GRADING & REPORTING STUDENT ACHIEVEMENT PROCEDURES PURPOSE

The Dripping Springs Independent School District grading and reporting system shall provide students, parents, teachers, and the community with a framework for accurately reporting student achievement. It is the District’s responsibility to the community that all school members will work to challenge and support all students in the pursuit of their highest levels of academic and personal achievement. Therefore, the District, in order to stimulate achievement as measured by its high expectations, will establish a clear and accurate system of grading and reporting academic achievement.

Index 1 1 2 2 2 3 3 6

Purpose Guiding Principles Communication of Procedures Professional Development Areas of Responsibility Meaning of the Grade Definitions Assessment Type Determination Flowchart 7 Guidelines for Grading Special Education Students 9 Guidelines for Grading ELL Students 10 Grading Parameters & Assessment Guideline For Grades PreK-05 48 Grading Parameter & Assessment Guidelines For Grades 6-12

As well, such a system can serve as an open communication link between the school, home, and the community in and outside of Dripping Springs. It will provide all parties with awareness of their student’s work and an understanding of how the grade reflects their student’s progress. Students and parents will be able to use this data for future course selection and post-secondary plans. In order to provide several formats to receive this vital information, the reporting system will be multi-faceted. When the student graduates from Dripping Springs ISD, the summary of these grades, the academic transcript, will provide a permanent and accurate accounting of the student’s achievement. Employers and post-secondary institutions will be able to depend on the accuracy of this document.

GUIDING PRINCIPLES

The Dripping Springs Independent School District is committed to support a system of guiding principles that will be used to arrive at a clear and accurate grading and reporting policy and procedures. In order to realize these goals, the grading and reporting system must: • Reflect academic achievement. • Contain meaningful feedback. • Be honest, fair, transparent, credible, useful and user friendly. • Be criterion referenced. • Align with the Dripping Springs Independent School District curriculum. • Reflect consistency and continuity as appropriate within and among courses, grade levels, departments,and/or schools. • Communicate in a clear and timely manner information to parties. • Reflect high expectations of all students across all courses and programs. • Be developmentally appropriate for all grade levels.

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COMMUNICATION OF PROCEDURES

A shared understanding, between the District staff, students and parents, of the District’s grading and reporting system is essential for effective communication. In order for all parties to understand and trust the student achievement data, the district will provide all parties with the following: • A clear purpose for the grading and reporting system; • A common grading syllabus for all courses; • A valid and accurate assessment of the student’ s achievement; • Timely reporting; • A comprehensive and multifaceted reporting system (i.e. conferences, phone calls, curriculum nights, electronic messages, classroom websites, report cards; interim reports) and, • A clear explanation of all symbols used.

PROFESSIONAL DEVELOPMENT

A comprehensive, coherent, and sustained professional development program is necessary to enhance a teacher’s ability to deliver high quality instruction and to design and use assessments that are purposeful, assess appropriate learning targets, and to assign grades consistent with this policy. To ensure this goal, the professional development program must be focused on the two themes of assessing accurately and using assessment to benefit students, not merely to grade and sort them. Teachers must understand the relationship between assessments and student motivation and craft assessment experiences to maximize motivation. Professional development activities must be an integral part of broad school-wide and District-wide educational improvement goals. Effective professional development must be school-based, collaborative, and differentiated in its delivery. District and site professional development plans for effective classroom assessment and grading must include research-based training components of theory, demonstration, guided practice, feedback and coaching.

AREAS OF RESPONSIBILITY

1. The Superintendent, through designees, shall be responsible for implementation and evaluation of the Grading and Reporting Policy and for development and implementation of procedures and practices for grading and reporting student achievement in Dripping Springs Independent School District. 2. Principals shall be responsible for assuring implementation of the District’s beliefs, procedures and practices of effective grading and reporting. 3. Teachers shall be responsible for effectively implementing classroom assessments and for applying the principles of effective grading and reporting practices. 4. Parents are a vital link to successful home/school communication about student learning. Therefore, parents are strongly encouraged to participate in all available components of the Dripping Springs ISD grading and reporting system. 5. Students are responsible for their own learning. All students shall actively participate in understanding the Dripping Springs Schools’ grading and reporting system. Students are able to use the Academic Practice (formative) grade to identify strengths and weaknesses with a particular topic and, as a result, seek additional help. As well, students are able to know that the Academic Achievement (summative) grade reflects a true level of understanding of a particular topic/unit/course. This information can help the student plan for future course selection and postsecondary options.

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MEANING OF THE GRADE

The primary purpose of grading or performance reporting is to communicate the academic achievement status of students to the students, their families, employers, and postsecondary institutions.

GRADE AND PERFORMANCE REPORTING

Parents and students will be informed of student progress through interim performance reports and six or nine week performance reports. In addition, parents may monitor student progress throughout the year through the Family Access online system. Electronic or online grade reports are considered written notice and the parent or guardian act of accessing Skyward Family Access with their unique user name and password, and accessing the electronic grade report is considered an electronic signature. The electronic signature will be maintained by the district in the form of the Skyward access tracking log. Parents will be notified by email each time an interim performance report or a term performance report is posted to Skyward Family Access. The campus Student Records Specialists will electronically process and post all term report cards and interim reports in the Skyward system. Printed copies will be available as requested. Teachers will utilize the Skyward Educator Access system for performance reporting. Grades or performance shall be recorded in a timely manner on the schedule described by grade level in this document. Interim progress reports shall be issued at three-week intervals and term performance reports shall be issued at six or nine-week intervals as noted on the District calendar.

DEFINITIONS

Accommodation: a change that does not alter the rigor of the standard. Examples include large print materials, extended testing time and small group administration. Academic Achievement (summative): work conducted when a student has had adequate instruction and practice to be responsible for the material. It is designed to provide information to be used in making a judgment about a student’s achievement at the end of a sequence of instruction, e.g. final drafts/attempts, tests, exams, assignments, projects, performances. Academic Misconduct: academic dishonesty, cheating, and plagiarism are all forms of academic misconduct. Academic misconduct is considered both an academic and a non-academic behavior issue. Academic Practice (formative): work conducted when a student is still learning the material. Acceptance Date: the date an assignment will first be accepted by the teacher. Assessments: multiple tools used to gather information about the student’s performance on the standards taught. Benchmark: a diagnostic assessment of knowledge or skills the student should acquire by a particular point in the student’s schooling. Criterion-Referenced Assessments: Assessment of concepts and skills students have learned from a segment of instruction. Criterion-referenced assessments measure how well a student performs against an objective or criterion rather than another student. Cumulative Grade Point Average (GPA): the student’s numerical average for all courses taken.

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Curriculum: a written plan including standards, benchmarks, essential questions, an assessment plan, instructional resources and strategies, and time allocations for emphasis and pacing for the content to be taught. Diagnostic Assessments: Diagnostic assessments should not result in grades; rather, their purpose is to guide the instruction from which grades will be determined. Student reading level will be reflected with a comment on the reading grade and reading assessment information will be sent home to parents. Due Date: the date an assignment is due in order to receive full credit. Deadline (for late work): the final date an assignment will be accepted for a grade. Formative Assessments (Academic Practice): assessment that is designed to provide direction for both students and teachers while a student is still learning the curriculum, e.g. criteria/goal setting, observations, questioning strategies, self/peer assessment, student record keeping, cooperative learning activities, demonstrations, exit cards, graphic organizers, learning logs, response groups, daily work, some quizzes, pre-tests, etc. Grade (to): the act of evaluating the student’s academic work based on a set criteria and the assignment of a grade to it. Grade (the): a number or letter indicating a student’s level of achievement relative to the grading scale. Grade Weighting (GPA): the assignment of a greater value to the letter grade’s numeric point value to reward a student for completing an Advanced Placement (AP), College Preparation (PreAP), or College Dual Enrollment courses. Grade Weighting (Assignments): the assignment of a numeric point value to an individual class assignment based on the importance of the assignment in determining course curriculum mastery. Grading Rubric: A grading rubric is a scoring guide or check sheet that identifies the standards and criteria for a given assignment. Rubrics help teachers create a shared understanding of the requirements of an assignment. Rubrics work particularly well for assessing communication activities such as presentations, written assignments, or teamwork. Grading Scale: a description for what each letter grade represents relative to the percentage of the student’s mastery of subject goals. Grading Syllabus: a document given to student and parents at the start of each course outlining the grading criteria and procedures for the course. Homework: includes learning tasks assigned to students by teachers. Homework may be formative or summative in nature depending on the intent of it. Instruction: a teacher-led process, which transforms well-planned curriculum into student learning. Instruction is standards-focused teaching for the purpose of providing meaningful learning experiences that enable all students to master academic content and achieve personal goals. Mastery: evidence a student has full command of the knowledge and/or skills of the curriculum in a course or subject as evidenced by criterion-referenced assessments. Numerically, mastery is attained when a student has full command of 70% of the knowledge and/or skills of the curriculum in a particular course or subject. Modification: a substantive change that alters the standard or the rigor of the standard.

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Plagiarism: a form of academic dishonesty in which you use other people’s words or ideas (pictures, art, charts, graphs, computations, scientific data, music, etc.) as your own by failing to credit the others at all or by improperly crediting them. Reporting: the communicating of a student’s achievement to the student and parents and, in turn, this information may be shared with employers and post secondary institutions. Standard: a statement of what the student will be able to know, understand and do. Summative Assessments (Academic Achievement): assessment designed to provide information to be used in making judgment about a student’s achievement at the end of a sequence of instruction, e.g. final drafts/attempts, tests, exams, some quizzes, assignments, projects, performances, product/ exhibit, demonstration, portfolio review, District curriculum based assessments, semester exams, end-of-course exams, etc.

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

To provide information about what a student knows or can do prior to instruction in the current course or class

Purpose of the Assessment



To provide information needed to adjust teaching and/ or learning while they are still occurring





DSISD Grading & Reporting Student Achievement Procedure

To provide information about the amount of learning that has occurred at a particular point







 After Instructional Segment or Unit















At a particular point in time to determine what students know









During Instructional Segment or Unit On an Ongoing Basis or daily



 



Once prior to instruction or periodically based on established guidelines



The assessment is graded and mastery is expected

The assessment may or may not be graded and mastery is not expected

The assessment is not graded

Relation to Grading







Is the assessment graded and/or mastery expected?

Before Instructional Segment or Unit

Frequency

How often will this type of assessment occur or be administered?

When will the assessment occur or be administered?

Relation to Instruction







assessment designed to provide information to be used in making judgment about a student’s achievement at the end of a sequence of instruction, e.g. final drafts/attempts, tests, exams, some quizzes, assignments, projects, performances, etc.

Summative Assessment

assessment that is designed to provide direction for both students and teachers while a student is still learning the curriculum, e.g. daily work, some quizzes, pre-tests, etc.

Formative Assessment

Diagnostic assessments should not result in grades; rather, their purpose is to guide the instruction from which grades will be determined.

Diagnostic Assessment

Assessment Type Determination Flowchart



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GUIDELINES FOR GRADING SPECIAL EDUCATION STUDENTS Special Education teachers hold responsibility for two important educational accountability processes that must be communicated to parents: 1. Determine the progress that special education students are making toward mastery of their individualized educations plans (IEP) goals and objectives. 2. Collaborating with general education teachers to determine grades. These processes are linked and are dependent upon the extent to which each special needs student participates in general education instruction, the degree of modifications and accommodations each student requires, and the collaborative grading systems utilized at the campus. Accommodations The ARD Committee determines necessary instructional accommodations based on individual needs. Students eligible for special education services frequently receive instruction in general education classes with accommodations. • Accommodations are changes made in presentation, response, setting or timing/scheduling in order to provide a student with access to instruction and opportunity to demonstrate knowledge and skills. • Grades for students receiving accommodations must be based on student performance after designated accommodations have been received. Modifications Students eligible for special education frequently receive instructional modifications that are designed by an ARD committee and addressed in the IEP. • A student eligible for special education services may receive modifications in curriculum content in a special education class or in general education class with an IEP. • Modifications are changes or reduction of learning expectations or outcomes. The content standards remain the same but the achievement expectations are less difficult. Determining Grades for Special Education Students • The process for joint grading of students served in a special education classroom by general education and special education teachers, as well as students who receive services outside the general education classroom for a period of time, will be determined by the ARD committee. • Grading procedures for students who receive curricular modifications in a general education classes are determined by the ARD committee. • Students who attend a special education class for an entire subject /course shall be graded by the appropriate special education teacher(s). • If a special education student is receiving a failing grade in any classes, the teacher should consult with an administrator, folder teacher, or appropriate special education support staff to develop an action plan to address student success. • If a student is receiving special education services as described in the IEP and is not meeting IEP goals, the ARD committee must make certain that the goals and objectives outlined in the IEP goals are within the range of the student’s skills and abilities. Additionally, the committee must assure that any accommodations and/or modifications specified in the IEP have been implemented. The committee should review the IEP to ensure the instructional plan is appropriate. DSISD Grading & Reporting Student Achievement Procedure Page 7 of 71

• An ARD committee meeting may be held if a student is receiving failing grades to address the causes of the failure. If the student’s failure is due to lack of effort, the ARD committee may need to devise additional motivational and support strategies. Special Education- District Assessments DSISD uses a variety of assessment tools for determining how well students are mastering academic skills on their grade level. These assessments give the district and the ARD committee valuable information with which to make curricular decisions and provide teachers with diagnostic information on their students. Special Education- Teacher- Made Assessments Special Education teachers have full authority to use teacher-made assessments and/or criterion referenced tests to determine students’ present levels of functioning, progress on IEP goals and objectives, and regression/recoupment data. Documentation of student progress based on a variety of sources is recommended. Special Education- Reporting to Parents • The Report of Student Progress must inform parents of their child’s progress in attaining annual IEP goals and objectives. This report must be sent at least as often as the report card, but the ARD committee can decide on more frequent reporting. • The District Report Card is issued to the parents of every student in the school district, including students receiving special education services. All special education students must receive a district report card. • Special education students who receive instruction in the general education core classes may be working with modified grade level content. A student may also receive accommodations and be working on grade level. If a student’s IEP indicates that enrolled grade level content must be modified, the “Modified Content” comment must be used on the district report card. All Special Education students who have modified enrolled grade level content must have this comment on their report card. The “Modified Content” comment must be used only if the IEP indicates that the student actually requires modified enrolled grade level content.

