Niagara Falls City School District
Primary & Intermediate
Report Cards
Parent Guide
Grades K - 6
Page 1
Table of Contents
Page
Overview of the K-6 Report Cards
2
Attendance Tracking in Grades K-6
3
K-6 Report Card Snapshots with Annotations
4-17
Performance Levels
18
AIMSweb Results Table Primary
19-20
Art and Music
21
Primary Physical Education Report Card
22
Development of Learner Responsibilities (Primary)
23
Frequently Asked Questions
24-25
Additional Resources:
26-32
Appendix A – Math Fluency
27-30
Appendix B – Fact Fluency Websites
31
Appendix C – English Language Arts
Websites
32
Page 2
Overview of the K-6 Report Cards
The Niagara Falls City School District’s K-6 report cards are standards-based report
cards aligned to the New York State Common Core State Standards.
Features include:
o A 4-point grading scale indicating the four levels of standard achievement
o Trimester reporting
o Detailed attendance reporting
o AIMSweb reporting/results (Primary)
o Responsibilities of the learner (Primary)
o Special area standards (Primary only)
o Reporting progress toward end of year standards (Grade-level specific)
o Unique courses for Sister Schools (Abate, Kalfas, and Niagara Street)
o Music/Art for non-Sister Schools will report final course grade only (Intermediate)
Page 3
Attendance Tracking in Grades K-6
Research shows that consistent attendance in school is necessary for students to
achieve academically and develop socially. Therefore, attendance is more detailed on
the New Primary Report Card so that there is a clear understanding of how much
instructional time has been lost for each student. Early dismissal is now recorded, as
instruction continues until the end of the official school day.
Excused absences include:
1. Sickness
2. Serious illness or death in the family
3. Excused absence part of a day
4. Suspension
5. Medical or dental appointments
6. Impassable roads or extreme weather conditions
7. Approved educational trips
8. Religious observances
9. Music lessons
10. Attendance in health clinics
11. Required court appearances
12. Emergency situations as approved by the building administrator
Unexcused absences include:
1. Vacation with or without parents
2. Haircut
3. Oversleeping
4. Babysitting
5. Hunting/Fishing
6. Unlawful detention
7. Truancy
Page 4
Annotated Grade K Report Card Sample
Page 5
Page 6
Annotated Grade 1 Report Card Sample
Page 7
Page 8
Annotated Grade 2 Report Card Sample
Page 9
Page 10
Annotated Grade 3 Report Card Sample
Page 11
Page 12
Annotated Grade 4 Report Card Sample
Page 13
Page 14
Annotated Grade 5 Report Card Sample
Page 15
Page 16
Annotated Grade 6 Report Card Sample
Page 17
Page 18
What Performance Levels Mean
The NFCSD report card uses a scale of 4-1 to indicate progress on the end of the year
grade level standards.
Performance Levels:
4
Exceeds Standards
3
Meets Standards
2
Approaching
Standards
1
Minimal Progress
Towards Standards
Student performance
demonstrates superior
understanding of end of
year standards at this
grade level and beyond.
Student performance
demonstrates and
meets end of year
standards at this grade
level.
Student performance is
on track to understand
end of year standards
at this grade level
Student performance does not
demonstrate understanding of
the end of year standards at this
grade level
Student independently
exceeds requirements
for grade-level work,
and is working well
above grade level
Meets requirements for
grade-level work
Beginning and working
toward meeting
requirements for grade-
level work
Working well below grade level
requirements
Consistently applies and
extends learned concepts
and skills independently
Completes work
accurately and
independently
Benefits from
consistent instruction
and practice. Can work
independently and/or
with assistance.
Requires extra time, instruction,
assistance and/or practice.
Struggles even with assistance.
Performance Level scores are not based on one assessment experience. Teachers
design multiple assessment tasks and collect evidence of student learning throughout
the grading period. Evidence may include teacher observations, student work samples,
projects, tests, quizzes and district assessments. Teachers review these items for
evidence of learning when grading student progress for the report card.
End of Year Grade Level Math Fluency Expectation and Scoring is as follows:
Performance
Level Score Explanation
3 Achieved year end goal
2 Making progress toward year end goal
1 Making little or no progress toward year end goal
Please keep in mind you will only see a 1, 2 or 3. The report card system will then
match it to the appropriate explanation.
Page 19
The AIMSweb Results Table for Primary Report Cards
Three times a year, all Kindergarten through sixth grade students in the Niagara Falls
City School District are assessed in literacy skills. The assessment tool used for this
screening is the Academic Information Management System Plus (AIMSweb Plus).
The purpose of this assessment is to identify each student’s strengths and needs in the
area of reading. The results of this screening allows your child’s teacher to provide the
most appropriate and effective reading instruction.
See the K-2 tables below for an explanation of how to identify the results and grade
level targets. Targets increase at each trimester.
Kindergarten
First Grade
Page 20
The AIMSweb Results Table (continued)
Second Grade
Page 21
Art and Music
Art
The Primary art standards reflect the attributes sought after for proper artistic
development within the art class setting. Our district’s art teachers instruct daily within
the frameworks of the art elements. They also look for proper behavior, tool usage, and
creative problem-solving skills. A positive progression is encouraged within our
trimester marking system.
Music
Students in elementary music classes are expected to sing in tune, demonstrate basic
beat and rhythm competency and experience elemental music composition. Students
have various requirements based on grade level, but all will learn the above mentioned
concepts.
Intermediate Art & Music
Students in the non-Sister Schools take art and music for one semester only.
Therefore, the final 4-3-2-1 proficiency grade will be for end of course. First semester
course grades should appear on the Trimester 2 report card, and second semester
course grades should appear on the Trimester 3 report card.
Page 22
Primary Physical Education Report Card
The four areas listed above reference the three domains of learning; psychomotor,
cognitive and affective. Described below is how each domain of learning applies to
Physical Education. Additionally, each NYS PE Learning Standard is noted within the
description.
Psychomotor: The psychomotor domain refers to the physical aspects of learning. It
addresses motion, reflexes, and how muscles are engaged during physical activity. In
your PE classes, you can help students build a number of psychomotor skills, including
reflexive skills, perceptual abilities, and higher-order skills that require a combination of
physical abilities to yield a motion. Psychomotor skills are to be addressed in age
appropriate progressions.
A. Exhibits appropriate body movements and skill development.
B. Expresses appropriate effort while engaging in physical activities.
NYS Standard 1: Personal Health and Fitness
NYS Standard 2: A Safe and Healthy Environment
Cognitive: The cognitive domain addresses the development of content knowledge and
intellectual skills. Teaching and learning in the cognitive domain is essential to PE, as
without it, students are less likely to understand rules or develop strategies to excel in
activities, sports, and games.
A. Demonstrates personal and responsible behaviors in physical
education.
NYS Standard 2: A Safe and Healthy Environment
NYS Standard 3: Resource Management
Affective: The affective domain focuses on students’ feelings, attitudes, and values
about movement. Focus is on a student’s ability to pay attention and place value on the
importance of movement
A. Engages in physical activity as a form of self-expression.
NYS Standard 2: A Safe and Healthy Environment
Physical Education Fall Winter Spring
Exhibits appropriate body movement and skill development
Engages in physical activity as a form of self-expression
Demonstrates personal and responsible behaviors in physical education
Expresses appropriate effort while engaging in physical activities
Page 23
Development of Learner Responsibilities that
Support Academic Progress (Primary Only)
(Will appear in Parent Guide)
All New York State students must perform at higher levels of academic achievement
than ever before. These responsible behaviors promote growth and learning throughout
life.
These responsibilities include:
Paying attention
Working cooperatively
Completing homework
Respecting rights, feelings, and property of others
Organizing materials
Following classroom expectations and routines
Actively participating in classroom discussions
Following directions
Working independently
Using class time effectively to produce quality work
Asking for help at appropriate times
Demonstrating self-control physically
Demonstrating self-control verbally
Page 24
Frequently Asked Questions
Q. Why a standards-based report card?
A. The purpose of a standards-based reporting system is to provide
parents/guardians, teachers and students with more accurate information about
students’ progress toward meeting content standards.
Q. What are the advantages of a standards-based report card?
You and your child know exactly what is expected in order to master the goals
for a particular subject area.
The expectations for what your child should be able to do at a grade level are
consistent across the district.
You receive information for each of the standards.
Your child is assessed with respect to standards rather than compared to
other students.
Q. Why is grade reporting in trimesters and not in quarters?
A. Trimester grade reporting provides more time for students to demonstrate
proficiency towards meeting the standards. This allows adequate time for
teachers to instruct, assess, and provide evidence of student learning. In
addition, trimesters provide for additional opportunities to meet the needs of
individual students and their respective abilities.
Q. Why are all of the grade level standards not listed on the report card?
A. The Report Card Committee Representatives selected the standards and
descriptors that were considered to be most significant at each grade level.
Q. Should I be worried if I see “2”s on my child’s report card?
A. “2” reflects normal progress and is expected in the first two trimesters. A student
is expected to progress towards meeting the standards over the course of the
year because the standards are end of grade-level expectations. The goal is for
all students to be at a level “3” by the end of the school year.
Report Card Dates to Remember
First Trimester (September 6-December 9) – Report cards mailed December 21
Second Trimester (December 10-March 17) – Report cards mailed March 30
Third Trimester (March 18-June 16) – Report cards mailed June 29
Page 25
Q. Can my child earn a “3” or “4” in the first trimester?
A. While this is not the norm, it is possible for a student to score a “3” or “4” in the
first trimester. The student can earn “3” if their work consistently demonstrates
that they have fully mastered all of the grade level standards. A student earns a
mark of “4” if he or she is consistently working at the level of expectation of the
next grade level’s standards. These marks are not expected in the first trimester,
but may occur.
Q. Will students with an individualized education plan (IEP) still receive
quarterly progress reports?
A. Yes, students with an IEP will continue to receive quarterly progress reports in
addition to trimester report cards. The quarterly progress report is a separate
document which measures progress toward achieving individual student goals as
indicated by the IEP.
Q. Does my child’s attendance affect his or her academic performance?
A. When your child is not in school they are missing valuable classroom instruction.
Research shows that when students are excessively absent from school,
academic progress is negatively impacted.
Q. What if I still have questions regarding my child’s report card?
A. If you still have questions regarding your child’s report card, contact your child’s
teacher. He or she is a valuable resource to help you understand how your child
is doing in school and what you can do to help them succeed.
Page 26
Additional Resources
Page 27
Appendix A
Math Fluency
What is fluency? Math fact fluency refers to the ability to recall the basic facts in
addition, subtraction, multiplication and division, accurately, quickly and effortlessly.
Multiplication and division begins in Grade 3.
The fluency expectations for each grade level are included below.
Grade Required Fluency
K Add/subtract within 5
1 Add/subtract within 10
2 Add/subtract within 20
Add/subtract within 100 (pencil and paper)
3 Multiply/divide within 100
Add/subtract within 1000 (pencil and paper)
4 Add/subtract within 1,000,000 (pencil and paper)
5 Multi-digit multiplication (pencil and paper)
Grade K
By the end of Kindergarten, students will have memorized all addition facts with sums to
5.
0+0 1+0 2+0 3+0 4+0 5+0
0+1 1+1 2+1 3+1 4+1
0+2 1+2 2+2 3+2
0+3 1+3 2+3
0+4 1+4
0+5
By the end of Kindergarten, students will have memorized all addition facts with
minuends to 5.
5-0 4-0 3-0 2-0 1-0 0-0
5-1 4-1 3-1 2-1 1-1
5-2 4-2 3-2 2-2
5-3 4-3 3-3
5-4 4-4
5-5
Page 28
Grade 1
By the end of grade 1, students will have memorized all addition facts with sums to 10.
0+0 1+0 2+0 3+0 4+0 5+0 6+0 7+0 8+0 9+0 10+0
0+1 1+1 2+1 3+1 4+1 5+1 6+1 7+1 8+1 9+1
0+2 1+2 2+2 3+2 4+2 5+2 6+2 7+2 8+2
0+3 1+3 2+3 3+3 4+3 5+3 6+3 7+3
0+4 1+4 2+4 3+4 4+4 5+4 6+4
0+5 1+5 2+5 3+5 4+5 5+5
0+6 1+6 2+6 3+6 4+6
0+7 1+7 2+7 3+7
0+8 1+8 2+8
0+9 1+9
0+10
By the end of Grade 1, students will have memorized all addition facts with minuends to
10.
10-0 9-0 8-0 7-0 6-0 5-0 4-0 3-0 2-0 1-0 0-0
10-1 9-1 8-1 7-1 6-1 5-1 4-1 3-1 2-1 1-1
10-2 9-2 8-2 7-2 6-2 5-2 4-2 3-2 2-2
10-3 9-3 8-3 7-3 6-3 5-3 4-3 3-3
10-4 9-4 8-4 7-4 6-4 5-4 4-4
10-5 9-5 8-5 7-5 6-5 5-5
10-6 9-6 8-6 7-6 6-6
10-7 9-7 8-7 7-7
10-8 9-8 8-8
10-9 9-9
10-10
Page 29
Grade 2
By the end of Grade 2, students will have memorized all addition facts with sums of two
one-digit numbers.
0+0 1+0 2+0 3+0 4+0 5+0 6+0 7+0 8+0 9+0
0+1 1+1 2+1 3+1 4+1 5+1 6+1 7+1 8+1 9+1
0+2 1+2 2+2 3+2 4+2 5+2 6+2 7+2 8+2 9+2
0+3 1+3 2+3 3+3 4+3 5+3 6+3 7+3 8+3 9+3
0+4 1+4 2+4 3+4 4+4 5+4 6+4 7+4 8+4 9+4
0+5 1+5 2+5 3+5 4+5 5+5 6+5 7+5 8+5 9+5
0+6 1+6 2+6 3+6 4+6 5+6 6+6 7+6 8+6 9+6
0+7 1+7 2+7 3+7 4+7 5+7 6+7 7+7 8+7 9+7
0+8 1+8 2+8 3+8 4+8 5+8 6+8 7+8 8+8 9+8
0+9 1+9 2+9 3+9 4+9 5+9 6+9 7+9 8+9 9+9
By the end of Grade 2, students will have memorized all subtraction facts with minuends
less than 20 with differences less than 10.
11-2
12-3 11-3
13-4 12-4 11-4
14-5 13-5 12-5 11-5
15-6 14-6 13-6 12-6 11-6
16-7 15-7 14-7 13-7 12-7 11-7
17-8 16-8 15-8 14-8 13-8 12-8 11-8
18-9 17-9 16-9 15-9 14-9 13-9 12-9 11-9
What you can expect in Grades 3-5:
0x0 1x0 2x0 3x0 4x0 5x0 6x0 7x0 8x0 9x0
0x1 1x1 2x1 3x1 4x1 5x1 6x1 7x1 8x1 9x1
0x2 1x2 2x2 3x2 4x2 5x2 6x2 7x2 8x2 9x2
0x3 1x3 2x3 3x3 4x3 5x3 6x3 7x3 8x3 9x3
0x4 1x4 2x4 3x4 4x4 5x4 6x4 7x4 8x4 9x4
0x5 1x5 2x5 3x5 4x5 5x5 6x5 7x5 8x5 9x5
0x6 1x6 2x6 3x6 4x6 5x6 6x6 7x6 8x6 9x6
0x7 1x7 2x7 3x7 4x7 5x7 6x7 7x7 8x7 9x7
0x8 1x8 2x8 3x8 4x8 5x8 6x8 7x8 8x8 9x8
0x9 1x9 2x9 3x9 4x9 5x9 6x9 7x9 8x9 9x9
Page 30
By the end of Grade 3, students will have memorized all quotients associated with the
above products.
0÷1 0÷2 0÷3 0÷4 0÷5 0÷6 0÷7 0÷8 0÷9
1÷1 2÷2 3÷3 4÷4 5÷5 6÷6 7÷7 8÷8 9÷9
2÷1 4÷2 6÷3 8÷4 10÷5 12÷6 14÷7 16÷8 18÷9
3÷1 6÷2 9÷3 12÷4 15÷5 18÷6 21÷7 24÷8 27÷9
4÷1 8÷2 12÷3 16÷4 20÷5 24÷6 28÷7 32÷8 36÷9
5÷1 10÷2 15÷3 20÷4 25÷5 30÷6 35÷7 40÷8 45÷9
6÷1 12÷2 18÷3 24÷4 30÷5 36÷6 42÷7 48÷8 54÷9
7÷1 14÷2 21÷3 28÷4 35÷5 42÷6 49÷7 56÷8 63÷9
8÷1 16÷2 24÷3 32÷4 40÷5 49÷6 56÷7 64÷8 72÷9
9÷1 18÷2 27÷3 36÷4 45÷5 54÷6 63÷7 72÷8 81÷9
10÷1 20÷2 30÷3 40÷4 50÷5 60÷6 70÷7 80÷8 90÷9
Students benefit from repeated practice to develop fact fluency. In addition, it is useful
for them to develop strategies to support their fluency development. The websites and
apps on the following page provide opportunities for practice in addition strategies.
Page 31
Appendix B
Fact Fluency Websites
Developing Fact Fluency
http://www2.carrollk12.org/instruction/elemcurric/math/tbasicfacts.HTM
This website contains information about fluency and resources to help students develop
their fluency.
Math Facts Café
http://www.mathfactcafe.com/
This website includes printable math worksheets for elementary school and home use.
This includes generators for math drills, flashcards, counting, time, money, and more.
Soft Schools
http://www.softschools.com/math/
SoftSchools.com provides free math worksheets and games. Worksheets and games
are organized by grades and topics. These printable math and phonics worksheets are
auto generated.
Math Drills
https://www.math-drills.com/
This website provides online fact tests in which math problems are organized into 86
levels ranging from simple ordering of numbers to addiction and subtraction,
multiplication, division, fractions, time, algebra, geometry, etc.
Math Magician Games
http://www.oswego.org/ocsd-web/games/Mthmagician/cathymath.html
Math Magician provides online facts challenges.
XtraMath
https://xtramath.org/#/home/index
This is a free website that helps student transition for counting or calculating the basic
math facts to recalling them. It is free for teachers and parents.
Facts Fluency Apps
Fast Facts by StudySmart…..drills/games
Mathris by DivMob……a game like Tretris using addition, subtraction, multiplication, and
division skills
Fractions by Braining Camp…….primarily for grades four and five
Math Bingo by ABCya.com
Page 32
Appendix C
English Language Arts Websites
Sight Words
http://www.interactivesites.weebly.com/readingsight-words.html
This website offers fun, educational, interactive games and simulations for children to
practice both sight words and reading comprehension.
Spelling Practice with Dolch Sight Words
www.abcya.com
This website reinforces the reading and spelling of sight words by having your child
place mixed-up letters in the proper order.
Letter Recognition and Sound
www.starfall.com
Students can actively practice their letter sounds, vowels, diagraphs, and blends by
playing various games. They can also read a variety of stories with assistance from the
website.
Reading Unknown Words
http://www.funbrain.com/brain/ReadingBrain.htm
The top portion of this website offers a variety of on-line books. The bottom portion
offers a host of games specific to phonics skill areas.
Storyline
http://www.storylineonline.net
This website features actors and actresses reading some of their favorite children’s
books.
Transport to Reading
http://www.professorgarfield.org/transport/transport.html
This website hosts a variety of games for students to practice beginning and ending
sounds, rhyming words, phoneme blending, and vowels.
