TK‐6

GuidelinesforPortfolioandPupilProgressReport

Completion  

 2015‐2016

              

DistrictPhilosophyforStudentSuccess

AllstudentsintheSanBernardinoCityUnifiedSchoolDistrictshall havetheopportunitytoexperiencesuccessacademically,emotionally,andsocially.Yearlypromotionistheexpectationforallstudents.

Everyeffortmustbemadetocommunicatewithparents,keepingtheminformedofstudentprogress. Theparentsofstudents,whoareidentifiedasatriskofbeingretainedduetolackofprogresstowardmeetinggradelevelstandards,shallbenotifiedasearlyaspossibletoassurethegreatestattentiontostudentsupport. InaccordancewiththerequirementsofEducationCode37252.5,onceastudentisidentified,asatriskofbeingretained,direct,systematicandsupplementalinterventionstrategiesmustbeoffered.Intenttoenrollthestudentinaprogramshallbedocumented.

ReportingPupilProgress2015‐2016

Introduction

TheTK‐6GuidelinesforcompletingthePupilProgressReporthavebeencreatedtoserve as

an easilyaccessiblereferenceforteachersastheycreateaPupilProgressReportfor

each student.Thepages of theGuidelines correspond to sections on thePupil

ProgressReport so that teachers can represent a student’s progress toward the

achievement of gradelevel standardsina clearandconcisemanner. TheGuidelinesbook

coversvarious district instructional programs, pleasenotethatwithintheseGuidelines

there areseparatepagesdevotedtostudentsparticipatinginvariousinstructional

programs:

‘ EnglishOnly(EO)

‘ StructuredEnglishImmersion(SEI)andEnglishLanguageMainstream(ELM)

‘ AlternativeBilingualEducation(ABE)

‘ DualImmersion(DI)

‘ SpecialEducationstudents(thosewithanIndividualEducationPlan(IEP) 

 

ElementaryPortfolio Portfoliosmayexistelectronicallyorinhardcopyformat.TheelectronicversionprovidedbyElementaryInstructionmaybeusedasitbestmeetstheneedoftheschoolsite.Thepurposeofaportfolioisfortheteachertoprovidearepresentativesampleofdatedstudentworkthatovertimedemonstratesgrowthtowardsmasteryofgradelevelstandards.Allworkshouldbedated,showevidenceofteacherreviewandbeadirectrepresentationofastudent’slevelofmasteryatapointintime.Thestructureoftheportfolioistoidentifyassessmentresultsthatarecollectedbytrimester.ThecompletionofthePupilProgressReportshouldbeincongruencewiththedataandworksamplesprovidedfortheportfolioandreflectiveofthelevelofmasterytowardgradelevelstandards.Portfoliosareusedto:

Determine a student’s curricular progress Make instructional decisions and set instructional goals Share student progress toward mastery of standards with all stakeholders

   

 

MarkingthePupilProgressReport

ThePupilProgressReportisalegaldocumentusedtorecordstudentmasteryofgradelevelcontentstandardsandindicateswherethestudenthasattendedschoolthroughouttheschoolyear.Itistheteacherofrecord’sresponsibilitytocompletethePupilProgressReportforeachreportingperiodinaccordancewiththeDistrictdeterminedreportingperiods.

Attendance

Note: Agradingperiodisdefinedasthefirstdayofthenewreportingperiodtothelastdayof theparentteacherconferencesorthelastdayoftheschoolyear.LateEnrollment(indicatedatesofenrollment) 

Studentisenrolledlessthan20classdays(indistrict)‐Whenthestudenthasbeenenrolledintheclasslessthan20days,thepreviousteacher’s gradinginformationcanbeaccessedforreviewinIlluminate. 

Studentisenrolledlessthan20classdays(outofdistrict)‐Ifastudententersthedistrictwithinthelast20daysofthereportingperiod,thecurrent teachermustcontactthepreviousteacherforinputonstudentprogresstowardsgrade levelstandards.

 

Studentisenrolledforatleast20classdays‐Whenthestudentarrivesclosetotheendofthegradingperiod,buthasbeenenrolledin theclass20daysormore,theteachermarksthePupilProgressReportwithgradesthat reflectthemasteryofstandardstaughttodatewhileenrolledinhis/herclass.Acommentshouldincludethedatethechildenrolledintheclass. Gradesreflectprogressinallcontent standardstaughttodate.EarlyExit(indicatedatesofenrollment)Studentmovespriortotheendofthereportingperiod‐Whenthestudentarrivesatthebeginningofthegradingperiod,butmoveswithin2weeks, thereceivingteachermustlistthecurrentschoolonthetopportionofthePupilProgressReport. Toclarifythestatus,acommentsuchas,“JohnenrolledSeptember5andexitedonSeptember16.Therewasnotsufficienttimetomeasuregrowthincontentstandards taughtduringthisreportingperiod”isnotedintheComment’sSectionofthePupilProgress Report. 

RecordingAttendanceNote:A total of ten (10) excused absences is considered to be excessive. (SanBernardino County Superintendentof Schools, Parent and Student School AttendanceReviewBoard(SARB)InformationPamphlet).

DaysAbsent‐Recordthenumberofdaysthestudentwas absent todate (cumulative),usingtheattendanceinformationfromAeries.DaysTardy‐Indicatethenumberoflatearrivals,usingattendanceinformationfromAeries.EarlyDismissal‐Indicatethenumberofinstanceswhenthestudentwaspicked‐upearly,usingattendanceinformationfromAeries.AbsencesAffectingAchievement‐Thisboxshouldbecheckedifthenumberofdaysabsentortardyisaffectingachievement.ThisboxmayalsobecheckediftheteacherseesanabsencepatternsuchasmanyMondaysand Fridays.

