understanding your student’s progress report … your student’s progress report prekindergarten...

Understanding your student’s Progress Report PreKindergarten Tips for understanding your student’s progress report An outline of what your student should know and be able to do

20162017

Prepared by PreKindergarten Teachers Kindergarten Teachers

Teaching and Learning Department Research, Evaluation & Assessment Department

Technology Department 20162017 Version Last Edited September 29, 2016 More content will be added Fall/Winter 2016 Will be revised Summer of

2017 based on teacher and family input

TOP 10 TIPS Understanding Your Student’s Progress Report

The goal of the progress report is to provide meaningful information that families can use to team with teachers to support their student’s learning.

1. The progress reports are based on the Early Childhood Indicators of Progress (ECIP’s) & the Minnesota Academic Standards (K12). The standards define what all Minnesota students should know and be able to do in every subject, from PreKindergarten through grade 12.

6. Your child will not get a mark for every indicator each marking period. If the class does not focus on a particular benchmark during a marking period, there will be no grade on the progress report. Instead, NG (no grade) will appear in the box.

2. The South Washington County School District has written progress report “Learning Targets” ( I Can Statements ) that represent specific skills and or knowledge students should acquire by the end of the school year . Knowing that the “Learning Targets” are end of year goals, SoWashCo has created a set of “ Success Criteria ” that breakdown the specific skills and or knowledge students should acquire into four levels of academic measures.

7. While we hope that all students will earn a 3 by the end of the school year, growth is our biggest priority. Moving from a 1 to a 2 represents a great accomplishment for our youngest learners. As teachers and parents work together over the school year, please help us to support a healthy culture of growth. Students at this age progress at different times and SoWashCo believes that a student who shows growth during the year is a reason to celebrate!

3. The “Learning Targets” ( I Can Statements ) listed below, represent a level “3” on the “ Success Criteria .”

8. Your child will get scores for “Social & Emotional Developmental” growth as well. These include such things as “I can wait for a variety of things without reminders.” These marks will follow the same format as the indicators of progress or “ Success Criteria ” (4, 3, 2, 1 or NG).

4. Indicators of progress or “ Success Criteria ” measures are as follows: 4 Exceeds benchmark 3 Meets benchmark 2 Approaching benchmark 1 Below benchmark

9. The Social & Emotional Development portion of the progress report is new for SoWashCo and is designed to help educators and families discuss the needs of each learner. The Social & Emotional Development benchmarks are the same for PreK and Kindergarten because these benchmarks are connected to the foundational life skills they are developing.

5. Why have we revised the reporting process for PreK and Kindergarten? The new progress reports will provided greater detail for teachers and families regarding the growth of all learners in SoWashCo.

10. The entire progress report has been revised for the 201617 school year. During the year, we will gather feedback from families on the use of the progress report and it will be refined for the 201718 school year based on the feedback.

20162017 Version Last Edited September 29, 2016 More content will be added Fall/Winter 2016 Will be revised Summer of 2017 based on teacher and family input

SUCCESS CRITERIA Indicators of Progress Benchmarks are aligned to state standards

4 EXCEEDS BENCHMARK The student consistently and in different settings, demonstrates the skill and/or understands concepts at a level exceeding expectations.

A ”4” indicates the student has advanced understanding of the skills represented by this indicator. Typically, a student that has achieved a level “4” will demonstrate a deeper understanding or extended learning compared to a level “3”.

3 MEETS BENCHMARK The student consistently and in different settings, demonstrates the skill and/or understands concepts at a level that meets expectations.

A “3” indicates the student has proficient understanding. We hope all of our students will reach a level “3” by the end of the school year. A student receiving a “3” by the end of the school year is right on track with our high academic expectations. A “3” is something to be celebrated.

2 APPROACHING BENCHMARK The student sometimes demonstrates the skill and/or understands concepts and meets some expectations at this time.

A “2” indicates that the student has some understanding and is partially proficient. A “2” indicates that the student’s performance varies in consistency with regards to accuracy, quality, and level of support. Because a level “3” is an end of the year goal, students are likely to be at a level “1” or “2” throughout the year as they continue to grow as a learner.

