HUNTINGTON BEACH CITY SCHOOL DISTRICT Report … · some application of grade-level concepts as determined by formal, informal, oral and/or written assessments, and teacher observation

HUNTINGTON BEACH CITY SCHOOL DISTRICT

Report Card Teacher Guide – Fall 2015

Kindergarten

The Report Card is an essential component of a standards-based system and provides

important feedback to parents about a student’s achievement and academic progress. At

the elementary level, there are three progress reporting periods. The report card reflects a

student’s current achievement of the cumulative skills, strategies, and concepts identified in

the California Frameworks and State-approved Common Core State Standards.

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

1. The standards, as outlined by Board Policy and the State of

California, describe what a student should know and be able to do

at a given grade level.

2. The standards-based curriculum serves as a roadmap that a

teacher uses to ensure that they teach to these standards. Our

roadmap is guided by the Common Core Standards Sequence

Schedule in English-Language Arts and Mathematics for each

grade level.

3. The assessments that a teacher uses measure the extent to

which a student has met the standards, and include formal and

informal, and formative and summative assessments.

4. The Report Card is the reporting tool that allows a teacher to

accurately communicate a student’s progress toward meeting

standards at critical intervals throughout the school year.

The Report Card completes our standards-based system and

ensures that progress is communicated to parents.

The Teacher Resource Page on the Staff Tab of the District website offers a variety of

documents about the Common Core State Standards. Common Core resources include the

following: Placemats, Standards Sequence Schedules, Grade Level Learning Descriptors,

“I Can” Standard Statements, and the Straightforward Guide to Understanding the

Common Core State Standards, all by grade level.

Standards Curriculum

Assessment

Report

Card



Kindergarten

General Grading Practices for Teachers

The Huntington Beach City School District Report Cards are standards-based and align

with the California Common Core State Standards. Standards-based grading is meant to

guide students toward excellence by measuring proficiency on learning objectives over time

during the school year.

Teachers are required to utilize the Illuminate system to input and archive data for the

Report Cards and are highly encouraged to use the Gradebook program within Illuminate to

record results and data on student progress. The Gradebook program includes a template

that is specifically linked to the Common Core Standards detail and value scales utilized in

the Report Card. Teachers who use this feature in Illuminate will be able to ‘push’ their

grades to the report card and then review and/or override the grades prior to completing the

final preparation of the report card. The ‘Academic Achievement’, ‘Effort’, and ‘Behaviors

that Contribute to Learning’ sections of the report card are not linked with the Gradebook

feature.

The Standards Mastery numeric grade scale will be the data that will push into the report

card for teachers. This data was selected to “push in” as it would have required the most

hand-inputting by teachers.

The first reporting period occurs after the first trimester of the school year. At the end of

each trimester, a report card is issued, and the Parent-Teacher Conference is optional and

can be scheduled at the request of either the teacher or the parent. A final report card is

prepared at the end of the third trimester, coinciding with the end of the school year.

It is important to remember that both CA Education Code and Board Policy require that

parents be notified as soon as possible in the grade reporting period if a student is making

less than satisfactory progress so that intervention and remediation can occur.

The next page provides detail on the various scales used in the Report Card for specific

grade levels.



Scales for Reporting Student Progress

Kindergarten

End of Year Standards Mastery Scale

Scale Meaning

3 85 – 100%

Mastery of Standard: Student performance in cluster of standards for the reporting period

routinely meets grade level expectations as demonstrated by a body of evidence that

shows independent understanding and application of grade level concepts as determined

by formal, informal, oral and/or written assessments, and teacher observation.

2 70 – 84%

Progressing Towards mastery of Standard: Student performance in cluster of standards

for the reporting period does not regularly meet grade level expectations as

demonstrated by a body of evidence that shows partial/inconsistent understanding and

some application of grade-level concepts as determined by formal, informal, oral and/or

written assessments, and teacher observation.