MarkingGradesforTK‐6

EnglishOnly 

MarkingDescriptors

TheLanguageArtsandMathematicsPupilProgressReportsubsectionscorrespondtospecificstrandslistedontheportfolio. Eachareaisevaluatedforthe reportingperiodusingthemarkingdescriptorslistedbelow.Thesestrandsdefine anddescribetheskillsthatareevaluatedwhenmarkingthePupilProgressReport. EnglishLearnersinSEI/ELMprogramsneedtobeevaluatedwithconsiderationtotheELDPortfolio,thetimetheyhavebeeninprogram(U.S.schools)andtheirELDinstructional level.TheSecondLanguageDevelopmentsectionoftheReportCardcorrespondstotheELDPortfolioStandardspergradelevel.

SpecialEducationstudentswhoareservicedincoreoralternativecoreprogramsare assessedusingthesameMarkingDescriptorsasgeneraleducationstudents.

TK‐6MarkingKeyDescriptors

Marking“MeetingGradeLevelStandards” OnthePupilProgressReport,thereisaboxtoindicate“MeetingGradeLevel Standards”,intheareasofReading,Writing,andMathematics.

Ifthestudentreceivesa“4”or“3”intheareasofReading,Writing,andMathematics,theteacheristoputa”Y”indicatingthatthestudentismeetinggradelevelstandardsinthatarea.

Ifthereareany“2’s”or“1’s”intheareasofReading,Writing,orMathematics, theteacheristoputan“N”indicatingthatthestudentisnotmeetinggradelevelstandardsinthatarea.

Marking“X”duringagradingperiodDuringanygivengradingperiodthereisapossibilitythataparticularstrand/domainwillnotbecoveredwithinthenormalscopeandsequenceofinstruction.Ratherthanassigningagradetothestrand/domain,an“X”istobe usedtoindicatethatthestrandwasnotexplicitlytaughtduringthisreportingperiod.

Marking“1’s”and“2’s”

GeneralEducationo Studentswhoreceivea“1”afterthefirstreporting periodneedthefollowing

action: BegintheMTSS(Multi‐TieredSystemofSupports)process,starting

withthefirststep(pre‐SST). 

o Studentswhoreceivea“1”or“2”atthesecondreportingperiodmaybeatriskofbeing retained. Ifthereisapossibilityofretentionthefollowingactionsarerequired:

• ContinuationoftheMTSS(Multi‐TieredSystemofSupports)process,whichshouldincludegoalsetting,progressmonitoringandSST(StudentSuccessTeam)meeting.

• AparentsignatureontheParentSignatureCardinthedesignatedbox.Atthethirdreportingperiod,all“2’s”become“1’s”.

EnglishLearnerso AllprogramsandSpanishlearnersinDualImmersionwhoareatriskofbeing

retainedmustbereferredtotheschoolsite’sMTSS(Multi‐TieredSystemofSupports)process. Studentsaretobeprovidedinterventionsupport.Atthethirdreportingperiod,the“2’s”continuetobe“2’s”becausestudentsareonacontinuumthatspansacrossgradelevels.

StudentswithIEPs

o Themarkingof“1’s”or“2’s”doesnotautomaticallyplacethestudentatriskofbeingretained. StudentswithIEPsmayreceivea“1”or“2”inthelastreporting periodoftheyearinanyandallareasinwhichthestudentqualifiesonhis/herIEP.

  

ContentAreas 

 

ScienceandSocialStudies/History 

ScienceandSocialStudies/HistoryaretaughtandgradedusingtheStateBoardofEducation/SBCUSDapprovedcurriculum.

Gradesaredeterminedbasedoncontentareaknowledgeandapplication. Datacollectedbytheteacherincludesclasswork,projects,anecdotalclassroom

participationnotes,etc.andcanbeusedtodeterminethenumbergrade. Forspecificgradelevelstandards,pleaserefertotheCDEwebsitesandpages

below.‐SocialStudies(pages1‐26)http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf‐Science(pages1‐21)http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf

VisualandPerformingArts

VisualandPerformingArtsstandardsareembeddedwithintheelementarycurricula.

Whenastudentisenrolledininstrumentalorchorus,thedistrictmusicteacherwillgiveinputtotheclassroomteacheraboutthegradeforVisualandPerformingArts.

PlacementofthelettergradeonthePupilProgressReportintheVisualandPerformingArtscategoryistheresponsibilityoftheclassroomteacher.

Forspecificgradelevelstandards,pleaserefertotheCDEwebsitesandpagesbelow.‐Visual&PerformingArts(pages22‐79)http://www.cde.ca.gov/ci/cr/cf/documents/vpaframewrk.pdf

PhysicalEducation

PhysicalEducationstandardscanbemeasuredthroughobservationanddatacollectedinthisarea.

TheclassroomteachercollaborateswiththePhysicalEducationteachertodeterminethegrade.

TheplacementofthenumbergradeonthePupilProgressReportinthePhysicalEducationcategoryistheresponsibilityoftheclassroomteacher.

Forspecificgradelevelstandards,pleaserefertotheCDEwebsitesandpagesbelow.‐PhysicalEducation(pageshttp://www.cde.ca.gov/ci/cr/cf/documents/vpaframewrk.pdf

Comments

TheCommentsSectiononthePupilProgressReportshouldreflectprogresstowardsgradelevelstandards.ThePupilProgressReportoffersadropdownmenuofpre‐writtenLanguageArts,MathandSecondLanguageDevelopmentcommentchoices.Thereisalsotheoptionofteacher‐createdcommentswithinapproximately320characters.“Asareminder,CaliforniaEducationCode(EC48985)requiresthatwhen15%ofthestudentpopulationatapublicschoolspeakaprimarylanguageotherthanEnglish,asdeterminedfromthecensusdatasubmittedtotheStateintheprecedingyear,allnotices,reports,statements,orrecordssenttotheparentorguardianshall,inadditiontobeingwritteninEnglish,bewrittenintheprimarylanguage.”

