½ûÂþÌìÌÃ

The purpose of the ½ûÂþÌìÌà K-5 report card is to provide meaningful and user-friendly communication with families about students’ growth toward and mastery of grade-level standards (academic and social-emotional) as part of an ongoing conversation between teachers and families.

The academic skills and competencies listed on the report card represent the major learning that students are expected to master in each content area over the course of the year. These come from our . Our standards-based report cards are designed to provide specific feedback to families about how their child is currently performing related to each standard at the end of each of our four academic quarters. This feedback comes in the form of proficiency ratings (see scale below) and written comments.

It is recommended to view the report card as a PDF.  In ParentVUE, click on the report card tile, and then click the hyperlink at the top that says "Click here to view report card..."  If it says the report card is not available yet, check with your school.  

Report cards are completed by teachers at the end of each academic quarter.  You should be able to view your students' report card online using ParentVUE ( for instructions) by the dates listed below. If you requested a printed report card or your schools’ choice was to print report cards, you should expect to receive them on or shortly after the dates listed below.

All families are invited to have a fall conference with their child’s teacher during the week of November 20th. Families are also encouraged to call or email their child’s teacher to schedule additional conversations across the year as need arises. 

In addition to teacher conferences and standards-based report cards, families should also expect to receive information about how their child is performing on district-wide assessments over the course of the year. 

Every child is a general education student first. This means that every child receives a grade-level standards-based report card that provides feedback to families about each child’s progress toward grade-level skills and competencies. Students with Individual Education Plans (IEPs) also receive specially designed instruction from licensed Special Education educators in designated areas of need. These educators are responsible for providing families with a Special Education progress report at the end of each academic quarter. This progress report is provided in addition to the grade-level standards-based report card to give feedback on how a child is progressing toward their individualized goals established in their IEP. You should receive your report card and your progress report at the same time. Both are also available on Synergy Parent Vue. Please reach out to your Special Education case manager (i.e. Learning Center, Social Emotional Skills, Intensive Skills, Communication Behavior, Speech Language Pathologist) if you have any questions about your Special Education progress report. 

Every child is a general education student first. This means that every child receives a grade-level standards-based report card that provides feedback to families about each child’s progress toward grade-level skills and competencies. Students who are learning English also receive ELD services and feedback on how their language skills are developing. If your child is receiving this support, you will find this feedback in an extra section at the end of your report card. This section will be completed by the ELD teacher and will provide feedback on your child’s progress in the areas of listening, speaking, reading, and writing using the proficiency scale pictured below. Please reach out to your ELD teacher if you have any questions about this section of the report card.

Every child is a general education student first. This means that every child receives a grade-level standards-based report card that provides feedback to families about each child’s progress toward grade-level skills and competencies. These standards, skills, and competencies are the same in DLI classrooms as they are in English Scholar classrooms. That said, students in DLI classrooms are learning many of these standards, skills, and competencies in two languages while also developing new language skills. For this reason, you will find an additional section at the bottom of your report card that provides additional feedback about how your child’s foundational reading and language arts skills are developing in their partner language (e.g. Spanish, Russian, Japanese, Mandarin, or Vietnamese).  In grades K-2 of the programs (Spanish and Russian), most of the instruction is conducted in the partner language. As a result, not all English standards may be graded at these levels, but all standards will be assessed across both languages by the end of the school year.

Being a successful student is about much more than academic skills and standards. Families are often seeking feedback not just on their child’s academic progress, but also on their learning habits and social-emotional development. The purpose of the Learning Habits & Community Contributions section of the report card is to provide families with this feedback. We understand that social-emotional development is not linear and may be viewed differently through different cultural, racial, and socio-economic lenses. For these reasons, this section is not graded or rated against concrete standards like the other sections of the report card. Each quarter, classroom educators will use observational data across multiple settings (e.g. structured learning time, unstructured play/exploration time, recess, etc) to indicate how consistently each student is demonstrating each of the identified skills. Educators can also use the comment space to provide families with further feedback about their child’s development.

These are the indicators that you will see in this section of the Report Card:

When a grade is left blank, that means that this particular skill or standard was not taught and assessed during this quarter. That may be because it is not covered in the curriculum during this quarter. In the case of science, social studies, and health, these subjects are taught in rotation across the year, so each quarter, some content areas will be left blank.

In English:      -    -    -    -   

Translation:   -    -    -    -   

 -   -    -    -    -    -