Humble Independent School District Parent Information Guide Standards-Based Report Card for 2nd Graders Parent Information Guide

Standards-Based Report Cards Similar to kindergarten and 1st grade report cards Documents academic growth Provides specific information about what students know and are able to do Success is determined by improvement over time

Reading the Standards-Based Report Card Report card is issued each quarter Provides students and parents with information about the student’s progress in meeting the state standards (TEKS-Texas Essential Knowledge and Skills) Students are rated each quarter based on their progress toward mastery on each standard

Reading the Standards-Based Report Card Step 1: Instruction At each grade level, there are standards provided by the Texas Education Agency. These standards state what each child must know and be able to do by the end of 2nd grade. Teachers base their instruction on what the state requires of students.

Reading the Standards-Based Report Card Step 2: Classwork After instruction, students are given multiple opportunities to demonstrate how well they learned the standard.

Reading the Standards-Based Report Card Step 3: Documenting Mastery Teachers take the work that the student completes and then evaluate it based on a rubric. The rubric score will provide specific information about where students are in the process of learning the standard.

Scoring Grid for 2nd Grade Report Cards 4 Advanced 3 Proficient 2 Basic 1 Below Basic Standard Consistently meets and often exceeds. Regularly meets. Beginning to meet. Working below grade level. Errors in Work Rare to none Limited Many N/A Teacher Support Rarely needs teacher support to meet standard. Works independently Occasionally needed. Demonstrates proficiency. Frequently needed. Strong instructional support needed.

Scoring Grid for 2nd Grade Report Cards Standard: The standards are established by the Texas Education Agency. These standards are what each child should know and be able to do upon completion of 2nd grade. Scoring Grid for 2nd Grade Report Cards 4 Advanced 3 Proficient 2 Basic 1 Below Basic Standard Consistently meets and often exceeds. Regularly meets. Beginning to meet. Working below grade level.

Scoring Grid for 2nd Grade Report Cards Errors in Work: After your child is taught the standard by the teacher, there will be assignments your child is responsible for completing. This section refers to how many errors your child makes on each assignment. Scoring Grid for 2nd Grade Report Cards 4 Advanced 3 Proficient 2 Basic 1 Below Basic Errors in Work Rare to none Limited Many N/A

Scoring Grid for 2nd Grade Report Cards Teacher Support: This indicates how much assistance your child requires after instruction has taken place. Scoring Grid for 2nd Grade Report Cards 4 Advanced 3 Proficient 2 Basic 1 Below Basic Teacher Support Rarely needs teacher support to meet standard. Works independently Occasionally needed. Demonstrates proficiency. Frequently needed. Strong instructional support needed.

If the standard is….. To bake a cake.

Advanced Proficient Basic Below Basic 4 Advanced 3 Proficient 2 Basic 1 Below Basic Ingredients All ingredients used; measured exactly; used all natural ingredients; no substitutions. All ingredients used; no substitutions; measured exactly. All ingredients used; made a few substitutions; measurement not exact. Missing ingredients; made substitutions; did not measure exactly. Appearance Decorated cake above and beyond expectations; added a second layer of cake; candles; used several icing techniques. Iced cake; candles on cake. Iced cake; no candles. No icing; no decorations; cake did not rise appropriately. Directions Followed exactly; needed no support to complete cake. Followed directions; asked few questions; needed little assistance. Attempted to follow directions; had many questions; needed frequent support. Did not know how to begin; had many questions; needed constant help.

Reading the Standards-Based Report Card Step 4: Portfolios Your child will have a portfolio that is used to collect a sampling of work. Some work will be sent home to you for review but most work will remain in the portfolio that is housed in the classroom.

Reading the Standards-Based Report Card Step 5: Report Cards At the end of the grading period, your child will get a report card. Your child will receive a score of 4, 3, 2, or 1 on each of the standards listed. This will give you information about how your child is progressing in mastering the standard. If an area is shaded in, that particular standard is not taught during that grading period.

SECOND GRADE: Mathematics Progress Toward Standards Example Math Report Card: SECOND GRADE: Mathematics Progress Toward Standards 1 2 3 4 Quarters Number Operations and Quantitative Reasoning 99 999 Read, write, compare, and order numbers to 999 Benchmark: 1st-3rd QTR: Read/write to 99 4th QTR: Read/write/compare to 999 Represents numbers using tens and ones to 999 Benchmark: 2nd-3rd QTR: 99, 4th QTR: 999 Determine the value of a collection of coins to $1.00 Name the value of a collection of coins (35¢ and $0.35) Model and describe fractions of a whole to twelfths. Model and describe parts of a set to twelfths. Compare fractions to 0, ½, or 1

SECOND GRADE: Mathematics Progress Toward Standards What the report card might look like filled in: Quarter 1 SECOND GRADE: Mathematics Progress Toward Standards 1 2 3 4 Quarters Number Operations and Quantitative Reasoning 99 999 Read, write, compare, and order numbers to 999 Benchmark: 1st-3rd QTR: Read/write to 99 4th QTR: Read/write/compare to 999 Represents numbers using tens and ones to 999 Benchmark: 2nd-3rd QTR: 99, 4th QTR: 999 Determine the value of a collection of coins to $1.00 Name the value of a collection of coins (35¢ and $0.35) Model and describe fractions of a whole to twelfths. Model and describe parts of a set to twelfths. Compare fractions to 0, ½, or 1

