ELEMENTARY REPORT CARD

MANUAL

Art, Foreign Language in Elementary School (FLES),

Music and Physical Education

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

ART, FLES, MUSIC AND PHYSICAL EDUCATION ...................................................10

ART ....................................................................................................................................11 FOREIGN LANGUAGE IN ELEMENTARY SCHOOL (FLES) ....................................12 MUSIC ...............................................................................................................................13 PHYSICAL EDUCATION ................................................................................................14

APPENDICES:

APPENDIX A – GRADES 3-5 INTERIM PROGRESS REPORT .................................. 15

APPENDIX B – 3rd GRADE REPORT CARD SAMPLE ................................................ 16

FIGURES:

Figure 1 Attendance Information ................................................................................................... 6 Figure 2 Characteristics That Affect Learning .............................................................................. 7 Figure 3 Progress Indicators ........................................................................................................ 10

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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 Suzette Wyhs, Foreign Language Supervisor (revised 2011)

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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 (Figure 1) 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, 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” (Figure 2) 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

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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 ART, FLES (3-5), MUSIC AND PHYSICAL EDUCATION

General Information – Art, FLES (3-5), Music and Physical Education It is the responsibility of the art, FLES, music, and physical education teacher to enter each student’s grade using the CLARITY reporting system to populate the electronic version of the report card. For every grading period, a brief summary of the past nine weeks and an overview of skills and content to be introduced will accompany the report card. A teacher comment may also be included. The first 9 weeks overview is to be sent home during the first month of school. Interim reports may be sent at any time during the reporting period. An interim must be sent in grades 1-5 if a student is receiving a “Below Standard” (B) mark. A comment must accompany the ‘B’ mark on the report card.

Reporting Student Progress – Art, FLES (3-5), Music and Physical Education The following key should be used to indicate a student’s acquisition of skills and content taught, effort exhibited, and demonstration of appropriate behavior and safe practices:

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

ART Demonstrates art skills and content: studio production, history, criticism, and aesthetics (beauty)

MUSIC Demonstrates skills and content taught

PHYSICAL EDUCATION Demonstrates skills and content taught Demonstrates responsible behaviors

Figure 3 Grades 3-5

ART Demonstrates art skills and content: studio production, history, criticism, and aesthetics (beauty)

MUSIC Demonstrates skills and content taught

PHYSICAL EDUCATION Demonstrates skills and content taught Demonstrates responsible behaviors

FOREIGN LANGUAGE (FLES) Demonstrates oral and listening skills at the appropriate language proficiency level Demonstrates literacy skills at the appropriate language proficiency level

Grades 1-2

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REPORT CARD GUIDELINES ART

The LCPS Elementary Art Education Program allows time for students to develop the life-long skills needed to become visually literate in the world in which we live. The elementary art education program provides maximum opportunity for each student to have hands-on experiences in producing their art, enhanced by the integration of art history, art criticism and aesthetic critiques. Art education classes at the elementary level will encourage critical and creative problem-solving skills, as well as an empathy for historical and contemporary art works. The program is designed to encourage perceptual awareness through the involvement of all the senses and allows for the integration of other curricula - as art readily relates to all educational experiences. Students in grades one to five receive fifty minutes of art instruction per week with an art specialist. Assessment of each student’s artistic achievement is based on learning objectives related to the four components included in the lesson and idea development. Feedback is designed to help students achieve goals and to help the instructor individualize instruction, identify special needs, plan for instruction and communicate with parents.

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REPORT CARD GUIDELINES FOREIGN LANGUAGE IN ELEMENTARY SCHOOL

(FLES)

Report Card Assessment in Grades 3 – 5 (beginning 2011-12)

The most effective way to learn a language is through a natural approach. This is especially true for children. The focus of the FLES curriculum is to provide students the environment to develop novice listening, speaking and reading skills in Spanish. Student progress in these skills will be assessed using the National Standards established by the American Council for the Teaching of Foreign Languages (ACTFL). Skills development and assessment will be differentiated based on the years of experience and exposure students have with the language. Grading is based on the ACTFL Proficiency Levels and the Standards for Foreign Language in the 21st Century.

