TK 6 Guidelines for Portfolio and Pupil Progress Report Completion

Transcription

1 TK 6 Guidelines for Portfolio and Pupil Progress Report Completion

2 District Philosophy for Student Success All students in the San Bernardino City Unified School District shall have the opportunity to experience success academically, emotionally, and socially. Yearly promotion is the expectation for all students. Every effort must be made to communicate with parents, keeping them informed of student progress. The parents of students, who are identified as at risk of being retained due to lack of progress toward meeting grade level standards, shall be notified as early as possible to assure the greatest attention to student support. In accordance with the requirements of Education Code , once a student is identified, as at risk of being retained, direct, systematic and supplemental intervention strategies must be offered. Intent to enroll the student in a program shall be documented.

3 Reporting Pupil Progress Introduction The TK 6 Guidelines for completing the Pupil Progress Report have been created to serve as an easily accessible reference for teachers as they create a Pupil Progress Report for each student. The pages of the Guidelines correspond to sections on the Pupil Progress Report so that teachers can represent a student s progress toward the achievement of grade level standards in a clear and concise manner. The Guidelines book covers various district instructional programs, please note that within these Guidelines there are separate pages devoted to students participating in various instructional programs: English Only (EO) Structured English Immersion (SEI) and English Language Mainstream (ELM) Alternative Bilingual Education (ABE) Dual Immersion (DI) Special Education students (those with an Individual Education Plan (IEP)

4 Elementary Portfolio Portfolios may exist electronically or in hard copy format. The electronic version provided by Elementary Instruction may be used as it best meets the need of the school site. The purpose of a portfolio is for the teacher to provide a representative sample of dated student work that over time demonstrates growth towards mastery of grade level standards. All work should be dated, show evidence of teacher review and be a direct representation of a student s level of mastery at a point in time. The structure of the portfolio is to identify assessment results that are collected by trimester. The completion of the Pupil Progress Report should be in congruence with the data and work samples provided for the portfolio and reflective of the level of mastery toward grade level standards. Portfolios are used to: Determine a student s curricular progress Make instructional decisions and set instructional goals Share student progress toward mastery of standards with all stakeholders

5 Marking the Pupil Progress Report The Pupil Progress Report is a legal document used to record student mastery of grade level content standards and indicates where the student has attended school throughout the school year. It is the teacher of record s responsibility to complete the Pupil Progress Report for each reporting period in accordance with the District determined reporting periods. Attendance Note: A grading period is defined as the first day of the new reporting period to the last day of the parent teacher conferences or the last day of the school year. Late Enrollment (indicate dates of enrollment) Student is enrolled less than 20 class days (in district) When the student has been enrolled in the class less than 20 days, the previous teacher s grading information can be accessed for review in Illuminate. Student is enrolled less than 20 class days (out of district) If a student enters the district within the last 20 days of the reporting period, the current teacher must contact the previous teacher for input on student progress towards grade level standards. Student is enrolled for at least 20 class days When the student arrives close to the end of the grading period, but has been enrolled in the class 20 days or more, the teacher marks the Pupil Progress Report with grades that reflect the mastery of standards taught to date while enrolled in his/her class. A comment should include the date the child enrolled in the class. Grades reflect progress in all content standards taught to date. Early Exit (indicate dates of enrollment) Student moves prior to the end of the reporting period When the student arrives at the beginning of the grading period, but moves within 2 weeks, the receiving teacher must list the current school on the top portion of the Pupil Progress Report. To clarify the status, a comment such as, John enrolled September 5 and exited on September 16. There was not sufficient time to measure growth in content standards taught during this reporting period is noted in the Comment s Section of the Pupil Progress Report.

6 Recording Attendance Note: A total of ten (10) excused absences is considered to be excessive. (San Bernardino County Superintendent of Schools, Parent and Student School Attendance Review Board (SARB) Information Pamphlet). Days Absent Record the number of days the student was absent to date (cumulative), using the attendance information from Aeries. Days Tardy Indicate the number of late arrivals, using attendance information from Aeries. Early Dismissal Indicate the number of instances when the student was picked up early, using attendance information from Aeries. Absences Affecting Achievement This box should be checked if the number of days absent or tardy is affecting achievement. This box may also be checked if the teacher sees an absence pattern such as many Mondays and Fridays.