1 0 – 69%

Minimal mastery of Standard: Student performance in cluster of standards for the

reporting period is below or far below grade level expectations as demonstrated by a

body of evidence that shows limited understanding and application of grade level concepts

as determined by formal, informal, oral and/or written assessments, and teacher

observation.

NE Not Evaluated: Standard has not been evaluated during this reporting period.

Kindergarten

Current Overall Achievement/Effort Scale

Scale Meaning

E 95 – 100%

Excels At Current Standards: The student consistently meets and regularly exceeds

expectations.

M 75 – 94%

Meets Current Standards: The student regularly meets expectations.

N 60 – 74%

Needs Improvement To Meet Current Standards: The student needs improvement to meet

expectations.

U 0 – 59%

Unsatisfactory Progress Toward Current Standards: The student is making unsatisfactory

progress to meet expectations.



Kindergarten

SAMPLE

Grade K

students

receive an

Overall

Achievement

/ Effort grade

of E, M , N,

or U for

academic

areas in

reading,

writing, and

mathematics

each

trimester.

Grade K students receive an overall effort grade of E,

M, N, or U in Science, Social Studies , PE/Health, and

Visual/Performing Arts each trimester.

Grade K

students

receive an

End Of Year

Standards

Mastery

grade of

3-1 in all

content area

categories.

each

trimester.

The standard mastery scale

mark of NE is used in trimesters

1 and 2 depending on the

content being introduced and

evaluated.



Kindergarten

SAMPLE

All students

receive a grade

of E, M, N, or U

for the Work

Study Habits

and Social /

Emotional

Development

sections each

trimester.

The fall parent

conference is noted

in the Trimester 1

section.

The Comments section each trimester should reflect data

regarding student achievement AND narrative comments

providing feedback that is both positive and constructive.

Comments may include information about student

participation in special services. Per Board Policy 5121, a

report card for a student with a disability may contain

information about his/her disability, including whether that

student received special education or related services,

provided that the report card informs parents/guardians

about their child’s progress or level of achievement in

specific classes, course content, or curriculum. General

education teachers should consult with special education

colleagues to determine how best to report student progress

in special services programs.

The grade assignment for the next

academic year is noted here, as well as the

student’s name.

The ATTENDANCE section reflects absences

and tardies each trimester. The total

column is used only for trimester three.



Kindergarten

Use of End of Year Standards Mastery Scale

A student is to be graded based upon how well he/she has demonstrated mastery of the

standards to the level they have been taught as of the end of the specific grading period.

Grade-level expectations for each reporting period are based on expected levels of student

achievement at each point in time and are aligned to the Common Core Standards

Sequence Schedule recommendations.

During the first and second trimesters, a “3” End of Year Standards Mastery grade rating

may only be given to a student who has demonstrated complete mastery of the standard.

Most students will not have mastered the complete standard to the level expected at the

end of the school year yet. These students should be given a “1” or “2”. Third trimester

grades should reflect the student’s overall mastery of the end-of-year grade level standard.

If the standard has been designated as not being taught during that grading period based

on the Common Core Standards Sequence Schedule, or if instruction has occurred, but the

student has not yet been assessed on progress related to the standard, a mark of NE (Not

Evaluated) should be given in the field. All other standards must be assigned ratings for

that reporting period.

Use of Current Overall Achievement/Effort Scale

The Current Overall Achievement/Effort scales should reflect the student’s general focus

and commitment toward meeting classroom expectations for learning on a regular basis

throughout the grading period. When determining the reporting mark, teachers should

consider if the student has consistently or inconsistently met classroom learning

expectations. Teachers can consider the following questions to guide their decision

regarding the effort scale: Does the student work to the best of their ability? Are they

persistent in completing projects? Do they demonstrate scholarly attributes as they work to

complete assigned learning activities?



Kindergarten

Report Card Comments

Teachers are strongly advised to include specific data in the comments section to clarify and

support standards-based grades, particularly in any standards that were marked as areas of

concern (e.g., DIBELS, AR, other assessment data, etc.).