1 BELOW BENCHMARK The student seldom demonstrates the skill and/or understands concepts at this time.

A “1” indicates the student has minimal understanding and that performance is inconsistent even with guidance and support. Because a level “3” is an end of the year goal, students are likely to be at a level “1” or “2” throughout the year as they continue to grow as a learner.

NG NO GRADE Progress on these indicators is not reported at this time. It is either not taught yet or not assessed at this time.


What Should My Student Be Able to Do to Meet Expectations in Social & Emotional Development? These descriptions represent a level “3” on the student success

criteria and what will be included on the progress report

SOCIAL & EMOTIONAL DEVELOPMENT

The Early Childhood Indicators of Progress (ECIP) are Minnesota’s early learning standards. The standards help us share developmentally appropriate expectations for what children should know and be able to do at certain ages. They offer common language for assessing progress and supporting children and families. We know parents are a child’s first teacher, and that each child develops at his or her own pace; therefore, the standards are not for highstakes assessment. Instead, they help teachers and caregivers design learning experiences and talk with parents about a child’s progress. Source Minnesota Department of Education , 2016 The Social & Emotional Development benchmarks are the same for PreK and Kindergarten because these benchmarks are connected to the foundational life skills they are developing. There are additional benchmarks for Social & Emotional Development that students will learn, the language below represents the priority benchmarks students should master through PreKindergarten & Kindergarten.

Managing Emotions Social Skills

I can consistently calm myself in a variety of settings with occasional adult guidance.

I can use appropriate words and actions to express my feelings and needs without adult support.

I can follow school expectations no matter how I am feeling with help from others.

I can wait for a variety of things without reminders.

I can name rules in my family and in my community.

I can name the things family members do for each other.

I can ask others to play or join in play that is already happening.

I can play with others and share ideas with them for at least 5 minutes.

I can say “please”, “thank you” and “sorry” to show care for others with minimal prompting and support.

I can pick up at the end of an activity with minimal prompting.

I can show concern for others by doing a caring action with minimal prompting.

I can help to solve problems with minimal prompting and support.

Building Relationships

I can share information or join others in activities on my own.


Student Success Criteria

What does success look like for Social & Emotional Development?

SOCIAL & EMOTIONAL DEVELOPMENT

Managing Emotions

Benchmark 1 2 3 4

S5.16 Consistently calms self when feeling strong emotions, discomfort with only occasional adult guidance and assistance needed

I struggle to calm myself in a variety of settings even with adult guidance present.

I can calms myself in a variety of settings with adult guidance.

I can consistently calm myself in a variety of settings with occasional adult guidance.

I can consistently calm myself in a variety of settings without adult guidance.

S5.17 Independently express feelings, needs, opinions, and desires in appropriate ways

I do not use appropriate words and actions to express my feelings and needs even with adult support.

I can use appropriate words and actions to express my feelings and needs with adult support.

I can use appropriate words and actions to express my feelings and needs without adult support.

I can consistently and independently use appropriate words and actions to express my feelings and needs in different settings without adult support.

S5.18 Follows expectations established to manage feelings and behaviors with necessary reminders or assistance

I am unable to follow school expectations when managing strong feelings even when getting support.

I can follow some but not all school expectations no matter how I am feeling even with help from others.

I can follow school expectations no matter how I am feeling with help from others.

I can follow school expectations no matter how I am feeling without help from others.

S5.19 Demonstrates the ability to delay gratification for longer periods of time

I need to be reminded often about my behavior when I am waiting.

I need to be reminded periodically about my behavior when I am waiting.

I can wait for a variety of things without reminders.

I can wait for a variety of things without reminders and help others wait patiently.

S5.20 Demonstrates understanding of rules, roles, jobs, and relationships in families and community

I am unable to name rules in my family and in my community even with teacher prompting.

I can name rules in my family and in my community with teacher prompting.

I can name rules in my family and in my community.

I can name rules in my family and in my community and explain why the rules are important.

S5.20 Demonstrates understanding of rules, roles, jobs, and relationships in families and community

I am unable to name things family members do for each other even with teacher prompting.

I can name the things family members do for each other with teacher prompting.

I can name the things family members do for each other.

I can name the things family members do for each other and explain why we do them.


Social Skills

Benchmark 1 2 3 4

S8.7 Initiates, joins, and sustains cooperative play and conversation with others

I can play independently from others (parallel).