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GUIDELINES FOR GRADING ENGLISH LANGUAGE LEARNERS (ELL) Each reporting period, after an ELL student has been in attendance in a U.S. school for a minimum of one full semester or 18 total weeks, grades are given for all subjects and comments must be written about the student’s progress according to district benchmarks. If a student is Non-English Speaking (NES) during the student’s first semester, or 18 weeks total, of school in the U.S. a student may only receive a grade for ELL. Grades of E, S, N, or U are used for ELL. There is also an addendum to be attached to the report card to report progress in English language development. Beginning the 19th week of attendance in U.S. schools the student must receive grades. If the student does not receive grades for more than ½ of a reporting period , you may mark N/A, but the next 9 weeks he must receive numerical grades.

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GRADING PARAMETERS & ASSESSMENT GUIDELINES FOR GRADES PK THROUGH 5

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GRADING PARAMETERS & ASSESSMENT GUIDELINES FOR GRADES PK-5 A. The Purpose of Performance Evaluation The primary purpose of performance evaluation (grading) is to communicate the academic achievement status of students to the students and their families. Additional purposes for performance evaluation include: • Providing information that students can use for self-evaluation. • Providing information that teachers can use to model planning and instruction. • Evaluating the effectiveness of instructional programs. 1. Subject performance evaluation or grades will reflect the level of the student’s academic achievement. Teachers will assess student learning in a variety of ways within an assessment period. 2. All performance evaluations and reporting should be based on the standards and be criterionreferenced—not using any type of curve. Students are not in competition with each other for the highest score. If the scores on assessments are generally low, a teacher should not simply add points onto the grade for all students. The practice of using the top student score as the maximum for points possible (i.e. 100 pt test and the top score is 88; therefore, the test is taken out of 88) is not an acceptable practice. 3. Elementary Leadership and teacher representatives will pre-determine performance evaluation processes, including weights and proportions or through the development of performance rubrics for each subject or area evaluated. Teachers will apply them consistently and with fidelity. Teachers of the same grade level/subject will apply the performance evaluation parameters in the same manner. B. The Process of Grading/Performance Evaluation- (Grades 1-5) The 9 week grades for each subject shall be calculated based on a combination of summative and formative assessments. The following are the best guide for determining if an assessment is Academic Practice (formative) or Academic Achievement (summative). 1. Formative Assessment- Assessment that is designed to provide direction for both students and teachers while a student is still learning the curriculum. For the students, this may mean reviewing, additional practice, or confirmation that they are ready to move forward. For the teachers, it may mean changing instructional strategies, providing additional practice, or being ready to move forward. (e.g. teacher observation, quizzes, homework, rough drafts, peer editing, or notebook checks.)

Review of Formative Assessments- Formative assessments should be reviewed by the teacher with the class as a whole or individually. Not all formative assessments will be graded. The teacher has the discretion to determine which formative assessments will be graded and the weight of each assessment within the formative assessment category.

Summative Assessments-Assessments conducted when a student has had adequate instruction and practice to be responsible for the material.

Development of Summative Assessments-Summative assessments should be developed prior to the beginning of the instruction on the curriculum units to be assessed, i.e. chapter assessments prior to instruction on the chapter, culminating projects prior to the beginning of the unit etc. Summative assessments should be written to insure students have adequate time to complete the assessment during the time allotted.

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2. The combinations of the Formative and Summative grades will be based on embedded standards, developmental, and/or grade level. The weight percentage of each category for grades 1-5 will be predetermined by the elementary grading committee. Rubrics for each subject area in grades PK-K will be used to determine performance based on summative grades and evaluations. 3. Assessments to be included in the Formative (Academic Practice) and Summative (Academic Achievement) categories shall be determined by each grade level at each elementary campus. 4. The elementary grading committee will predetermine performance evaluation criteria and grading processes, including weights and minimum number of required grades per subject/ per grading period or through the development of performance evaluation rubrics for each subject and area. Teachers will apply them consistently and with fidelity. 5. Re-assessment shall be offered for any summative assessment below 70% with the exception of Curriculum Based Assessments (CBAs). No re-assessment shall be offered for summative grades of 70% or above. When a re-assessment is offered, the teacher may require the student to complete additional practices, attend tutoring sessions, or complete another activity. Reassessment grades will be recorded as additional grades within the category. Reassessment of summative assignments or assessments are limited to one after additional practice, tutoring, or activity requirements are met as determined by the teacher. The re-assessment shall be a different assessment than the original assessment. Teachers will communicate grade level guidelines to parents at the beginning of the school year. C. Guidelines for Graded Assessments All classroom assessment fall into one of the following three categories DIAGNOSTIC ASSESSMENTS: Diagnostic assessments should not result in grades; rather, their purpose is to guide the instruction from which grades will be determined. Student reading level will be reflected with a comment on the reading grade and reading assessment information may be sent home to parents and is available to parents upon request. Examples of Diagnostic Assessments: • DIBELS • DRA • CFC • Running Records • Harcourt Math Diagnostic Assessments • TMSDS Diagnostic Assessments • Pre-tests • iStation FORMATIVE ASSESSMENTS (Academic Practice): Assessment that is designed to provide direction for both students and teachers while a student is still learning the curriculum. For the students, this may mean reviewing, additional practice, or confirmation that they are ready to move forward. For the teachers, it may mean changing instructional strategies, providing additional practice, or being ready to move forward. (e.g. teacher observation, quizzes, homework, rough drafts, peer editing, or notebook checks.) If teachers choose to take a grade on homework or classwork completed at home, it will only be recorded in the formative category.

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Examples of Formative Assessments: • Practice assignments • Quizzes • Center work • Observation rubrics • Learning logs • Criteria and goal setting • Observations • Questioning strategies • Self and peer assessment • Student record keeping • Cooperative learning activities • Demonstrations • Exit cards • Graphic organizers • Learning Logs • Peer evaluations • Response Groups • Self-evaluations SUMMATIVE ASSESSMENTS (Academic Achievement): Summative assessments are end-ofunit assessments. They give students opportunities to demonstrate what they have learned over time—by the end of a unit of study or a set period of time. All Summative grades are taken from assignments/assessments done at school. Examples of Summative Assessments: • Curriculum Based Assessments (CBA)- Math, Reading, Writing and Science • Unit Tests • Long term projects • Student portfolios D. Extra Credit The purpose of extra credit is to provide additional academic work in order to enhance the learning of subject standards. A teacher is not required to offer extra credit in any given subject. 1. Extra credit, if used at all, should not exceed 5% of the Academic Practice grade for a nine week grading period. Every student should have an equal opportunity to earn the credit. 2. No extra credit shall be provided for non-academic achievement or traits including, but not limited to, providing classroom supplies, activity or event attendance, participation in a fund raiser, classroom behavior, effort, attitude, or responsibility. 3. At a teacher’s discretion, bonus points may be included in a specific assessment grade (tests, quizzes, projects, etc.) and should be related to the academic content standards being evaluated in a given class. Bonus points shall not affect more than 5% of the grade on a given assessment. These rigorous questions shall be related to the standards of a subject.

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E. Grade Recording Student grades shall be recorded in Skyward Gradebook in a timely manner to ensure parents and students have access to accurate grade information. F. Confidentiality and Grading Teachers/School Personnel shall not allow peer checking/grading. Teachers/School Personnel may not call out students’ grades in class or displayed graded work that can connect a particular student with a particular grade. G. Parent Communication All teachers are expected to hold parent teacher conferences in the fall with the parents of each of their students. Teachers are encouraged to make every effort to meet with each family in person reserving telephone conferences as a last resort. Documentation of completed conferences must be provided to campus administration by the end of the month. Spring conferences are expected for all students of concern and/or students who are not meeting grade level expectations. This includes those who are failing or in danger of failing for the current year, reading below grade level, struggling with class assignments, etc... Conferences for all other students are at the discretion of the teacher, but frequent parent communication is always encouraged. Spring conferences are to be held during the conference window designated by campus administration. H. Weekly Communication Folder A weekly folder will go home on Thursday containing school information as well as teacher information. Some teachers may send home daily folders to report behavioral information. I. Homework Homework assignments are opportunities to practice and reinforce skills learned in class. Students will be assigned an average of 10 minutes per night per grade level (ex: 3rd- 30 minutes). Homework from all content areas combined should fit within this time frame. Long-term projects (extending beyond one week) will be introduced to parents in writing at the outset of the assignment. J. Make-up Work Upon returning to school, the student shall request all assignments that need to be made up and the due date for these assignments. Obtaining and completing missed assignments is the responsibility of the student. • Students should make up work missed due to absences within the same number of days that they were absent. (Example: If a student misses five days of school, they should be expected to make up that work within the next five school days.) • If a child is absent for more than two days and he/she feels well enough to work at home, the parent may request that missed assignments be sent to the office. The student’s parent must call the school office no later than 10:00 am of the second day in order to have assignments ready to be picked up after 3:30 pm. • Teachers shall not prepare lessons and assignments in advance to accommodate students who miss school for a family trip. The work missed during a family trip shall be made up AFTER the student returns to school.

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J. Late Work Performance evaluations are determined based on the mastery of the TEKS and DSISD curriculum standards, therefore there is not a penalty assigned to students for turning in late work. However, daily work does help assess progress toward mastery. Without daily work it is not possible to know a student’s instructional needs. Teachers will make every attempt to ensure that all classroom assignments are completed. Teachers will communicate with parents in regards to missing and late assignments. Communication may include, but is not limited to the following: • • • • • • •

E-mailing and/or writing in assignment log the dates that an assignment is due. Writing missing work on the board. Students report to study hall for missing work. On these days there is no recess. Students phoning home regarding missing work. Conferencing with students about missing work. Teacher e-mailing and/or phoning home regarding missing work over three days. Posted on teacher website

Teachers may provide a performance assessment or grade of “I” representing an incomplete grade on interim and term performance assessment or grade reports for students who have missing work. Students who consistently do not turn in assigned work may be required to attend Academic Recovery Time outside the school hours. Parameters for Academic Recovery Time will be set by each campus administration. Parents may be required to monitor their child before or after school, while the student completes missing assignments on campus. K. Transfer Grades A new student shall receive a grade report after being present a full three weeks. Transfer grades will be entered into Skyward according to district guidelines L. Academic Dishonesty Students found to have engaged in academic dishonesty shall be subject to disciplinary penalties and grade penalties on assignments, projects or tests. Academic dishonesty includes cheating or copying the work of another student, plagiarism, and unauthorized communication between students during an examination. The determination that a student has engaged in academic dishonesty shall be based on the judgment of the classroom teacher or other supervising professional employee, taking into consideration written materials, observation, or information from students.

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M. Guidelines For Performance Evaluation in Art Grades K-5 Students will be assessed at the end of each term grading period on their mastery of the content and development areas in the Art Performance Reporting Rubric K-5 Performance levels (grades) on each content and development objective are reported as follows: Level 4: Level 3: Level 2: Level 1:

Extending-student understands and applies skill/concept beyond grade level expectation Secure-student exhibits mastery of skill/concept Developing – student exhibits skill/concept with minimal support Beginning – student exhibits skill/concept with direct support

Performance levels will only appear on the interim report card if teachers enter grades during the interim period. Performance levels will be recorded in the summative category.

Art Performance Reporting Rubric K-5

Goals and objectives for each major component of the student performance being assessed

Demonstrates concepts and skills

Participates in activities

Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Descriptors and characteristics of a beginning level with direct guidance or assistance

Descriptors and characteristics of a developing level with minimal guidance

Descriptors and characteristics of mastery of grade level skill/ concept

Descriptors and characteristics of an exemplary level, beyond grade level

Applies the Consistently and proactively Applies the art Able to use a variety of art elements elements and materials to apply the art applies and expresses their and principles understanding of the art principles of design elements and principles of design with elements and principles of design in all of their in their personal difficulty, needing of design in all of their artworks and art personal artworks and art consistent direct personal artworks and art discussions with minimal discussions with guidance to their discussions independently direct guidance direct guidance personal artworks Listens and participates occasionally in the art class with consistent reminders and redirections

Listens and participates in the art class with few reminders or redirections

Listens critically and actively engages others in Listens and independently participation in the art class encourages participation projects/discussions and in all of the art class proactively seeks out new projects/discussions. insights/solutions to the presented problems

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N. Guidelines For Performance Evaluation in Music Grades K-5 Students will be assessed at the end of each term grading period on their mastery of the content and development areas in the Music Performance Reporting Rubric K-5 Performance levels (grades) on each content and development objective are reported as follows: Level 4: Level 3: Level 2: Level 1:

Extending-student understands and applies skill/concept beyond grade level expectation Secure-student exhibits mastery of skill/concept Developing – student exhibits skill/concept with minimal support Beginning – student exhibits skill/concept with direct support

Performance levels will only appear on the interim report card if teachers enter grades during the interim period. Performance levels will be recorded in the summative category.