Narrative comments are also expected in each reporting period and should reflect both positive

and constructive feedback for students and parents. It is appropriate to set goals for learning

objectives within the next reporting period and, if an area of growth is noted, a specific plan for

intervention should also be indicated. Comments may include information about student

participation in special services. Per Board Policy 5121, a report card for a student with a

disability may contain information about his/her disability, including whether that student

received special education or related services, provided that the report card informs

parents/guardians about their child’s progress or level of achievement in specific classes,

course content, or curriculum. General education teachers should consult with special

education colleagues to determine how best to report student progress in special services

programs.

Principals will work collaboratively with teachers to review report card comments prior to

distribution of the Report Card to parents. In the rare event that an additional narrative page

needs to be included to reflect appropriate comments related to student progress during a

particular reporting period, a detailed header must be included on any additional pages that list

the student’s name, grade, school, teacher name, date of grade report and District ID# or DOB.

This is essential in the event that an extra narrative page becomes separated from the formal

pages of the report card. It is important to keep in mind that these extra pages cannot be

housed within the Illuminate system and that the hard copy file should be included in the

student’s permanent, cumulative record folder, or cum file.

Idea Bank for Report Card Comments

This idea bank is intended to support HBCSD classroom teachers in preparing report card comment sections that include both data and narrative feedback for parents. Teachers are not limited to these samples, but rather they are intended to offer ideas and suggestions to build on teacher best practice in sharing information about student progress. We hope these ideas will prove to be useful in your writing and report card preparation!

Attitude

Is an enthusiastic learner who seems to enjoy school.

Exhibits a positive outlook and attitude in the classroom.

Appears well rested and ready for each day's activities.

Shows enthusiasm for classroom activities.

Shows initiative and looks for new ways to get involved.

Uses personal skills to deal with matters independently and in a positive way.

Strives to reach their full potential.

Is committed to doing their best.

Seeks new challenges.

Takes responsibility for their learning.

Behavior

Cooperates consistently with the teacher and other students.

Transitions easily between classroom activities without distraction.

Is courteous and shows good manners in the classroom.

Follows classroom rules.

Conducts themselves with maturity.

Responds appropriately when corrected.

Remains focused on the activity at hand.

Resists the urge to be distracted by other students.

Is kind and helpful to everyone in the classroom.

Sets an example of excellence in behavior and cooperation.

Character

Shows respect for teachers and peers.

Treats school property and the belongings of others with care and respect.

Is honest and trustworthy in dealings with others.

Displays good citizenship by assisting other students.

Joins in school activities and community projects.

Is concerned about the feelings of peers.

Can be depended on to do what they are asked to do.

Seeks responsibilities and follows through.

Is thoughtful in interactions with others.

Communication Skills

Has a well-developed vocabulary.

Chooses words with care.

Expresses ideas clearly, both verbally and through writing.

Has a vibrant imagination and excels in creative writing.

Uses vivid language in writing.

Writes clearly and with purpose.

Writes with depth and insight.

Can make a logical and persuasive argument.

Listens to the comments and ideas of others without interrupting.

Group Work

Offers constructive suggestions to peers to enhance their work.

Accepts the recommendations of peers and acts on them when appropriate.

Is sensitive to the thoughts and opinions of others in the group.

Takes on various roles in the work group as needed or assigned.

Welcomes leadership roles in groups.

Shows fairness in distributing group tasks.

Plans and carries out group activities carefully.

Works democratically with peers.

Encourages other members of the group.

Helps to keep the work group focused and on task.

Interests and Talents

Has a well-developed sense of humor.

Holds many varied interests.

Has a keen interest that has been shared with the class.

Displays and talks about personal items from home when they relate to topics of study.

Provides background knowledge about topics of particular interest to them.

Has an impressive understanding and depth of knowledge about their interests.

Seeks additional information independently about classroom topics that pique interest.

Reads extensively for enjoyment.

Frequently discusses concepts about which they have read.

Is a gifted performer.

Is a talented artist.

