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Report cards and progress reports

Prekindergarten Assessment

 

All prekindergarten students will take a standardized assessment to measure their skills in Language and Literacy and Mathematics. The assessment is on-line and administered individually to each student by a certified teacher. The assessment will be given three times during the academic school year to measure the student’s growth and areas for improvement. The assessments are aligned to the Prekindergarten Guidelines for instruction set forth by the state of Texas.

 

Your child’s classroom teacher will contact you with information concerning your child’s academic achievement.  If you have questions concerning your child’s assessment results please contact your child’s classroom teacher.
 

Prekindergarten/Kindergarten Grading and Report Card

 
Standards-Based On-line Report Card (Grade Speed)

·        The on-line report card is used to report student progress to parents at 6-week intervals in Prekindergarten and Kindergarten.  The document will reflect each student’s growth over time in Language Arts/Reading, Mathematics, Science, Social Studies, Social Development, Health and Physical Development, and Fine Arts.

·         The reporting scale is based on performance observation, checklists, student products, and anecdotal records, as well as formal and informal assessments.

·         Criteria for evaluating student achievement in all subjects including social development (conduct) will be:

o    1 for Discovery – first steps;

o    2 for Exploring – showing progress;

o    3 for Connecting – ready to apply

·         Standards for the report card are aligned to the state standards.

o    Prekindergarten Guidelines

o    Kindergarten Texas Essential Knowledge and Skills (T.E.K.S.)

·         Each grade level has three versions of the report card:

o    English/ESL

o    Bilingual translated to English, Bilingual written in Spanish

o    Montessori (English and Spanish)

Standards-Based On-line Grade Book (Grade Speed)

·         The on-line grade book is documentation of student progress based upon sequentially recorded developmental stages of performance observations.

·         Criteria for evaluating student achievement in all subjects including social development (conduct) will be:

o    1 for Discovery – first steps;

o    2 for Exploring – showing progress;

o    3 for Connecting – ready to apply

·         Standards for the grade book are aligned with the on-line report card and to the state standards.

o    Prekindergarten Guidelines

o    Kindergarten Texas Essential Knowledge and Skills (T.E.K.S.)

Progress Reports
Progress Reports communicate a student's level of success at the midpoint of a grading cycle.  While it is not a mandatory requirement for Prekindergarten, the ruling to have a progress report can be a school-based decision determined by the school's administrator(s).  Students in Kindergarten are issued progress reports during the middle of each grading cycle.
 
  
Progress Reports created by the Early Childhood Department are based on the Report Card.  These forms are not generated from Chancery or Grade Speed, therefore, the documents can be edited by the teacher.  Progress Reports may be printed and given to students to take home.  Teacher may access Progress Reports through eLearn.
 
Grading Rubrics
 
Student progress is monitored throughout a grading cycle using grading rubrics. The rubrics are written to reflect an individual student’s demonstration of understanding of a standard as reflected by the 1-Discovery, 2-Exploring, 3-Connecting developmental stages. Rubrics appear in the online grade book.
 

HISD Standards Based Report Card

Levels of Proficiency

Prekindergarten/Kindergarten

1

Discovery-First Steps

A stage in which children develop an awareness of their surroundings and exhibit a need for more instruction and interaction with objects, people, events, and concepts.

2

Exploring-Showing Progress

A stage in which children develop an understanding of the components and attributes of their surroundings and exhibit a need for more practice with objects, people, events and concepts.

3

Connecting-Ready to Apply

A stage in which children bring their own personal meaning to make use of their surroundings and link purposeful interaction with objects, people, events, and concepts.

 

Not Yet Formally Assessed