Attendance Regular attendance and punctuality have been found to lead to higher academic achievement. This section details the number of days that your child was present, absent, late, and had unexcused absences. Your child's teacher can explain how each absence is coded.

SCHOOL REFORM COMMISSION Sandra Dungee Glenn, Chair Denise McGregor Armbrister James P. Gallagher, Ph.D. Martin G. Bednarek INTERIM CHIEF EXECUTIVE OFFICER Thomas M. Brady

Interim Chief Academic Officer Cassandra W. Jones, Ed. D

Associate Superintendent Cecilia P. Cannon

Please keep this booklet in a convenient spot so that you can use it as a helpful guide to better understand your child's actual report card. In addition, remember that a report card is just one tool that helps you stay informed about your child's progress in school. We encourage you to stay in touch with your child's teachers by phone, in writing, or through scheduled school visits. If your child's report card indicates areas of need, we recommend that you maintain more frequent communication with your child's teacher and other school support staff to ensure that your child is improving.

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School District of Philadelphia

ESOL

Dear Parents and Guardians: The Core Curriculum, introduced in September 2003, is designed to help your child be successful in school. Across the District, children in the same grade will be gaining the same knowledge and skills and held to the same standards. We are focusing on Reading, Writing and Mathematics to make sure your child has a firm foundation in these important subjects. Your child’s progress is reported to you on the Grades K-3 Report Card, which is explained in this brochure. Although it will be a helpful guide, the brochure does not replace the parent/teacher conference. It is vital that we work together. Families and schools must be partners in teaching children to become educated, informed, and productive members of society. We need you to be involved in your child’s education. You can help ensure your child’s academic success by: • Reading to your child or making sure your child reads every day • Having your child practice mathematics every day • Being an informed parent If you have questions about your child’s education, contact his/her teacher(s). We look forward to seeing you in your child’s school many times this year. Sincerely,

Thomas M. Brady

Students who are English Language Learners (ELLs) may be instructed in a bilingual or ESOL program. Students are assessed with the Stanford English Language Proficiency Test (SELP) and classified as Pre-Emergent, Emergent, Basic or Proficient. English Language Learners receive ESOL instruction until they meet exit criteria. The student’s English language proficiency determines the amount of ESOL instruction that he/she receives. Students in bilingual programs develop literacy in their first language and English language proficiency in listening, speaking, reading and writing. Students in bilingual programs receive intense ESOL instruction. Students in the bilingual programs receive a mark in Spanish reading and Spanish writing. These marks may be given in addition to English language arts grades. The ESOL teacher and the classroom teacher collaboratively determine grades for ESOL students. English Language Learners in bilingual programs who are instructed in their native language are given grades in accordance with the marking guidelines established for regular education content areas. ESOL instruction is graded following ESOL marking guidelines.

Students With Disabilities Students with Disabilities The Grades K to 3 Report Card reflects what your child knows and is able to do to meet the state and local education standards. Students with disabilities should receive grades that reflect the level of work on the IEP (Individualized Educational Plan) they are capable of completing, consistent with curriculum adaptations, accommodations and/or modifications. The student’s achievement is defined by measurable progress in his/her Individualized Education Program (IEP) goals. In accordance with current federal and state regulations, your child's IEP will be reviewed each marking period. The IEP team should meet no fewer than three times per year at report card time to review progress on the IEP goals. If progress is deemed insufficient by the IEP team, the IEP should be modified to improve achievement. This IEP review indicates your child’s progress toward the achievement of IEP benchmarks/goals. Please note that those students who do not receive specially designed instruction in a content area will be graded on the same standards as their non-disabled peers.

