Grades
Grades
1-6
STATE OF HAWAII
DEPARTMENT OF EDUCATION
Standards-Based Report Card
Teacher Guidelines 2009-2010
1-6
Introduction
These Teacher Guidelines are intended to assist teachers in completing the state Grades 1-6 elementary
standards-based report card for school year (SY) 2009-2010. Please note that all schools should be
using the Hawaii Content and Performance Standards (HCPS) III as their basis for grades.
The report card provides a summary of a student’s achievement of HCPS III benchmarks and standards.
However, the report card should serve as only ONE component of a comprehensive communication
system. Other elements of such a system include homework assignments, notes, phone calls,
conferences, projects, portfolios, open houses, newsletters, school web-pages, brochures, etc.
The Report Card website (www.reportcard.k12.hi.us) provides additional information and an email link for
questions.
Purpose of the Status Report
The Status Report is a quarterly summary report of student achievement towards meeting HCPS III
standards. It is the evaluation of the collection of a student’s work based on the grade-level benchmarks
which specify what a student should know, be able to do, and care about at a specific grade level.
Teachers should be collecting evidence of student achievement each quarter to support their evaluation.
In order to assess progress toward the achievement of quarterly benchmarks, teachers should also use
various assessment tools (e.g., reading running records, “kid-watching,” observation checklists, student
work samples).
Reporting Procedures (Page One)
Attendance
A
*
The Electronic Student Information System (eSIS) will automatically generate attendance information
when the reports are completed.
General Learner Outcomes (GLOs)
*
B
General Learner Outcomes are the essential goals of standards-based learning for students in all grade
levels. They do not exist in isolation, but should be an integral part of the school culture as demonstrated
in daily classroom instruction and assessment.
This section addresses such factors as a student’s responsibility and work habits, social interaction,
thinking skills, quality performance, communication, and technology. Attainment of content standards
supports the GLOs, and progress towards the GLOs supports attainment of the content standards.
* See report card on pages 8 and 9
Page 1
Together, the GLOs and the content standards enable learners to lead full and productive lives. Board of
Education Policy #4501 separating behavior from academic performance has been in effect since 1996.
Assess GLOs according to a personal growth scale based on frequency as indicated below.
Descriptors for Scale
Frequency Guidelines
4 = Consistently demonstrates
Student shows evidence of this GLO regularly and predictably in
most situations
3 = Usually demonstrates
Student shows evidence of this GLO generally in most situations
2 = Sometimes demonstrates
Student shows evidence of this GLO sporadically and
occasionally in some situations
1 = Rarely demonstrates
Student shows evidence of this GLO infrequently and in few
situations
For further guidance when rating evidence of the General Learner Outcomes, teachers may refer to the
GLO Rubrics located on the Report Card Website (www.reportcard.k12.hi.us) on the pull-down menu
under the Teachers/Admin tab.
For SY 2009-2010, the GLO numeric rating scale and the eSIS input numbers are aligned. Teachers will
enter a number (numeric rating) and a checkmark will appear in the corresponding cell (e.g., enter 4 and
a  will appear in the “Consistently” cell). Teachers will assess all six GLOs each quarter.
Reporting Procedures (Page Two)
Content Areas
This section reports a quarterly evaluation of student achievement of benchmarks addressed during the
quarter. Teachers should use documented evidence to determine grades based on grade-level
benchmarks (quarterly benchmark maps are available on the Report Card Website
www.reportcard.k12.hi.us). Although factors such as student effort, work habits and behavior are
important, they should NOT directly influence the evaluation of performance in the content areas. These
factors are addressed in other sections, such as in the GLO section and the teacher comments section.
Language Arts, Mathematics, Science, and Social Studies are graded at the strand level.
C
*
Fine Arts lists Visual Arts and Performance. In the Performance section, teachers may choose from
Music, Dance, or Drama which are pull-down choices that will print to the right of the word
“Performance”.
