1920 GK-2 Standards Based Grading Handbook Updated 8 29 19

G1 Q3 Eureka Assessment MOM 4 Qu
G1 Q3 Eureka Assessment EOM 4 M

G1 Q3 CK ELA Unit 4 Assessment Amber the Bat (Comprehension) Lit
G1 Q3 CK ELA Unit 4 Word Reading in Isolation
G1 Q3 GB ELA Unit Duck for President CRT Qu
G1 Q3 GB ELA Unit Duck for President CWT M

G1 Q4 Eureka Assessment EOM 5
G1 Q4 Eureka Assessment MOM 6
G1 Q4 Eureka Assessment EOM 6

Lit

G1 Q4 CK ELA Unit 6 Assessment The Prince Gets a Pet (Comprehension)
G1 GB ELA Unit Spiders CRT

G1 GB ELA Unit Spiders CWT

uarter 3 √ √
Math 32
teracy (by 1/31/20)

uarter 4 √
Math
(by 2/20/20)
teracy
√

(by 2/17/20)

√

(by 3/16/20)

√

(by 3/16/20)

√

(by 3/18/20)

√

(by 4/22/20)

√

(by 5/6/20)

(by 5/13/20)

√

(by 5/18/20)

√
(by 5/18/20)√

Report Card Indicators for Person

For the personal and social development /conduct indicators, te
or N for needs improvement. Records (e.g., discipline records,
cooperative learning activities) shall be maintained to support th
report card indicators, each is explained or an example is given

Report Card Indicators Explanati

Listens attentively  Listens to adults and peers in diffe
Speaks at appropriate times  Does not interrupt speakers
Follows directions  Maintains eye contact
Completes tasks in reasonable time  Waits for his/her turn to speak
 Uses appropriate tone and volume
Works well independently  Asks appropriate questions
Completes and returns homework  Responds to written and oral direc
 Responds promptly to directions
Produces quality work  Plans for task completion
 Stays on task
 Monitors progress
 Manages time
 Completes tasks
 Processes information to carry thro
 Works without distracting others
 Finishes assignments without mod

teacher

 Copies assignments
 Completes daily and long-range as
 Monitors progress on long-range a
 Returns homework on time
 Does own homework
 Uses appropriate resources and/o

services
 Uses criteria/rubrics to create qual
 Produces an original product appr
 Assesses the strengths and weakn

continuous improvement
 Creates neat, complete work

nal and Social Development/Conduct

eachers should mark S on the report card for satisfactory performance
number of homework assignments not completed, rubrics from
he mark (S or N) assigned. To ensure uniformity in interpreting the

n below.

ion/Example Ways to Assess

erent settings Teacher observation, anecdotal notes

e Teacher observation, anecdotal notes
ctions appropriately
Teacher observation, anecdotal notes
Teacher observation, anecdotal notes

ough independently Teacher observation, anecdotal notes
deling from peers or redirection from Teacher observation, anecdotal notes

ssignments
assignments

or technology to create quality products and Teacher observation, anecdotal notes

lity products
ropriate for its intended use
nesses of his/her work and sets goals for

33

Report Card Indicators Explanati

Exhibits self-motivation for learning  Takes risks to extend learning
 Puts forth effort
Works cooperatively  Tries new experiences
Interacts appropriately with peers  Seeks help when needed
 Uses appropriate resources and te
Takes care of personal and school  Exhibits enthusiasm for learning n
property  Sets learning goals
Respects rights and property of others  Plans, monitors and evaluates pro
 Begins tasks promptly and persev
Respects authority
 Contributes to the overall efforts o
 Displays interpersonal communica
 Shows respect for others during di
 Works through negotiations and te
 Demonstrates individual accounta

 Shows respect for peers
 Demonstrates empathy and caring
 Is assertive when needed
 Is polite and courteous to peers in
 Does not tease or “put down” pee
 Demonstrates age-appropriate soc
 Offers assistance when needed
 Offers reasoning and support whe
 Communicates with people of diffe
 Uses appropriate body language a