I can play with others with adult prompting or adult initiation.

I can ask others to play or join in play that is already happening.

I can ask others to play and join in play that is already happening.

S8.7 Initiates, joins, and sustains cooperative play and conversation with others

I can play independently from others (parallel).

I can play with others and share ideas with them for less than 5 minutes.



S8.8 Displays concern, respect, care, and appreciation for others and the environment

I struggle to say “please”, “thank you” and “sorry” to show care for others even with prompting.

I can say “please”, “thank you” and “sorry” to show care for others with repeated prompting and support.

I can say “please”, “thank you” and “sorry” to show care for others with minimal prompting and support.

I can say “please”, “thank you” and “sorry” to show care for others without prompting.


I refuse to pick up after an activity even with prompting and support.

I can pick up at the end of an activity with repeated prompting.

I can pick up at the end of an activity with minimal prompting.

I can pick up at the end of an activity without prompting.


I am not aware of others needs or feelings.

I am aware of others needs and feelings but do not demonstrate an action toward others.

I can show concern for others by doing a caring action with minimal prompting.

I can show concern for others by doing a caring action without prompting.

S8.9 Actively helps to solve problems

I struggle to solve problems even with prompting and support.

I can help to solve problems with repeated prompting and support.

I can help to solve problems with minimal prompting and support.

I can help to solve problems without prompting or support.

Building Relationships

Benchmark 1 2 3 4

S7.8 Engages with adults and peers, sharing information and activities

I cannot share information or join in activities with others yet.

I can share information or join in activities with help from an adult.

I can share information or join others in activities on my own.

I can help a friend join in an activity.

20162017 Version Last Edited September 29, 2016 More content will be added Fall/Winter 2016 Will be revised Summer of

2017 based on teacher and family input

What Should My Student Be Able to Do to Meet Expectations in English Language Arts?

These descriptions represent a level “3” on the student success criteria and what will be included on the progress report

ENGLISH LANGUAGE ARTS

The Early Childhood Indicators of Progress (ECIP) are Minnesota’s early learning standards. The standards help us share developmentally appropriate expectations for what children should know and be able to do at certain ages. They offer common language for assessing progress and supporting children and families. Source Minnesota Department of Education , 2016

Emergent Reading Writing

I can recognize some features of a book and conventions of print.

I can demonstrate knowledge that English print is left to right and top to bottom.

I can use drawing to communicate a message.

I can write my own name and high interest words.

Listening and Understanding Communicating and Speaking

I can follow directions that involve two or more steps.

I can engage in conversations to negotiate, share, plan, and solve problems.

I can use increasingly specific language to name objects and their features and functions.



What does success look like for English Language Arts?

ENGLISH LANGUAGE ARTS

Emergent Reading

Benchmark 1 2 3 4

L11.8 Recognizes some features of a book and conventions of print

I can find 2 or less of the following 5 features of a book:

1. Front cover 2. Back cover 3. Pictures on

a page 4. Words on a

page 5. First page

I can find 3 or 4 of the following 5 features of a book:

1. Front cover 2. Back cover 3. Pictures on a

page 4. Words on a

page 5. First page

I can find all of the following 5 features of a book:

1. Front cover

2. Back cover

3. Pictures on a page

4. Words on a page

5. First page

I can find and explain all of the following 5 features of a book:

1. Front cover 2. Back cover 3. Pictures on a

page 4. Words on a

page 5. First page

L11.9 Demonstrates knowledge that English print is left to right and top to bottom

With prompting and support, I can show where to start to read and/or where to go next.

I can show where to start to read or where to go next.

I can show where to start to read and where to go next.

I can touch the words (1to1 correspondence) while being read to.

Writing

Benchmark 1 2 3 4

L15.13 Uses drawing to communicate a message

With prompting and support, I can think of a message that I want to communicate.

With prompting and support, I can draw a picture to share a message.

I can draw a picture to share a message.

I can draw multiple pictures to share a message about multiple events.

L15.9 Writes own name and high interest words

With prompting and support I can write my name or high interest words.

I can write my name or high interest words.

I can write my name and high interest words.

I can write my name and high interest words with correct letter formation.