D
*
World Languages also has pull-down choices which will print to the right of the words
“World Languages”.
E
*
The remaining content areas provide a grade at the content area level.
* See report card on pages 8 and 9
Page 2
To complete the Status Report, select one of the following symbols which will be recorded in each
quarter.
F
*
Status Report Scale
Proficiency Level Descriptors
ME = Meets with Excellence
Demonstrates excellent achievement of the targeted benchmarks.
MP = Meets Proficiency
Demonstrates acceptable achievement of the targeted benchmarks.
DP = Developing Proficiency
Is approaching acceptable achievement of the targeted
benchmarks.
WB = Well Below Proficiency
Does not demonstrate acceptable achievement of the targeted
benchmarks, or provides no evidence.
NA = Not applicable at this time
These benchmarks have not been addressed at this time.
SC = See Teacher Comments
The table on the following page is an expanded set of descriptors to assist teachers as they complete the
status report.
* See report card on pages 8 and 9
Page 3
Status
Report Scale Proficiency Level Descriptors
ME
Meets with
Excellence
Demonstrates excellent
achievement of the targeted
benchmarks. (NOT exceeding
the benchmarks)
Indicators
The Student:
 consistently demonstrates excellent achievement
of the benchmarks.
 shows an in-depth understanding of the concepts
and skills included in HCPS.
 makes insightful connections to other ideas and
concepts.
 grasps, applies, and extends the key concepts
and skills for the grade level.
MP
Meets
Proficiency
Demonstrates acceptable
achievement of the targeted
benchmarks.
The Student:
 demonstrates acceptable achievement of the
benchmarks.
 shows a solid understanding of the concepts and
skills in HCPS.
 uses appropriate strategies to solve problems.
 grasps and applies the key concepts and skills for
the grade level.
DP
Developing
Proficiency
Is approaching acceptable
achievement of the targeted
benchmarks.
The Student:
 demonstrates marginal achievement of the
benchmarks.
 shows partial understanding of the concepts and
skills in HCPS (but has not achieved them yet.)
 is beginning to grasp and apply the key concepts
and skills for the grade level.
WB
Well Below
Proficiency
Does not demonstrate acceptable
achievement of the targeted
benchmarks, or provides no
evidence.
The Student:
 demonstrates unacceptable achievement of the
benchmarks or provides no evidence.
 needs additional learning opportunities to achieve
even a partial understanding of HCPS.
 has difficulty grasping the key concepts and skills
for the grade level.
NA
Not
Applicable at
this time
These benchmarks have not been
addressed at this time.
No judgment can be made at this time. However, a
grade will be given by the end of the year.
SC
See Teacher
Comments
May refer to an attachment, such as medical notes or
any other relevant documentation that would explain
the lack of a grade. It is inappropriate to write
“See IEP” in teacher’s comments
Page 4
Year Column
G
*
At the end of the year, all core content strands and all other extended content areas must have a grade
of either ME, MP, DP, or WB. The NA mark cannot be used for a year grade.
NOTE: The grade 6 report card requires five additional year grades in Language Arts, Mathematics,
Science, Social Studies, and Fine Arts at the content level (strand year grades are also required).
These additional grades are required by the Board of Education Middle Level Education Policy 4502
which mandates that students receive a total of 15 units in grades 6, 7, and 8 to earn promotion to high
school. Of these 15 units, 12 must be earned in the core content areas (Language Arts, Mathematics,
Science, and Social Studies). Grade 6 students will automatically be given a year unit in the eSIS
system if teachers have given a grade of ME, MP, or DP. A year grade of WB will result in no unit being
credited.
H
**
** See Grade 6 report card on page 10
General Guidelines for Converting Benchmark Rubric Ratings to StandardsBased Report Card Grades
The following are considerations for a standards-based report card grade:
• Professional judgment that can be supported
• Preponderance of evidence
• Multiple opportunities to provide evidence
• Frequency of demonstrated proficiency
• More recent evidence
o If past assessment information no longer accurately reflects the student’s learning, than that
information must be dropped and replaced by the new information. Continuing to rely on past
assessment data miscommunicates student learning.