7 Marking Grades for TK 6 English Only Marking Descriptors The Language Arts and Mathematics Pupil Progress Report subsections correspond to specific strands listed on the portfolio. Each area is evaluated for the reporting period using the marking descriptors listed below. These strands define and describe the skills that are evaluated when marking the Pupil Progress Report. English Learners in SEI/ELM programs need to be evaluated with consideration to the ELD Portfolio, the time they have been in program (U.S. schools) and their ELD instructional level. The Second Language Development section of the Report Card corresponds to the ELD Portfolio Standards per grade level. Special Education students who are serviced in core or alternative core programs are assessed using the same Marking Descriptors as general education students. TK 6 Marking Key Descriptors

8 Marking Meeting Grade Level Standards On the Pupil Progress Report, there is a box to indicate Meeting Grade Level Standards, in the areas of Reading, Writing, and Mathematics. If the student receives a 4 or 3 in the areas of Reading, Writing, and Mathematics, the teacher is to put a Y indicating that the student is meeting grade level standards in that area. If there are any 2 s or 1 s in the areas of Reading, Writing, or Mathematics, the teacher is to put an N indicating that the student is not meeting grade level standards in that area. Marking X during a grading period During any given grading period there is a possibility that a particular strand/domain will not be covered within the normal scope and sequence of instruction. Rather than assigning a grade to the strand/domain, an X is to be used to indicate that the strand was not explicitly taught during this reporting period. Marking 1 s and 2 s General Education o Students who receive a 1 after the first reporting period need the following action: Begin the MTSS (Multi Tiered System of Supports) process, starting with the first step (pre SST). o Students who receive a 1 or 2 at the second reporting period may be at risk of being retained. If there is a possibility of retention the following actions are required: Continuation of the MTSS (Multi Tiered System of Supports) process, which should include goal setting, progress monitoring and SST (Student Success Team) meeting. A parent signature on the Parent Signature Card in the designated box. At the third reporting period, all 2 s become 1 s. English Learners o All programs and Spanish learners in Dual Immersion who are at risk of being retained must be referred to the school site s MTSS (Multi Tiered System of Supports) process. Students are to be provided intervention support. At the third reporting period, the 2 s continue to be 2 s because students are on a continuum that spans across grade levels. Students with IEPs o The marking of 1 s or 2 s does not automatically place the student at risk of being retained. Students with IEPs may receive a 1 or 2 in the last reporting period of the year in any and all areas in which the student qualifies on his/her IEP.

9 Content Areas Science and Social Studies/History Science and Social Studies/History are taught and graded using the State Board of Education/SBCUSD approved curriculum. Grades are determined based on content area knowledge and application. Data collected by the teacher includes class work, projects, anecdotal classroom participation notes, etc. and can be used to determine the number grade. For specific grade level standards, please refer to the CDE websites and pages below. Social Studies (pages 1 26) Science (pages 1 21) Visual and Performing Arts Visual and Performing Arts standards are embedded within the elementary curricula. When a student is enrolled in instrumental or chorus, the district music teacher will give input to the classroom teacher about the grade for Visual and Performing Arts. Placement of the letter grade on the Pupil Progress Report in the Visual and Performing Arts category is the responsibility of the classroom teacher. For specific grade level standards, please refer to the CDE websites and pages below. Visual & Performing Arts (pages 22 79) Physical Education Physical Education standards can be measured through observation and data collected in this area. The classroom teacher collaborates with the Physical Education teacher to determine the grade. The placement of the number grade on the Pupil Progress Report in the Physical Education category is the responsibility of the classroom teacher. For specific grade level standards, please refer to the CDE websites and pages below. Physical Education (pages

10 Comments The Comments Section on the Pupil Progress Report should reflect progress towards grade level standards. The Pupil Progress Report offers a drop down menu of pre written Language Arts, Math and Second Language Development comment choices. There is also the option of teacher created comments within approximately 320 characters. As a reminder, California Education Code (EC 48985) requires that when 15% of the student population at a public school speak a primary language other than English, as determined from the census data submitted to the State in the preceding year, all notices, reports, statements, or records sent to the parent or guardian shall, in addition to being written in English, be written in the primary language.