 Does not waste materials
 Does not vandalize school propert
 Manages belongings
 Keeps personal and school areas
 Has all necessary materials
 Picks up after himself/herself
 Handles books and technology pro

 Uses conflict resolution and peer m
 Is polite and courteous
 Does not destroy others’ materials
 Asks permission before using othe
 Does not talk badly about others
 Respects people of different backg
 Keeps hands and feet to themselv

 Listens to adults
 Responds appropriately
 Uses a respectful tone
 Uses appropriate gestures and bo

ion/Example Ways to Assess

Teacher observation, anecdotal notes

echnology Teacher observation, anecdotal notes
new concepts and skills Teacher observation, anecdotal notes

ogress toward goals Teacher observation, anecdotal notes
veres when confronted with obstacles
of a group by assuming appropriate roles
ation skills
iscussions, conversations, or debates
eamwork to reach a common goal
ability for work completed by the group

g

n different settings
ers
cial behavior

en discussing or trying to persuade others
erent backgrounds and cultures
and eye contact

ty

neat

operly Teacher observation, anecdotal notes
mediation skills Teacher observation, anecdotal notes

s
ers’ materials

grounds and cultures
ves

ody language

34

Report Card Indicators Explanati

Demonstrates self-control  Uses conflict resolution
 Does not lose control of temper
Accepts responsibility for actions  Does not “blurt out”
Observes rules and regulations  Monitors volume of voice
 Thinks before reacting
 Uses alternatives other than physi

 Does not blame others
 Identifies own inappropriate action
 Problem-solves
 Accepts consequences without co
 Follows school, classroom, bus, pl

rules

ion/Example Ways to Assess

Teacher observation, anecdotal notes

ical violence to solve problems Teacher observation, anecdotal notes
Teacher observation, anecdotal notes
ns

omplaining
layground, lunchroom, and enrichment

35

Report Card Indicators for Oral and

While teachers are expected to teach all of the Standards, the report car
Report card indicators for reading, language and math are broken down i
implement curriculum maps along with their school’s curriculum calendar
receive the St. Charles Parish Public Schools guaranteed and viable curr
end of each reporting period. Many standards (e.g., basic facts) may req
progress is actually reported on the report card. See the following pages
each reporting period.

Grade 2 Reading Ways to Assess Standards for

Report Card Observations Reporting Period

Indicators Anecdotal 1
Notes/Conferences
Ask and answer such The student is able to ask
questions as who, what, TM assessments and answer such questions
where, when, why, and as who, what, where, when,
how to demonstrate Small and whole group why, and how to
understanding of key discussions demonstrate understanding
details in a fiction text. of key details in a text.
(RL.2.1) (RL.2.1)

Ask and answer such Students oral and
questions as who, what, written responses
where, when, why, and Observations
how to demonstrate
understanding of key Anecdotal
details in a nonfiction text. Notes/Conferences
(RI.2.1)
TM assessments

Small and whole group
discussions

Students oral and
written responses

d Written Language, Reading and Math

rd is designed to provide information on some of the essential standards.
into standards for each reporting period. Teachers are expected to
r to ensure that all students have been given sufficient opportunities to
riculum and to learn standards that will be assessed and reported on at the
quire introduction, instruction and review weeks and months before student
s for a description of the standards to be assessed and reported on during

Standards for Standards for Standards for
Reporting Period Reporting Period
Reporting Period
3 4
2

The student is able to ask
and answer such questions
as who, what, where, when,
why, and how to
demonstrate understanding
of key details in a text.
(RL.2.1)

The student is able to ask The student is able to
and answer such questions ask and answer such
as who, what, where, questions as who, what,
when, why, and how to where, when, why, and
demonstrate understanding how to demonstrate
of key details in a text. understanding of key
(RI.2.1) details in a text. (RI.2.1)

36

Grade 2 Reading Ways to Assess Standards for
Reporting Period
Report Card Observations
Anecdotal 1
Indicators Notes/Conferences
TM assessments
Recount stories, including
fables and folktales from
diverse cultures, and
determine the central
message, lesson, or moral
(RL.2.2)