Music Performance Reporting Rubric K-5

Goals and objectives for each major component of the student performance being assessed

Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Descriptors and characteristics of a beginning level with direct guidance or assistance

Descriptors and characteristics of a developing level with minimal guidance

Descriptors and characteristics of mastery of grade level skill/ concept

Descriptors and characteristics of an exemplary level, beyond grade level

Kindergarten Demonstrates concepts and skills

Demonstrates singing, beat, and an understanding of musical comparatives with direct guidance

Performs in activities

Listens and participates occasionally in musical experiences with consistent reminders and redirections

Demonstrates singing, beat, and Consistently demonstrates Independently an understanding singing, beat, and an demonstrates singing, beat, of musical understanding of musical and an understanding of comparatives with comparatives musical comparatives minimal guidance Listens for a sustained period of time and participates in musical experiences with few reminders and redirection

Listens actively and responds to musical experiences

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Listens critically and expands ideas and experiences to demonstrate new insight in musical experiences

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Music Performance Reporting Rubric K-5

Goals and objectives for each major component of the student performance being assessed

Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Descriptors and characteristics of a beginning level with direct guidance or assistance

Descriptors and characteristics of a developing level with minimal guidance

Descriptors and characteristics of mastery of grade level skill/ concept

Descriptors and characteristics of an exemplary level, beyond grade level

First Grade

Demonstrates concepts and skills

Demonstrates singing, beat, rhythm, and an understanding of rhythmic and melodic patterns with direct guidance

Demonstrates singing, beat, rhythm, and an understanding of rhythmic and melodic patterns with minimal guidance

Consistently demonstrates singing, beat, rhythm, and an understanding of rhythmic and melodic patterns

Independently demonstrates singing, beat, rhythm, and an understanding of rhythmic and melodic patterns

Performs in activities

Listens and participates occasionally in musical experiences with consistent reminders and redirections

Listens for a sustained period of time and participates in musical experiences with few reminders and redirection

Listens actively and responds to musical experiences

Listens critically and expands ideas and experiences to demonstrate new insight in musical experiences

Second-Fifth Grade

Demonstrates concepts and skills

Demonstrates singing, beat, rhythm, notation, and creating of rhythmic and melodic patterns with direct guidance

Demonstrates singing, beat, rhythm, notation, and creating of rhythmic and melodic patterns with minimal guidance

Performs in activities

Listens and participates occasionally in musical experiences with consistent reminders and redirections

Listens for a sustained period of time and participates in musical experiences with few reminders and redirection

Consistently demonstrates Independently singing, beat, rhythm, demonstrates singing, notation, and creating beat, rhythm, notation, and of rhythmic and melodic creating of rhythmic and patterns melodic patterns

Listens actively and responds to musical experiences

DSISD Grading & Reporting Student Achievement Procedure

Listens critically and expands ideas and experiences to demonstrate new insight in musical experiences

Page 18 of 71

O. Guidelines For Performance Evaluation in Physical Education Grades K-5 Students will be assessed at the end of each term grading period on their mastery of the content and development areas in the Physical Education Performance Reporting Rubric K-5 Performance levels (grades) on each content and development objective are reported as follows: Level 4: Level 3: Level 2: Level 1:

Extending-student understands and applies skill/concept beyond grade level expectation Secure-student exhibits mastery of skill/concept Developing – student exhibits skill/concept with minimal support Beginning – student exhibits skill/concept with direct support

Performance levels will only appear on the interim report card if teachers enter grades during the interim period. Performance levels will be recorded in the summative category.

Physical Education Performance Reporting Rubric K-5 Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Goals and objectives for each major component of the student performance being assessed

Descriptors and characteristics of a beginning level with direct guidance or assistance

Descriptors and characteristics of a developing level with minimal guidance

Descriptors and characteristics of mastery of grade level skill/ concept

Descriptors and characteristics of an exemplary level, beyond grade level

Demonstrates concepts and skills

Exhibits skills/ concepts with direct guidance

Exhibits skills/ concepts with minimal guidance

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectations

Participates in activities

Participates with direct guidance

Participates with minimal guidance

Participates fully in activities

Participation exceeds grade level expectation

DSISD Grading & Reporting Student Achievement Procedure

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P. Guidelines For Performance Evaluation in Language Arts, Math, Science, Social Studies, Health, and Technology in Grades 1-5 Grades will be a combination of formative and summative assessments with emphasis given to summative assessments. Categories will be weighted as follows: Summative Assessments- 60% Formative Assessments- 40% Teachers may assign weights to assignments within each category in order to communicate a level of importance for each assignment to students and parents. Parents and students shall be notified by the teacher in advance of the administration of any summative assessment with an assigned weight greater than one. Curriculum Based Assessments (CBAs) shall be calculated as summative assessments assigned with a weight of no greater or no less than one. Student reading level will be reflected with a comment on the reading grade and reading assessment information will be sent home to parents. Teachers will take a minimum of one grade per week for each subject. A minimum of 2 summative grades will be taken over the course of the first grading period of the school year. A minimum of 3 summative grades will be taken over the course of each subsequent grading period. If teachers choose to take a grade on homework or classwork completed at home, it will only be recorded in the formative category. All Summative grades are taken from assignments/assessments done at school. Language Arts All first grade language arts grades will be we reported as composite grades. In grades 2-5, the grade will be based on the following percentages. Reading 50% Language 50% A composite Language Arts grade will be reported on the final report card for grades 2-5. Grades for spelling assignments, grades 1-5, should not make up more than 5% of the composite Language Arts grade. Teachers will either change the weight of spelling assignments to ensure they do not exceed this percentage or monitor the number of assignments relative to the language grade.

DSISD Grading & Reporting Student Achievement Procedure

Page 20 of 71

Q. Guidelines For Performance Evaluation in Health And Technology Grades 1-5 Teachers will take a minimum of 3 health and technology grades for each grading period. Grades will only appear on the interim report card if teachers enter grades during the interim period. All health and technology grades will be recorded in the summative category. These subjects will be reported on a Level 4 to Level 1 scale. Performance levels on each goal and objective are reported as follows: Level 4: Level 3: Level 2: Level 1:

Extending-student understands and applies skill/concept beyond grade level expectation. Secure-student exhibits mastery of skill/concept Developing – student exhibits skill/concept with minimal support. Beginning – student exhibits skill/concept with direct support.

R. Guidelines For Conduct and Work Habits Reporting Grades 1-5 Teachers shall use DSISD comments on report cards to give information about a student’s conduct and/or work habits. A student’s developmental levels will be considered when establishing expectations for conduct and work habits. S. Guidelines For Performance Evaluation in Prekindergarten Students will be assessed at the end of each grading period on their mastery of the content and development areas as indicated in the Reporting by Grading Period below. Performance levels on each content and development objective are reported as follows based on the Pre-Kindergarten Performance Rubric: Level 4: Level 3: Level 2: Level 1:

Extending-student understands and applies skill/concept beyond grade level expectation. Secure-student exhibits mastery of skill/concept Developing – student exhibits skill/concept with minimal support. Beginning – student exhibits skill/concept with direct support.

Pre-Kindergarten Reporting by Grading Period

Language and Communication

Emerging Literacy

Term 1

2

3

4

Produces rhyming words









Produces letter sounds









Produces a word that begins with the same sound as a given pair of words









Names all upper-case letters

Writes name

   

   

   

   

Following multi-step directions









Engages in conversation









Uses sentences with more than one phrase









Interacts and communicates with peers









Names all lower-case Retells a story

DSISD Grading & Reporting Student Achievement Procedure

Page 21 of 71

Pre-Kindergarten Reporting by Grading Period Term 1

2

3

4

Rote counts









Counts 1-10 items, using one-to-one correspondence

Patterning

        

        

        

        

Understands current science concepts

















Mathematics

Inclusion of a set: names items in a set to 10 Uses verbal ordinal terms Sorting Verbally identifies, without counting, the number of objects in a set from 1-5 (subitize) Recognizes numerals 0-9 Names common shapes (circle, square, triangle, rectangle)

Social Interaction and Development: Leader in Me

Science

Demonstrates use of location/positional words (over/above, under/below, in/out)

Be Proactive Respects personal boundaries Begin with the End in Mind

Remains focused in group activities for 20 minutes









Put First Things First

Follows classroom rules









Think WinWin

Initiates problem-solving strategies

































United States and Texas Flags









Pledge of Allegiance and moment of silence









Child participates in classroom activities (Fine Arts, Technology, Special Programs, Library, etc)









Seek First to Understand, Able to express and listen to others’ feelings and ideas Then to be Understood Synergize

Participates in classroom activities/Works well in groups

Sharpen the Practices good habits of personal health and hygiene (restroom independence, washing Saw hands, using a tissue, etc.)

Social Studies Special Classroom Activities

DSISD Grading & Reporting Student Achievement Procedure

Page 22 of 71

Goals and objectives for each major component of the student performance being assessed

Prekindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Names all lowercase letters

Names all Upper-case letters

Initial sounds: Produces a word that begins with the same sound as a given pair of words

Produces letter sounds

Produces rhyming words

Emerging Literacy Child can produce a Child can only produce word that rhymes with a rhyming words with direct given word with minimal teacher support support

Child can name 0 - 4 letter sounds

Child can produce a word that begins with the same sound as a given pair of words with direct support

Child can name 0-6 uppercase letters with direct support

Child can name 0 - 6 lower-case letters with direct support

Child can produce 5 - 9 letter sounds

Child can produce a word that begins with the same sound as a given pair of words with minimal support

Child consistently and Child can consistently, over independently produces words that rhyme a period of time, produce a word that rhymes with a Child can distinguish when given word words rhyme and generate nonsense rhyming words Child uses correct letter sounds when attempting to read and write

Child can produce 10-26 letter sounds

Child can independently produce a word that begins with the same sound as a given pair of words

Recognizes spoken alliteration or groups of words that begin with the same spoken onset or initial sound (e.g., “baby boy bounces the ball”) Child can participate in word play games and distinguish words that begin with the same sound Child independently names letters within their environment

Child can name 7 - 19 letters with minimal support

Child can name 7 - 19 lower-case letters with minimal support

Child can consistently name 20 -26 upper-case letters with automaticity

Child names at least 20 -26 lower-case letters with automaticity

DSISD Grading & Reporting Student Achievement Procedure

Child can correctly apply knowledge of upper-case letters to his/her writing. (Starts name with a uppercase, starts a sentence with a upper-case) Child independently names letters within their environment Child can correctly apply knowledge of lowercase letters to writing accurately and legibly

Page 23 of 71

Goals and objectives for each major component of the student performance being assessed

Prekindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Writes name

Retells a story

Emerging Literacy, continued

Child can only retell a story with teacher support

Child can name story main events in the correct sequence with minimal support

Child’s writing is illegible

Child can write most of the letters in his/ her name with minimal support

Child can name story main events in the correct sequence

Child makes personal connections to an event in a story and can create original endings to a story

Child retells or re-enacts a story after it is read aloud

Child can correctly sequence a story and verbalize story elements, including: character, setting, key events and provide evidence to support understanding

Child can independently write all of the letters in his/her name with wellformed letters

Child can write name with capital letter followed by lowercase letters correctly and legibly

Child seldom demonstrates this behavior independently

Child can respond to instructions given to the whole class and repeats the instruction to a friend Child independently initiates conversations appropriately

Child can only engage in conversations in appropriate ways with direct support

Child seldom engages in conversations in appropriate ways independently

Child engages in conversations in appropriate ways independently

Child uses sentences with more than one phrase with direct support

Child uses sentences with more than one phrase with minimal support

Child uses sentences with more than one phrase independently

Child participates in discussions by adding information using multiple phrases on topic

Child interacts and communicates with peers independently

Child generates joint play goals and carries them out with at least one other child at a time

Interacts and communicates with peers

Engages in conversation

Child can only demonstrate this behavior with direct support

Child shows understanding by following two-step, oral directions and typically follows three-step directions independently

Uses sentences with more than one phrase

Following multi-step directions

Language and Communication

Child needs direct teacher Child needs minimal support to interact and support to interact and communicate with peers communicate with peers

DSISD Grading & Reporting Student Achievement Procedure

Child joins existing play situations and continues conversations already in progress

Page 24 of 71

Goals and objectives for each major component of the student performance being assessed

Prekindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Rote counts

Child can only count items using one-to-one correspondence with direct support

Sorting

Uses verbal ordinal terms

Inclusion of a set: names items in a set to 10

Child rote counts to 19 or less and may need direct support

Counts 1-10 items, using one-to-one correspondence

Mathematics

Child can only count and verbalize the total indicating how many items were used in the group with direct support

Child can only demonstrate ordinal numbers (first, second, and third) with direct support

Child can only sort items with direct support

Child rote counts to at least 20 but not beyond 29 and may need minimal support Child may rote count to 30 inconsistently Child can count 1 - 9 items using one-to-one correspondence. Student may need minimal support

Child can count 1 - 9 items verbalizing the total indicating how many items were used in the group

Child demonstrates understanding of ordinal numbers (first, second, and third) with minimal support

Child can sort items using 1 attribute with minimal support

Child uses words to rote count to 30 independently and regularly

Child can consistently and independently count 10 items using one-to-one correspondence

Child can consistently and independently count 10 items and demonstrate by verbalizing the total indicating how many items were used in the group

Child consistently and independently uses ordinal terms (first, second, and third)

Child can consistently count beyond 30 (working to count to 100) starting from any given number independently Child can skip count by 5s and/or 10s to at least 30 independently Child can consistently and independently count beyond 15-20 items using one-to-one correspondence Child can consistently and independently count beyond 10 items, verbalizing the total, regardless of their position Child can consistently and independently count forward and backward to at least 20 with and without objects Child consistently and independently demonstrates understanding of ordinal numbers beyond third and applies the vocabulary throughout the day, such as lining up, sitting at the lunch table, etc.