Has a flair for dramatic reading and acting.

Enjoys sharing their musical talent with the class.

Participation

Listens attentively to the responses of others.

Follows directions.

Takes an active role in discussions.

Enhances group discussion through insightful comments.

Shares personal experiences and opinions with peers.

Responds to what has been read or discussed in class and as homework.

Asks for clarification when needed.

Regularly volunteers to assist in classroom activities.

Remains an active learner throughout the school day.

Social Skills

Makes friends quickly in the classroom.

Is well-liked by classmates.

Handles disagreements with peers appropriately.

Treats other students with fairness and understanding.

Is a valued member of the class.

Has compassion for peers and others.

Seems comfortable in new situations.

Enjoys conversation with friends during free periods.

Chooses to spend free time with friends.

Time Management

Tackles classroom assignments, tasks, and group work in an organized manner.

Uses class time wisely.

Arrives on time for school (and/or class) every day.

Is well-prepared for class each day.

Works at an appropriate pace, neither too quickly or slowly.

Completes assignments in the time allotted.

Paces work on long-term assignments.

Sets achievable goals with respect to time.

Completes make-up work in a timely fashion.

Work Habits

Is a conscientious, hard-working student.

Works independently.

Is a self-motivated student.

Consistently completes homework assignments.

Puts forth their best effort into homework assignments.

Exceeds expectations with the quality of their work.

Readily grasps new concepts and ideas.

Generates neat and careful work.

Checks work thoroughly before submitting it.

Stays on task with little supervision.

Displays self-discipline.

Avoids careless errors through attention to detail.

Uses free minutes of class time constructively.

Creates impressive home projects.

Student Strengths/Successes

Listens and follows directions well.

Expresses ideas clearly.

Does neat, thorough work.

Seeks information independently.

Completes activities in a timely manner.

Occupies his/her time constructively.

Communicates well with students and teacher.

Works well in group settings and makes many contributions to the group.

Follows directions well, and is self-sufficient within the classroom.

Is extremely motivated, and always puts his/her best effort into classroom assignments.

Takes direction well and instantly applies them to his/her ______ skills.

Understands the concept of…

Has a good knowledge of…

Demonstrates superior work in…

Is able to successfully…

Improvement and Growth

Has demonstrated very good progress this year.

Has matured nicely this year, both academically and socially.

Is learning how to be a better listener, and takes direction well.

Has worked very hard this year, and has made strong gains in the area of ______.

Has shown great improvement with __________.

Is progressing nicely, and shows constant improvement in many areas of schoolwork

including _______.

Is becoming more self-reliant during independent work periods.

Is learning to be cooperative when working in groups.

Is developing more positive ways to interact with others.

Is listening to directions more carefully.

Work habits have shown improvement.

Is showing good growth in all areas, especially in…

Has continued to make steady progress with…

Has shown noticeable improvement in…

Is developing consistent work habits, such as …

Needs Assistance

Requires guidance to remain focused and complete tasks.

Needs encouragement to work more independently.

Requires constant supervision and direct assistance with his/her assignments.

Tends to work too quickly, which often results in careless mistakes and poor written work.

Needs to listen to directions more carefully.

Works best in one-on-one situations.

Needs to be encouraged to work more slowly and accurately.

Is easily distracted in school and needs to improve in his/her work habits.

______’s attitude toward schoolwork is inconsistent, and continues to need guidance

and encouragement.

Looks to others for help.

Is excelling in most of his/her _____ skills, but needs to begin concentrating on the

following skills…

Although there has been some improvement in _____, he/she still has difficulty with…

Tries to do his/her best, however the work is difficult for him/her.

Has difficulty with …

Could benefit from…

Behavior/Attitude

Has a good attitude towards work, and always hands in assignments on time.

Displays an excellent attitude toward learning.

Is a responsible and considerate classmate.

Is respectful to other students and takes turn talking.

Is eager to learn.

Is well-liked by peers.

Takes pride in his/her work.

Responds well to direction, and applies this correction to his/her work and social habits.