Small and whole group
discussions

Students oral and
written responses

Identify the main topic of a Recountings
multi-paragraph text as Observations
well as the focus of
specific paragraphs within Anecdotal
the text (RI.2.2) Notes/Conferences

TM assessments

Small and whole group
discussions

Students oral and
written responses

Describe how characters Observations
in a story respond to major
events and challenges Anecdotal
(RL.2.3) Notes/Conferences

TM assessments

Small and whole group
discussions

Students oral and
written responses

Core Knowledge

Standards for Standards for Standards for
Reporting Period Reporting Period
Reporting Period
3 4
2

The student is able to
recount stories, including
fables and folktales from
diverse cultures, and
determine the central
message, lesson, or moral.
(RL.2.2)

Identify the main topic of a Identify the main topic of
multi-paragraph text as well a multi-paragraph text as
as the focus of specific well as the focus of
paragraphs within the text. specific paragraphs
(RI.2.2) within the text. (RI.2.2)

When assessing this When assessing this
standard, teachers standard, teachers
should notice students should notice students
asking and answering asking and answering
questions to demonstrate questions to
understanding of key demonstrate
details in a text. understanding of key
details in a text.
The student is able to
The student is able to describe how characters in
describe how characters in a a story respond to major
story respond to major events and challenges.
events and challenges. (RL.2.3)
(RL.2.3)

When assessing this When assessing this
standard, teachers should standard, teachers
notice students asking should notice students
and answering questions asking and answering
to demonstrate questions to demonstrate
understanding of key understanding of key
details in a text. details in a text.

37

Grade 2 Reading Ways to Assess Standards for
Report Card Reporting Period
Indicators Core Knowledge
Passages 1
Read with sufficient
accuracy and fluency to Running Records The student is able to read
support comprehension with sufficient accuracy and
(RF.2.4 a,b,c) fluency to support
comprehension.

DRA Text Read on-level text with
purpose and
Note: The DRA level text Conferencing understanding.
should be used as only (RF.2.4a)
one piece of data and not Observations
the determining factor for Read on-level text orally
this indicator. Anecdotal with accuracy, appropriate
Notes/Conferences rate, and expression
successive readings.
(RF.2.4b)

*PM= Progress Use context to confirm or
Monitoring self-correct word
recognition and
understanding, rereading
as necessary.
(RF.2.4c)

Core Knowledge Passage
from Unit 2 The Fox and
the Cat

Passages from the CK
Assessment and
Remediation Guide

DRA Level 18 – “A Giant in
the Forest”

PM Suggestion – “Game
Day”

Standards for Standards for Standards for
Reporting Period Reporting Period Reporting Period

2 3 4

The student is able to read The student is able to read The student is able to
with sufficient accuracy and with sufficient accuracy read with sufficient
fluency to support and fluency to support accuracy and fluency to
comprehension. comprehension. support comprehension.

Read on-level text with Read on-level text with Read on-level text with
purpose and purpose and purpose and
understanding. understanding. understanding.
(RF.2.4a) (RF.2.4a) (RF.2.4a)

Read on-level text orally Read on-level text orally Read on-level text
with accuracy, appropriate with accuracy, orally with accuracy,
rate, and expression appropriate rate, and appropriate rate, and
successive readings. expression successive expression successive
(RF.2.4b) readings. readings.
(RF.2.4b) (RF.2.4b)
Use context to confirm or
self-correct word Use context to confirm or Use context to confirm
recognition and self-correct word or self-correct word
understanding, rereading recognition and recognition and
as necessary. understanding, rereading understanding,
(RF.2.4c) as necessary. rereading as
(RF.2.4c) necessary.
(RF.2.4c)

Core Knowledge Passages Core Knowledge Passage Core Knowledge
from Unit 4 The Visit Passage
Passages from the CK from Unit 6 The Young
Assessment and Passages from the CK Mouse
Remediation Guide Assessment and
Remediation Guide Passages from the CK
DRA Level 20 – “Green Assessment and
Freddie” DRA Level 24 – “A Remediation Guide
Wonderful Day”
PM Suggestion – “Turtle's DRA Level 28 – “You
Big Race” PM Suggestion – “Thin as Don’t Look Beautiful To
a Stick” Me”

