ELEMENTARY REPORT CARD MANUAL · Second Grade Special Areas Chair, Mike Pellegrino, Principal, Lucketts Chair, Heidi Latham, Principal, Algonkian Deborah Haynie 2nd Gr Teacher Dominion

ELEMENTARY REPORT CARD

MANUAL

KINDERGARTEN

August, 2009 Revised August, 2011

REPORT CARD MANUAL

Edgar B. Hatrick Superintendent

Ned Waterhouse

Deputy Superintendent

Sharon Ackerman Assistant Superintendent of Instruction

W. Michael Martin

Director of Elementary Education

Suzanne Jimenez Supervisor of Elementary Education

August, 2009

Revised August, 2011

TABLE OF CONTENTS

INTRODUCTION AND PHILOSOPHY ........................................................................... 1

REPORT CARD COMMITTEE MEMBERS .................................................................... 2

ACKNOWLEDGEMENTS ................................................................................................ 3

SARC SYSTEM COMPONENTS ...................................................................................... 4

COMMON VOCABULARY – ASSESSMENT ................................................................ 4

ASSUMPTIONS AND BELIEFS ABOUT LEARNING AND REPORTING

PROGRESS .................................................................................................................... 5

GENERAL GUIDELINES – K-5 ....................................................................................... 6

“YEAR GRADE” INSTRUCTIONS .................................................................................. 8

REPORT CARD GUIDELINES KINDERGARTEN ...................................................... 10

APPENDICES:

APPENDIX A – INTERIM PROGRESS REPORT ......................................................... 15

APPENDIX B – REPORT CARD SAMPLE ................................................................... 16

APPENDIX C – REPORT CARD BENCHMARKS ....................................................... 19

APPENDIX D – KINDERGARTEN REPORT CARD PARENT GUIDE ..................... 27

APPENDIX E – PROMOTION AND RETENTION GUIDELINES .............................. 31

FIGURES:

Figure 1 Attendance Information ................................................................................................ 6 Figure 2 Characteristics That Affect Learning ........................................................................... 7 Figure 3 Progress Indicators ..................................................................................................... 10 Figure 4 Example: Benchmark ................................................................................................ 11 Figure 5 Letter and Sound Recognition Chart .......................................................................... 11 Figure 5A Example: CLARITY Gradebook ............................................................................... 12 Figure 6 Word Recognition Key ................................................................................................ 12 Figure 7 Example: Single Topic Statement .............................................................................. 13

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Loudoun County Elementary Report Card

INTRODUCTION AND PHILOSOPHY

When it comes to report cards, communication is the key.

The chief purpose of report cards is to clearly communicate student progress to parents and students. A standards-aligned report card (SARC) was implemented in grades K-5 beginning in the 2009-10 school year. It 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 SARC 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 relative to expected levels of performance at that point in time. 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 now 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 SARC 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 will not be using banks of “pre-slugged” statements sometimes referred to as “pick and click.”

The report card was designed by a committee of parents, teachers, principals and instructional supervisors during the 2007-08 and 2008-09 school years. Their dedicated service to this monumental undertaking cannot be overstated and we owe a collective debt of gratitude to each member of the committee. W. Michael Martin, Ed.D. Director of Elementary Education

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Ex officio: Suzanne Jimenez*, Supervisor of Elementary Education

* - denotes Report Card Steering Committee member

Elementary Report Card Committee Co-Chairs: Jayne Meadows*, Retired Principal, Emerick ES Mike Martin*, Director of Elementary Education

Kindergarten Fourth Grade Chair, Nancy McManus*, Principal, Round Hill Chair, Arlene Glaser*, Principal, Countryside

Nancy Baker KG Teacher Evergreen Mill Maureen Fornatora 4th Gr Teacher Newton-Lee Alaina Beck KG Teacher Lowes Island Karen Garfield Sp. Ed. Teacher Little River Caryn Karinshak Parent Waterford Susie Geurin 4th Gr Teacher Forest Grove Mary Mohl Parent Round Hill Rhonda Parvin* 4th Gr Teacher Hutchison Farm Lynn Sligar KG Teacher Mountain View Judy Schichl 4th Gr Teacher Seldens Landing Lisa Sturman KG Teacher Tolbert Cate Thompson Parent Cedar Lane Gwenn Valentine KG Teacher Potowmack Thorpe Vaughan Parent Sycolin Creek Barbara Zawistowski* KG Teacher Sanders Corner

First Grade Fifth Grade Chair, Laura Seck*, Principal, Meadowland Chair, James Dallas*, Principal, Cedar Lane

Rachel DeLashmutt 1st Gr Teacher Mountain View Rachel Gallagher 5th Gr Teacher Horizon Diann Morales, NBCT 1st Gr Teacher Seldens Landing Jaime Jackson 5th Gr Teacher Sugarland Sudha Regi Parent Hutchison Farm Anne Shively Parent Hillside Alyssa Rudat 1st Gr Teacher Arcola Molly Tinsman Sp. Ed. Teacher Waterford Michael Welch Parent Sanders Corner Lisa Wenner 5th Gr Teacher Lucketts Pandora Passin Zook 1st Gr Teacher Hillsboro

Second Grade Special Areas Chair, Mike Pellegrino*, Principal, Lucketts Chair, Heidi Latham*, Principal, Algonkian

Deborah Haynie 2nd Gr Teacher Dominion Trail Kim Berkey Principal Creighton's Corner Jennifer Jewell 2nd Gr Teacher Round Hill Kim Comrie Admin. Intern Belmont Station Melissa McQuillan 2nd Gr Teacher Horizon Robert Mainhart Music Teacher Leesburg Danny Pride Parent Countryside Patty Rohr P.E. Teacher Legacy Swapna Rojanala Parent Hutchison Farm Lindsay Rudolph P.E. Teacher Ball's Bluff Kimberlee Sauerwine* 2nd Gr Teacher Sterling Debbi Sydow-Wilson Art Teacher Hutchison Farm Jacquelyn Zanghi* ESL Teacher Sterling

Third Grade Instructional Supervisors Chair, Paul Vickers*, Principal, Mill Run Melissa Pagano-Kumpf, Art

Chris Cadwell Asst. Principal Newton-Lee Michele Schmidt Moore, English Donna Hancock 3rd Gr Teacher Little River Julia Kelly, Gifted Education Chris Howard Parent Seldens Landing Sheila Jones, Health & Physical Education Karin Lewis* 3rd Gr Teacher Emerick Dianne Kinkead, Kindergarten & Reading Melissa Mandak 3rd Gr Teacher Hillside Cheryl Wimer, Math Jennifer Rath 3rd Gr Teacher Countryside Jim Harmon, Music Jennifer Selman* Parent Seldens Landing Odette Scovel, Science Susan Verdin 3rd Gr Teacher Waterford William Brazier, Social Science