FLES Learning Progression Scale

ACTFL Levels Junior Novice

Low Junior Novice

Mid Junior Novice

High Junior

Intermediate Low

Accumulated hours of classroom instruction

0 - 72 hours 72 - 108 hours 108 - 144 hours

Description

I can understand/ express a few

familiar words. I can understand some words that

are similar to those in my language.

I can understand/ express some

everyday words, phrases, and

questions about me, my personal experiences, and my surroundings,

when people speak slowly and clearly

or there is repetition.

I can understand/ express ideas on familiar topics expressed in

phrases, simple sentences, and frequently used

expressions. I can understand the

main point in short conversations, messages, and

announcements.

I can understand/ express the main idea and a few

details on familiar topics expressed in sentences, short conversations,

presentations, and messages.

Progress Indicators for:

3rd grade Meets standard Exceeds standard 4th grade Meets standard Exceeds standard 5th grade Meets standard Exceeds standard

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REPORT CARD GUIDELINES

MUSIC

The music curriculum consists of a well-planned sequence of learning experiences leading to clearly defined skills and knowledge rather than a collection of activities in which the students engage. Its primary purpose is to improve the quality of life for ALL students by developing their capacity to participate fully in musical cultures. Performing, creating, and responding to music are the fundamental music processes in which humans engage. Students, particularly in elementary school, learn by doing. Singing, playing instruments, moving to music, and creating music enable them to acquire musical skills and knowledge that can be developed in no other way. Learning to read and notate music gives them a skill with which to explore music independently and with others. Listening to, analyzing and evaluating music are important building blocks of musical learning. Further, to participate fully in a diverse, global society, students must understand their own historical and cultural heritage and those of others within their communities and beyond.* Students in grades 1-5 receive two thirty-minute periods of music per week with a music specialist. Assessment of each student's musical achievement is performance-based, designed to give students the feedback they need to achieve goals, identify special needs, individualize instruction, and to assist the specialist in planning for instruction. * From The School Music Program: A New Vision, published by Music Educators National Conference (MENC). Copyright (c) 1994 by MENC. Used with permission.

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REPORT CARD GUIDELINES PHYSICAL EDUCATION

A quality physical education program should clearly identify objectives by grade level for appropriate physical activity which will develop fitness and motor skills, knowledge and understanding, social awareness and behavior, and value of a healthy lifestyle. Students in grades 1-5 must have physical education 30 minutes each day. The physical education teacher conducts classes three (3) times per week. The Physical Education Curriculum Guide should be used as a resource. Assessment of each student's affective gains, learning progress, and physical achievement can be used to: - give students the feedback they need to achieve goals - identify special needs - individualize instruction - plan weekly lessons - plan yearly curriculum - communicate the effectiveness of the physical education program. On-going physical education assessment is used as part of the process of helping students understand and enjoy the role of physical and recreational sports and activities, and to improve and/or maintain their physical health and well being. In grades 4 and 5, the Physical Education teacher will record the results of the Physical Fitness Test Results on the Cumulative Health and Physical Fitness Record Card in the Student Scholastic Record.

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GRADES 3-5 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. Please talk about this report with your child. If you have questions, call the school for a teacher conference.