• Quality of evidence
o If there is not enough student work to accurately assess a student’s quarterly status toward
meeting the benchmarks, the teacher may use the NA mark and explain the reason in the
teacher’s comments.
Standards-based grades are based on the above considerations rather than averages of scores.
Use benchmark rubrics as reference points to determine grades. If a student meets the benchmark,
he/she receives the proficient rating. A bell curve should not be used as the basis for grades.
Each benchmark has a sample performance assessment with scoring rubrics that describe performance
at four proficiency levels: Advanced (A), Proficient (P), Partially Proficient (PP), and Novice (N).
(Benchmark rubrics are currently accessible from the Department of Education’s homepage at
http://doe.k12.hi.us. On the homepage, click on the curriculum link on the left-hand side; click on
HCPS III; and fill-in the search box for the content area and grade level.)
The standards-based grades of ME = Meets with Excellence, MP= Meets Proficiency, DP = Developing
Proficiency, and WB = Well Below Proficiency should be used for the report card only, and not for
student tests or performances.
* See report card on pages 8 and 9
Page 5
The following examples are just suggestions:
For a student to earn a MP on the report card, the student’s most recent evidence and quality of that
evidence must be rated Proficient (P). Sample scenarios from 7 ratings: (listed from first assessment to
most recent assessment)
P, P, P, P, A, A, A
or
P, P, P, P, P, P, P,
or
PP, PP, P, P, P, P, P or
N, PP, P, P, P, P, P
For a student to earn a DP on the report card, the student’s most recent evidence and quality of that
evidence must be rated Partially Proficient (PP). Sample scenarios from 7 ratings: (listed from first
assessment to most recent assessment)
N, N, PP, PP, PP, PP, PP
For a student to earn a WB on the report card, the student’s most recent evidence and quality of that
evidence must be rated Novice (N). Sample scenarios from 7 ratings: (listed from first assessment to
most recent assessment)
N, N, N, N, N, N, PP
Comments (Page 3 and 4)
These sections are designed for teacher, student (as appropriate) and parent (optional) to comment on
the student’s progress. Teacher comments should give more insight into the status ratings and
recommended actions. Students and parents should be encouraged to respond to the Status Report
with their comments, questions, concerns, etc., in the space provided.
Below is a list of comments that teachers may use or teachers can write their own.







●
Uses class time effectively
Takes an active part in group/classroom
discussions.
Shows respect for others by listening to their
ideas/opinions.
Produces a variety of options in solving
problems or making decisions.
Does accurate work; consistently strives to
do the best work.
Recognizes quality and can evaluate own
work and the work of others for quality.
Reads and understands various forms of
written communication.










Expresses ideas clearly
Uses a variety of technological tools to
communicate an idea or produce a product.
Needs to study for tests/quizzes.
Needs to improve quality of work.
Needs to improve listening skills.
Needs to seek additional help.
Needs to complete assignments.
Needs to turn in assignments on time.
Needs to use class time effectively.
Needs to improve attendance.
Needs to bring class materials and supplies.
The Teacher Comment page should not reference the Individual Education Plan (IEP). It is inappropriate
to write “See IEP” in teacher’s comments.
Note: Each quarter a new student/parent comment page must be included with the report card (Page 4).
Page 6
Attachments
The Individualized Education Program (IEP) Progress Report may be sent home in the same envelope
as the Report Card provided that the “bulk” of the envelope is not significantly larger than students
without an IEP Progress Report. If the IEP Progress Report does create a noticeable difference, then
the IEP Progress Report will need to be sent home in another manner.
Teachers also may attach any additional information to support the evaluation, such as a curriculum
map, portfolio or list of expectations. It is important to remember that attachments will not be archived in
the eSIS system. Only what is input into eSIS will be archived.
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