Interim Chief Executive Officer

Teacher Comments In this section, the teacher will select comments that will tell about your child's academic and social strengths and needs. Additional information will be provided during the conference. Page 2

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Skills and Behaviors that Promote Learning Your child is expected to show progress in skills and behaviors that promote learning in order to gain the greatest benefit from the total school program. Your child can receive an “S”= Satisfactory or an “N” = Needs Improvement in these areas. • Accepts responsibility for choices and actions • Works independently • Completes work on time • Demonstrates consistent effort • Follows school and classroom rules • Handles conflict appropriately • Listens and follows directions • Makes appropriate transition between activities • Organizes self, materials and belongings • Participates in group activities • Respects rights, diversity, feelings and property of others • Respects school environment and materials • Shows positive attitudes toward learning • Strives for quality work • Works and plays cooperatively with others

Home Support Checklist As the School District of Philadelphia partners with parents in educating their children, this checklist is intended as a reminder of ways parents can provide support. • Child brings home and returns textbooks • Child’s homework assignments are complete • Child’s medical needs receive appropriate attention (vision, hearing and prescribed medications) • Child has necessary supplies (pencils, notebooks) • Parent/guardian responds to notes, phone calls, and requests for conferences • Child wears school uniform

Table of Contents About the Report Card ...................................................4 About Reading and Writing ............................................5 Kindergarten – Pre-Reading Skills .................................5 Pre-Reading Skills Checklist ..........................................6 Stages of Reading..........................................................7 Reading Behaviors Descriptions ....................................7 Grade K-1 Stages of Writing ..........................................11 Writing Characteristics ...................................................13 Marking System..............................................................13 Mathematics ...................................................................14 Science...........................................................................16 Social Studies.................................................................17 Other Curricula Areas ....................................................17 Variable Courses............................................................17 Skills and Behaviors That Promote Learning.................18 Home Support Checklist ................................................18 Interventions...................................................................18 ESOL..............................................................................19 Students With Disabilities...............................................19 Teacher Comments........................................................19 Attendance .....................................................................20

Interventions As part of daily instruction, your child receives support in learning. This section lets you know which supports have been provided for your child. Some of these supports include Earobics, FastForward and Accelerated Reader. These are computer programs that provide extra practice on particular skills.

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The Grade K to 3 Report Card The School District of Philadelphia uses a standard-based curriculum. This report card is intended to provide a complete look at your child’s growth and development in this K-3 curriculum. The behaviors, skills and strategies listed on this report card are specific to your child’s individual progress towards mastery of the PA State Academic Standards and Performance Indicators.

Promotion Guidelines In order to be promoted: Grade 1 students must have a Reading level of G or above, and a Math level of Basic, Proficient or Advanced (2, 3, or 4). Grade 2 students must have a Reading level of L or above, a Math level of Basic, Proficient or Advanced (2, 3, or 4), and a Science level of Basic, Proficient or Advanced (2, 3, or 4). Grade 3 students must have a Reading level of N or above, a Math level of Basic, Proficient or Advanced (2, 3, or 4), and a Science level of Basic, Proficient, or Advanced (2, 3, or 4), AND participate successfully in a group Multidisciplinary or Service Learning Project.

Our report card and content standards ask much of our children and, therefore, of their teachers and parents. We know that our children can learn at the proficient levels called for by the standards. The standards set out realistic expectations for children who are taught well. They are demanding because nothing less will prepare our children for their future.

Social Studies The social studies program is based on the K-8 Social Studies Core Curriculum developed around the Pennsylvania State Social Studies Standards and themes. The concepts, skills and strategies are presented in a developmentally appropriate sequence from kindergarten to grade 3. There are no district-wide assessments for social studies. Grades are determined by a variety of assessments developed by the classroom teacher. The Social Studies program includes the following: • Civics and Government • Economics • Geography • History

Other Curricula Areas All of the curricula (plural of curriculum) content in this category are required to be taught to all students at some point each year. Based on when, during the year, this content is covered; your child may not receive a grade until the second or final report period. Teachers use the district's Scope and Sequence documents to develop the course of study. Because there are no district wide assessments at this time, school-based or teacher created assessments are used to mark student progress. These areas are: • Art, Visual/Performing Arts • Music/Performing Arts • Health/Physical Education

Variable Courses Each school can choose to offer special courses to students based on the needs and interests of the school community. School-based or teacher created assessments are used to mark student progress in each course.

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Science The elementary science education program consists of five learning strands that meet the state standards. These strands are Inquiry and Design, Biological Science, Physical Science, Earth Science, and Environment and Ecology. Unlike the study of mathematics that uses only one textbook, science uses a variety of materials and resources to help students understand key concepts. Your child’s teacher will be using a Science Checklist that will be shared with you when you meet in order to explain your child’s level of understanding of science, and related progress with the program.

