We are more than halfway through the first quarter. The first quarter ends in less than a month on Wednesday, November 2. In preparation for the end of the quarter, it is important to learn how teachers report student progress to parents/guardians. Report cards are an essential tool to strengthen the home-school connection, reflect on learning, and establish short and long-term goals for success in school. They also help set the conversation for parent-teacher conferences which will take place in November.
Learning Behaviors
One very important section of the report card is the Learning Behaviors section. strong learning behaviors help drive the grades students earn on the report card.
Learning Behaviors are learned actions that enable students to access learning and interact with others productively in the community. These behaviors are developed in and outside of school.
Additionally, Learning Behaviors help with understanding and managing emotions, establishing and maintaining positive relationships, and making responsible decisions - all are essential life skills. They complement the curriculum content taught in the elementary grades and are a natural part of learning about oneself while interacting with others.
These behaviors were drafted and revised several times based on feedback from teachers, administrators, curriculum staff, and parent advisory committees.
REPORT CARD LANGUAGE AND INDICATORS
Indicators are provided to give greater detail about each learning behavior. These indicators give students, families, and teachers a sense of what the learning behavior means or how it might be demonstrated. The indicators help guide teachers as they consider and report on the learning behavior. The indicators are not a checklist. All indicators do not have to be present to meet expectations of the learning behavior. There are five learning behaviors reported on the elementary report card:
Demonstrates Interpersonal Skills
- Shows respect to peers and adults
- Interacts positively with peers and adults
- Shares opinions respectfully
- Contributes positively to the classroom and school community
- Demonstrates digital citizenship
Demonstrates Responsibility
- Follows established schoolwide and classroom procedures
- Follows oral and written directions
- Exhibits self-control and manages emotions
- Participates actively in learning
- Manages time effectively to complete work
- Organizes and manages materials
- Accepts responsibility for actions
Demonstrates Perseverance
- Works through challenges
- Attempts new strategies when needed
- Solves problems
- Asks questions and seeks information
- Accepts and learns from feedback
- Demonstrates stamina
Demonstrates Collaboration
- Works cooperatively in a variety of settings
(e.g. whole group, small group, online, guided, and unguided) - Thinks flexibly
- Acknowledge others’ ideas
- Demonstrates ability to reach a compromise
- Shares responsibility
- Contributes to conversations and group discussions
Demonstrates Initiative
- Takes appropriate academic risks
- Begins task without prompting
- Demonstrates self-advocacy
- Uses technology to demonstrate learning
- Selects appropriate tool(s) for the task
- Seeks to improve work
How are learning behaviors evaluated?
Teachers have (received professional learning) been trained to understand and recognize actions that are evidence of the learning behaviors. Teachers observe students during instruction (and student interaction) to inform their report of the learning behaviors on the report card. Teachers refer to expectations for a learning behavior. Expectations are based on frequency and quality.
Frequency: How often a behavior occurs
Teachers consider how frequently the learning behavior is demonstrated by the student. Frequency is thought of as most of the time, some of the time, or not very often or not at all. Frequency is relative to grade-level and age appropriateness.
Quality: How well a behavior is demonstrated (based on grade/age appropriateness).
Teachers consider how well (quality) a learning behavior is demonstrated. This is relative to grade-level and age appropriateness. For example, a younger student may not be expected to persevere with a problem as long as an older student.
How are learning behaviors reported?
- Each teacher reports performance for the students that they teach.
- Teachers use the reporting codes below to express student performance.
- 1 – Meets Expectations
- 2 – Making Progress Towards Expectations
- 3 – Limited/No Progress Towards Expectations
Please visit the HCPSS website here with complete information regarding learning behaviors on the report card. Be sure to look at the sample report cards, so you know what to expect
