HOW TO ENTER Holistic Progress Remarks for SA-1 SA-2 in Student info site
How to Enter Holistic Progress Remarks
- The student wise rubrics are to be entered in the Student Info Website
- Open the Studentinfo Website
- Login using the Dise Code and Password
- Move to Services Section
HOW TO ENTER Holistic Progress Remarks for SA-1 SA-2 in Student info site
- Click on the First Section Holistic Progress Remarks
- Select the Class
- Select the Student
- Select the Exam name SA-1/SA-2
- Click on Get Details
- Enter the Holistic Progress Remarks using the Parameters Stream/ Mountain/Sky
- Click on Submit
👉Holistic Progress అనగా సంపూర్ణ పురోగతి. దీనికి సంబంధించి 21 వివిధ అంశాలలో విద్యార్ధి పురోగతి మూడు స్థాయిలలో నమోదు చేయాలి
- 1. Stream (Needs to Improve)
- 2. Mountain (can Improve)
- 3. Sky (Achieved Levels)
| Items/Levels | Stream | Mountain | Sky |
| Written Exam Marks (Parameter IV) | If the student scores less than 35% | If the student scores between 35%-60% | If the student scores 60- 100% |
| Other Component Marks (Parameters I, II, III) | If the student scores less than 35% | If the student scores between 35%-60% | If the student scores 60- 100% |
| Total Marks | If the student scores less than 35% | If the student scores between 35%-60% | If the student scores 60- 100% |
| Grade for Total Marks | If student gets C grade in classes 1 to 5 If student gets D2 grade in classes 6 to 10 | If the student gets B,B+ in classes 1 to 5 If the student gets B1,B2,C1,C2,D1 in classes 6 to 10 | If the student gets A or A+ in classes 1 to 5. If the student gets A1,A2 in classes 6 to 10 |
| Attendance | If the attendance percentage is less than 75% | If the attendance percentage is 75%- 90% | If the attendance percentage is 90%-100% |
| Reading Ability | Try to read the simple text given in class text book | Read any text in class text book and also unseen text of concerned class level | Read any text in class text book and also unseen text of concerned class level with fluency, explain the theme in the text in his/her own sentences, give examples in daily life and relates them to his/her own context. |
| Writing Ability | Try to write the simple text given in class text book | Write any text in class text book and also unseen text of concerned class level by dictation mode. | write any text in class text book and also unseen text of concerned class level with accurate spellings, write the theme in the text in his/her own sentences, give examples in daily life and relates them to his/her own context. |
| Speeches/ Elocution Skills | Try for basic oral expression, try to speak clearly and audibly in simple sentences. | Speaks with clarity in oral expression, forming complete sentences with proper pronunciation, with examples. | Speaks with oral fluency expressing thoughts coherently and fluently. Can orate any age appropriate topic given with relevant citations |
| Maths Tables Fluency | Try to write and recite the class level tables. | Write and recite class level tables fluently without mistakes. | Write and recite any table of class level with fluency, without mistake from top to bottom and bottom to top. |
| First Language Vocabulary, Grammar Ability | Try to speak and write first language content of class level with proper vocabulary and grammar. | Speak and write first language content of class level with proper vocabulary and grammar without mistakes | Speak and write first language content of class level with proper vocabulary and grammar without mistakes, Recites and explains rhymes/ poems/ songs explanation of grammar points. |
| English Vocabulary, Grammar Ability | Try to speak and write content of class level with proper vocabulary and grammar. (Note: Apply relevant items which are appropriate to concerned class.) | Speak and write content of class level with proper vocabulary and grammar without mistakes. (Note: Apply relevant items which are appropriate to concerned class.) | Speak and write content of class level with proper vocabulary and grammar without mistakes, Recites and explains rhymes/poems/songs explanation of grammar points. (Note: Apply relevant items which are appropriate to concerned class.) |
| Maths Problem Solving Ability | Try to do one Mathematical activity based on learning outcomes/Curricular goals prescribed in the concerned class text book. | Can do number of Mathematical activities based on learning outcomes/Curricular goals prescribed in the concerned class text book with clear idea how to do. | Can do any Mathematical activity based on learning outcomes/Curricular goals prescribed in the concerned class text book with clear idea how to do and relates the activity with realtime experiences. Can plan and do similar activities for given learning outcomes/Curricular goals. |