Child consistently and Child consistently and independently exhibits independently exhibits mastery of sorting objects mastery of sorting objects into groups using 1 using two or more atattribute (shape, color, size, tributes (shape, color, size, thickness) thickness)

DSISD Grading & Reporting Student Achievement Procedure

Page 25 of 71

Goals and objectives for each major component of the student performance being assessed

Prekindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Names common shapes (circle, square, triangle, rectangle)

Recognizes numerals 0-9

Verbally identifies, without counting, the number of objects in a set from 1-5 (subitize)

Mathematics, continued Child can verbally identify, without counting, the number of objects from 1-5 with direct support

Child recognizes all one digit numerals (0-9) with direct support

Child may independently recognize up to 4 onedigit numerals

Child can verbally identify, without counting, the number of objects from 1-5 with minimal support

Child recognizes all onedigit numerals (0-9) with minimal support

Child may independently recognize up to 8 onedigit numerals

Child can consistently and Child can quickly independently verbally recognize, without identify, without counting, counting, the quantity of a the number of objects from group of up to 10 items 1-5 Child independently names numbers within their environment Child consistently and independently recognizes all one-digit numerals (0 – 9)

Child recognizes beyond one-digit numerals Child can read, write and represent whole numbers from 0-20 with and without objects or pictures consistently and independently Child makes connections between common shapes and items in their environment consistently and independently

Child names common shapes (circle, square, triangle, rectangle) with direct support

Child names common shapes (circle, square, triangle, rectangle) with minimal support

Child exhibits mastery by naming common shapes (circle, square, triangle, rectangle) consistently and independently in everyday life

DSISD Grading & Reporting Student Achievement Procedure

Child identifies attributes of two-dimensional shapes including vertices, edges & faces consistently and independently Child can classify and sort a variety of regular and irregular two-and three- dimensional figures regardless of orientation or size consistently and independently

Page 26 of 71

Goals and objectives for each major component of the student performance being assessed

Prekindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Patterning

Demonstrates use of location/positional words (over/above, under/below, in/out)

Mathematics, continued Child demonstrates use Child demonstrates use of of location/positional location/positional words: words: over/above, over/above, under/below, under/below, in/out with in/out with direct support minimal support

Child can recognize, create and extend a pattern with direct support

Child can recognize, create and extend a pattern with minimal support

Child exhibits mastery by demonstrating use of location/positional words: over/above, under/below, in/out consistently and independently in everyday situations

Child correctly applies use of location /positional words to describe where items are in his/ her environment, such as: over/above, under/ below, in/out in everyday situations consistently and independently

Child can consistently and independently recognize, create and extend a simple (AB) pattern

Child can independently recognize, create and extend a more complex pattern (ABC, AABB, ABB, AAB, AABBCC, etc)

Child understands current science concepts independently

Child independently and consistently applies current science concepts beyond teacher instruction

Understands current science concepts

Science

Child understands current science concepts with direct support

Child understands current science concepts with minimal support

Put First Begin with the End Things First: in Mind: Remains Follows focused in group classroom activities for 20 rules minutes

Be Proactive: Respects personal boundaries

Social Interaction and Development: Leader in Me Child is aware of where his/her own body is in space and respects personal boundaries consistently and independently

Child needs constant reminders to respect personal boundaries

Child needs occasional reminders to respect personal boundaries

Child is aware of where own body is in space and respects personal boundaries with minimal reminders

Child needs direct teacher support to focus on group activities

Child needs constant reminders to focus on group activities

Child remains focused in engaging group activities for about 20 minutes at a time with occasional reminders

Child remains focused in engaging group activities for about 20 minutes at a time consistently and independently

Child needs direct teacher support to follow classroom rules and routines

Child needs constant reminders to follow classroom rules and routines

Child follows classroom rules and routines with occasional reminders

Child follows classroom rules and routines consistently and independently

DSISD Grading & Reporting Student Achievement Procedure

Page 27 of 71

Goals and objectives for each major component of the student performance being assessed

Prekindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Sharpen the Saw: Practices Seek First to Understand, Think WinSynergize: Participates good habits of personal Then to be Understood: Win: Initiates in classroom health and hygiene (restroom Able to express and listen problem-solving activities/Works well independence, washing to others’ feelings and strategies in groups hands, using a tissue, etc.) ideas

Social Interaction and Development: Leader in Me, continued Child needs direct teacher support to problem solve

Child needs constant reminders to use problem solving strategies

Child initiates problemsolving strategies with occasional reminders from teacher

Child needs direct teacher Child needs constant Child is able to express and support to express and reminders to express and listen to others’ feelings listen to others’ feelings listen to others’ feelings and ideas with occasional and ideas and ideas reminders from teacher

Child does not participate or requires teacher support to participate in classroom activities

Child needs frequent reminders to participate in classroom activities

Child does not participate or requires teacher support to work with others in a group

Child needs frequent reminders to work with others in a group

Child needs teacher’s verbal directions to practice good habits of personal health and hygiene (restroom independence, wash hands, use a tissue, etc)

Child practices good habits of personal health and hygiene with frequent reminders (restroom independence, wash hands, use a tissue, etc)

Child consistently and independently initiates problem solving strategies with classmates in everyday situations

Child is able to consistently and independently express and listen to others’ feelings and ideas in everyday situations

Child participates in classroom activities (Fine Arts, Technology, Special Programs, Library, etc) and work with others in a group with minimal reminders

Child participates in classroom activities (Fine Arts, Technology, Special Programs, Library, etc) and work with others in a group consistently and independently

Child practices good habits of personal health and hygiene (restroom independence, wash hands, use a tissue, etc) independently

Child practices good habits of personal health and hygiene (restroom independence, wash hands, use a tissue, etc) consistently and independently

DSISD Grading & Reporting Student Achievement Procedure

Page 28 of 71

Goals and objectives for each major component of the student performance being assessed

Prekindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Child can identify the United States and Texas flags independently

Child can name the United States and Texas flags and independently compare similarities and differences between the two

United States Pledge of Allegiance and Texas and moment of silence Flags

Social Studies Child is unable to identify Child can identify at least the United States or Texas 1 flag: United States or flag Texas Child does not participate in reciting the Pledge of Allegiance to the United States flag and the state flag and observes a moment of silence, even with direct support

Child participates in reciting the Pledge of Allegiance to the United States flag and the Texas flag and observes a moment of silence, with minimal support

Child consistently participates in reciting the Pledge of Allegiance to the United States flag and the Texas flag and observes a moment of silence

Child independently recites the Pledge of Allegiance to the United States flag and the Texas flag Child can explain the importance of the Pledge of Allegiance

Child participates in classroom activities (Fine Arts, Technology, Special Programs, Library, etc)

Special Classroom Activities

Child does not participate or requires teacher assistance to participate in classroom activities

Child participates in classroom activities with frequent reminders

Child consistently participates in classroom activities with minimal reminders

DSISD Grading & Reporting Student Achievement Procedure

Child consistently and independently participates in classroom activities without reminders

Page 29 of 71

T. Guidelines For Performance Evaluation in Kindergarten Students will be assessed at the end of each grading period on their mastery of the content and development areas as indicated in the Reporting by Grading Period below. Performance levels on each content and development objective are reported as follows based on the Kindergarten Performance Rubric: Level 4: Level 3: Level 2: Level 1:

Extending-student understands and applies skill/concept beyond grade level expectation. Secure-student exhibits mastery of skill/concept Developing – student exhibits skill/concept with minimal support. Beginning – student exhibits skill/concept with direct support.

Kindergarten Reporting by Grading Period Term Rhymes Phonological Initial sounds Awareness Blends sounds to form words Segmenting sounds within words Phonics

Letter Sounds Decoding Parts of a book

Language Arts

Print Awareness

How English is written and printed Identifies capital letters Identifies lower-case letters

Oral Conventions Oral and Written Conventions Written Conventions Capitalization and Punctuation Writing

Prints capital- and lower-case letters Participates in the writing process Comprehension: Fiction Comprehension: Non-fiction

Reading

letter sound recognition High Frequency Words Reading and Comprehension level Vocabulary Development Research Matter and Energy Force, Motion, and Energy

Science

Earth and Space Organisms and their environment Scientific Inquiry

DSISD Grading & Reporting Student Achievement Procedure

1

2

3

4

























       

       

       

       









              

              

              

              

Page 30 of 71

Kindergarten Reporting by Grading Period Term 1

2

3

4

celebrations of special events

             

             

             

             

historical figures, patriots, and good citizens









chronology

Family customs and traditions

         

         

         

         

I do the right thing without being asked, even when no one is looking









I strive for quality work and show a positive attitude toward learning









Begin with the End in Mind

I plan ahead and set goals. I look for ways to be a good citizen









Put First Things First

I spend my time on things that are most important. I set priorities









I treat others with respect. When conflicts arise, I look for third alternatives.

 

 

 

 

















Technology

Developing digital products Uses technology and digital citizenship to solve problems; Problem Solving Skills Numbers to Name Quatiities Comparative language Models addition and subtraction Money

Math

Algebraic Reasoning Two-Dimensional Figures Three-Dimensional Figures Measurement Data Analysis Personal Financial Literacy

concept of location in school and community Importance of Geographic Locations Social Studies

needs and wants Jobs in the home, school and community purpose of rules role of authority figures symbols, customs, and responsibilities

Student Responsibilities-Leader In Me Traits

Understands different Cultures

Be Proactive

Think WinWin

Think Win-Win: I find meaningful ways to help others

Seek First to Understand, I listen to others without interrupting. I am confident in voicing my ideas Then to Be Understood Synergize

I get along well with others, even people who are different than me. I work well in groups

DSISD Grading & Reporting Student Achievement Procedure

Page 31 of 71

Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Blends sounds to form words

Initial sounds/Alliteration

Identifies and Creates Rhyming Words

Language Arts: Phonological Awareness With direct support can orally generate rhymes

With direct support can distinguish rhyming pairs of words from nonrhyming pairs

With minimal support can orally generate rhymes

Consistently and Consistently and independently orally independently creates generates rhymes in multiple rhyming words response to spoken words with a common ending (e.g., “What rhymes with sound, ie. cat, mat, sat, rat hat?”)

Consistently and With minimal support can independently distinguish rhyming pairs of distinguishes orally words from non-rhyming presented rhyming pairs of pairs words from non-rhyming pairs With minimal support can recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound.

Consistently and independently recognizes spoken alliteration or groups of words that begin with the same spoken onset or initial sound (e.g., “baby boy bounces the ball”)

With direct support can With minimal support can isolate initial sound in isolate initial sound in oneone-syllable spoken words syllable spoken words.

Consistently and independently can isolate the initial sound in onesyllable words.

With direct support can blends spoken onsets and rhyms to form simple words

With minimal support can blends spoken onsets and rhyms to form simple words.

Consistently and independently blends spoken onsets and rhyms to form simple words (onset/c/ and rime /at/ make cat).

With direct support can blend phonemes to form one-syllable words.

With minimal support can blend phonemes to form one-syllable words.

Consistently and independently can blend spoken phonemes to form one-syllable words (/m/…/a/…/n/ says man)

With direct support can recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound

DSISD Grading & Reporting Student Achievement Procedure

Can consistently and independently apply/use cvc and rhyming words independently in reading and writing

Can consistently and independently apply knowledge of initial sounds to write and read words

Can consistently and independently apply blending skills when reading text to form one and two-syllable words including consonant blends (ie: bl, gr, spr)

Page 32 of 71

Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Segment Sounds And Identify Syllables In Spoken Words

Language Arts: Phonological Awareness, continued With direct support can identify syllables in spoken words.

Can identify syllables in spoken words with minimal support

Consistently and independently identifies syllables in spoken words

With direct support can segment spoken onesyllable words into two and three phonemes

With minimal support can segment spoken onesyllable words into two and three phonemes

Consistently and independently segment spoken one-syllable words into two to three phonemes (e.g., dog: /d/../o/../g/)

Can consistently and independently segment one and two-syllable words with four or more phonemes and apply the knowledge by reading and writing words accurately

Decode And Manipulate Sounds In Words

Letter Sounds

Language Arts: Phonics Independently and consistently identifies 0-10 common letter sounds

Independently and consistently identifies 1120 common letter sounds

With direct support identifies the remaining common sounds

With direct support identifies the remaining common sounds

Consistently and independently identifies all common sounds that letters represent

With direct support can decode words using letter-sound relationships

With minimal support can decode words using lettersound relationships

Consistently and independently uses lettersound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words)

With direct support can recognize that new words are created when letters are changed, added, or deleted

With minimal support can recognize that new words are created when letters are changed, added, or deleted

Consistently and independently recognize that new words are created when letters are changed, added, or deleted

DSISD Grading & Reporting Student Achievement Procedure

Consistently and independently can apply letter sound knowledge to reading and writing with accuracy and fluency.

Consistently and independently applies decoding strategies when reading and writing words that include: inflectional endings, diphthongs, (vowel pairs), and silent “e”.

Page 33 of 71

Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Parts Of A Book

Language Arts: Print Awareness

With direct support can identify parts of a book while holding and reading text from top to bottom and left to right

With minimal support can identify parts of a book while holding and reading text from top to bottom and left to right

Consistently and independently identifies parts of a book, (ie. front and back covers, title page) Consistently and independently student holds a book right side up, turns pages correctly, and knows that reading moves from top to bottom and left to right

Understands How English Is Written And Printed

Consistently and independently recognizes that spoken words can be represented by print for communication With direct support can distinguish between a letter and a word when given a verbal and/or visual choice

With minimal support can distinguish between a letter and a word when given a verbal and/or visual choice

Consistently and independently recognizes the difference between a letter and a word Consistently and independently demonstrates one-to-one correspondence between a spoken word and a printed word in text

Consistently and independently identifies additional parts of a book (ie. title, author, illustrator, and table of contents).

