have adjusted the pacing to accommodate instructional needs, this will not be assessed until Q4. B-Students who are below are unable to demonstrate any of the components of the standard. P-Students who are progressing are able to demonstrate an understanding of some components of the standard. M-Students who are meeting the standard will be able to:

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concrete objects) ● recognize and describe with fluency part-whole relationships for numbers up to 5 in a variety of configurations

● investigate and describe part-whole relationships for numbers up to 10

● model and solve various types of story and picture problems using 10 or fewer concrete objects. (Types of problems should include joining, separating, and part-part-whole scenarios.)

Science, Social Science and Health

Below: The student rarely participates, asks questions, or shares ideas in discussions and activities.

Progressing: The student inconsistently participates, asks questions, or shares ideas in discussions and activities.

Meets: The student actively and consistently participates, ask questions, and shares ideas about content presented during discussions and activities.

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LOUDOUN COUNTY PUBLIC SCHOOLS

PARENT GUIDE TO KINDERGARTEN REPORT CARD

LANGUAGE ARTS Performance required to MEET end-of-year grade level expectations

Engages as a listener and speaker in discussions and conversations in a variety of settings

Students who are meeting the standard listen actively and speak using rules for conversation to include staying on topic, using new vocabulary and using an appropriate voice level in a variety of settings.

Identifies and produces rhyming words Students who are meeting the standard consistently identify and produce words that rhyme.

Names capital and lowercase letters Students who are meeting the standard name 26 capital and 26 lowercase letters.

Produces letter sounds Students who are meeting the standard are able to produce 21 consonant sounds, 5 short vowels, and 3 digraphs (sh, ch, th).

Applies letter-sound knowledge (beginning/ending sounds; blending/segmenting words)

Students who are meeting the standard are able to discriminate between syllables, words, and sentences; blend sounds and segment one-syllable words; and sort by beginning and ending sounds.

Demonstrates how print is organized and read (front to back, left to right, text features)

Students who are meeting the standard hold printed materials in the correct position; distinguish between print and pictures; and follow words from left to right and top to bottom on a printed page.

Demonstrates a speech-to-print match while reading

Students who are meeting the standard are able to accurately read familiar texts aloud, tracking each word as they read.

Reads own name and commonly used high-frequency words (in list form and in text)

Students who are meeting the standard are able to read their own names and the high-frequency words associated with grade level reading expectations. (End of year DRA 3)

Demonstrates comprehension of text (story elements, predictions, retelling, connections)

Students who are meeting the standard are able to demonstrate comprehension of text including all elements described in the standard.

Prints capital and lowercase letters of the alphabet independently

Students who are meeting the standard are able to consistently write all letters in both capital and lower case in isolation and in written work without a model.

Prints first and last name

Students who are meeting the standard are able to independently write their first and last names using appropriate capitalization and spacing.

Phonetically spells words to describe pictures or experiences

Students who are meeting the standard are able to write words phonetically with beginning, middle and ending sounds to describe a picture or experience.

Composes a simple sentence with a capital letter, proper spacing, and ending punctuation.

Students who are meeting the standard are able to write a complete sentence which contains all of the elements described in the standard.

Reads and explains own writing and drawings.

Students who are meeting the standard are able to read and explain their own writings and drawings.

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LOUDOUN COUNTY PUBLIC SCHOOLS PARENT GUIDE TO KINDERGARTEN REPORT CARD

MATHEMATICS Performance required to MEET end-of-year grade level expectations

Counts orally (to 100 by 1s and 10s and backwards from 10)

Students who are meeting the standard are able to: ● orally count to 100 by 1s and 10s ● orally count backwards when given any number between 1

and 10

Reads and writes numbers (0 to 20)

Students who are meeting the standard are able to: ● consistently read and write numbers 0-20 ● identify written numerals in random order 0-20

Counts and represents numbers (up to 20)

Students who are meeting the standard are able to: ● construct a set of objects that corresponds to a given

numeral ● identify the numeral that corresponds to the total number of

objects in a given set of 20 or fewer concrete objects ● writes a numeral that corresponds to a set of 20 or fewer

concrete objects Demonstrates understanding of number relationships (one more for any number between 0 and 100; one less for 10 and below)

Students who are meeting the standard are able to: ● identify the number after, without counting, when given any

number between 0 and 100 ● Identify the number before, without counting, when given

any number between 1 and 10 Compares sets (Given no more than 3 sets each containing 10 or fewer concrete objects), demonstrates the following: compares and describes one set as having more, fewer, or the same number of objects; compares and orders the sets from least to greatest and greatest to least, constructs a second set which has more, fewer, or the same number of objects as a given set.

