Distribution: White: Student Cumulative FolderParent Copies: Gold: 1st Trimester Pink: 2nd Trimester Yellow: 3rd Trimester

Student:

Teacher:Principal:

School:

ID # 1st 2nd 3rdAttendance

Days Absent

Days Late

Days of Early Exit

A

© APS Elementary SBPR 2012-13 - D1E

1st 2nd 3rdListens and follows directions

Fulfills classwork responsibilities

Fulfills homework responsibilties

Organizes self and materials

Works independently

Works with care

STUDENT RESPONSIBILITIES

Takes responsibility for actions

Accepts guidance

Treats others with respect

Works cooperatively with others

Chooses appropriate strategiesto resolve conflict

Effort marks applied here

FINE ARTS*

Demonstrates an understanding of art concepts & related vocabulary

Effort

Uses tools/materials to create avariety of art for self expressionSings and performs alone/withothers

PHYSICAL ED.

Demonstrates motor skillsDemonstrates an understanding of movement concepts&principlesParticipates in/understands ahealthy level of physical fitness

1st 2nd 3rd Mastery

1st 2nd 3rd Mastery

Reads, listens to, analyzesand describes music

Demonstrates responsible personal & social behavior

* Marked by the Fine Arts specialist teacher

Effort

Superintendent: Winston C. Brooks

Determine and clarify word meanings andrelationships

Retells and describes key ideas &details in : Literature

ACCESS Category:

learning for:

ADDITIONAL ACADEMIC SUPPORT *

Sp LAS Category:

ReadingWriting

Mathematics

Behavior* As necessary for any student

ALTERNATIVE LANGUAGE SERVICES

ENGLISH LANGUAGE ARTSReading

Foundational Reading Skills Applies skills & strategies to:

Read accurately and fluentlyDecode words, syllables, and sounds

Literature & Informational Text

Informational TextCompares & describes the craft andstructure of: Literature

Informational TextIntegrates knowledge and ideas to

LiteratureInformational Text

understand:

of standardUses grade-level conventionsEnglish

purposeswith and without technologyUses technology and a variety of resourcesto research, build and present knowledge

Collaborates to comprehend and buildupon ideas & information Acquires and shares knowledge in a variety of settings with or without technology

District

Number Sense

Applies place value understanding and properties of operations to add and subtract

Represents and solves word problems for

Adds and subtracts fluently within 10

Measurement and Data

Applies the properties of addition and subtraction to understand their relationship

Tells and writes time

GeometryExamines and describes shapes and their qualities

Measures and compares lengths of objects

Read, write, and count numbers to 120

Foundations for Algebra

District

Demonstrates an understanding of placeplace value within 100

addition within 20

* Optional during Parent Conferences

First Grade Standards-Based Progress Report

Represents and solves word problems forsubtraction within 20

Organizes, represents, and interprets data

Intervention:

at a �rst-grade, �rst-semester level. 12

means the student is reading at a �rst- grade, second-semester level. 1 means that2 +

the student is reading more than one grade level above �rst grade.)

I = Improvement Needed

M = MasteryThe student’s work consistentlydemonstrates that s/he understands

and applies the 1st grade content

standards can be achieved at any point of the year. The following key indicates

when mastery has occurred:

KEY

Students are assessed to 1st grade content standards.

Student is experiencing difficultyunderstanding the standards

covered in this reporting period(Area of Need).

Student is near the expectationsfor the standards covered

in this reporting period.

Student meets expectationsfor the standards covered

in this reporting period.

4Student exceeds expectations

for the standards coveredin this reporting period.

/ = Not AssessedThe concept was not assessed

in this reporting period.

1

2

M 1 = First Reporting PeriodM 2 = Second Reporting PeriodM 3 = Third Reporting Period

N = No Effort Made

S = Satisfactory

The student is actively andcontinuously working to the best ofhis/her ability and demonstratesa positive attitude, as measuredby participation, engagement,and completion of assignments.

