Dear Mr. and Mrs.

Hauser,
Following this letter, I have attached your students monthly
progress report. I will send one of these reports out every four
weeks during the school year. The report shows how well a
student has performed each week on the standards we have
covered in class. Each standard receives its own separate grade,
so that you can see in which areas your student is doing well, and
which areas may need improvement. Since each week has its own
separate grade, you can also see student progress over the
course of the month. I have also included comments that explain
the reason behind the grades for each standard.
Students with end of the month grades that are still at a 1 or a 2
will receive additional support in the form of one-on-one time with
me. This time can be spent either during lunch, or after school if
needed. Please keep in mind that these reports are not the same
as a final report card. Their main purpose is monitor student
progress, and to determine where a student may need additional
support. Students who have not yet mastered the standards in
this report still have time to do so. Every student learns
differently, and some may need more time master specific
standards.
If you have any questions or concerns, please contact me.
Sincerely,
Mrs. Rowlison
 Monthly Academic Progress Report
Student name: Ashley Hauser
Grade: 6th
Class: Science
Teacher: Mrs. Rowlison
School Year: 2017-2018

4-point Grading Key:

Grad Level of What this means

e Mastery
4 Mastery The student understands the concept very well, and is
completely ready to move on to the next level concept.
3 Proficient The student understands the concept, but still has room
for improvement before moving on.
2 Semi- The student understands a small part of the concept, but
proficient still needs a lot of practice.
1 Unsatisfactor The student does not understand the concept and will
y need additional help.

Standards Weeks Comments

Week Week Week Week
1 2 3 4
MS-LS1-6 Construct a Ashley seems to
scientific explanation have prior
based on evidence for the knowledge of
role of photosynthesis in photosynthesis and
the cycling of matter and 2 2 2 3 understands the
flow of energy into and concept. She still has
out of organisms. trouble grasping the
idea of energy flow
within organisms.
MS-LS1-7 Develop a 1 1 2 2 Ashley had a very
model to describe how difficult time with the
food is rearranged chemistry portion of
through chemical this standard. She
reactions forming new understands that
molecules that support food provides
growth and/or release energy, but still has
energy as this matter difficulty with more
moves through an in-depth
organism.
MS-LS2-1 Analyze and
interpret data to provide
evidence for the effects of
resource availability on
organisms and
populations of organisms
in an ecosystem.
MS-LS2-3 Develop a
model to describe the
cycling of matter and flow
of energy among living
and nonliving parts of an
ecosystem.
MS-LS2-4 Construct an
argument supported by
empirical evidence that
changes to physical or
biological components of
an ecosystem affect
populations.
MS-LS2-2 Construct an
explanation that predicts
patterns of interactions
among organisms across
multiple ecosystems.
MS-LS2-5 Evaluate
competing design
solutions for maintaining
biodiversity and
ecosystem services.
Overall I believe that Ashley is very good at constructing
explanations.
Ashley can easily
understand data on
this subject that has
already been pre-
2 2 3 3
interpreted, but has
some trouble
analyzing the data
herself.
Ashley seems to be
struggling with the
flow of energy
concept here much
like she did with the
second standard. She
1 2 2 2
understands that
living things require
energy, but still has
difficulty
understanding the
energy cycle.
Ashley constructs her
arguments well and
provides good
evidence. She still
has a bit of trouble
1 2 2 3
with understanding
the difference
between biological
and physical
components.
Ashley understands
the concept of
interaction between
organisms in
1 1 2 3
different ecosystems.
She still has some
difficulty determining
patterns.
Ashley is very good
at evaluating
through research,
2 3 3 4 and created a
detailed report
comparing two
design solutions.
detailed explanations in
her assignments, and understands the big picture of eco systems well. She has
some difficulty with analyzing and interpreting data. I have provided several
strategies for her to try when faced with this situation. What I am most concerned
about is her understanding of the use and flow of energy in organisms and
ecosystems. I am beginning to work with her in one-on-one meetings during lunch
hour to provide additional support for her on this topic.