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ACKNOWLEDGEMENTS In addition to the members of the report card committee, we would like to acknowledge others who have contributed to the process of adopting, designing and implementing the new, standards aligned elementary report card system. Mr. Preston Coppels, Director of Instructional Services, encouraged the adoption of a robust, yet teacher-friendly, integrated instructional management system to replace the previous report card software program that had limited capabilities and no interface with the LCPS Data Warehouse. Mr. Peter Hughes, Director of Curriculum and Instruction, has provided and continues to provide oversight of the alignment process between the Virginia Standards of Learning, the LCPS curricula, benchmark assessments, and the report card used to communicate student progress. Dr. Stephan Knobloch, Director of Research, designed, administered, and compiled the results of online surveys for parents, teachers, and administrators assessing their opinions regarding the current reporting system and their beliefs about student progress reporting, in general. During the initial meeting of the report card committee, Dr. Knobloch provided members with an overview of the research on assessment and student progress reporting and also led the group in analyzing compiled results of the report card surveys. More recently, he was instrumental in the process of acquiring a software vendor (Excelsior’s Pinnacle Plus Standards-Aligned Assessment System – CLARITY) to meet the current and future needs of the district. Special thanks to Mrs. Nancy Kramer, Secretary, Office of Elementary Education, whose technological facility in designing documents, impeccable proofreading skills, ability to view wording through the lens of a parent, and inexhaustible patience contributed greatly to the quality of the new report card system. In an effort to gain a perspective for reporting practices in the region and state, we asked several school districts for samples of their current report cards. Our appreciation is extended to the following systems who graciously responded to our request:

Fairfax County Public Schools

Fauquier County Public Schools

Frederick County Public Schools

Henrico County Public Schools

Montgomery County (MD) Public Schools

Prince William County Public Schools

Virginia Beach City Public Schools

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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

Assessments Reporting

The Four Pieces of the SARC Puzzle

Common Vocabulary - Assessment

Assessment – planned (formal) or serendipitous (informal) activities that provide information about students’ understanding [of] and skill in a specific measurement topic (p.35)

Formative Assessment – assessments occurring while knowledge is being learned (p.8)

Summative Assessment – assessments occurring at the end of a learning episode (p.8)

Test – a type of assessment that takes place at a specific time and most commonly uses a pencil-and-paper format (p.35)

Evaluation – the process of making judgments about the levels of students’ understanding or skill based on an assessment (p.35)

Measurement – assigning scores to an assessment based on an explicit set of rules (p.35)

Score/Mark/Grade - the number or letter assigned to an assessment via the process of measurement (p.35)

(Classroom Assessment and Grading that Work, Marzano, 2006.)

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, • textbook tests, • student self-assessment, • observing the student’s performance (i.e., shared reading activities, mathematics problem-solving,

scientific investigations, etc.), and • 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 rather than threaten them. An effective reporting system provides information to move instruction forward. The K-5 report card should be shared and discussed with children at home and at school.

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General Guidelines: 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 need to be entered manually by the teacher based on the printed StarWeb report provided by the attendance secretary. 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.

A set of “Topic Statements” is listed beneath each content area heading on the report card. A minimum of four (4) pieces of evidence should be collected during the quarter in order for a topic statement to be marked with a progress indicator. An exception to this guideline is that once a kindergarten student has mastered letter sounds or sight words, it is not necessary to continue to assess to meet the requirement of four (4) pieces of evidence for the grading period. Teachers should ensure that they keep documentation to support all report card marks, grades, and comments. When a topic statement is not assessed during a quarter, leave it blank and a “•” will be entered into the corresponding cell for that quarter. The “Grade Next Year:” indicator will only be visible on the 4th 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. All report cards (including comments section) are to be reviewed by the building administrator(s) before distribution. All comments should be checked for grammar and spelling errors. Educational jargon should be avoided; comments should be "parent friendly." K-5 teachers will enter in their CLARITY gradebook a “Year Grade” under “Required Assessment” for each content area: Reading (not on K report card), Language Arts, Mathematics, Social Science, Science, and Health. Grades 1-5 (Reading Level): The reading level selected for the 4th quarter will automatically populate to the scholastic record card. No additional input is necessary. Art, FLES (3-5), Music, and Physical Education teachers should enter in their CLARITY 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.

Figure 1

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Interim Progress Report (Appendix A) - Interim progress reports may be distributed by teachers at any time during the reporting period. Comments on the interim reports may be used to communicate exceptional progress, notable improvement or an area in which a child is experiencing difficulty. Most of the student attributes listed under “Characteristics That Affect Learning” are considered critical work skills or “life skills” that will have a direct impact on future success. If a child is to receive an “N” (or “Needs Improvement”) for any characteristic listed, the problem or issue should have been communicated to parents earlier that quarter via the Interim Progress Report (Appendix A) under “Other” and it should be included on the comment sheet. 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.

Effort – Students in grades 1-5 will receive a mark of O (Outstanding), S (Satisfactory), or N (Needs Improvement) under “Effort” in each of the core content areas: Reading, Language Arts, Math, Science and Social Science. An “Effort” grade represents a student's motivation to learn a particular subject, as demonstrated by his/her attitude toward the content, participation in class and completion of classwork (when used as practice and not as an assessment). By providing an “Effort” grade in specific content areas, the teacher can better communicate a student’s contribution to the learning process. Health – Classroom teachers are responsible for covering the majority of the Health curriculum and for providing the Health grade. Certain Health objectives will be covered by Physical Education teachers (grades 1-5) and Guidance Counselors. Objectives covered in Physical Education will be reflected in the PE grade whereas objectives covered by Guidance Counselors will not be formally assessed or graded. A minimum of four assessments are expected in Health each quarter. .

Figure 2

Your child: 1 2 3 4 Works independently

Listens attentively

Stays on task

Participates in class activities

Asks questions to understand

Completes work in a timely manner

Follows school and classroom rules

Follows directions

Uses self-control

Works and plays cooperatively

Shows respect for self, others and property

Resolves conflicts with words

Uses technology to support learning ● ●

CHARACTERISTICS THAT AFFECT LEARNING

KEY O = Outstanding S = Satisfactory N = Needs Improvement

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Grade Next Year

On the Homeroom Tab ONLY, click on Required Assessments

‐ Enter Tardy and Absence information ‐ Enter Student grade level for next school year (enter K, 1, 2, 3, 4, 5, or 6)

Q4 Grade will calculate and populate to Quarter 4 column on far right of the screen.

Report Cards: Q4, Course Grades & “Grade Next Year”

Revised May 2011

Straw Cards (Elementary Scholastic Cards): ‐No information will be added to the straw cards that are currently in the student files, but because they contain information from previous years, the cards will remain in the cumulative folder. ‐These cards will no longer be added to the cumulative files for students entering LCPS. ALL: A hard copy of the final report card will be printed and stored in all students’ Scholastic Record (cumulative folder).

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Course Grades are entered for ALL K5 Students Overall (FINAL) Course Grade will calculate from the quarter grades. It will also be found in the far right column on the screen but will be visible when you choose “Course Grade” from the dropdown.

Your teachers may want or need to override the Course Grade that has been calculated (Remember that many teachers did not utilize the gradebook for the entire year).