PM Suggestion – “From
Peanuts to Peanut
Butter”

38

Grade 2 Ways to Standards/GLEs Stan
Assess Rep
Language for
Observations
Report Card Reporting Period
Anecdotal
Indicators Notes/Conferences 1

Write narratives in TM assessments The student is able to
which they recount a independently write a
well-elaborated event Writing Journals narrative in which he/she
or short sequence of  recounts a well-
events, include details
to describe actions, elaborated event or
thoughts, and feelings, short sequence of
use temporal words to events (organization
signal event order, and and ideas)
provide a sense of  include details to
closure. (W.2.3) describe actions,
thoughts, and feelings
 uses temporal words to
signal event order
(organization and word
choice)
provides a sense of
closure (organization)
(W.2.3)

Write opinion pieces in Observations
which they introduce
the topic or book they Anecdotal
are writing about, state Notes/Conferences
an opinion, supply
reasons that support TM assessments
the opinion, use linking
words (e.g., because, Writing Journals
and, also) to connect
opinion and reasons,
and provide a
concluding statement or
section.
(W.2.1)
.

ndards/GLEs Standards/GLEs for Standards/GLEs for
for Reporting Period Reporting Period
3 4
porting Period
2

The student is able to
independently write an
opinion piece in which he/she
 introduces the topic or

book they are writing about
(organization)
 states an opinion (voice)
 supplies reasons that
support the opinion
 uses linking words to
connect opinion and
reasons (word choice and
sentence fluency)
 provides a concluding
statement or section
(organization) (W.2.1)

39

Grade 2 Ways to Standards/GLEs Stan
Assess for Rep
Language
Observations Reporting Period
Report Card 1
Anecdotal
Indicators Notes/Conferences

Write TM assessments
informative/explanatory
texts in which they Writing Journals
introduce a topic, use
facts and definitions to
develop points, and
provide a concluding
statement or section.
(W.2.2)

As you assess each genre of writing, teachers should also as
English (Demonstrates the command of the convention of Sta
command of the conventions of Standard English, capitalizat
When scoring the SOP column of the report card in writing, s
writing in at least 2 of the 3 genres, by expressing their thoug

ndards/GLEs Standards/GLEs for Standards/GLEs for
for Reporting Period Reporting Period
3 4
porting Period
2

The student is able to
independently write an
informative/explanatory
passage in which he/she
 introduces a topic

(organization)
 uses facts and definitions to

develop points (voice and
sentence fluency)
 provides a concluding
statement or section
(organization) (W.2.2)

ssess student’s understanding of the conventions of Standard
andard English of Grammar and Usage, Demonstrates the
tion, punctuation and spelling).
students should be able to consistently demonstrate proficient
ghts in written form that reflects grade level expectations.

40

Grade 2 Math Report Ways to Assess Standards fo
Card Indicators Reporting Peri

1

Use addition and subtraction Documented conferences The student is able to
within 100 to solve one-and two- add and subtract to s
step word problems involving Teacher observations with one-step word probl
situations of adding to , taking anecdotal notes to 100. (2.OA.A.1)
from, putting together, taking
apart, and comparing, with Work samples (e.g., student
unknowns in all positions, e.g., problem solving journals)
by using drawings and
equations with a symbol for the TM Assessments
unknown number to represent
the problem Exit tickets
(2.OA.A.1)

Use addition and subtraction Documented conferences
within 100 to solve one-and two-
step word problems involving Teacher observations with
situations of adding to , taking anecdotal notes
from, putting together, taking
apart, and comparing, with Work samples (e.g., student
unknowns in all positions, e.g., problem solving journals)
by using drawings and
equations with a symbol for the TM Assessments
unknown number to represent
the problem Exit tickets
(2.OA.A.1)