Consistently and independently applies letter knowledge to make words and to express his/ herself (journal writing, takes initiative to write in other content areas)

Consistently and independently applies one-to-one correspondence when reading by tracking to help increase fluency

Consistently and independently recognizes that sentences are comprised of words separated by spaces With direct support can With minimal support and demonstrate the Consistently and identify boundaries in can identify boundaries awareness of word independently writes with groups of words that in groups of words that boundaries kinesthetically correct spacing between make a sentence (ie. make a sentence (ie. (ie. through kinesthetic words “What separates words in “What separates words in a or tactile actions such as a sentence?”) sentence?”) clapping and jumping) Consistently and independently identify a sentence made up of a group of words

DSISD Grading & Reporting Student Achievement Procedure

Page 34 of 71

Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Identifies Lowercase Letters

Identifies Upper-case Letters

Language Arts: Print Awareness, continued Independently and consistently identifies 0-10 upper-case letters

Independently and consistently identifies 1120 upper-case letters

With direct support student can identify some upper-case letters

With minimal support student can identify some or all upper-case letters

Independently and consistently identifies 0-10 lower-case letters

Independently and consistently identifies 1120 lower-case letters

With direct support identifies the some lowercase letters

With minimal support student can identify some or all lower-case letters

Consistently and independently identifies all upper-case letters with automaticity

Consistently and independently identifies all lower-case letters with automaticity

DSISD Grading & Reporting Student Achievement Procedure

Consistently and independently understands the use of capital letters and appropriately applies capitals in writing (proper nouns, I, Monday, beginning of a sentence, etc.) Consistently and independently understands the use of lowercase letters and appropriately applies in writing.

Page 35 of 71

Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Oral Conventions

Language Arts: Oral and Written Conventions

With direct support uses parts of speech to read, write and speak in simple complete sentences. (ie: often confuses past and present tenses, verb and noun relationships, and prepositions or pronouns)

With minimal support uses parts of speech to read, write and speak in simple complete sentences. (ie: often confuses past and present tenses, verb and noun relationships, and prepositions or pronouns)

Consistently and independently understands and uses the following parts of speech in the context of reading, writing, and speaking: (i) past and future tenses (ii) nouns (singular/plural) (iii) descriptive words (iv) prepositions and simple prepositional phrases appropriately when speaking or writing (ie: in, on, under, over) (v) pronouns (ie: I, me) Consistently and independently speaks in complete sentences to communicate

Consistently and independently uses complex sentence structure when speaking and writing (ie: common/ proper nouns, subjectverb agreement, adverbs)

Consistently and independently uses complete simple sentences

Written Conventions

Consistently and independently identifies and uses words that name actions

With direct support (ie: tracing and visual aids) can write one’s own name

With minimal support (ie: verbal cues) can write one’s own name

Consistently and independently uses lettersound correspondences to spell CVC words (ie: cut) Consistently and independently writes one’s own name

DSISD Grading & Reporting Student Achievement Procedure

Consistently, independently and accurately spells word that are not decodable (ie: CVCe words, onesyllable words with consonant blends, words with inflectional endings.)

Page 36 of 71

Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Capitalization and Punctuation

Language Arts: Oral and Written Conventions, continued

With direct support will capitalize and use punctuation correctly

With minimal support will capitalize and use punctuation correctly

Consistently and independently capitalizes the first letter in a sentence Consistently and independently uses punctuation at the end of a sentence

DSISD Grading & Reporting Student Achievement Procedure

Consistently and independently chooses to write legibly and use appropriate capitalization (ie: pronouns, names of people) and punctuation (ie: exclamation mark, question mark) conventions to compose stories and share thoughts on paper

Page 37 of 71

Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Prints Capital And Lower-Case Letters

Language Arts: Writing With direct support form upper and lowercase letters legibly using basic conventions of print (left to right and top to bottom progression)

Participates In The Writing Process: Writing Stories and Poems

With direct support can write or tell a story to express ideas or feelings and put the story in chronological order

With direct support can use some elements of the writing process to compose text

With minimal support form upper and lowercase letters legibly using basic conventions of print (left to right and top to bottom progression)

With minimal support can write or tell a story to express ideas or feelings and put the story in chronological order

Consistently and independently forms upper and lower-case letters legibly using basic conventions of print (left to right and top to bottom progression)

Can consistently and independently forms all capital and lowercase letters legibly with no reversals in everyday writing application

Consistently and independently dictates or write sentences to tell a story about real or imagined people, events, and ideas and put the sentences in chronological sequence

Can consistently and independently express complete ideas, feelings, or events using correct sentence structure, chronological order, and descriptive words

Consistently and independently writes short poems

Can independently create short poems correctly using rhythm, rhyme, and alliteration

Consistently and Consistently and independently uses independently apply elements of the writing the writing process by process: planning, drafting, editing, (a) plans a first draft and publishing writing by generating ideas for without adult support writing through class discussion, (b/c) develops and revises With minimal support uses drafts by adding details or Independently writes sentences, and (d) edits elements of the writing a story with a clear by leaving spaces between process to compose text beginning, middle, and letters and words to end and shares with compose text and others (e) share writing with others Consistently and independently dictates or writes information for lists, captions, or invitations

DSISD Grading & Reporting Student Achievement Procedure

Independently makes lists and invitations and uses captions correctly

Page 38 of 71

Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Comprehension Strategies: Fiction

Language Arts: Reading

With direct support can identify story elements: character, setting, and key events

With direct support can retell a main event from a story read aloud, important facts, describe characters in a story and the reasons for their actions

Can identify 2 out of 3 story elements: character, setting, and key events independently or all with minimal support

With minimal support can retell a main event from a story read aloud, important facts, describe characters in a story and the reasons for their actions

Consistently and independently predicts what might happen next in text based on the cover, title, and illustrations Consistently and independently asks and responds to questions about text read aloud Consistently and independently identifies elements of a story including setting, character, key/main events, sensory details and connects to personal experience Consistently and independently describes characters (in fairy tales, lullabies, and folktales) in a story and the reasons for their actions

DSISD Grading & Reporting Student Achievement Procedure

Independently applies knowledge of the story to retell story elements, including problem/solution, text interpretation (main idea, author’s purpose, etc)

Independently applies knowledge and can apply what is learned in the story to real world application, able to think beyond the text to make connections (text-to-text, text-to-self, text-to-world)

Page 39 of 71

Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Vocabulary Development

Comprehension Strategies: Non-Fiction

Language Arts: Reading, continued With minimal support, the student can analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understanding

Consistently and independently can analyze, make inferences and draw conclusions about author’s purpose, expository text, and provide evidence from text to support their understanding

Student needs direct support to identify the main topic and supporting details.

With minimal support, the student can identify the topic and details referring to the words and/or illustrations

Consistently and independently can identify the topic and details referring to the words and/or illustrations

Student needs direct support to use titles and illustrations to make predictions.

With minimal support, the student can use titles and illustrations to make predictions.

Consistently and independently can use titles and illustrations to make prediction

Student needs direct support to retell important facts

With minimal support the student can retell important facts

With direct support can understand new vocabulary and use it correctly when reading and writing

With minimal support can understand new vocabulary and use it correctly when reading and writing

With direct support can identify and use words that name actions, directions, position, sequences and locations

Consistently and With minimal support can independently can identify identify and use words that and use words that name actions, directions, name actions, directions, position, sequences and position, sequences and locations locations

With direct support can recognize that compound words are made up of shorter words

With minimal support can recognize that compound words are made up of shorter words

Consistently and independently can recognize that compound words are made up of shorter words

With direct support can sort pictures/objects into conceptual categories

With minimal support can sort pictures/objects into conceptual categories

Consistently and independently can sort pictures/objects into conceptual categories

Student needs direct support to analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understanding

Consistently and independently can retell important facts in order Consistently and independently can understand new vocabulary and use it correctly when reading and writing

DSISD Grading & Reporting Student Achievement Procedure

Consistently and independently applies knowledge to determine whether a text is true or fantasy/ fiction or non-fiction. Student provides evidence from text to support his/her understanding

Independently applies knowledge to analyze, make inferences, make connections and draw conclusions from text and apply to real life situations using text support (text-to -self, text-to-text, text-toworld)

Consistently and independently applies knowledge of new vocabulary correctly in reading and writing in authentic situations outside of the classroom direct teach

Consistently and independently demonstrates above grade level vocabulary knowledge in writing and reading application outside the classroom curriculum

Page 40 of 71

Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Child Independently Reads and Comprehends Grade Level Text

Read High-Frequency Words

Letter Sound recognition

Participates in Research Process

Language Arts: Reading, continued With minimal adult assistance the student gathers evidence and use pictures when documenting research

With direct support participates in research process

With direct support student can use phonological awareness to spell CVC words With direct support student can identify some common sounds that letters represent

Requires continual support to gather evidence and use pictures when documenting research

With minimal support student can use phonological awareness to Student can independently spell CVC words and consistently identify all the common sounds With minimal support that letters represent student can identify some or all common sounds that letters represent

With direct support student can identify and read some high-frequency words from the DSISD kindergarten common word list

With minimal support student can identify and read some or all 25 highfrequency words from the DSISD kindergarten common word list

DRA Level A

DRA Level 2-4

2 B

3 C

Student can independently and consistently use all letter sounds to blend words in reading and apply in writing to express thoughts Student can independently and consistently read highfrequency words in text

Student can independently and consistently identify and read all 25 highfrequency words from Student can read all highthe DSISD kindergarten frequency words from the common word list DSISD first grade common word list DRA Level 6

Kinder Developmental Continuum Middle

Beginning 1 A

Student takes initiative and independently applies research knowledge to With minimal adult personal interest outside assistance the student asks open-ended research of classroom assignments. Student goes further to questions and decide share his/her research what sources media, process and what was (ie: newspapers, radio learned with others programs, etc) people in the classroom, school, library, or home can answer them

4 D

DSISD Grading & Reporting Student Achievement Procedure

DRA Level 8 or above End

5 E

First Grade 6-8 F

Page 41 of 71

Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Uses Mathematical Processes To Acquire And Demonstrate Math Understanding

Mathematics- Problem Solving Skills Independently applies knowledge of mathematical processes by showing evidence of selecting appropriate strategies and explaining

With direct support: make drawings and use manipulatives in appropriate ways

With minimal support: uses drawings and manipulatives to begin to solve problems

With direct support: select a problem solving strategy

With minimal support: begins to explain problem solving strategy and solutions with limited language

With direct support: uses pictorial models and concrete representations

With minimal support: begins to use concrete, and pictorial models and representations

Consistently selects or develops an appropriate problem-solving strategy (draw picture, look for pattern, systematic guess & check, act out)

With direct support uses tools (real objects, manipulatives, technology) to solve math problems

With minimal support uses tools (real objects, manipulatives, technology) to solve math problems

Consistently uses tools (real objects, manipulatives, technology) to solve math problems

With direct support: communicates math ideas using objects, words, pictures, and numbers

With minimal support: communicates math ideas using objects, words, pictures, and numbers

Consistently communicates math ideas using objects, words, pictures, and numbers

With direct support: appropriately uses math vocabulary and communicates ideas

With minimal support: appropriately uses math vocabulary and communicates ideas

Consistently relates everyday language to math language and symbols using appropriate math vocabulary to communicate ideas

With direct support: makes progress toward using logical reasoning to justify thinking

With minimal support: makes progress toward using logical reasoning to justify thinking

Consistently uses logical reasoning to justify thinking

Can consistently identify math in everyday situations and consistently solve problems by understanding the Independently problem, making a plan, applies knowledge carrying out the plan and of mathematical evaluating the solution for processes giving a clear reasonableness explanation of conceptual understandings using precise math language

DSISD Grading & Reporting Student Achievement Procedure

Independently and consistently applies knowledge and applies concrete, pictorial, and abstract models to represent work

Independently applies knowledge and uses multiple representations to communicate math (symbols, diagrams, graphs, language)

Independently applies knowledge and selects mathematical tools appropriate for problem solving and justifies thinking

Page 42 of 71

Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Uses Numbers To Name Quantities

Mathematics- Number and Operations With direct support can count forward and backward to at least 20 with and without objects

With minimal support can count forward and backward to at least 20 with and without objects

Student may independently count forward and backward to at least 5 with and without objects

Student may independently count forward and backward to at least 10 with and without objects

With direct support can With minimal support can read, write, and represent read, write, and represent whole numbers from whole numbers from 0 0 to at least 20 with to at least 20 with and and without objects or without objects or pictures pictures

With direct support demonstrates one to one correspondence, with direct support

With minimal support demonstrates 1:1 correspondence

Consistently and independently can count forward and backward to at least 20 with and without objects

Independently applies knowledge and examines and uses sets of objects beyond 21, forming connection between counting with a set of objects and the number that describes a set of objects, giving evidence that the student conserves number

Consistently and independently can read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures

Independently applies knowledge and reads, writes, and represents whole numbers without objects and relates those numbers to everyday life

Consistently and independently can count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order Consistently and independently can recognize instantly the quantity of a small group of objects in organized and random arrangements

DSISD Grading & Reporting Student Achievement Procedure

Independently applies knowledge and can subitize small groups of objects in random and organized arrangements and explain thinking

Page 43 of 71

Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Models Addition And Subtraction

Uses Comparative Language To Compare Sets Of Objects

Mathematics- Number and Operations, continued

With direct support comparea a set as more/ less/equal to another set

Consistently and With minimal support uses independently can 1:1 correspondence and generate a set using language such as more concrete and pictorial than, same as, two less models that represents a than to describe sizes of number that is more than, sets less than, and equal to a given number up to 20

Independently and consistently applies mathematical knowledge and uses 1:1 correspondence and language such as more than, same as, two less than to compare sizes of sets in everyday situations

Consistently and With minimal support independently can compares numbers as generate a number that is more/less/equal to another one more than or one less set than another number up to at least 20

Independently and consistently applies mathematical knowledge and uses comparative language to relate two numbers up to 20 as written numerals in everyday situations

Consistently and independently can compare sets of objects up to at least 20 in each set using comparative language such as more than, same as, and two less than to describe sizes of sets

With direct support uses 1:1 correspondence and language such as more than, same as, and two less than to describe sizes of sets

With minimal support uses 1:1 correspondence and language such as more than, same as, and two less than to describe sizes of sets

With direct support can identify U.S. coins by name, including pennies, nickels, dimes, and quarters

Consistently and With minimal support can independently can identify identify U.S. coins by name, U.S. coins by name, including pennies, nickels, including pennies, nickels, dimes, and quarters dimes, and quarter