E = Excellent

3

standards. Mastery of content

FOUR-POINT PERFORMANCE LEVELS*The student exceeds expectations toward the grade-level

standards covered in this reporting period. The student’s work indicates an in-depth understanding and an exemplary display of the skills included in the NM State Content and Performance Standards.The student:

• Demonstrates broad in-depth understanding of complex concepts & skills• Makes abstract, insightful, complex connections among ideas beyond the

obvious• Provides extensive evidence for inferences and justifications of solutions• Demonstrates the ability to apply knowledge and skills effectively and

independently by applying efficient, sophisticated strategies to solve complex problems

• Communicates effectively and thoroughly, with sophistication

The student meets expectations toward the grade-level standards covered in this reporting period. The student’s work indicates a solid understanding and display of skills included in the NM State Content and Performance Standards. The student is achieving at the accepted grade level performance.

The student:• Can extend their understanding by making multiple, meaningful

connections among important ideas or concepts and provide supporting evidence for inferences and justifications of solutions

• Applies concepts and skills to solve problems using appropriate strategies• Communicates effectively

The student is nearing the expectations toward the grade-level standards in this reporting period. The student’s work indicates a partial understanding and display of skills included in the NM State Content and Performance Standards. The student is approaching acceptable performance, but has not achieved it.

The student:• Demonstrates partial understanding of basic concepts and skills• Makes simple or basic connections among ideas, providing limited

supporting evidence for inferences and solutions• Applies concepts and skills to routine problem-solving situations

• Communicates in a limited fashion

The student is experiencing difficulty understanding the grade- level standards in this reporting period. The student’s work indicates a need for additional instructional opportunities to achieve even a basic understanding and display of the skills included in the NMState Content and Performance Standards.

The student:• Demonstrates minimal understanding of rudimentary concepts & skills• Occasionally makes obvious connections among ideas, providing minimal

evidence or support for inferences and solutions• Has difficulty applying basic knowledge and skills

• Communicates in an ineffective manner

*Source: Revised from the Pennsylvania Performance Standards

4

3

2

1

The student exceeds expectations toward the grade-level standards covered in this reporting period. The student’s work indicates an in-depth understanding and an exemplary display of the skills included in the NM State Content and Performance Standards.The student:

• Demonstrates broad in-depth understanding of complex concepts & skills• Makes abstract, insightful, complex connections among ideas beyond the

obvious• Provides extensive evidence for inferences and justifications of solutions• Demonstrates the ability to apply knowledge and skills effectively and

independently by applying efficient, sophisticated strategies to solve complex problems

• Communicates effectively and thoroughly, with sophistication

The student meets expectations toward the grade-level standards covered in this reporting period. The student’s work indicates a solid understanding and display of skills included in the NM State Content and Performance Standards. The student is achieving at the accepted grade level performance.

The student:• Can extend their understanding by making multiple, meaningful

connections among important ideas or concepts and provide supporting evidence for inferences and justifications of solutions

• Applies concepts and skills to solve problems using appropriate strategies• Communicates effectively

The student is nearing the expectations toward the grade-level standards in this reporting period. The student’s work indicates a partial understanding and display of skills included in the NM State Content and Performance Standards. The student is approaching acceptable performance, but has not achieved it.

The student:• Demonstrates partial understanding of basic concepts and skills• Makes simple or basic connections among ideas, providing limited

supporting evidence for inferences and solutions• Applies concepts and skills to routine problem-solving situations

• Communicates in a limited fashion

The student is experiencing difficulty understanding the grade- level standards in this reporting period. The student’s work indicates a need for additional instructional opportunities to achieve even a basic understanding and display of the skills included in the NMState Content and Performance Standards.