Fluently add and subtract within Documented conferences The student will fluen
20 using mental strategies. By add and subtract with
the end of Grade 2, know from Teacher observations with 20 from memory.
memory all sums of two one- anecdotal notes (2.OA.B.2)
digit numbers
(2.OA.B.2) Work samples (e.g., student
problem solving journals)

TM Assessments

Exit tickets

or Standards for Standards for Standards for
iod Reporting Period Reporting Period Reporting
Period
2 3 4

o The student is able to
solve add and subtract to solve
lems one-step word problems
to 100. (2.OA.A.1)

The student is able to add The student is able to
and subtract to solve one- add and subtract to
step and two-step word solve one-step and
problems to 100. two-step word
(2.OA.A.1) problems to 100.
(2.OA.A.1)

ntly The student will fluently The student will fluently The student will

hin add and subtract within add and subtract within 20 fluently add and

20 from memory. from memory. (2.OA.B.2) subtract within 20

(2.OA.B.2) from memory.

(2.OA.B.2)

41

Use addition to find the total Documented conferences
number of objects arranged in
rectangular arrays with up to 5 Teacher observations with
rows and up to 5 columns; write anecdotal notes
an equation to express the total
as a sum of equal addends Work samples (e.g., student
(2.OA.C.4) problem solving journals)

TM Assessments

Add and subtract within 1000 Exit tickets
using concrete models or Documented conferences
drawings and strategies based
on place value, properties of Teacher observations with
operations, and/or the anecdotal notes
relationship between addition
and subtraction; justify the Work samples (e.g., student
reasoning used with a written problem solving journals)
explanation. Understand that in
adding or subtracting three-digit TM Assessments
numbers, one adds or subtracts
hundreds and hundreds, tens Exit tickets
and tens, ones and ones, and
sometimes it is necessary to
compose or decompose tens or
hundreds
(2.NBT.B.7)

Generate measurement data by
measuring lengths of several
objects to the nearest whole
unit, or by making repeated
measurements of the same
object. Show the
measurements by making a line
plot, where the horizontal scale
is marked off in whole-number
units
(2.MD.C.9)

The student is able to use
addition to find the total
number of objects arranged
in rectangular arrays with
up to 5 rows and up to 5
columns; write an equation
to express the total as a
sum of equal addends.
(2.OA.C.4)

The student is able to The student is able to

 add and subtract within  add and subtract within

1000 (2.NBT.B.7) 1000 (2.NBT.B.7)

The student is able to
 generate

measurement data
by measuring
lengths of several
objects to the
nearest whole unit
or by making
repeated
measurements of
the same object
 make a line plot,
where the horizontal
scale is marked off
in whole-number
units
(2.MD.C.9)

42

Draw picture graphs and bar Documented conferences
graphs (with single unit scale) to
represent a data set with up to 4 Teacher observations with
categories. Solve simple put- anecdotal notes
together, take-apart, and
compare problems using Work samples (e.g., student
information presented in a bar problem solving journals)
graph.
(2.MD.C.10) TM Assessments

Exit tickets

K-2 Formative Math Tasks

The student is able to
draw picture graphs
and bar graphs (with
single unit scale) to
represent a data set
with up to 4
categories. Solve
simple put-together,
take-apart, and
compare problems
using information
presented in a bar
graph.
(2.MD.C.10)

43

2019-2020 Second Gra

Quart
Ma

G2 Q1 Eureka Assessment EOM 1 (Sums and Differences to 100)

G2 Q1 Eureka Assessment EOM 2 (Addition and Subtraction of Length

Liter

G2 Q1 Diagnostic Writing Assessment

G2 Q1 Post Writing Assessment

G2 Q1 CK ELA Administer Diagnostic Assessments to Gauge Students’ Re
G2 Q1 CK ELA Unit 1 Assessment Comprehension The Catfish
G2 Q1 CK ELA Unit 2 Assessment The Fox and the Cat (Fluency)

G2 Q1 CK ELA Unit 2 Assessment Cat and Mouse Keep House (Compreh

Quart
Ma

G2 Q2 Eureka Assessment MOM 3 (Place Value, Counting, and Compa

G2 Q2 Eureka Assessment EOM 3 (Place Value, Counting, and Compa

G2 Q2 Eureka Assessment MOM 4 (Addition and Subtraction Within
100)
G2 Q2 Eureka Assessment EOM 4 (Addition and Subtraction Within 2
100)