      

PromotionandRetention

SpecificproceduresapplytothepromotionorretentionofDistrictstudents.Bytheendof thesecondgradingperiod,parentsmustbeinformedofthepossibilityofretention.Sixweeksbeforetheendoftheschoolyear,teachersmustmakeafinaldecisionastothe statusofeachoftheirstudents.Nospecialactionneedbetakenifthestudentispromoted.However,eachtypeofprogramhasspecificguidelinestofollowifastudentis recommendedforretentionorpromotedwithconsideration.PleaserefertotheTableofContentsforspecificinformationforyourprogramsothatalltimelinesandproceduresaremetinatimelymanner.Promotion 

TheStateofCalifornia(Ed.CodeSection48070.5)requiresthatstudentsin Grades1through3bepromotedontheirattainmentofgradelevelstandardsinReadingComprehension.StudentsinGrades4through6arepromotedbasedontheirmasteryofthestandardsinReadingandMathematics.

  Studentswhoachievegrade‐levelstandardswillbepromoted.Studentsneedtoachievea“3”or“4”inthegradelevelstandardstaughttodatetobepromotedtothenextgrade.

  TheStateofCalifornia’sDepartmentofEducationprovidestheguidelinesthatprimarygradestudentsarepromotedbasedonReadingComprehensionandnotonWritingApplicationsorStandardsforMathematicalPractices.Ifateacheris concernedthatachild’smasteryofMathematicsstandardsisfarbelowgradelevel,areferralneedstobemadeviatheMTSS(Multi‐TieredSystemofSupports)process.

PromotionwithConsideration

Ifateacheris concernedthatachild’smasteryofgradelevelstandardsisfarbelowgradelevel,areferralneedstobemadeviatheMTSS(Multi‐TieredSystemofSupports)process.

AparentsignatureontheParentSignatureCardisrequired.

Sixweeksbeforetheendoftheschoolyear,teachersmustmakeadecisionaboutPromotionorRetention.Thisdecisionisbasedonaccurateinformationfromstudentworkandassessments.TheteacherwillcompletetheSBCUSDTeacherRecommendationform.

IfPromotionwithConsiderationistheteacher’sdecision,itisbasedonthe

determinationthatretentionisnotinthebestinterestofthestudent.

SchoolsiteswillsendtheappropriatenotificationlettertoparentsattachingtheSBCUSDTeacherRecommendationandthebrochure“WillMyChildBePromotedToTheNextGrade?”outliningtheappealprocess.

ParentsmayrequestacopyoftheParentAppealApplicationformfromthe

schoolsiteofficeafterreceivingnotificationfromtheschoolsite.

PromotionwithConsiderationisalsoutilizedforstudentswhoenrollinschoolwithinthelastsixweeksofschool.

RetentionProcedures

Ifateacheris concernedthatachild’smasteryofgradelevelstandardsisfarbelowgradelevel,areferralneedstobemadeviatheMTSS(Multi‐TieredSystemofSupports)process.

AparentsignatureontheParentSignatureCardisrequired.

Sixweekspriortotheendoftheschoolyear,teachersmustmakeafinaldecisionaboutPromotionorRetention.Thisdecisionisbasedonaccurateinformationfromstudentworkandassessments.TheteachercompletestheSBCUSDTeacherRecommendationform.

SchoolsitessendtheappropriatenotificationlettertoparentsattachingtheSBCUSDTeacherRecommendationandthebrochure“WillMyChildBePromotedToTheNextGrade?”outliningtheappealprocess.

  ParentsmayrequestacopyoftheParentAppealApplicationformfromtheschoolsiteofficeafterreceivingnotificationfromtheschoolsite.

  SinceKindergartenattendanceisnotmandatoryinthestateofCalifornia(Ed.CodeSections46300and48011),theparentmustgivepermissiontoretainakindergartenstudent.Ameetingbetweentheteacherandtheparentisheldtoacquirepermissionforretention.ThisisdocumentedbyhavingtheparentsigntheDistrictForm,theAgreementforPupiltoContinueinKindergarten.

StudentscannotberetainedinTransitionalKindergarten.

GuidelinesforEnglishLearnersinStructuredEnglishImmersion(SEI)

orEnglishLanguageMainstream(ELM)

EnglishlearnersreceivegradesincontentareasaccordingtotheCaliforniaCommonCoreStateStandards(CaCCSS).

DifferentiationininstructionandassessmentofEnglishLearnersisessentialindeterminingwhetherornotthestudenthasmetgradelevelstandardsinallareas.

UsetheELDPortfolio(TK–6)torecordmasteryofELDstandardsthroughouttheyear.

TheELDstandardsprovidelanguagescaffoldsforstudentstoaccesstheCaCCSSattheirELDinstructionallevel.

SEI/ELMTeacherChecklistforReportingPupilProgress

Whengradingstudents,teachersshould:

EnsureELDPortfolioshavebeenupdatedtoreflectcurrentEnglishlanguageproficiencylevels.

ConsultELDPortfoliostomarkthe“SecondLanguageDevelopment”sectionin

thereportcard.

ConfirmthatELDPortfoliosshowtheELDinstructionallevelandtheELDstandardsthestudenthasmasteredornotmastered.