Enjoys participating in conversation and discussions.

______’s attitude is improving, and he/she is always happy to participate in class

discussions.

Has a good work ethic, however, he/she often talks at inappropriate times.

Needs guidance cooperating and interacting with peers.

End-of-Year

______ could benefit from reading library books this summer.

______ is a wonderful student, and I’m happy to have had him/her in my class.

With his/her friendly, cooperative attitude, he/she will always be a pleasant addition to

any class.

Thank you for your cooperation and assistance at home with _______.

I enjoyed having _____ in my class.

Possible Samples of Evidence for Evaluating Student Work Language Arts

Screening and Pre-Assessments

Reading Logs, writing logs, journals, portfolios of work over time

Authentic reading assessments

Projects and presentations

Anecdotal records

o Independent reading/writing conferring notes

o Small group instruction

o Text-based discussions

End of Unit and Selection Tests/Assessments

Student work samples that illustrate student learning or revision of work on similar concepts

Writing Samples

Mathematics

Screening and Pre-Assessments

End of Unit and Chapter Tests, quizzes for specific skills or operations

Tasks and story problems which include numeric solutions, student’s written explanation, and/or drawings

and representations



Kindergarten

Frequently Asked Questions (FAQ) Where did the language of the

sections on the Report Card

come from?

The language is based on the

Common Core Standards and

California Curriculum

Frameworks.

In order to ensure that the

report card is understandable

to teachers, students, and

parents, corresponding

documents in more user-

friendly language, including “I

Can” statements, have been

prepared to help clarify the

specifics of the standard.

How long does it take to enter

grade marks in Illuminate?

Most teachers report that it

takes between 1-3 hours per

class to complete the report

cards.

Teachers report that the

process takes less time as they

gain familiarity and if they are

using the Gradebook program

which pushes most grades into

the report card.

How do I mark the report card

when the standard is not

addressed within the grading

period?

“NE” is used to indicate the

standard is not evaluated at

this time.

The grading mark of NE is not

intended for use in the third

trimester.

Where are the citizenship and

effort marks?

The Report Card includes a

section on each report card that

calls for a Current Overall

Acheivement / Effort scale of

either E, M, N, or U for grade K.

What is expected in the

comments section?

The teacher is required to add

narrative comments and share

specific assessment data in the

Comment section. The first

reporting period comment section

indicates that a parent conference

was held.

How do I know what constitutes

Exceeds Mastery of Standard?

Exceeds Mastery of Standard is

defined as: The student

consistently exceeds standards

as demonstrated by a body of

evidence showing greater depth

of understanding and high-level

application of grade-level

concepts.

What about Special Education

students?

The Report Card is used for the

majority of special education

students who are working in

grade level curriculum. Students

with more intensive needs who

are working in alternate or below

grade level curriculum will receive

a report card for only the

pertinent sections of their

instructional program and must

receive progress reports on IEP

goals at appropriate intervals per

expectations set forth by the IEP

Team.

Where do we get support for

technical questions and

problems?

Site Technology Representatives

and Technology Facilitators

assigned to each site have

received technical training, have

developed and shared training

resources, and are available to

assist teachers.

The Educational Services

Department is also available to

assist teachers in preparing the

report card.

How will the Report Card impact

parent conferences?

Teachers may wish to consider

scheduling extended time to meet

with parents to share evidence of

student learning as everyone

becomes more familiar with the

Common Core State Standards

and Report Card.

Thank you to the 2015-16 Report Card Committee:

Sara Adams, Julie Austin, Marissa Carlton, Caryn Chalabian, Susan Flory,

Gayle Gerlach, Erika Jorgensen, Stacey Leung, Nicole Lewellyn, Melissa

Reichert, Tonya Signor, Heather Terranove, Danielle Voss.

Documents

HUNTINGTON BEACH CITY SCHOOL DISTRICT Report … · some application of grade-level concepts as determined by formal, informal, oral and/or written assessments, and teacher observation