11 Promotion and Retention Specific procedures apply to the promotion or retention of District students. By the end of the second grading period, parents must be informed of the possibility of retention. Six weeks before the end of the school year, teachers must make a final decision as to the status of each of their students. No special action need be taken if the student is promoted. However, each type of program has specific guidelines to follow if a student is recommended for retention or promoted with consideration. Please refer to the Table of Contents for specific information for your program so that all timelines and procedures are met in a timely manner. Promotion The State of California (Ed. Code Section ) requires that students in Grades 1 through 3 be promoted on their attainment of grade level standards in Reading Comprehension. Students in Grades 4 through 6 are promoted based on their mastery of the standards in Reading and Mathematics. Students who achieve grade level standards will be promoted. Students need to achieve a 3 or 4 in the grade level standards taught to date to be promoted to the next grade. The State of California s Department of Education provides the guidelines that primary grade students are promoted based on Reading Comprehension and not on Writing Applications or Standards for Mathematical Practices. If a teacher is concerned that a child s mastery of Mathematics standards is far below grade level, a referral needs to be made via the MTSS (Multi Tiered System of Supports) process. Promotion with Consideration If a teacher is concerned that a child s mastery of grade level standards is far below grade level, a referral needs to be made via the MTSS (Multi Tiered System of Supports) process. A parent signature on the Parent Signature Card is required. Six weeks before the end of the school year, teachers must make a decision about Promotion or Retention. This decision is based on accurate information from student work and assessments. The teacher will complete the SBCUSD Teacher Recommendation form. If Promotion with Consideration is the teacher s decision, it is based on the determination that retention is not in the best interest of the student. School sites will send the appropriate notification letter to parents attaching the SBCUSD Teacher Recommendation and the brochure Will My Child Be Promoted To The Next Grade? outlining the appeal process. Parents may request a copy of the Parent Appeal Application form from the

12 school site office after receiving notification from the school site. Promotion with Consideration is also utilized for students who enroll in school within the last six weeks of school. Retention Procedures If a teacher is concerned that a child s mastery of grade level standards is far below grade level, a referral needs to be made via the MTSS (Multi Tiered System of Supports) process. A parent signature on the Parent Signature Card is required. Six weeks prior to the end of the school year, teachers must make a final decision about Promotion or Retention. This decision is based on accurate information from student work and assessments. The teacher completes the SBCUSD Teacher Recommendation form. School sites send the appropriate notification letter to parents attaching the SBCUSD Teacher Recommendation and the brochure Will My Child Be Promoted To The Next Grade? outlining the appeal process. Parents may request a copy of the Parent Appeal Application form from the school site office after receiving notification from the school site. Since Kindergarten attendance is not mandatory in the state of California (Ed. Code Sections and 48011), the parent must give permission to retain a kindergarten student. A meeting between the teacher and the parent is held to acquire permission for retention. This is documented by having the parent sign the District Form, the Agreement for Pupil to Continue in Kindergarten. Students cannot be retained in Transitional Kindergarten.