Explanation of Skills Assessed in Science

Reading and Writing Learning to read and write is a developmental process with many stages. Teachers monitor your child’s progress as they move through these stages. At each stage, your child is learning reading and writing skills, strategies and habits. Your child’s progress will be represented on a developmental scale. This will let you know what your child has learned and is able to do and what will be learned next. This section of the report card explains your child's progress in reading and writing. Both the reading and writing continuum include the goal level for each grade.

INQUIRY AND DESIGN • •

• •

Develops problem solving skills using the elements of scientific inquiry Communicates observations, ideas and questions through discussion, drawings, graphs and writing Develops prediction skills using planned investigations Uses standard and nonstandard units of measurement

BIOLOGICAL SCIENCE •

• •

Identifies physical characteristics that differ between groups of animals and/or plants. Develops an understanding for the structure and functions of living things. Develops a knowledge of the needs and life cycles of plants and animals

Kindergarten Report Card-Pre-Reading Skills In Kindergarten, teachers will report you child’s progress based on observations within the classroom on the Pre-Reading Skills Checklist. This will be used in addition to the Stages of Reading chart where appropriate.

PHYSICAL SCIENCE • • • •

Describes similarities and differences among materials and understands that they can be compared and measured Develops an understanding of solids, liquids, and gases Describes changes that result from mixing substances Develops an understanding for the interaction of water and soil in real situations and in experiments

EARTH SCIENCE • • •

Develops an understanding of the characteristics of weather Organizes weather information on charts, estimates wind speed, measures temperature and rainfall with simple tools Observes and classifies rocks and minerals, and records results describing similarities and differences

ENVIRONMENT AND ECOLOGY • • •

Describes similarities and differences among a variety of plants and animals Develops a sense of understanding that living things change over time Develops an understanding of natural and man-made products Page 16

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Kindergarten Report Card

DATA, STATISTICS AND PROBABILITY •

PRE-READING SKILLS These skills are observed/assessed during all classroom activities. Listening Behaviors S= Satisfactory N=Needs Improvement Listens for meaning in stories, discussions, and conversations Exhibits appropriate listening behaviors for conversations and group settings Speaking Behaviors S= Satisfactory N=Needs Improvement Conveys ideas in discussions clearly and accurately Speaks in complete sentences Uses language for a variety of purposes such as describing, story retelling, explaining, and conversing Concepts of Print S= Satisfactory N=Needs Improvement Identifies upper case letters Identifies lower case letters Identifies rhyming words Identifies parts of a book Sequences pictures, events, and ideas Participates in stories, rhymes, and songs Discriminates between a letter and a word Matches sounds to letters Distinguishes between fact and fantasy Knows where to begin reading a text Participates in shared reading Uses drawings to tell stories Uses letters to tell stories Knows print contains a message Dictates stories Copies print from environment Demonstrates comprehension of read aloud stories

I

II

III

• • • •

Asks questions and gathers information (data) to answer questions about themselves and their surroundings Learns when and how to make decisions based on data gathered Develops an understanding that data shown in charts, graphs, and other representations give information, and uses correct methods to analyze information that is displayed Develops ability to make predictions based on data Develops an understanding about the basic concept of probability, (is able to discuss events as “likely to happen” or “unlikely to happen”)

ALGEBRA AND FUNCTIONS I

II

III

• • •

I

II

III

•

Can sort, classify and order object by their size, number or other properties Develops an understanding of number sequences and number patterns and how these sequences and patterns can be described, extended and replicated Develops an understanding of number sentences, first using concrete objects, then using symbols (+, -, =) Uses objects, pictures and symbols to demonstrate and understand number relationships, such as addition and subtraction

GEOMETRY • • • • •

Recognizes, names, builds, draws, compares, and sorts two and three dimensional shapes Understands spatial relationships of direction, distance, and location Develops an understanding of symmetry in nature, ultimately creating shapes that have symmetry Recognizes and creates shapes from different perspectives Predicts how shapes can be changed by combining or dividing them

Your child will be given an instructional reading level (this is the level at which your child is receiving support from the teacher) on the Stages of Reading chart. This level is determined through the use of the Developmental Reading Assessment (DRA). The teacher conducts this assessment during a one-on-one reading conference with your child. The Stages of Reading chart is presented on the next page.