‐ Make sure Course Grade is selected in the dropdown ‐ Click within the cell of the grade to be changed ‐ Override Grade window pops up ‐ Select Override Grade and enter the desired grade ‐ Save (overridden grades will appear in bold text)

IMPORTANT ‐ Course Grades need to be entered for ALL students and ALL subjects. ‐ This information replaces the Elementary Scholastic Card (straw card). ‐ Course Grades do not appear on K‐2 report cards but must be entered in CLARITY

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REPORT CARD GUIDELINES

KINDERGARTEN The Kindergarten Report Card (Appendix B) 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. Guidelines for Assessment Before a teacher begins to assess a student's growth and development in the kindergarten program, he/she should be familiar with the county Curriculum and Pacing Guide for Kindergarten, the Kindergarten Report Card Benchmarks (Appendix C) and assessment instruments (see ASSESSMENTS below). Teachers are responsible for providing sufficient documentation of each child's skills and progress. Information about a child's achievement and development may be gathered in a number of ways. Teachers are encouraged to use a variety of techniques. Some suggestions follow: OBSERVATIONS - Observe the student as he/she works alone, in pairs, with others in a small group, or in a large group. Document these observations in anecdotal records, noting the frequency and quality of the student's participation in academic and other group situations. DISCUSSIONS or CONFERENCES - Conduct discussions or conferences with the student and keep anecdotal records which demonstrate evidence of the student's attempts and progress in learning. WORK SAMPLES - Save representative samples of the student's work, not just the best work. ASSESSMENTS - Retain results of teacher-developed checklists, student projects, portfolios, Student Composite Record (Math Their Way), running records, and PALS-K (Phonological Awareness Literacy Screening). Some kindergarten teachers administer the DRA (Developmental Reading Assessment). Completing the Kindergarten Report Card Student progress should be marked on the Kindergarten Report Card in the content areas of Language Arts, Mathematics, Social Science, Science, and Health using the following Progress Indicators (Figure 3):

E = Exceeds Standard: In addition to meeting the standard, the student makes application beyond grade level expectations M = Meets Standard: Student consistently meets and demonstrates mastery of current grade level expectations P = Progressing Towards Standard With assistance, student demonstrates partial mastery of current grade level expectations B = Below Standard: With assistance, student struggles to demonstrate partial mastery of current grade level expectations

● = Denotes knowledge or skill not assessed at this time Figure 3

Using the Kindergarten Report Card Benchmarks, teachers should objectively determine the appropriate progress indicator for each topic statement assessed each quarter.

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In the benchmark example below (Figure 4), “writing mechanics” will not be formally assessed or marked on the report card during the first quarter. Beginning with the second quarter, the topic statement has been broken down into the three skills of capitalization, spacing and punctuation and the student performance level appropriate to each progress indicator is described. Topic Statement B: Below P: Progressing

Towards M: Meets E: Exceeds

Understands writing mechanics

Q1: ● Q1: ● Q1: ● Q1: ●

Q2: Seldom uses capital letters

Q2: Usually uses capital letters

Q2: Consistently uses capital letters

Q2: Consistently uses capital letters AND spacing

Q3: Seldom uses capital letters or spacing

Q3: Usually uses capital letters or spacing

Q3: Consistently uses capital letters and spacing

Q3: Consistently uses capital letters, spacing AND punctuation

Q4: Seldom uses capital letters or spacing or punctuation

Q4: Usually uses capital letters or spacing or punctuation

Q4: Consistently uses capital letters, spacing and punctuation

Q4: ●

Figure 4

The “end-of-year” standard for each benchmark is typically listed under the “Meets” column in the “Q4” cell. As you review the benchmark moving from top to bottom and from left to right, there is a logical expansion of skills and knowledge. Once a student receives an “E” for this benchmark in “Q3,” it is no longer necessary for the teacher to formally assess it or mark the report card. Of course, students demonstrating such advanced mastery of the benchmark should receive differentiated instruction and appropriately challenging activities regardless of the need for formal assessment. Continue to mark the student with an “E” in subsequent quarters. When evaluating a student’s proficiency in “Letter and Sound Recognition” (Figure 5), teachers should base their assessment on multiple observations of students correctly identifying both uppercase and lowercase letters as well as producing the appropriate sound(s) for a given letter. The rubric identifies the letters and sounds that are expected to be mastered each quarter.

Teachers will communicate only those letters or sounds introduced during the quarter that were not mastered.

LETTER AND SOUND RECOGNITION

Please work with your child on: Identifying the following upper case letters: Identifying the following lower case letters: Producing the sound(s) for:

Figure 5

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Under the “Homeroom” tab in the gradebook when kindergarten teachers click on the notepad icon for a student, they will see additional comment areas for “Lower Case Letters,” “Sounds” and “Upper Case Letters.” (Figure 5A) Teachers will enter (in free-form text) the actual letters or sounds introduced that quarter for which additional assistance from home is suggested. It is recommended that teachers use all caps when entering “Upper Case Letters” and no caps for “Lower Case Letters” and “Sounds.” The letters or sounds identified will show up on the report card following the comment “Please continue to work with your child on: . . .” Information in these fields must be entered quarterly with no carryover from the previous quarter. When marking the “Word Recognition” chart (Figure 6), teachers should base their assessment on multiple observations of students correctly recognizing and reading the sight words listed. When a word has been introduced and the child does not recognize and read it, an “N” should be placed in the corresponding cell under the Reading tab > Objectives – Report Card). If a word has not been introduced and assessed during a quarter, the cell should be left blank. Once a “Y” is entered, it is unnecessary to assess that word in subsequent quarters.

Figure 5A

Figure 6

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At this level, there is only one topic statement listed for the content areas of Social Science, Science and Health (Figure 7). Teachers should consult the Curriculum and Pacing Guide for Kindergarten and the Curriculum Framework for Health Education (Kindergarten) to ensure adequate coverage of the essential knowledge, skills and understandings for each area. In order to “Meet” the grade level expectation for these three areas, students should actively and consistently participate in discussions, ask questions and share ideas about content presented. 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 4.5 to 5 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. Parent-Teacher Conferences Kindergarten teachers will hold a conference with the parent/guardian of every student during the first grading period. The purpose of the First Report Period Conference is for teacher and parent to share as much information about the child as possible. 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. This conference may be held after five and one-half weeks and continue through the report card distribution date. Use the Kindergarten Syllabus, the Kindergarten Report Card Benchmarks and the Kindergarten Report Card to help plan for this conference. During the conference, provide parents with a Kindergarten Report Card Parent Guide (Appendix D) and explain that the guide describes what a child must know or be able to do in order to “meet” the 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 strengths, weaknesses, and personality attributes of the child.

Figure 7

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In the "1st Period" block of the Comment Sheet, the teacher may write a generic comment. Example 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 A parent-teacher conference was held for the first nine weeks. At the conference we discussed your child’s academic progress, behavior 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. Additional comments (one or two sentences) to describe the child’s current progress may be added, if appropriate, prior to the distribution of the report card. When preparing the 2nd quarter comments, be specific and make your remarks constructive using simple, understandable language. The Comment Sheet may be used to discuss skills identified but not printed on the Kindergarten Report Card. These should be skills for which objectives have been written. For all possible retentions, a comment must be made on the Comment Sheet at the end of the 2nd grading period and restated at the end of the 3rd 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 found in Appendix E). If a decision is made to retain a child in kindergarten, it must be noted on the 4th quarter Comment Sheet. The “Grade Next Year:” indicator will only be visible on the 4th 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 (repeated from “General Guidelines”).

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APPENDIX A

KINDERGARTEN INTERIM PROGRESS REPORT

Loudoun County Public Schools Ashburn, Virginia 20148

Student ____________________________________ Grade _____________________________ Teacher ____________________________________ Date ______________________________ School _____________________________________ Telephone __________________________ This interim report is to let you know your child’s progress in a certain area or areas at this time. By placing an “N” (Needs Improvement) beside an area, I am indicating that your child is experiencing difficulty as described in the “Comments” section. Please talk about this report with your child. If you have questions, call the school for a teacher conference.

