Report Card Information
Grade K-4 Report Card Information for Parents
Highland Park ISD utilizes a standards-based report card for students in elementary schools. The report card measures a child’s progress toward mastery of key objectives/standards of the HPISD curriculum. This approach provides the vehicle for reporting a child’s learning in more specific terms.
Standards-based reporting articulates clear subject-specific grade-level objectives for learning to which a child is striving. Using the scale below for the content areas, teachers will communicate where a child resides on a learning continuum for the year by indicating his/her progress toward mastery of each identified grade level standard.
Important notes about grading:
- Details of what is expected at mastery level can be found on the list of assessed standards for English language arts and reading, mathematics, science, and social studies. See the Family Curriculum Guides for more information.
- A “1” will prompt additional communication from the classroom teacher so parents will better understand their child’s learning journey.
- Students in TAG math are graded on the standards outlined in their course. These standards represent multiple grade levels. For example, students in 2nd grade TAG math will receive instruction on both 2nd and 3rd grade math standards.
- For elective classes or “specials,” students will receive grades based on the following grading scale. Excellent, Satisfactory, Needs Improvement, and Unsatisfactory (E, S, N, U).
- In addition, all students will receive feedback on Social and Work Skills.
For more information about your child’s progress, contact his/her classroom teacher.
The standards-based reporting scale:
4: The student consistently demonstrates understanding and application of the standard. Work is accurate, complete, and independent. Mastery
3: The student demonstrates understanding and application of the standard with minimal errors. Work is generally accurate and complete, showing readiness to move forward. Meets
2: The student demonstrates partial understanding of the standard but may lack consistency or accuracy. Errors or misconceptions are present, and support is sometimes needed to complete tasks. Approaching
1: The student demonstrates limited understanding of the standard. Work is often incomplete, inaccurate, or requires significant support. The student is not yet meeting grade-level expectations. Beginning / Needs Support