The student:• Demonstrates minimal understanding of rudimentary concepts & skills• Occasionally makes obvious connections among ideas, providing minimal

evidence or support for inferences and solutions• Has difficulty applying basic knowledge and skills

• Communicates in an ineffective manner

*Source: Revised from the Pennsylvania Performance Standards

4

3

2

1

The student exceeds expectations toward the grade-level standards covered in this reporting period. The student’s work indicates an in-depth understanding and an exemplary display of the skills included in the NM State Content and Performance Standards.The student:

• Demonstrates broad in-depth understanding of complex concepts & skills• Makes abstract, insightful, complex connections among ideas beyond the

obvious• Provides extensive evidence for inferences and justifications of solutions• Demonstrates the ability to apply knowledge and skills effectively and

independently by applying efficient, sophisticated strategies to solve complex problems

• Communicates effectively and thoroughly, with sophistication

The student meets expectations toward the grade-level standards covered in this reporting period. The student’s work indicates a solid understanding and display of skills included in the NM State Content and Performance Standards. The student is achieving at the accepted grade level performance.

The student:• Can extend their understanding by making multiple, meaningful

connections among important ideas or concepts and provide supporting evidence for inferences and justifications of solutions

• Applies concepts and skills to solve problems using appropriate strategies• Communicates effectively

The student is nearing the expectations toward the grade-level standards in this reporting period. The student’s work indicates a partial understanding and display of skills included in the NM State Content and Performance Standards. The student is approaching acceptable performance, but has not achieved it.

The student:• Demonstrates partial understanding of basic concepts and skills• Makes simple or basic connections among ideas, providing limited

supporting evidence for inferences and solutions• Applies concepts and skills to routine problem-solving situations

• Communicates in a limited fashion

The student is experiencing difficulty understanding the grade- level standards in this reporting period. The student’s work indicates a need for additional instructional opportunities to achieve even a basic understanding and display of the skills included in the NMState Content and Performance Standards.

The student:• Demonstrates minimal understanding of rudimentary concepts & skills• Occasionally makes obvious connections among ideas, providing minimal

evidence or support for inferences and solutions• Has difficulty applying basic knowledge and skills

• Communicates in an ineffective manner

*Source: Revised from the Pennsylvania Performance Standards

4

3

2

1

The student exceeds expectations toward the grade-level standards covered in this reporting period. The student’s work indicates an in-depth understanding and an exemplary display of the skills included in the NM State Content and Performance Standards.The student:

• Demonstrates broad in-depth understanding of complex concepts & skills• Makes abstract, insightful, complex connections among ideas beyond the

obvious• Provides extensive evidence for inferences and justifications of solutions• Demonstrates the ability to apply knowledge and skills effectively and

independently by applying efficient, sophisticated strategies to solve complex problems

• Communicates effectively and thoroughly, with sophistication

The student meets expectations toward the grade-level standards covered in this reporting period. The student’s work indicates a solid understanding and display of skills included in the NM State Content and Performance Standards. The student is achieving at the accepted grade level performance.

The student:• Can extend their understanding by making multiple, meaningful

connections among important ideas or concepts and provide supporting evidence for inferences and justifications of solutions

• Applies concepts and skills to solve problems using appropriate strategies• Communicates effectively

The student is nearing the expectations toward the grade-level standards in this reporting period. The student’s work indicates a partial understanding and display of skills included in the NM State Content and Performance Standards. The student is approaching acceptable performance, but has not achieved it.

The student:• Demonstrates partial understanding of basic concepts and skills• Makes simple or basic connections among ideas, providing limited

supporting evidence for inferences and solutions• Applies concepts and skills to routine problem-solving situations

• Communicates in a limited fashion

The student is experiencing difficulty understanding the grade- level standards in this reporting period. The student’s work indicates a need for additional instructional opportunities to achieve even a basic understanding and display of the skills included in the NMState Content and Performance Standards.

The student:• Demonstrates minimal understanding of rudimentary concepts & skills• Occasionally makes obvious connections among ideas, providing minimal

evidence or support for inferences and solutions• Has difficulty applying basic knowledge and skills

• Communicates in an ineffective manner

*Source: Revised from the Pennsylvania Performance Standards

4

3

2

1

The student exceeds expectations toward the grade-level standards covered in this reporting period. The student’s work indicates an in-depth understanding and an exemplary display of the skills included in the Common Core State Standards.