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Mathematics Your child is using the Everyday Mathematics Program. This is a developmental program that introduces concepts across six mathematical areas to meet the state standards. These areas include Numbers and Number Systems, Computation, Measurement, Data, Statistics and Probability, Algebra and Functions, and Geometry. Unlike the way in which we were taught mathematics, this program uses a spiral model of instruction. This means that rather than spending a month on just one concept, several key concepts are introduced and revisited throughout the year. Students retain more of the skills because the content is constantly reinforced. In addition, students learn many strategies to solve problems, which allow all children to learn, retain, and use information in a way that is comfortable for them. The program is designed to show how a child makes transitions in their learning. Your child’s teacher will be using an Individual Profile of Progress that will be shared with you when you meet in order to explain your child’s level of understanding of mathematics, and related progress with the program.

Explanation of Skills Assessed in Mathematics

•

S T A G E S O F J K L M N Goal Goal End/1 End/2

I

• •

Understands numbers and ways of representing numbers Understands relationships among numbers and number systems Understands the meaning of operations such as addition and subtraction and how operations relate to one another Computes efficiently and accurately, using a variety of methods beginning with counting objects and advancing to mental computation, or with paper and pencil to record thinking Solves addition and subtraction problems in everyday life, first using concrete objects and then using one and two digit numbers Understands the concepts of addition and subtraction Understands how to make an estimate of an answer and recognizes if the estimate is or is not a reasonable answer

MEASUREMENT • • •

R E A D I N G D E F Goal End/K R E A D I N G O P Q Goal End/3

G

R

Understands the measurable qualities of objects, such as length, volume, weight and can compare objects based on these qualities Develops an understanding of how to measure using nonstandard measurement tools such as the length of their own foot, or connecting cubes, and later using standard measurement tools, such as a rulers Uses the proper techniques, tools and formulas to determine measurement Page 14

H

S

During the conference, the teacher notes your child’s use of strategies and reading behaviors as she/he reads aloud. Your child is also asked to retell the important points in the selection that was read. There are reading behaviors for each level, which are described below the level. The teacher should share the results of this assessment with you at the parent-teacher conference.

Reading Behaviors Developing At Each Level Of Reading Emergent (Pre-Reading) • • • • • • • • • • • •

COMPUTATION •

O F C

Recognizes names, labels and signs Begins to figure out what will happen next in stories Tells a story from pictures Pretends to read Shows interest and recognizes some letters Recites familiar rhymes and poems

LEVEL A

NUMBER SYSTEMS • • •

S T A G E S EMERGENT A B

Controls left to right movement Notices detail in pictures Uses spoken language in relation to the text Matches voice with words on a page Locates familiar words Self-monitors – checks reading by using word-by-word matching, noticing known words in text, or noticing mismatches in meaning or language

LEVEL B • • • • • • • •

Controls left to right movement and returns to the next line of print Notices detail in pictures; predicts what makes sense Uses spoken language in relation to the text Matches voice with words on a page Pays close attention to print, noticing some features of letters/words Locates familiar and new words; remembers and uses language patterns Uses knowledge of language rules (grammar) as a source of information Self-monitors – checks reading by using word-by-word matching, noticing known words in text, or noticing mismatches in meaning or language Page 7

LEVEL C • • • • •

LEVEL D • • • • • •

Writing Characteristics

Uses visual information to help predict, check and confirm what makes sense Uses one-to-one match of words to print Checks illustrations with print Solves some unfamiliar words using letters matched to sounds, context clues and pictures Builds a reading vocabulary of frequently used words (i.e. the, on, and)

Goal – End of Kindergarten

Tracks words with eyes and not fingers Uses pattern and language rules (grammar) to read with phrasing Solves unfamiliar words using letters matched to sounds, words and parts of words Rereads to confirm reading or to problem solve Checks one source of information against another to confirm, make another attempt or self-correct Actively reads for meaning

LEVEL E • • • • • • •

Tracks print with eyes Uses knowledge of language rules (grammar) and meaning to read Rereads to check, confirm and search to make sure words make sense and to check understanding Cross-checks one source of information with another Self-corrects using multiple sources of information Figures out what will happen next and reads to confirm Relates one text to another

