Fall  EPR

 

Note: 

The Progress Report for 2013-2014 will be different! We have a new Progress Report Form starting this year.


November 2012


Let me share some info about Kinder Prog Reports.


First of all – the grading system. We use +, =, and AC


+ means CONSISTENTLY demonstrates.

= means Has made good progress and is continuing to improve

AC means that I expected to see more progress and that this area ia one for us to help your child with during this next grading period. It doesn’t mean that your child isn’t trying. It also doesn’t mean that your child is doing poorly... it is an “Area of Concern” ... an area that is a goal for your child; an area where your child needs us to give him/her extra support.


Think about 5 year olds in general. How many of them “consistently demonstrate”  all of the wonderful things that they can do? As of today, we have had 43 days of class. The first 30 were, for the most part, spent teaching Rules and Routine.  Right now, the entire class is getting a lot of teacher support in everything they do. Some things are now automatic for them (ie coming down to the rug in the morning ready to start) but there are still a lot of things that we have just introduced! So... keep in mind that on your conference day your child will have only had 45 days of kindergarten.


Then, there is the matter of assessment in general.

If I tell you that everyone in your graduate course got an A in the class would that tell you anything? Yes. It tells you that every person in your class met or exceeded the minimum requirements for a grade of A. It does not tell you how much anyone learned. It does not tell you if anyone could have used, or received, some extra help. It doesn’t tell you how to help anyone get even better, or what a future goal should be for that student. It doesn’t tell you if someone was exceptionally good and found the course easy. Grades, by themselves, don’t really offer much information.


In my opinion, this is sort of how our Prog Reports are. The grades that are there don’t tell you much about your child. 


You have seen the DRA scores for your child. I gave them to you in relation to where everyone scored so that you could at least have a picture of where your child fit into the group. It can be helpful to know where your child stands as far as incoming readiness... as long as you remember that entry scores show only one moment in time.


Before doing progress reports, your child was re-assessed in those Entry Level skill areas, and in many other areas.  Late October scores are the ones used to determine the grade that goes onto the report card since progress reports must be completed by November 2nd


Below is an example of how scores work for:  Learning to Identify the 26 Capital Letters:


The district expectation is that by late October and the first EPR a student should: know at least 6 capital letters.


Example:

The district expectation in the example above is that students will have learned somewhere between 4 to 25 letters by the day Prog Reports are written.  All of this sample class (above) has + in words... which looks great...  but what parents really need to know is whether or not your child needs to be working on words at home... and IF SO...which words should s/he be working on at home?


The Prog Rept (EPR) doesn’t tell you if your child has 6 words mastered or 106 words because both of those would result in a score of +. 


In order for you and I to work to help your child grow academically you need to know some detail about what your child already knows and about what your child needs to learn next. Parents also need to know where a child needs extra practice... what skills to work on, and how to help your child in a way that supports what we are doing in class.


So...

When you come in to your child’s conference, s/he will show you specifically what s/he knows and what s/he can do.


The information that I give you at, and before, your child’s conference will give you specific detail about where we are headed.  You will learn what I will expect from your child in June,  and ways to support your child in getting from where he is now, to where we want him to be in June.


You will learn SO MUCH by watching him work and seeing what he does in class. (Because what they do in class is not the same as what they do at home) You can help align what you are doing at home to what we are doing at school after you have attended this conference.


So... here are the specifics on understanding your child’s October EPR scores:

These first 3 initial Reading Concepts were taught and assessed continually throughout September/October:


Concepts of Print  + means your child understands the directionality of print... front to back, left to right, top to bottom...


Predictions  + means that your child can do a good quality “picture walk” (can use the cover pictures, the title, and the pictures throughout the book to predict (figure out) what the text of the story will say. (What we do before your child reads to me)


Connections  + means that your child can think of ways that stories relate to his/her own life and experiences. (Questions we discuss after reading)


Rhymes  +  means that your child  can produce rhymes for 4 or more words out of the list of words I gave him (If I say dog s/he can say hog or fog or log... but not splog or mog... in otherwords, can give me a word from the “og” word family, not a “Dr. Seuss word” that rhymes.)

=  means can rhyme for 1 – 3 words

X means they didn’t understand the concept so I didn’t assess them.


Orally blends and takes apart words is something we just started working on. It will be assessed next EPR.

Answers questions about a story +  means “Can recall details after hearing a story”

Retells a story in sequence + means “can accurately retell a story in sequence...” (Students had multiple opportunities retelling Folktales)

Reads and comprehends Books Independently (Not scored in the Fall)

The District Kindergarten GOAL for the June EPR is to be reading at a DRA Level 3.

