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Elementary Standards-Based Report Card (SBRC)
Frequently Asked Questions (FAQs) from Teachers

General Learner Outcomes (GLOs)

Special Populations

Grading Content Areas

                                                                                                                                                                                                         

•  Why do we need to report on the GLOs?

Policy # 4501 Assessing/Grading Student Performance states "Student attendance and the General Learner Outcome performance ratings will appear in student evaluations but shall be reported separately from academic grades.

The General Learner Outcomes (GLOs) are the observable behaviors or evidence of student learning in standards-based education and contribute to a student's success in school, work and life. They are important qualities that should be reported to parents, but not as part of the academic achievement.
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•  Who must rate the GLOs and how often?

Each elementary student must receive a rating of the GLOs each quarter. Schools must decide how the collaborative rating will be derived if more than one teacher provides educational services to a student. For example, if a student goes to an itinerant teacher for technology or physical education, those teachers should have input into the GLO rating and collaborate with the homeroom teacher to determine the overall ratings.
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•  Some of the GLOs appear to replicate what is covered in a content area, such as "Effective Communicator" and Language Arts. Why do we need to do both? The General Learner Outcomes (GLOs) are the observable behaviors or evidence of student learning in standards-based education for all students in all grade levels. They do not exist in isolation, but should be an integral part of the school culture as demonstrated in daily classroom instruction and assessment.

Therefore, GLOs should be rated on the qualities a student displays across all content areas and not just a single discipline. It is important that all teachers infuse the GLOs into all areas of the curriculum and rate them accordingly, e.g., effective communicator is observed and rated in all classes and not only in Language Arts.

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•  What kinds of evidence should a teacher collect to support the rating given for the GLOs?

Teachers should use a combination of student products, communication with students, and observations to determine their rating. The evidence should provide a rationale for the rating given.
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•  What if a student consistently turns in assignments late? Late submittals of assignments have two issues, quality and lateness. Quality is judged according to the grading scale for content areas; lateness may be addressed in the rating of the Self-Directed Learner GLO, in teacher comments or in parent conferences. Teachers should try to determine the reason for lateness and provide timely help as appropriate.
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•  What if a student consistently doesn't do assignments? Teachers must determine if the completed assignments are sufficient evidence upon which to judge student progress toward standards. The completion of assignments may affect a student's ability to meet the GLOs and should be addressed in teacher comments. Teachers should try to determine the reason for the non-completion of assignments and provide/seek help and/or adjust teaching as appropriate.
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•  How do I grade non-native English speaking students (e.g. national origin or Native Hawaiian speakers) who are still acquiring English language speaking and literacy skills?

Students are to be assessed at their current grade level using the appropriate HCPS III and/or Common Core State Standards grade level benchmarks/standards. Teachers should consider the following factors as they plan learning and assessment activities and they can discuss these factors whenever they report student progress (e.g. during parent conferences, in teacher comments on the report card).

•  To what degree does the student's current level of proficiency in speaking, listening, reading and writing in English affect the depth and breadth of information he/she can absorb?   (For example, if the student is more proficient in speaking/listening, can information be provided through auditory means?)

•  To what degree does the student's current level of proficiency in speaking, listening, reading and writing in English affect the depth and breadth of information he/she can produce?   (For example, if the student is more proficient in speaking/listening, can the student demonstrate his/her understanding of the concept or skills through an audiovisual product instead of a written report?)

•  What opportunities have been provided for the student to learn and practice, or demonstrate the knowledge or skill?

•  What supports have been provided to help the student develop proficiency in English and to meet the knowledge and skills described in the HCPS III benchmarks and/or Common Core State Standards?

It should be noted that Board of Education policies on assessing, grading, and promoting students apply to all students.   (See Board of Education Policies Nos. 2407, 4500, 4501, and 4510)

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•  In a Hawaiian Immersion School, how do I mark the four Common Core State English Language Arts standards on the Kindergarten Report Card which refer to the English alphabet and their corresponding sounds?Students should be assessed according to their recognition and naming of uppercase and lowercase letters pertinent to the Hawaiian language (e.g. A, E, I, O, U, H, K, L, M, N, P, W, ' ).   Students should also be assessed as to their ability to associate sounds with each of the hua palapala of the piapa.  

It is recommended that the school create a general comment for all Kindergarten teachers to use which will explain to parents what is being assessed for four Common Core English Language Arts standards.

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•  How do I grade students with disabilities? The Individuals with Disabilities Act (IDEA) 2004 emphasizes involvement and progress in the general curriculum for students with disabilities. In addition, Hawaii Board of Education policy #4501 states that, "Grades given to students...shall be based on their achievement of the Hawaii Content and Performance Standards and/or the Common Core State Standards...." Individualized Education Programs (IEPs) do not address all areas of the general curriculum and provide a report of progress only in areas for which goals and objectives have been developed. The goals and objectives, however, do not address all the standards in any given content area.

All students are to be assessed at their current grade level using the appropriate grade level benchmarks/standards. Teachers should consider the effect of the disability on student performance and discuss progress towards grade level benchmarks/standards and/or modified curriculum in the teacher comments section of the report card.