LEVEL F • •

Notices punctuation and uses it for phrasing and meaning Decodes new words and self-corrects by: thinking about what makes sense asking if it sounds right searching visual information using rules (grammar) of written language using known words and parts of words using letter-sound relationships cross-checking all information

LEVEL G • • • • • •

Figures out new words then checks the words against meaning Self-corrects close to the point of error Rereads to check and search to make sure words make sense Discusses ideas from the story to show level of understanding Connects text to other texts Reads both stories and informational texts with understanding Page 8

In addition, starting in grade one, students are instructed and assessed in five writing traits: FOCUS, CONTENT, ORGANIZATION, STYLE and CONVENTIONS. FOCUS is demonstrated when a student stays on one topic throughout the entire section of writing. CONTENT is demonstrated when a student supports his/her topic with clear and interesting details. ORGANIZATION is demonstrated with a piece that is written smoothly and with ideas in sensible order. STYLE is shown when a piece uses a variety of words and sentences to explain the topic. CONVENTIONS is demonstrated when a student uses correct spelling, grammar, punctuation, and capitalization in a final piece of writing. Your child’s writings are scored using (4, 3, 2, 1) for each trait. An overall score for writing is also calculated and reported using the following system: 20 19 = Advanced 18 15 = Proficient 14 10 = Basic 9 0 = Below Basic

Marking System Progress is not reported using letter grades (A, B, C, etc.). Over the years we have learned that receiving a “B” doesn’t really tell anything about what our children have learned and need to know next. The marking system reflects the progress a student is making toward learning. The system is: 4 = Advanced – Goes beyond standard grade level expectation 3 = Proficient – Grade-level expectation 2 = Basic – Some progress toward grade level expectation 1 = Below Basic – Little or no progress toward grade level expectation In mathematics, science and social studies, grading for each report card period shows the student’s progress to date. By the third report period, all areas should be marked. In these subjects and other curricula areas, your child will be graded using the marking system. Page 13

Stage 3 • • •

•

Draws a picture and is able to tell an adult a complete sentence or a story that relates to the picture Begins to make the connection that written symbols convey a message May use strings of numbers and letters, may use names or parts of names, may copy words from the environment, may spell some frequently used and/or familiar words correctly, may demonstrate limited knowledge of letter-sounds and is able to tell what the letters say Knows the direction of print

Stage 4 Goals – End of Kindergarten • • • • • • •

Draws a picture and labels it Connects letters and sounds, usually beginning and ending and some vowels, uses phonetic spelling Spells some frequently used words correctly Knows the direction of print Demonstrates spacing between words Text may contain incomplete thoughts and/or simple sentences Parts of text may not be understandable unless told to an adult

Stage 5 • • • • • •

Writes complete thoughts in sentence form (capitalization and punctuation may be absent or incorrect) Writes sentences that make sense (sentences may or may not be related but text has no sense of story) Writes sentences that may be short, simple and uses them more than once Represents most letter and sounds in words (phonetic spelling is evident) Spells many frequently used words correctly; may spell other familiar words correctly Text is readable without telling it to an adult

Stage 6 Goals – End of Grade 1 • • • • • • • • • • •

Begins to develop a sense of story (may have appropriate beginning, ending and/or logical connection of events) Writes sentences that focus on a topic much of the time Composes text that contains basic ideas with some details Begins to vary sentence lengths and patterns Spells most frequently used words correctly Represents most sounds in words; spells some words correctly Begins to use some correct capitalization and punctuation May attempt to use talk in writing Begins to include colorful words to describe objects, people and events Begins to choose words and phrases that show evidence of literary language (writes the way authors do) Begins to express ideas in a creative way or writing may contain original ideas Page 12

LEVEL H • • • • • • •

Figures out new words then checks the words against meaning Self-corrects close to the point of error Rereads to check and search to make sure words make sense and to check understanding Discusses ideas from the story to show level of understanding Connects text to other texts Reads both stories and informational texts with understanding Reads more difficult vocabulary and language

LEVEL I • • • • • •

Reads easily without stumbling on unfamiliar words Problem solves new words on first reading; self-corrects at the point of error Uses all information sources (meaning, language rules (grammar), and visual information) while focusing on meaning; copes with unfamiliar concepts Makes connections between texts Demonstrates an understanding of and relates to characters through discussion or writing Reads easily because knowledge is being built about how text works and what it is likely to say