Reading _______ Writing _______ Speaking _______

Mathematics _______ Social Science _______ Science _______

Health _______ Other: ______________

Comments: Teacher’s Signature ______________________ Tear off and return this section to the teacher. Comments:

Parent’s Signature ____________________________________ Date _____________

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APPENDIX B

LETTER AND SOUND RECOGNITION

Please work with your child on: Identifying the following upper case letters:

Identifying the following lower case letters:

Producing the sound(s) for:

Dear Parents, Loudoun County Public Schools recognizes the need for parents to be informed of what their children are expected to learn and how they are progressing. This report is designed to communicate your child’s pattern of achievement throughout the reporting period. Teachers evaluate their students based on grade level skills and concepts identified in the Virginia Standards of Learning. I encourage you to examine the report carefully and to consider your child’s growth and progress in school relative to his or her individual abilities and previous accomplishments. Any system for reporting student progress should establish a two-way communication link between home and school. Please contact the school for more information about this report or about ways we can work together to increase your child’s success. Edgar B. Hatrick, Ed.D. Superintendent

Progress Indicators E = Exceeds Standard M = Meets Standard P = Progressing Towards Standard B = Below Standard ● = Denotes knowledge or skill not assessed at this time

Page 1 of 3

LOUDOUN COUNTY PUBLIC SCHOOLS KINDERGARTEN REPORT CARD

Student Name: Teacher: School: Year: Grade Next Year:

LANGUAGE ARTS QUARTER

Is Developing As A Reader 1 2 3 4 Names uppercase letters of the alphabet

Names lowercase letters of the alphabet

Develops and expands vocabulary ●

Produces letter(s) sounds ●

Understands how print is organized and read ●

Reads sight words ●

Understands that print conveys meaning ●

Reads familiar text with accuracy ●

Demonstrates understanding of text ●

Is Developing As A Writer 1 2 3 4 Writes to communicate ideas ●

Understands writing mechanics ●

Prints in manuscript

Is Developing As A Speaker And Listener 1 2 3 4 Communicates orally in a variety of settings ● Demonstrates phonemic awareness (rhyming and word / sentence segmenting) ●

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WORD RECOGNITION KEY

Y = recognizes and reads the sight words N = does not recognize and read the sight words

Word Word Word I is you

can we said go my here to yes come the no and see are was like look

Progress Indicators E = Exceeds Standard M = Meets Standard

P = Progressing Toward Standard B = Below Standard

MATHEMATICS QUARTER 1 2 3 4

Counts orally to 100

Identifies, describes and extends patterns Compares two sets of objects (more, fewer, equal) Counts and records number of objects in a set Sorts and classifies objects Recognizes coins and determines value of several coins

Identifies measurement tools and makes comparisons Tells time to the hour ● ● Gathers and displays data Identifies, describes, draws and locates geometric figures

Identifies fractional parts of a set and/or region ● ● Models adding and subtracting ● ●

SOCIAL SCIENCE 1 2 3 4 Understands concepts presented (History, Geography, Economics, Civics)

SCIENCE 1 2 3 4 Understands concepts presented

HEALTH 1 2 3 4 Understands concepts presented

Your child: 1 2 3 4 Works independently

Listens attentively

Stays on task

Participates in class activities

Asks questions to understand

Completes work in a timely manner

Follows school and classroom rules

Follows directions

Uses self-control

Works and plays cooperatively

Shows respect for self, others and property

Resolves conflicts with words

Uses technology to support learning ● ●

CHARACTERISTICS THAT AFFECT LEARNING

KEY O = Outstanding S = Satisfactory N = Needs Improvement

QUARTER 1 2 3 4 TOTAL

Days Present

Days Absent

An “X” indicates learning may have been affected by absences

Days Tardy An “X” indicates learning may have been affected by tardies

ATTENDANCE Virginia Law and the Loudoun County School Board Code of Student Conduct state that all students are expected to arrive at school on time and attend all classes every day.

Student Name: Teacher

Page 2 of 3

18

LOUDOUN COUNTY PUBLIC SCHOOLS ELEMENTARY REPORT CARD TEACHER-PARENT COMMENT SHEET

Student Name____________________________ Teacher__________________________ School________________________ Grade ________

Quarter 1:

Quarter 2:

Quarter 3:

Quarter 4:

Parent(s) Please comment, sign and return. Thank you. Parent __________________________________________________________ ______Check if you would like to have a conference. Page 3 of 3

All 4 Quarters Page 1 of 4

19

Loudoun County Public Schools Kindergarten Report Card Benchmarks for Language Arts

(Q = Quarter) Topic Statement B: Below P: Progressing Towards M: Meets E: Exceeds

IS DEVELOPING AS A READER

Names uppercase letters of the

alphabet

Q1: Names less than 8 letters Q1: Names at least 8 letters Q1: Names at least 12 letters Q1: Names at least 16 letters Q2: Names less than 12 letters Q2: Names at least 12 letters Q2: Names at least 16 letters Q2: Names at least 20 letters Q3: Names less than 16 letters Q3: Names at least 16 letters Q3: Names at least 20 letters Q3: Names all 26 letters

Q4: Names less than 20 letters Q4: Names at least 20 letters Q4: Names all 26 letters Q4: ●

Names lowercase letters of the

alphabet

Q1: Names less than 8 letters Q1: Names at least 8 letters Q1: Names at least 12 letters Q1: Names at least 16 letters Q2: Names less than 12 letters Q2: Names at least 12 letters Q2: Names at least 16 letters Q2: Names at least 20 letters Q3: Names less than 16 letters Q3: Names at least 16 letters Q3: Names at least 20 letters Q3: Names all 26 letters Q4: Names less than 20 letters Q4: Names at least 20 letters Q4: Names all 26 letters Q4: ●

Develops and expands vocabulary

Q1: ● Q1: ● Q1: ● Q1: ●

Q2: Seldom uses words to describe: Location, Size, Colors, Shapes, Actions, People, Places, Things, Numbers

Q2: Usually uses words to describe: Location, Size, Colors, Shapes, Actions, People, Places, Things, Numbers

Q2: Consistently uses words to describe: Location, Size, Colors, Shapes, Actions, People, Places, Things, Numbers

Q2: Consistently uses words to describe: Location, Size, Colors, Shapes, Actions, People, Places, Things, Numbers; AND Asks about words not understood

Q3/Q4: Seldom uses words to describe: Location, Size, Colors, Shapes, Actions, People, Places, Things, Numbers; Uses words from other content areas or Asks about words not understood

Q3/Q4: Usually uses words to describe: Location, Size, Colors, Shapes, Actions, People, Places, Things, Numbers; Uses words from other content areas or Asks about words not understood

Q3/Q4: Consistently uses words to describe: Location, Size, Colors, Shapes, Actions, People, Places, Things, Numbers; Uses words from other content areas; Asks about words not understood

Q3/Q4: Consistently uses words to describe: Location, Size, Colors, Shapes, Actions, People, Places, Things, Numbers; Uses words from other content areas; Asks about words not understood AND Applies expanded vocabulary knowledge in speaking

Produces letter(s) sounds

Q1: ● Q1: ● Q1: ● Q2: Produces less than 12 letter sounds

Q2: Produces at least 12 letter sounds Q2: Produces at least 16 letter sounds Q2: Produces all consonant and short

vowel letter sounds Q3: Produces less than 16 letters sounds

Q3: Produces lat least 16 letters sounds Q3: Produces at least 24 letter sounds Q3: Produces all consonant, short and

long vowel letter sounds Q4: Produces less than 24 letter sounds

Q4: Produces at least 24 letter sounds

Q4: Produces all consonant, short and long vowel letter sounds Q4: ●

APPENDIX C


20

Understands how print is organized

and read

Q1: ● Q1: ● Q1: ● Q1: ●

Q2: Seldom holds print materials in the correct position

Q2: Usually holds print materials in the correct position

Q2: Consistently holds print materials in the correct position

Q2: Consistently holds print materials in the correct position AND Follows words from left to right and from top to bottom on the printed page

Q3: Seldom holds print materials in the correct position OR Follows words from left to right and from top to bottom on the printed page