13 Guidelines for English Learners in Structured English Immersion (SEI) or English Language Mainstream (ELM) English learners receive grades in content areas according to the California Common Core State Standards (CaCCSS). Differentiation in instruction and assessment of English Learners is essential in determining whether or not the student has met grade level standards in all areas. Use the ELD Portfolio (TK 6) to record mastery of ELD standards throughout the year. The ELD standards provide language scaffolds for students to access the CaCCSS at their ELD instructional level. SEI/ELM Teacher Checklist for Reporting Pupil Progress When grading students, teachers should: Ensure ELD Portfolios have been updated to reflect current English language proficiency levels. Consult ELD Portfolios to mark the Second Language Development section in the report card. Confirm that ELD Portfolios show the ELD instructional level and the ELD standards the student has mastered or not mastered. Review student assessment results and writing samples from different content areas to create a complete picture of your EL student s progress. Consider the EL student s time in program (see Progression Timeline below). Review ELD Benchmark results and other appropriate assessments to determine whether the student is making adequate progress or not. Grade Markings: 1s and 2s English learners in SEI/ELM classrooms who are at risk of being retained must be referred to the school site s Multi Tiered Support System. At the third reporting period, the marking 2 continues because EL students are on an English language development continuum across grade levels and receive instruction in their second language. Note: English learners are not to be retained until the rationale for retention is

14 approved by the Director of Elementary English Learner Programs. English learners are held to the same rigorous academic expectations as their Englishonly peers while also acquiring English language proficiency. English learners progress at varying rates of second language development. Program placement, English language proficiency levels, time in program, and progress toward meeting English Language Development (ELD) standards need to be considered when determining student progress. English learners will be graded using the standards taught to date on the Language Arts, Mathematics and other content area sections using the numbers in the Marking Key Descriptors. Note: Based on the language development continuum, English learners who have been in U.S. schools for two years or less shall not be given a 1 in language arts or other content areas during any reporting period. Students who have been enrolled in US schools for more than two years may receive a 1 in extreme circumstances, however, all students receiving a 1 must be immediately referred to the Multi Tiered Support System process. If students are not meeting the English Language Arts Content Standards, the teacher will mark an N in the Meeting Grade Level Standards section for a particular strand. However, students can be meeting the ELD standards as they have been taught to date and can be meeting expected progress as outlined in the Progression Timeline. District Progression Timeline (RFEP by 5) In SBCUSD, English learners are expected to make adequate progress in ELD according to the Progression Timeline. The goal for English learners is that they progress consistently through the three ELD levels. The visual below demonstrates how expected progress in English proficiency is determined by time in U.S. schools. The District expectation is that students will be reclassified within 5 years in U.S. schools. Time in U.S. schools can be found in Aeries and/or the student s cumulative folder.

15 Progress Monitoring of English Language Development Teachers will utilize the ELD standards and ELD portfolio to determine the student s current instructional level of English proficiency. The California ELD Standards identify the ELD levels as: Emerging Expanding Bridging Progress in ELD will be reported in the Second Language Development section of the report card. The ELD Standards contain two parts: Part 1 Interacting in Meaningful Ways Part II Learning About How English Works The following visual demonstrates the two parts of the ELD standards as well as their substrands. Second Language Development Descriptors for SEI/ELM TK 6 Reclassified Student has been reclassified to Fluent English Proficient Student continues to build increasing breadth, depth, and complexity in comprehending and communicating in English in a wide variety of contexts

16 Bridging Student applies a range of advanced English language knowledge, skills, and abilities in a wide variety of contexts, including comprehension and production of highly complex texts. Student can communicate effectively with various audiences on a wide range of familiar and new topics to meet academic demands in a variety of content areas. Light support is provided by teacher Expanding Student applies a greater variety of academic vocabulary, grammatical structures, and discourse practices Student can use English to learn and communicate about a range of topics and academic content areas Moderate support is provided by teacher Emerging Student expresses basic personal and safety immediate needs Student responds to questions on social and academic topics with learned words or phrases and short sentences Student begins to understand and use academic vocabulary and other features of academic language Substantial support is provided by teacher X Strand: not graded during this reporting period The strand was not explicitly taught during the current reporting period.