Liter
G2 Q2 CK ELA Unit 3 Assessment The Splash Artist (Comprehension)

G2 Q2 GB ELA Unit Cinderella CWT

ade Assessments Enter into Do Not Enter into
ter 1 Illuminate Illuminate
ath
√ √
h Units) (by 9/4/19) √
racy
√ 44
eading Abilities (by 9/20/19)

hension) √
ter 2 (by 8/23/19)
ath
arison of Numbers to 1,000) √
arison of Numbers to 1,000) (by 10/4/19)
200 with Word Problems to
200 with Word Problems to √
racy (by 10/14/19)

√
(by 10/14/19)

√

(by 10/7/19)

√

(by 10/18/19)

√

(by 11/15/19)

√

(by 12/13/19)

√

(by 11/20/19)

√

(by 12/16/19)

G2 Q2 GB ELA Unit Cinderella CRT

Quart

Ma

G2 Q3 Eureka Assessment MOM 5 (Addition and Subtraction Within 1
to 100)
G2 Q3 Eureka Assessment EOM 5 (Addition and Subtraction Within 1
to 100)
G2 Q3 Eureka Assessment MOM 6 (Foundations of Multiplication and

G2 Q3 Eureka Assessment EOM 6 (Foundations of Multiplication and

Liter

G2 Q3 CK ELA Unit 4 Assessment The Tally (Comprehension)

G2 Q3 CK ELA Unit 4 Assessment The Visit (Oral Reading Fluency/Comp
G2 Q3 CK ELA Unit 5 Assessment Marching Orders (Comprehension)
G2 Q3 GB ELA Unit The Best Place CWT
G2 Q3 GB ELA Unit The Best Place CRT

Quart

Ma
G2 Q4 Eureka Assessment MOM 7 (Problem Solving with Length, Mon

G2 Q4 Eureka Assessment EOM 7 (Problem Solving with Length, Mon

G2 Q4 Eureka Assessment MOM 8 (Time, Shapes, and Fractions as Eq

G2 Q4 Eureka Assessment EOM 8 (Time, Shapes, and Fractions as Equ

Liter
G2 Q4 CK ELA Unit 6 Assessment The War of 1812 (Comprehension) 27.

ter 3 √
ath
1,000 with Word Problems (by 12/16/19)

1,000 with Word Problems √

d Division) (by 1/23/20)
Division)
racy √

(by 2/7/20)

√

(by 2/21/20)

√

(by 3/13/20)

prehension) √ √

ter 4 (by 1/13/20) √
ath
ney, and Data) √ 45
ney, and Data)
qual Parts of Shapes) (by 3/06/20)
ual Parts of Shapes)
racy √
.1
(by 3/16/20)

√

(by 3/16/20)

√

(by 4/2/20)

√

(by 5/1/20)

√

(by 5/13/20)

√

(by 5/22/20)

G2 Q4 CK ELA Unit 6 Assessment The Young Mouse (Comprehension a
G2 Q4 GB ELA Unit The Ox-Cart Man CWT
G2 Q4 GB ELA Unit The Ox-Cart Man CRT

**All Eureka, Core Knowledge, and Guidebook assessments should be a
assessments should be put into Illuminate.

and Fluency) 33.2 and 33.3 √

(by 5/05/20)

√

(by 5/18/20)

√

(by 5/18/20)

administered. Please use this chart to determine which

46

Report Card Indicators for Person

For the personal and social development /conduct indicators, teacher
needs improvement. Records (e.g., discipline records, number of hom
activities) shall be maintained to support the mark (S or N) assigned.
explained or an example is given below.

