REVISED HAUPPAUGE REVISED HAUPPAUGE REVISED HAUPPAUGE SCHOOLS SCHOOLS SCHOOLS K- -5 ELEMENTARY REPORT 5 ELEMENTARY REPORT K K-5 ELEMENTARY REPORT CARDS CARDS CARDS October 2008 October 2008 Presented by Eileen Hodrinsky Presented by Eileen Hodrinsky Assistant to the Superintendent for Curriculum and Instruction Assistant to the Superintendent for Curriculum and Instruction
Report Card Revision Process Why were the new report cards developed? • New York State requires all students to receive instruction in, and master the standards for each grade level, and we needed to update our reporting system to better align with the most recently revised requirements. • A standards-based report card encourages consistency in teaching and reporting student progress across the elementary schools, K-5.
A Standards-Based Approach to Reporting Designed to inform parents about their children’s progress toward achieving the New York State learning standards—specifically what students are expected to learn at each grade level
Report Card Revision Process • K-5 teachers, building and district level administration teams researched and made recommendations for revising our current report card language and format to ensure alignment with NYS standards and district programs (i.e. Literacy Collaborative) • All K-5 teachers and administrators met several times to review the K-5 report card drafts to ensure consistency of reporting across grade levels • An electronic version of the revised report card was created to interface with the district’s Infinite Campus student management system—enhancing accessibility to students’ historical records and the efficiency of our data input and printing processes
Components of the Revised K-5 Reporting System • Parents’ Reference Guides to K-5 Standards-Based Curricula • Revised K-5 Student Progress Reports; which include: – Academic Performance Levels – Academic Progress Levels
EXPLANATION OF GRADING KEYS The Academic Performance Key includes four proficiency levels which indicate a child’s level of understanding and/or performance based upon specific NYS learning standards
EXPLANATION OF GRADING KEYS Academic Performance Levels 1. Performance significantly below grade level expectations—intensive support necessary 2. Performance indicates additional practice and/or support to achieve grade-level expectations 3. Performance meets grade-level expectations 4. Performance exceeds grade-level achievement
EXPLANATION OF GRADING KEYS Each child grows and develops at his/her own rate and the Academic Progress grades will provide parents with information about their child’s individual progress in acquiring essential academic, and social and emotional skills and strategies
EXPLANATION OF GRADING KEYS Academic Progress Levels • Not Applicable • Needs Improvement • Inconsistent • Good • Excellent
Academic Performance Level for Grades 1-5 Standards 1 2 3 4 Performance significantly Performance indicates Performance meets Performance exceeds below grade-level additional practice and grade-level expectations grade-level achievement expectations-intensive or support to achieve with independence support necessary grade-level expectations A. ELA READING PERFORMANCE Term 1 2 3 A11 Reading
Academic Performance Level for Progress NA N I G E Not Applicable Needs Improvement Inconsistent Good Excellent A . ELA READING PROGRESS Term 1 2 3 A26 Uses a variety of reading strategies A27 Blends phonemes into recognizable words A28 Comprehends text A29 Uses strategies to self-monitor A30 Reads with fluency A31 Reads with expression A32 Participates in book discussion with understanding A33 Demonstrates motivation to read
Ultimate goal of the report card revision process: to enhance student engagement and achievement through strengthened home-school communication We encourage parents to speak with their child’s teacher(s) about how they may reinforce learning at home. Parents are also asked to review their child’s report card at home and encourage their child to discuss his/her own learning and set goals together.
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