DSISD Grading & Reporting Student Achievement Procedure

Independently and consistently applies mathematical knowledge and generates a set using pictorial models more/ less/greater/equal to a given number up to 20 in everyday situations Independently and consistently applies mathematical knowledge and generates a number that is more or less than a given whole number up to 20 without concrete and pictorial models in everyday situations Independently applies knowledge and identifies U.S. coins by name, and value. Student can use repeated addition to add the value of multiple coins

Page 44 of 71

Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Counts By 1’s And 10’s To 100 From Any Given Number

Mathematics- Algebraic Reasoning

With direct support counts by 1’s to 20, with direct support

Independently and consistently counts beyond 100 by 1’s and 10’s starting at any given point. (can understand patterns in numbers)

With minimal support counts by 1’s & 10’s to 100

Consistently and can independently recites numbers up to at least 100 by ones and tens beginning with any given number With direct support counts by 1’s & 10’s to a number less than 100 from any given number

With minimal support counts by 1’s & 10’s to a number less than 100 from any given number

DSISD Grading & Reporting Student Achievement Procedure

Independently and consistently applies pattern strategies in problem solving Independently and consistently applies skip counting strategies to counting by 2s, 3s, 4s, or 5s Independently and consistently applies mathematical knowledge and uses concrete, pictorial and abstract models, and representations to build a number to 100 or greater

Page 45 of 71

Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Recognize Attributes Of Two-dimensional Shapes Including Circles, Triangles, Rectangles, And Squares As Special Rectangles

Mathematics: Geometry With direct support recognizes circles, triangles, rectangles, and squares (as a special type of rectangle)

With direct support can recognize 2 or fewer of the above 2D shapes

With direct support recognizes 2D shapes in the classroom

With minimal support makes progress toward naming and recognizing attributes of 2D shapes

Consistently and independently can identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles

Independently and consistently applies mathematical knowledge and recognizes circles, triangles, rectangles and squares (as a special type of rectangle) in everyday life

With minimal support can recognize circles, triangles, rectangles, and squares (as a special type of rectangle)

Consistently and independently: can identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably including vertices, edges, & faces

Independently and consistently applies mathematical knowledge and names and recognizes attributes of 2D shapes in real-life objects

Consistently and independently can create two dimensional shapes using a variety of materials and drawings

Independently and consistently applies mathematical knowledge and uses informal kindergarten geometry vocabulary including round, straight sides, looks like a…

With minimal support can create two dimensional shapes using a variety of materials and drawings

Independently and consistently applies mathematical knowledge and uses formal kindergarten geometry vocabulary including vertices, edges & faces

With direct support can sort figures

With minimal support can sort a variety of regular and irregular two dimensional figures regardless of orientation or size

Consistently and independently classifies and sorts a variety of regular and irregular two dimensional figures regardless of orientation or size

DSISD Grading & Reporting Student Achievement Procedure

Independently and consistently applies mathematical knowledge and classify and sort irregular 2D shapes including geometric figures beyond the 4 required Independently and consistently applies mathematical knowledge and creates 2D shapes using various materials, drawings

Page 46 of 71

Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Recognize Attributes Of Three-dimensional Shapes Including Cylinders, Cones, Spheres, And Cubes In The Real World

Mathematics: Geometry, continued With direct support: describe and compare real-life objects (balls, boxes, cans, cones) or models of 3D figures

With direct support: recognize real-life 3D figures or models

With minimal support: describes and compares real-life objects (balls, boxes, cans, cones) or models of 3D figures

With minimal support: recognizes real-life 3D figures or models

Independently and consistently applies Consistently and mathematical knowledge independently: can and recognizes, describes, identify three-dimensional and compares real-life solids, including cylinders, objects or models of cones, spheres, and cubes, 3D figures including in the real world geometric figures beyond the 4 required Consistently and independently: can classify and sort a variety of regular and irregular three-dimensional figures regardless of orientation or size

DSISD Grading & Reporting Student Achievement Procedure

Independently and consistently applies mathematical knowledge and classifies and sorts irregular threedimensional shapes

Page 47 of 71

Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Mathematics: Measurement

Directly Compares Attributes Of Length, Capacity, And Weight

With direct support With minimal support directly compares and directly compares or orders orders two or more the following: length, objects by length, weight, weight, and capacity and capacity

With direct support uses math measurement and comparative vocabulary

With direct support student can measure an object correctly starting at the beginning and going to the end with no overlapping parts

Consistently and independently student can give an example of a measurable attribute of a given object, including length, capacity, and weight

Independently and consistently applies mathematical knowledge and begins to experiment with some indirect measurement (compares two objects to a third with same attribute to compare the two objects)

With minimal support makes progress using math measurement and comparative vocabulary

With minimal support student can measure an object correctly starting at the beginning and going to the end with no overlapping parts

Independently and consistently applies mathematical knowledge and compares objects measured using length, capacity, and weight in everyday situations

Consistently and independently student can compare two objects with a common measurable attribute to see which object has more of/less than the attribute and describe the difference

DSISD Grading & Reporting Student Achievement Procedure

Independently and consistently applies mathematical knowledge of comparative measure to math problem solving Independently and consistently applies mathematical knowledge and uses language used to communicate measurements and comparisons Independently and consistently applies mathematical knowledge and consistently provides examples of measureable attributes of a given object, including length, capacity, and weight

Page 48 of 71

Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Constructs, Draws Conclusions, And Uses Graphs Of Real Objects Or Pictures

Mathematics: Data Analysis With direct support collects, sorts, and organizes data

With minimal support collects, sorts, and organizes data

Consistently and independently collects, sorts, and organizes data into two or three categories

With direct support student can organize information to add to a class real-object graph or pictograph

With minimal support student can organize information to add to a class real-object graph or pictograph

Consistently and independently uses data to create real-object graphs and pictographs

With direct support locates one piece of information from the graph

With minimal support uses correct vocabulary when answering questions about class graphs

With direct support student use math vocabulary when gaining information from a graph

With minimal support makes progress towards using information from a graph of real objects or pictures when answering questions

Consistently and independently draws conclusions from realobject and picture graphs

DSISD Grading & Reporting Student Achievement Procedure

Independently and consistently applies mathematical knowledge and begins to use symbols to represent pictures or real objects Independently and consistently applies mathematical knowledge and creates real objectgraphs and pictographs without teacher direction Independently and consistently applies knowledge and uses mathematical language in explaining information (We had two more sunny days than rainy days….) Independently and consistently applies mathematical knowledge and consistently uses a graph to draw conclusions without teacher direction

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Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Aware Of And Recognizes Ways To Effectively Manage One’s Financial Resources

Mathematics: Financial Literacy With direct support identifies ways to earn income

With direct support differentiates between money received as income and money received as gifts

With direct support lists simple skills required for jobs With direct support distinguishes between wants and needs and identify income as a source to meet one's wants and needs

Consistently and independently identifies ways to earn income

Independently applies knowledge and plans a way to earn income as a way to meet his/her needs and wants

Consistently and independently differentiates between money received as income and money received as gifts

Independently and consistently applies knowledge and explains clearly his/ her understanding of the difference between money received as income and money received as gifts

With minimal support lists Consistently and simple skills required for independently lists simple jobs skills required for jobs

Independently applies knowledge to list and compares skills required for 2 or more jobs

With minimal support identifies ways to earn income

With minimal support differentiates between money received as income and money received as gifts

With minimal support distinguishes between wants and needs and identify income as a source to meet one's wants and needs

Consistently and independently   distinguishes between wants and needs and identifies income as a source to meet one's wants and needs

Independently applies knowledge of financial literacy to clearly explain saving vs spending

Consistently and independently observes and records properties of objects

Independently and consistently applies science knowledge and observes and records properties of objects without teacher direction

Understands Matter And Energy Concepts Presented

Science With direct support observes and record properties of objects

With direct support observes, records and discusses how materials are changed by heating and cooling

With minimal supports observes and records properties of objects

With minimal support Consistently and observes, records and independently observes, discusses how materials records and discusses how are changed by heating and materials are changed by cooling heating and cooling

DSISD Grading & Reporting Student Achievement Procedure

Independently and consistently applies science knowledge and observes, records and discusses how materials are changed by heating and cooling without teacher direction

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Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Understands Earth And Space Concepts Presented

Understands Force, Motion, And Energy Concepts Presented

Science, continued With direct support explores light, heat and sound energy using the five senses; explores interactions between magnets and other materials;

With minimal support explores light, heat and sound energy using the five senses; explores interactions between magnets and other materials;

Consistently and independently explores light, heat and sound energy using the five senses; explores interactions between magnets and other materials;

Independently and consistently applies science knowledge and explores light, heat and sound energy using the five senses; explores interactions between magnets and other materials without teacher direction

Independently and consistently applies Consistently and With direct support science knowledge and independently observes With minimal support observes and describes observes and describes and describes the location observes and describes the location of an object the location of an object of an object in relation to the location of an object in relation to another; and in relation to another; and another; and in relation to another; and observes and describes observes and describes observes and describes observes and describes the the ways that objects can ways that objects can move the ways that objects can the ways that objects can move move move without teacher direction With direct support observes, describe, compare and sort rocks by size, shape, color and texture; observes and describes physical properties of natural sources of water; and gives examples of ways rocks, soil and water are useful

With direct support observes and describe weather changes from day to day and over seasons; identifies natural events that have repeating patterns; and observes, describes and illustrates objects in the sky

With minimal support observes, describes, compares and sorts rocks by size, shape, color and texture; observes and describes physical properties of natural sources of water; and gives examples of ways rocks, soil and water are useful

Consistently and independently observes, describes, compares and sorts rocks by size, shape, color and texture; observes and describes physical properties of natural sources of water; and gives examples of ways rocks, soil and water are useful

Independently and consistently applies science knowledge and observes, describes, compares and sorts rocks by size, shape, color and texture; observes and describes physical properties of natural sources of water; and gives examples of ways rocks, soil and water are useful without teacher direction

With minimal support observes and describes weather changes from day to day and over seasons; identifies natural events that have repeating patterns; and observes, describes and illustrates objects in the sky

Consistently and independently observes and describes weather changes from day to day and over seasons; identifies natural events that have repeating patterns; and observes, describes and illustrates objects in the sky

Independently and consistently applies science knowledge and observes and describes weather changes from day to day and over seasons; identifies natural events that have repeating patterns; and observes, describes and illustrates objects in the sky without teacher direction

DSISD Grading & Reporting Student Achievement Procedure

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Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Understands Organisms And Their Environment Concepts As Presented

Science, continued With direct support differentiates between living and nonliving things based upon whether they have basic needs and produce offspring; and examines evidence that living organisms have basic needs

With direct support sorts plants and animals into groups based on physical characteristics; identifies parts of plants and animals; identifies ways that young plants resemble the parent plant; and observes changes that are part of a simple life cycle of a plant

Independently and consistently applies science knowledge and differentiates between living and nonliving things based upon whether they have basic needs and produce offspring; and examines evidence that living organisms have basic needs without teacher direction

With minimal support differentiates between living and nonliving things based upon whether they have basic needs and produce offspring; and examines evidence that living organisms have basic needs

Consistently and independently differentiates between living and nonliving things based upon whether they have basic needs and produce offspring; and examines evidence that living organisms have basic needs

With minimal support sorts plants and animals into groups based on physical characteristics; identifies parts of plants and animals; identifies ways that young plants resemble the parent plant; and observes changes that are part of a simple life cycle of a plant

Independently and consistently applies Consistently and science knowledge and independently sorts sorts plants and animals plants and animals into groups based on into groups based on physical characteristics; physical characteristics; identifies parts of plants identifies parts of plants and animals; identifies and animals; identifies ways that young plants ways that young plants resemble the parent resemble the parent plant; plant; and observes and observes changes that changes that are part of a are part of a simple life simple life cycle of a plant cycle of a plant without teacher direction

DSISD Grading & Reporting Student Achievement Procedure

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Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Uses Scientific Investigation And Reasoning Skills To Explore And Understand Science Concepts

Science, continued

With direct support conducts investigations following safety procedures

With direct support demonstrates safe practices during classroom and outdoor investigations

With direct support asks questions and seeks answers in investigations, collects data and makes observations using simple equipment

Consistently and independently conducts investigations following safety procedures

Independently and consistently applies knowledge of the scientific process and conducts investigations following safety procedures building on and extending what was learned in class

With minimal support demonstrates safe practices during classroom and outdoor investigations

Consistently and independently demonstrates safe practices during classroom and outdoor investigations;

Independently and consistently applies knowledge of the scientific process and demonstrates safe practices during investigations building on and extending what was learned in class

With minimal support asks questions and seeks answers in investigations, collects data and makes observations using simple equipment

Consistently and independently asks questions and seeks answers in investigations, collects data and makes observations using simple equipment

Independently and consistently applies knowledge of the scientific process and ask questions to seek answers. Student investigates their world building on and extending what was learned in class

With minimal support conducts investigations following safety procedures

DSISD Grading & Reporting Student Achievement Procedure

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Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Uses Scientific Investigation And Reasoning Skills To Explore And Understand Science Concepts

Science, continued

With direct support records and organizes data and observations using pictures, numbers and words

With direct support student uses criticalthinking in scientific problem solving

With direct support identifies and explains problems and solutions in his/her own words; makes predictions based on observable patterns in nature

With minimal support records and organizes data and observations using pictures, numbers and words

With minimal support student uses criticalthinking in scientific problem solving

With minimal support identifies and explains problems and solutions in his/her own words; makes predictions based on observable patterns in nature

Consistently and independently records and organizes data and observations using pictures, numbers and words

Independently consistently applies knowledge of the scientific process and records and organizes data and observations using pictures, numbers and words building on and extending what was learned in class

Consistently and independently student uses critical-thinking in scientific problem solving

Independently consistently applies knowledge of the scientific process and critical-thinking is used in scientific problem solving while looking at real world issues

Independently consistently applies knowledge of the Consistently and scientific process and identifies and explains independently identifies and explains problems and problems and solutions in his/her own words; solutions in his/her own words; makes predictions makes predictions based on observable patterns based on observable in nature through his/her patterns in nature own interests, building on and extending what was learned in class

Holidays are Celebrations of Special Events

Social Studies: History With direct support can explain the reasons for national patriotic holidays With direct support can identify customs associated with national patriotic holidays

With minimal support can explain the reasons for national patriotic holidays

Student can independently and consistently explain the reasons for national patriotic holidays

Student independently and consistently applies knowledge of the concept With minimal support can Student can independently beyond classroom identify customs associated and consistently identify activities with national patriotic customs associated with holidays national patriotic holidays

DSISD Grading & Reporting Student Achievement Procedure

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Understands the Concept of Chronology

Historical Figures, Patriots, and Good Citizens Helped Shape the Community, State, and Nation

Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

With direct support can identify contributions of historical figures who helped to shape the state and nation

With minimal support can identify contributions of historical figures who helped to shape the state and nation

Student can independently and consistently identify contributions of historical figures who helped to shape the state and nation

With direct support can identify contributions of patriots and good citizens who have shaped the community

With minimal support can identify contributions of patriots and good citizens who have shaped the community

Student can independently and consistently identify contributions of patriots and good citizens who have shaped the community

With direct support can place events in chronological order and explain

With minimal support can place events in chronological order and explain

Student can independently and consistently place events in chronological order and explain

With direct support can use vocabulary related to time and chronology, including before, after, next, first, last, yesterday, today, and tomorrow

With minimal support can use vocabulary related to time and chronology, including before, after, next, first, last, yesterday, today, and tomorrow

Student can independently and consistently use vocabulary related to time and chronology, including before, after, next, first, last, yesterday, today, and tomorrow

DSISD Grading & Reporting Student Achievement Procedure

Student independently and consistently applies leadership traits learned to everyday situations and tries to find ways he/she can contribute to the classroom and community.