If accommodations are provided for a student that DO NOT fundamentally alter or lower the benchmarks/standards or course expectations, no notation about the accommodations should be made on the report card.

For students who are eligible to participate in the Alternate Assessment of the Hawaii State Assessment, it is not necessary to provide a status rating each marking period other than SC (See Teacher Comments). The student's progress towards attaining the standards through a modified curriculum should be addressed in the comments section. If a student participates in the regular Hawaii State Assessment for any content area, they should be rated in that content area as described above for students with disabilities who do not take the Alternate Assessment.

As a reminder, if program modifications are provided for a student that fundamentally alter the curriculum, benchmarks/standards or course expectations, the modifications should be noted on the IEP.The IEP Progress Report may be sent home in the same envelope as the Report Card provided that the "bulk" of the envelope is not significantly larger than students without an IEP Progress Report. If the IEP Progress Report does create a noticeable difference, then the IEP Progress Report will need to be sent home in another manner.
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•  How do I determine at which "level" to evaluate my students?

Students are to be assessed at their current grade level using the appropriate grade level benchmarks and/or standards.
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•  For grading purposes, do teachers allow students the opportunity to meet proficiency on a benchmark/standard at a far later date, e.g., Q1 benchmarks not met in Q1?

Course standards are written for the end of the course and are not written for individual quarters, so yes, teachers should allow students opportunities to meet standards by the end of the course.    Teachers may use the comments section to explain what the student needs to do to meet proficiency by the end of the year.
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•  What is the purpose of the comment section?

The grades given should not be the only form of communication between school and home. Other communication methods include conferences, newsletters, and portfolios. The comment section provides an avenue to expand the communication between teacher and parent. Parents and students are encouraged to be part of the reporting process. Note:   Teacher Comment page should not reference Individual Education Plan (IEP). It is inappropriate to write "See IEP" in teacher's comments

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•  If parents ask me how I determined their child's performance level, how should I respond?

Teachers should be collecting evidence of student achievement throughout the year and should be able to share this evidence with parents to support the evaluation. Evidence may include student products, checklists of observations or documentation of communication interactions.
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•  How do I grade a student who leaves soon after a quarter begins?

A teacher may recommend a grade if a student has regularly attended school.   However, the final decision will be with the receiving school.

Note:   Many schools have been using 20 days as a suggested guideline for their teachers.   However, the final decision will be made by the principal upon review of documentation and recommendation by the student's teacher(s).  

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    How do I grade a student who enters the school late in the school year?

Students should be graded on the instruction they have received during the time enrolled in a school. If the time enrolled in a school is not enough to provide evidence of achievement, or if no grade was received from a previous school in time for the reporting period, an SC should be designated with the comment "Insufficient evidence to determine a grade due to the short time enrolled in this school".  

Note:   Many schools have been using 20 days as a suggested guideline for their teachers.   However, the final decision will be made by the principal upon review of documentation and recommendation by the student's teacher(s).  
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•  How do I grade a student who leaves before the quarter or school year has ended?

If a student has been enrolled in a school and leaves prior to the end of the quarter or school year, a grade is given to reflect the achievement up to that point in time. Teachers should also add comments in the Teacher Comments section to provide as much information as possible to the receiving teacher.

If this official reporting is for the final (4th ) quarter, the teacher will also indicate "promotion to the next grade level" or "retention in grade level". Reminder :   If retention is recommended, documentation of parent conferences that were held, etc... should be provided. Additional suggestion :   The teacher should complete the official report card for that quarter or year if less than 20 days are left in the quarter or year.   The report card should be inserted in the cumulative folder.

Note:   Many schools have been using 20 days as a suggested guideline for their teachers.   However, the final decision will be made by the principal upon review of documentation and recommendation by the student's teacher(s).  

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•  Do I grade the content area or the strand?

For Kindergarten, the standards are listed for Language Arts and Math.   In every quarter, each standard is assigned a status grade or marked / "Not Applicable at this time = Has not been graded at this time".   For the other subjects, a content area status grade is given.

For grades 1-5, the four core content areas and Fine Arts are given a grade for each strand listed on the report card. A grade at the content level (e.g. Language Arts) is not needed, as it is important to report achievement on the more specific content strands. For all other content areas, a grade is given for that content area.

For grade 6 in an elementary school, grades are to be given the same as Grades 1-5. In addition, due to the Middle Level Education Promotion Policy 4502, grade 6 students must be given content area year grades.

For all grades, if a school offers, a "World Language," the language should be specified and graded. If a school previously used "Chinese" as the World Language designation, please select "Mandarin" or "Cantonese" instead.

If a school is not able to offer a World Language Program at this time, leave the World Language Type blank, use "NA" as the Quarter 1,2,3,4 marks, and use "SC" (i.e., See Teacher/comments) in the Year Grade mark. The following Teacher Comment must be inserted into the Quarter 4 comment for the report card.

No World Language Program is offered at this time.

This comment may be selected from the pull down School Comment list available in eSIS.

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