Parent report card info 09

Half Hollow Hills Central School District Parent Guide to the Elementary Report Card Dear Parents / Guardians, The Half Hollow Hills Central School District is pleased to announce that the Elementary Report Card is now available online. If you already have Parent Portal Access to Infinite Campus you can view your child’s report card online. In time, we expect to go paperless, so all parents are encouraged to access the Parent Portal as soon as possible.

If you do not have access to the Parent Portal, you will not be able to view the report card online. However, gaining access is easy! Information can be found on our district website at www.hhh.k12.ny.us. On the main page go to the “Quick Link” tab; the drop down menu will have a selection “Infinite Campus for Parents/Students.” Click here and you will find all the information you need to gain access to the Parent Portal.

Please note that the format of the report card you are receiving looks different than it did last year because it is the online version. The content, however, is the same. We encourage you to read through this Parent Guide.

You can refer to the Performance Level Descriptors, Academic, Learning and Social Behavior Skills and Effort Key that are used to evaluate students. Please refer to these as you review your child’s report card. The kindergarten evaluation for the first quarter only includes learning and social behaviors. All other areas are blank until the second quarter.

The purpose of the elementary report card is:  to communicate your child’s achievement in relation to learning standards.  to promote student learning.

It is important to keep in mind that the report card is only part of an effective achievement reporting system. The key to making the most of this report card is ongoing, open dialogue between you and your child’s teacher.

We thank you for your continued support.

Sincerely, Mary Rettaliata Assistant Superintendent for Elementary Education

Reporting Periods

Each quarter students have multiple opportunities to practice, attain and demonstrate mastery of the skills and concepts listed for each curriculum area. You will receive your child’s report card in November, January, April and June.

Parent – Teacher Conferences are held in November. Check your school calendar for exact dates.

Performance Level Descriptors The report card is divided into curriculum areas as well as learning and social behaviors. In each area, you will find more specific examples of what your child is expected to know, understand and be able to do.

This report card uses a scale of 1-4 to indicate progress on the grade level standards for each quarter.

What do the performance levels mean?

Performance Level Key 4 Exceeding Standards at Quarter Meets requirements and exceeds expectations for grade level work

3 Meeting Standards at Quarter Meets requirements for grade level work

2 Working Towards Standards at Quarter Meets some requirements for grade level work

1 Below Standards at Quarter Seldom meets requirements for grade level work

Demonstrates knowledge, understands, applies and extends learned concepts and skills

Demonstrates knowledge and understanding of learned concepts and skills

Beginning to demonstrate knowledge and understanding of learned concepts and skills

Demonstrates minimal understanding of learned concepts and skills

Produces work of outstanding quality

Produces quality work

Produces quality work inconsistently

Assistance is necessary to produce work

Performance Level scores are not based on one assessment experience. Teachers design multiple assessment tasks and collect evidence of student learning throughout the grading period. Evidence may include teacher observations, student work samples, projects, tests, quizzes and district assessments. Teachers review these assessments for evidence of learning when marking student progress for the report card.

It is important to note that the Performance Level is based on the units of study and concepts and skills taught for that quarter. It is quite possible for a child to achieve the first quarter and then achieve a 2 the second quarter.

a 3 or 4

A Performance Level of 1 indicates that the student seldom demonstrates minimal understanding of the learning goals even with assistance and guidance. A Performance Level of 2 indicates that the student can sometimes demonstrate the learning goals, but needs frequent assistance. Students achieve a Performance Level of 3 when they are able to meet the learning goals for that quarter with little or no assistance. Students achieve a Performance Level of 4 when they are able to independently demonstrate the learning goals AND consistently go beyond the expected level of performance.

November, 2009

Academic, Learning, and Social Behavior Skills It is important to know the general content skills that students are expected to learn at each grade level. These content area skills are assessed using the key below: Academic Skills Key Learning and Social Behavior Key C O

Consistently demonstrates Often demonstrates

I N

Inconsistently demonstrates Not yet demonstrating

Please note that the Performance Level is not based solely on the individual academic skill assessments for each content area, but also on your child’s overall ability to meet the learning goals independently.

This key is also used to assess learning and social behaviors which are the positive behaviors and skills that lead to success at work, home and in life.

Why do I need so much information?

Isn’t the Performance Level enough? Imagine you have just been examined by your doctor. The doctor turns to you and says that you received a 2.

Do you want more information? Are you wondering what part of you was not okay?

The Academic, Learning and Social Behavior Skills provide you with more specific information about your child’s strengths and weaknesses.

Effort One of the important characteristics of a successful learner is effort.

Effort assessment is based on a child’s willingness and ability to choose to take risks and try new things; to produce a quality product; and attempts to persevere even when tasks are challenging. Effort is assessed using the chart below: Effort Key E G

.

Excellent effort demonstrated Good effort demonstrated

S Satisfactory effort demonstrated M More effort needed

What Can I Do To Help My Child?

      

 Maintain an open and ongoing dialogue with your child’s teacher.  Take care of your child’s social, emotional and physical health. Every child needs rest, a balanced schedule of activities and a healthy diet.  Know what kind of homework is expected of your child and develop a routine for homework completion.  Ask your child specific questions about school activities. Listen, converse, plan and celebrate with your child.

Make reading a natural part of your family’s daily routine. Read to your child. Have your child read to you. Read and discuss books together.

Have books, magazines and newspapers in the home. Borrow books and magazines from the library.

Discuss current events. Allow your child to express opinions about what’s happening in the community and in the world.

Encourage activities that involve problem solving. Let your child find solutions to problems by asking for suggestions and comments.

Expose your child to new cultural, environmental and social experiences that support and stimulate learning.

Guide, limit, and monitor television viewing, video games and Internet usage. Focus on programs with educational value and discuss them with your child.

Let your child see you reading, and speak with your child about yourself as a life-long learner.

Half Hollow Hills Central School District Board of Education Jay Marcucci, President Jeanine Bottenus, Vice President Carole Catapano, Trustee Eric Geringswald, Trustee Frank Grimaldi, Trustee James Ptucha, Trustee Anne Marie Sorkin, Trustee

Dr. Sheldon Karnilow, Superintendent of Schools Mary A. Rettaliata, Assistant Superintendent for Elementary Education Michael DeStio, Assistant Superintendent for Secondary Education Kelly Fallon, Assistant Superintendent for District-wide Administration Dr. Patrick Harrigan, Assistant Superintendent for Research, Assessment and Special Services Victor Manuel, Assistant Superintendent for Finances and Facilities

November, 2009