Elementary Report Card

Scoring Key for Behaviors that Promote Learning

C	Consistently
O	Often
S	Sometimes
R	Rarely
M	Modified Expectations (see below)

 

Behaviors that Promote Learning

Respect

• Follows school rules and expectations
• Listens with empathy
• Uses kind actions and words
• Recognizes and shows consideration for the rights and feelings of others

Responsibility

• Follows directions
• Is accountable; stays focused on task
• Demonstrates organizational skills
• Manages time wisely and completes assigned work on time

Collaboration

• Contributes responsibly in partner and group settings
• Respects and considers different opinions and ideas

Persistence

• Is able to continue when faced with a challenge; does not give up easily
• Accurately monitors own effort toward learning goals; reflects on progress

Flexibility

• Adapts positively to new or different situations and ideas
• Makes transitions efficiently

Problem Solving

• Tries a variety of approaches, strategies, or alternatives
• Independently considers options and attempts solutions

Speaking and Listening

• Actively listens
• Participates in collaborative conversations; shares ideas
• Takes responsible risks in sharing learning
   

MERLIN Behaviors that Promote Learning

4 Exceeds Standard	Demonstrates exceptional skill/concept development Applies learning to other subject areas independently
3 Meets Standard	Demonstrates skill/concept development appropriate for the grade level Applies learning to other subject areas with guidance
2 Approaches Standard	Demonstrates skill/concept development that is below the grade level expectations Requires extra time, support, and/or practice
1 Well-below Standard	Demonstrates skill/concept development that is significantly below the grade level expectations Requires extended time, support, and/or practice
NA Not Assessed	Not assessed this trimester
M Modified Expectation	In areas where a student’s score is based on a modified expectation, the score will appear as an “M”
ELP English Language Proficiency	Indication of student’s language skills in speaking, listening, reading, and writing

 

4 Exceeds MERLIN Standard	Demonstrates exceptional skill/concept development Applies learning to other subject areas independently
3 Meets MERLIN Standard	Demonstrates skill/concept development appropriate for the grade MERLIN level Applies learning to other subject areas with guidance
2 Approaches MERLIN Standard	Demonstrates skill/concept development that is below the grade level MERLIN expectations Requires extra time, support, and/or practice
1 Well-below MERLIN Standard	Demonstrates skill/concept development that is significantly below the grade level MERLIN expectations Requires extended time, support, and/or practice
NA Not Assessed	Not assessed this trimester
M Modified Expectation	In areas where a student’s score is based on a modified expectation, the score will appear as an “M”
ELP English Language Proficiency	Indication of student’s language skills in speaking, listening, reading, and writing

The term “exceptional learner” is defined to include students who are English learners, those who have disabilities (IEP or 504), and those needing/receiving intensive instruction on any critical skill.

The district report card for an exceptional learner will be prepared by the student’s general education teacher with input from the special education teacher. The IEP progress report will be prepared by the special education teacher and sent home at the same time as the general education report card.

An “M” designation on the report card signifies that a modified expectation for the standard was used for a student in a particular area and will accompany the numeric notation on the report card.

FOR BEHAVIORS that PROMOTE LEARNING – For any student who requires modified expectations in the areas of behavior or social emotional learning the following should apply:

• An “M” will be used on the report card in the “Behaviors that Promote Learning” section of the report card to indicate that the student’s grade in this area is based on modified expectations.
• A “C” or an “O” could be used in any area if the student exhibits behaviors that are “consistent/often similar to grade level standards.
• If the student does not struggle in the areas of Behavior or Social the general education scoring key will be used: “C,” “O,” “S,” or “R.”

FOR ACADEMIC PERFORMANCE AREAS – The general education teacher and any applicable intervention teacher(s) will collaborate to determine the appropriateness of using an “M” for each exceptional learner. A number will not be used with the “M” designation, but rather the associated comment will provide detail.

• An “M” will be used to indicate that the student’s grade in this area is based on modified expectations for the standard
• If using the “M” designation on the standard, the teacher will choose an associated comment from the comment bank. The general comment reads “Grade is based on modified expectations.” There are also specific comments that can be used which read “Grade based on K standard,” “Grade based on 1st grade standard,” etc.

The district report card for a student in the ELL program will be prepared by the student’s general education teacher with input from the ELL teacher or ELL Educational Assistant. Your child may receive an ELP (English Language Proficiency) grade in content subject areas. An ELP score may be given instead of a 1 or 2. However, if your student is meeting standards, they will be given a 3 or 4 on their report card. An ELP grade means your student is working on their English language skills in that area and their learning is impacted by their English language development. The ELP comments explain what your child is able to do in each area.

In the Dual Language Program, students will receive reports on both their English and Spanish literacy progress in the areas of reading, writing, phonics, speaking and listening.   For students who qualify for ELL services, this report serves as progress monitoring.

In a dual language program, students’ English Language development may lag temporarily in reading, word knowledge and spelling while instruction is occurring in both languages.  However, after a year or two of instruction in English language arts, this discrepancy disappears.  It is important to understand that this lag is temporary and expected.