The document is a report card for Aaron Hirotani in the 6th grade at Merryhill Preparatory School. It summarizes his literacy, mathematics, self-reliance, and other goals for each academic quarter. It also outlines the responsibilities of Aaron, his teacher, and parents to support achieving these goals.

1. Merryhill Preparatory School
th
Aaron Hirotani grade : 6 / age : 11
Literacy: Phonological Awareness, Phonics, High-Frequency Words, Vocabulary,
Comprehension, Writing
Parent/Guardian
Quarter Literacy Goal Student Responsibility Teacher Responsibility
Responsibility
1 My reading goal is to I will read at least 1 book The teacher would keep My parents should
understand passages a quarter adding more books to my broad my horizon
I read . knowledge by preferring By introducing new
books for me to read types of books to my
interest
2 Test Test Tes Test
Mathematics: Number &Operations, Algebraic & Algebraic Thinking, Measurement
& Data, Geometry
Parent/Guardian
Quarter Math Goal Student Responsibility Teacher Responsibility
Responsibility
1 My math goal not to My responsibility is to When I go talk to the To help me pay
rush through pay more attention to my teacher I have to ask on attention to my work at
homework. work and work hard to topic questions. hand and not get
become stronger in frustrated on work
math. because I will have
more later in my time
being here.

3. Self-reliance, Problem Solving, Logical Thinking, Workplace Skills
Parent/Guardian
Quarter Goal Student Responsibility Teacher Responsibility
Responsibility
1 My goal is to become I will put the books of the To make sure that I wrote To check my locker for
more organized with classes I have in the everything in my planner books I need for
my things and put morning in my locker by homework
books away after class lunch most of the time.
when I have free time
like lunch or snack
Political Journalism Tenets: Political Literacy, Applied Language Arts skills, Technological
Literacy, Communication
S.T.E.M. Tenets: Applied Mathematical skills, Science Literacy, Self-Reliance, Problem Solving,
Logical Thinking, Technological Literacy, Innovation, Invention, Communication
Political Journalism Project STEM Project
The Political Journalism Project is a year-long, school-wide The STEM project integrates science, technology, engineering
focus on developing political literacy. and math and will be completed one quarter.
Student reflection: Student reflection:
I learned about the Libyan crisis and how it started and
that Obama went on a trip to 8 states in 48 hours..I need
to learn more about women’s part in Libyan politics, is it
permanent.. I think I can work better with others and
hope to get along with them. I can improve by taking
more of a speaking part in my group and help pose
questions on the topic.

4. Disposition Scores Program Emphasis Activities
Performing Move: skits, shows, demos, games, audiovisuals, sports, ―real life‖
Producing Organize: schedules, outlines, workbooks, reading, writing, portfolios
Inventing Discover: projects, portfolios, debate, brainstorm, computers, ―labs‖
Mechanical/Electronic/Scientific
Relating/Inspiring Interact group projects, people stories, family trees, discussion
Create:
Thinking/Creating Music/Art/Ideas/Writing art, music, nature, poetry, designing, dreaming, portfolios
Modality Scores Program Emphasis Activities
Auditory-Listening Hear: audiotapes, books on tape, computers, music, rhyming, songs
Auditory-Verbal Talk: tape reports/assignments, oral presentations, sing, discuss
Visual-Picture See: videos, computers, picture cues, diagrams, charts, time lines
Tactile/Kinesthetic Touch/Do/Draw: hands-on, drawing, building, textured or walk-on materials
Printed Language Read/Write: research, workbooks, outlines, reading/writing, copying
How will I use the information presented in my learning styles profile to improve or
enhance my learning experience?
Student reflection:
I can pay more attention to my work and not goof off with some of my friends and work on my time management.
The thing that I use to keep focused is soothing noises to drown out peoples loud voices .

5. Assess yourself on each Habit of Mind with 1 being low and 10 being high
Self-Assessment (1-10) Habits of Mind
st nd rd th
1 Quarter 2 Quarter 3 Quarter 4 Quarter
6 Persisting
5 Thinking & communicating with clarity & precision
7 Managing impulsivity
4 Gathering data through all senses
4 Listening with understanding & empathy
10 Creating, imagining, innovating
9 Thinking flexibly
8 Responding with wonderment & awe
6 Thinking about thinking (metacognition)
5 Taking responsible risks
7 Striving for accuracy
10 Finding humor
6 Questioning & posing problems

6. 10 Thinking interdependently
7 Applying past knowledge to new situations
8 Remaining open to continuous learning
How well am I employing and carrying through with these behaviors?
Student reflection:
I try to find the right time to make jokes but in that opening it can close on you really fast. . I think a lot it is just waiting for
the right time to let my questions out and facts on those topics if the teacher didn’t cover yet in the book.
Assess yourself on each ESLR
(E=Emerging, D=Developing, M=Mastering)
Self-Assessment (E, D, M) Expected Learning Outcomes
st nd rd th
1 2 3 4
Quarter Quarter Quarter Quarter
A–D Demonstrate Knowledge Innovatively
B–D A - Articulate knowledge and ideas in varied situations, with a range of
C—D tools (e.g., software such as Word, Excel & Power Point), and for multiple
D—M purposes
E—D B - Evaluate, interpret, and reply effectively to verbal & nonverbal
F---E communication
C - Communicate through a variety of written forms for varied audiences
D - Analyze the effectiveness of one’s communication skills
E - Be an active listener and participant to receive and process
information
F - Interact and work effectively with others
A—D Communicate Effectively
B—M A - Articulate knowledge and ideas in varied situations, with a range of
C---D tools (e.g., software such as Word, Excel & Power Point), and for multiple
D---D purposes
E—M B - Evaluate, interpret, and reply effectively to verbal & nonverbal
F--D communication
C - Communicate through a variety of written forms for varied audiences
D - Analyze the effectiveness of one’s communication skills

7. E - Be an active listener and participant to receive and process
information
F - Interact and work effectively with others
A—D Serve as a Socially Responsible Citizen
B—D A - Guide and/or lead others by building and using leadership
C—D characteristics such as organization, communication, interpersonal skills,
D—E confidence, flexibility, honesty, and vision
E—M B - Demonstrate responsibility and integrity
F—M C - Recognize civic responsibility (participate in civic life by becoming
G—E informed on issues and making civic decisions)
D - Understand and address global issues and perspectives, including
environmental, social, cultural, political and economic issues that impact
the world
E - Participate in service learning opportunities
F - Develop an awareness and appreciation for the arts
G - Communicate effectively in a second language
A—M Navigate through Experiences as a Life Long Learner
B—D A - Set, follow through, and assess the success of both long and short
C—D term goals
D—D B - Develop individual areas of interest by applying learning and
E—D advancing skills to expand one’s knowledge
C - Prioritize and manage time and tasks efficiently
D - Accept accountability for results and take pride in accomplishments
E - Become informed on various issues to aid in making appropriate
personal choices (such as economic, health, social, environmental)
How well are you developing these outcomes over time?

8. Student reflection:
I work with my group if I have one to make sure we have what we need and hopefully wecan go over the minimum limits.
Develop new view points by listening to my group members and