Student independently and consistently applies knowledge of chronology to everyday situations and areas of their own life other than classroom activities

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Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Understands Physical and Human Characteristics of Place

Understands the Concept of Location

Social Studies: Geography With minimal support can locate places on the school campus and describe their relative locations

Student is able to Student can independently confidently explain, and consistently locate direct and assist other places on the school students in the school and campus and describe their community to common relative locations locations

With direct support can identify tools that aid in determining location, including maps and globes

With minimal support can identify tools that aid in determining location, including maps and globes

Student independently and consistently uses Student can independently maps, globes and other and consistently tools applying knowledge identify tools that aid in of the concept beyond determining location, classroom activities, i.e. including maps and globes student created maps, etc.

With direct support can identify how the human characteristics of place such as ways of earning a living, shelter, clothing, food, and activities are based upon geographic location

With minimal support can identify how the human characteristics of place such as ways of earning a living, shelter, clothing, food, and activities are based upon geographic location

Student can independently and consistently identify how the human characteristics of place such as ways of earning a living, shelter, clothing, food, and activities are based upon geographic location

With direct support can locate places on the school campus and describe their relative locations

Student independently and consistently understands and is able to explain to others how different geographical regions provide for our basic needs in different ways and give examples

Understands that Basic Human Needs and Wants are Met in Many Ways

Social Studies: Economics With direct support can identify basic human needs of food, clothing, and shelter With direct support can explain the difference between needs and wants

With direct support can explain how basic human needs can be met such as through self-producing, purchasing, and trading

With minimal support can Student can independently identify basic human needs and consistently identify of food, clothing, and basic human needs of shelter food, clothing, and shelter With minimal support can explain the difference between needs and wants

With minimal support can explain how basic human needs can be met such as through self-producing, purchasing, and trading

Student can independently and consistently explain the difference between needs and wants Student can independently and consistently explain how basic human needs can be met such as through self-producing, purchasing, and trading

DSISD Grading & Reporting Student Achievement Procedure

Student independently and consistently justify the difference between wants and needs and apply to everyday life

Student can independently and consistently justify the difference between selfproducing, purchasing, and trading and give examples of each beyond what is taught in the classroom

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Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Understands the Value of Jobs

Social Studies: Economics, continued With direct support can identify jobs in the home, school, and community

With minimal support can identify jobs in the home, school, and community

With direct support can explain why people have jobs

With minimal support can explain why people have jobs

-Student can independently and consistently explain the purpose of jobs in the home, school, community and beyond. Students can Student can independently explain their importance and consistently explain and how they contribute why people have jobs to the community Student can independently and consistently identify jobs in the home, school, and community

understands the role of authority figures

Understands the Purpose of Rules

Social Studies: Government With minimal support can identify purposes for having rules

Student can Student can independently independently and and consistently identify consistently justify and purposes for having rules explain the importance of rules in everyday life

With direct support can identify rules that provide order, security, and safety in the home and school

With minimal support can identify rules that provide order, security, and safety in the home and school

Student can independently and consistently identify rules that provide order, security, and safety in the home and school

With direct support can identify authority figures in the home, school, and community

With minimal support can identify authority figures in the home, school, and community

Student can Student can independently independently and and consistently identify consistently identify and authority figures in explain authority figures the home, school, and and their roles beyond the community community

With direct support can explain how authority figures make and enforce rules

With minimal support can explain how authority figures make and enforce rules

Student can independently and consistently explain how authority figures make and enforce rules

With direct support can identify purposes for having rules

DSISD Grading & Reporting Student Achievement Procedure

Student can independently and consistently analyze a situation and apply rules of safety and security in their surrounding environment

Student can independently and consistently justify the importance of authority figures and their roles.

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Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Understands Important Symbols, Customs, and Responsibilities that Represent American Beliefs and Principles and Contribute to Our National Identity

Social Studies: Citizenship Student can independently and consistently explain the importance and meaning of the US and TX flag

With direct support can identify the flags of the United States and Texas

With minimal support can identify the flags of the United States and Texas

Student can independently and consistently identify the flags of the United States and Texas

With direct support can recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag

With minimal support can recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag

Student can independently Student can and consistently recite the independently and Pledge of Allegiance to the consistently interpret and United States Flag and the explain the meaning of Pledge to the Texas Flag the US and TX pledge

With direct support can identify Constitution Day as a celebration of American freedom

With minimal support can identify Constitution Day as a celebration of American freedom

Student can independently and consistently identify Constitution Day as a celebration of American freedom

With direct support can use voting as a method for group decision making

With minimal support can use voting as a method for group decision making

Student independently Student can independently and consistently values and consistently use the opinions of others and voting as a method for uses voting in everyday group decision making situations

DSISD Grading & Reporting Student Achievement Procedure

Student can independently and consistently explain the meaning behind Constitution Day and its importance

Page 58 of 71

Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Understands the Importance of Family Customs and Traditions

Understands Similarities and Differences Among People

Social Studies: Culture With direct support can identify similarities and differences among people such as kinship, laws, and religion

With minimal support can identify similarities and differences among people such as kinship, laws, and religion

Student can independently and Student can independently consistently evaluate and consistently identify and compare similarities similarities and differences and differences such among people such as as kinship, laws and kinship, laws, and religion religion beyond classroom activities

With direct support can identify similarities and differences among people such as music, clothing, and food

With minimal support can identify similarities and differences among people such as music, clothing, and food

Student independently Student can independently and consistently evaluate and consistently identify and compare similarities similarities and differences and differences among among people such as people such as music, music, clothing, and food clothing, and food

With direct support can describe and explain the importance of family customs and traditions

With minimal support can describe and explain the importance of family customs and traditions

Student can independently Student independently and consistently and consistently evaluate describe and explain the and compare similarities importance of family and differences of family customs and traditions customs and traditions

With minimal support can compare family customs and traditions

Student independently Student can independently and consistently and consistently compare demonstrates customs family customs and and traditions current traditions and past of interest to the student

With direct support can compare family customs and traditions

DSISD Grading & Reporting Student Achievement Procedure

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Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

With minimal support starts and exits programs

Consistently and independently starts and exits programs

Independently applies knowledge and uses technology terminology appropriate to the task

With direct support creates and prints files

With minimal support creates and prints files

Consistently and independently creates and prints files

Independently applies knowledge and creates unique, student initiated products, publishes and shares

With direct support uses font, color, and graphics

With minimal support uses font, color, and graphics

Consistently and independently uses font, color, and graphics

Independently applies knowledge and uses font, color, and graphics for effective communication

With direct support creates and publishes products

With minimal support creates and publishes products

Independently creates and publishes products

With direct support applies language skills including capitalization, punctuation, spelling, and use of numbers as gradelevel appropriate

With minimal support applies language skills including capitalization, punctuation, spelling, and use of numbers as gradelevel appropriate

Consistently and independently applies language skills including capitalization, punctuation, spelling, and use of numbers as gradelevel appropriate

With direct support uses With minimal support uses a variety of input methods a variety of input methods

Consistently and independently uses a variety of input methods such as a mouse, keyboard, digital video, touch screen, etc.

Technology

Demonstrates Creativity And Innovation While Developing Digital Products

With direct support starts and exits programs

With direct support uses technology terminology appropriate to the task

With minimal support uses technology terminology appropriate to the task

Consistently and independently uses technology terminology appropriate to the task. (Start and exit programs and files, passwords).

DSISD Grading & Reporting Student Achievement Procedure

Independently applies knowledge to create and publish authentic work in area of interest to the student

Student shares new input methods with others

Incorporates technology terminology natually in everyday situations

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Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

Uses Tech Tools And Digital Citizenship To Solve Problems; Communicate; Collaborate; Acquire, Evaluate, And Share Information

Technology, continued With direct support uses communication tools to participate in group projects

With direct support creates appropriately formatted written products

With minimal support uses communication tools to participate in group projects

Consistently and independently uses communication tools to participate in group projects

Independently applies knowledge and uses communication and collaboration tools to participate in group projects

With minimal support creates appropriately formatted written products

Consistently and independently creates appropriately formatted written products

Independently applies knowledge and applies search strategies and uses research skills and electronic materials to share what is learned

With direct support uses search strategies

Consistently and With minimal support uses independently uses search search strategies strategies

With direct support understands and follows the DSISD Acceptable Use Policy

Understands and follows the DSISD Acceptable Use Policy

Consistently and independently understands and follows the DSISD Acceptable Use Policy

With direct support behaves safely and ethically online

With minimal support behaves safely and ethically online and understands the impact of negative online behavior

Consistently and independently behaves safely and ethically online and understands the impact of negative online behavior

Independently applies knowledge and evaluates acquired electronic information for usefulness and validity

I strive for I do the right quality work thing without and shows a being asked, positive attitude even when no toward learning one is looking

Student Responsibilities-Leader in Me Traits: Be Proactive With direct guidance student begins to recognize the difference between good choices and bad choices With direct guidance student shows a positive attitude toward learning

Student independently and consistently does the right thing without being asked, even when no one is looking

Not Applicable

Student independently With minimal guidance and consistently strives for student shows a positive quality work and shows a attitude toward learning positive attitude toward and strives for quality work learning

Not Applicable

With minimal guidance student generally makes good choices

DSISD Grading & Reporting Student Achievement Procedure

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Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

I plan ahead and set goals. I look for ways to be a good citizen

Student Responsibilities-Leader in Me Traits: Begin with the End in Mind With direct guidance begins to recognize ways to be a good citizen

With minimal guidance student recognizes ways to be a good citizen and sets personal goals

Student independently and consistently plans ahead and sets goals looking for ways to be a good citizen

Not Applicable

I spend my time on things that are most important. I set priorities

Student Responsibilities-Leader in Me Traits: Put First Things First With direct guidance student begins to stay focused on current activity

With minimal guidance student spends time on things that are most important

Student independently and consistently spends time on things that are most important

Not Applicable

I treat others with respect. When conflicts arise, I look for third alternatives

With direct guidance student is able to work well with others

With minimal guidance treats others with respect and works to resolve conflicts

Student independently and consistently treats others with respect and resolves conflicts

Not Applicable

I find meaningful ways to help others

Student Responsibilities-Leader in Me Traits: Think Win Win

With direct guidance becomes aware of ways to help others

With minimal guidance student learns to help others

Student independently and consistently looks for meaningful ways to help others

Not Applicable

I listen to others without interrupting. I am confident in voicing my ideas

Student Responsibilities-Leader in Me Traits: Seek First to Understand, Then to Be Understood With direct guidance student is able it listen to others and take turns speaking

With minimal guidance student is able to listen to others without interupting and share his/her own ideas

Student independently and consistently listens to others without interupting and student is confident voicing his/her own ideas

DSISD Grading & Reporting Student Achievement Procedure

Not Applicable

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Content and Development objectives for each component of the performance assessed

Kindergarten Performance Reporting Rubric Level 1 Beginning

Level 2 Developing

Level 3 Secure

Level 4 Extending

Exhibits skill/concept with direct support

Exhibits skill/concept with minimal support

Exhibits mastery of skill/ concept

Understandings go beyond grade level expectation

I get along well with others, even people who are different than me. I work well in groups

Student Responsibilities-Leader in Me Traits: Synergize

With direct guidance student can work with others in group situations

With minimal guidance student gets along well with others and works well in group situations

Student independently and consistently gets along well with others and works well in group situations

DSISD Grading & Reporting Student Achievement Procedure

Not Applicable

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GRADING PARAMETERS & ASSESSMENT GUIDELINES FOR GRADES 6-12

DSISD Grading & Reporting Student Achievement Procedure

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GRADING PARAMETERS & ASSESSMENT GUIDELINES FOR GRADES 6-12 A. The Purpose of Grading The primary purpose of grading is to communicate the academic achievement status of students to the students, their families, employers, and post-secondary institutions. Additional purposes for grading include: • Providing information that students can use for self-evaluation. • Providing information that teachers can use to model planning and instruction. • Evaluating the effectiveness of instructional programs. 1. Course grades will reflect the level of the student’s academic achievement. Teachers will assess student learning in a variety of ways within a grading period. 2. All grading and reporting should be based on the standards and be criterion-referenced—not using any type of curve. Students are not in competition with each other for the highest score. If the scores on assessments are generally low, a teacher should not simply add points onto the grade for all students. The practice of using the top student score as the maximum for points possible (i.e. 100 pt test and the top score is 88; therefore, the test is taken out of 88) is not an acceptable practice. 3. Course teams and departments will determine grading processes, including weights and proportions, and apply them consistently and with fidelity. Teachers of the same course will apply the grading parameters in the same manner. B. Grade Recording Student grades shall be recorded in the Skyward in a timely manner to ensure parents and students have access to accurate grade information. Course teams and departments will determine the timeline for recording grades with the approval of the campus Principal or designee. C. The Process of Grading The 6 week grades for a course shall be calculated based on a combination of summative and formative assessments with weight emphasis on summative assessment grades. The following are the best guide for determining if an assessment is Academic Practice (formative) or Academic Achievement (summative). 1. Formative Assessment- Assessment that is designed to provide direction for both students and teachers while a student is still learning the curriculum. For the students, this may mean reviewing, additional practice, or confirmation that they are ready to move forward. For the teachers, it may mean changing instructional strategies, providing additional practice, or being ready to move forward. (e.g. teacher observation, quizzes, homework, rough drafts, peer editing, or notebook checks.) 2. Summative Assessments-Assessments conducted when a student has had adequate instruction and practice to be responsible for the material. Summative assessments should be written or designed prior to the beginning of the instruction on the curriculum to be assessed, i.e. semester exams prior to the beginning of the semester, chapter tests prior to instruction on the chapter, etc. Summative assessments should be written or designed to ensure students have adequate time to complete the assessment during the assessment time allotted.

