skip to main content

HCPSS / NEWS

Share Your Thoughts on Potential 2019-2020 ES Report Card Updates, Through September 28, 2018

August 3rd, 2018

Update: The survey mentioned below is now closed.

HCPSS parents, students, staff and community members are invited to complete a brief survey to provide input into potential changes to the elementary school report card. The redesign would take effect in the 2019–2020 school year and aligns with Board of Education Policy 8010 Grading and Reporting: Pre-Kindergarten Through Grade 8, and better supports student learning.

Surveys will be accepted through 4:30 p.m., Wednesday August 22 for initial feedback, and will remain open through 4:30 p.m., Friday, September 28 to allow for additional input.

Prior to taking the survey, please see the examples below of the potential changes. The samples reflect the work of a committee composed of diverse stakeholders representing students, teachers, administrators, curriculum, and community. The committee’s work focused on improving the report card to better

Workgroups will be convened in the coming months to finalize the language of content standards. The samples show what a first quarter report card might look like for fictional first and fourth-grade on-grade-level students and an above-grade-level in math fourth-grade student.

The red, numbered circles identify features of the proposed changes. Each is described in the numbered text boxes.

Grade 1 Report Card

  1. The progress codes reflect student learning for curriculum standards. It identifies if a standard has been met (M), if progress is being made (P), or if there is limited or no progress being made (L). The L is accompanied with comments about the specific challenges or progress that has not been made.
  2. These are examples of the specific reading, writing, language, listening, and speaking standards for a first-grade student.
  3. This section of the report identifies the range of instructional text that a student is reading. Instructional text levels are identified by letters. The gray bars beneath the letters identify the range of performance for a student at that grade level. In this example (first quarter, first grade), the student is reading in the range of F, G, and H level text. At this time of year, a student is expected to be reading E, F, and G level text.
  4. The social and emotional learning behaviors and personal work habit codes reflect student behaviors. The codes are intended to provide less subjective reporting of behaviors.
  5. This sample reflects a first-grade student enrolled in first grade mathematics. The standards listed are grade 1 mathematics standards. These standards would be replaced with grade 2 mathematics standards for a first-grade student enrolled in grade 2 mathematics.
  6. The striped boxes reflect standards not taught in that instructional quarter. Teachers would have the ability to replace the struck box with a curriculum standard code if those standards were taught during the quarter.
  7. Science, Social Studies, and Health will report student progress with curriculum standards outlined by instructional units and content-specific practices.
  8. A comment section is provided.

Grade 4 Report Card

  1. The appearance of the 4th grade report card is similar to the 1st grade sample. The intent is a consistent report card in all elementary grades.
  2. The progress codes reflect student learning for curriculum standards. It identifies if a standard has been met (M), if progress is being made (P), or if there is limited or no progress being made (L). The L is accompanied with comments about the specific challenges or progress that has not been made.
  3. These are examples of the specific reading, writing, language, listening, and speaking standards for a fourth-grade student.
  4. This section of the report identifies the range of instructional text that a student is reading. Instructional text levels are identified by letters. The gray bars beneath the letters identify the range of performance for a student at that grade level. In this example (first quarter, fourth grade), the student is reading in the range of Q, R, and S level text. At this time of year, a student is expected to be reading Q, R, and S level text.
  5. HCPSS identifies elementary student instructional reading levels through level V. The arrow shows a student who is reading beyond level V.
  6. The social and emotional learning behaviors and personal work habit codes reflect student behaviors. The codes are intended to provide less subjective reporting of behaviors.
  7. This sample reflects a fourth-grade student enrolled in fourth-grade mathematics. The standards listed are grade 4 mathematics standards. These standards would be replaced with grade 5 mathematics standards for a fourth-grade student enrolled in grade 4 mathematics (see additional fourth-grade sample report card below). These standards would be replaced with Grade 4 G/T Mathematics Standards for a fourth-grade student enrolled in Grade 4 G/T mathematics.
  8. As with the first-grade sample, the striped boxes reflect standards not taught in that instructional quarter. Teachers would have the ability to replace the struck box with a curriculum standard code if those standards were taught during the quarter.
  9. Science, Social Studies, and Health will report student progress with curriculum standards outlined by instructional units and content-specific practices.
  10. Instrumental Music and/or Chorus would be reported on the report card. A student enrolled in both would receive two separate progress codes.
  11. A comments section is included.
  12. Grade 4 Report Card (second sample, back side) This section shows how mathematics standards are adjusted to reflect the course the student is enrolled in. Here, a fourth-grade student is enrolled in a fifth-grade mathematics course.

«

»