Progress Reports

Palo Alto Unified School District takes pride in building strong parent-school partnerships. Communication about student progress is a critical part of that partnership. The progress report is used to communicate students’ social-emotional learning and academic progress based on District expectations as informed by the Common Core State Standards. It highlights current performance levels, student strengths, and areas for continued growth.

During the 2013-14 school year, staff and parent committees worked together to design a new progress report that reflects the Common Core State Standards and specific interests of the Palo Alto Unified School District community.

We are eager to ensure consistency in expectations for student performance at each grade level and the expectations for completing the progress reports. Teachers are engaging in calibration conversations over the course of the year. With the standards being new, it will take time for teachers to clearly understand and articulate expectations. The documents below, however, provide guidance to increase consistency.

Progress Indicators
Understanding of the Standards

Progress Indicators

Trimester 1 (T1) Trimester 2 (T2)	Trimester 3 (T3)
Area of Concern (C) Student is not currently progressing at a pace that will meet the end of the year standard Student needs significant support to make progress toward end of year standard Student’s level of understanding of content addressed in the standard lacks sufficient depth at this time	Standard Not Met (N) Student does not perform tasks defined in the standard Student needs additional support to perform at grade level Student’s level of understanding of content addressed in the standard lacks sufficient depth
Progressing (P) Student is currently progressing at a pace that will meet the end of the year standard Routine instruction (Tier 1) is sufficient for the student to make progress toward the end of the year standard Student’s depth of understanding of content addressed in this standard is sufficient at this time	Standard Met (M) Student met end of year standard Student performs tasks defined in the standard with high frequency Student’s depth of understanding of content addressed in this standard is sufficient
Area of Strength (S) Student is currently progressing at a pace that will meet or exceed the end of the year standard Student independently applies and extends knowledge of this standard Student’s depth of understanding of content addressed in this standard exceeds expectations at this time.	Exceeded Standard (X) Student consistently performs tasks defined in the standard at a level beyond grade level expectations Student independently applies and extends knowledge of this standard Student’s depth of understanding of the content in this standard exceeded grade level expectations

Trimester 1 (T1)
Trimester 2 (T2)

Trimester 3 (T3)

Area of Concern (C)

Student is not currently progressing at a pace that will meet the end of the year standard
Student needs significant support to make progress toward end of year standard
Student’s level of understanding of content addressed in the standard lacks sufficient depth at this time

Standard Not Met (N)

Student does not perform tasks defined in the standard
Student needs additional support to perform at grade level
Student’s level of understanding of content addressed in the standard lacks sufficient depth

Progressing (P)

Student is currently progressing at a pace that will meet the end of the year standard
Routine instruction (Tier 1) is sufficient for the student to make progress toward the end of the year standard
Student’s depth of understanding of content addressed in this standard is sufficient at this time

Standard Met (M)

Student met end of year standard
Student performs tasks defined in the standard with high frequency
Student’s depth of understanding of content addressed in this standard is sufficient

Area of Strength (S)

Student is currently progressing at a pace that will meet or exceed the end of the year standard
Student independently applies and extends knowledge of this standard
Student’s depth of understanding of content addressed in this standard exceeds expectations at this time.

Exceeded Standard (X)

Student consistently performs tasks defined in the standard at a level beyond grade level expectations
Student independently applies and extends knowledge of this standard
Student’s depth of understanding of the content in this standard exceeded grade level expectations

Understanding of the Standards

Glossary

Glossary of Terms for the K-5 Progress Report

English Language Arts (ELA)

Teachers use the Common Core State Standards (CCSS) to guide their instruction in reading, writing, listening and speaking.

CCSS ELA Frameworks, written to align with the CCSS, provide teachers with guidance for ELA instruction.

Mathematics

Teachers use the Common Core State Standards (CCSS) to guide their instruction in mathematics.

CCSS math Frameworks, written to align with the CCSS, provide teachers with guidance for mathematics instruction.

The Math Practices are the same at each grade level, K-12, and the habits of mind that students should develop to foster mathematical understanding and expertise, skills, and knowledge. The posters below describe what the math practices look like at each grade level, K-5.

Science

Next Generation Science Standards (NGSS)
California Department of Education Science Framework

Social Studies

Teachers use these standards to guide instruction.

Music

Music teachers use the state standards to guide their instruction.

Physical Education (P.E.)

PE teachers use the state standards to guide their instruction.

Social-Emotional Learning (SEL)

Palo Alto Unified School District recognizes that social and emotional skills are critical to being a good student, citizen and worker. Elementary teachers are committed to providing a supportive classroom environment to help student build these skills and by embedding SEL lessons into classroom instruction across all content areas. The SEL descriptors on the report card are anchored in the research of the Collaborative for Academic, Social, and Emotional Learning (CASEL).

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