17 Using the ELD Portfolio with The Report Card The purpose of the ELD Portfolios is to guide instruction based on the student s level of language proficiency as the teacher scaffolds instruction with the CA ELD standards. When English learners meet the ELD standards at their current instructional level, they should be moved to the next English language instructional level on the ELD Portfolio. Teachers should then mark the Common Core Standards Based Pupil Progress Report according to the student s new level using one of the levels in the Language Instructional Level Marking Key of the report card. The following visual provides an example of the ELD portfolio. Note: English learners are expected to demonstrate progress in ELD in accordance with

18 the District s Progression Timeline. Students are not expected to master all three language levels (i.e., Emerging, Expanding, Bridging) within one year. Students may work at different ELD instructional levels within each sub strand of the ELD standards. For example, an English learner may be working at the Emerging level in the Collaborative sub strand and the Expanding level in the Interpretive sub strand. Comments for Reporting Pupil Progress for English Learners in SEI/ELM Teachers may use the comments drop down menu to provide appropriate feedback for each student. Each English Learner must have at least one comment related to their progress in English language development. Reclassified (RFEP) Students When students have been reclassified midyear to Fluent English Proficient (RFEP), teachers will mark R in the dropdown box for the Second Language Development section and will no longer grade students on Second Language Development. Retention and Promotion Considerations for English Learners When considering retention or promotion of English learners, there are several factors that must be carefully considered before making the decision to retain or promote with considerations. Has the student shown growth in meeting the ELD standards at the appropriate instructional level and according to the Progression Timeline? Have the ELD standards been used to guide and scaffold instruction for this student? Has the MTSS Team met to discuss this student s lack of progress? What immediate interventions have been provided to ensure that the English learner does not have significant gaps in learning? In what way is language a difficulty to this student? What evidence exists that shows the lack of progress is not a result of second language development? A possible retention must be brought to the attention of the principal as soon as the teacher considers the possibility so that immediate intervention strategies can be put in place. A Multi Tiered Support System (MTSS) meeting must take place prior to submitting a request for retention. Parent Notification Information for English Learners Possible Retention If there is a possibility that an English learner student is at risk of retention at the second reporting period, parents need to sign the Retention statement on the E 79 Parent Signature Card. Parents must be provided with a Spanish version of the E 79 before they are asked to sign if they do not speak or read English. The Director of Elementary English Learner Programs Department must approve all retentions of English learners; request to retain an English learner must be submitted to the English Learner Programs Department 8 weeks prior to the end of the school year.

19 Note: English learner students who have received a 1 during the first or second reporting period and are at risk of being retained must be referred to the school site s Multi Tiered Support System (MTSS) and be considered for the site s Intervention program.

20 Alternative Bilingual Education Program English learners in Alternative Bilingual Education (ABE) programs are held to the same rigorous expectations as their English only peers in English Language Mainstream programs. The important difference, however, is that students in ABE programs are expected to make appropriate progress in mastering grade level standards taught in their primary language, as well as in second language development (i.e., English Language Development). English Learners English learners in ABE programs are expected to master grade level standards for academic subjects taught in Spanish as determined by the District s ABE program model design. In grades K 4, grades for the Reading, Writing, Speaking/Listening and Language sections of the Pupil Progress Report are based on mastery of the grade level SLA standards taught to date through the District adopted Language Arts curriculum and content based Science and Social Studies literacy instruction. In grades 5 6, grades given for Reading, Writing, Speaking/Listening and Language sections are based on mastery of the English language arts standards. English learners in ABE programs are expected to make appropriate progress towards developing proficiency in English as indicated by the English language progression timeline. An English Language Development (ELD) portfolio must be maintained on each student and must be updated on a frequent basis. The ELD portfolio and Progression Timeline will be used to determine grades for the Second Language Development (ELD) section of the report card and teachers will identify the instruction level that students are working at in the drop box of the Second Language Development section. The ELD standards, ELD portfolio, and time in U.S schools as indicated by the Progression Timeline are taken into consideration when assigning grades for any subject taught in English, including Second Language Development (i.e., ELD), math and other content areas. Progression Timeline

