Kindergarten Report Card Information
Our report cards are designed to reflect the New York State Common Core Learning Standards (NYSCCLS). It is a diocesan-wide developed assessment created in accordance with the developmentally appropriate practices in early childhood education.
Kindergarten report cards are based on a variety of assessment resources in order to determine a child’s academic development. Our grading practices encompass a broad range of consideration including teacher observations, anecdotal records, participation in class activities, review of student work as well as all testing.
In an effort to give parents a clearer understanding of the progress codes, please look over the following information.
Kindergarten Code Explanation
4 - represents commendable progress. The child consistently proven that he/she has mastered the skill.
3 - represents a skill area that is approaching the mastery/secure level.
2 - represents satisfactory progress. The child is in the process of learning this skill and is making visible efforts toward
this goal.
1 - represents an area that needs improvement. There is a weakness, a lack of progress or perhaps no effort being shown
to learn this skill.
An “x” indicates that this skill is not being evaluated at this marking period yet.
Please be aware that during the first trimester, we are in the process of introducing and learning many things. You may find many more 2’s and 1’s than 3’s and 4’s. All grades are a reflection of what is being observed in school. Children who are truly comfortable with a skill, will be able to demonstrate their understanding upon request in class.
During the next two marking periods, many more letters, numbers, letter sounds and math concepts will be introduced and so a skill area that is mastered in the first semester and received a 4, may become a 3 or a 2 as more requirements are included for mastery.
Some areas on the report card require some added explanation as to what we are specifically assessing the first semester.
Under the heading English Language arts and Literacy, you will notice that there are three skills not being assessed the first semester. At this point, we are focused ONLY on the 7 letters and sounds that have been covered in class so far and are not evaluating blending, spelling or sight words yet. That is not to say that we are not working on these skills but we wait until the second semester to put a grade on the report card.
Under the heading Mathematics (subtitled counting and cardinality), even though the skill heading reads “recognizes a written numeral 0-20”, “Understands one-to-one correspondence to 20” and “shows understanding of ordinal numbers 1st thru 10th”, we are concentrating on recognizing numbers 1-10, counting up to groups of 10, and ordinals 1st thru 5th the first marking period. Please be aware that a code given to these skills this semester reflects ONLY what we have covered so far and does not mean that the full intention of what is written on the report card is confirmed. Numbers thru 20 and ordinals to 10th will be evaluated during the second semester. Additionally, you will notice skill areas that are not being assessed yet. This is due to our need to further build upon our developing age-appropriate abilities.
There are also some terminology changes on our report card. Technology and visual arts are now being used in place of computer and art respectfully. Special subjects take on a different meaning in the early childhood grades. While children go to other teachers for music, physical education and technology, these areas are also infused throughout the curriculum which means that the progress code for these areas are arrived at after consultation between the specialty teacher and the classroom teacher.
Our report cards are designed to reflect the New York State Common Core Learning Standards (NYSCCLS). It is a diocesan-wide developed assessment created in accordance with the developmentally appropriate practices in early childhood education.
Kindergarten report cards are based on a variety of assessment resources in order to determine a child’s academic development. Our grading practices encompass a broad range of consideration including teacher observations, anecdotal records, participation in class activities, review of student work as well as all testing.
In an effort to give parents a clearer understanding of the progress codes, please look over the following information.
Kindergarten Code Explanation
4 - represents commendable progress. The child consistently proven that he/she has mastered the skill.
3 - represents a skill area that is approaching the mastery/secure level.
2 - represents satisfactory progress. The child is in the process of learning this skill and is making visible efforts toward
this goal.
1 - represents an area that needs improvement. There is a weakness, a lack of progress or perhaps no effort being shown
to learn this skill.
An “x” indicates that this skill is not being evaluated at this marking period yet.
Please be aware that during the first trimester, we are in the process of introducing and learning many things. You may find many more 2’s and 1’s than 3’s and 4’s. All grades are a reflection of what is being observed in school. Children who are truly comfortable with a skill, will be able to demonstrate their understanding upon request in class.
During the next two marking periods, many more letters, numbers, letter sounds and math concepts will be introduced and so a skill area that is mastered in the first semester and received a 4, may become a 3 or a 2 as more requirements are included for mastery.
Some areas on the report card require some added explanation as to what we are specifically assessing the first semester.
Under the heading English Language arts and Literacy, you will notice that there are three skills not being assessed the first semester. At this point, we are focused ONLY on the 7 letters and sounds that have been covered in class so far and are not evaluating blending, spelling or sight words yet. That is not to say that we are not working on these skills but we wait until the second semester to put a grade on the report card.
Under the heading Mathematics (subtitled counting and cardinality), even though the skill heading reads “recognizes a written numeral 0-20”, “Understands one-to-one correspondence to 20” and “shows understanding of ordinal numbers 1st thru 10th”, we are concentrating on recognizing numbers 1-10, counting up to groups of 10, and ordinals 1st thru 5th the first marking period. Please be aware that a code given to these skills this semester reflects ONLY what we have covered so far and does not mean that the full intention of what is written on the report card is confirmed. Numbers thru 20 and ordinals to 10th will be evaluated during the second semester. Additionally, you will notice skill areas that are not being assessed yet. This is due to our need to further build upon our developing age-appropriate abilities.
There are also some terminology changes on our report card. Technology and visual arts are now being used in place of computer and art respectfully. Special subjects take on a different meaning in the early childhood grades. While children go to other teachers for music, physical education and technology, these areas are also infused throughout the curriculum which means that the progress code for these areas are arrived at after consultation between the specialty teacher and the classroom teacher.