Report Card Indicators Explanati

Listens attentively  Listens to adults and peers in differe
Speaks at appropriate times  Does not interrupt speakers
Follows directions  Maintains eye contact
Completes tasks in reasonable time  Waits for his/her turn to speak
 Uses appropriate tone and volume
Works well independently  Asks appropriate questions
Completes and returns homework  Responds to written and oral directi
 Responds promptly to directions
Produces quality work  Plans for task completion
 Stays on task
 Monitors progress
 Manages time
 Completes tasks
 Processes information to carry throu
 Works without distracting others
 Finishes assignments without mode
 Copies assignments
 Completes daily and long-range ass
 Monitors progress on long-range as
 Returns homework on time
 Does own homework
 Uses appropriate resources and/or

services
 Uses criteria/rubrics to create qualit
 Produces an original product approp
 Assesses the strengths and weakne

continuous improvement
 Creates neat, complete work

nal and Social Development/Conduct

rs should mark S on the report card for satisfactory performance or N for
mework assignments not completed, rubrics from cooperative learning

To ensure uniformity in interpreting the report card indicators, each is

ion/Example Ways to Assess

ent settings Teacher observation, anecdotal notes

ions appropriately Teacher observation, anecdotal notes

Teacher observation, anecdotal notes
Teacher observation, anecdotal notes

ugh independently Teacher observation, anecdotal notes

eling from peers or redirection from teacher Teacher observation, anecdotal notes

signments
ssignments

technology to create quality products and Teacher observation, anecdotal notes

ty products
priate for its intended use
esses of his/her work and sets goals for

47

Report Card Indicators Explanati

Exhibits self-motivation for learning  Takes risks to extend learning
 Puts forth effort
Works cooperatively  Tries new experiences
Interacts appropriately with peers  Seeks help when needed
 Uses appropriate resources and tec
Takes care of personal and school  Exhibits enthusiasm for learning new
property  Sets learning goals
Respects rights and property of others  Plans, monitors and evaluates prog
 Begins tasks promptly and persever
Respects authority
 Contributes to the overall efforts of a
 Displays interpersonal communicati
 Shows respect for others during dis
 Works through negotiations and tea
 Demonstrates individual accountabi

 Shows respect for peers
 Demonstrates empathy and caring
 Is assertive when needed
 Is polite and courteous to peers in d
 Does not tease or “put down” peers
 Demonstrates age-appropriate socia
 Offers assistance when needed
 Offers reasoning and support when
 Communicates with people of differe
 Uses appropriate body language an

 Does not waste materials
 Does not vandalize school property
 Manages belongings
 Keeps personal and school areas n
 Has all necessary materials
 Picks up after himself/herself
 Handles books and technology prop

 Uses conflict resolution and peer me
 Is polite and courteous
 Does not destroy others’ materials
 Asks permission before using others
 Does not talk badly about others
 Respects people of different backgr
 Keeps hands and feet to themselve

 Listens to adults
 Responds appropriately
 Uses a respectful tone
 Uses appropriate gestures and body

ion/Example Ways to Assess

Teacher observation, anecdotal notes

chnology Teacher observation, anecdotal notes
w concepts and skills Teacher observation, anecdotal notes

gress toward goals Teacher observation, anecdotal notes
res when confronted with obstacles Teacher observation, anecdotal notes
a group by assuming appropriate roles Teacher observation, anecdotal notes
ion skills
scussions, conversations, or debates
amwork to reach a common goal
ility for work completed by the group

different settings
s
al behavior

discussing or trying to persuade others
ent backgrounds and cultures
nd eye contact

neat

perly
ediation skills

s’ materials

rounds and cultures
es

y language

48

Report Card Indicators Explanati

Demonstrates self-control  Uses conflict resolution
 Does not lose control of temper
Accepts responsibility for actions  Does not “blurt out”
Observes rules and regulations  Monitors volume of voice
 Thinks before reacting
 Uses alternatives other than physica

 Does not blame others
 Identifies own inappropriate actions
 Problem-solves
 Accepts consequences without com
 Follows school, classroom, bus, pla

ion/Example Ways to Assess

Teacher observation, anecdotal notes

al violence to solve problems Teacher observation, anecdotal notes
s

mplaining
ayground, lunchroom, and enrichment rules Teacher observation, anecdotal notes

49