21 When reporting pupil progress on the Second Language Development section of the report card, teachers will identify the student s instructional ELD level as documented on the ELD portfolio by marking the level in the dropdown box (i.e., Emerging, Expanding, Bridging) on the Second Language Development section of the Pupil Progress Report. English Learners Who Have Been Reclassified (R FEP) Reclassification will be noted by marking an R in the drop down box of the Second Language Development section and teachers will leave that section blank. Students who have been reclassified to Fluent English Proficient (R FEP) are expected to master grade level Spanish Language Arts (SLA) and English Language Arts (ELA) standards. English Learners in Fourth Grade Consistent with the District s Master Plan for English Learners, Spanish Language Arts instruction is provided in the fourth grade through the medium of content based Science and Social Studies literacy instruction. Grades in the Reading, Writing, Speaking/Listening, and Language sections for fourth grade students should reflect student mastery of Spanish language arts objectives taught during Science and Social Studies content instruction. Student is Meeting Grade Level Standards Section In the Meeting Grade Level Standards section, teachers will report whether students are meeting grade level standards in reading, writing, speaking/listening and language in their primary language. The ELD/SLD standards will also be taken into consideration when reporting pupil progress in content areas taught in the student s second language, such as Mathematics. In ABE grades 5 6, teachers will mark whether students are meeting grade level standards in English. Comment Section for the ABE Pupil Progress Report The comment section for students in ABE and Dual Immersion programs should reflect student progress in Language Arts (i.e., students primary language), Second Language Development (i.e., students second language), and Mathematics. Student progress and areas of improvement should be identified, as well as the students ELD instructional level and progress according to the English progression timeline. All reporting pupil progress comments must be translated into Spanish for parent. Retaining English Learners in ABE Programs English learners who are recommended for retention must have the approval of Daniel Arellano, Director of the English Learner Programs Department. Recommendations for retentions must be sent to Daniel Arellano eight weeks prior to the end of the school year for approval and must show documentation that appropriate interventions were done through the LAT/MTSS process and in a timely manner.

22 Dual Immersion Programs English learners and Spanish learners in Dual Immersion (DI) programs are held to the same rigorous expectations a their English only peers in English Language Mainstream programs. The important difference, however, is that students in Dual Immersion programs are expected to make appropriate progress in mastering grade level standards taught in their primary language, as well as in second language development (i.e., English Language Development or Spanish Language Development). English Learners English learners in Dual Immersion programs are expected to master grade level standards for academic subjects taught in Spanish as determined by the District s Dual Immersion program mode design. In grades K 6, grades for the Reading, Writing, Speaking/Listening and Language sections of the Pupil Progress Report are based on mastery of the grade level SLA standards taught to date through the District adopted Language Arts curriculum and content based Science and Social Studies literacy instruction. English learners in Dual Immersion programs are expected to make appropriate progress towards developing proficiency in English as indicated by the English language progression timeline. An English Language Development (ELD) portfolio must be maintained on each student and must be updated on a frequent basis. The ELD portfolio and Progression Timeline will be used to determine grades for the Second Language Development (ELD) section of the report card and teachers will identify the instruction level that students are working at in the drop down box of the Second Language Development section. The ELD standards, ELD portfolio, and time in U.S schools as indicated by the Progression Timeline should be taken into consideration when assigning grades for any subject taught in English, including Second Language Development (i.e., ELD), math and other content areas Progression Timeline