Reviewstudentassessmentresultsandwritingsamplesfromdifferentcontent

areastocreateacompletepictureofyourELstudent’sprogress.

ConsidertheELstudent’stimeinprogram(seeProgressionTimelinebelow).

ReviewELDBenchmarkresultsandotherappropriateassessmentstodeterminewhetherthestudentismakingadequateprogressornot.

GradeMarkings:“1s”and“2s”

EnglishlearnersinSEI/ELMclassroomswhoareatriskofbeingretainedmustbereferredtotheschoolsite’sMulti‐TieredSupportSystem.

Atthethirdreportingperiod,themarking“2”continuesbecauseELstudents

areonanEnglishlanguagedevelopmentcontinuumacrossgradelevelsandreceiveinstructionintheirsecondlanguage.

Note:Englishlearnersarenottoberetaineduntiltherationaleforretentionis

approvedbytheDirectorofElementaryEnglishLearnerPrograms.EnglishlearnersareheldtothesamerigorousacademicexpectationsastheirEnglish‐onlypeerswhilealsoacquiringEnglishlanguageproficiency.Englishlearnersprogressatvaryingratesofsecondlanguagedevelopment.Programplacement,Englishlanguageproficiencylevels,timeinprogram,andprogresstowardmeetingEnglishLanguageDevelopment(ELD)standardsneedtobeconsideredwhendeterminingstudentprogress.EnglishlearnerswillbegradedusingthestandardstaughttodateontheLanguageArts,Mathematicsandothercontentareasectionsusingthenumbersinthe“MarkingKeyDescriptors.”Note:Basedonthelanguagedevelopmentcontinuum,EnglishlearnerswhohavebeeninU.S.schoolsfortwoyearsorlessshallnotbegivena“1”inlanguageartsorothercontentareasduringanyreportingperiod.StudentswhohavebeenenrolledinUSschoolsformorethantwoyearsmayreceivea“1”inextremecircumstances,however,allstudentsreceivinga“1”mustbeimmediatelyreferredtotheMulti‐TieredSupportSystemprocess.

IfstudentsarenotmeetingtheEnglishLanguageArtsContentStandards,theteacherwillmarkan“N”inthe“MeetingGradeLevelStandards”sectionforaparticularstrand.However,studentscanbemeetingtheELDstandardsastheyhavebeentaughttodateandcanbemeetingexpectedprogressasoutlinedintheProgressionTimeline.

DistrictProgressionTimeline(RFEPby5)InSBCUSD,EnglishlearnersareexpectedtomakeadequateprogressinELDaccordingtotheProgressionTimeline.ThegoalforEnglishlearnersisthattheyprogressconsistentlythroughthethreeELDlevels.ThevisualbelowdemonstrateshowexpectedprogressinEnglishproficiencyisdeterminedbytimeinU.S.schools.TheDistrictexpectationisthatstudentswillbereclassifiedwithin5yearsinU.S.schools.TimeinU.S.schoolscanbefoundinAeriesand/orthestudent’scumulativefolder.

ProgressMonitoringofEnglishLanguageDevelopmentTeacherswillutilizetheELDstandardsandELDportfoliotodeterminethestudent’scurrentinstructionallevelofEnglishproficiency.TheCaliforniaELDStandardsidentifytheELDlevelsas:

Emerging Expanding Bridging

ProgressinELDwillbereportedinthe“SecondLanguageDevelopment”sectionofthereportcard.TheELDStandardscontaintwoparts:

Part1InteractinginMeaningfulWays PartIILearningAboutHowEnglishWorks

ThefollowingvisualdemonstratesthetwopartsoftheELDstandardsaswellastheirsubstrands.

SecondLanguageDevelopmentDescriptorsforSEI/ELMTK‐6

Reclassified

StudenthasbeenreclassifiedtoFluentEnglishProficient Studentcontinuestobuildincreasingbreadth,depth,andcomplexityin

comprehendingandcommunicatinginEnglishinawidevarietyofcontexts

Bridging StudentappliesarangeofadvancedEnglishlanguageknowledge,skills,and

abilitiesinawidevarietyofcontexts,includingcomprehensionandproductionofhighlycomplextexts.

Studentcancommunicateeffectivelywithvariousaudiencesonawiderangeoffamiliarandnewtopicstomeetacademicdemandsinavarietyofcontentareas.

LightsupportisprovidedbyteacherExpanding

Studentappliesagreatervarietyofacademicvocabulary,grammaticalstructures,anddiscoursepractices

StudentcanuseEnglishtolearnandcommunicateaboutarangeoftopicsandacademiccontentareas

ModeratesupportisprovidedbyteacherEmerging

Studentexpressesbasicpersonalandsafetyimmediateneeds Studentrespondstoquestionsonsocialandacademictopicswithlearned

wordsorphrasesandshortsentences Studentbeginstounderstandanduseacademicvocabularyandotherfeatures

ofacademiclanguage Substantialsupportisprovidedbyteacher

“X”‐Strand:notgradedduringthisreportingperiodThestrandwasnotexplicitlytaughtduringthecurrentreportingperiod.

UsingtheELDPortfoliowithTheReportCardThepurposeoftheELDPortfoliosistoguideinstructionbasedonthestudent’sleveloflanguageproficiencyastheteacherscaffoldsinstructionwiththeCAELDstandards.WhenEnglishlearnersmeettheELDstandardsattheircurrentinstructionallevel,theyshouldbemovedtothenextEnglishlanguageinstructionallevelontheELDPortfolio.TeachersshouldthenmarktheCommonCoreStandards‐BasedPupilProgressReportaccordingtothestudent’snewlevelusingoneofthelevelsinthe“LanguageInstructionalLevelMarkingKey”ofthereportcard.ThefollowingvisualprovidesanexampleoftheELDportfolio.