LEVEL J • • • • • • • • •

Goal – End of Grade 1

Uses skills and strategies effectively on a variety of texts Reads easily and with interest through a longer text Easily comes back to a text if it requires more than one sitting Efficiently solves unfamiliar words or concepts without taking away from meaning Self-corrects when necessary to support meaning Reads silently much of the time Uses ideas from reading in writing Effectively reads stories and informational texts Understands, summarizes and relates text to other experiences

LEVEL K • • • • • •

Uses all sources of information to figure out words and to check understanding Reads silently much of the time Correctly and easily figures out longer words Uses a variety of strategies to figure out new words without losing meaning or ability to read easily Uses information about how text is written, stories and informational, to figure out the order of events, to review and form opinions about a text Demonstrates understanding through writing, discussion or other media and interprets stories from different points of view

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•

LEVEL L • • • • • • •

Uses all sources of information to figure out words and to check understanding Reads silently much of the time Correctly and easily figures out longer words, difficult vocabulary, ideas and language rules Uses a variety of strategies to figure out new words without losing meaning or ability to read easily Uses information about how text is written, stories and informational, to figure out the order of events, to review and form opinions about a text Demonstrates understanding through writing, discussion or other media and interprets stories from different points of view Reads a greater variety of text about more difficult ideas and topics

LEVEL M • • • • • • •

• • • • • •

Uses a variety of strategies to figure out new words, difficult vocabulary, ideas, and language rules correctly and easily, and to check understanding Reads silently much of the time; questions what is read for truth and accuracy Uses information about how text is written, stories and informational, to figure out the order of events, to review and form opinions about a text Demonstrates understanding through writing, discussion or other media and interprets stories from different points of view Reads a greater variety of text about more difficult ideas and topics Uses text as references; searches for and finds information in texts Understands turn of events in stories and humor

Goal – End of Grade 3

Uses a variety of strategies to figure out new words, difficult vocabulary, ideas, and language rules correctly and easily, and to check understanding Reads silently much of the time; questions what is read for truth and accuracy Uses information about how text is written, stories and informational, to figure out the order of events, to review and form opinions about a text Demonstrates understanding through writing, discussion or other media and interprets stories from different points of view Reads a greater variety of text about more difficult ideas and topics Uses text as references; searches for and finds information in texts Understands turn of events in stories and humor

Readers show all of the behaviors stated above as they read difficult texts of all types.

• • •

Readers show all of the behaviors stated above as they read difficult texts of all types.

K-1 Stages of Writing The second component of this section explains your child's writing development. In grades K and 1, students’ writing development is reported through the Stages of Writing. An explanation of the stages of writing, including the end of year goal for each grade is included. 1

Uses a variety of strategies to figure out new words, difficult vocabulary, ideas, and language rules correctly and easily, and to check understanding Page 10

S T A G E S 2

O F 3

W R I T I N G 5 4 6 Goal Goal End of K End of 1

The writing continuum measures your child’s development and growth over time by looking at a collection of his or her work. The teacher looks for patterns that closely match your child’s writing to determine a writing stage. Samples of your child's writings and reading text will be available at the parent-teacher conference. Stage 1 • • • • •

Draws a picture only Tells about drawing Uses scribbling and letter-like symbols Draws a picture and uses scribbling Imitates writing

Stage 2 • • •

LEVELS Q, R and S •

•

Goal – End of Grade 2

LEVELS N, O, P •

•

Reads silently much of the time; questions what is read for truth and accuracy Uses information about how text is written, stories and informational, to figure out the order of events, to review and form opinions about a text Demonstrates understanding through writing, discussion or other media and interprets stories from different points of view Reads a greater variety of text about more difficult ideas and topics Uses text as references; searches for and finds information in texts Understands turn of events in stories and humor

• •

Draws a recognizable picture Uses own drawing to tell a story and is able to tell an adult a word, label, thought, or a complete sentence about the drawing Attempts written symbols (circles, shapes, squiggles, or more controlled lines) and may say a story Attempts to read message Writes own name Page 11