Students who are meeting the standard are able to: ● compare and describe one set as having more, fewer, or

the same number of objects ● compare and order the sets from least to greatest and

greatest to least ● construct a second set which has more, fewer, or the same

number of objects of a given set

Identifies, describes, extends, and creates patterns (The student will identify, describe, extend, create, and transfer repeating patterns.)

Students who are meeting the standard are able to: ● identify and describe the core (the part of the sequence

that repeats) found in repeating patterns ● extend a repeating pattern by adding at least two complete

repetitions of the core ● create a repeating pattern ● compare similarities and differences between patterns ● transfer a repeating pattern from one representation to

another

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LOUDOUN COUNTY PUBLIC SCHOOLS PARENT GUIDE TO KINDERGARTEN REPORT CARD

MATHEMATICS Performance required to MEET end-of-year grade level expectations

Reads and interprets a calendar. Name the days of the week, months of the year, determine the day before or after the given day.

Students who are meeting the standard are able to: ● name the days of the week ● name the months of the year ● determine the day before or after any given day

Gathers and displays data (Demonstrates the following: collects, organizes, and represents data; and reads and interprets data in object graphs, picture graphs, and tables)

Students who are meeting the standard are able to: ● gather and organize information ● represent and interpret data

Recognizes coins and determines values (Demonstrates the following: recognizes the attributes of a penny, nickel, dime, and quarter and identifies the number of pennies equivalent to a nickel, a dime, and a quarter.)

Students who are meeting the standard are able to identify: ● coins ● number of pennies equivalent to a nickel, dime, and quarter

Compares measurable attributes Demonstrates the following: compares two objects or events, using direct comparisons, according to one or more of the following attributes: length (longer, shorter), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder), volume (more, less), and time (longer, shorter), describes the location of one object relative to another regardless of their positions and orientations in space, and can sort objects into groups.

Students who are meeting the standard are able to use direct comparison to compare and describe:

● length of two objects (longer or shorter) ● heights of two objects (taller or shorter) ● weights of two objects (heavier or lighter) ● temperatures of two objects or environment (hotter or

colder) ● volumes of two containers (more or less) ● amount of time spent on two events (longer or shorter) ● Identify the attributes of an object ● Sort objects into appropriate groups ● Classify sets of objects into groups of one attribute ● Label attributes of a set of objects that has been sorted ● Name multiple ways to sort a set of objects

Represents and solves practical problems involving fractions (Demonstrates the following: recognizes fractions as representing parts of equal size of a whole; represents and solves practical problems involving equal sharing with two sharers)

Students who are meeting the standard will be able to: ● share a whole equally with two sharers ● represent fair shares concretely or pictorially ● describe shares as equal pieces or parts of the whole (e.g.,

halves) *ALL WHEN GIVEN A PRACTICAL SITUATION

Models and solves basic addition and subtraction problems (Given a set of 10 or fewer objects, demonstrates the following: models and solves single-step story and picture problems with sums and differences to 10 using concrete objects)

Students who are meeting the standard are able to: ● recognize and describe with fluency part-whole

relationships for numbers up to 5 in a variety of configurations

● investigate and describe part-whole relationships for numbers up to 10

● model and solve various types of story and picture problems using 10 or fewer concrete objects. (Types of problems should include joining, separating, and part-part-whole scenarios.)

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LOUDOUN COUNTY PUBLIC SCHOOLS PARENT GUIDE TO KINDERGARTEN REPORT CARD

SOCIAL SCIENCE, SCIENCE AND HEALTH

Students who meet the standard actively and consistency participate in discussion, ask questions, and share ideas about content presented.

ART, MUSIC, PHYSICAL EDUCATION Students who meet the standard are able to demonstrate the skills that have been taught during the marking period.