Listening and Understanding

Benchmark 1 2 3 4

L1.7 Follows directions that involve two or more steps

With prompting and support, I can follow a direction with two only one part.

With prompting and support, I can follow a direction with two or more parts.

I can follow a direction with two or more parts.

I can follow a direction with two or more parts and consistently remember familiar routines without reminders.


Communicating and Speaking

Benchmark 1 2 3 4

L3.11 Engages in conversations to negotiate, share, plan, and solve problems

I can use my words to do 1 of the following:

1. talk to someone.

2. to get along with others.

3. to solve problems.

I can use my words to do 2 out of 3 of the following:

1. talk to someone.



I can use my words:

1. talk to someone.



I can use my words and appropriate voice level to:

4. talk to someone.



L4.12 Uses increasingly specific language to name objects and their features and functions

I can use specific language for 1 or less of the 3 following tasks:

1. Name an object

2. Describe what an object looks like

3. Tell how an object is used

I can use specific language for 2 of the 3 following tasks:

1. Name an object



I can use specific language for the 3 following tasks:

1. Name an object



I can use specific language and appropriate voice level for the 3 following tasks:

1. Name an object 2. Describe what

an object looks like



What Should My Student Be Able to Do to Meet Expectations in Mathematics?


MATHEMATICS


Number Concepts and Operation Spatial Relationships/Geometry

I can move objects one to one when I count. I can point to objects one to one when I

count. I can count the number of objects in a group

by using one to one correspondence. I can count out loud to 10.

I can identify and name a circle, square, triangle and rectangle.

Patterns and Relationships Measurement

I can recognize a pattern. I can copy different patterns.

I can tell which object is shorter or taller. I can tell which object is longer or shorter. I can tell which object is heavier or lighter. I can tell which picture is day or night.


Student Success Criteria What does success look like for PreKindergarten Mathematicians?

MATHEMATICS

Number Concepts and Operation

Benchmark 1 2 3 4

5.1.1.2 Demonstrate understanding of onetoone correspondence between objects and number

With prompting and support I can move objects one to one while my teacher counts.

With prompting and support I can move objects one to one when I count.

I can move objects one to one when I count.

I can move objects one to one when I count to create a group with a certain number.

5.1.1.3 Demonstrate ability to count in sequence

I can say some numbers between 1 and 10.

With prompting and support, I can count out loud to 10.

I can count out loud to 10.

I can say the next number(s) in the sequence to 10 when given a number 09.

Spatial Relationships/Geometry

Benchmark 1 2 3 4

5.1.3.1 Identify and name common shapes

I can identify and name 1 or none the 4 following shapes:

1. Circle 2. Square 3. Triangle 4. Rectangle

I can identify and name 2 or 3 of the 4 following shapes:


I can identify and name the 4 following shapes:


I can identify, name, and explain features of the 4 following shapes:


Patterns and Relationships

Benchmark 1 2 3 4

5.1.2.1 Recognize and duplicate simple patterns

With prompting and support I can recognize or duplicate a pattern.

With prompting and support I can recognize and duplicate a pattern.

I can recognize and duplicate a pattern.

I can recognize and extend or create a pattern.

Measurement

Benchmark 1 2 3 4

5.1.4.1 Recognize objects can be measured by height, length, weight, and time.

I can recognize objects measured by none or 1 the following 4 attributes:

1. Height 2. Length 3. Weight 4. Time

I can recognize objects measured by 2 or 3 of the following 4 attributes:


I can recognize objects measured by the following 4 attributes:


I can recognize and describe objects measured by the following 4 attributes:



What Should My Student Be Able to Do to Meet Expectations in Science?


SCIENCE


Scientific Thinking and Problem Solving

I can use sense to explore materials and the environment. I can identify and/or describe objects by physical characteristics. I can ask questions and seek answers through active exploration. I can make predictions about objects and natural events. I can make comparisons between objects that have been collected or observed.


Student Success Criteria What does success look like for PreKindergarten Science?

SCIENCE

Scientific Thinking and Problem Solving

Benchmark 1 2 3 4

5.2.1.1 I can use senses to explore materials and the environment

I can identify senses with teacher support.

I can use senses to explore materials and the environment with teacher support.

I can use senses to explore materials and the environment.