Note:EnglishlearnersareexpectedtodemonstrateprogressinELDinaccordancewith

theDistrict’sProgressionTimeline.Studentsarenotexpectedtomasterallthreelanguagelevels(i.e.,Emerging,Expanding,Bridging)withinoneyear.StudentsmayworkatdifferentELDinstructionallevelswithineachsub‐strandoftheELDstandards.Forexample,anEnglishlearnermaybeworkingattheEmerginglevelintheCollaborativesub‐strandandtheExpandinglevelintheInterpretivesub‐strand.

CommentsforReportingPupilProgressforEnglishLearnersinSEI/ELMTeachersmayusethecommentsdropdownmenutoprovideappropriatefeedbackforeachstudent.EachEnglishLearnermusthaveatleastonecommentrelatedtotheirprogressinEnglishlanguagedevelopment.

Reclassified(RFEP)StudentsWhenstudentshavebeenreclassifiedmidyeartoFluentEnglishProficient(RFEP),teacherswillmark“R”inthedropdownboxfortheSecondLanguageDevelopmentsectionandwillnolongergradestudentsonSecondLanguageDevelopment.RetentionandPromotionConsiderationsforEnglishLearners

WhenconsideringretentionorpromotionofEnglishlearners,thereareseveralfactorsthatmustbecarefullyconsideredbeforemakingthedecisiontoretainorpromotewithconsiderations. HasthestudentshowngrowthinmeetingtheELDstandardsattheappropriate

instructionallevelandaccordingtotheProgressionTimeline? HavetheELDstandardsbeenusedtoguideandscaffoldinstructionforthis

student? HastheMTSSTeammettodiscussthisstudent’slackofprogress? WhatimmediateinterventionshavebeenprovidedtoensurethattheEnglish

learnerdoesnothavesignificantgapsinlearning? Inwhatwayislanguageadifficultytothisstudent? Whatevidenceexiststhatshowsthelackofprogressisnotaresultofsecond

languagedevelopment?Apossibleretentionmustbebroughttotheattentionoftheprincipalassoonastheteacherconsidersthepossibilitysothatimmediateinterventionstrategiescanbeputinplace.AMulti‐TieredSupportSystem(MTSS)meetingmusttakeplacepriortosubmittingarequestforretention.

ParentNotificationInformationforEnglishLearnersPossibleRetentionIfthereisapossibilitythatanEnglishlearnerstudentisatriskofretentionatthesecondreportingperiod,parentsneedtosigntheRetentionstatementontheE‐79ParentSignatureCard.ParentsmustbeprovidedwithaSpanishversionoftheE‐79beforetheyareaskedtosigniftheydonotspeakorreadEnglish.TheDirectorofElementaryEnglishLearnerProgramsDepartmentmustapproveallretentionsofEnglishlearners;requesttoretainanEnglishlearnermustbesubmittedtotheEnglishLearnerProgramsDepartment8weekspriortotheendoftheschoolyear.

Note:Englishlearnerstudentswhohavereceiveda“1”duringthefirstorsecondreportingperiodandareatriskofbeingretainedmustbereferredtotheschoolsite’sMulti‐TieredSupportSystem(MTSS)andbeconsideredforthesite’sInterventionprogram.

AlternativeBilingualEducationProgram

EnglishlearnersinAlternativeBilingualEducation(ABE)programsareheldtothesamerigorousexpectationsastheirEnglishonlypeersinEnglishLanguageMainstreamprograms.Theimportantdifference,however,isthatstudentsinABEprogramsareexpectedtomakeappropriateprogressinmasteringgradelevelstandardstaughtintheirprimarylanguage,aswellasinsecondlanguagedevelopment(i.e.,EnglishLanguageDevelopment).

EnglishLearnersEnglishlearnersinABEprogramsareexpectedtomastergradelevelstandardsforacademicsubjectstaughtinSpanishasdeterminedbytheDistrict’sABEprogrammodeldesign.IngradesK‐4,gradesfortheReading,Writing,Speaking/ListeningandLanguagesectionsofthePupilProgressReportarebasedonmasteryofthegradelevelSLAstandardstaughttodatethroughtheDistrictadoptedLanguageArtscurriculumandcontent‐basedScienceandSocialStudiesliteracyinstruction.Ingrades5‐6,gradesgivenforReading,Writing,Speaking/ListeningandLanguagesectionsarebasedonmasteryoftheEnglishlanguageartsstandards.

EnglishlearnersinABEprogramsareexpectedtomakeappropriateprogresstowardsdevelopingproficiencyinEnglishasindicatedbytheEnglishlanguageprogressiontimeline.AnEnglishLanguageDevelopment(ELD)portfoliomustbemaintainedoneachstudentandmustbeupdatedonafrequentbasis.TheELDportfolioandProgressionTimelinewillbeusedtodeterminegradesfortheSecondLanguageDevelopment(ELD)sectionofthereportcardandteacherswillidentifytheinstructionlevelthatstudentsareworkingatinthedropboxoftheSecondLanguageDevelopmentsection.TheELDstandards,ELDportfolio,andtimeinU.SschoolsasindicatedbytheProgressionTimelinearetakenintoconsiderationwhenassigninggradesforanysubjecttaughtinEnglish,includingSecondLanguageDevelopment(i.e.,ELD),mathandothercontentareas.