23 When reporting pupil progress on the Second Language Development section of the report card, teachers will identify the student s instructional ELD level as documented on the ELD portfolio by marking the level in the dropdown box (i.e., Emerging, Expanding, Bridging) on the Second Language Development section of the Pupil Progress Report. English Learners Who Have Been Reclassified (R FEP) Reclassification will be noted by marking an R in the drop down box of the Second Language Development section and teachers will leave that section blank. Students who have been reclassified to Fluent English Proficient (R FEP) are expected to master grade level Spanish Language Arts (SLA) and English Language Arts (ELA) standards. English Learners Who Are English Dominant Students who are classified as an English learner but may be dominant in the English language may be graded as an English learner or Spanish learner, depending on each student s individual case and in collaboration with the English Learner Programs Department. As soon as it is determined that an English learner is dominant in English, sites will contact Daniel Arellano or Melanie McGrath in the English Learner Programs Department at (909) for specific guidelines as to which Pupil Progress Report to use with each student. Spanish Learners Spanish learners in Dual Immersion programs are expected to master grade level standards for academic subjects taught in English as determined by the District s Dual Immersion program model design. Grades for the Reading, Writing, Speaking/Listening and Language sections of the Pupil Progress Report are based on mastery of the grade level ELA standards taught to date through the District adopted Language Arts curriculum and content based Science and Social Studies literacy instruction. Spanish learners in Dual Immersion programs are expected to make appropriate progress towards developing proficiency in Spanish as indicated by the Spanish language progression timeline. A Spanish Language Development (SLD) portfolio must be maintained on each student and must be frequently updated. The SLD portfolio will be used to determine grades for the Second Language Development (SLD) section of the report card and teachers will identify the instruction level that students are working at in the drop down box of the Second Language Development section. The SLD standards and SLD portfolio should be taken into consideration when assigning grades for any subject taught in English, including Second Language Development (i.e., SLD), math and other content areas.. When reporting pupil progress on the Second Language Development section of the report card, teachers will identify the student s instructional SLD level as documented on the SLD portfolio by marking the level in the dropdown box (i.e., Emerging, Expanding, Bridging) on the Second Language Development section of the Pupil Progress Report.

24 Student is Meeting Grade Level Standards Section In the Meeting Grade Level Standards section, teachers will report whether students are meeting grade level standards in reading, writing, speaking/listening and language in their primary language. The ELD/SLD standards will also be taken into consideration when reporting pupil progress in content areas taught in the student s second language, such as Mathematics. Comment Section for the Dual Immersion Pupil Progress Report The comment section for students in ABE and Dual Immersion programs should reflect student progress in Language Arts (i.e., students primary language), Second Language Development (i.e., students second language), and Mathematics. Student progress and areas of improvement should be identified, as well as the students SLD/ELD instructional level and progress according to the Spanish/English progression timeline. All comments must be translated into Spanish for parents of Spanish speaking English learners. Retaining English and Spanish Learners in Dual Immersion Programs English learners and Spanish learners who are recommended for retention must have the approval of Daniel Arellano, Director of the English Learner Programs Department. Recommendations for retentions must be sent to Daniel Arellano six weeks prior to the end of the school year for approval, retentions must be sent to Daniel Arellano six weeks prior to the end of the school year for approval and must show documentation that appropriate interventions were done through the LAT/MTSS process and in a timely manner. Other Notes on 1s and 2s : Students who receive a 1 or 2 at the second reporting period are at risk of being retained. If there is a possibility of retention the following actions are required: MTSS process A parent signature on the Parent Signature Card in the designated box. At the third reporting period, all 2s become 1s English learners in all programs and Spanish learners in Dual Immersion who are at risk of being retained must be referred to the school site s MTSS/Language Appraisal Team for consideration. Students are to be provided intervention support and Intensive Instruction Tutoring at the site. Students may receive a 1 for instruction provided in their primary language. When reporting progress in their second language, students may not be given a 1, all 2 s may remain 2 s at the end of the school year.