Reading _______ Language Arts _______ Mathematics _______

Social Science _______ Science _______

Grading Key A = Outstanding B = Very Good C= Satisfactory D = Needs Improvement F = Not Performing

Comments: Teacher’s Signature ______________________

Tear off and return this section to the teacher. Comments: Signatures: Student ________________________ Parent _________________________ Date _____________

Key Art _______ FLES _______ 4 = Exceeds Standard Health _______ Music _______ 3 = Meets Standard Physical Education _______ 2 = Progress Towards Standard Other: 1 = Below Standard

APPENDIX A

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Grading Key A = Outstanding B = Very Good C = Satisfactory D = Needs Improvement F = Not Performing

MATHEMATICS 1 2 3 4 Y

Effort (O = Outstanding, S = Satisfactory, N = Needs Improvement)

Adjusted Curriculum ( / = in use)

Demonstrates an understanding of: Number and number sense (place value, rounding, comparing)

Computation and estimation

Multiplication and division facts Addition and subtraction of fractions and decimals Measurement (time, money, weight/mass, volume, length, temperature)

Geometry Probability and statistics (organizes, displays and interprets data)

Patterns and algebraic thinking Reasoning and solving problems Mathematical communication (vocabulary)

LOUDOUN COUNTY PUBLIC SCHOOLS GRADE 3 REPORT CARD

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

READING QUARTER

1 2 3 4 Y

Effort (O = Outstanding, S = Satisfactory, N = Needs Improvement)

Adjusted Curriculum ( / = in use)

Comprehends fiction

Comprehends non-fiction

Reads orally with fluency

Applies word analysis skills

Develops and expands vocabulary in reading

Comprehends information from a variety of printed and electronic resources

Reading level: Q1: Q2: Q3: Q4:

LANGUAGE ARTS 1 2 3 4 Y

Effort (O = Outstanding, S = Satisfactory, N = Needs Improvement)

Adjusted Curriculum ( / = in use)

Uses effective oral communication in a variety of settings Spells correctly in written work Learns assigned spelling patterns Plans effectively for writing Writes well-developed paragraphs

Revises writing for style and content

Edits writing for capitalization, punctuation, spelling, grammar and sentence structure

APPENDIX B 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 4 = Exceeds Standard 3 = Meets Standard 2 = Progressing Towards Standard 1 = Below Standard ● = Denotes knowledge or skill not assessed at this time

Page 1 of 3

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SOCIAL SCIENCE QUARTER

1 2 3 4 Y

Effort (O = Outstanding, S = Satisfactory, N = Needs Improvement)

Adjusted Curriculum ( / = in use) Demonstrates understanding of key concepts related to: History Geography / Map, Globe, and Chart Skills Economics Communities / Civics and Government Countries / Cultures

SCIENCE 1 2 3 4 Y

Effort (O = Outstanding, S = Satisfactory, N = Needs Improvement) Adjusted Curriculum ( / = in use) Demonstrates the use of experimental design during scientific inquiry

Demonstrates understanding of key concepts related to: Life Science Physical Science Earth Science

HEALTH 1 2 3 4

Demonstrates an understanding of health concepts presented

ART 1 2 3 4 Demonstrates art skills and content: studio production, history, criticism, and aesthetics (beauty)

MUSIC 1 2 3 4 Demonstrates skills and content taught

PHYSICAL EDUCATION 1 2 3 4 Demonstrates skills and content taught Demonstrates responsible behaviors

FOREIGN LANGUAGE (FLES) 1 2 3 4 Demonstrates oral and listening skills at the appropriate language proficiency level

Demonstrates literacy skills at the appropriate language proficiency level

Your child: 1 2 3 4 Works independently Listens attentively Participates in class Seeks help when needed Completes assigned tasks Completes homework Follows school and classroom rules Follows oral directions Follows written directions Demonstrates organizational skills Manages time wisely Writes legibly in manuscript and cursive Demonstrates self-control Works productively in a group Shows respect for others and their property Uses technology to support learning

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.

Page 2 of 3

Student Name: Teacher

CHARACTERISTICS THAT AFFECT LEARNING

KEY O = Outstanding, S = Satisfactory, N = Needs Improvement

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LOUDOUN COUNTY PUBLIC SCHOOLS

ELEMENTARY REPORT CARD TEACHER-PARENT COMMENT SHEET

Student Name____________________________ Teacher__________________________ School________________________ Grade ________

Quarter 1:

Quarter 2:

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