ProgressionTimeline

Whenreportingpupilprogressonthe“SecondLanguageDevelopment”sectionofthereportcard,teacherswillidentifythestudent’sinstructionalELDlevelasdocumentedontheELDportfoliobymarkingthelevelinthedropdownbox(i.e.,Emerging,Expanding,Bridging)ontheSecondLanguageDevelopmentsectionofthePupilProgressReport.EnglishLearnersWhoHaveBeenReclassified(R‐FEP)Reclassificationwillbenotedbymarkingan“R”inthedrop‐downboxoftheSecondLanguageDevelopmentsectionandteacherswillleavethatsectionblank.StudentswhohavebeenreclassifiedtoFluentEnglishProficient(R‐‐FEP)areexpectedtomastergradelevelSpanishLanguageArts(SLA)andEnglishLanguageArts(ELA)standards.

EnglishLearnersinFourthGradeConsistentwiththeDistrict’sMasterPlanforEnglishLearners,SpanishLanguageArtsinstructionisprovidedinthefourthgradethroughthemediumofcontent‐basedScienceandSocialStudiesliteracyinstruction.GradesintheReading,Writing,Speaking/Listening,andLanguagesectionsforfourthgradestudentsshouldreflectstudentmasteryofSpanishlanguageartsobjectivestaughtduringScienceandSocialStudiescontentinstruction.

“StudentisMeetingGradeLevelStandards”SectionInthe“MeetingGradeLevelStandards”section,teacherswillreportwhetherstudentsaremeetinggradelevelstandardsinreading,writing,speaking/listeningandlanguageintheirprimarylanguage.TheELD/SLDstandardswillalsobetakenintoconsiderationwhenreportingpupilprogressincontentareastaughtinthestudent’ssecondlanguage,suchasMathematics.InABEgrades5‐‐6,teacherswillmarkwhetherstudentsaremeetinggrade‐‐levelstandardsinEnglish.

CommentSectionfortheABEPupilProgressReportThecommentsectionforstudentsinABEandDualImmersionprogramsshouldreflectstudentprogressinLanguageArts(i.e.,students’primarylanguage),SecondLanguageDevelopment(i.e.,students’secondlanguage),andMathematics.Studentprogressandareasofimprovementshouldbeidentified,aswellasthestudents’ELDinstructionallevelandprogressaccordingtotheEnglishprogressiontimeline.AllreportingpupilprogresscommentsmustbetranslatedintoSpanishforparent.

RetainingEnglishLearnersinABEProgramsEnglishlearnerswhoarerecommendedforretentionmusthavetheapprovalofDanielArellano,DirectoroftheEnglishLearnerProgramsDepartment.RecommendationsforretentionsmustbesenttoDanielArellanoeightweekspriortotheendoftheschoolyearforapprovalandmustshowdocumentationthatappropriateinterventionsweredonethroughtheLAT/MTSSprocessandinatimelymanner.

DualImmersionPrograms

EnglishlearnersandSpanishlearnersinDualImmersion(DI)programsareheldtothesamerigorousexpectationsatheirEnglish‐onlypeersinEnglishLanguageMainstreamprograms.Theimportantdifference,however,isthatstudentsinDualImmersionprogramsareexpectedtomakeappropriateprogressinmasteringgradelevelstandardstaughtintheirprimarylanguage,aswellasinsecondlanguagedevelopment(i.e.,EnglishLanguageDevelopmentorSpanishLanguageDevelopment).EnglishLearnersEnglishlearnersinDualImmersionprogramsareexpectedtomastergradelevelstandardsforacademicsubjectstaughtinSpanishasdeterminedbytheDistrict’sDualImmersionprogrammodedesign.IngradesK‐6,gradesfortheReading,Writing,Speaking/ListeningandLanguagesectionsofthePupilProgressReportarebasedonmasteryofthegradelevelSLAstandardstaughttodatethroughtheDistrict‐‐adoptedLanguageArtscurriculumandcontent‐‐basedScienceandSocialStudiesliteracyinstruction.EnglishlearnersinDualImmersionprogramsareexpectedtomakeappropriateprogresstowardsdevelopingproficiencyinEnglishasindicatedbytheEnglishlanguageprogressiontimeline.AnEnglishLanguageDevelopment(ELD)portfoliomustbemaintainedoneachstudentandmustbeupdatedonafrequentbasis.TheELDportfolioandProgressionTimelinewillbeusedtodeterminegradesfortheSecondLanguageDevelopment(ELD)sectionofthereportcardandteacherswillidentifytheinstructionlevelthatstudentsareworkingatinthedrop‐downboxoftheSecondLanguageDevelopmentsection.TheELDstandards,ELDportfolio,andtimeinU.SschoolsasindicatedbytheProgressionTimelineshouldbetakenintoconsiderationwhenassigninggradesforanysubjecttaughtinEnglish,includingSecondLanguageDevelopment(i.e.,ELD),mathandothercontentareas

ProgressionTimeline

Whenreportingpupilprogressonthe“SecondLanguageDevelopment”sectionofthereportcard,teacherswillidentifythestudent’sinstructionalELDlevelasdocumentedontheELDportfoliobymarkingthelevelinthedropdownbox(i.e.,Emerging,Expanding,Bridging)ontheSecondLanguageDevelopmentsectionofthePupilProgressReport.

EnglishLearnersWhoHaveBeenReclassified(R‐FEP)Reclassificationwillbenotedbymarkingan“R”inthedrop‐downboxoftheSecondLanguageDevelopmentsectionandteacherswillleavethatsectionblank.StudentswhohavebeenreclassifiedtoFluent‐English‐Proficient(R‐FEP)areexpectedtomastergradelevelSpanishLanguageArts(SLA)andEnglishLanguageArts(ELA)standards.

