Kindergarten Readiness: Report Cards!

Report cards…..these two words have been known to set both parents and teachers into a tizzy of emotions!  They can be confusing, baffling, and at times, just simply difficult to understand! Many school districts are now using standards based report cards. This means that instead of using letter grades to report student’s progress, they use a number system. By aligning the Kindergarten Report Card to the Common Core Standards, the report card now reflects grade level expectation for elementary and beyond.

The Common Core State Standards (www.corestandards.org) have set some very high expectations not only for students, but for staff as well.

    Standards based report cards are meant to create a clear set of expectations for school age children. They are supposed to show what your child should know in the areas of reading, writing, listening, and math. Consequently, if parents understand the standards, then they are more capable of working with the school and teacher/s to help their child be successful in the classroom. Standards are based on a set of clearly defined learning targets. Students talk about these targets daily, and are often reminded throughout the day about what their learning targets are for the day. Targets may be posted in the classroom as well. Standards based report cards report student growth with a 1-4 rating as opposed to the child being given a grade. It is important for parents to remember that there is no correlation between a numbers and a letter grade. It is believed that the number rating is better, as it takes many factors into account. Multiple pieces that show student progress towards meeting grade level expectations are all taken into consideration. Using more items as opposed to just a text or two or major project give a much better “well rounded” picture of each child.

  

 Standards Based Report cards gives your child’s academic performance level for what your child knows and is able to do successfully in each content area and students are evaluated based on their individual progress towards the end of year grade level expectations.

The Proficiency levels are defined as follows:

4- EXCEEDS: This number is given when the student independently understands and can apply the given concept or skill beyond the grade level standard.

3-MEETS:  This number is given when the student consistently understands and can apply the given concept at the grade level standard. It is important to note that this is the actual YEAR END goal for our students!

2-DEVELOPING: This student is making continued progress towards understanding the concept or skill at the grade level, but may need more time or help in reaching the grade level standard.

1- BASIC: This student does not yet show or demonstrate that they understand the concept or skill at the grade level standard.

    

Here is an example of a report card.

Academic Reporting Standards English Language Arts 1st 2nd 3rd 4th Demonstrate understanding of basic book and print concepts (ex. words go from left to right, top to bottom, page to page, words are separated by spaces and made up of letters, etc.) Recognize and name upper and lowercase letters of the alphabet Print upper and lowercase letters Identify and produce rhyming words Blend and separate sounds orally into words Read sight/high frequency words without hesitation Identify and produce letter sounds Independently read simple text with purpose and understanding Read with sufficient accuracy (calling words correctly) and fluency (without hesitation) to support comprehension Demonstrate use of phonetic strategies (sounding out words) when reading Spell simple words phonetically (using letter sounds) and write simple sentences that make sense Write a variety of text types with supporting details or facts Use writing conventions: Capitalizes first word in a sentence, puts spaces between words, recognizes and uses end punctuation, spells simple sentences phonetically Actively engage in group reading activities with purpose and understanding Retell fiction stories, including character, setting, major events Identify the main topic of an informational text and retell key details Student’s Instructional Reading Level          Please Read the Home Connect Letter for More Information                                                                                    Marking Period Goals for Instructional Reading Levels: RB B D Content Areas 1st 2nd 3rd 4th Science Social Studies Additional Classes 1st 2nd 3rd 4th

Academic Marking Guide  4- The student has met or exceeded the end of grade level expectations for the standard.                                                             3- The student has met expectations for this quarter in the standard.  2- The student shows growth/progress in the standard.  1- The student needs intensive support at school and home in the standard. Not Assessed/Reported This Quarter NOTE:  4th Quarter reporting represents end of grade expectations.  Only marks of 1, 2 or 4 will be assigned.

Learner Behavior Marking Guide ME – Meets expectation NR – Needs reminders to meet expectation IS – Intensive support is needed to improve in this area

Academic Reporting Standards
Mathematics	1st	2nd	3rd	4th
Recognize numerals to match sets of objects 0 -20
Write numerals to match sets of objects 0 -20
Count objects to tell how many with up to 20 objects in a variety of arrangements
Count  to 100 by ones and tens
Count on from a given number
Identify greater than, less than, and equal to between sets of objects using counting and matching strategies
Add using objects, fingers, drawings, verbal explanations, expressions, equations, etc.
Subtract using objects, fingers, drawings, verbal explanations, expressions, equations, etc.
Solve addition and subtraction word problems using numbers 0 – 10
Show understanding of positional words  such as above, below, beside, in front of, behind, next to
Identify and name triangles, circles, squares, rectangles, hexagons – 2 dimensional shapes
Describe triangles, circles, squares, rectangles, hexagons – 2 dimensional shapes
Identify, name and describe spheres, cylinders, cones, cubes - 3 dimensional shapes
Compare 2 dimensional and 3 dimensional shapes using features such as number of sides and corners
Compose (make) and decompose (take apart) numbers from 11-19 using tens and ones
Describe objects using length and width
Compare objects based on features such as height, weight, length

Learner Behavior Standards			1st	2nd	3rd		4th
Listen to and follow school and classroom rules
Accept responsibility for behavior
Solve conflict appropriately
Show respect for peers, adults and property
Use time effectively to create quality work
Participate and work well in a variety of settings (independently, whole class, small group)
Demonstrate effort to learn and seek help when needed
Demonstrate organizational skills
Marking Period 1      Teacher Comments		Marking Period 2      Teacher Comments
Teacher Signature  _______________________________     Date ______________     _____Teacher Requests Conference with Parent		Teacher Signature  _______________________________ Date ____________   _____Teacher Requests Conference with Parent
Marking Period 3      Teacher Comments		Marking Period 4     Teacher Comments
Teacher Signature  _______________________________     Date ______________     _____Teacher Requests Conference with Parent		Teacher Signature  _______________________________     Date ____________ _________  Promoted                     _________ Retained

There is no doubt that expectations for each grade level have gone up considerably in past years. Today’s kindergartner should, by years end, be able to write complete sentences, have a working knowledge of and possess a substantial sight vocabulary (our students are working towards, and tested on 50 sight words), and  should be leaving this school year at an instructional level D using the Fountas and Pennel running records. The Instructional level is the level at which learning takes place. It is the level that the teacher is giving support and instruction at. The Independent level is the reading level that the student can read and understand without support. Ten short years ago, the expectation for kindergarten students was an independent level A and an instructional level B.

Behaviors of successful learners should also not be overlooked, as student behaviors in the classroom contribute significantly to academic achievement. Although behavior may be reported separately from academic achievements, they are equally important!

  

There are so many questions about The COMMON CORE, as well as report cards and grading “systems”. If you have questions about your child’s report card, need more information or would like to know how to help at home, please remember that the communications between school and home is also a huge link to your child’s success in the classroom. Don’t hesitate to contact your child’s school or teacher for more information.

Parent Resources:

• National Parent Teacher Association offers grade by grade guides for Common Core State Standards that are available in English and Spanish K-8 and 9-12. Download at www.pta.org/parents/content.cfm?ItemNumber=2583
• The American Federation of Teachers (AFT) offers grade by grade level activities, explanations, and parent letters for Common Core.

www.aft.org/issues/standards/webinar.cfm

 

   

This blog was contributed by Renee Gillespie who is a Kindergarten Teacher with Belding Area Schools.