25 Reporting Guidelines for Students with Moderate to Severe Disabilities Content Areas Students who use The Basics will follow a functional curriculum that will help them to develop independence as adults. The curriculum follows along the 5 domains, which include: Functional Academics, Domestic, Community, Vocational and Recreation and Leisure Domains. Within each domain are goals/objectives for teachers to develop lesson plans for students from the ages of 24 months 22 years Functional Academics The purpose of the Functional Academics Domain is to stress academic skills necessary to participate in everyday life with goals for maximum independence. To be functional, these skills must be related to some real activity that the student encounters in daily living. Functional academic skills are learned and applied in a variety of environments. Instruction occurs in both classroom and community settings. Course Description: Infuses academic areas into functional activities such as functional math, survival reading, local geography, current events and their applications to the community. Domestic Domain The purpose of instruction in the Domestic Domain is to prepare the student to become as independent as possible in his/her living environment. Included in instruction are personal care, food preparation, and housekeeping skills. Course Description: Includes skills necessary to allow the student more independence in home/personal management. Focus on personal health care, responsibility, home management, family/social life, sexuality and their applications to the community. Community Domain The purpose of the Community Domain is to prepare the student to access and use community environments as independently and completely as possible. Instruction in the areas of shopping, travel, eating out, and use of public services are included in this domain. Course Description: Includes skills necessary for the individuals to participate in campus, neighborhood, and community environments with successful interdependence. Mobility skills, access to community services, purchasing skills and their applications to the community. Vocational Domain The purpose of instruction in the Vocational Domain is to increase the likelihood of students functioning as contributing adults within our society and increase opportunities of obtaining employment. The Vocational Domain includes instruction in work related skills, job seeking skills, and job skill training. Course Description: Includes skills necessary for individuals to attain employment and perform meaningful work. Activities include on campus career occupation experience and training, employment skills, access to Transition and the off campus work experience program and their applications to the community. Recreation and Leisure The purpose of the Recreation Leisure Domain is to enable students to engage in constructive and personal satisfying leisure activities in school, home, and the community.

26 Course Description: Includes games, puzzles, arts, crafts, music, social gatherings, hobbies, selfregulating interactive behaviors, accessing public interests, and their applications to the community. The purpose of this report card is to determine a level of independence for students with severe disabilities. Students will earn a certificate of completion and not a standard high school diploma. This report card is designed to reflect student progress towards the Common Core State Standards, Transition Guideposts and 21 st Century Skills. The report card is graded using the Basic domains in which the teacher uses scoring of 0 5. The marking key explains the level of independence of each score. Teachers and parents can determine a student s level of independence using the percentage chart on the report card. Performance Descriptors Marking Key Level 5 (Independent) SELF DIRECTING, Student is not dependent on another to complete the task. Student consistently self initiates across people and settings in which tasks should be performed. If a reference tool is needed, the student knows how to access and use the tool independently. If directions are needed, then the directions are given once. Student can complete task individually without prompts from the teacher (0 prompts to complete task). Level 4 (Rehearsal) Student requires no physical assistance or physical contact to complete the task. Student is able to consistently complete task independently. Student will complete task under supervision from an adult in at least two different settings. If directions are required, the directions will only need to be repeated once. If a reference tool is required, the student may need to be reminded to use the reference tool but will know how to use the tool (0 1 prompts to complete task). Level 3 (Application) Student requires no physical assistance or physical contact to complete task. Student will consistently complete task in at least one setting with one adult when provided with one of the following prompts; verbal, gestural, and/or modeling prompt. If directions are required, the directions will only need to be repeated once. If a reference tool is required the student may need to be reminded to use the reference tool but not how to use the tool (1 prompt to complete task). Level 2 (Emerging) Student is instructionally ready, but is inconsistent in completing task even when provided with multiple prompts (verbal or gestural), supports, and/or modeling. Student requires repeated directions to complete task. Reference tools are introduced and taught and are not used independently even with prompting (2 + prompts are needed to complete task). Level 1 (Redirection) Skill has been introduced, but student requires direct teacher intervention to complete task due to refusal behaviors. Prompts used may be physical (hand over hand, hand on shoulder, etc), verbal directions such as repeated step by step directions, and/or modeling (3 + prompts are needed to

27 complete task). Level 0 (Dependent) Skill has been introduced, but student is not making progress even with repeated prompts and supports, and requires full assistance (including hand over hand) to complete skills and/or tasks. This is due either to inability (such as a physical disability) or lack of prerequisite skills, and not due to behavior (task can only be completed with full physical prompts which include hand over hand). Attendance Follow same guidelines as general education students Grading Instructions To assist the Moderate to Severe teachers in determining students levels of independence use the reference sheets for each report card.