EnglishLearnersWhoAre“English‐Dominant”StudentswhoareclassifiedasanEnglishlearnerbutmaybedominantintheEnglishlanguagemaybegradedasanEnglishlearnerorSpanishlearner,dependingoneachstudent’sindividualcaseandincollaborationwiththeEnglishLearnerProgramsDepartment.AssoonasitisdeterminedthatanEnglishlearnerisdominantinEnglish,siteswillcontactDanielArellanoorMelanieMcGrathintheEnglishLearnerProgramsDepartmentat(909)891‐‐1037forspecificguidelinesastowhichPupilProgressReporttousewitheachstudent.

SpanishLearnersSpanishlearnersinDualImmersionprogramsareexpectedtomastergradelevelstandardsforacademicsubjectstaughtinEnglishasdeterminedbytheDistrict’sDualImmersionprogrammodeldesign.GradesfortheReading,Writing,Speaking/ListeningandLanguagesectionsofthePupilProgressReportarebasedonmasteryofthegradelevelELAstandardstaughttodatethroughtheDistrict‐adoptedLanguageArtscurriculumandcontent‐‐basedScienceandSocialStudiesliteracyinstruction.SpanishlearnersinDualImmersionprogramsareexpectedtomakeappropriateprogresstowardsdevelopingproficiencyinSpanishasindicatedbytheSpanishlanguageprogressiontimeline.ASpanishLanguageDevelopment(SLD)portfoliomustbemaintainedoneachstudentandmustbefrequentlyupdated.TheSLDportfoliowillbeusedtodeterminegradesfortheSecondLanguageDevelopment(SLD)sectionofthereportcardandteacherswillidentifytheinstructionlevelthatstudentsareworkingatinthedrop‐downboxoftheSecondLanguageDevelopmentsection.TheSLDstandardsandSLDportfolioshouldbetakenintoconsiderationwhenassigninggradesforanysubjecttaughtinEnglish,includingSecondLanguageDevelopment(i.e.,SLD),mathandothercontentareas..

Whenreportingpupilprogressonthe“SecondLanguageDevelopment”sectionofthereportcard,teacherswillidentifythestudent’sinstructionalSLDlevelasdocumentedontheSLDportfoliobymarkingthelevelinthedropdownbox(i.e.,Emerging,Expanding,Bridging)ontheSecondLanguageDevelopmentsectionofthePupilProgressReport.

“StudentisMeetingGradeLevelStandards”SectionInthe“MeetingGradeLevelStandards”section,teacherswillreportwhetherstudentsaremeetinggradelevelstandardsinreading,writing,speaking/listeningandlanguageintheirprimarylanguage.TheELD/SLDstandardswillalsobetakenintoconsiderationwhenreportingpupilprogressincontentareastaughtinthestudent’ssecondlanguage,suchasMathematics.CommentSectionfortheDualImmersionPupilProgressReportThecommentsectionforstudentsinABEandDualImmersionprogramsshouldreflectstudentprogressinLanguageArts(i.e.,students’primarylanguage),SecondLanguageDevelopment(i.e.,students’secondlanguage),andMathematics.Studentprogressandareasofimprovementshouldbeidentified,aswellasthestudents’SLD/ELDinstructionallevelandprogressaccordingtotheSpanish/Englishprogressiontimeline.AllcommentsmustbetranslatedintoSpanishforparentsofSpanish‐speakingEnglishlearners.

RetainingEnglishandSpanishLearnersinDualImmersionProgramsEnglishlearnersandSpanishlearnerswhoarerecommendedforretentionmusthavetheapprovalofDanielArellano,DirectoroftheEnglishLearnerProgramsDepartment.RecommendationsforretentionsmustbesenttoDanielArellanosixweekspriortotheendoftheschoolyearforapproval,retentionsmustbesenttoDanielArellanosixweekspriortotheendoftheschoolyearforapprovalandmustshowdocumentationthatappropriateinterventionsweredonethroughtheLAT/MTSSprocessandinatimelymanner.

OtherNoteson“1s”and“2s”:Studentswhoreceivea“1”or“2”atthesecondreportingperiodareatriskofbeingretained.Ifthereisapossibilityofretentionthefollowingactionsarerequired:

MTSSprocess AparentsignatureontheParentSignatureCardinthedesignatedbox.Atthe

thirdreportingperiod,all“2s”become“1s”

EnglishlearnersinallprogramsandSpanishlearnersinDualImmersionwhoareatriskofbeingretainedmustbereferredtotheschoolsite’sMTSS/LanguageAppraisalTeamforconsideration.StudentsaretobeprovidedinterventionsupportandIntensiveInstructionTutoringatthesite.Studentsmayreceivea“1”forinstructionprovidedintheirprimarylanguage.Whenreportingprogressintheirsecondlanguage,studentsmaynotbegivena“1”,all2’smayremain2’sattheendoftheschoolyear.