The student:••

••

•

Demonstrates broad in-depth understanding of complex concepts & skillsMakes abstract, insightful, complex connections among ideas beyond the

obvious Provides extensive evidence for inferences and justifications of solutions Demonstrates the ability to apply knowledge and skills effectively and

independently by applying efficient, sophisticated strategies to solve complex problems

Communicates effectively and thoroughly, with sophistication

The student meets expectations toward the grade-level standards covered in this reporting period. The student’s work indicates a solid understanding and display of skills included in the Common Core State Standards. The student is achieving at the accepted grade level performance.

The student:•

••

Can extend their understanding by making multiple, meaningful connections among important ideas or concepts and provide supporting evidence for inferences and justifications of solutions

Applies concepts and skills to solve problems using appropriate strategiesCommunicates effectively

The student is nearing the expectations toward the grade-level standards in this reporting period. The student’s work indicates a partial understanding and display of skills included in the CommonCore State Standards. The student is approaching acceptable performance, but has not achieved it.

The student:••

• •

Demonstrates partial understanding of basic concepts and skillsMakes simple or basic connections among ideas, providing limited

supporting evidence for inferences and solutionsApplies concepts and skills to routine problem-solving situationsCommunicates in a limited fashion

The student is experiencing difficulty meeting the expectationsof the grade-level standards in this reporting period. The student’s work indicates a need for additional instructional opportunities to achieve even a basic understanding and display of the skills included in the Common Core State Standards.

The student:••

• •

Demonstrates minimal understanding of rudimentary concepts & skillsOccasionally makes obvious connections among ideas, providing minimal

evidence or support for inferences and solutionsHas difficulty applying basic knowledge and skillsCommunicates in an ineffective manner

*Source: Revised from the Pennsylvania Performance Standards

4

3

2

1

PURPOSE

DEFINITIONS

PURPOSEPURPOSEPURPOSEPURPOSEThe purpose of the progress report is to communicate student progress for for the current reporting period. The learning expectations for each reporting periodserve as “stair steps” toward mastering grade level standards by the end of the the school year. To access the APS Parent Roadmap, go to: www.rda.aps.edu

MASTERY:s/he understands & applies the grade-level standards in new ways and new situations Mastery can occur at any time during the year.

Mastery occurs when the student’s work consistently demonstrates that

READING ASSESSMENT: (DRA2™) to assess reading ability. The DRA2™ identifies the grade level at which the student reads accurately and fluently with minor struggles, but can comprehend what s/he is reading. Teachers report results in terms of grade level and semester.

MATH ASSESSMENT: The District Benchmark Assessment (DBA) measures aa student’s growth towards proficiency in grade-level math standards.

For the DBA, students receive a performance level of:

BP (Basic Proficiency) = Applies skills & concepts in routine situations concepts in new ways and situations

BS (Beginning Steps) = Demonstrates extensive difficulty with skills & concepts

ADV (Advanced) = Exceeds standards assessed at this time P (Proficient) = Meets the level of current learning expectations by applying skills &

EM (Emerging) = Demonstrates exposure to skills & concepts

SCIENCE: Science has four components: Scientific Process, Physical Science, Earth Science, and Life Science. In the scientific process, the student will learn to ask questions and seek answers through investigations of the three key sciencecomponents.

SCIENCE:

Mathematics at this grade level has five components:Operations & Algebraic Thinking, Number & Operations in Base Ten, Number &Operations-Fractions, Measurement & Data, and Geometry. Knowing mathematicsprocedures and understanding the concepts behind them are equally important. Procedures and concepts build upon the previous year’s learning. At the elemen- tary grades, the student will develop the strongest foundation in Number & Oper- ations while learning to recognize and communicate mathematical thinking for each

MATHEMATICS:

of the math components.