Q3: Usually holds print materials in the correct position OR Follows words from left to right and from top to bottom on the printed page

Q3: Consistently holds print materials in the correct position and follows words from left to right and from top to bottom on the printed page

Q3: Consistently holds print materials in the correct position and follows words from left to right and from top to bottom on the printed page AND Identifies the front cover, back cover and title page of a book

Q4: Seldom holds print materials in the correct position OR Follows words from left to right and from top to bottom on the printed page OR Identifies the front cover, back cover and title page of a book

Q4: Usually holds print materials in the correct position OR Follows words from left to right and from top to bottom on the printed page OR Identifies the front cover, back cover and title page of a book

Q4: Consistently holds print materials in the correct position and follows words from left to right and from top to bottom on the printed page and identifies the front cover, back cover and title page of a book

Q4: ●

Reads sight words

Q1: ● Q1: ● Q1: ● Q1: ●

Q2: Unable to automatically read: I, can , go, to, the, see, like

Q2: Inconsistently reads: I, can , go, to, the, see, like

Q2: Automatically reads: I, can, go, to, the, see, like

Q2: Automatically reads all sight words listed and additional sight words introduced by teacher

Q3: Unable to automatically read: I, can, go, to, the, see, like, is, we, my, yes, no, are

Q3: Inconsistently reads: I, can, go, to, the, see, like, is, we, my, yes, no, are

Q3: Automatically reads: I, can, go, to, the, see, like, is, we, my, yes, no, are


Q4: Unable to automatically read: I, can, go, to, the, see, like, is, we, my, yes, no, are, and, look, you, said, here, come, was

Q4: Inconsistently reads: I, can, go, to, the, see, like, is, we, my, yes, no, are, and, look, you, said, here, come, was

Q4: Automatically reads: I, can, go, to, the, see, like, is, we, my, yes, no, are, and, look, you, said, here, come, was


Understands that print conveys

meaning

Q1: ● Q1: ● Q1: ● Q1: ●

Q2: Seldom identifies common signs and logos correctly

Q2: Usually identifies common signs and logos correctly

Q2: Consistently identifies common signs and logos correctly

Q2: Consistently identifies common signs and logos correctly AND Explains that printed materials provide information

Q3: Seldom identifies common signs and logos correctly OR Explains that printed materials provide information

Q3: Usually identifies common signs and logos correctly OR Explains that printed materials provide information

Q3: Consistently identifies common signs and logos correctly and explains that printed materials provide information

Q3: Consistently identifies common signs and logos correctly; Explains that printed materials provide information; AND Reads and explains own writing and drawings

Q4: Seldom identifies common signs and logos correctly OR Explains that printed materials provide information OR Reads and explains own writing and drawings

Q4: Usually identifies common signs and logos correctly OR Explains that printed materials provide information OR Reads and explains own writing and drawings

Q4: Consistently identifies common signs and logos correctly; Explains that printed materials provide information; Reads and explains own writing and drawings

Q4: Consistently identifies common signs and logos correctly; Explains that printed materials provide information; Reads and explains own writing and drawings; AND Reads fifteen meaningful, concrete words


21

Reads familiar text with accuracy

Q1: ● Q1: ● Q1: ● Q1: ●

Q2/Q3/Q4: Seldom reads and tracks familiar text with accuracy

Q2/Q3/Q4: Usually reads and tracks familiar text with accuracy

Q2/Q3/Q4: Consistently reads and tracks familiar text with accuracy

Q2/Q3/Q4: Consistently reads and tracks familiar and unfamiliar text with accuracy

Demonstrates understanding of

text

Q1: ● Q1: ● Q1: ● Q1: ●

Q2: Seldom uses pictures to make predictions OR Discusses characters, setting and events

Q2: Usually uses pictures to make predictions OR Discusses characters, setting and events

Q2: Consistently uses pictures to make predictions; Discusses characters, setting and events

Q2: Consistently uses pictures to make predictions; Discusses characters, setting and events AND Retells stories using beginning, middle and end

Q3: Seldom uses pictures to make predictions OR Discusses characters, setting and events OR Retells stories using beginning, middle and end

Q3: Usually uses pictures to make predictions OR Discusses characters, setting and events OR Retells stories using beginning, middle and end

Q3: Consistently uses pictures to make predictions; Discusses characters, setting and events; Retells stories using beginning, middle and end

Q3: Consistently uses pictures to make predictions; Discusses characters, setting and events; Retells stories using beginning, middle and end; Uses story language in discussions and retelling; AND Identifies what an author does and illustrator does

Q4: Seldom uses pictures to make predictions OR Discusses characters, setting and events OR Retells stories using beginning, middle and end; OR Uses story language in discussions and retelling; OR Identifies what an author does and illustrator does

Q4: Usually uses pictures to make predictions OR Discusses characters, setting and events OR Retells stories using beginning, middle and end; OR Uses story language in discussions and retelling; OR Identifies what an author does and illustrator does

Q4: Consistently uses pictures to make predictions; Discusses characters, setting and events; Retells stories using beginning, middle and end; Uses story language in discussions and retelling; Identifies what an author does and illustrator does

Q4: ●

IS DEVELOPING AS A WRITER

Writes to communicate ideas

Q1: ● Q1: ● Q1: ● Q1: ●

Q2: Seldom draws pictures to describe experiences

Q2: Usually draws pictures to write about experiences and is usually able to differentiate pictures from writing

Q2: Consistently draws pictures to write about experiences and consistently differentiates pictures from writing

Q2: Writes about experiences relating a beginning, middle, and end using phonetically spelled words with correct beginning consonants

Q3: Seldom draws pictures and uses letters and beginning consonant sounds to write about experiences

Q3: Usually draws pictures and uses letters and beginning consonant sounds to write about experiences; usually is able to differentiate pictures from writing

Q3: Consistently draws and labels pictures with phonetically spelled words to describe experiences and differentiates pictures from writing

Q3: Writes independently about experiences relating a beginning, middle, and end using phonetically spelled words with correct beginning consonants

Q4: Seldom draws pictures and uses letters and beginning consonant sounds to write about experiences; seldom able to differentiate pictures from writing

Q4: Usually draws pictures and uses letters and beginning consonant sounds to write about experiences; usually able to differentiate pictures from writing and can draw and label pictures with phonetically spelled words to describe experiences

Q4: Consistently draws and labels pictures with phonetically spelled words to describe experiences, differentiates pictures from writing and writes about experiences using phonetically spelled words with correct beginning consonants

Q4: Writes independently about experiences relating a beginning, middle, and end using phonetically spelled words with beginning and ending consonant sounds


22

Understands writing mechanics

Q1: ● Q1: ● Q1: ● Q1: ●

Q2: Seldom uses capital letters Q2: Usually uses capital letters Q2: Consistently uses capital letters Q2: Consistently uses capital letters AND spacing

Q3: Seldom uses capital letters or spacing

Q3: Usually uses capital letters or spacing

Q3: Consistently uses capital letters and spacing

Q3: Consistently uses capital letters, spacing AND punctuation

Q4: Seldom uses capital letters or spacing or punctuation

Q4: Usually uses capital letters or spacing or punctuation

Q4: Consistently uses capital letters, spacing and punctuation

Q4: ●

Prints in manuscript

Q1: Seldom prints first name from a model

Q1: Usually prints first name from a model

Q1: Consistently prints first name from a model

Q1: Consistently prints first name without a model

Q2: Seldom prints first name without a model

Q2: Usually prints first name without a model

Q2: Consistently prints first name without a model

Q2: Consistently prints first name without a model AND last name from a model

Q3: Seldom prints first name without a model OR last name from a model

Q3: Usually prints first name without a model OR last name from a model

Q3: Consistently prints first name without a model AND last name from a model

Q3: Consistently prints first and last name without a model

Q4: Seldom prints first OR last name without a model

Q4: Usually prints first OR last name without a model

Q4: Consistently prints first and last name without a model Q4: ●

IS DEVELOPING AS A SPEAKER AND LISTENER

Communicates orally

in a variety of settings

Q1: ● Q1: ● Q1: ● Q1: ● Q2/Q3/Q4: Seldom expresses ideas in complete sentences, seldom follows implicit rules for conversation and seldom follows one- and two-step directions

Q2/Q3/Q4: Usually expresses ideas in complete sentences, follows implicit rules for conversation and follows one- and two-step directions

Q2/Q3/Q4: Consistently expresses ideas in complete sentences, follows implicit rules for conversation, initiates conversations and follows one- and two-step directions

Q2/Q3/Q4: ●

Demonstrates

phonemic awareness (rhyming and word /

sentence segmenting)

Q1: ● Q1: ● Q1: ● Q1: ●

Q2/Q3/Q4: Seldom identifies and manipulates sounds in a word

Q2/Q3/Q4: Usually identifies and manipulates sounds in a word

Q2/Q3/Q4: Consistently identifies and manipulates sounds in a word Q2/Q3/Q4: ●


23

Loudoun County Public Schools Kindergarten Report Card Benchmarks for Mathematics

Topic Statement B: Below P: Progressing Towards M: Meets E: Exceeds

Counts orally to 100

Q1: Seldom counts orally forward to 25 without errors or assistance

Q1: Usually counts orally forward to 25 without errors or assistance

Q1: Consistently counts orally forward to 25 without errors or assistance













Q4: Consistently counts orally higher than 125 without errors or assistance

Identifies, describes, and extends patterns

Q1: Seldom identifies, describes and extends a 2-element pattern

Q1: Usually identifies, describes and extends a 2-element pattern

Q1: Consistently identifies, describes and extends a 2-element pattern (i.e., AB)

Q1: Consistently identifies, describes and extends 2-, and 3- element patterns



Q2: Consistently identifies, describes and extends a 3-element pattern (i.e., ABC, AAB, ABB)

Q2: Consistently identifies, describes and extends 2-, 3- and 4-element patterns



Q3: Consistently identifies, describes and extends a 4-element pattern

Q3: Consistently identifies, describes and extends 2-, 3- and 4-element patterns and counts by 5’s and 10’s to 30

Q4: Cannot identify, describe and extend a 2-, 3-, or 4-element pattern and/or count by 5’s and 10’s to less than 30

Q4: Usually describes and extends a 2-, 3-, or 4-element pattern and/or counts by 5’s and 10’s to less than 30

Q4: Consistently identifies, describes and extends 2-, 3- and 4-element patterns and counts by 5’s and 10’s to 30

Q4: Consistently identifies, describes and extends a 4-element pattern and counts by 5’s and 10’s to 50 or higher

Compares two sets of objects (more, fewer, equal)

Q1: Seldom identifies and describes sets as having more, fewer or equal using one-to-one correspondence with sets of 10 or fewer

Q1: Usually identifies and describes sets as having more, fewer or equal using one-to-one correspondence with sets of 10 or fewer

Q1: Consistently identifies and describes sets as having more, fewer or equal using one-to-one correspondence with sets of 10 or fewer

Q1: Consistently identifies and describes sets as having more, fewer or equal using one-to-one correspondence with sets of greater than 10






24

Compares two sets of objects (more, fewer, equal) Con’t









Counts and records number of objects in a set

Q1: Seldom counts and matches numerals to record sets of less than 10 objects accurately

Q1: Usually counts and matches numerals to record sets up to 10 objects accurately

Q1: Consistently counts and matches numerals to record sets up to 10 objects accurately

Q1: Consistently counts and matches numerals to record sets of 20 or more objects




Q2: Consistently counts and writes numerals to record sets of 30 or more objects




Q3: Consistently counts and writes numerals to record sets of 40 or more

Q3/Q4: Seldom counts and to record sets of less than 30 objects accurately

Q3/Q4: Usually counts and writes numerals to record sets up to 30 objects accurately

Q4: Consistently counts and writes numerals to record sets up to 30 objects accurately

Q4: Consistently counts and writes numerals to record sets of 50 or more

Sorts and classifies objects

Q1: Seldom sorts and classifies concrete objects by size, shape and color into 3 or fewer categories

Q1: Usually sorts and classifies concrete objects by size, shape and color into 3 or fewer categories

Q1: Consistently sorts and classifies concrete objects by size, shape and color into 3 or fewer categories

Q1: Consistently sorts and classifies concrete objects by size, shape and color into more than 3 categories

Q2: Seldom sorts and classifies concrete objects by size, shape and color into at least 3 categories

Q2: Usually sorts and classifies concrete objects by size, shape and color into at least 3 categories

Q2: Consistently sorts and classifies concrete objects by size, shape and color into at least 3 categories

Q2: Consistently sorts and classifies concrete objects into more than 3 categories by size, shape and color

Q3/Q4: Seldom sorts and classifies concrete objects by size, shape and color into more than 3 categories

Q3/Q4: Usually sorts and classifies concrete objects by size, shape and color into more than 3 categories

Q3/Q4: Consistently sorts and classifies concrete objects by size, shape and color into more than 3 categories

Q3/Q4: Consistently sorts and classifies concrete objects into 3 or more categories using different classification strategies

Recognizes coins and determines value of several coins

Q1: Seldom identifies the penny and nickel accurately

Q1: Usually identifies the penny and nickel accurately

Q1: Consistently identifies the penny and nickel

Q1: Consistently identifies the penny, nickel, dime, and quarter

Q2: Seldom identifies the penny, nickel, dime, and quarter accurately

Q2: Usually identifies the penny, nickel, dime, and quarter accurately

Q2: Consistently identifies the penny, nickel, dime and quarter

Q2: Consistently identifies and knows the value of the penny, nickel, dime and quarter


25

Recognizes coins and determines value of several coins Con’t

Q3/Q4: Seldom identifies the penny, nickel, dime, and quarter accurately, the value of the penny, nickel and dime, seldom determines the value of sets of pennies and/or nickels to 10 cents

Q3/Q4: Usually identifies the penny, nickel, dime, and quarter accurately, the value of the penny, nickel and dime, usually determines the value of sets of pennies and/or nickels to 10 cents

Q3/Q4: Consistently identifies the penny, nickel, dime and quarter and knows the value of the penny and nickel and determines the value of sets of pennies and/or nickels to 10 cents

Q3/Q4: Consistently determines the value of sets of pennies, nickels and dimes to 25 cents

Identifies measurement tools and makes comparisons

Q1: Seldom measures using non-standard units

Q1: Usually measures using non-standard units

Q1: Consistently measures using non-standard units

Q1: Consistently measures using non-standard units and identifies the calendar, thermometer, ruler and clock

Q2: Seldom measures using non-standard units and is unable to identify the calendar, thermometer, ruler and clock

Q2: Usually measures using non-standard units and identifies the calendar, thermometer, ruler and clock

Q2: Consistently measures using non-standard units and identifies the calendar, thermometer, ruler and clock

Q2: Consistently identifies a balance scale, measures using non-standard units, identifies and knows the function of the calendar, thermometer, ruler and clock

Q3: Seldom measures using non-standard units and is unable to identify the calendar, thermometer, ruler and clock and/or does not know the function of the calendar, thermometer, balance scale, ruler and clock

Q3: Usually measures using non-standard units and is unable to identify the calendar, thermometer, ruler and clock and/or does not know the function of the calendar, thermometer, balance scale, ruler and clock

Q3: Consistently identifies a balance scale, measures using non-standard units and identifies and knows the function of the calendar, thermometer, ruler and clock

Q3: Consistently identifies a balance scale, measures using non-standard units, identifies and knows the function of the calendar, thermometer, ruler and clock, consistently compares two objects or events using direct comparison (i.e., length, height, weight, temperature)

Q4: Seldom measures using non-standard units and is unable to identify the calendar, thermometer, ruler and clock and/or does not know the function of the calendar, thermometer, balance scale, ruler and clock and cannot compare two objects or events using direct comparison (i.e., length, height, weight, temperature)

Q4: Usually measures using non-standard units and is able to identify the calendar, thermometer, ruler and clock and/or does know the function of the calendar, thermometer, balance scale, ruler and clock and usually is able to compare two objects or events using direct comparison (i.e., length, height, weight, temperature)

Q4: Consistently identifies a balance scale, measures using non-standard units and identifies and knows the function of the calendar, thermometer, ruler and clock and consistently compares two objects or events using direct comparison (i.e., length, height, weight, temperature) accurately

Q4: ●

Tells time to the hour

Q1/Q2: ● Q1/Q2: ● Q1/Q2: ● Q1/Q2: ● Q3/Q4: Seldom tells time to the hour accurately with an analog and digital clock

Q3/Q4: Usually tells time to the hour accurately with an analog and digital clock

Q3/Q4: Consistently tells time to the hour accurately with an analog and digital clock

Q3/Q4: Consistently tells time beyond the hour accurately with an analog and digital clock

Gathers and displays data

Q1: Seldom uses concrete objects to form a graph using less than 3 categories Q1: Usually uses concrete objects to

form a graph using less than 3 categories

Q1: Consistently uses concrete objects to form a graph using less than 3 categories

Q1: Consistently uses concrete objects to form a graph using 3 categories


26

Gathers and displays data Con’t

Q2: Seldom uses concrete objects to form a graph using less than 3 categories

Q2: Usually uses concrete objects to form a graph using less than 3 categories

Q2: Consistently participates in the collection of group data by counting and tallying and uses concrete objects to form a graph using 3 categories

Q2: Consistently collects data by counting and tallying and uses concrete objects to form graphs representing the data (3 categories) and pictorial representations (4 categories)

Q3/Q4: Seldom uses concrete objects to form a graph using less than 3 categories and seldom uses pictorial representation to form a graph using less than 4 categories

Q3/Q4: Usually uses concrete objects to form a graph using less than 3 categories and seldom uses pictorial representation to form a graph using less than 4 categories

Q3: Consistently collects data by counting and tallying and uses concrete objects to form graphs representing the data (3 categories) and pictorial representations (4 categories)

Q3: Consistently collects data and uses concrete objects to form graphs and pictorial representations using 4 categories

Q4: Consistently collects data and uses concrete objects to form graphs and pictorial representations using 4 categories

Q4: Consistently uses multiple representations (graphs, tables, pictorial) of data using more than 4 categories

Identifies, describes, draws, and locates geometric figures

Q1: Seldom identifies, describes and traces square, triangle, circle, rectangle accurately

Q1: Usually identifies, describes and traces square, triangle, circle, rectangle accurately

Q1: Consistently identifies, describes and traces square, triangle, circle, rectangle

Q1: Consistently identifies, describes and traces square, triangle, circle, rectangle and other plane shapes accurately

Q2: Seldom i identifies, describes and traces square, triangle, circle, rectangle accurately and describes location relative to another

Q2: Usually identifies, describes and traces square, triangle, circle, rectangle accurately and describes location relative to another

Q2: Consistently identifies, describes and traces square, triangle, circle, rectangle accurately and describes location relative to another

Q2: Consistently identifies, describes and traces square, triangle, circle, rectangle accurately and describes location relative to another accurately and compares (large and small) sizes and shapes of square, triangle, circle, rectangle and other plane shapes accurately

Q3/Q4: Seldom identifies, describes and traces square, triangle, circle, rectangle accurately and describes location relative to another

Q3/Q4: Usually identifies, describes and traces square, triangle, circle, rectangle accurately and describes location relative to another

Q3/Q4: Consistently identifies, describes and traces square, triangle, circle, rectangle accurately and describes location relative to another

Q3/Q4: ●

Identifies fractional parts of a set and/or region

Q1/Q2: ● Q1/Q2: ● Q1/Q2: ● Q1/Q2: ● Q3/Q4: Seldom identifies the parts of a set and/or region that represent fractions for halves and fourths.

Q3/Q4: Usually identifies the parts of a set and/or region that represent fractions for halves and fourths.

Q3/Q4: Consistently identifies the parts of a set and/or region that represent fractions for halves and fourths.

Q3/Q4: Consistently identifies the parts of a set and/or region that represent fractions with denominators greater than halves and fourths.

Models adding and subtracting

Q1/Q2: ● Q1/Q2: ● Q1/Q2: ● Q1/Q2: ● Q3/Q4: Seldom models adding and subtracting whole numbers, using up to 10 concrete objects.

Q3/Q4: Usually models adding and subtracting whole numbers, using up to 10 concrete objects.

Q3/Q4: Consistently models adding and subtracting whole numbers, using up to 10 concrete objects.

Q3/Q4: Consistently models adding and subtracting whole numbers, using more than 10 concrete objects.


27

Loudoun County Public Schools

Kindergarten Report Card Benchmarks for Social Science, Science and Health

Topic Statement B: Below M: Meets E: Exceeds

SOCIAL SCIENCE

Understands concepts presented

● All 4 quarters: Actively and consistency participates in discussion, asks questions, and shares ideas about content presented ●

SCIENCE

Understands

concepts presented


HEALTH

Understands

concepts presented


28

(Q = Quarter) APPENDIX D LOUDOUN COUNTY PUBLIC SCHOOLS

PARENT GUIDE TO KINDERGARTEN REPORT CARD LANGUAGE ARTS What MEETS grade level expectations

Is Developing as a Reader Names Uppercase letters of the alphabet

Q1: Names at least 12 letters Q2: Names at least 16 letters Q3: Names at least 20 letters Q4: Names at least 26 letters

Names Lowercase letters of the alphabet Q1: Names at least 12 letters Q2: Names at least 16 letters Q3: Names at least 20 letters Q4: Names at least 26 letters

Develops and expands vocabulary Q1: Not assessed Q2: Consistently uses words to describe: Location, Size, Colors, Shapes, Actions, People, Places, Things, Numbers Q3/Q4: Consistently uses words to describe: Location, Size, Colors, Shapes, Actions, People, Places, Things, Numbers; Uses words from other content areas; Asks about words not understood

Produces letter(s) sounds

Q1: Not assessed Q2: Produces at least 16 letter sounds Q3: Produces at least 24 letter sounds Q4: Produces all consonant, short and long vowel letter sounds

Understands how print is organized and read Q1: Not assessed Q2: Consistently holds print materials in the correct position Q3: Consistently holds print materials in the correct position and follows words from left to right and from top to bottom on the printed page Q4: Consistently holds print materials in the correct position and follows words from left to right and from top to bottom on the printed page and identifies the front cover, back cover and title page of a book

Reads sight words

Q1: Not assessed Q2: Automatically reads: I, can, go, to, the, see, like Q3: Automatically reads: I, can, go, to, the, see, like, is, we, my, yes, no, are Q4: Automatically reads: I, can, go, to, the, see, like, is, we, my, yes, no, are, and, look, you, said, here, come, was