DSISD Grading & Reporting Student Achievement Procedure

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3. The combinations of the Summative (Academic Achievement) and Formative (Academic Practice) grades will be based on embedded standards, course rigor, and/or grade level. The weight percentage of each category will be determined by grade level, department, and/or courses shall be identical by course. The weight percentages shall consistent with the following calculation framework for grades 6-12: • Formative (Academic Practice) grades will count for a maximum of 30% of the 6 9 week grade. • Summative (Academic Achievement) grades will count for a minimum of 70% of the 6 9 week grade. 4. Assessments to be included in the Formative (Academic Practice) and Summative (Academic Achievement) categories shall be determined by each department by course. Each course shall implement identical grading process within each category. 5. Re-assessment and test corrections may be offered at the discretion of the teacher. If a reassessment is offered, the teacher may require the student to complete additional practices, attend tutoring sessions, or complete another activity. The grading of re-assessments and test corrections are to be consistent by department by course. D. Extra Credit The purpose of extra credit is to provide additional academic work in order to enhance the learning of course standards. A teacher is not required to offer extra credit in any given course. Teachers of the same course will agree to any offering of extra credit. 1. Extra credit, if used at all, should not exceed 5% of the Academic Practice grade for a 6 nine week grading period. Every student should have an equal opportunity to earn the credit. 2. No extra credit shall be provided for non-academic achievement or traits including, but not limited to, providing classroom supplies, activity or event attendance, participation in a fund raiser, classroom behavior, effort, attitude, or responsibility. 3. At a teacher’s discretion, bonus points may be included in a specific assessment grade (tests, quizzes, projects, etc.) and should be related to the academic content standards being evaluated in a given class. Bonus points shall not affect more than 5% of the grade on a given assessment. These rigorous questions shall be related to the standards of a course. E. Development of Summative Assessments Summative assessments should be developed prior to the beginning of the instruction on the curriculum units to be assessed, i.e. semester exams prior to the beginning of the semester, chapter assessments prior to instruction on the chapter, etc. Summative assessments should be written to insure students have adequate time to complete the assessment during the time allotted. F. Review of Formative Assessments Formative assessments should be reviewed by the teacher with the class as a whole or individually. Not all formative assessments will be graded. The teacher has the discretion to determine which formative assessments will be graded.

DSISD Grading & Reporting Student Achievement Procedure

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G. Due Dates, Deadlines, and Late Work As the purpose of grading is to reflect the students’ academic achievement, there needs to be a sufficient number of assessments to determine the level of achievement. To accomplish this, effort shall be made to hold students accountable for completing the work. Due to the dramatic impact of a zero on an overall grade, a zero will be used as the last resort if the student chooses to make no effort to complete an assessment. Teachers are expected to work with parents to hold students accountable for completing all assessments with a goal of eliminating zeros for a lack of effort to complete assessments or late work. Communication expectations include: • Frequent communication with students and parents using a variety of methods; • Clearly communicate expectations and deadlines well in advance; and • Follow-up communication with parents when students develop a pattern of missing due dates and/or deadlines. All formative and summative assessments other than tests, quizzes and other in-class assignments will be assigned a specific due date as determined by the teacher. The teacher may also establish a deadline for late work. All due dates and deadlines will be clearly communicated in advance. The due date is the date an assignment is due, will be accepted by the teacher, and is guaranteed to be graded for full credit. The deadline for late work is the final date an assignment will be accepted for a grade. Assignments turned in after the due date and by the deadline for late work may be subject to a grade penalty as determined by each department by course and implemented with fidelity by course. The grade penalty shall be limited to no more than 30%. In order to facilitate the learning process, account for the age or the students, and to prepare students for post-secondary success, the due date and deadline may be the same date as determined by each department by course. Assignments turned in after the deadline for late work will be accepted and graded by the teacher, however, a zero will be recorded as the assessment grade. Major summative assessments with a project rubric shall have a due date established at the time the assignment is announced. H. Make Up Work Students who are absent have a maximum time to complete make-up work and/or assessments equal to the number of consecutive days missed by the student. Previously announced projects must be turned in upon the student’s return to school. Additional days are at the discretion of the teacher. Every effort shall be taken to hold students accountable for completing the work. A zero will be used in the last resort if the student chooses to make no effort to complete an assessment. I. Make Up Work Due to an Extracurricular Absence Students who will be absent from school for school-sponsored extracurricular activities shall request assignments and assessment information from their teachers in advance of the absence. Assigned work and/or assessments missed due to a school-sponsored extracurricular absence shall be due upon the student’s return to class unless arrangements are made with the teacher in advance of the absence. Additional days are at the discretion of the teacher if arrangements are made in advance.

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J. Final Assessments All courses will have a final common semester assessment that represents the essential learnings of a course. The final assessment may include all essential learnings taught prior to assessment administration. The final assessment shall be recorded as a separate grade. K. Calculation of Term, Semester, and Final Grades Clear criteria will be used to calculate a semester and/or year long final course grade. It will be based on a combination of the 6 week period grades and final exam grades. The principal shall communicate the formula for calculating the semester and/or year long final course grade to parents and students in the student handbook distributed at the start of the year. In the event that a student’s performance changes significantly over a grading period or the semester of the course, and the teacher does not believe that the calculated grade fairly represents the student’s performance, a teacher may include additional summative assessments in order to have a more accurate description of student achievement and record the grade accordingly. Middle School Course Grade Calculations Credit in courses are earned by semester or year based on the type of course. Semester-Based Credit Grade Calculation Formula for Middle School Courses: 1st 6wks (26.67%), 2nd 6wks (26.67%), 3rd 6wks (26.67%), and final exam (19.99%)= 1st Semester grade 4th 6wks (26.67%), 5th 6wks (26.67%), 6th 6wks (26.67%), and final exam (19.99%)= 2nd Semester grade Year-Based Credit Grade Calculation Formula for Middle School Courses: 1st 6wks (13.33%), 2nd 6wks (13.33%), 3rd 6wks (13.33%), 1st semester final exam (10.01%), 4th 6wks (13.33%), 5th 6wks (13.33%), 6th 6wks (13.33%), and 2nd semester final exam (10.01%)= Final Year grade Semester-Based Credit Grade Calculation Formula for High School Courses Taken Prior to 9th Grade: 1st 6wks (26.67%), 2nd 6wks (26.67%), 3rd 6wks (26.67%), and final exam (19.99%)= 1st Semester grade 4th 6wks (26.67%), 5th 6wks (26.67%), 6th 6wks (26.67%), and final exam (19.99%)= 2nd Semester grade Averaging Semester-Based Grades for Credit for High School Courses Taken Prior to 9th Grade A student fails the 1st Semester of a two-semester (1 credit) course with a grade of 65 or higher shall earn the 1/2 credit for the first semester if the average of the 1st Semester grade and the 2nd Semester grade is 70 or above. 1st Semester grades below 65 shall not be averaged with 2nd Semester grades to earn credit for the first semester.

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High School Course Grade Calculations Semester-Based Credit Grade Calculation Formula: 1st 6wks (26.67%), 2nd 6wks (26.67%), 3rd 6wks (26.67%), and final exam (19.99%)= 1st Semester grade 4th 6wks (26.67%), 5th 6wks (26.67%), 6th 6wks (26.67%), and final exam (19.99%)= 2nd Semester grade Averaging Semester-Based Grades for Credit A student fails the 1st Semester of a two-semester (1 credit) course with a grade of 65 or higher shall earn the 1/2 credit for the first semester if the average of the 1st Semester grade and the 2nd Semester grade is 70 or above. 1st Semester grades below 65 shall not be averaged with 2nd Semester grades to earn credit for the first semester. L. Grading & Non-Academic Factors Non-academic factors may be highly valued and often contribute to the student’s academic achievement. These factors may be reported separately from an achievement grade through the use of comments. The following are examples of non-academic factors: 1. Behavior (i.e. attendance, attitude, punctuality, certain class participation, effort) 2. Homework based solely on completion (i.e. there must be some assessment of the work) 3. Other evidence of student characteristics or habits M. Academic Misconduct Academic misconduct includes academic dishonesty, cheating, and plagiarism. Academic misconduct is considered both an academic and a non-academic behavior issue. Grades on assignments that are plagiarized or that were earned through academic misconduct do not accurately reflect the level of the student’s academic achievement. The determination that a student has engaged in academic misconduct will be based on the judgment of the classroom teacher or other supervising professional employee, taking into consideration written materials, observation, or information from students. A grade of zero will be recorded for these assignments. The assignment of appropriate non-academic disciplinary consequences shall be in accordance with the DSISD Student Code of Conduct. Guidelines regarding possible alternative assessments will be determined by grade level or course level as established in the course syllabus. Academic dishonesty includes, but is not limited to, the following examples: • Knowingly working with other students to commit academic dishonesty. • Falsification of results from laboratory experiments or research. • Presentation of results, orally or in writing, from research which was never performed. • Giving answers to another student for an assignment or exam. • Allowing another to take and/or use an assignment to submit as his/her own. • Discussing or revealing the contents of a test or quiz with students who have not completed the assessment. Cheating includes, but is not limited to, the following examples: • Looking at another’s test or essay with or without his consent for the purpose of duplicating that work and submitting it as one’s own. • Representing as one’s own the work or words of a parent, sibling, friend, or anyone else. • Unauthorized use of teacher test materials, answer sheets, computer files, or grading programs. • Using any type of “crib/cliff notes” on your person, an object, or programmed within graphing calculators, iPods, cell phones, or other electronic devices without teacher permission. DSISD Grading & Reporting Student Achievement Procedure

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• Receiving answers for assignments or exams from any unauthorized source. • Working on assignments with others when not authorized by the instructor. • Copying from other students during an exam. Plagiarism is a form of academic misconduct in which one uses other people’s words or ideas (pictures, art, charts, graphs, computations, scientific data, music, etc.) as his own but fails to credit the others at all or improperly credit them. If one uses someone else’s exact words, he must put quotation marks around them and give the person credit by revealing the source in a citation. Even if the words or ideas of others are revised, rearranged, or paraphrased, one must cite sources(s) instead of implying the words or ideas belong to the writer. Teachers will instruct students on how to properly credit their sources. While some plagiarism is obviously intentional and some might be considered unintentional (missing or improper citation due to carelessness, often because of hurrying to do an assignment at the last minute), both types are still subject to academic penalties and can be subject to disciplinary penalties as well. Plagiarism includes, but is not limited to the following examples: • Copying an article from the web or an online or electronic database • Quoting less than all the words that were actually copied • Copying material and supplying proper documentation, BUT leaving out quotation marks • Falsification of a citation • Directly quoting or paraphrasing all or part of another’s written or spoken words without notes or documentation within the body of a work. • Passing off borrowed passages or ideas as your own • Cutting and pasting from one or more sources to create a paper • Taking, stealing, and/or using an assignment from someone else and submitting it as one’s own. • Presenting an idea, theory, or formula originated by another person as the original work of the person submitting that work. • Purchasing or receiving in any other manner a term paper or other assignment that is the work of another person and submitting that assignment as the student’s own work • Repeating information, such as statistics or demographics, which is not common knowledge and which was originally compiled by another person. N. Reporting Modifications If modifications to rigor and/or standards cause course work to be altered, the assessment and reporting system shall reflect modifications. O. Course Auditing In High School The audit option is for unusual personal circumstances and requires building principal approval. Students are permitted to audit courses in special circumstances under the following conditions: 1. Audits are limited to courses for which a student has previously earned credit; 2. Course audits must be approved by the student’s counselor, the classroom teacher, and the principal on a space available basis; 3. Auditing a course is a special privilege that may be revoked by an administrator or the teacher at any point; 4. Students who are granted permission to audit a course are responsible for conscientious attendance; DSISD Grading & Reporting Student Achievement Procedure

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5. Students must complete all work and assignments in an audited class; 6. No credit may be granted for an audited course and these courses are not calculated toward class rank and no grade will be reported on a grade report or on the student’s transcript; 7. Audited courses will be treated as pass/fail courses for UIL No Pass-No Play purposes; 8. No student may request to audit more than one course per year (including semester courses); and 9. A course audit must be requested prior to the end of the first 9 week grading period of a course. No audits will be allowed after the first 9 week grade is recorded for the student.

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