****My personal goal is to have kindergarteners at a Levl 6 or above in June because I know that it makes the transition to Grade 1 much easier for students if they are at a 6 or above.)


****Note: Books that are labeled Level 1 or Step 1 or Stage 1 do NOT correlate to the levels that schools use. You will hear MUCH more from me on this subject later... but an I Can Read book like Danny’s Dinosaur, or Frog and Toad, may be called Level 1 but they are actually a DRA Level 18.


Speaking and Listening:


Shares Information (volunteers ideas)

Contributes Information (that is on the subject we are talking about)

Listens to directions AND is able to then follow them


+ means they contribute voluntarily on a regular basis

= means that if I force the issue I can get them to comment, sometimes, during class discussions.

A/C   means that even when I call on them seldom will tell me their idea... they often remain silent during our class discussions, not participating... your child may often say “I Don’t Know”, or “I Forgot”, or “I didn’t raise my hand!” when called upon.


Writing Continuum:


+  means that the student has completed ALL of the skills at that stage.

=  means that the student has completed SOME of the skills at that stage.


The district goal for kindergarten students is to have a minimum of: + in Emergent by June.


**** In my opinion that standard is low. First grade students are currently scored on the much more difficult Grade 2 Writing Scoring Guide. Therefore, my personal goal is that students will have a minimum of: + in Developing and at least an = in Beginning in June.



Math:


**** Not all areas were scored because not all areas were taught yet.


Music: score given by Mrs. Sinibaldi

Gross Motor: As assessed by Mrs. Fountain

Fine Motor: Ability to use pencils, scissors, etc. with success... We exercise fine motor skills daily, throughout each day, by coloring with crayons, writing, signing, drawing, cutting, using glue sticks and math manipulatives, etc.


In Characteristics of Successful Learners it is very hard to mark things in a way that really gives a parent an accurate picture of how their child is managing him/her self in the classroom.


It is fairly tough to score 5 and 6 year olds in these areas because most 5 and 6 year olds are just learning how to work well in a school setting.


As a class, we are working on using inside voices during work times, on sharing supplies, on listening attentively, taking turns, respecting personal space, and on following directions. Most students will have mostly S, S+ or S- marks in these areas because 5 and 6 year olds are all working on learning these skills and we are giving the class lots of adult support right now. There are very few students who don’t need ANY adult support in learning social skills in a group setting...  A score of E would mean that your child is almost always in the right spot and doing the right thing without needing any support, reminders, or redirection from adults. I give very very few Es in the Fall... and I give very few Ns in the Fall because we have spent so much time learning and practicing appropriate classroom behavior and they are receiving so much support. If your child receives a score of N then you would have already been aware that there was a problem and you will already be working WITH us to solve it.


Just FYI:  Behavior scores start over each term with a clean slate. N scores are NOT averaged into any final grade... All students started out with their behavior scores wiped clean on November 5th, the first day of our second grading period.


Hopefully this helped you to understand WHY your child received the scores that s/he received on the progress report... and why there are blank areas that are not scored in the Fall.


At Fall conferences, when your child shows you his/her work... I have attached a scoring sheet to most of the assessments. This scoring sheet will make it clear as to WHY your child received the scores that s/he received on the assessments...

And it also helps you to know exactly which skills your child is working on.


After conferences:


During our first 6 weeks of school, as you have heard many times, our emphasis is on teaching rules and routine... setting up our classroom and establishing an atmosphere where students know what is expected and where they can do their best learning each day.


During these past two weeks we have really switched over to having our emphasis on academics. During this term, my newsletters will, for the most part, be about the academic goals we are working on.


As always, thanks for everything that you do to support our classroom and our students,


Laura


PS  Please ask if something doesn’t make sense! When I spend so long working on a document I find that my editing skills can be lacking...


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The Progress Report Scores, in my opinion, are relatively meaningless. As a parent, what I really wanted to know was is my child making progress? Look at Bugsy. His Prog Report grade is ok, but I’d like for him to be making faster progress. Errol has the best score, but there wasn’t any progress to be made in this area... so HAS he made progress? The score doesn’t tell me.


When scoring the Sight Words a student knows:


If a student doesn’t know any words, they get an X because words are considered an advanced skill for Fall.

If a student knows 1 through 4 words, they get an =.

If a student knows 5 or more words,    they get a +

(Teachers aren’t given the option of giving an AC in the fall.)