ReportingGuidelinesforStudentswith ModeratetoSevereDisabilities

ContentAreas

StudentswhouseTheBasicswillfollowafunctionalcurriculumthatwillhelpthemtodevelopindependenceasadults.Thecurriculumfollowsalongthe5domains,whichinclude:FunctionalAcademics,Domestic,Community,VocationalandRecreationandLeisureDomains.Withineachdomainaregoals/objectivesforteacherstodeveloplessonplansforstudentsfromtheagesof24months–22yearsFunctionalAcademicsThepurposeoftheFunctionalAcademicsDomainistostressacademicskillsnecessarytoparticipateineverydaylifewithgoalsformaximumindependence.Tobefunctional,theseskillsmustberelatedtosomerealactivitythatthestudentencountersindailyliving.Functionalacademicskillsarelearnedandappliedinavarietyofenvironments.Instructionoccursinbothclassroomandcommunitysettings.CourseDescription:Infusesacademicareasintofunctionalactivitiessuchasfunctionalmath,survivalreading,localgeography,currenteventsandtheirapplicationstothecommunity.DomesticDomainThepurposeofinstructionintheDomesticDomainistopreparethestudenttobecomeasindependentaspossibleinhis/herlivingenvironment.Includedininstructionarepersonalcare,foodpreparation,andhousekeepingskills.CourseDescription:Includesskillsnecessarytoallowthestudentmoreindependenceinhome/personalmanagement.Focusonpersonalhealthcare,responsibility,homemanagement,family/sociallife,sexualityandtheirapplicationstothecommunity.CommunityDomainThepurposeoftheCommunityDomainistopreparethestudenttoaccessandusecommunityenvironmentsasindependentlyandcompletelyaspossible.Instructionintheareasofshopping,travel,eatingout,anduseofpublicservicesareincludedinthisdomain.CourseDescription:Includesskillsnecessaryfortheindividualstoparticipateincampus,neighborhood,andcommunityenvironmentswithsuccessfulinterdependence.Mobilityskills,accesstocommunityservices,purchasingskillsandtheirapplicationstothecommunity.VocationalDomainThepurposeofinstructionintheVocationalDomainistoincreasethelikelihoodofstudentsfunctioningascontributingadultswithinoursocietyandincreaseopportunitiesofobtainingemployment.TheVocationalDomainincludesinstructioninworkrelatedskills,job‐seekingskills,andjobskilltraining.CourseDescription:Includesskillsnecessaryforindividualstoattainemploymentandperformmeaningfulwork.Activitiesincludeon‐campuscareeroccupationexperienceandtraining,employmentskills,accesstoTransitionandtheoff‐campusworkexperienceprogramandtheirapplicationstothecommunity.RecreationandLeisureThepurposeoftheRecreationLeisureDomainistoenablestudentstoengageinconstructiveandpersonalsatisfyingleisureactivitiesinschool,home,andthecommunity.

CourseDescription:Includesgames,puzzles,arts,crafts,music,socialgatherings,hobbies,self‐regulatinginteractivebehaviors,accessingpublicinterests,andtheirapplicationstothecommunity.Thepurposeofthisreportcardistodeterminealevelofindependenceforstudentswithseveredisabilities.Studentswillearna certificateofcompletionandnotastandardhighschooldiploma.Thisreportcardisdesignedtoreflectstudentprogress towardstheCommonCoreStateStandards,Transition

Guidepostsand21stCenturySkills. ThereportcardisgradedusingtheBasicdomainsinwhichtheteacherusesscoringof0‐5.Themarkingkeyexplainsthelevelofindependenceofeachscore. Teachersandparentscandetermineastudent’slevelofindependenceusingthepercentagechartonthereportcard.

PerformanceDescriptorsMarkingKey

Level5‐(Independent)SELF‐DIRECTING,Studentisnotdependentonanothertocompletethetask. Studentconsistently self‐initiatesacrosspeopleandsettingsinwhichtasksshouldbeperformed. Ifareferencetoolisneeded,thestudentknows howtoaccessandusethetoolindependently. Ifdirectionsareneeded,thenthedirectionsaregivenonce. Studentcan completetaskindividuallywithoutpromptsfromtheteacher(0promptstocompletetask).

Level4‐(Rehearsal)Studentrequiresnophysicalassistanceorphysicalcontacttocompletethetask. Studentisableto consistentlycompletetaskindependently. Studentwillcompletetaskundersupervisionfromanadultinatleasttwodifferent settings. Ifdirectionsarerequired,thedirectionswillonlyneedtoberepeatedonce. Ifareferencetoolisrequired,thestudent mayneedtoberemindedtousethereferencetoolbutwillknowhowtousethetool(0‐1promptstocompletetask).

Level3‐(Application)Studentrequiresnophysicalassistanceorphysicalcontacttocompletetask. Studentwillconsistently completetaskinatleastonesettingwithoneadultwhenprovidedwithoneofthefollowingprompts;verbal,gestural,and/or modelingprompt.Ifdirectionsarerequired,thedirectionswillonlyneedtoberepeatedonce. Ifareferencetoolisrequiredthe studentmayneedtoberemindedtousethereferencetoolbutnothowtousethetool(1prompttocompletetask).

Level2‐(Emerging)Studentisinstructionallyready,butisinconsistentincompletingtaskevenwhenprovidedwithmultiple prompts(verbalorgestural),supports,and/ormodeling.Studentrequiresrepeateddirectionstocompletetask.Reference toolsareintroducedandtaughtandarenotusedindependentlyevenwithprompting(2+promptsareneededtocomplete task).

Level1(Redirection)Skillhasbeenintroduced,butstudentrequiresdirectteacherinterventiontocompletetaskduetorefusal behaviors.Promptsusedmaybephysical(hand‐over‐hand,handonshoulder,etc),verbaldirectionssuchasrepeatedstepby stepdirections,and/ormodeling(3+promptsareneededto

completetask).

Level0(Dependent)Skillhasbeenintroduced,butstudentisnotmakingprogressevenwithrepeatedpromptsandsupports, andrequiresfullassistance(includinghand‐over‐hand)tocompleteskillsand/ortasks.Thisisdueeithertoinability(suchasa physicaldisability)orlackofprerequisiteskills,andnotduetobehavior(taskcanonlybecompletedwithfullphysical promptswhichincludehandoverhand).AttendanceFollow sameguidelines as general education students

Grading InstructionsToassist theModerate toSevere teachers indeterminingstudents levelsofindependenceuse thereferencesheets foreachreportcard.