Understands that print conveys meaning Q1: Not assessed Q2: Consistently identifies common signs and logos correctly Q3: Consistently identifies common signs and logos correctly; Explains that printed materials provide information Q4: Consistently identifies common signs and logos correctly; Explains that printed materials provide information; Reads and explains own writing and drawings

Reads familiar text with accuracy Q1: Not assessed Q2/Q3/Q4: Consistently reads and tracks familiar text with accuracy

Demonstrates understanding of text Q1: Not assessed Q2: Consistently uses pictures to make predictions; Discusses characters, setting and events Q3: Consistently uses pictures to make predictions; Discusses characters, setting and events; Retells stories using beginning, middle and end Q4: Consistently uses pictures to make predictions; Discusses characters, setting and events; Retells stories using beginning, middle and end; Uses story language in discussions and retelling; Identifies what an author does and illustrator does

29

Is Developing as a Writer Writes to communicate ideas Q1: Not assessed

Q2: Consistently draws pictures to describe experiences and consistently differentiates pictures from writing Q3: Consistently draws and labels pictures with phonetically spelled words to describe experiences and differentiates pictures from writing Q4: Consistently draws and labels pictures with phonetically spelled words to describe experiences, differentiates pictures from writing and writes about experiences using phonetically spelled words with correct beginning consonants

Understands writing mechanics Q1: Not assessed Q2: Consistently uses capital letters Q3: Consistently uses capital letters and spacing Q4: Consistently uses capital letters, spacing and punctuation

Prints in manuscript Q1: Consistently prints first name from a model Q2: Consistently prints first name without a model Q3: Consistently prints first name without a model and last name from a model Q4: Consistently prints first and last name without a model

Is Developing as a Speaker and Listener Communicates orally in a variety of settings Q1: Not assessed

Q2/Q3/Q4: Consistently expresses ideas in complete sentences, follows implicit rules for conversation, initiates conversations and follows one- and two-step directions

Demonstrates phonemic awareness (rhyming and word / sentence segmenting)

Q1: Not assessed Q2/Q3/Q4: Consistently identifies and manipulates sounds in a word

MATHEMATICS What MEETS grade level expectations Counts orally to 100 Q1: Consistently counts orally forward to 25 without errors or assistance

Q2: Consistently counts orally forward to 50 without errors or assistance Q3: Consistently counts orally forward to 75 without errors or assistance Q4: Consistently counts orally forward to 100 without errors or assistance

Identifies, describes, and extends patterns Q1: Consistently identifies, describes and extends a 2 element pattern (i.e., AB) Q2: Consistently identifies, describes and extends a 3 element pattern (i.e., ABC, AAB, ABB) Q3: Consistently identifies, describes and extends a 4-element pattern Q4: Consistently identifies, describes and extends 2-, 3- and 4 element patterns and counts by 5’s and 10’s to 30

Compares two sets of objects (more, fewer, equal) Q1: Consistently identifies and describes sets as having more, fewer or equal using one-to-one correspondence with sets of 10 or fewer Q2: Consistently identifies and describes sets as having more, fewer or equal using one-to-one correspondence with sets of 10 or fewer Q3: Consistently identifies and describes sets as having more, fewer or equal using one-to-one correspondence with sets of 10 or fewer Q4: Consistently identifies and describes sets as having more, fewer or equal using one-to-one correspondence with sets of 10 or fewer

Counts and records number of objects in a set Q1: Consistently counts and matches numerals to record sets up to 10 objects accurately Q2: Consistently counts and matches numerals to record sets up to 15 objects accurately Q3: Consistently counts and matches numerals to record sets up to 20 objects accurately Q4: Consistently counts and writes numerals to record sets up to 30 objects accurately

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Sorts and classifies objects Q1: Consistently sorts and classifies concrete objects by size, shape and color into 3 or fewer categories Q2: Consistently sorts and classifies concrete objects by size, shape and color into at least 3 categories Q3/Q4: Consistently sorts and classifies concrete objects by size, shape and color into more than 3 categories

Recognizes coins and determines value of several coins

Q1: Consistently identifies the penny and nickel Q2: Consistently identifies the penny, nickel, dime and quarter Q3/Q4: Consistently identifies the penny, nickel, dime and quarter and knows the value of the penny and nickel and determines the value of sets of pennies and/or nickels to 10 cents

Identifies measurement tools and makes comparisons Q1: Consistently measures using non-standard units Q2: Consistently measures using non-standard units and identifies the calendar, thermometer, ruler and clock Q3: Consistently identifies a balance scale, measures using non-standard units and identifies and knows the function of the calendar, thermometer, ruler and clock Q4: Consistently identifies a balance scale, measures using non-standard units and identifies and knows the function of the calendar, thermometer, ruler and clock and consistently compares two objects or events using direct comparison (i.e., length, height, weight, temperature) accurately

Tells time to the hour Q1/Q2: Not assessed Q3/Q4: Consistently tells time to the hour accurately with an analog and digital clock

Gathers and displays data Q1: Consistently uses concrete objects to form a graph using less than 3 categories Q2: Consistently participates in the collection of group data by counting and tallying and uses concrete objects to form a graph using 3 categories Q3: Consistently collects data by counting and tallying and uses concrete objects to form graphs representing the data (3 categories) and pictorial representations (4 categories) Q4: Consistently collects data and uses concrete objects to form graphs and pictorial representations using 4 categories

Identifies, describes, draws, and locates geometric figures

Q1: Consistently identifies, describes and traces square, triangle, circle, rectangle Q2: Consistently identifies, describes and traces square, triangle, circle, rectangle accurately and describes location relative to another Q3/Q4: Consistently identifies, describes and traces square, triangle, circle, rectangle accurately and describes location relative to another

Identifies fractions as parts of sets or regions Q1/Q2: Not assessed Q3/Q4: Consistently identifies the parts of a set and/or region that represent fractions for halves and fourths

Models adding and subtracting Q1/Q2: Not assessed Q3/Q4: Consistently models adding and subtracting whole numbers, using up to 10 concrete objects

SOCIAL SCIENCE, SCIENCE AND HEALTH

All 4 quarters: Actively and consistency participates in discussion, asks questions, and shares ideas about content presented

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APPENDIX E

Promotion and Retention Guidelines

For Elementary Students

August, 2009

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 ESL 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.

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Promotion Guidelines: Kindergarten 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 elementary level may include, but are not limited to: Modified/differentiated/accelerated instructional programs, Tutorial sessions provided by the reading resource coordinator or Title I personnel, Mentor program participation, Alternative learning models, Special tutoring or participation in an after-school “homework club,” Smaller classes, Extended day activities, Saturday school, Summer school, or “Early Back” program. 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 can be comprised of the following members and will consider various factors listed below: Principal; Classroom Teacher(s); Parent(s) and/or Guardian(s); and, Guidance Counselor and may include the Special Education Teacher; Social Worker; and, Psychologist.

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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 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, on-going 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.

Documents

ELEMENTARY REPORT CARD MANUAL · Second Grade Special Areas Chair, Mike Pellegrino*, Principal, Lucketts Chair, Heidi Latham*, Principal, Algonkian Deborah Haynie 2nd Gr Teacher Dominion

ELEMENTARY REPORT CARD MANUAL · Second Grade Special Areas Chair, Mike Pellegrino, Principal, Lucketts Chair, Heidi Latham, Principal, Algonkian Deborah Haynie 2nd Gr Teacher Dominion