For more information, please visit http:tinyurl.com/K6reportcardguide 1

Our new report card is aligned to the newly adopted Common Core State Standards and reflects our current curriculum and instruction. Some of the changes include:

1. Category titles and descriptors that reflect the Common Core State Standards (CCSS) and California State Standards.

2. Achievement Level Descriptors or ALDs (Levels 4-1) are a means of describing student performance on specific grade level standards.

3. Learning Outcomes reflect student skills necessary to be a successful learner.

The Newport-Mesa Unified School District is thankful to our community for the support, which allows us to provide so many academic opportunities and extracurricular activities for our students. We are committed to ensuring that students are well prepared for the future. Providing a clear, complete communication tool is the main goal of our 2014-2015 report card, which is standards-based and aligned to the Common Core State Standards.

Report Card Update

Newport-Mesa Unified School District Elementary Report Card Guide

Changes in Our New Report Card

For more information, please visit http:tinyurl.com/K6reportcardguide

There are four essential components of a standards-based approach.

1. Common Core and California State Standards describe what a student should thoroughly understand at each grade level.

2. The NMUSD curriculum ensures classroom instruction targets these standards.

3. The assessments measure learning and the extent to which a student understands each standard.

4. The report card reflects a student’s progress towards understanding standards three times per year.

Standards-Based Report Cards

Common Core and California

State Standards

NMUSD Curriculum

and Instruction

Assessment Report Card

For more information, please visit http:tinyurl.com/K6reportcardguide

SNAPSHOT Academic Areas and Student Progress

Newport(Mesa,Unified,School,District,3rd,Grade,Report,Card,

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,

Student:(( School:(

Teacher:( Principal:(

Student(ID:(( School(Year:((

EXPLANATION(OF(MARKS(Achievement(Level(Descriptors((ALD)( (English(Language(Development(Level,4, Thorough,Understanding,of,Grade,Level,Standards, 5, Advanced,Level,3, Adequate,Understanding,of,Grade,Level,Standards, 4, Early,Advanced,Level,2, Partial,Understanding,of,Grade,Level,Standards, 3, Intermediate,Level,1, Minimal,Understanding,of,Grade,Level,Standards, 2, Early,Intermediate,NA, Not,Addressed,this,Marking,Period, 1, Beginner,

REPORTING,PERIOD, 1, 2, 3,READING,FOUNDATIONAL,SKILLS,(RF),RF(3.3,Knows,and,applies,grade(level,phonics,and,word(analysis,skills,in,decoding,words,both,in,isolation,and,in,text

, , ,

RF(3.4,Reads,with,sufficient,accuracy,and,fluency,to,support,comprehension , , ,

READING,STANDARDS,FOR,LITERATURE,(RL),RL(3.1,Asks,and,answers,questions,to,demonstrate,understanding,of,a,text,,referring,explicitly,to,texts

, , ,

RL(3.2,Recounts,stories,,including,fables,,folktales,and,myths,,determines,central,message,and,explains,how,it,is,conveyed,through,key,details

, , ,

RL(3.4,Determines,the,meaning,of,words,and,phrases,as,they,are,used,in,text,,distinguishing,literal,from,non(literal,meaning

, , ,

RL(3.6,Distinguishes,their,own,point,of,view,from,that,of,the,narrator,or,characters

, , ,

RL(3.10,Reads,and,comprehends,grade,level,literature

, , ,

READING,FOR,INFORMATIONAL,TEXT,(RI),RI(3.1,Asks,and,answers,questions,and,demonstrates,understanding,of,a,text,,referring,explicitly,to,the,text

, , ,

RI(3.2,Determines,the,main,idea,of,text,and,explains,how,they,are,supported,by,key,details

, , ,

RI(3.4,Determines,the,meaning,of,general,academic,and,domain,specific,words,and,phrases,in,a,text,

, , ,

RI(3.10,Reads,and,comprehends,grade,level,informational,text

, , ,

,

REPORTING,PERIOD, 1, 2, 3,WRITING,(W),,W(3.1,Writes,opinion,pieces,on,topics,or,text,,supporting,a,point,of,view,with,reasons

, , ,

W(3.2,Writes,informative,text,which,examines,a,topic,and,conveys,ideas,and,information,clearly

, , ,

W(3.4,With,guidance,,produces,writing,which,is,developed,and,organized,appropriately,to,task

, , ,

W(3.5,With,guidance,,develops,and,strengthens,writing,as,needed,by,planning,,revising,,and,editing

, , ,

SPEAKING,AND,LISTENING,(SL),SL(3.1,Effectively,engages,in,a,range,of,collaborative,discussions,,building,on,others’,ideas,and,expressing,their,own,clearly

, , ,

SL(3.4,Reports,on,a,topic,or,text,,tells,a,story,,or,recounts,an,experience,with,appropriate,facts,and,relevant,,descriptive,details,,speaking,clearly,at,an,understandable,pace

, , ,

LANGUAGE,(L),L(3.1(Demonstrates,command,of,the,conventions,of,standard,English,grammar,and,usage,when,writing,or,speaking

( ( (

L(3.1a,Explains,the,function,of,nouns,,pronouns,,verbs,,adjectives,,and,adverbs,in,general,and,their,functions,in,particular,sentences,

( ( (

These descriptors (4-1) are used to report achievement in the Common Core and California State Standards.

For English Language Arts (ELA), the NMUSD Priority Standards are listed below each Common Core strand.

Student progress will be reported by trimesters.

ELA Priority Standards are specific to each grade level. For example: SL 3.1 refers to Speaking and Listening, Grade 3, Standard Number 1

For more information, please visit http:tinyurl.com/K6reportcardguide

Newport(Mesa,Unified,School,District,3rd,Grade,Report,Card,

REPORTING,PERIOD, 1, 2, 3,LANGUAGE,(L),(continued),L(3.2,Demonstrates,command,of,the,conventions,of,capitalization,,punctuation,,and,spelling,when,writing(

, , ,

L(3.4,Clarifies,the,meaning,of,unknown,and,multi(meaning,words,and,phrases , , ,

OPERATIONS,AND,ALGEBRAIC,THINKING,(OA),3.OA(1O4,Represents,and,solves,problems,involving,multiplication,and,division

, , ,

3.OA(5O6,Understands,properties,of,multiplication,and,the,relationship,between,multiplication,and,division

, , ,

3.OA(7,Multiplies,and,divides,within,100 , , ,3.OA(8O9,Solves,problems,involving,the,four,operations,,and,identifies,and,explains,patterns,in,arithmetic

, , ,

NUMBERS,AND,OPERATIONS,IN,BASE,TEN,(NBT),3.NBT(1O3,Uses,place,value,understanding,and,properties,of,operations,to,perform,multi,digit,arithmetic

, , ,

NUMBERS,AND,OPERATIONS,(,FRACTIONS,(NF),3.NF(1O3,Has,a,developed,understanding,of,fractions,as,numbers

, , ,

MEASUREMENT,AND,DATA,(MD),3.MD(1O2,Solves,problems,involving,measurement,and,estimation

, , ,

3.MD(3O4,Represents,and,interprets,data , , ,3.MD(5O7,Geometric,measurement:,understands,concepts,of,area,and,relates,area,to,multiplication,and,division

, , ,

3.MD(8,Geometric,measurement:,recognizes,perimeter

, , ,

GEOMETRY,(G),3.G(1O2,Reasons,with,shapes,and,their,attributes

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REPORTING,PERIOD, 1, 2, 3,

SOCIAL,SCIENCE,

Understands,the,concepts,of,units,taught,

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SCIENCE,

Understands,the,concepts,of,units,taught,

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PHYSICAL,EDUCATION,

Applies,appropriate,concepts,and,skills, , , ,MUSIC,Demonstrates,grade(level,competency,in,vocal,and/or,instrumental,skills,and,music,literacy,

, , ,

LEARNING,OUTCOMES,Self.Directed1Learner:,Responsible,for,their,own,learning,

, , ,

Community1Contributor:,Understands,that,it,is,essential,for,people,to,work,together,

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Complex1Thinker:,Demonstrates,critical,thinking,and,problem,solving,

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Quality1Producer:,Recognizes,and,produces,quality,performance,and,quality,products,

, , ,

Effective1Communicator:,Communicates,effectively,

, , ,

Effective1and1Ethical1User1of1Technology:,Uses,a,variety,of,technologies,effectively,and,ethically,

, , ,

ENGLISH,LANGUAGE,DEVELOPMENT,Listening, , , ,Speaking, , , ,Reading, , , ,Writing, , , ,ATTENDANCE,Days,Enrolled, , , ,Days,Absent, , , ,Days,Tardy, , , ,

COMMENTS,Trimester,1,,,,,,,,,,,,,,Interventions:, Trimester,2,,,,,,,,,,,,,,Interventions:, Trimester,3,,,,,,,,,,,,,,Interventions:,

, , ,

SNAPSHOT Learning Outcomes, Attendance, and Teacher Comments

Learning Outcomes report the development of skills necessary to be a successful individual.

Attendance area provides a record of number of days absent and tardy in each marking period.

This section will contain more specific student information.

The Common Core Math Standards are listed by domains and clusters (groups of standards).

For more information, please visit http:tinyurl.com/K6reportcardguide

Q: How are standards-based report cards different from traditional report cards?

FREQUENTLY ASKED QUESTIONS

A: On many traditional report cards, students receive one grade for reading, one for math, one for science and so on. On a standards-based report card, each of these subject areas is divided into a list of skills and knowledge that students are responsible for learning. Students receive a separate mark for each standard.

Q: Can a student perform at a level 3 and then move to a lower level in the next reporting period?

Q: Why are there no letter grades?

Q: How does this help parents?

Q: What are the NMUSD English Language Arts (ELA) Priority Standards?

A: Standards-based report cards enable parents to receive accurate information based on cumulative student progress throughout the reporting period. In addition, they

1. Promote more detailed and meaningful conversations at parent/teacher conferences 2. Allow for careful and precise monitoring of student achievement 3. Reflect grade-level standards and expectations so parents gain a complete idea of

student progress.

A: Teams of K-12 teachers and administrators: 1. Reviewed the California Common Core State Standards for each grade level in ELA and determined

which standards were most significant for student learning in each grade level. 2. Standards not listed as priority are identified as supporting standards in the curriculum and are

also taught throughout the year.

A: A standards-based report card’s leveled approach (4, 3, 2, 1) provides feedback regarding students understanding of specific grade level standards. The Achievement Level Descriptors (ALDs) are a means of describing student performance. Student outcomes are reported in terms of 4 levels of achievement and are as follows: Level 4 = Thorough Understanding Level 3 = Adequate Understanding Level 2 = Partial Understanding Level 1 = Minimal Understanding

A: The level of rigor can change from one reporting period to the next as students move toward the end of the year. This means:

1. A student may adequately understand the grade-level standard during the first reporting period, but as the rigor increases, the student may not demonstrate the same level of proficiency during the next reporting period.

2. A student might receive a 3 in the first reporting period and then receive a 2 in the second reporting period.