STANDARDS: Academic standards are goals describing what students are expected to understand and be able to do at different stages of K-12 schooling. The state of New Mexico is one of 48 states to adopt the K-12 Common Core State Stan-

and teachers work together toward these shared goals, students can progress through each grade level and graduate from school prepared to succeed in college

dards, available for English Language Arts & Mathematics. As students, parents

and in a modern workforce. The NM State Content Standards continue as the sharedgoals for all other content areas.

PURPOSE

Teachers use the Developmental Reading Assessment

means the student is reading 1(Example: 1

STANDARDS

STANDARDS

STANDARDS

STANDARDS

ExpectGreatThings!

ExpectGreatThings!

ExpectGreatThings!

ExpectGreatThings!

ExpectGreatThings!

STANDARDS

ALBUQUERQUEPUBLIC SCHOOLS

ALBUQUERQUEPUBLIC SCHOOLS

ALBUQUERQUEPUBLIC SCHOOLS

ALBUQUERQUEPUBLIC SCHOOLS

ALBUQUERQUEPUBLIC SCHOOLS

ALBUQUERQUEPUBLIC SCHOOLS

ALBUQUERQUEPUBLIC SCHOOLS

ALBUQUERQUEPUBLIC SCHOOLS

ALBUQUERQUEPUBLIC SCHOOLS

ALBUQUERQUEPUBLIC SCHOOLS

DEFINITIONS (continued)

SOCIAL STUDIES: Social Studies has four components: History,Geo-graphy, Civics and Government and Economics. The student will learn con-nections between the four components by studying the people, events and symbols of Mexico, United States, and the World.PHYSICAL EDUCATION: Physical Education has seven standards; these standards have been summarized into four key concepts. Two of these con-

FINE ARTS: Art has six standards. The two standards reported here focus on demonstrating an understanding of art concepts and vocabulary as well as the use of a variety of tools and materials. Music has five standards. The two standards reported here focus on the student’s ability to read, listen to, and respond to music as well as develop basic musicianship skills. For more information on Fine Arts standards and rubrics, please see: www.aps.edu/fine-arts.ALTERNATIVE LANGUAGE SERVICES (ALS):New Mexico English Language Development (NMELD) Standards for ESL/ELD Students:These standards were developed to improve the education of students who are learning English as a second language. They describe the types of English language skills students need to communicate in content areas, and are intended to be used in conjunction with Common Core State Standards. For this document, these standards also describe the types of language skills students are demonstrating in their home language development. For further information, please call: 881-9429.

ACCESS = Assessing Comprehension and Communication in English State-to-State for English Language Learners. The ACCESS for ELL’s assessment measures levels of English social and academic language proficiency across content areas.

ESL = English as Second Language ELD = English Language DevelopmentHL = Home Language Component SSL = Spanish as Second Language

SLA = Spanish Language Arts

Spanish LAS = Language Assessment ScalesFSP = Fluent Spanish Proficent LSP = Limited Spanish Proficient

NSP = Non-Spanish Proficient

ACCESS categories are based on an annual assessment.1 = Entering 2 = Emerging 3 = Developing4 = Expanding 5 = Bridging 6 = Reaching

ADDITIONAL ACADEMIC SUPPORT: This section communicates any instructional interventions in place that support a student’s progress. Reported interventions may be temporary or year-long for any student. For further information, please call 855-9900.

cepts target physical coordination and body movement. The other two con-cepts focus on health and responsibility for one’s social behavior.

© language in the context of reading, writing, speaking, and listening.

In Reading, students learn to read a variety of quality,

areas through research and study; they refine and share knowledge through writing.In Speaking & Listening, students refine and share knowledge through speaking andlearn to listen attentively. In Language, students learn and use the English

meaningful information with purpose. In Writing, students gain knowledge in new

There are four focus areas here. The standards

throughout the grade levels.

ENGLISH LANGUAGE ARTS: within each area are rigorous, yet age-appropriate as they build upon one another

goals and not grade-level standards.intervention reflect progress towards

Additional Academic Support section Performance levels in * Please note: