Learned actions that enable students to access learning and interact with others productively in the community.
Learning Behaviors are learned actions that enable students to access learning and interact with others productively in the community. These behaviors are developed in and outside of school.
Additionally, Learning Behaviors help with understanding and managing emotions, establishing and maintaining positive relationships, and making responsible decisions are essential life skills. They complement the curriculum content taught in the elementary grades and are a natural part of learning about oneself while interacting with others.
These behaviors were drafted and revised several times based on feedback from teachers, administrators, curriculum staff, and parent advisory committees.
- Understanding Your Child’s Elementary School Report Card→
- Preparing for the Elementary Parent Teacher Conference→
- Understanding Your Child’s Elementary School Interim Progress Report→
- Example Report Card – PreKindergarten 3
- Example Report Card – PreKindergarten
- Example Report Card – Kindergarten
- Example Report Card – Grades 1 to 2
- Example Report Card – Grades 3 to 5
- Comprendiendo el boletín de califificaciones de primaria de su niño/a→
- Preparándose para la Conferencia de Padres y Maestros de Primaria→
- Comprendiendo el Boletín de Progreso Interino de la Escuela Primaria de su Niño/a→
- Boletín de Calificaciones de Pre-Kindergarten-3
- Boletín de Calificaciones de Pre-Kindergarten
- Boletín de Calificaciones de Kindergarten
- Boletín de Calificaciones de 1° y 2° Grados
- Boletín de Calificaciones de 3°, 4° y 5° Grados
- 明白孩子 小学期中进展报告单→
- 学前班-3 成绩报告单
- 자녀의 초등학교 성적표 이해하기→
- 초등학교 학부모/교사 면담회 준비하기→
- 자녀의 초등학교 중간 성적보고서 이해하기→
- 예비 킨더가튼 – 3 성적표
- 예비 킨더가튼 성적표
- 킨더가튼 성적표
- 1, 2학년 성적표
- 3, 4, 5학년 성적표
Report Card Language and Indicators
Indicators are provided to give greater detail about each learning behavior. These indicators give students, families, and teachers a sense of what the learning behavior means or how it might be demonstrated. The indicators help guide teachers as they consider and report on the learning behavior. The indicators are not a checklist. All indicators do not have to be present to meet expectations of the learning behavior. There are five learning behaviors reported on the elementary report card:
Demonstrates Interpersonal Skills
- Shows respect to peers and adults
- Interacts positively with peers and adults
- Shares opinions respectfully
- Contributes positively to the classroom and school community
- Demonstrates digital citizenship
- Follows established schoolwide and classroom procedures
- Follows oral and written directions
- Exhibits self-control and manages emotions
- Participates actively in learning
- Manages time effectively to complete work
- Organizes and manages materials
- Accepts responsibility for actions
- Works through challenges
- Attempts new strategies when needed
- Solves problems
- Asks questions and seeks information
- Accepts and learns from feedback
- Demonstrates stamina
- Works cooperatively in a variety of settings
(e.g. whole group, small group, online, guided, and unguided)
- Thinks flexibly
- Acknowledge others’ ideas
- Demonstrates ability to reach compromise
- Shares responsibility
- Contributes to conversations and group discussions
- Takes appropriate academic risks
- Begins task without prompting
- Demonstrates self-advocacy
- Uses technology to demonstrate learning
- Selects appropriate tool(s) for the task
- Seeks to improve work
What are grade/age appropriate examples of learning behaviors?
The five learning behaviors appear in each elementary grade. Yet, each behavior can look a little different based on the grade and age of the student.
The examples listed in the chart below offer ideas about what each learning behavior may be demonstrated differently in different grade levels. Elements of learning behaviors are interconnected. Because of that, there may be some overlap.
For example, “waits for turn to talk” is an example of an interpersonal skill as it is something we do to build rapport with others. Waiting for one’s turn and not calling out might also be an example of demonstrating responsibility as well.
Examples presented below are not necessarily exclusive. Also note that learning behaviors develop over time relative to a variety of factors including instruction, reinforcement, opportunity to practice, and maturation. Some examples naturally appear in two adjacent grade levels. The examples, like the indicators mentioned above, are not a checklist.
Each example does not have to be present for a student to meet expectations.
|Learning Behavior||PreK (3)||PreK (4)||Kindergarten||First Grade||Second Grade||Third Grade||Fourth Grade||Fifth Grade|
|Demonstrates Interpersonal Skills|| || || || || || || || |
|Demonstrates Responsibility|| || || || || || || || |
|Demonstrates Perseverance|| || || || || || || || |
|Demonstrates Collaboration|| || || || || || || || |
|Demonstrates Initiative|| || || || || || || || |
How are learning behaviors taught/reinforced?
Learning behaviors are naturally taught and reinforced throughout the school year. They are developed and reinforced at school and at home. At school, there are lessons or instructional activities to develop students’ understanding of the behaviors and practice them in authentic settings. Teachers also model and reinforce learning behaviors during daily activities. Some specific connections to learning behaviors during instruction include:
- Teachers and students develop class rules and agreements in the beginning of the year and revisit as appropriate.
- Lessons for community, identity, and norms are taught during the year.
- Teachers consistently hold community circles to discuss interactions, thoughts, and feelings.
- Social Emotional Learning (SEL) instruction is part of the Health curriculum.
- Positive Behavior Interventions and Supports (PBIS) is leveraged to acknowledge and reinforce learning behaviors.
- In addition to intentional lessons, teachers reinforce learning behaviors throughout the day by modeling them and reminding students of them before they play a game, work in small groups, or participate in a class discussion.
- Learning behaviors are also reinforced during recess, lunch, and other school-related activities such as assemblies.
How are learning behaviors evaluated?
Teachers have (received professional learning) been trained to understand and recognize actions that are evidence of the learning behaviors.Teachers observe students during instruction (and student interaction) to inform their report of the learning behaviors on the report card.Teachers refer to expectations for a learning behavior.Expectations are based on frequency and quality.
Frequency: How often a behavior occurs
Teachers consider how frequently the learning behavior is demonstrated by the student. Frequency is thought of as most of the time, some of the time, or not very often or not at all. Frequency is relative to grade-level and age appropriateness.
Quality: How well a behavior is demonstrated (based on grade/age appropriateness).
Teachers consider how well (quality) a learning behavior is demonstrated. This is relative to grade-level and age appropriateness. For example, a younger student may not be expected to persevere with a problem as long as an older student.
How are learning behaviors reported?
- Each teacher reports performance for the students that they teach.
- Teachers use the reporting codes below to express student performance.
- 1 – Meets Expectations
- 2 – Making Progress Towards Expectations
- 3 – Limited/No Progress Towards Expectations