| Science/EVS Practical Ability | Try to do one activity based on learning outcomes/Curricular goals prescribed in the concerned class text book. Note: For Classes 1 and 2 basic awareness about water, health, food etc to be take into consideration | Can do number of activities based on learning outcomes/Curricular goals prescribed in the concerned class text book with clear idea how to do. | Can do any activity based on learning outcomes/Curricular goals prescribed in the concerned class text book with clear idea how to do and relates the activity with realtime experiences. Can plan and do similar activities for given learning outcomes/Curricular goals. |
| Social Map Recognition Skills | Try to read the map and plot the any learned place in map. (Note: class appropriate. For example class 1 if student may identify the given paper is map.) | Proficient in recognizing a wide range of countries and continents on world maps. Proficient in reading simple maps, identifying key elements and locations. (Note: Class appropriate items to be performed) | In-depth knowledge of regions, including countries, capitals, and key geographical features. Advanced ability to interpret complex maps, including topography, landmarks, and spatial relationships. (Note: Class appropriate items to be performed) |
| G.K. Ability | Basic awareness of the world around them . ( Example:Persons, Places, First in country,world, countries, continents, and basic geographical features etc.) (Note: class appropriate. For example, class 1 if student may tell about Teacher, HM, Parents, neighbours names.) | Awareness of the world around them. (Example: Persons, Places, First in country,world, countries, continents, and basic geographical features etc.) (Note: class appropriate knowledge may be performed) | Advanced knowledge of global geography, cultures, and traditions. Can analyse and compare different regions and their contributions to the world. (Example: Persons, Places, First in country,world, countries, continents, and basic geographical features etc.) (Note: class appropriate knowledge may be performed) |
| The Game/Sport he/she good at (Local or state recognized game or sport) | Demonstrates basic skills and understanding of the rules in the chosen game/sport. (Note: Age appropriate participation and knowledge in the selected game/sport to be prefered) | Proficient in fundamental skills and knowledge of the game/sport. Can participate effectively in basic competitions. (Note: Age appropriate participation and knowledge in the selected game/sport to be prefered) | Mastery of advanced skills, techniques, and strategies in the chosen game/sport. Can compete at an advanced level within the local or state context. (Note: Age appropriate participation and knowledge in the selected game/sport to be prefered) |
| Name of The art form he /she good at (Local or state recognized art form) | Building upon the basics, demonstrates the chosen local or state-recognized art form . (Note: Age appropriate performance and knowledge in the selected art form) | Proficient in mastering advanced techniques, showcasing a higher level of skill and creativity. (Note: Age appropriate performance and knowledge in the selected art form) | Mastery of elite-level techniques, setting a high standard in the local or state context. (Note: Age appropriate performance and knowledge in the selected art form) |
| Consciousness towards Environment (how much sensitive he/ she is) | Demonstrates basic awareness of environmental issues, such as waste reduction and conservation . (Note: Age appropriate Consciousness towards Environment) | Proficient in understanding basic environmental concepts, including the importance of recycling and energy conservation . (Note: Age appropriate Consciousness towards Environment) | Advanced knowledge of environmental issues, including understanding the impact of human activities on ecosystems and biodiversity. (Note: Age appropriate Consciousness towards Environment) |
| Future skills/ Vocational skills (Future skills/ Local or state recognized vocational trade) | Demonstrates awareness of various vocational trades and their importance in the community. (Note: Age appropriate Future skills/ ocational skills) | Proficient in basic skills associated with a specific vocational trade. (Note: Age appropriate Future skills/ Vocational skills) | Advanced proficiency in specific vocational skills, showcasing a deeper understanding. (Note: Age appropriate Future skills/ Vocational skills) |
| Aesthetic Sense | Demonstrates basic ability to analyse and critique aesthetics in various art forms. (Note: Age appropriate Aesthetic Sense) | Expert-level discernment of aesthetic elements, critiquing art with a sophisticated understanding. (Note: Age appropriate Aesthetic Sense) | Influences and shapes aesthetic discourse, contributing to the broader artistic landscape. (Note: Age appropriate Aesthetic Sense) |
| Overall Incremental Improvement Quarter Wise | Student trying to progress to next level | Student can perform activities better than previous time | Student able to plan and perform activities with more clarity than previous time. |