SECOND GRADE: Mathematics Progress Toward Standards What the report card might look like filled in: Quarter 2 SECOND GRADE: Mathematics Progress Toward Standards 1 2 3 4 Quarters Number Operations and Quantitative Reasoning 99 999 Read, write, compare, and order numbers to 999 Benchmark: 1st-3rd QTR: Read/write to 99 4th QTR: Read/write/compare to 999 Represents numbers using tens and ones to 999 Benchmark: 2nd-3rd QTR: 99, 4th QTR: 999 Determine the value of a collection of coins to $1.00 Name the value of a collection of coins (35¢ and $0.35) Model and describe fractions of a whole to twelfths. Model and describe parts of a set to twelfths. Compare fractions to 0, ½, or 1

SECOND GRADE: Mathematics Progress Toward Standards What the report card might look like filled in: Quarter 3 SECOND GRADE: Mathematics Progress Toward Standards 1 2 3 4 Quarters Number Operations and Quantitative Reasoning 99 999 Read, write, compare, and order numbers to 999 Benchmark: 1st-3rd QTR: Read/write to 99 4th QTR: Read/write/compare to 999 Represents numbers using tens and ones to 999 Benchmark: 2nd-3rd QTR: 99, 4th QTR: 999 Determine the value of a collection of coins to $1.00 Name the value of a collection of coins (35¢ and $0.35) Model and describe fractions of a whole to twelfths. Model and describe parts of a set to twelfths. Compare fractions to 0, ½, or 1

SECOND GRADE: Mathematics Progress Toward Standards What the report card might look like filled in: Quarter 4 SECOND GRADE: Mathematics Progress Toward Standards 1 2 3 4 Quarters Number Operations and Quantitative Reasoning 99 999 Read, write, compare, and order numbers to 999 Benchmark: 1st-3rd QTR: Read/write to 99 4th QTR: Read/write/compare to 999 Represents numbers using tens and ones to 999 Benchmark: 2nd-3rd QTR: 99, 4th QTR: 999 Determine the value of a collection of coins to $1.00 Name the value of a collection of coins (35¢ and $0.35) Model and describe fractions of a whole to twelfths. Model and describe parts of a set to twelfths. Compare fractions to 0, ½, or 1

Work Habits & Conduct + √ - Work & Study Habits Rubric used for evaluating student: Quarters 1 2 3 4 Work & Study Habits Uses time wisely Stays on task Follows written directions Follows oral directions Listens attentively Completes work carefully & neatly Organizes work area & materials Works at a steady pace & avoids making careless mistakes If an item is not marked it is not applicable at the time. + Consistently demonstrates at independent level √ Demonstrates with support - Needs improvement

Work Habits & Conduct + √ - Citizenship Rubric used for evaluating student: Citizenship Quarters 1 2 3 4 Follows rules Interacts appropriately with others Accepts responsibility Demonstrates self-control Respects others and their property Is gaining independence Works democratically with others in a group If an item is not marked it is not applicable at the time. + Consistently demonstrates at independent level √ Demonstrates with support - Needs improvement

Work Habits & Conduct + √ - Your child’s progress could be helped by: Rubric used for evaluating student: Your child’s progress could be helped by: Quarters 1 2 3 4 Regular attendance Getting to school on time Additional work at home with adult supervision Returning homework and/or required materials Having necessary supplies at school Attending tutorials If an item is not marked it is not applicable at the time. + Consistently demonstrates at independent level √ Demonstrates with support - Needs improvement

Frequently Asked Questions Q: How can I find the standards that the Texas Education Agency provides? A: Follow the link provided to view the standards for 2nd grade students: http://www.tea.state.tx.us/index2.aspx?id=6148

Frequently Asked Questions Q: Will the portfolio ever come home? A: The portfolio stays at school so that the teacher and student can monitor progress toward mastering the standard. At the end of the year, the portfolio can be sent home.

Frequently Asked Questions Q: Will my child bring any class work home for me to see? A: Yes. All class work will not be put into the portfolio. The teacher will choose pieces of work to put in the portfolio that show how your child is doing on each of the standards

Frequently Asked Questions Q: If I need more information about how my child is doing, what should I do? A: Always contact your child’s teacher. A note, phone call, or email is a good way to communicate with your child’s teacher and get information about your child’s progress.

Frequently Asked Questions Q: I have older kids that get traditional grades? Is this really a better way to evaluate students? A: A traditional grade is an average of many standards. A student might be doing well on one standard while not mastering another. When the scores are averaged, it is hard to know what the student needs help with. This system allows you to know exactly how your child is doing on each standard. This helps motivate students so they know how they are progressing while providing information about where they need specific help.

Frequently Asked Questions Q: Is it ok for my child to get a “1” or a “2” on a standard? A: Yes! When a student is beginning to learn a new standard, expect them to be at the “below basic” or “basic” level. As the year progresses, the scores might go up and down depending on the expectations. It’s important to focus on successes and challenges. In this way, you will know HOW to help your child improve if needed.

Frequently Asked Questions Q: My child has an Individual Education Plan. How does this affect him/her? A: Your child will get this report card but only be marked where appropriate. The IEP that is specific for your child will be included with this report card so that you have accurate information on your child’s progress.

Frequently Asked Questions Q: Will there be a section on the report card focused on conduct or work habits? A: Yes. The scores your child receives in academic areas do not reflect conduct or work habits. There is a section for teachers to provide you information about how your child is progressing in work habits, social skills, attendance, etc. There will also be a “comment” box that teachers can provide additional information.

Frequently Asked Questions Q: How can I support this new process at home? A: When your child comes home each day, ask them what they “can” do. Teachers use “I can” statements in the classroom to help remind students what they are working on. Students should be able to tell you what they are learning in the classroom. This makes a nice start to a conversation centered on learning.