I can use senses to explore materials and the environment by using multiple physical characteristics.

5.2.1.2 I can identify and/or describe objects by physical characteristics

I can identify objects with teacher support.

I can identify and/or describe objects by physical characteristics with teacher support.

I can identify and/or describe objects by physical characteristics.

I can identify and describe objects by using multiple physical characteristics.

5.2.2.2 I can ask questions and seek answers through active exploration

I can actively explore with teacher support.

I can ask questions and seek answers through active exploration with teacher support.

I can ask questions and seek answers through active exploration.

I can ask multiple and varied types of questions and seek answers through active exploration.

5.2.2.3 Make predictions about objects and natural events

I can identify objects with teacher support.

I can make predictions about objects and natural events with teacher support.

Make predictions about objects and natural events.

I can identify and describe objects by using multiple physical characteristics.

5.2.3.2 Make comparisons between objects that have been collected or observed

I can observe objects.

I can make comparisons between objects that have been collected or observed with teacher support.

I can make comparisons between objects that have been collected or observed.

I can make multiple comparisons between objects that have been collected or observed.


What Should My Student Be Able to Do to Meet

Expectations? These descriptions represent a level “3” on the student success

criteria and what will be included on the progress report

SOCIAL STUDIES


Social Systems Understanding

I can begin to understand the uses of media and technology and how they affect my life. I can identify characteristics of the places I live and play in my community. I can begin to recall recent and past events. I can identify what the environment is and share responsibility in taking care of my environment. I can define what a community is and participate in activities to help our community. I can identify the members in my family and share what my family members do to help each other. I can be friends with people who are different from me and name similarities and differences between

myself and others in my community.



What does success look like for PreKindergarten Social Studies?

SOCIAL STUDIES

Social Systems Understanding

Benchmark 1 2 3 4

5.3.2.5 Begin to understand the uses of media and technology and how they affect their lives

I can use technology but am not yet aware of how it affects my life.

With prompting and support, I can begin to understand the uses of media and technology and how they affects my life.

I can begin to understand the uses of media and technology and how they affect my life.

I can effectively use media and technology to enhance my life.

5.3.2.4 Identify characteristics of the places where they live and play within their community

With prompting and support, I can begin to name the places where I live and play in my community and identify their characteristics.

I can name the places where I live and play in my community and, with prompting and support, can identify characteristics of those places.

I can identify characteristics of the places I live and play in my community.

I can identify and compare the characteristics of the places I live and play in my community.

5.3.2.3 Begin to recall recent and past events

With prompting and support, I can sometimes recall recent and/or past events

With prompting and support, I can begin to recall recent and/or past events.

I can begin to recall recent and past events.

I can begin to recall recent and past events in the order in which they occurred.

5.3.2.2 Share responsibility in taking care of their environment

With prompting and support, I may be able to identify what the environment is or describe one or more ways to take care of my environment

With prompting and support, I can identify what the environment is and begin to share responsibility in taking care of it.

I can identify what the environment is and share responsibility in taking care of my environment.

I can share responsibility in taking care of my environment and describe why it is important.

5.3.1.3 Participate in activities to help others in the community

With prompting and support, I can define what a community is or participate in activities to help our community.

With prompting and support, I can define what a community is and participate in activities to help our community.

I can define what a community is and participate in activities to help our community.

I can define what a community is, participate in activities to help our community, and explain why community is important to me.

5.3.1.2 Understand various family roles, jobs, rules, and relationships

With prompting and support, I can identify the members in my family or share what my family members do to help each other.

With prompting and support, I can identify the members in my family and share what my family members do to help each other.

I can identify the members in my family and share what my family members do to help each other.

I can identify the members in my family and some of the members of my extended family and share what my family members do to help each other.


5.3.1.1 Recognize and appreciate similarities and differences between self and others from diverse backgrounds.

With prompting and support, I can be friends with people who are different from me or name similarities and differences between myself and others in my community.

With prompting and support, I can be friends with people who are different from me and name similarities and differences between myself and others in my community.

I can be friends with people who are different from me and name similarities and differences between myself and others in my community.

I can be friends with people who are different from me and share similarities and differences that we have, as well as name similarities and differences between myself and others in my community.


understanding your student’s progress report … your student’s progress report prekindergarten...

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